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Principles of Effective Care Delivery - HEA00100H

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  • Department: Health Sciences
  • Module co-ordinator: Mr. Cliff Riordan
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20

Module aims

This module aims to introduce students to the organisation and service delivery models of care currently utilised to support effective mental health services. Students will develop an awareness of current social policy issues impacting on service design. They will also explore inter and intra-professional relationships within multi-disciplinary teams as well as effective team working. Principles underpinning performance improvement such as clinical supervision and critical reflection will also be examined in depth.

Module learning outcomes

By the end of the module, students will be able to:

  1. Critique contemporary models of care and service delivery in promoting recovery within mental health.
  2. Critically discuss the competencies required to function effectively in multi-disciplinary teams and across agencies.
  3. Analyse models of risk management in relation to delivering effective mental health care.
  4. Critically reflect on the role of clinical supervision, preceptorship, and the development of self and others aimed at nurturing improved performance in the workplace.
  5. Critically examine methods designed to evaluate interventions and their impact on individual recovery.


Task Length % of module mark
24 hour open exam
Principles of Effective Care Delivery
3 hours 100

Special assessment rules



Task Length % of module mark
24 hour open exam
Principles of Effective Care Delivery
3 hours 100

Module feedback

Students are provided with collective exam feedback relating to their cohort, within the timescale specified in the programme handbook.

Indicative reading

  • Department of Health (2006). Chief Nursing Officer's review of mental health nursing. London: Department of Health.
  • Department of Health (2004). The ten essential shared capabilities: a framework for the whole of the mental health workforce. London: Department of Health.
  • Department of Health (2006). 10 High impact changes for mental health services. London: Department of Health.
  • Department of Health (2006). Reviewing the care programme approach: a consultation document. London: Department of Health.
  • Department of Health (2009). New horizons: a shared vision for mental health. London: Department of Health.
  • Gilbody, S. and Whitty, P. (2002). Improving the delivery and organisation of mental health services: beyond the conventional randomised controlled trial. British Journal of Psychiatry, 180(1), 13-18.
  • Gopee, N. and Galloway, J. (2009). Leadership and management in healthcare. London: Sage Publications.
  • Keene, J. (2001). Clients with complex needs: interprofessional practice. Oxford: Blackwell Science.
  • Larkin, C. and Callaghan, P. (2005). Professionals perceptions of interprofessional working in community mental health teams. Journal of Interprofessional Care, 19(4), 338-346.
  • Leggat, S.G. (2007). Effective healthcare teams require effective team members: defining teamwork competencies. BMC Health Services Research, 7(17), 1-10. [Online]. Available at: 6963/7/17
  • Rungapadiachy, D.M. and Madill, A. (2006). How newly qualified mental health nurses perceive their role. Journal of Psychiatric and Mental Health Nursing, 13(5), 533-542.
  • Tappen, R.M. (2001). Nursing leadership and management: concepts and practice. 4th edn. Philadelphia: FA Davis Company.
  • Tucker, S. et al. (2009). Integrating mental health services for older people in England: from rhetoric to reality. Journal of Interprofessional Care, 23(4), 341-354.
  • The Sainsbury Centre for Mental Health (2001). The capable practitioner: a report commissioned by the National Service Framework Workforce Action Team. London: SCMH.
  • Weinstein, J. (2006). Involving mental health service users in quality assurance. Health Expectations, 9(2), 98-109.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

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