Overview
Mental health nursing is a branch of nursing that focuses on the care of people with mental health challenges. Nurses who work within the mental health care framework operate from a strengths-based approach to assist people in their recovery to emotional health and physical wellbeing. In this unit, you will learn about your nursing role in mental health care and recovery. You will develop your skills in establishing a therapeutic relationship in the clinical environment. During professional experience placement you will conduct a mental status examination to inform your nursing decision-making. You will apply the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice (2016). You will continue to explore the importance of the National Safety and Quality Health Service (NSQHS) Standards (2017) to all nursing practice in Australia and use the Patient Safety Competency Framework (PSCF) (Levett-Jones et al., 2017) in your practice as a nursing student. You will be expected to identify risk and recognise and respond appropriately in the simulated and clinical environment. You will work within your scope of practice using the decision-making framework (DMF) (NMBA, 2020). You will participate in a compulsory two (2) day residential school prior to attending professional experience placement for this unit. This unit includes a 80 hour block professional experience placement in a mental health care environment. You must meet specific mandatory health, safety and security requirements to be eligible to attend each professional experience placement. Professional experience placements may be limited in your community and you may be placed in other locations. Please be prepared financially and personally to cover the costs to relocate for placements. Due to the limited availability of placements, some block placements have start and/or end dates that fall outside standard term dates.
Details
Pre-requisites or Co-requisites
Pre-requisites: BIOH12011 Pathophysiology and Pharmacology 1 or BIOH11006 Advanced Anatomy and Physiology and NURS12154 Pharmacology for Nursing PracticeNURS11170 Professional Experience Practice 1 or NURS11161 Clinical Nursing Practice 1 Co-requisite: BIOH12012 Pathophysiology and Pharmacology 2 or BIOH12008 Human Pathophysiology
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 - 2021
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.
- Apply the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support the rights of mental health consumers, their carers and their significant others in the simulated and clinical environment
- Apply a recovery approach when collaborating with mental health consumers, their carers and significant others
- Undertake comprehensive, holistic and culturally appropriate assessments to create a plan that is responsive to the nursing needs of mental health consumers
- Access, analyse, and apply the best available evidence for safe, quality practice
- Identify ethical, legal and professional issues that may influence the therapeutic relationship with mental health consumers, carers, and significant others.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia decision-making framework (DMF) - nursing
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Comprehensively conducts assessments
Develops a plan for nursing practice
Provides safe, appropriate and responsive quality nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Research in health
Health and wellbeing
International Council of Nursing Code of Ethics for Nursing
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and co-workers
National Safety and Quality Health Service Standards
Clinical governance
Partnering with consumers
Preventing and Controlling healthcare-associated infection
Medication safety
Comprehensive care
Communicating for safety
Recognising and responding to acute deterioration
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Clinical reasoning
Evidence-based practice
Preventing, minimising and responding to adverse events
Infection prevention and control
Medication safety
Aged Care Quality Standards
Consumer dignity and choice
Ongoing assessment and planning with consumers
Personal care and clinical care
Services and supports for daily living
Organisation’s service environment
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Practical Assessment - 0% | |||||
| 2 - Professional Practice Placement - 0% | |||||
| 3 - Reflective Practice Assignment - 40% | |||||
| 4 - 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 - First Nations Knowledges | |||||
| 11 - 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 | 11 | |
| 1 - Practical Assessment - 0% | |||||||||||
| 2 - Professional Practice Placement - 0% | |||||||||||
| 3 - Reflective Practice Assignment - 40% | |||||||||||
| 4 - Written Assessment - 60% | |||||||||||
Textbooks
Contemporary Psychiatric-Mental Health Nursing: Partnerships in Care
Edition: 1st (2018)
Authors: Moxham, Lorna; Hazelton, Michael; Muir-Cochrane, Eimear; Heffernan, Tim; Kniesel, Carol Ren; Trigoboff, Eileen
Pearson Australia
Melbourne Melbourne , Victoria , Australia
ISBN: 9781486023905
Binding: Paperback
Additional Textbook Information
This is a recommended (but not mandatory) textbook for Unit NURS12162 Mental Health with Professional Experience Placement - a comprehensive overview of the relevant content for this Unit.
Both paper and eBook versions can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- CQUniveristy Library Resources
- SONIA (Online)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.simes@cqu.edu.au
s.haines@cqu.edu.au
s.raina@cqu.edu.au
s.walker@cqu.edu.au
c.j.morris@cqu.edu.au
s.hunt@cqu.edu.au
Module/Topic
MADNESS
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
NURSE RATCHED
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
RECOVERY IN MENTAL HEALTH
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
CONNECTING THE BEST WAY WE CAN
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
TRAUMA
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
LABELS
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
LIVING WITH ANXIETY
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
MOODY BLUES
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Assessment 4 - Written Assessment
- Due: Week 9 - Friday 17th September 2021 (11:45pm) - submit via Moodle
Module/Topic
EATING DISORDERS
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
ADDICTION
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
RESPONDING TO DISTRESS IN GENERAL HEALTH SETTINGS
Chapter
Events and Submissions/Topic
Assessment 1 - Practical Assessment
- Due: 3 Days after attending Residential School – submit via Moodle
Assessment 2 - Professional Experience Placement (Mental Health)
· ANSAT Formative Assessment due halfway of your placement - submit via SONIA
· ANSAT Summative Assessment due at the completion of the last day of your placement - submit via SONIA
· CQU Record of Attendance due no later than 3 days after completing the last day of your placement - submit via Moodle
Assessment 3 - Written Reflective Account
- Due: 3 weeks after completing your Professional Experience Placement (Mental Health) – submit via Moodle
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
Attend NURS12162 Residential School.
To prepare for the Residential School, please access, engage with and familiarise yourself with the learning resources located in Residential School Learning Resources Tile (Moodle).
Download, print, and bring a paper copy of the Mental Health Services General Assessment (located in Residential School Learning Resources Tile - Moodle) with you to the Residential School.
Complete all learning activities at the Residential School.
Complete/submit an individual Mental Health Services General Assessment document (approximately 1000 words) based on a Video Case Study.
Refer to the marking criteria for guidance.
This is an individual assessment.
3 days after attending the Residential School.
Approximately 2 weeks after submission.
| Student Name: | Student Number: | |||
| Assessment Scenario: | ||||
| Assessment Criteria | Criteria to pass | Achieved | Not Achieved | |
| 1 | Identifies and accurately documents the components of a Mental State Examination/MSE (Pages 3-4) | General appearance and behaviour | ||
| Speech | ||||
| Mood and affect | ||||
| Perception | ||||
| Thought form/flow | ||||
| Thought content | ||||
| Judgement | ||||
| Insight | ||||
| Cognitive assessment | ||||
| 2 | Completes a Substance Use and Addictive Behaviour Screen/WHO ASSIST v3.0 (Page 4) | Lifetime use | ||
| Recent use | ||||
| 3 | Identifies and documents key components of a risk assessment including static and dynamic factors (Pages 5-6) | Suicide | ||
| Violence / aggression | ||||
| Vulnerability | ||||
| Absent without approval | ||||
| Parental status and/or other carer responsibilities | ||||
| Protective factors | ||||
| 4 | Formulates an Overall Assessment of Risk and Plan to Mitigate Risk relating to: (Page 6) | Physical health | ||
| Mental health | ||||
| Social health | ||||
| Behavioural health | ||||
| Safety (self/significant others) | ||||
| 5 | Formulates a Case Formulation/Overall Clinical Impression (Page 7) | Presenting factors | ||
| Predisposing factors | ||||
| Precipitating factors | ||||
| Perpetuating factors | ||||
| Protective factors | ||||
| 6 | Documents the components of an Initial Management Plan (Page 7) Comprehensively formulates an Initial Management Plan that includes any immediate actions required to maintain the consumer’s safety. Consider treatment objectives and location, investigations, carer/family involvement especially where support can be provided to support recovery, cultural and language issues, referrals, level of observations (for inpatients) and medications, actions to mitigate risk. Note reasons why collateral is unavailable, consent issues, efforts made to contact and obtain the information. If no HHS mental health treatment is planned, specify recommendations for follow up provider). | Immediate actions to maintain consumer safety | ||
| Carer/family involvement | ||||
| Actions to mitigate risk | ||||
| Tip: remember to cover the basics of what, why, where and by whom will the treatment be facilitated to cater for the below aspects of health, wellbeing and safety: ü Physical health ü Mental health ü Social health ü Behavioural health ü Safety (self/significant others) | ||||
| Initial Marker: Feedback: | PASS | RE-ATTEMPT | ||
No submission method provided.
- Apply the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support the rights of mental health consumers, their carers and their significant others in the simulated and clinical environment
- Undertake comprehensive, holistic and culturally appropriate assessments to create a plan that is responsive to the nursing needs of mental health consumers
- Access, analyse, and apply the best available evidence for safe, quality practice
- Identify ethical, legal and professional issues that may influence the therapeutic relationship with mental health consumers, carers, and significant others.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Cross Cultural Competence
- Ethical practice
2 Professional Practice Placement
This assessment aims to assess the student's ability to successfully apply learning from the Unit into Professional Experience Placement (Mental Health) and think and act within the scope of a second-year Bachelor of Nursing student. You must complete 80 hours Professional Experience Placement (Mental Health).
1. Complete a formative self-assessment ANSAT via SONIA at halfway mark of professional experience.
2. Forward self-assessment to placement assessor by submitting assessors email address into ANSAT document via SONIA.
3. Formative student assessment is sent via SONIA link to assessors’ email.
4. Assessor completes formative assessment via SONIA in discussion with student.
5. Unit Coordinator views and signs off on formative ANSAT assessment.
6. Student receives email asking to complete ‘Student declaration & signature’ in SONIA to finalise formative assessment.
7. Summative assessment is automatically released on Unit Coordinator completion of formative.
8. Student completes summative self-assessment ANSAT via SONIA towards the end of placement.
9. Summative self-assessment is sent to assessor via link to assessor email.
10. Assessor completes summative assessment in discussion with student.
11. Paper attendance record signed each day by assessor needs to be submitted to NURS12162 Moodle site no later than 3 days after the completion of your placement.
12. Summative assessment and hours completed is signed off by Unit coordinators and grade is allocated for Assessment 2.
Follow CQUniversity WIL Policy and Procedures
Follow Work Integrated Learning (WIL) - Student Placement Policy & Procedure
Please access Work Integrated Learning (WIL) Moodle Website for all matters relating to changes or inability to attend clinical placements.
Satisfactorily meet the Registered Nurse Standards for Practice (NMBA, 2016) within your scope of practice.
Follow Code of Conduct for Nurses in Australia (NMBA, 2018), Code of Ethics and Social Media Policy
Important Note:
To achieve a PASS grade - you must meet each ANSAT criteria at a satisfactory level at Formative and Summative Assessment stages, and complete your 80 hours Professional Experience Placement (Mental Health) in entirety.
If you are not meeting satisfactory practice standards at any point of the placement, a meeting will be scheduled with the facilitator, yourself, and the Unit Coordinator to discuss your progress. A support plan may be implemented to assist you in meeting ANSAT criteria satisfactorily. An unsatisfactory performance which jeopardises the safety of people in your care or your non-adherence to Registered Nurse Standards for Practice (NMBA, 2016), Code of Conduct for Nurses in Australia (NMBA, 2018), Code of Ethics and Social Media Policy, may result in you being removed from the clinical placement.
Please refer to Work Integrated Learning (WIL) - Student Placement Policy & Procedure which can be found on the Work Integrated Learning (WIL) Moodle Website
Please see the CQUniversity Clinical Placement Attendance Policy for further information.
ANSAT Formative Assessment - due halfway of your placement. ANSAT Summative Assessment - due at the completion of the last day of your placement. CQU Record of Attendance - due no later than 3 days after completing the last day of your placement.
After submission of ANSAT Formative Assessment, ANSAT Summative Assessment and CQU Record of Attendance.
Marking criteria for ANSAT Formative and ANSAT Summative can be found in SONIA (Online).
No submission method provided.
- Apply the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support the rights of mental health consumers, their carers and their significant others in the simulated and clinical environment
- Apply a recovery approach when collaborating with mental health consumers, their carers and significant others
- Undertake comprehensive, holistic and culturally appropriate assessments to create a plan that is responsive to the nursing needs of mental health consumers
- Access, analyse, and apply the best available evidence for safe, quality practice
- Identify ethical, legal and professional issues that may influence the therapeutic relationship with mental health consumers, carers, and significant others.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Reflective Practice Assignment
Write a 1000 word (+/- 10%) reflective account that is related to your Professional Experience Placement (Mental Health). The reflective account should:
1. Describe a therapeutic interaction you initiated or observed during your Professional Experience Placement (Mental Health).
2. Explain why this interaction was therapeutic by drawing upon your learning from this Unit.
3. Discuss how this therapeutic interaction aligns with the Registered Nurse Standards for Practice (NMBA, 2016).
You must protect the consumer’s confidentiality. All identifiable information pertaining to people or places must be made anonymous throughout your assignment. This meets Principle 3.5 in the Code of Conduct for Nurses in Australia (Nursing and Midwifery Board of Australia [NMBA], 2018).
Please write in the first-person perspective.
Double space your document, and present font in Times New Roman (12-point).
Use APA (7th edition) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
Refer to marking criteria/rubric for guidance.
This is an individual assessment.
3 weeks after completing your Professional Experience Placement (Mental Health).
Approximately 2 weeks after submission.
| Key Criteria | High Distinction 84.5 – 100% | Distinction 74.50 – 84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.5% | Fail (content absent) 0% | Mark |
| Ability to write and present effectively (5%) | Exemplary writing standard. Correct grammar, spelling and punctuation. No or very minor mistakes evident. Adheres to prescribed word count. (3.95-5) | Quality of writing is of a high standard with only minor grammar, spelling and punctuation mistakes evident. Adheres to prescribed word count. (3.45-3.95) | Quality of writing is of a good standard with a few grammar, spelling and punctuation mistakes evident. Adheres to prescribed word count. (2.85-3.45) | Quality of writing and presentation is of a satisfactory standard with quite a few grammar, spelling and punctuation mistakes evident. Does not adhere to prescribed word count. (2.45-2.85) | Quality of writing and presentation is at a poor standard with many grammar, spelling and punctuation mistakes and lack of clarity evident. Does not adhere to prescribed word count. (<2.45) | Little to no meaningful writing. (0) | /5 |
| Describes a therapeutic interaction you initiated or observed during your mental health placement. (30%) | Comprehensively describes a therapeutic interaction you initiated or observed during your mental health placement. (23.7-30) | Clearly describes a therapeutic interaction you initiated or observed during your mental health placement. (20.7-23.7) | Adequately describes a therapeutic interaction you initiated or observed during your mental health placement. (17.1-20.7) | Satisfactorily describes a therapeutic interaction you initiated or observed during your mental health placement. issues. (14.7-17.1) | Barely describes a therapeutic interaction you initiated or observed during your mental health placement. issues. (<14.7) | Did not describe a therapeutic interaction you initiated or observed during your mental health placement. issues. (0) | /30 |
| Explains why interaction was therapeutic. (30%) | Comprehensively explains why interaction was therapeutic. (23.7-30) | Clearly explains why interaction was therapeutic. (20.7-23.7) | Adequately explains why interaction was therapeutic. (17.1-20.7) | Satisfactorily explains why interaction was therapeutic. (14.7-17.1) | Barely explains why interaction was therapeutic. (<14.7) | Did not explain why interaction was therapeutic. (0) | /30 |
| Discusses how this therapeutic interaction aligns with the Registered nurse standards for practice (NMBA, 2016). (25%) | Comprehensively discusses how this therapeutic interaction aligns with the Registered nurse standards for practice (NMBA, 2016). (19.75-25) | Appropriately discusses how this therapeutic interaction aligns with the Registered nurse standards for practice (NMBA, 2016). (17.25-19.75) | Adequately discusses how this therapeutic interaction aligns with the Registered nurse standards for practice (NMBA, 2016). (14.25-17.25) | Satisfactorily discusses how this therapeutic interaction aligns with the Registered nurse standards for practice (NMBA, 2016). (12.25-14.25) | Barely discusses how this therapeutic interaction aligns with the Registered nurse standards for practice (NMBA, 2016). (<12.25) | Did not discuss how this therapeutic interaction aligns with the Registered nurse standards for practice (NMBA, 2016). (0) | /25 |
| Accurate in-text referencing to support all ideas, factual information, and quotations. (5%) | Consistently accurate with in-text referencing to support all ideas, factual information, and quotations. (3.95-5) | Referencing supports all ideas, factual information, and quotations. 1 or 2 consistent in-text referencing errors identified. (3.45-3.95) | 3 or 4 consistent in-text referencing errors identified to support all ideas, factual information, and quotations. (2.85-3.45) | 3 or 4 inconsistent in-text referencing errors identified to support all ideas, factual information, and quotations. (2.45-2.85) | Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support all ideas, factual information, and quotations. (<2.45) | Inaccurate or no in-text referencing to support all ideas, factual information, and quotations. (0) | /5 |
| Reference list adheres to APA 7th edition guidelines. A minimum of 5 up-to-date references used. (5%) | Reference list fully adheres to APA guidelines. A minimum of 5 references used. (3.95-5) | Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines of APA 7th edition style. A minimum of 4 references used. (3.45-3.95) | Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines of APA 7th edition style. A minimum of 3 references used. (2.85-3.45) | Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines of APA style. A minimum of 2 references used. (2.45-2.85) | Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines of APA style. A minimum of 1 reference used. (<2.45) | Inaccurate or no reference list. (0) | /5 |
| INITIAL MARKER: FEEDBACK: | TOTAL MARK | /100 | |||||
No submission method provided.
- Apply the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support the rights of mental health consumers, their carers and their significant others in the simulated and clinical environment
- Apply a recovery approach when collaborating with mental health consumers, their carers and significant others
- Identify ethical, legal and professional issues that may influence the therapeutic relationship with mental health consumers, carers, and significant others.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Cross Cultural Competence
- Ethical practice
4 Written Assessment
Choose a consumer from your Professional Experience Placement (Mental Health).
Write a 1500 word (+/- 10%) account that describes your understanding of the lived experience of this person with mental health issues and how the principles of Recovery can be applied to this person. Your assessment should:
1. Describe the person’s lived experience of their mental health issues.
2. Describe how the person’s mental health issues have impacted on others.
3. Explain strategies you would use from the CHIME model of Recovery (Leamy et al., 2011) that would support this person’s recovery journey.
You must protect the consumer’s confidentiality. All identifiable information pertaining to people or places must be made anonymous throughout your assignment. This meets Principle 3.5 in the Code of Conduct for Nurses in Australia (Nursing and Midwifery Board of Australia [NMBA], 2018).
Please write in the first-person perspective.
Double space your document, and present font in Times New Roman (12-point).
Use APA (7th edition) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
Refer to marking criteria/rubric for guidance.
This is an individual assessment.
Week 9 - Friday 17th September 2021 (11:45pm)
Approximately 2 weeks after submission.
| Key Criteria | High Distinction 84.5 – 100% | Distinction 74.50 – 84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.5% | Fail (content absent) 0% | Mark |
| Ability to write and present effectively (5%) | Exemplary writing standard. Correct grammar, spelling and punctuation. No or very minor mistakes evident. Adheres to prescribed word count. (3.95-5) | Quality of writing is of a high standard with only minor grammar, spelling and punctuation mistakes evident. Adheres to prescribed word count. (3.45-3.95) | Quality of writing is of a good standard with a few grammar, spelling and punctuation mistakes evident. Adheres to prescribed word count. (2.85-3.45) | Quality of writing and presentation is of a satisfactory standard with quite a few grammar, spelling and punctuation mistakes evident. Does not adhere to prescribed word count. (2.45-2.85) | Quality of writing and presentation is at a poor standard with many grammar, spelling and punctuation mistakes and lack of clarity evident. Does not adhere to prescribed word count. (<2.45) | Little to no meaningful writing. (0) | /5 |
| Describes a person’s lived experience of their mental health issues. (30%) | Comprehensively describes a person’s lived experience of their mental health issues. (23.7-30) | Clearly describes a person’s lived experience of their mental health issues. (20.7-23.7) | Adequately describes a person’s lived experience of their mental health issues. (17.1-20.7) | Satisfactorily describes a person’s lived experience of their mental health issues. (14.7-17.1) | Barely describes a person’s lived experience of their mental health issues. (<14.7) | Did not describe a person’s lived experience of their mental health issues. (0) | /30 |
| Describes how the person’s mental health issues have impacted on others. (30%) | Comprehensively describes how the person’s mental health issues have impacted on others. (23.7-30) | Clearly describes how the person’s mental health issues have impacted on others. (20.7-23.7) | Adequately describes how the person’s mental health issues have impacted on others. (17.1-20.7) | Satisfactorily describes how the person’s mental health issues have impacted on others (14.7-17.1) | Barely describes how the person’s mental health issues have impacted on others (<14.7) | Did not describe how the person’s mental health issues have impacted on others (0) | /30 |
| Explains strategies that would be used from the CHIME model of Recovery that would support the person’s recovery journey. (25%) | Comprehensively explains strategies that would be used from the CHIME model of Recovery that would support the person’s recovery journey. (19.75-25) | Appropriately explains strategies that would be used from the CHIME model of Recovery that would support the person’s recovery journey. (17.25-19.75) | Adequately explains strategies that would be used from the CHIME model of Recovery that would support the person’s recovery journey. (14.25-17.25) | Satisfactorily explains strategies that would be used from the CHIME model of Recovery that would support the person’s recovery journey (12.25-14.25) | Barely identifies and explains strategies that would be used from the CHIME model of Recovery that would support the person’s recovery journey (<12.25) | Did not explain strategies that would be used from the CHIME model of Recovery that would support the person’s recovery journey (0) | /25 |
| Accurate in-text referencing to support all ideas, factual information, and quotations. (5%) | Consistently accurate with in-text referencing to support all ideas, factual information, and quotations. (3.95-5) | Referencing supports all ideas, factual information, and quotations. 1 or 2 consistent in-text referencing errors identified. (3.45-3.95) | 3 or 4 consistent in-text referencing errors identified to support all ideas, factual information, and quotations. (2.85-3.45) | 3 or 4 inconsistent in-text referencing errors identified to support all ideas, factual information, and quotations. (2.45-2.85) | Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support all ideas, factual information, and quotations. (<2.45) | Inaccurate or no in-text referencing to support all ideas, factual information, and quotations. (0) | /5 |
| Reference list adheres to APA 7th edition guidelines. A minimum of 8 up-to-date references used. (5%) | Reference list fully adheres to APA guidelines. A minimum of 5 references used. (3.95-5) | Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines of APA 7th edition style. A minimum of 4 references used. (3.45-3.95) | Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines of APA 7th edition style. A minimum of 3 references used. (2.85-3.45) | Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines of APA style. A minimum of 2 references used. (2.45-2.85) | Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines of APA style. A minimum of 1 reference used. (<2.45) | Inaccurate or no reference list. (0) | /5 |
| INITIAL MARKER: FEEDBACK: | TOTAL MARK | /100 | |||||
No submission method provided.
- Apply the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support the rights of mental health consumers, their carers and their significant others in the simulated and clinical environment
- Access, analyse, and apply the best available evidence for safe, quality practice
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- 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?
