Overview
This unit is designed to introduce you to the innovative and contemporary Recovery approach to mental health care. The lived experience perspective brings a different viewpoint to the classroom and creates a dynamic, ‘real world’ learning environment. You will develop a comprehensive knowledge of the factors that promote Recovery within diverse populations, the importance of Recovery within mental health settings, the significance of collaborative relationships with consumers, families and other supports and the important leadership role of consumers in developing the Recovery approach. You will identify the skills required by nurses working within a Recovery system of care.
Details
Pre-requisites or Co-requisites
Pre-requisites (NURS11157 Lifespan Approach to Health and Wellness for Nursing or NURS11153 Health and Behaviour) and (NURS11158 Evidence Informed Nursing Practice or NHLT12001 Evidence Informed Practice)
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback survey
Students were concerned with aspects of the assessment. Students felt the assessments needed to be more direct and to provide more structure.
Provide more direct and structured assessments.
Feedback from Student feedback survey
Some students were concerned with the quality of the Zoom recordings.
Explore other options to ensure a better quality of recording is offered to students. The coordinator will recommend a Yeti Microphone to be used by lecturers to improve recording integrity.
Feedback from Student feedback survey, emails to the coordinator and lecturers
Students discussed that the Zooms sessions were useful and that the interaction with the lecturers was helpful.
Continue with twice weekly Zooms sessions to support student learning.
Feedback from Student survey
Varied responses in regard to the Moodle books used. Some students felt this platform was easy to navigate while others did not.
Provide Moodle book and printable version of reading material to provide students with a choice of how to receive the written material.
- Discuss factors that promote Recovery in diverse cultural and socio-economic populations
- Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of the Recovery approach
- Relate the importance of family and other supports in Recovery planning and service delivery
- Review the attributes required by registered nurses to promote and facilitate Recovery including the need for effective self-care.
The learning outcomes meet the requirements for mental health consumer participation as per the accrediting authority requirements. These are linked to the Australian Nursing and Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Written Assessment - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 40% | ||||||||||
| 2 - Written Assessment - 60% | ||||||||||
Textbooks
There are no required textbooks.
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
a.ivory@cqu.edu.au
Module/Topic
Chapter
Week 1
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussions
Module/Topic
The role of consumers and others in recovery
Chapter
Week 2
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Components and principles of recovery
Chapter
Week 3
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Trauma informed practice
Chapter
Week 4
Events and Submissions/Topic
Assessment 1 due on Friday
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsAssessment 1. The history of recovery Due: Week 4 Friday (1 Dec 2017) 11:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Nurses as recovery partners
Chapter
Week 5
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Recovery in a diversity of cultural contexts
Chapter
Week 6
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Facilitating relationships, networking and other support structures
Chapter
Week 7
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Self care
Chapter
Week 8
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Support systems
Chapter
Week 9
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Recovery plans and outcomes
Chapter
Week 10
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Promoting a therapeutic relationship
Chapter
Week 11
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsAssessment 2 is due on Friday.
Assessment 2. Written Assignment. Due: Week 11 Friday (2 Feb 2018) 11:00 am AEST
Module/Topic
Recovery partnership and other emerging developments
Chapter
Week 12
Events and Submissions/Topic
Weekly tasks and reading
Students take part in group Zoom sessions and forum discussionsModule/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
You do not require a text book for this unit. All information will be provided to you through journal articles, websites, reports.
1 Written Assessment
Assessment 1. Essay
The History of Recovery
This assessment task is 40% of your overall mark.
Length. 1000 words. (+/- 10%).
The Assignment brief
Drawing on the materials and recommended readings in weeks 1 – 4 and respond to the following key questions:
1. What are the key elements of Recovery? What makes personal Recovery different from clinical Recovery?
2. Why did the Recovery movement develop and what historical factors played a role in its development?
3. How did people with a lived experience of mental health challenges, contribute to the early development of Recovery?
Assignment requirements
Format should be in Calibri 11 or Times New Roman 12 and double spaced
Please include the assignment questions in your paper. The assignment questions are not counted in your word count
Use APA 6th Edition referencing to support your responses
Include the title page as the first page of your assignment
This paper should be written in essay format.
Week 4 Friday (1 Dec 2017) 11:00 pm AEST
This assignment is to be submitted to Moodle
Vacation Week Friday (8 Dec 2017)
Students will be notified when results are released
Assessment 1. Marking Matrix. NURS11163. (Term 3, 2017).
|
|
HD (85-100%) |
D (75-84%) |
C (65-74%) |
P (50-64%) |
F (0-49%) |
% |
|
Attention to task |
Comprehensive consideration of all aspects of the assignment assessment task (26-30). |
Broad consideration of most aspects of the assignment assessment task (23-25). |
Adequate consideration of most aspects of the assignment assessment task (20-22). |
Content addresses the some of the assignment assessment task (15-19). |
Content does not address the assigned assessment task (0-14). |
30 |
|
Understanding of topic and approach |
Thoroughly demonstrates understanding of content. Demonstrates highly developed critical thinking (14-15). |
Clearly demonstrates understanding of content. Demonstrates critical thinking (12-13). |
Generally demonstrates and understanding of content (10-11). |
Demonstrates limited understanding of content (8-9). |
Fails to demonstrate an understanding of content (0-7). |
15 |
|
Use of evidence |
A wide range of relevant, contemporary material is used and includes various sources including lived experience led research and is used effectively to support discussion (26-30). |
A range of relevant, contemporary material is used and includes various sources including lived experience led research and is used effectively to support discussion (23-25).
|
Mostly relevant, contemporary material is used and includes various sources including lived experience led research and is used effectively to support discussion (20-22).
|
Minimal relevant, contemporary material is used and includes various sources including lived experience led research and is used effectively to support discussion (15-19).
|
Poor or absent use of evidence (0-14). |
30 |
|
Referencing |
APA referencing used. No errors (5). |
APA referencing is used. There are 1-2 errors (4). |
APA referencing is used. There are 3-4 errors (3). |
APA referencing is used. More than 4 errors (2). |
APA referencing is not used. There is no use of references (0-1). |
5 |
|
Style and presentation |
Strong construction of paragraphs with each succinctly discussing a distinct point. No critical typographical, spelling or grammatical errors. Adheres to prescribed length (17-20). |
Good construction of paragraphs with each discussing a distinct point. Minimal (1-2) critical typographical, spelling or grammatical errors. Adheres to prescribed length (15-16). |
Construction of paragraphs that aids the flow of the paper. Few (2-3) critical typographical, spelling or grammatical errors. Adheres to prescribed length (13-14). |
Basic paragraph construction. Many (>4) critical typographical, spelling or grammatical errors. Adheres to prescribed length (10-12). |
Poor paragraph construction. Several (>8) critical typographical, spelling or grammatical errors. Deviates significantly from prescribed length (0 - 9). |
20 |
- Discuss factors that promote Recovery in diverse cultural and socio-economic populations
- Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of the Recovery approach
- Relate the importance of family and other supports in Recovery planning and service delivery
- Review the attributes required by registered nurses to promote and facilitate Recovery including the need for effective self-care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Assessment 2. Written Assignment.
This assessment task is 60% of your overall mark.
Length. 1500 words (+/- 10%) – Reflective Essay
Plus 500 words (+/- 10%) – Self Care Plan
Total word count 2000 words
Introduction
Learning how to make positive choices, and to engage in good self-care are key components of Recovery for people who access services. Making the 'right' choices and sticking to them is not always as easy as it may seem.
Self-care for nurses is also very important but often is not prioritised. This assessment task provides you with an opportunity to practice self-care by giving you permission to spend time and energy on something that is important to you that you normally would not find time for.
The experience of receiving support, planning for and implementing, self-care strategies, will assist you to better understand the experiences of people who access mental health services.
The goal of this assessment is to demonstrate your understanding of what it might be like to embark on a Recovery journey and to increase your capacity as a nurse to effectively support people in Recovery.
THE ASSESSMENT TASK
In summary, you need to do the following for this assessment:
1. Identify a self-care goal
2. Enlist people to support you to reach your self-care goal
3. Develop a self-care plan
4. Utilise references to support/guide your self are goals (Points 1-4 makes up your care plan documents which should be 500 words. References are included in the word count).
5. Embark on your self-care journey
6. Regularly journal your reflections of your journey (for your own information, not to be submitted)
7. Write a reflective essay in the first person about your journey (1500 words to be submitted and marked)
Each of these steps is detailed below:
Step 1: Identify a self-care goal: Identify an area in your life where you would like to make positive change, focusing on self-care and using a Recovery model. Some people might choose to work on an issue like anxiety, while others choose issues like weight-loss, quitting smoking or cutting down on alcohol. The important thing is to identify something that would be meaningful to you, something you would like to do but have not done up to now for whatever reason.
Step 2: Enlist Supporters: Enlist two supporters to help you decide on what to focus on and to help you stay on track. Your supporters can be people in your life outside of University (such as family and friends), other students, or therapeutic supporters (such as a counsellor, personal trainer, nutritionist, etc.). If you are stuck for ideas on who you could enlist, please contact the Unit Coordinator for discussion.
Step 3: Develop a Self-care Plan: In collaboration with your supporters, develop a self-care Recovery plan. The self-care plan does not need to be in essay form. The plan should be (+/- 10%) 500 words. It should include references to support/guide your care plan.
Your plan should clearly identify:
- What area of your life you want to work on
- What your goal(s) are
- How you propose achieving your goal(s)
- What supports you have in place and the role they will play
- What challenges you may face and possible ways of addressing these
- Supporting literature
When developing your plan, remember that you are modelling a Recovery type journey to experience and learn first-hand what might help and hinder a person on a Recovery journey. Like a Recovery plan it is important that your plan focuses on your strengths and that your journey, whilst utilising supports, is self-directed. Your plan can include images, drawings, pictures and words.
Step 4: Action Phase: Embark on your self-care journey, using your plan as a guide. You should allow at least 2-3 weeks for this step.
Step 5: Journal your experiences: As you progress through your self-care journey, document your progress in a journal. The journal does not need to be submitted, however you will use it in your reflective essay. This step is to occur in conjunction with the previous step. It is useful to jot down reflections as they occur, at least once a week.
Some questions you should reflect upon in your journal include:
- How you felt about the support you received each time you interacted with supporters
- How your journey is progressing and why
- What helps and/or hinders you along the way and how you deal with any obstacles
- How your self-care journey, experiences and learnings relate to Recovery
· How your journey, experiences and learnings might change or inform how you work with people in your future nursing practice
Step 6. Write a Reflective Essay about your journey
Using the information you have gathered in your Reflective Journal and in your Self-Care Recovery Plan, in addition to the course materials, recommended readings and other relevant sources, complete a reflective essay of your experience.
Assignment requirements
Format should be in Calibri 11 or Times New Roman 12 and double spaced
Use APA 6th Edition referencing to support your responses
Include the title page as the first page of your assignment.
Week 11 Friday (2 Feb 2018) 11:00 am AEST
This assignment should be submitted through Moodle
Review/Exam Week Friday (16 Feb 2018)
Students will be notified when results are released
Assessment 2. Marking Matrix. NURS11163. (Term 3).
|
|
HD (85-100%) |
D (75-84%) |
C (65-74%) |
P (50-64%) |
F (0-49%) |
% |
|
Understanding of topic |
Comprehensive consideration of all aspects of the assigned assessment task. Thorough understanding of relevance of content is clearly evident (35-40). |
Broad consideration of most aspects of the assigned assessment task. Clearly demonstrates understanding of how content is relevant (30 – 34). |
Adequate consideration of most aspects of the assigned assessment task. Generally demonstrates understanding of how content is relevant (26 – 29). |
Content addresses the assigned assessment task. Demonstrates limited understanding of how content is relevant (20-25). |
Content does not address the assigned assessment task. Fails to demonstrate understanding of required content (0-19). |
40 |
|
Use of evidence |
An expansive range of relevant, contemporary material drawn from various sources used effectively to support the discussion. Includes references to own experiences. No discernible errors in the citation of reference material (14-15). |
A range of relevant contemporary evidence is used to support the discussion. Includes references to own experiences. Minimal (1-2) errors in the citation of reference material (12-13). |
Mostly relevant contemporary evidence is used to support the discussion. Includes references to own experiences. Few (2-3) errors in the citation of reference material (10-11) |
Minimal relevant contemporary evidence used to support the discussion. Minimal reference to own experiences. Several (>4) errors in the citation of reference material (8-9). |
Poor or absent use of evidence. Numerous (>8) errors in the citation of reference material (0-7). |
15 |
|
Argument |
Clear, coherent and convincing argument. Argument is strong, following a distinctive analytical path from a starting to a concluding point (26-30).
|
Clear, coherent argument is presented. Argument is logical and well developed with each point building on the last (23-25).
|
Clear argument presented. Argument is logically developed (20-22).
|
Argument is discernible. Generally demonstrates logical flow (15-19).
|
Argument is poorly developed or absent. No evidence of critical discussion (0-14). |
30 |
|
Style and presentation |
Strong construction of paragraphs with each succinctly discussing a distinct point. No critical typographical, spelling or grammatical errors. Adheres to prescribed length (14-15). |
Good construction of paragraphs with each discussing a distinct point. Minimal (1-2) critical typographical, spelling or grammatical errors. Adheres to prescribed length (12-13). |
Construction of paragraphs that aids the flow of the paper. Few (2-3) critical typographical, spelling or grammatical errors. Adheres to prescribed length (10-11). |
Basic paragraph construction. Many (>4) critical typographical, spelling or grammatical errors. Adheres to prescribed length (8-9). |
Poor paragraph construction. Several (>8) critical typographical, spelling or grammatical errors. Deviates significantly from prescribed length (0-7). |
15 |
- Discuss factors that promote Recovery in diverse cultural and socio-economic populations
- Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of the Recovery approach
- Relate the importance of family and other supports in Recovery planning and service delivery
- Review the attributes required by registered nurses to promote and facilitate Recovery including the need for effective self-care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
