Programme Clinical

Select from List

CLINICAL COMPONENT OF THE PRE-REGISTRATION HONOURS DEGREE PROGRAMMES

CHILDREN’S AND GENERAL NURSING (INTEGRATED)

The children’s and general integrated nursing programme facilitates the development of professional knowledge, skills and attitudes necessary to meet the healthcare needs of individuals along the life span continuum. Children’s nurses care for children of all ages, and mostly within the hospital environments. Children have unique needs and one of these needs is the involvement of their family in their care. Children’s nurses therefore work in partnership with the child and the family to promote, maintain or restore optimum health and wellbeing. Children’s and general nurses work with a multidisciplinary team across a wide range of healthcare settings and in different roles.

The list of topics included in the syllabus is not exhaustive. It provides an indication of the content of Children’s Nurse and General Nurse Registration education programme in terms of the range of topics and gives no indication of the weighting of each topic in the curriculum. The syllabus allows scope for the continuing development of subject matter and for the acquisition of new knowledge to accommodate emerging trends in nursing, healthcare and society.

A Day in the Life: CHILDREN’s Nurse

Children’s nurses care for children of all ages, from infancy to adolescence. Children are generally cared for in their own homes by their own family members. However, when children require hospitalisation because of the nature of their illness or treatment required, it is the role of the children’s nurse to provide safe and effective care for them. The child’s care in hospital may be provided in the outpatient clinic, a day unit or in the hospital as an inpatient.

Children are not miniature adults but individuals in their own right with unique bodies, minds and needs. It is important to recognise that children differ from adults considerably, and the type of care they require, and the facilities and environment in which they are cared, should reflect this. Children are individuals who are developing physically, emotionally, intellectually, socially and spiritually and this is an important consideration in meeting their needs.

It is important to recognise that a child is a member of a family, irrespective of the structure of that family. Children’s nurses recognise the family as the focal point in the baby's or child's life. Therefore, when caring for a child, children’s nurses must also consider the needs of the other members of the family, including parents, guardians, brothers and sisters, grandparents and other family members who are important to the child. Supporting, enabling and empowering family members in the care of the child are key aspects of family-centred care. This may involve explaining a child’s care to his/her parents or helping parents to care for their child in hospital and when they are discharged home. Children’s nurses therefore work in partnership with the family. The child also needs to be consulted as a partner regarding his / her illness, hospitalisation and treatment.

Communication is a very special and important skill of a children's nurse. Communication with the family is a three way process involving the nurse, parents and child and listening is the most important component of effective communication. Babies, and sometimes young children, cannot tell what is wrong and children's nurses use different ways of communicating with children of all ages. Likewise, children use drawing and playing to communicate . Play is the universal language of children and therefore it is so important that children in hospital are provided with the opportunity to express themselves through play. Education is also important for the child, and schools and teachers are available to ensure children’s usual routines are changed as little as possible while in hospital.

The role of a children’s nurse varies from day to day, depending on the needs of the child and family. Every day is different and brings new challenges. Children’s nurses work within a multi-disciplinary team which includes other professionals such as: clinical nurse specialists, doctors, play specialists, physiotherapists, occupational therapists, social workers, schoolteachers, to name but a few. A typical day for a children’s nurse will include some or all of the following:

Assessing the specific needs of each child and family
Planning the care of each child for that day
Attending to the essential aspects of children’s physical and psychological care, including nutrition, hygiene, play
Preparing children and their families for surgery or investigations
Teaching the child and family about the child’s care
Promoting the health of the child
Preparing children and their families for discharge home
Documenting the nursing care of each individual child
Acting as an advocate for the child and family
Liaising with all members of the multi-disciplinary team
Continously reviewing the care provided.

A children's nurse may choose to work in different specialities such as medical or surgical units, operating theatre, burns units, emergency departments, renal and oncology units, intensive care units and community settings. Children’s nursing can be challenging, but guarantees that each day is different, provides a valuable and rewarding experience and offers an opportunity to view the world through the eyes of the child – a world that is filled with fun and laughter even when the child is ill.

Promotional opportunities

There are many opportunities for dual qualified nurse in both the General and Children’s disciplines for career advancement. These include clinical roles such as Clinical Nurse Specialist, Advanced Nurse Practitioners. Nursing management roles include Clinical Nurse Managers at various grades and responsibilities, and within education nurses may become Clinical Placement Co-ordinators, Practice Development Co-ordinators, Nurse Tutors and Nurse Lecturers.

Further education opportunities

There is a wide range of education opportunities at diploma and masters levels that a registered nurse may opt to pursue. Refer to Further Education on this website

What CHILDREN’S Nurses/Students Say

“Babies and sometimes children cannot tell you what is wrong so you have to ask and involve the parents because they know the baby or child best. We learned about family-centred care in college but now on the wards you see in action”.

“As a children’s nurse I am fulfilled by the challenges and the rewards that each day brings. Every day is different and children are special”.

“I never realised before I became a student nurse that play was important for children. I often watched children play but did not realise that they learned from it and used it to communicate”.

“I really enjoy the clinical side of my course, getting out there and using what you learned in the classroom”.

Clinical Component - Children's & General (int.)

Aspect	Minimum Weeks Adult	Minimum Weeks Child	Minimum Weeks Integrated
General & Specialist Medicine	14	14	28
General & Specialist Medicine	14	14	28
Specialist placements (minimum 2 weeks placement in each speciality			18
Accident & Emergency
Mental Health & Psychiatry
Care of the Older Person
Home Nursing / Community
Operating Theatre
Maternity Care
Intellectual Disability
Remaining regulated placements (can be in core / specialist clinical areas)	7	7	14
Discretionary			5

GENERAL NURSING

Nursing is an interpersonal caring process that acknowledges the uniqueness of the person. The general nursing programme contains the essential elements that facilitate the development of professional knowledge, skills and attitudes necessary to meet the nursing needs of patients who are acutely or chronically ill. General nurses also have an important role in the promotion of health and prevention of ill health.

The healthcare services and the work trends of general nurses are changing continuously and the general nurse must be able to respond to the health needs and demands of the Irish population. Nursing practice also involves working with other professions and the general nursing programme aims to develop nurses who will act as effective members of a healthcare

team at various levels of the healthcare system.

The list of topics included in the syllabus is not exhaustive. It provides an indication of the content of the General Nurse Registration education programme in terms of the range of topics and gives no indication of the weighting of each topic in the curriculum. Curriculum planners will be expected to demonstrate that the programme is relevant, responsive and evidence based with the most recent policy and legislative change.

A Day in the Life: GENERAL Nurse

Nursing is one of the most rewarding and fulfilling career choices that one can make, where practical creativity is rooted in the higher education system that nurtures a spirit of enquiry, in an environment where achievements are acknowledged and rewarded.

Nurses focus on the needs of the individual rather than on illness or conditions.

They help individuals and their families to live more comfortable lives by providing care, advice and counselling. You will have the opportunity to help people everyday while working with the latest technology and working conditions.

Modern nursing care is varied and diverse depending on the area of practice for each individual nurse. Generally, the nurse is assigned to an individual or group of patients and works as an autonomous professional within a multidisciplinary team which may include for example other nurses, doctors, physiotherapists, dieticians, medical social workers. Student nurses develop their clinical skills under the direction of clinical nursing staff who are supported by a Clinical Practice Coordinator to ensure that the learning outcomes for each student are identified and achieved.

Irrespective of the practice area the nurse continuously and systematically assesses, plans, implements and evaluates patient-centred care throughout the day. This involves using her knowledge-base for practice in nursing, the biological, psychological and social sciences. This knowledge is necessary to understand patients’ illnesses and any contributing social, cultural, spiritual, psychological or environmental factors. Decisions about nursing care are based on nursing research that is developing continuously from the practice of nursing and nurse researchers.

Assessment is carried out to identify problems and concerns by communicating with the patient and other members of the healthcare team, by observing the patient’s health status, by carrying out tests such as taking the patient’s temperature, respiratory rate and heart rate and measuring their blood glucose levels and so forth. Then the patient’s needs are then prioritised.

Planning is the process whereby the nurse in consultation with the patient to gain their understanding and co-operation decides the best ways of meeting their needs such as relieving pain, explaining tests and treatments, the aims of the proposed care. It includes explaining the aims and methods of proposed treatments and tests, encouraging and answering questions and noting the patient’s verbal and non-verbal reactions.

Implementation involves the actual delivery of care to address the patient’s needs. This requires interpersonal and communication skills to help the patient achieve a speedy recovery. Evaluation of the care given is undertaken to determine the effectiveness of the care delivered and this is undertaken in cooperation with the patient and his relatives.

Care is delivered through competent use of psychomotor, communication, interpersonal, organisational and teaching skills in order to undertake a whole range of activities in such a way that protects humanity and the individuality of the person for whom they are caring. It is a very personalised service.

The provision of essential care is a highly complex task relying on effective co-ordination of numerous essential services. At its most basic level it entails ensuring patients are fed, washed, toileted, wounds are cared for, pain is relieved, have sufficient sleep and rest in an environment encompassing cleanliness, heating, lighting, ventilation and so forth. Having the psychomotor skills to undertake these and more complex procedures is secondary to the ability to combine the psychological data with the particular responses of the individual patient. Nursing occurs 24 hours seven days a week, 365 days a year. Currently there are 39 hours in a nurse’s working week, which may involve day duty or night duty in most hospital units. Others are day units or five-day units.

Meeting the psychological and emotional needs is dependent on having strategies to help patients cope with a range of psychological and emotional states and feelings such as anxiety, stress, despair, anger and confusion. To achieve this, the nurse develops and fosters a partnership in the delivery of care through the ability to relate, understand, sympathise and empathise with each patient. She respects the patient’s wishes and accepts their choices. The time to build up such a relationship is the most important element of making it effective. The nurse has to weigh up this issue against the time available particularly in relation to the needs of other patients.

Information giving and education are important in helping people understand their health status, ways of optimising their lives, decide on treatment options where appropriate and how best to manage their specific situations. For instance, an insulin dependent diabetic patient has to be educated regarding the nature and cause of their condition. They have to be informed how to maintain a healthy and active lifestyle. They are taught and assessed self-testing their blood for glucose levels and self-administration of the right doses and frequency of insulin injections. In consultation with a dietician they are educated about eating and drinking the correct types and quantities of foods and fluids and the importance of exercise in keeping a balanced glucose level in their blood. The patient must also be educated as to the complications that may occur if they do not adhere to the prescribed regimen. This scenario is one example of the information giving and education role of the nurse, how to recognise complications and what to do should any occur. It is also an indication as to how the nurse empowers the patient to become self-reliant and self-determined in controlling of her own health.

Nursing is often considered the cornerstone that maintains the different aspects of the health service together. Linking with other healthcare workers is important in providing an agreed multidisciplinary approach to ensure the best possible care and avoid confusion for the patient. The nurse also communicates with the patient’s family and keeps them informed of the patient’s progress unless specifically requested not to do so by the patient. In preparation for discharge of a patient from hospital it is sometimes necessary to communicate with personnel such as the liaison public health nurse and medical social workers in the community to ensure continuity of care when the patient goes home.

The nurse maintains written records of the whole nursing process from assessment to evaluation. All the nurse’s observations, care given, the outcomes of care and patients’ responses are noted. These nursing records contribute towards the continuity of care and also are important from a legal perspective.

A nurse’s day can be both physically and mentally demanding but the realisation that her work creates a real difference to the lives of patients and their families are what make nursing a fulfilling and rewarding profession.

Promotional opportunities

There are many nursing specialities that you can focus on to develop your career depending on your interests and skills. And there are plenty of opportunities, after some initial clinical experience, to get the necessary training to progress your career.

On graduation as a registered nurse, you can earn a competitive salary and many employers offer opportunities for continuing professional development. There are abundant opportunities for nursing career advancement in hospitals and in the community.Specifically, in clinical nursing, nursing management, nursing education and research.

Clinical nursing

Senior Staff Nurse
Clinical Nurse Manager
Clinical Nurse Specialist
Advanced Nurse Practitioner
Clinical Placement Co-ordinator
Practice Development Co-ordinator

Nursing Management

Unit Nursing Manager
Divisional Nurse Manager
Assistant Director of Nursing
Deputy Director of Nursing
Director of Nursing

Nurse Education

Nurse Tutor
Director of Nursing Education
Nurse Lecturer

Nursing Research

Research assistant
Nurse researcher
Lead researcher

Further education opportunities

There is a wide range of education opportunities at diploma and masters levels that a registered nurse may opt to pursue. Refer to Further Education on this website

What General Nurses/Students Say

“My first few days were spent acclimatising to my new working environment. After that I really enjoyed being a member of the nursing team. They team worked really well and made it easy for me to fit in, they were so motivated, it urged me to do even better.”

“Becoming a student nurse was something I always wanted to do. Now I

have successfully completed the first year, I can see how I can make a difference as a member of the nursing team.”

“My first year was a challenge as I was learning to link my nursing knowledge to practice. Now I’ve a placement in the community which is really exciting as there are so many patients requiring planned nursing care.”

“The scope and depth of responsibility assumed by nurses is expanding rapidly in to-days complex health care system. Now I’m in the third year,

I am so excited to be part of nursing.”

“I was thrilled when my rostered year of practice was completed,

my confidence had grown and the wards where I had been a student wanted me to come and work with them.”

Clinical Component - General

Aspect	Minimum Weeks
General and Specialist Medicine	18
General and Specialist Surgery	18
Specialist Placements (minimum 2 weeks placement in each speciality):	18
●Accident & Emergency
●Child Care & Paediatrics
●Mental Health and Psychiatry
●Care of the Older Person
●Nursing Home / Community
●Operating Theatre
●Maternity Care
Remaining regulated placements (can be in core / specialist clinical areas)	20
Discretionary	5

INTELLECTUAL DISABILITY NURSING

The philosophy of care of a person with an intellectual disability contains a number of implicit principles, which embrace the concept that all persons with all levels of ability have the same rights and, in so far as possible, the same responsibilities as other members of society.

They have a right and a need to live within the community like other people and they have a right to receive those services necessary to meet their specialised and changing needs. They should receive, if and when necessary, professional assistance and services which will allow recognition, development and expression of the individuality of each person.

Nurses who work with persons with an intellectual disability have a diversity of roles, from intensive physical nursing of individuals with profound handicap to supportive guidance in the management and habilitation of children, adolescents and adults.

The care of persons with an intellectual disability forms part of the nursing profession as a whole, yet it is specialised and very different from other disciplines of nursing.

The Syllabus is indicative. It allows scope for the continuing development of subject matter and for the extension of new knowledge to accommodate emerging trends. Curriculum planners will be expected to demonstrate that the programme is relevant and responsive with the most recent policy and legislative change.

A Day in the Life: INTELLECTUAL DISABILITY Nurse

Most of us live our lives without thinking of the complex skills involved in all the daily tasks we carry out. We take for granted our ability to make a cup of tea, use a bus or make new friends. But such things may be difficult for the person with an intellectual disability.

Nowhere has the enormous potential of people with intellectual disabilities been demonstrated better than at the Special Olympics World Games held in Dublin in June 2003. We saw how individuals with intellectual disability can overcome many of their difficulties and develop spectacular talents, especially when they are given the help and support to do so.

Registered Nurses Intellectual Disability (RNID) develop the ordinary life skills we all take for granted so that persons with an intellectual disability can live their lives as fully and as independently as possible.

There are about 26,700 people with intellectual disability of all ages in Ireland and their needs are diverse and sometimes complex. Intellectual disability may range from mild to profound, and individuals may also be physically challenged or have multiple disabilities. Clients may have a physical and/or sensory impairment and some may have behavioural or mental health problems. The RNID works with individual clients, families, children and adults, in the clients’ homes, residential homes, respite units, day centres and their schools or workplaces. Nurses work with clients, families, and carers to promote the clients’ emotional, physical and social well being, whilst respecting and advocating for their rights and dignity.

The role varies depending on the needs of the client and includes:

Working as part of a multi-disciplinary team and making referrals to them. This team may include professionals such as: Doctors, Speech Therapists, Schoolteachers, Physiotherapists to name but a few

Advocating, particularly for people that may have difficulty in communicating

Enhancing the quality of life for people with intellectual disability

Providing support services for families

Health promotion and education of clients, families, friends and the community

Counselling, budgeting, case management

Staff education and training

Planning activities e.g. social events and holidays

Promotion of choice and autonomy.

Within the practice of intellectual disability, the use of equipment and machines is limited. It is the skilled interactions of RNIDs that provide the tools of the trade. Indeed, it could quite accurately be described as the complete if not ultimate professional interpersonal experience.

This is a career where one can truly say; “I can make a positive difference in people’s lives”.

Promotional Opportunities

Services for people with intellectual disability have evolved greatly in recent years with a much greater emphasis on integration at schools, work and life in the community.

There are services for people with intellectual disability in rural and urban areas all over the country where RNIDs are found to the forefront in providing individualised programmes of care and training for clients. These programmes of care include managing and co-ordinating services or acting as clinical specialists in a wide variety of therapeutic activities.

There are numerous career pathway opportunities for the RNID, including:

Clinical Nurse Specialist and Advanced Nurse Practitioner in a wide range of areas, including, challenging behaviour, family support, early intervention, care of the elderly

Nursing management e.g. Clinical Nurse Manager at various grades, up to Director of Service

Education e.g. Nurse Practice Development, Clinical Placement Co-ordinator, Nurse Tutor/Lecturer

Research in intellectual disability nursing.

Further education opportunities

There is a wide range of education opportunities at diploma and masters levels that a RNID may opt to pursue. Refer to Further Education on this website

What INTELLECTUAL DISABILITY Nurses/Students Say

“I work with children in an integrated pre-school. It is great to see that the work I do really makes a difference to these kids, like seeing a child progress from crawling to walking in one term”.

“When I went to my first placement in the intellectual disability service, it was great to see what we had studied in college was put into practice. I was amazed at the great atmosphere in the place”.

“I have spent the last 35 years doing a job I really enjoy, which provides different challenges each day, working with individuals who are all different. No two days are the same”.

“The main thing for me is that I really love what I’m doing. This year I had one placement in a Day Activation Centre, one with elderly people and one in a small community house. Each placement was different but I enjoyed every minute. I am not sure yet what area I’ll work in when I am finished but there are a lot of career opportunities”.

Clinical Component - Intellectual Disability

Aspect	Minimum weeks
Education and Development of the Child and Education and Development of the Adult (minimum 12 weeks in each area)	36
Disorders of Human Behaviour Acute Nursing Specialist areas (minimum 2 weeks placement in each speciality)	18
Remaining regulated placement (can be in core/specialist placements)	20
Discretionary	5

MIDWIFERY

The term ‘midwife’ means ‘with woman’. Midwifery involves the provision of care and support to women during pregnancy, labour and birth, and to women and their babies following birth. Midwives have a key role in health promotion and education for women, their babies and their wider family circle. Midwifery care is underpinned by a philosophical approach that views pregnancy as part of the life cycle, a normal healthy event. The concept of partnership between the woman and the midwife is fundamental to midwifery practice and is based on mutual trust, support and collaboration.

The provision of midwifery care is constantly evolving to respond to the changing needs of women in Ireland and their families. Midwives provide care in maternity hospitals/units, the newly developed midwife-led units and increasingly through the provision of midwife-led services in the community. Midwives work in partnership with obstetricians and other members of the healthcare team in the provision of care, particularly to women with complicated pregnancies (NMPDUs, 2003).

The syllabus of the midwife registration education programme is indicative. This allows for change to address the changing nature of Irish society and the environment in which midwives practice. The programme provides midwives with the knowledge and skills to meet the needs of women and their families in an individualised, culturally sensitive manner. This supports the vision for the maternity services set out in the Health Strategy (Department of Health and Children, 2001) to provide responsive, high-quality maternity care, which is woman-centred, equitable across different parts of the country, accessible to all, safe and accountable.

Midwifery is a career option for both men and women.

A Day in the Life: MIDWIFE

Midwives provide care to women during their pregnancies, during their labour and the birth, and to women and their babies after the birth. Pregnancy and birth are normal life events but bring about enormous changes in the lives of women and their families. Helping a woman prepare for and adjust to these changes is a very significant part of the role of a midwife. This may be done on a one-to-one basis and in group classes.

A woman, most especially a woman experiencing her first pregnancy, needs education about what to expect during her pregnancy, labour and the birth of her baby. She needs to know about the changes that will occur in her own body and how she will know that she is in labour. The midwife also monitors the woman’s health and well-being and the health and growth of her developing baby during the pregnancy.

A pregnant woman may have concerns and anxieties and the midwife provides the woman with an opportunity to discuss these concerns. Building the woman’s confidence in her ability to give birth and mother her baby are important parts of the midwife’s role. A woman’s memories of her experience of pregnancy and birth can last her lifetime.

After the birth, a woman needs to learn how to care for herself and her baby. A midwife will spend a large part of his/her day educating and supporting a woman so that she gains in knowledge and confidence in caring for her baby. After giving birth, a woman may be physically very tired. It is also a time of enormous emotional change in a woman’s life. At this time, the midwife works to provide women with an opportunity to adjust physically and emotionally to their new role as a mother. The midwife also involves the woman’s partner in learning how to care for their new baby. The challenge for the woman, her partner and for the midwife is even greater if the woman has given birth to twins or triplets.

Over 60,000 babies are born in Ireland each year, with the number of births increasing in recent years. Most women are healthy and well and experiencing a normal pregnancy. Care of those women may be provided by midwives only or by midwives working in partnership with their obstetrician colleagues. Women themselves choose who provides their care. The option of midwife-led care is becoming more widely available to women in Ireland and this gives midwives an opportunity to incorporate all aspects of maternity care within their practice on a daily basis.

Many of the women giving birth in Ireland today are not of Irish origin. The challenge of providing care that is appropriate and sensitive to each woman’s cultural, religious or ethnic background is one that midwives face on a daily basis.

Most women in Ireland currently give birth in hospital. Most midwives work in maternity hospital or maternity units attached to general hospitals providing care to these women. Increasingly, hospitals are developing out-reach community services and midwives are very involved in these developments. These include antenatal clinics in health centres and home visits to women and their babies following early transfer home from the hospitals after the birth. Midwives attached to some hospitals also provide DOMINO services. DOMINO stands for ‘Domiciliary In and Out’. This involves a small team of midwives providing antenatal (before birth) and postnatal (after birth) care to women in the community. When a woman being cared for by the community midwives goes into labour, she comes into the hospital where she is cared for by one of the team and a few hours after the birth she and her baby go home.

A small number of midwives in Ireland work in independent practice providing complete care to women who wish to have a home birth. A small but increasing number of maternity hospitals also provide midwife-led home birth services for women who choose this option.

Midwives also provide care to women experiencing complicated pregnancies and births. They do this in partnership with obstetricians, neonatologists (specialist doctors who care for sick and preterm babies), dieticians, physiotherapists and social workers. There are very specific challenges in providing care to women who are pregnant and have conditions such as diabetes, heart disease or high blood pressure or who have difficulties with drug or alcohol addiction. Not all pregnancies are times of happiness for women. Many pregnancies are unplanned and midwives have a role in providing support to women coping with unplanned pregnancy. This is particularly challenging if the woman is unsupported by a partner or her family. Meeting the needs of such a woman is also particularly rewarding. Midwives also have a role in providing information and advice to women in relation to avoiding or planning future pregnancies.

Promotional Opportunities

There are career opportunities for midwives in clinical practice, management, education and research. It is also possible for midwives to combine these roles e.g. a midwife tutor will usually also continue in clinical practice, a Clinical Midwife Manager will be both a manager of a team of midwives and engaged in clinical practice. The development of community-based and midwife-led services also provide midwives with increasing options for career development and job satisfaction.

There are opportunities for experienced midwives to become Clinical Midwife Specialists or Advanced Midwife Practitioners. Clinical Midwife Specialist roles have been developed in such areas as care of women with diabetes in pregnancy, care of women who have had a miscarriage or a stillborn baby, and providing expertise in the area of breastfeeding support. Clinical Midwife Specialists act as a source of expert advice for other midwives, carry out research and develop midwifery practice in their area of expertise. The role of the Advanced Midwife Practitioner is currently being developed nationally.

Midwife Tutors are involved in the education of student midwives. They are also involved in the planning and provision of continuing education for registered midwives. Midwifery Practice Development Co-ordinators are involved in initiatives to improve the quality of care provided to women during their childbirth experience. They are also engaged in activities to support the development of midwife-led services. Clinical Placement Co-ordinators provide support and guidance to student midwives during their clinical placements. Some Clinical Placement Co-ordinators or Clinical Facilitators have a particular role in relation to the support and guidance of new midwifery staff, especially those from overseas.

Further education opportunities

There is a wide range of education opportunities at diploma and masters levels that a registered midwife may opt to pursue. Refer to Further Education on this website

What MIDWIVES/ Students Say

“My years as a student midwife were full of emotion, rewarding work and an eye opening journey into the miracle of pregnancy and childbirth - a very positive experience”.

“I enjoyed looking after the family unit”.

“Everyday I feel my job is worthwhile and being with women and helping them in their journey to motherhood is so rewarding”.

“Women always appreciate the time I give them in educating, encouraging and praising them in learning about pregnancy, childbirth and childcare”.

“I was a mother before I became a midwife and I remember the importance of the information and care I received from my midwife in helping me on my journey to motherhood”.

Clinical Component - Midwifery

Aspect	Minimum Weeks
Antenatal (to include clinics, antenatal wards and antenatal / parenthood education)	14
Intra-natal	16
Postnatal	14
Specialist placements (minimum placement of 2 weeks in each specialist area):	20
● Neonatal (SCBU/NICU/Neonatal clinic)
● Community Midwifery
● Gynaecology
● Mental Health
● Medical
● Surgical, including Theatre
Additional regulated placements (may be in core or specialist areas)	10
Discretionary weeks	5

PSYCHIATRIC NURSING

Psychiatric nursing is a specialist nursing discipline. The primary objectives are to facilitate the maximum development of the mental health of the individual who has psychiatric problems and to promote psychiatric nursing.

The basis of the work of the psychiatric nurse is the relationship the nurse has with the person and their families who use the mental health services. The manner in which the psychiatric nurse develops this relationship, in partnership with those who use the services and their carers, and the skills the nurse uses within these relationships, is the focus of the psychiatric nursing.

The term "psychiatric nurse" is used for consistency with the Registered Psychiatric Nurse Division of the Register maintained by An Bord Altranais.

The list of topics included in this syllabus provides an indication of content for the Psychiatric Nurse Registration Education Programme. Curriculum planners will be expected to demonstrate that the programme is relevant and responsive with the most recent policy and legislative change.

A Day in the Life: PSYCHIATRIC Nurse

Psychiatric nurses make up a significant portion of the health services personnel. Today about 5000 Registered psychiatric nurses practice in 40 Mental Health Services in Ireland. Each of those Mental Health Services provides a comprehensive range of interventions in the home, in the community and in hospitals. Psychiatric nurses play a pivotal role in all such services.

Anyone can experience mental health difficulties at any stage of life. Problems of a mental health nature can cause difficulties in people's lives in the short, medium or long term. Difficulties may arise from a variety of sources. These can include lifestyle patterns, employment circumstances, social and domestic situations, personal experiences or genetic make up.

The principal illnesses experienced by people with mental health difficulties include depression, anxiety, phobias, bipolar disorders, schizophrenia and grief reactions due to any sense of loss. Any of these illnesses can happen to adolescents, adults or the elderly population, and the primary role of the psychiatric nurse is aimed at meeting the needs of people experiencing these difficulties.

Those who enjoy close teamwork in a challenging environment may opt to make their contribution in a hospital or special unit. Here they will participate in the rehabilitation of people experiencing acute illnesses.

People who may have traumatic symptoms require considerable support to overcome their difficulties. Psychiatric nurses play a significant part in the highly skilled team, making a difference to these individuals and providing support for their families and friends.

Nurses who enjoy more independence and like to be out and about may opt to work in one of the many community settings which mental health services provide. This type of work deals with people who are experiencing difficulties for the first time, or are having a recurrence of difficulties after a period of good health. This role may also involve care that focuses on the maintenance of optimum health for persons with enduring mental health problems. Nurses provide care in people’s homes, day hospitals, day centres, supervised residential units and a variety of other community settings.

The three primary goals of psychiatric nursing are:

Promotion of mental health
Prevention of mental illness
Provision of holistic care and support for individuals experiencing mental ill health

Psychiatric nursing can be viewed as delivering a service at three levels of prevention. These are described as primary, secondary and tertiary levels of prevention.

Primary prevention involves promoting mental health. A core strategy within this involves the education of individuals, families and groups about potential threats to their health that may lead to mental ill health. Practising psychiatric nurses fulfil a role in local health promotion units as well as working with voluntary groups and statutory agencies in delivering this message to the general public.

Secondary prevention involves dealing with mental health issues when they arise for individuals. If difficulties are identified early and the appropriate intervention occurs then the disruption to personal, family and occupational life of the individual is minimised. Mental Health Services work closely with all health service departments in the community and hospitals. Psychiatric nurses working in day hospitals, admission units in hospitals, and in the home play a key role in achieving this goal.

Tertiary prevention involves maintaining optimum health in persons with enduring mental health problems. Just as some physical illnesses such as diabetes create health challenges for individuals throughout their lifespan, occasionally people have to learn to live with and accommodate life long mental health difficulties. Psychiatric nurses provide support in the home, day centres and in residential units for these people.

Promotional Opportunties

Specialist Nurse

A Psychiatric nurse may also develop particular interest in a specialist area within mental health. Through further education and practical experience the registered nurse can develop their careers to become a Clinical Nurse Specialist or an Advanced Nurse Practitioner. There are a variety of areas in which these psychiatric nurses work, such as counselling, behaviour therapy, family therapy, addictions, eating disorders, and community mental health nursing. Specialist psychiatric nurses provide psychotherapy to people experiencing difficulties with grief, anxiety, sexual problems and coping among others.

Management

Psychiatric nurses who develop their careers in this area have a number of opportunities open to them. These may range from being in charge of teams of 3 to 10 nurses up to leading a whole mental health service with as many as 200 nurses. Psychiatric nurses with administrative experience may also develop their management careers in areas of the health service outside of the field of mental health.

Education

Psychiatric nurses may develop their careers in both undergraduate and postgraduate nurse education. This may include working in education at health service or college level or working in support of nursing students and other qualified staff at health service level.

Employment opportunities exist for psychiatric nurses all over Ireland. Nurse’s work may involve traditional day and night duty and weekend rosters or may be Monday to Friday nine to five. Employers provide excellent support and opportunities for psychiatric nurses who wish to continue their education or expand their skills.

Further education opportunities

There is a wide range of education opportunities at diploma and masters levels that a registered nurse may opt to pursue. Refer to Further Education on this website.

What Psychiatric Nurses/Students Say

“Because we deal with ordinary people from ordinary backrounds who have developed mental health problems, it has made me more self aware. I have learned more about myself during my training than in all my prior experiences”.

“I never thought that any job could offer so many positive experiences or the opportunity to do so much work of real benefit to people”

“All my preconceptions of mental health and people with difficulties were hopelessly inaccurate. I found that instead of trying to pull people out of the water, the job was to teach them to swim”.

Clinical Component - Psychiatric

Clinical Instruction	Minimum No. of weeks
Psychiatric Nursing (including in-patient and community care settings)	36
Specialist Care (minimum 2 weeks placement in each speciality)	18
● Care of the Older Person
● Adult General Nursing
Remaining regulated placements (can be in core/specialist clinical areas)	20
Discretionary	5

Disclaimer - Privacy Policy