HS182-4-AP-SO:
Fundamentals of Behavioural Sciences
2023/24
Health and Social Care (School of)
Southend Campus
Autumn & Spring
Undergraduate: Level 4
Current
Monday 09 October 2023
Monday 22 January 2024
20
07 September 2022
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BSC B740 Nursing (Adult),
BSC B740CO Nursing (Adult),
BSC B742 Nursing (Adult) (Including Year Abroad),
BSC B742CO Nursing (Adult) (Including Year Abroad),
BSC B760 Nursing (Mental Health),
BSC B760CO Nursing (Mental Health),
BSC B762 Nursing (Mental Health) (Including Year Abroad),
BSC B762CO Nursing (Mental Health) (Including Year Abroad),
MSCIB770 Nursing (Dual Award in Adult and Mental Health),
MSCIB770SO Nursing (Dual Award in Adult and Mental Health)
Applying knowledge of behavioural sciences provides the foundations for understanding people’s lived experiences of mental and emotional wellbeing and distress, enables nurses to deliver person-centred nursing care, and supports practices that encourage environmental and behavioural changes. This module prepares students in the fundamentals of behavioural sciences as applied to nursing. It recognises the interaction of environmental and individual circumstances that shape and influence behaviours and ‘choices’.
The module introduces and applies best practice approaches to managing situations where students observe mental and emotional distress, neglect, abuse, aggression, self-harm and suicidal ideation in a range of contexts and settings.
This module enables students to develop fundamental knowledge of the principles of social, behavioural and clinical psychology and begin to apply these principles in how they communicate with people, and assess mental health status, vulnerability, distress, and deterioration.
1. Explain the importance of early years and childhood experiences and their possible impact on life choices, mental, physical and behavioural health and wellbeing.
2. Demonstrate fundamental knowledge of cognitive, emotional and behavioural development and apply this knowledge to nursing practices.
3. Demonstrate fundamental knowledge of the conditions that create mental health and wellbeing, and recognise signs of mental and emotional distress.
4. Demonstrate fundamental knowledge of the conditions that create cognitive health and wellbeing, and recognise signs of cognitive distress and impairment.
5. Demonstrate fundamental knowledge of behavioural distress, recognising how and why people’s behaviour can become agitated, aggressive or challenging.
6. Recognise and assess people who show signs of abuse, neglect, self-harm and suicidal ideation, initiating interventions and escalating concerns appropriately.
7. Use a range of fundamental communication strategies and evidence based approaches to behaviour change to identify and discuss the impact of smoking, substance and alcohol use, sexual behaviours, diet and exercise on mental, physical and behavioural health and wellbeing, in the context of people’s individual circumstances.
Cognitive, emotional and behavioural development over the lifespan.
The impacts of adverse childhood experiences (ACE) on behaviour, wellbeing and health throughout life.
The social, environmental and internal conditions that create cognitive health and ellbeing, and cognitive and behavioural distress.
The signs of abuse and neglect across the lifespan and how to escalate concerns about these.
Observing and assessing signs of agitation and aggression, and the evidence base for managing these behaviours.
Observing and assessing signs of self-harm and suicidal ideation and how to escalate concerns about these.
- Introduction to approaches to behavioural change that can promote health and prevent ill health.
Lectures and flipped classroom:
Students will engage in interactive lectures introducing the principles of social, behavioural and clinical psychology delivered by keynote speakers, researchers and practitioners. Lectures and flipped classroom activities will introduce the evidence base for best practice approaches to assessing the mental health and wellbeing status of people of all ages.
Seminars and tutorials:
Small group activities that enable students to reflect upon evidence from people with lived experience, citizens, service users, research and policy to gain insight into the lived experience of emotional distress, anxiety and the conditions that can lead to aggression, self-harm and suicidal ideation.
Students will also engage in classroom-based simulation to practise approaches to observing and assessing people’s mental health and wellbeing status.
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Bambra, C., Hill, S. and Smith, K.E. (2016)
Health inequalities?: critical perspectives. Oxford: Oxford University Press. Available at:
https://doi.org/10.1093/acprof:oso/9780198703358.001.0001.
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Van der Kolk, B.A. (2014)
The body keeps the score: mind, brain and body in the transformation of trauma. London: Allen Lane. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/303661.
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Brooker, C. and Waugh, A. (2013)
Foundations of nursing practice: fundamentals of holistic care. 2nd ed. Edinburgh: Mosby. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=973696.
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Norman, I.J. and Ryrie, I. (eds) (2018)
The art and science of mental health nursing: principles and practice. Fourth edition. London: Open University Press. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/823089.
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Walker, J. (2012)
Psychology for nurses and the caring professions. 4th ed. Maidenhead: Open University Press. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=454191.
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Gross, R.D. and Kinnison, N. (2014)
Psychology for nurses and health professionals. Second edition. Boca Raton: Taylor & Francis. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1763806.
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Goodman, B. (2019)
Psychology & sociology in nursing. 3rd edition. London: Learning Matters an imprint of SAGE Publications Ltd. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/394139.
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Matthews, D. (2015) ‘Sociology in nursing 1: can sociology help to improve nursing practice?’,
Nursing Times, 111(41), pp. 18–20. Available at:
https://oce-ovid-com.uniessexlib.idm.oclc.org/article/00006203-201510000-00023/HTML.
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‘Adverse Childhood Experiences and the Lifelong Consequences of Trauma’ (no date). American Academy of Pediatrics. Available at:
https://cdn.ymaws.com/www.ncpeds.org/resource/collection/69DEAA33-A258-493B-A63F-E0BFAB6BD2CB/ttb_aces_consequences.pdf.
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Gilliver, C. (2018) ‘Trauma-informed care in response to adverse childhood experiences’,
Nursing Times, 114(7), pp. 46–49. Available at:
https://oce-ovid-com.uniessexlib.idm.oclc.org/article/00006203-201807000-00048/HTML.
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Hallett, N. (21AD) ‘Preventing and managing challenging behaviour’,
Nursing Standard, 32(26). Available at:
https://journals.rcni.com/nursing-standard/preventing-and-managing-challenging-behaviour-ns.2018.e10969.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
Adult Nursing (Southend): Summative assignment |
|
100% |
Additional coursework information
The assessment for this module is the completion of a module workbook.
- The workbook is made up of four sections of guided activities.
- Each section requires a 500-word written answer to a scenario-focused question
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Stephen Joseph, email: sj22423@essex.ac.uk.
southendnursingqueries@essex.ac.uk
Yes
No
No
Mr Donald George Hamilton
London South Bank University
Senior Lecturer
Available via Moodle
Of 69 hours, 63 (91.3%) hours available to students:
6 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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