Unit Profile Correction added on 22-08-19
The assessment criteria for assessment two has been modified to reflect a mark out of 100 rather than a mark out of 60. This has no impact on the assessment or the marking or the weighting of the assessment, it is purely an administrative change
|
Criteria |
F
|
P |
C |
D |
HD |
Mark |
|
|
Below 50% |
50-64% |
65-74% |
75-84% |
85-100% |
|
|
Presentation |
No evidence of title page, table of
contents or reference list included in submission as per directions in
Moodle. |
Three or more elements missing as per
Moodle guidelines.
|
Two elements missing as per Moodle
directions. |
A single element missing as per Moodle
directions. |
As per Moodle directions. |
/15 |
|
Task 1: Assessment
|
No recognisable attempt made at the
task as described. If task attempted
no demonstration of understanding or response is off topic or not related to
the task at hand. |
Task attempted but no demonstration of
significant understanding to warrant a pass.
There is no direction offered in respect of the task. Does not
demonstrate evidence of critical thinking, argument lacks cohesion. |
Limited demonstration of how content is
relevant, but Content addresses the assigned assessment task. May be
repetitive at times or lacks cohesion.
Content provides passable evidence-based rationale for all
interventions. |
Clearly demonstrates how content is
relevant, show broad consideration of most aspects of the assigned assessment
task. The approach clearly answers the question and the argument proceeds
logically with well-defined evidence-based rationale for all interventions. |
The work accurately and consistently
reflects the task required. Thorough demonstration of relevance of content is
clearly evident and comprehensive consideration of all aspects of the
assigned assessment task. Content that
provides comprehensive evidence of critical thinking and decision-making
ability. |
/14 |
|
Task 2: Therapeutic Alliance
|
/14 |
|||||
|
Task 3: Glossary
|
/14 |
|||||
|
Task 4: Interventions
|
/14 |
|||||
|
Task 5: Reflection
|
/14 |
|||||
|
Over all Referencing |
Fails to up-to-date references to
support and reflect ideas, factual information and quotations. Many
inaccuracies with referencing. Reference list does not adhere to APA
presentation guidelines. No evidence
of reading widely on the topic through brevity of references on the reference
list, not all of which are used in the body of the activities. |
Occasionally integrates up-to-date
references to support and reflect ideas, factual information and
quotations. Occasional inaccuracies
with referencing. Reference list adheres to APA presentation guidelines. Evidence of reading widely on the topic
through a passable reference list, all of which are used in the body of the
activities. |
Satisfactory integration up-to-date
references to support and reflect ideas, factual information and
quotations. Occasional inaccuracies
with referencing. Reference list adheres to APA presentation guidelines. Evidence of reading widely on the topic
through an adequate reference list, all of which are used in the body of the
activities. |
Generally, integrates up-to-date
references to support and reflect ideas, factual information and quotations.
Generally accurate with referencing. Reference list adheres to APA
presentation guidelines. Evidence of
reading widely on the topic through an ample reference list, all of which are
used in the body of the activities. |
Consistently integrates up-to-date
references to support and reflect all ideas, factual information and
quotations. Consistently accurate with referencing. Reference list adheres to
APA presentation guidelines. Evidence
of reading widely on the topic through an extensive reference list, all of
which are used in the body of the activities.
|
/10 |
|
Language |
Ten or More inaccuracies with spelling,
grammar, use of punctuation. Consistent failure to use person centred
language.
|
7-10 inaccuracies with spelling,
grammar, use of punctuation. |
5-7 inaccuracies with spelling,
grammar, use of punctuation. |
No more than 5 inaccuracies with
spelling, grammar, use of punctuation. |
No inaccuracies with spelling, grammar,
use of punctuation. |
/5 |
|
|
|
|
|
|
|
/100 |
Overview
This unit will provide you with knowledge of the different patterns of symptom presentation in people experiencing mental health challenges. You will be able to critically reflect on the use of self in the development and maintenance of therapeutic relationships with consumers and their families. The integral nature of consumer perspectives and input into mental health care will be examined. In this unit you will be encouraged to critically examine interventions for people experiencing different mental health challenges.
Details
Pre-requisites or Co-requisites
Pre-requisites NURS11163 Recovery Approach to Mental Health or NURS12150 Recovery Approach in Mental Health NURS12156 Clinical Nursing Practice 2 or NURS11156 Acute Nursing Management 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 2 - 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 Student feedback via unit evaluation
I have no doubt that the 'Concepts' video presentations would work for some students however personally i do not find this facilitates my learning well. I prefer powerpoint lectures I can download and quickly refer to rather then video discussion.
Powerpoints presentation in the form of PDFs are being developed as an addition to all video lectures to supplement the reading and other material already supplied
Feedback from Student feedback via unit evaluation
the FORUM... can't you just delete the questions asked by people and put them in a Q & A i spent hours on the forum looking at questions, asking the same thing in 100 different ways and the answer was refer to this question or this question has already been answered.
a system of providing a summary of each forum at the end of each week and removing excessive questions was trailed, in part, in term 2 2018 but not well received by some students who felt their questions had been removed and not answered however a review and further trail may take place in term 3 2018 in an attempt to minimise these issues.
Feedback from Student feedback via unit evaluation
I had difficulty with the first assessment piece, the MSE. I feel I may have had a better understanding of concepts and terminology had it been due post residential school or mid placement.
A further examination of the link between CNP 3 and Concepts of mental health nursing needs to take place as the residential school and placement mentioned here are not a component of Concepts of Mental Health Nursing
- Explore the different presentations in people experiencing mental health challenges.
- Appraise the use of self in the development and maintenance of therapeutic relationships with consumers and their families.
- Analyse the integral nature of consumer perspectives and input into mental health care.
- Use professional, legal and ethical frameworks to investigate a range of culturally appropriate interventions and management strategies for people experiencing different forms of mental health challenges.
- Examine mental health and mental health promotion as a component of overall health and well-being as it applies to consumers, carers, families and communities inclusive of health care professionals at a local, national and international level.
The learning outcomes 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 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Written Assessment - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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
Mental Health Care: An Introduction for Health Professionals in Australia
Edition: 3rd edn
Authors: Hungerford, L
John Wiley and Sons
Milton Milton , Queensland , Australia
ISBN: 978-0-730-344612
Binding: eBook
Additional Textbook Information
The ebook is available from the Wiley Direct website: http://au.wiley.com/WileyCDA/
The paperback text is available at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
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.
s.a.harris@cqu.edu.au
k.obrien@cqu.edu.au
Module/Topic
Module 1: From the beginning
At the completion of the module it is expected that the student will:
- Critically examine their preconceptions regarding mental health and mental illness.
- Discriminate between mental health and mental illness.
- Discover the prevalence of mental health concerns within society.
- Explore the history of mental health care.
Chapter
Chapter 1: Mental health care in Australia
Events and Submissions/Topic
Module/Topic
Module 2: Say hello to Jonathon
At the completion of the module it is expected that the student will:
- Identify the key concepts in establishing and maintaining the therapeutic alliance.
- Examine the therapeutic use of self.
- Explore communication process in mental health.
- Identify different elements of relationships.
Chapter
Chapter 2: Assessment in the mental health context
Events and Submissions/Topic
Module/Topic
Module 3: Mental health assessment
At the completion of the module it is expected that the student will:
- Identify ABC STAMP.
- Complete a Mental Status Examination.
- Interpret observations based on various assessment tools.
Chapter
Chapter 2: Assessment in the mental health context
Events and Submissions/Topic
Module/Topic
Module 3 (cont.): Mental health assessment
At the completion of the module it is expected that the student will:
- Identify ABC STAMP.
- Complete a Mental Status Examination.
- Interpret observations based on various assessment tools.
Chapter
Chapter 2: Assessment in the mental health context
Events and Submissions/Topic
Module/Topic
Module 4: Exploration of diagnostic categories
At the completion of the module it is expected that the student will:
1. Identify differing diagnostic criteria.
2. Compare and contrast presenting symptoms.
3. Interpret observations from assessment based on diagnostic categories.
Chapter
Chapter 7: Caring for a person with depression, anxiety or perinatal mental health
Chapter 9. Caring for a person with a serious mental illness
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 4 (cont): Exploration of diagnostic categories
At the completion of the module it is expected that the student will:
1. Identify differing diagnostic criteria.
2. Compare and contrast presenting symptoms.
3. Interpret observations from assessment based on diagnostic categories.
Chapter
Chapter 7: Caring for a person with depression, anxiety or perinatal mental health
Chapter 9. Caring for a person with a serious mental illness
Events and Submissions/Topic
Module/Topic
Module 5: Crisis intervention
At the completion of the module it is expected that the student will:
- Examine the legal and ethical consideration in relation to voluntary and involuntary admissions to acute care environments
- Be able to complete and summarise a risk assessment.
- Contrast the role of the mental health nurse in an acute care environment to other members of the multidisciplinary team
Chapter
Chapter 5. Common reactions to stressful situations
Chapter 8. Caring for a person who has self-harmed
Events and Submissions/Topic
Module/Topic
Module 5 (cont): Crisis intervention
At the completion of the module it is expected that the student will:
- Examine the legal and ethical consideration in relation to voluntary and involuntary admissions to acute care environments
- Be able to complete and summarise a risk assessment.
- Contrast the role of the mental health nurse in an acute care environment to other members of the multidisciplinary team
Chapter
Chapter 5. Common reactions to stressful situations
Chapter 8. Caring for a person who has self-harmed
Events and Submissions/Topic
Module/Topic
Module 6: Therapeutic interventions
At the completion of the module it is expected that the student will:
1. Compare and contrast various therapeutic interventions Mental health.
2. Explore psychopharmacological interventions
3. Evaluate various therapeutic interventions and therapies
Chapter
Chapter 7. Caring for a person with depression, anxiety or perinatal mental health
Chapter 10. Caring for a person with a substance use disorder
Events and Submissions/Topic
Module/Topic
Module 6 (cont.): Therapeutic interventions
At the completion of the module it is expected that the student will:
1. Compare and contrast various therapeutic interventions Mental health.
2. Explore psychopharmacological interventions
3. Evaluate various therapeutic interventions and therapies
Chapter
Chapter 9. Caring for a person with a serious mental illness
Chapter 12. Approaches to mental health service delivery
Events and Submissions/Topic
Module/Topic
Module 7: Community options
At the completion of the module it is expected that the student will:
1. Exploring various practice settings within Mental health
2. Review Community Options within Mental health Nursing
3. Distinguish public verse private mental health services.
Chapter
Chapter 12. Approaches to mental health service delivery
Events and Submissions/Topic
Module/Topic
Module 8: Cultural issues
At the completion of the module it is expected that the student will:
- Identify a range of effective appropriate and culturally safe communication strategies to assess and promote a person's mental health and recovery from mental illness.
- Discuss the development and maintenance of partnerships with the person and his /her immediate and extended family.
- Reflect on personal attitudes and values regarding cultural interpretations of mental illness (for example, individualistic and community based world views)
- Describe contemporary issues in indigenous health care (for example, assumptions and stereotypes, access and equity, rural and remote issues and comorbidity)
Chapter
Chapter 4. Delivering culturally appropriate mental health care
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment 1
When discussing general physical conditions, there is an
obvious difference between health and illness but does this apply to mental
health and mental illness?
The Task:
Assessment one requires you to examine the terms mental
health and mental illness and using peer review literature present a 1500-word
essay that compares and contrasts the terms. As a part of your responses you
need to explain why an understanding of the difference between mental health
and mental illness is important in the daily practice of a registered nurse
working in a generalist environment.
Word Limit:
The word limit for this assessment is 1500 words = or – 10%
inclusive of in-text referencing, excluding reference list.
A minimum of 10 references
(from peer-reviewed and grey sources) are necessary to demonstrate broad
consideration of the topic.
Week 5 Wednesday (14 Aug 2019) 9:00 am AEST
Week 7 Wednesday (4 Sept 2019)
| HD | D | C | P | F | Marks |
| Structure -15% | |||||
| Excellent presentation of assignment with inclusion of all correct components, double line spaced, 12-point font, page numbers, well structured academic abstract and a contents page. Consistently accurate with spelling, grammar and paragraph structure. | Well presented assignment, double line spaced, 12-point font, page numbers, concise abstract and a contents page, 1 or 2 errors in spelling, grammar or paragraph structure. | Well presented assignment, double line spaced, 12 point font, page numbers, abstract and a contents page, 3 or 4 consistent errors with spelling, grammar or paragraph structure | Adequate assignment presentation, double line spaced with 12-point font. No abstract or contents page included or page numbers, 4 to 7 consistent errors with spelling, grammar or paragraph structure. | Poorly presented assignment. Double spacing not used. 12 point font not used. No abstract or contents page included. Many inaccuracies in spelling, grammar or paragraph structure. | /5 |
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. | Appropriate introduction that introduces the topic and outlines the direction of the paper. | Introduction is apparent although consists only of a list of the contents of the paper. Topic not clearly introduced. | No recognisable introduction— the topic is not introduced and/or there is not direction offered in respect of the paper. | /5 |
| Organisation and structure is clear and easy to follow. Content is clearly relevant to the topic, the approach clearly and comprehensively addresses the topic and the argument proceeds logically. Well linked to supporting literature. | Organisation and structure is clear. Content is relevant to the topic, the approach clearly addresses the topic and the argument proceeds logically. Supporting literature is used appropriately. | Organisation and structure is appropriate. Content is appropriate and addresses the topic and the argument for the most part proceeds logically. Minimal omissions in links to supporting literature. | Organisation and structure allows misinterpretation of the meaning of the content. Content addresses the topic the argument is at times repetitive or lacks cohesion. Frequent omissions in links to supporting literature. | Organisation and structure detract from the meaning of the content. Content is irrelevant and or does not address the topic. There is a lack of cohesion. Little to no links to supporting literature | /5 |
| Approach and Argument (70%) | |||||
| Content is clearly relevant to the topic. The approach comprehensively answers the questions and the argument proceeds logically. | Content is relevant to the topic, the approach clearly answers the questions and the argument proceeds logically. | Content is appropriate and answers the questions and the argument for the most part proceeds logically. | Content answers the task although the argument is at times repetitive or lacks cohesion. | Content does not address all aspects of the assessment task. Inadequate description of required content. Little or no discernible critical thought. | /35 |
| Comprehensively includes a detailed discussion of mental health and mental illness, coherent and convincing critical thought displayed. | Extensively includes a thorough discussion of mental health and mental illness, well-developed critical thought evident. | Generally includes a reasonable discussion of mental health and mental illness, critical thought developed and presented. | Demonstrates a limited discussion mental health and mental illness. Perceptible critical thought. | Content does not include a clear discussion of mental health and mental illness, it fails to present clear differences in the concepts. No significant critical thought | /35 |
| Referencing - 15% | |||||
| Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. | 1 or 2 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | 3 or 4 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | 3 or 4 inconsistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support and reflect all ideas, factual information and quotations. | /5 |
| A minimum of 10 up-to-date references used including 5 up-to-date journal articles as well as relevant books and web sties. | A minimum of 9 references used including 4 journal articles as well as relevant books and web sties. | A minimum of 8 references used including 4 journal articles as well as relevant books and web sties. | A minimum of 7 references used including3 journal articles as well as relevant books and web sties. | The required number of 7 references not used journal articles not sourced. Web sites not used. | /5 |
| Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines APA style | Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style. | Reference list appears in not alphabetical order and does not adhere to reference list presentation guidelines APA style. | /5 |
| Total Marks /100 | |||||
| Total Marks /40 |
- Explore the different presentations in people experiencing mental health challenges.
- Appraise the use of self in the development and maintenance of therapeutic relationships with consumers and their families.
- Analyse the integral nature of consumer perspectives and input into mental health care.
- Use professional, legal and ethical frameworks to investigate a range of culturally appropriate interventions and management strategies for people experiencing different forms of mental health challenges.
- Examine mental health and mental health promotion as a component of overall health and well-being as it applies to consumers, carers, families and communities inclusive of health care professionals at a local, national and international level.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Assessment 2:
You will develop an ePortfolio to showcase your
understanding of the module content.
A series of 5 tasks are included in your weekly learnings
that together make up this assessment. Each question will specify a word limit
and will be required to be correctly referenced using APA referencing.
Task 1: Assessment
Word limit: This task in total is not to exceed 600 words
(no more than 200 words per section)
Utilising the guidelines presented in the assessment prompts
document, and from watching episodes 1 and 2 of the Jonathon videos complete
the following:
a. Reason for referral:
b. History of presenting problems:
c. Psychiatric History:
Task 2: Therapeutic use of self
Word limit: Part a) 500 words Part b) is not to exceed 150
words total
Citations required: a minimum of 4 up to date peer reviewed
citations are required.
a. Using up to date peer-reviewed literature, define what is meant by
the term ‘therapeutic use of self’ and discuss how this is an important tool
for the registered nurse. (500 words)
b. After watching Jonathon episodes 4, 5 and 6 identify
two occasions where Ed utilises ‘therapeutic use of self’ in an effective
manner
Task 3: Glossary
Word Limit- no more than 100 words per definition
Jargon is an element in all professions including mental health. The problem is that it can act as a barrier to
effective interpersonal communication and is therefore not person-centred. With
this in mind, define the following common mental health terms using everyday
language:
a. Affect:
b. Mood:
c. Euthymic:
d. Delusion:
e. Hallucination:
Task 4: Psychopharmacology
Word limit 500 words inclusive of in-text references
Citations required: a minimum of 4 peer reviewed citations
are required, please note that MIMs on-line is not a peer reviewed source
Jonathon has been allocated to you as part of your patient
load for the shift. He has been settled
into the mental health unit and commenced on SNRI-Duloxethine (Cymbalta). Jayne, his wife, approaches you to express
her concerns regarding Jonathon starting on yet another anti-depressant.
She says “The last lot of tablets he was on caused problems
in the bedroom, you know, it just couldn’t happen for him.”
“A friend told me that once he starts on them he can never
come off them he will never be the same and I should refuse what you are giving
him and just give him St John’s wort and make him exercise and he will be all
better” she continues.
How do you respond to Jayne’s concerns? Present your response as if you are talking
to Jayne (but include references), remember to use person centred language and
not to overwhelm Jayne with clinical language and jargon.
Task 5: Reflection
Word limit: 500 words
A professional nurse is self-aware and remains
non-judgemental. With this in mind your final task is to honestly reflect on one
element of your learning experience in NURS12157: Concepts of mental
health nursing, across this term.
An element may be one of the following:
· Therapeutic use of self in the development of
relationships with consumers and their families
· The importance of inclusion of consumer perspectives
in the provision of mental health care
· The importance of using an ethico-legal framework for
assessment, intervention and evaluation of mental health care and culturally
appropriate mental health care management.
In your response, consider the following;
· Have you noticed any change in your attitudes,
beliefs and values across the term?
· If yes, what do you think contributed to this? If
there is no change, why do you think this is so?
· How does this influence your “take home message” from
this unit?
Week 11 Wednesday (2 Oct 2019) 9:00 am AEST
Exam Week Wednesday (23 Oct 2019)
|
Criteria |
Not
demonstrated/ Not attempted
|
Superficially
demonstrated |
Satisfactory |
Good
Understanding |
Excellent |
Mark |
|
Presentation |
No evidence of title page, table of contents or reference list
included in submission as per directions in Moodle. 1 |
Three or more
elements missing as per Moodle guidelines. 2 |
Two elements
missing as per Moodle directions. 3 |
A single
element missing as per Moodle directions. 4 |
As per Moodle
directions. 5 |
/5 |
|
Task 1: Assessment
|
No recognisable
attempt made at the task as described.
If task attempted no demonstration of understanding or response is off
topic or not related to the task at hand. 0 1 |
Task attempted
but no demonstration of significant understanding to warrant a pass. There is no direction offered in respect of
the task. Does not demonstrate evidence of critical thinking, argument lacks
cohesion. 2 3 |
Limited
demonstration of how content is relevant, but Content addresses the assigned
assessment task. May be repetitive at times or lacks cohesion. Content provides passable evidence-based
rationale for all interventions. 4 5 |
Clearly
demonstrates how content is relevant, show broad consideration of most
aspects of the assigned assessment task. The approach clearly answers the
question and the argument proceeds logically with well-defined evidence-based
rationale for all interventions. 6 7 |
The work
accurately and consistently reflects the task required. Thorough
demonstration of relevance of content is clearly evident and comprehensive
consideration of all aspects of the assigned assessment task. Content that provides comprehensive
evidence of critical thinking and decision-making ability. 8 |
/8 |
|
Task 2: Therapeutic Use of self
|
/8 |
|||||
|
Task 3: Glossary
|
/8 |
|||||
|
Task 4: Psychopharmacology
|
/8 |
|||||
|
Task 5: Reflection
|
/8 |
|||||
|
Over all Referencing |
Fails to up-to-date references to support and reflect ideas,
factual information and quotations. Many inaccuracies with referencing.
Reference list does not adhere to APA presentation guidelines. No evidence of reading widely on the topic
through brevity of references on the reference list, not all of which are
used in the body of the activities. 0 1 2 |
Occasionally
integrates up-to-date references to support and reflect ideas, factual
information and quotations. Occasional
inaccuracies with referencing. Reference list adheres to APA presentation
guidelines. Evidence of reading widely
on the topic through a passable reference list, all of which are used in the
body of the activities. 3 4 |
Satisfactory
integration up-to-date references to support and reflect ideas, factual
information and quotations. Occasional
inaccuracies with referencing. Reference list adheres to APA presentation
guidelines. Evidence of reading widely
on the topic through an adequate reference list, all of which are used in the
body of the activities. 5 6 |
Generally,
integrates up-to-date references to support and reflect ideas, factual
information and quotations. Generally accurate with referencing. Reference
list adheres to APA presentation guidelines.
Evidence of reading widely on the topic through an ample reference
list, all of which are used in the body of the activities. 7 8 9 |
Consistently
integrates up-to-date references to support and reflect all ideas, factual
information and quotations. Consistently accurate with referencing. Reference
list adheres to APA presentation guidelines.
Evidence of reading widely on the topic through an extensive reference
list, all of which are used in the body of the activities. 10
|
/10 |
|
Language |
Ten or More inaccuracies with spelling, grammar, use of
punctuation. Consistent failure to use person centred language. 0 1
|
7-10
inaccuracies with spelling, grammar, use of punctuation. 2 |
5-7
inaccuracies with spelling, grammar, use of punctuation. 3 |
No more than 5
inaccuracies with spelling, grammar, use of punctuation. 4 |
No inaccuracies
with spelling, grammar, use of punctuation. 5 |
/5 |
|
|
|
|
|
|
|
/60 |
- Explore the different presentations in people experiencing mental health challenges.
- Appraise the use of self in the development and maintenance of therapeutic relationships with consumers and their families.
- Analyse the integral nature of consumer perspectives and input into mental health care.
- Use professional, legal and ethical frameworks to investigate a range of culturally appropriate interventions and management strategies for people experiencing different forms of mental health challenges.
- Examine mental health and mental health promotion as a component of overall health and well-being as it applies to consumers, carers, families and communities inclusive of health care professionals at a local, national and international level.
- 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?
