Nursing (Mental Health) BSc
BBB at A level; graduates earn a median £28,000 three years on.
80% of entrants came with A levels · 95% stay on after year 1 · York course page, Discover Uni
What do you need to get in?
Typical offer — the grades most applicants are asked for. Contextual offer: BBC, for applicants from under-represented backgrounds.
York course page, read 19 September 2026 · Discover Uni entry profile
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications5
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Access | 21 credits at Distinction and 24 level 3 credits at merit or higher. | — |
| BTEC | DDMDDM We consider a range of BTEC qualifications equivalent to 3 A Levels, or in combination with A Levels or other qualifications. For example: Distinction, Merit in BTEC Level 3 National Diploma plus | — |
| IB | 31 overall. | — |
| T Level | Merit overall with grade B in the Core in following T Level subjects: AccountingMerit overall with grade B in the Core in following T Level subjects: Accounting; Design and Development for Engineering and Manufacturing; Design, Surveying and Planning for Construction; Digital Bus | grade B in the Core in following T Level subjects: Accounting; B in the Core in T Level in Education and Early Years |
| Scottish Highers | BBBBB | — |
What do you study?
Compulsory modules this year: health & safety 57% · natural sciences 17% · transversal skills 13% · social & cultural skills 8%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
York course page · optional modules vary by year
- Biological and Pharmacological Aspects of Health and Wellbeing
What you learn (11)
- explain how cells carry out normal metabolic processes
- describe how the body maintains internal balance through homeostasis
- describe how feedback mechanisms regulate physiological systems
- identify normal physiological processes of waste elimination
- identify normal physiological processes underlying sleep and movement
- identify normal physiological processes of blood perfusion
- outline typical patterns of human development across the lifespan
- describe the hierarchical levels of organisation within the human body
- explain how drugs exert effects on the body
- explain how the body absorbs, distributes and eliminates drugs
- recognise how different types of evidence contribute to understanding health and wellbeing
- Psychological and Sociological Aspects of Health and Wellbeing
What you learn (8)
- describe key psychological theories relating to health
- describe key sociological theories relating to health
- examine an individual's personal experience of health
- identify how different types of evidence shape views on health
- reflect on the use of basic communication skills in practice
- identify potential barriers to effective communication
- outline key concepts of culture and community
- outline how equality and diversity affect health outcomes
- Professional Development in Nursing: Introduction to Nursing Inquiry
What you learn (7)
- identify nursing philosophy concepts relevant to personal development
- describe the concept of patient care
- describe person-centred approaches in nursing
- reflect on personal life experiences relevant to nursing
- reflect on one's own development as a nursing student
- recognise different types of evidence used in nursing practice
- recognise professional responsibilities of nurses from multiple perspectives
- Knowledge Applied to Nursing Practice 1
What you learn (5)
- demonstrate essential practical skills for nursing care delivery
- evaluate own communication skills in building therapeutic relationships
- appraise personal accountability for delivering safe patient care
- explain key principles underpinning safe medicine administration
- describe how different assessment tools inform nursing practice
- Knowledge Applied to Nursing Practice 2
What you learn (8)
- demonstrate core practical skills required for safe nursing care
- explain how effective communication builds therapeutic relationships with patients
- appraise own communication practice to identify areas for improvement
- evaluate own capability to deliver safe and effective patient care
- justify personal accountability for maintaining standards of care
- explain key principles underpinning safe administration of medicines
- appraise own knowledge of medicines administration practice
- describe how different assessment tools are used in nursing practice
Year 2 · 5 core · 120 credits ≈ 1,200 hours
- Professional Development in Nursing: Evidence Based Nursing for Practice
What you learn (5)
- explain how different information types support evidence-based nursing decisions
- evaluate methodological weaknesses across different research approaches
- apply research findings to support clinical decision making
- describe factors that shape decision making in nursing care
- present a coherent account of an evidence-based nursing decision and its outcome
- Knowledge Applied to Nursing Practice 3
What you learn (7)
- demonstrate key skills required for effective nursing practice
- reflect on own contribution to team-based nursing practice
- describe assessment strategies used in nursing practice
- explain communication strategies that support nursing practice
- identify how pathophysiological changes affect patient experience
- reflect on personal responsibility in identifying safeguarding concerns
- reflect on knowledge of safe medicine administration principles
- Knowledge Applied to Nursing Practice 4
What you learn (6)
- demonstrate key skills required for effective nursing practice
- reflect on own contribution and performance within a care team
- explain how different assessment methods inform nursing practice
- reflect on use of communication skills to develop therapeutic interventions
- reflect on personal responsibility in identifying safeguarding concerns
- reflect on knowledge of safe medicine administration principles
- Psychological and Sociological Aspects of Ill-health
What you learn (10)
- explain how psychological perspectives inform emotional responses to illness
- describe how illness is socially constructed
- explain how sociological perspectives clarify illness impact on people and communities
- explain how environmental factors and disease patterns shape public health
- explain how health policy and economics shape public health approaches
- evaluate health promotion and education strategies across different life stages
- debate how ethical theory shapes healthcare decisions
- debate how legislation shapes healthcare practice
- apply research findings to explain psychological aspects of healthcare
- apply research findings to explain sociological and environmental aspects of healthcare
- Biological and Pharmacological Aspects of Illness across the Lifespan
What you learn (6)
- explain key mechanisms underlying disease processes
- identify biological and genomic risk factors linked to disease
- apply biological and genomic knowledge to nursing care across the lifespan
- discuss how drug treatments affect disease progression and recovery
- evaluate strategies to reduce or avoid medication-related harm
- describe how research evidence shapes knowledge of disease and drug action
Year 3 · 5 core · 120 credits ≈ 1,200 hours
- Person-centred Consultation and Physical Assessment Skills
What you learn (4)
- conduct a structured patient history using a holistic consultation framework
- perform a systems-based physical assessment safely within a person-centred consultation
- develop a nursing management plan jointly with the patient using shared decision making
- explain how evidence-based reasoning informs decisions in complex care situations
- Applying Psychological and Sociological Aspects to Complex Care
What you learn (10)
- evaluate the nurse's contribution to supporting people with complex needs
- evaluate holistic assessment methods for identifying stress and vulnerability
- relate assessment findings to strategies that promote recovery
- reflect on the value of collaborative care planning with service users
- explain the role of shared decision making in formulating management plans
- apply agreed interventions to address complex patient needs
- use effective communication techniques to deliver collaborative care
- search systematically for relevant research evidence
- critically appraise research evidence for quality and relevance
- synthesise evidence to inform decisions in complex care situations
- Professional Development in Nursing: Leading and Managing Change
What you learn (6)
- identify stakeholder engagement opportunities to enhance care services
- differentiate between alternative change management strategies
- apply suitable change management strategies to enhance care quality
- lead and coordinate teams using knowledge of human factors affecting care
- explain how human factors influence service delivery and care quality
- evaluate diverse evidence types underpinning leadership and change management
- Knowledge Applied to Nursing Practice 6
What you learn (8)
- lead and coordinate care for patients with complex needs
- apply assessment methods to determine patient care needs
- formulate therapeutic interventions for quality patient care
- manage safeguarding concerns to protect individuals and the public
- evaluate own contribution to safe medicines management
- evaluate own contribution to improving health services
- evaluate own role in supporting others' learning and engagement
- calculate medication dosages accurately to meet professional standards
- Knowledge Applied to Nursing Practice 5
What you learn (8)
- demonstrate key skills required for effective nursing practice
- reflect on leadership qualities needed to coordinate patient care
- explain how different assessment methods are used in nursing practice
- reflect on how effective communication shapes therapeutic interventions
- reflect on personal responsibility for identifying safeguarding concerns
- reflect on knowledge of safe medicine administration principles
- reflect on personal development as a learner in nursing
- reflect on one's role in educating others in practice
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
Where does it lead?
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 270 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 14, 12, 22
Half of graduates earned between £21,000 and £33,000. Five years on, the median is £31,500. 100% were in work or further study 15 months after finishing; 75% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 20 |
| In work or study, 15 months on0% studying | 100% | 10 |
| Professional or managerial job | 75% | 10 |
| Pay 15 months on, median | £30,000 | 55 |
| Pay 3 years on, median | £28,000 | 270 |
| Pay 5 years on, median | £31,500 | 255 |
What does it cost?
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
York fees page · source
About £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold. International students: £33,500 a year (2027/28).
What do students say?
NSS — a yearly survey of final-year students at every UK university; 72% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 15 students answered
Highest: 100% agreed on question 1; lowest: 60% on question 25.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 100% |
| Question 2 | 77% |
| Question 3 | 77% |
| Question 4 | 83% |
| Question 5 | 92% |
| Question 6 | 85% |
| Question 7 | 85% |
| Question 8 | 92% |
| Question 9 | 92% |
| Question 10 | 92% |
| Question 11 | 92% |
| Question 12 | 69% |
| Question 13 | 92% |
| Question 14 | 77% |
| Question 15 | 77% |
| Question 16 | 92% |
| Question 17 | 77% |
| Question 18 | 77% |
| Question 19 | 85% |
| Question 20 | 92% |
| Question 21 | 85% |
| Question 22 | 100% |
| Question 23 | 92% |
| Question 24 | 92% |
| Question 25 | 60% |
| Question 26 | 77% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of York’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of York is a trade mark of the university; sch.today is independent of it.