According to Higgins and McDaid (2015) and Davidson et al. (2016), while acknowledging the importance of medication, the ability of services to support people in other ways have to be developed to its full potential. The module will prepare Mental Health Care Professionals (MHCP's) to embrace the philosophy of Recovery and to internalise its principles so that they become fully integrated into their practice, thereby empowering individuals to move from recovery to discovery of personal inner strengths and resources and towards a redefinition of a more resilient identity. The Framework for Recovery (HSE, 2017) identified processes essential for recovery, namely connectedness, hope, identity, meaningful role and empowerment (CHIME, Leamy and Slade, 2011). It is anticipated that students will become very familiar with these processes and skilled in facilitating their development with service users. Thus, the language of hope, empowerment and self-determination will underpin this module making a person feel valued, important welcome and safe.

1. Critically review the recovery philosophy and principles as set out within the National Framework for Recovery in Mental Health (HSE, 2017).

2. Evaluate critically how both the biomedical and recovery models of care can coexist in contemporary mental health care provision.

3. Integrate the lived experience and critique the positive effect this can have on the mental health service and the everyday activities of the professional and the service users and families.

4. Debate in detail the importance of co-production to the recovery reorientation of the mental health services and the impact this will have on the service user, family member and professional.

5. Critically discuss the effects of mental illness on other family members and the support required by these carers in a recovery, community orientated mental health care model.

6. Critically discuss the principle of supporting recovery orientated learning and recovery within the Mental health Care Professionals themselves and by also facilitating them to be informed and develop skills in facilitating recovery orientated learning within service users.

7. Critically discuss the application of psychosocial interventions in the advancement of the recovery approach.

8. Critique the full range of Recovery Orientated Services available to a service user in their practice setting. This should take into consideration health service, voluntary bodies, advocates, peer support workers. This may include support services as well as services which support a recovery orientated learning approach.

The aim of this module is to enhance knowledge and understanding of the essentials of therapeutic communication. The module will further enhance therapeutic skills and help the student to develop the therapeutic relationship which serves to underpin the basis of all psychological therapies. Critical exploration of attitudes, feelings and behaviour will take place. This module will help students to identify, explore and manage issues that may arise in the therapeutic alliance e.g. therapeutic ruptures.

1. Critically discuss what therapeutic communication is.

2. Critically discuss what the essential components of a therapeutic relationship are.

3. Critically appraise the importance of self-awareness to the therapeutic relationship.

4. Critique the divergence of the three main therapeutic modalities: person centred; psychoanalytic; cognitive behavioural approaches.

5. Critically evaluate the significance and contribution of training and supervision to the process of the helping rapport.

6. Debate in detail the professional and ethical dimensions of therapeutic communication and the therapeutic relationship.

7. Critically indicate the factors that can impede therapeutic communication e.g. resistance or reluctance to engage.

8. Demonstrate the skills and attributes of an effective therapeutic helper/communicator.

This module will critically consider the concepts and definitions of community and primary mental health care. The many facets that have preceded and influenced the professional development of community mental health nursing are analysed, including recent legislation, health strategies and policies. Key concepts of the community mental health nursing role are examined as well as the fundamental dimensions of primary mental health care, collaborative working within this team as well as the role of voluntary agencies. This module also acknowledges the importance of the rights of service users in the care that they receive.

1. Critically analyse the factors necessary to deliver a comprehensive, effective, equitable, accountable community mental health nursing service.

2. Evaluate in a critical manner the role of working as a mental health nurse in a community setting.

3. Critically analyse the concept and principles of primary mental health care.

4. Critically evaluate the policy and legislative influences on the role and function on the community mental health nurse.

5. Critically analyse the contribution of the mental health voluntary agencies in complementing the care of the statutory organisations.

6. Critically consider the importance of mental health promotion in the overall mental health care service.

7. Evaluate current policies, philosophies and approaches to caring for the older client, adolescent or person with a dual diagnosis with mental health needs in the community setting.

8. Critically consider the role of the community mental health nurse in a mental health crisis intervention.

Cognitive Behavioural Therapy (CBT) is integral to the design and delivery of recovery orientated evidence based mental health services for people with mental health problems (HSE, 2014). CBT is one of a broad range of psychotherapies and is an effective treatment option for many mental health problems. The aim of this module is outline and critically discuss the essence of the cognitive-behaviour therapy approach in supporting people with a wide range of mental health difficulties. Also, consideration is given to the relevance of this approach in the overall delivery of contemporary mental health care.

1. Critically discuss that cognitive-behaviour therapy is an integrative therapy combining the cognitive and behavioural approaches.

2. Demonstrate in detail a systematic understanding of the application of cognitive behavioural principles and methods to practice.

3. Critically discuss the process of developing a collaborative therapeutic relationship in the overall process of CBT.

4. Debate how cognition drives emotional reactions to external events.

5. Critique how assessment and case formulation are utilised through a CBT approach.

6. Depict in detail how the combined application of both cognitive and behaviour techniques often leads to positive change for individuals.

7. Support the relevance of a clear structure in the therapeutic sessions throughout the CBT approach.

8. Critically discuss the empirical evidence evaluating therapeutic efficacy.

The aim of this module is to enhance knowledge and understanding of deliberate self-harm (DSH) and relevance of all other types of suicidal behaviour and thoughts. It is well recognised that it is difficult for people who engage in DSH, but it is also vital to note that those who engage in DSH are considered at higher risk of eventual completed suicide. Therefore, this module considers how best to support these individuals and their family members, from the perspectives of clinical care, guideline developments, protocol and policy developments.

1. Debate the distinguishing aspects between completed suicide and deliberate self-harm (DSH) from the possible perspective of the motivation of the person at risk.

2. Evaluate the standardised and effective process for the assessment and management of individuals of all age ranges who present with self-harm to the accident and emergency department.

3. Critically evaluate the reasons why a bio-psychosocial assessment and care plan is so vital in supporting these individuals.

4. Critique the National Clinical Programme for the Assessment and Management of Patients Presenting to Accident and Emergency Departments following Self-Harm (2016) in particular the key recommendations from this document.

5. Validate the importance of the role of the liaison mental health services within the accident and emergency department.

6. Critically evaluate the literature regarding the attitudes of health care professionals and the general public towards self-harm and how this might impact upon someones suicidal behaviour and consider how these attitudes can be broadened to be more positive in nature.

7. Critically discuss the importance of the possible links between the different services, both primary and secondary services; voluntary and statutory, regarding supporting someone who has engaged in DSH or is at risk of same, especially when someone presents at Accident and Emergency.

8. Defend the relevance of family support in the area of DSH or completed suicide.

The aim of this module is to enhance knowledge and understanding of the relevance of early intervention in the area of psychosis. It is imperative that the 1000 people who develops a condition that features psychosis in Ireland each year receive standardised, effective treatment without delay. The logic of early intervention is best exemplified by consideration of the consequences of a long duration of untreated psychosis. A holistic, multi-disciplinary approach is most appropriate with absolute inclusion of the individual with the psychosis as well as his/her family. The resources required to achieve this are substantial but will be recouped through the better outcomes affected people will attain and decreased service use in the years following the period of initial treatment

1. Critically discuss the consequences of a long duration of untreated psychosis for any individual.

2. Clearly outline what is meant by early intervention and how easy access to comprehensive, evidence informed treatment in the context of the multi-disciplinary team might counteract these consequences

3. Discuss the two ways that standard care is delivered from the perspectives of (a) early detection through a standardised assessment process and (b) treatment specific to this phase such as pharmacological treatment; cognitive behavioural therapy; supported employment/education; and family intervention.

4. Critically evaluate the relevance of the general practitioner as part of the early intervention process through the shared care model so that unnecessary delays in effective treatment dont occur.

5. Critically evaluate the relevance of the 10 principles of any early intervention programme.

6. Critically discuss how early intervention in psychosis and relapse prevention might limit initial problems and improve long term prospects for recovery.

7. Critically discuss the relevance of family support in this area.

8. Discuss how the early intervention team will collaboratively and seamlessly work with other multi-disciplinary teams and primary care associated with any individuals care.

The aim of this module is to enhance knowledge and understanding of the various eating disorders encountered by young adolescents and adults. Consideration is given to how best to support individuals through a comprehensive assessment and an early intervention to ensure that a seamless model of care is delivered

1. Differentiate between the different eating disorders.

2. Critically discuss the costs of eating disorders to both the individual and the society at large.

3. Discuss the standardised pathways and effective treatment options for people who present each year with an eating disorder either in the community or the secondary level services.

4. Discuss the importance of a seamless connection between primary care, the mental health service, Bodywhys and adult and the CAMH teams and the key roles and responsibilities of each team.

5. Critically discuss the importance of a comprehensive assessment, early interventions and the stepped care approach in any one individuals care

6. Outline clearly the importance of carers in the care of any one individual with an eating disorder.

7. Deliberate upon the ten key principles associated with assisting mental health service management teams and senior clinicians in implementing the clinical programmes regarding supporting people with eating disorders.

8. Discuss the structure of early intervention in an eating disorders programme.

The module is designed to enable students to explore the methodological issues and practical issues about research. It will assist students determine the right research design for their research questions in practice and provides an opportunity for students to debate, challenge and clarify research issues. This module provides students with the skills needed to source, evaluate, and implement evidence in practice. Students are also introduced to the many approaches used in synthesising evidence from primary studies. The module also prepares students to develop a research proposal/protocol in preparation to undertake a research study.

1. Demonstrate an understanding of the steps of the research process and evidence-based practice.
2. Critically discuss theoretical perspectives on research approaches and methodology across the qualitative, quantitative and evidence synthesis domains.
3. Formulate an answerable research/clinical question using the Population, Intervention, Comparison, Outcome and Time (PICOT) (or equivalent) approach and demonstrate the ability to systematically search for evidence.
4. Describe a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis.
5. Identify and discuss appropriate reporting guideline for research and discuss relevant application of guidelines with the chosen research approach.
6. Defend appropriate project plan and outcomes pertaining to the proposed study

This module aims to expose the student to contemporary mental health care in the community for a minimum of 300 hours. As well as exposure to as many aspects as possible of community mental health care, the student will take on a caseload which offers him/her the diversity of conditions and challenges to facilitate completion of the clinical competency document as well as the associated clinical portfolio. The student will have a preceptor will help to facilitate the placement as well as assess the student's competence towards the end of the placement. This module will build upon the practitioner's previous nursing experience and expertise. The focus of this module is on the development of the professional role of the student as a community mental health nurse (CMHN)

1. Actively partake in an area of contemporary community mental health care provision.

2. Be deemed competent/not competent by a preceptor in relation to the knowledge, skills and attitudes displayed during this clinical placement.

3. Reflect critically on many aspects of their clinical experience, be thatwith their preceptor or in a reflective diary.

4. Manage a caseload of service users which offers him/her the diversity of conditions and challenges to facilitate completion of the clinical competency document as well as the associated clinical portfolio.

5. Critique practice in a clinical portfolio based on the requirements laid out in the clinical assessment document.