Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

The aim of this module is to provide trainees with the opportunity to obtain the clinical experience in using Low Intensity clinical approaches within a practice context.

Outline Of Syllabus

There is no specified syllabus linked to this module, rather it provides the opportunity for trainees to obtain supervised clinical experience to support the content of the other modules. In this way it facilitates the development of theory-practice links and, in particular, supports the programme’s skills outcomes.

Intended Knowledge Outcomes

N/A

Intended Skill Outcomes

The following are from the National BPS curriculum and have not been modified to fit with NU advice on writing learning outcomes.

By the end of the module the students must have met the following clinical placement outcomes:

•       Demonstrates competency in undertaking and recording a range of assessment formats. This should include both triage within an IAPT service and problem focused assessments.
•       Demonstrates experience and competence in the assessment of presenting problems across a range of problem descriptors including depression and two or more anxiety disorders.
•       Demonstrates the common factor competencies necessary to engage patients across the range of assessment formats
•       Demonstrates experience and competence in the selection and delivery of treatment of a range of presenting problems using evidence based low intensity interventions across a range of problem descriptor including depression and two or more anxiety disorders
•       Demonstrates the ability to use common factor competencies to manage emotional distress and maintain therapeutic alliances to support patients using low-intensity interventions
•       Demonstrates high quality case recording and systematic evaluation of the process and outcomes of mental health interventions, adapting care on the basis of these evaluations
•       Demonstrates the ability to engage with people from diverse demographic, social and cultural backgrounds in assessment and low-intensity interventions. This could include adaptations to practice working with older adults, using interpretation services/self-help materials for people whose first language is not English, and/or adapting self-help materials for people with learning or literacy difficulties.
•       Demonstrates the ability to effectively manage a caseload including referral to step up, employment and signposted services
•       Demonstrates the ability to use supervision to the benefit of effective (a) case management and (b) clinical skills development. This should include: a) a report on a case management supervision session demonstrating ability to review caseload, bring patients at agreed pre-determined thresholds and provide comprehensive and succinct case material; b) a report on use of clinical skills supervision including details of clinical skills questions brought, learning and implementation.

Teaching Rationale And Relationship

The placement provides the support and opportunity to meet the trainees' learning needs whilst embedding the academic content into clinical practice, and also provides the supervisor with an opportunity to evaluate the students’ performance against the skills outcomes set by the BPS (which broadly assess clinical and professional competence).

Assessment Rationale And Relationship

The first placement report requires that the supervisor indicates whether trainees have passed the skills outcomes linked to module 1 (and also has sections associated with minimum caseload and professional standards). Individuals need to have passed all outcomes to pass this assessment. This assesses the extent to which the academic content of the course has been embedded into clinical practice and provides a check that trainees are able to function within a ‘real world’, professional, service setting. This placement assessment is to provide this check at the point where the students have recently started to accrue their own caseload. In this way it also has a public protection function.

The second portfolio submission includes the skills outcomes linked to module 2 and as above, assesses the extent to which the academic content of the course has been embedded into clinical practice as the clinical content advances throughout the training. The supervisor is required to confirm the trainee has sufficiently demonstrated the skills outcomes.

The third and final portfolio requires a final supervisor report that confirms the trainee has met professional standards, supervision hours and clinical hours. The trainee provides evidence that they have completed module 3 skills outcomes, which the supervisor confirms and is then ratified by the University. This assesses the extent to which the academic content of the course has been embedded into clinical practice and provides a check that students are able to function within a professional service setting. The portfolio also has a reflective element that allows the supervisor to establish whether the student has engaged in a reflective learning process over the course of the placement.

Trainees will also receive ongoing formative feedback as part of the supervision process.

In order to pass the module, trainees are required to successfully pass all elements of the assessment and must complete the full duration of their placement.

Assessments are required to be within the scope determined by the BPS national curriculum.

General Notes

N/A