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 - 2019
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 Moodle
Assessment 1 was returned very late leaving little time to take feedback on board for next assessment.
Due to an error in the grading of assessment one, the assessment was late in being returned to students. This mistake in the rubric was corrected during the term, and adjustments were made to future rubrics. This should not be an issue in future.
Feedback from Moodle
Relaxed atmosphere for such a challenging subject. assignments were very relevant to course.
Provide an open, collaborative learning space that encourages discussion and provides emotional support.
Feedback from Moodle
Outlining assessment tasks. For the reflection assessment, it is incredibly difficult to understand what we are supposed to do and what is expected of us.
Review the assessment tasks for this Unit. Clearer instructions and wording to be used in future. Consider the use of different types of assessment tasks.
Feedback from Moodle
The unit coordinator and lecturers were extremely instrumental with this unit. They were helpful and involved and having them teach this unit was a blessing.
Promote an open dialogue between teaching staff, Unit Coordinators, and students that demonstrates respect acknowledges students and makes them feel supported.
- 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.
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.
j.connor@cqu.edu.au
a.kennedy@cqu.edu.au
Module/Topic
Introduction to recovery.
Chapter
Events and Submissions/Topic
Module/Topic
The role of consumers and others in supporting recovery.
Chapter
Events and Submissions/Topic
Module/Topic
Components and principles of recovery.
Chapter
Events and Submissions/Topic
Module/Topic
Trauma informed care.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Nurses as recovery partners.
Chapter
Events and Submissions/Topic
Module/Topic
Recovery in a diversity of cultural contexts.
Chapter
Events and Submissions/Topic
Module/Topic
Facilitating relationships.
Chapter
Events and Submissions/Topic
Module/Topic
Self-care.
Chapter
Events and Submissions/Topic
Module/Topic
Support systems.
Chapter
Events and Submissions/Topic
Module/Topic
Recovery plans and outcomes.
Chapter
Events and Submissions/Topic
Module/Topic
Promoting a therapeutic environment.
Chapter
Events and Submissions/Topic
Module/Topic
Recovery partnerships and other emerging developments.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment Item 1. Part 1.
A 20-question quiz taken from the question bank.
This grouping of quiz questions will focus on the first four weeks of the unit and will be available for three days at the end of week four.
Assessment Item 1. Part 2.
A 20-question quiz taken from the question bank.
This grouping of quiz questions will focus on weeks 5 to 8 and will be available for three days at the end of week eight.
Week 8 Friday (17 Jan 2020) 5:00 pm AEST
The quiz will be open for three days at the end of week 8 to allow all students ample opportunity to complete the quiz. Detailed instructions on completing the quiz are available on the Moodle site.
Week 9 Friday (24 Jan 2020)
Quiz results will be released back to the students during week nine after all students have submitted.
Each of the quiz questions will be worth one mark. A total of 40 questions will be presented to each student during the quiz availability window. The total marks available for this assessment contribute 40% of the total grade for the unit.
- 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
Length. 2000 words. (+/- 10%).
Referencing will be as per APA 6th edition. A minimum of 10 references are necessary to demonstrate broad consideration of this topic. It is acceptable to utilise the readings and references provided during the teaching of this unit although a broader reference list, well integrated into your paper, will demonstrate a higher standard of work.
The Assignment brief
Draw on the materials and recommended readings 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?
4. Identify the role of the nurse and family in supporting a consumer’s recovery. Include in this section the importance of the nurse acting as an advocate and how a nurse empowers a consumer..
Each question should be allocated approximately 500 words in your paper. Academic rigor is expected and use of appropriate references and citations is required.
Week 11 Friday (7 Feb 2020) 5:00 pm AEST
All assignments are to be submitted through Moodle.
Week 12 Friday (14 Feb 2020)
Graded assignments will be returned to students as soon as they are available.
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% |
| Structure 20% | ||||
| Introduction 5% | ||||
| Highly appropriate and relevant to content. Provides very clear sense of what follows. | Appropriate and relevant to content. Provides clear sense of what follows. | Largely appropriate and relevant to content. Provides sense of what follows. | Somewhat appropriate and relevant to content. Provides some sense of what follows. | Not evident and/or not appropriate. |
| Conclusion 5% | ||||
| Provides very strong sense of closure and highly appropriate. | Provides sound sense of closure and appropriate. | Provides a sense of closure and largely appropriate. | Somewhat provides a sense of closure and somewhat appropriate. | No recognisable conclusion or conclusion is inappropriate. |
| Presentation 5% | ||||
| Very well presented. No spelling or grammatical errors. Well proof read. Written in a clear and cohesive style. | Very well presented. Minimal spelling and grammatical errors. Well proof read. Written in a clear and easy to ready style. | Well presented. Some spelling and grammatical errors. Written in an easy to ready style. | There may be one or more areas where there was evidence of lack attention to presentation. | Many presentation errors. |
| Referencing 5% | ||||
| Accurate APA referencing. No errors. Consistently integrates appropriate references to support and reflect all ideas, information and quotations. | Accurate APA referencing. One error Generally integrates appropriate references to support and reflect ideas, information and quotations, with 1 or 2 exceptions. | Accurate APA referencing. Two errors. Partly integrates appropriate references to support and reflect ideas, information and quotations, with 3 or 4 exceptions. | Accurate APA referencing. Three errors. Occasionally integrates appropriate references to support and reflect ideas, information and quotations, with 5 or 6 exceptions. | More than three errors. Fails to or infrequent attempts (>7 errors) to integrate appropriate references to support and reflect ideas, information and quotations. |
| Understanding of the key elements of recovery 20% | ||||
| Thoroughly demonstrates understanding of unit content. Demonstrates highly developed critical thinking linking the various elements of recovery. | Clearly demonstrates understanding of unit content. Demonstrates some critical thinking linking the various elements of recovery. | Generally demonstrates understanding of the unit content. Able to link the various elements of recovery with minimal critical thinking evident. | Demonstrates some understanding of the unit content. Able to list the elements of recovery without linking them in a coherent fashion. | Understanding of the unit content is not apparent. Inability to identify various elements of recovery and/or unable to link elements together. |
| Understanding of the historical factors relating to the recovery movement 20% | ||||
| Accurately reports relevant historical factors that include issues and concerns of a broader social nature. Clearly identifies and articulates the relationship between recovery and human rights. | Accurately reports relevant historical factors within a narrow health focused view. Recognises the relationship between recovery and human rights but is unable. to clearly articulate this. | Reports some historical factors with limited identification of role of universal human rights. OR does not recognise the relationship between recovery and human rights. | Provides an historical summary only. Identifies at least one key historical factor but fails to connect that factor to basic human rights. | Fails to demonstrate the role of historical factors that relate to the recovery movement. Does not frame recovery within the broader universal human rights perspective. |
| Demonstrated knowledge of the contribution of lived experience to the development of recovery 20% | ||||
| Able to identify three lived experience academics that have contributed significantly to the development of the recovery model. Coherently describes each academic’s contribution and presents that information in a coherent manner. | Identifies three lived experience academics that have contributed significantly to the development of the recovery model. Offers insight into each academic’s contribution and presents in a mostly coherent manner. | Demonstrates some knowledge of the contribution of the lived experience. Includes the contribution of two or fewer lived experience academics. The information is presented in a somewhat coherent manner. | Demonstrates limited knowledge on the contribution of the lived experience. Does not refer to published work of lived experience academics in any meaningful way. The information is presented in a simple manner. | The contribution of lived experience is not clearly explained. The summation or content is incorrect or not clearly explained regarding the lived experience. |
| Understanding of the role of the nurse in recovery 20% | ||||
| Comprehensively includes a detailed discussion on the role of the nurse and how they assist in recovery. This discussion demonstrates deep critical thinking and is thoroughly supported by contemporary literature. | Extensively includes a discussion on the role of the nurse and how they assist in recovery. This discussion demonstrates some critical thinking and is generally supported by contemporary literature | Includes a detailed discussion on the role of the nurse and how they assist in recovery. This discussion demonstrates basic critical thinking with minimal support from contemporary literature. | Provides a limited discussion on the role of the nurse and how they assist in recovery. This discussion covers the information required but lacks evidence of critical thinking or the discussion is not supported by contemporary literature. | Enable to articulate coherent understanding of the role of the nurse in recovery. What has been presented lacks critical thinking and is not supported by contemporary literature. |
- 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?
