PSY8063 : Engagement & Assessment of Patients with Common Mental Health Problems (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Mrs Ashley Cave
- Lecturer: Miss Zoe Lambert, Prof. Claire Lomax, Miss Laura Stevenson-Young, Miss Aisling O'Connor
- Owning School: Psychology
- Teaching Location: Mixed Location
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module aims to develop: trainees understanding of the epidemiology of the common mental health problems, their skills in interviewing and assessing people with mental health problems, and their ability to assess and support individuals in regard to their attitude and adherence to pharmacological treatment.
Outline Of Syllabus
The curriculum will comprise the following:
• Policy and evidence-based linked to IAPT, stepped care and professional practice (including ethics)
• Introduction to the CBT model
• Interpersonal therapeutic skills
• The initial assessment and formulation
• Use of supervision (skills development)
• Use of questions in interview
• Risk assessment
• Use of assessment tools
• Shared decision making
• Models of understanding: sociological and community
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 2 | 6:00 | 12:00 | PIP: formative tutor-Observed Roleplay/feedback and in person summative Tutor-Observed |
| Placement/Study Abroad | Clinical Training | 91 | 1:00 | 91:00 | PIP: University-set activity on placement (delivered to NHS placemen protocols) |
| Scheduled Learning And Teaching Activities | Workshops | 8 | 6:00 | 48:00 | PIP: workshops to include teaching methods including didactic teaching, skills classes and roleplays |
| Guided Independent Study | Independent study | 7 | 7:00 | 49:00 | Placement based learning |
| Total | 200:00 |
Teaching Rationale And Relationship
• Didactic segments in workshops used to establish a learning framework for the theoretical components of the module.
• Small group work within workshops, to provide opportunities for interaction, role play skills practise, discussion and clarification in support of learning in selected areas. To include both present in person and remote modalities to reflect demands of the post-covid-19 NHS.
• Guided independent study and clinical training supported by the provision of targets and to expand knowledge and understanding through active and task-based learning.
• On-going clinical supervision provided on placement to ensure theory becomes embedded in practice.
•Trainees will undertake a simulated clinical role play which will assess the skills outcomes linked to the module through assessment skills. In order to pass the module, trainees are required to successfully pass both elements of the assessment. A failure on second attempt will result in an exit from the programme under normal circumstances.
•All skills outcomes are also assessed on placement which determines whether embedding skills in the service environment has occurred (see placement PSY8066).
• The in class test give students the opportunity for formative practice to test their knowledge and skills and allows feedback to be given prior to the summative assessments.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 60 | 1 | M | 50 | PIP: Written examination. Maximum of 6 (multi-part) questions |
| Performance | 40 | 1 | M | 50 | Assessment of (simulated) Tutor-Observed Roleplay (TOR) up to maximum of 40 minutes (recorded) |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Performance | 1 | M | A formative assessment of a tutor observed role-play set just prior to when trainees are expected to see patients |
Assessment Rationale And Relationship
Assessments are required to be within the scope determined by the national curriculum.
One recorded role-play. This will be a simulated clinical scenario of an assessment interview involving an actor playing the part of a patient. This will assess the skills outcomes linked to the module through observation of simulated clinical practice.
The written examination is a series of multipart questions in a standardised format that will assess trainees' knowledge as well as relevant discrimination and critical abilities based on this knowledge.
The formative assessments give trainees the opportunity to test their knowledge and skills and allows feedback to be given prior to the summative assessments.
In order to pass the module, trainees are required to pass both elements of the assessment. A failure on second attempt will result in an exit from the programme under normal circumstances.
All skills outcomes are also assessed on placement which determines whether embedding skills in the service environment has occurred (see placement MOF).
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY8063's Timetable