BSc (Hons) Nursing (Registered Nurse - Mental Health)

This course is now closed for UCAS applications for 2019 entry. All applications received on or before 15th January will be considered.

The Course

A career as a mental health nurse can be both demanding and rewarding. Nurses support patients to manage their illness and improve their lives, working in a range of settings from hospitals and homes to community centres.

This degree is designed to prepare graduates to support future healthcare provision in the complex area of mental health nursing.

The aim of the degree is to enable nursing students to become fit for practice in accordance with the Nursing and Midwifery Council’s standards framework (2018) and to register as a qualified nurse. The degree is professionally accredited by the NMC.

Nursing practice in the 21st Century is becoming increasingly demanding. Mental Health Nurses play a vital role providing, leading and coordinating care that is compassionate, evidence based and patient centred. Nurses must be able to work autonomously or with a range of professionals in an interdisciplinary team.

The degree is underpinned by the six fundamental values outlines in the Chief Nursing Officers vision and strategy - Compassion in Practice.

Our Nursing programmes are currently being revised and revalidated to reflect new NMC standards published in January 2019. The BSc (Hons) programmes will consist of new modules which aims to prepare adult, mental health and children’s nursing students for the role of the future registered nurse.

This course is accredited by the Nursing and Midwifery Council (NMC), enabling students to register as a qualified nurse upon graduation.

Students are required to complete competencies for nursing practice as part of the NMC Future Nursing: standards framework for nursing and midwifery education (2018).

Theoretical and clinical elements of the programme build on the philosophy stated in the NHS Constitution and is centred on the NHS Values of working together for patients, respect and dignity, commitment to quality of care, compassion, improving lives, and everyone counts.

Throughout the degree, student learning is focused on seven key areas: being an accountable professional; promoting health and preventing ill health; assessing needs and planning care; providing and evaluating care; leading and managing nursing care and working in teams; improving safety and the quality of care; and co-ordinating care.

In the first two years of the programme modules can include Personal Development and Resilience; Fundamental Nursing Care; Person-centred Holistic Mental Health Nursing; Promoting Health and Preventing Ill Health; Assessing Needs, Planning and Coordinating Care; and Healthcare Sciences.

Students are introduced to the principles of professional practice and associated legal, ethical, and professional issues. There is an emphasis on acquisition of knowledge and understanding of the anatomy, physiology, pharmacology, and social sciences. The course enables students to progress their personal development and academic skills to enable the effective use of evidence to inform practice.

In the third year there is more of a focus on the theory of leading and managing complex mental health nursing care, and students are expected to complete project work focusing on the theory and practice of innovative and transformational change in practice. Leadership and managerial skills can also be developed.

Students are taught through a variety of methods including online lectures, seminars, clinical skills laboratories, and workshops.

The course is offered over three academic years, each consisting of 45 weeks of study. Students spend half of their time studying at the University and half gaining practical, supervised experience in mental health nursing. It is important that students gain a rich experience of their chosen field of nursing and will therefore be placed in both hospital and community settings.

Contact Hours and Reading for a Degree

Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.

It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.

Fundamental nursing care (Core)
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Fundamental nursing care (Core)

This module aims to provide students with the opportunity to develop fundamental nursing care skills including the principles of communication, health and safety, support of vulnerable people, introduction to biosciences and pharmacology, moving and handling, and basic life support.

It has been designed to provide students with a theoretical and practical introduction to the skills and knowledge underpinning contemporary nursing practice. Students can engage in hands on clinical skills sessions to develop and gain confidence in preparation for the first placement.

This module will deliver and assess your mandatory training requirements to ensure that you are appropriately prepared for your first practice learning experience.

Holistic person-centred mental health nursing care (Core)
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Holistic person-centred mental health nursing care (Core)

This module will help you to build on skills developed in your first placements, to further your understanding of holistic mental health nursing practice. By applying this approach to mental health care, you will be able to identify factors which may place people at risk of harm and vulnerability. You will learn how to work in partnership with people, to provide person-centred, non-discriminatory care, within professional, ethical and legal frameworks. This will include the mandatory reporting duties to escalate concerns about people at risk of harm at any stage of the lifespan.

You will be supported to demonstrate your understanding of the issues involved in providing care and support to individuals and families; empowering people to make decisions about their own health and care needs.

Nursing and the interprofessional team (Core)
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Nursing and the interprofessional team (Core)

Health professionals work with a wide range of different people; including other professionals, colleagues, families, carers, and the general public. Cohesive interprofessional teamwork is essential to facilitate successful and integrated healthcare services. Interprofessional teamwork is the means by which different healthcare professionals bring together their diverse knowledge, skills, and talents to collaborate and achieve a common goal.

It is important that students are able to recognise and understand other professional roles and responsibilities, to interprofessional teamwork for the benefit of patients and their care experience.

Personal Development and Resilience (Core)
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Personal Development and Resilience (Core)

This module aims to prepare students for the opportunities and challenges that are involved when starting on the journey to become a registered nurse. It explores the theory, philosophy, and concepts of personal development and resilience. Students can gain an insight into how you learn and respond in a range of different situations that have relevance to healthcare settings. Students are supported to develop their academic study skills, non-technical nursing skills, and personal resource skills, all of which are crucial to prepare you for both your academic and practice-based learning.

Techniques for applying theory to practice can be demonstrated and enabled through workshops and facilitated discussions. Students can develop their own individual learning plan, utilise a range of validated questionnaires, and engage with a variety of supervisory techniques to inform and aid development across the programme.

Assessing needs, planning and coordinating care (Core)
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Assessing needs, planning and coordinating care (Core)

This module has been developed to build knowledge of person centred holistic care planning, and develop clinical skills to enable students to undertake a comprehensive assessment of a person’s needs. It aims to introduce the nurses’ role in prioritising the needs of people when assessing and reviewing their mental, physical, cognitive, behavioural, social, and spiritual needs.

The module aims to provide the skills to identify priorities and requirements for person-centred and evidence-based nursing interventions and support. Personalised care and support planning is a process in which the person is an active and equal partner, therefore requiring health professionals at times to act as an advocate. Students can learn how to work in partnership with people to develop person-centred care plans that take into account people’s life circumstances, characteristics, and preferences.

Healthcare Sciences (Core)
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Healthcare Sciences (Core)

This second year module explores in greater depth a full range of health sciences. It provides the opportunity to develop an understanding of pathology, sociology, and health psychology which impact on an individual's health.

Students can develop an appreciation of the interplay between the health sciences - essential in order to comprehend the biopsychosocial model of health. The application of this model is significant in health care as it broadens the scope to which health and illness can be examined and understood within clinical practice.

Comprehension of the health sciences collectively acknowledges the patient as a person with an individual lifestyle and not simply as someone with a disease which has deviated them from normal functioning.

Promoting health and preventing ill health (Core)
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Promoting health and preventing ill health (Core)

The Promoting Health and Preventing Ill Health module focuses on supporting individuals with their health and lifestyle choices. Students have the opportunity to enhance their skills in motivating, facilitating, and communicating change, whilst continuously promoting empowerment with individuals. It aims to develop knowledge on the best practices for promoting the health, and the psychological and emotional wellbeing of individuals. Students can consider how the social determinants of health and mental health impact on an individual’s ability to make positive health choices.

Providing and evaluating care (Core)
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Providing and evaluating care (Core)

This module has been designed to promote high quality, evidence based, and person-centred nursing practice; ensuring safe and effective care delivery. It explores core elements of the nursing process which can progress knowledge of the assessment and the planning of care, as well as the implementation and subsequent evaluation of the care provided.

Students are required to act in the capacity of a role model for others and evaluate the quality of care provided by yourself and others, including lay carers and members of the interprofessional team. This module can enable students to assess and prioritise the changing needs of people, facilitate safe discharge or transition between care services, and provide high quality care at the end of life. Underpinning care are the professional values and responsibilities of the nurse, which can be further explored in relation to improving quality of care and services and lifelong learning.

Being an accountable professional (nursing L6) (Core)
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Being an accountable professional (nursing L6) (Core)

This modules places a focus on the transition from student nurse to registered nurse. Students are supported to develop the skills needed to become resilient and have the ability to deal with the difficult decisions which are part of every day care situations, particularly in a climate of challenging political and economic constraints.

It demonstrates how the concepts of responsibility, accountability, and autonomy are intrinsically linked in determining the scope of nursing practice. Nurses hold positions of responsibility and are, therefore, expected to be accountable for their practice. The module examines how responsibility and accountability are the cornerstones of professional nursing and midwifery practice, and are represented as a key principle in The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2015, updated 2018).

Innovation to Transformation in Nursing Practice (Core)
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Innovation to Transformation in Nursing Practice (Core)

Throughout this module students will be expected to examine contemporary management and leadership issues that impact on health and social care. Students will be encouraged to explore and evaluate a variety of approaches to management and leadership and reflect on personal styles and values based practice in a variety of situations. Critical reflection of your own qualities as managers and your leadership and followership behaviours is also considered. This module aims to help students to develop core skills in increasing their leadership potential to become a confident leader, follower and manager in their first career steps. The module will focus on the need for innovation and consider ideas for transformational practice whilst recognising the management and leadership challenges this presents. Specifically, students will be required to engage in understanding the theory and practice of making a transformation in a clinical service and design, and implement and evaluate a service transformation project.

Leadership and practice education (nursing) (Core)
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Leadership and practice education (nursing) (Core)

The purpose of this module is to explore aspects of leadership and management in health, alongside the practical skills for facilitating practice-based learning. It aims to prepare students to become a practice supervisor in the future.

Students can gain an understanding of management and leadership theories and how human factors can influence and impact upon organisational culture, service delivery, and care quality. The module enables the further development of knowledge of how to function effectively as a member of a team, motivating and supporting your colleagues.

This module explores critical and constructive reflection as a registered healthcare professional; preparing students for lifelong personal and professional development. This can involve practising coaching and supervision skills and techniques, to support and facilitate the development of others.

Leading and managing complex mental health care (Core)
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Leading and managing complex mental health care (Core)

This module will support you to develop the skills required to lead and manage complex care of people with mental health conditions. By examining the complex needs of people, you will critically evaluate some of the challenges in provision of complex mental health care and the comorbidities associated with complex care needs, including pharmacology and end of life care needs. This module also allows you to think theoretically about concepts such as prioritisation and delegation and how you can safely and effectively lead the care of a group of people; ensuring effective communication with others and the appropriate assignment of care responsibilities.

This module will also support you to develop safe and effective clinical skills to meet the complex care needs of people, within the simulated practice environment, prior to your final practice-based learning placement.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Different modes of assessment are used for different modules of study. For example, submitted written work is used to assess a student's understanding of theory and clinical exams are used to assess the application of theory to practice.

Practical skills will be assessed whilst students are on placement through the achievement of outcomes designed by the Nursing and Midwifery Council. These are assessed and recorded by the practice mentor.

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date.

Methods of Assessment

The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.

If your application is shortlisted, we will invite you to attend a half day selection event. This comprises of a short talk about our nursing programme and an individual interview. There will also be an opportunity for you to visit our specialist clinical teaching facilities.

We will expect you to know about the role of the nurse in the 21st Century. We recommend you visit the Department of Health website, keep up to date with nursing in the media, and read nursing professional journals.

We are looking for applicants committed to Mental Health Nursing. This must be clearly demonstrated in the personal statement section of the UCAS application form by saying why the candidate wants to study Mental Health Nursing, and what they feel they can bring to the programme. All relevant work experience that they have undertaken to date should be included and importantly, how this work experience influenced their values and behaviours.

You must show evidence of a good understanding of the scope of the nursing profession, preferably indicated by some form of interactive or observational work experience. You must demonstrate an understanding of how nursing can bring about excellent health and wellbeing through quality of care, as well as the importance of and engagement with essential values and behaviours that bring about high quality, compassionate care.

In addition candidates should be able to articulate the realistic expectations required from the programme and the demands of clinical placements.

You will be required to submit a current reference on your UCAS application.

This could include a reference from one of the following:

  • Teacher/Academic Tutor (if you are currently studying)
  • Line Manager (if you are no longer in education)
  • Supervisor (if you are undertaking substantive volunteering or work experience).

We do not accept references from the following:

  • Friends
  • Family members
  • Peers
  • Work colleagues.
In the second year students can undertake a four week elective placement. This can be in the UK or abroad and can be organised by the University or by the student. There are opportunities throughout the course for interprofessional learning with allied health professional programmes. Please note that students are responsible for their own travel, accommodation, and general living costs relating to placements.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Placements are designed to prepare students to meet the challenges of a rapidly changing clinical environment, whether this be a hospital, GP surgery, or community healthcare setting. Throughout placements, a mentor will support learning and assess competence.

Further opportunities include working and learning alongside colleagues from a range of disciplines, as well as to travel and work abroad as part of an elective placement. Please note that students are responsible for their own travel, accommodation, and general living costs relating to placements.

Student nurses are also offered the chance to self-fund ERASMUS opportunities throughout the course of their degree. Find out more about ERASMUS opportunities at Lincoln at The University of Lincoln is committed to continued participation in the Erasmus+ programme, however, participation in future years is dependent on the nature of the UK’s withdrawal from the European Union. More information can be found at

Tuition Fees

Full-time £9,250 per level* £15,900 per level**
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt


Full-time £9,250 per level £15,900 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt

†Please note that not all courses are available as a part-time option.

* UK/EU: The University undergraduate tuition fee may increase year on year in line with government policy. This will enable us to continue to provide the best possible educational facilities and student experience.

** International: The fees quoted are for one year of study. For continuing students fees are subject to an increase of 2% each year and rounded to the nearest £100.

Fees for enrolment on additional modules

Tuition fees for additional activity are payable by the student/sponsor and charged at the equivalent £ per credit point rate for each module. Additional activity includes:

- Enrolment on modules that are in addition to the validated programme curriculum

- Enrolment on modules that are over and above the full credit diet for the relevant academic year

- Retakes of modules as permitted by the Board of Examiners

- In exceptional circumstances, students who are required to re-take modules can do so on an 'assessment only' basis. This means that students do not attend timetabled teaching events but are required to take the assessments/examinations associated with the module(s). The 'assessment only' fee is half of the £ per credit point fee for each module.

Exceptionally, tuition fees may not be payable where a student has been granted a retake with approved extenuating circumstances.

For more information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [] []

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost.

Other Costs

Students are responsible for their own travel, accommodation, and general living costs relating to placements.

Placement expenses for travel, accommodation may be reimbursed by NHS Bursaries where, for example, the requirement exceeds that of attending university; requires transport out of normal operating hours; or requires additional accommodation to that of the usual term time location. These expenses may need to be covered initially by the student before any applicable reimbursement is received.

GCE Advanced Levels: BBC

International Baccalaureate: 29 points overall.

BTEC Extended Diploma: Distinction, Merit, Merit.

Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 112 UCAS Tariff points.

Applicants will also need at least three GCSEs at grade 4 (C) or above, including English, Maths and Science, or equivalent qualifications, such as Functional Skills Level 2.

Certificates of all previous qualifications will need to be provided before any offers are confirmed.

Other requirements include:

  • IELTS 7.0
  • Successful performance at an interview
  • Knowledge of contemporary health and social care issues, and the nature of nursing in a public health context
  • Understanding of written material and can communicate clearly and accurately in written and spoken English
  • “Settled residential status” in the United Kingdom in line with the requirements of the 1977 Immigration Act
  • Resident in the United Kingdom for at least three years
  • Satisfactory completion of Occupational Health Check
  • Satisfactory completion of an Enhanced Disclosure from the Disclosure and Barring Service (DBS) (formerly the Criminal Records Bureau (CRB)).

When you choose Nursing in your UCAS application, you will be asked an additional question regarding criminal convictions. Here you must declare all spent and unspent criminal convictions including (but not limited to) cautions, reprimands, final warnings, bind over orders or similar and details of any minor offences, fixed penalty notices, penalty notices for disorder, ASBOs or VOOs.

Further information can be found at
We cannot accept deferred applications for Nursing or Social Work. You must apply in the year you wish to start the programme.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email

Learn from Experts

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may also be supported in their learning by other students.

Frances Nicol

Frances Nicol

Programme Leader

Frances Nicol is Programme Leader for the undergraduate nursing courses (adult, child and mental health) at the University. Frances has experience of working in a neonatal unit, paediatric ward, and within public health and community settings. Her research specialisms include children's nursing, health visiting, and public health.

Your Future Career

Graduates may progress to a range of roles in areas including community and in-patient nursing, education, research, and management, as well as further study at postgraduate level.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information


Students learn in fully equipped clinical suites for simulated practice, with separate teaching and observation areas. The University has invested £19 million in the Sarah Swift Building, a dedicated facility for the School of Health and Social Care and the School of Psychology. The building includes advanced clinical simulation facilities for those studying nursing.

At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.

The University has invested more than £350 million in its Brayford Pool Campus, with further plans to invest in additional facilities and refurbishments of existing buildings.

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.