Overview
Mental health nursing is a specialised area 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 setting. 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 setting. 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 to start and/or end on 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 3 - 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).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
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 pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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 SUTE
I really enjoyed this unit. You were always there to answer any questions we may have had, and you always contacted us if you needed further clarification on something. Thanks for a great term and I hope to see you again.
Unit Coordinators will continue to apply teaching, learning and assessment philosophies and methods that are person-centred and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail), Three (40%) and Four (60%).
Feedback from SUTE
Thank you for being honest in your feedback, and supportive throughout the term. I loved my mental health placement; it has inspired me to specialise in the mental health sector once I graduate. I was never comfortable with mental health consumers in the past, due to the fact that I didn't understand it, but after my very positive placement and the knowledge, I have gained from working through this unit I feel much more confident in dealing with mental health consumers in the future. Thank you.
Unit Coordinators will continue to plan, develop and implement NURS12162 through the application of diverse learning, teaching and assessment philosophies and methods that are underpinned by recognised educational theories. These approaches can enhance future graduate nurses' ability to provide the basic level of holistic care for patients (consumers) experiencing mental health and comorbid issues in general and dedicated mental health services, and successfully meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail), Three (40%) and Four (60%).
Feedback from SUTE
Sometimes [unit coordinator] didn't understand my questions so his answers were not relevant to my question, but his experience is great to listen to.
Unit Coordinators will continue to reflect upon and develop their person-centred/humanistic communication and educational practice through their undertaking of pertinent professional development courses.
Feedback from SUTE
Made me think differently about mental health for the res school I attended. He gave me different ways of thinking in my own life as well as treatment for other people with mental health problems. Thank you I think I found where I like to head in my nursing career.
Unit Coordinators will continue to impart their mental health and addiction nursing expertise and NURS12162 content through the application of diverse learning, teaching and assessment philosophies and methods that are underpinned by recognised educational theories. These approaches will endeavour to enhance future graduate nurses' ability to better provide holistic care for patients (consumers) experiencing mental health and comorbid issues in general and dedicated mental health services, and importantly meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail), Three (40%) and Four (60%).
Feedback from SUTE
I found the teacher was supportive and engaging, always answering questions and guiding us and adapting the ever changing situation and working with us. Unit overall was really well done but found that the reflective assessment may need more guidance on how to do it.
Unit Coordinators will continue to better plan, develop and implement diverse learning, teaching and assessment philosophies and methods that are comprehensible to students from variant cultures, and equally variant learning styles and needs.
Feedback from SUTE
I felt assignment 4 was really unfair in the aspect of students were able to pick a situation/consumer if they had placement. Whereas students like myself who had not had placement yet had to pick a video. I felt this was disadvantaging the students as it was not a personal connection or physical interaction. I felt the markers already had a preconceived opinion on what to expect as well. I feel it should have been either the video for all students or a timeframe where all students can pick their own consumer.
Unit Coordinators will discuss with HOC and DDLT the possibility of reducing the number of assessments from four to three due to the excessive assessments in a 6-credit point unit that contains 80 hours of professional experience placement, and changing the grading of Assessment Three (40%) and Four (60%) as well the entire unit to a Pass/Fail.
Feedback from SUTE
The set-up of the Moodle page, I prefer weekly tasks set out. Also the amount of assessment tasks. This unit is already a heavy subject with clinical placement, and I found that the written assessment after res school which was pass or fail was unnecessary, perhaps doing that as a weighted assignment and just the reflective essay with aspects of the other essay would be less stressful and put the theory into the practical learnings from this unit.
Unit Coordinators will consider setting up additional weekly tasks in Moodle and discuss with HOC and DDLT the possibility of reducing the number of assessments from four to three due to the excessive assessments in a 6-credit point unit that contains 80 hours of professional experience placement, and changing the grading of Assessment Three (40%) and Four (60%) as well the entire unit to a Pass/Fail.
- Demonstrate adherence to the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support mental health consumers, their carers and their significant others in the simulated and clinical environment.
- Apply a trauma-informed, recovery-oriented approach when collaborating with mental health consumers, their carers and significant others.
- Undertake comprehensive, holistic and culturally appropriate assessments to appraise plans that are responsive to the nursing needs of people with mental health challenges.
- Reflect on 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 | |
| 1 - Practical Assessment - 0% | ||||
| 2 - Professional Practice Placement - 0% | ||||
| 3 - Reflective Practice Assignment - 0% | ||||
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 | ||||
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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
s.raina@cqu.edu.au
s.haines@cqu.edu.au
t.simes@cqu.edu.au
p.heidke@cqu.edu.au
Module/Topic
What is Mental Health?
Chapter
Events and Submissions/Topic
Module/Topic
History of mental illness and Mental Health Nursing
Chapter
Events and Submissions/Topic
Module/Topic
Stigma
Chapter
Events and Submissions/Topic
Module/Topic
Trauma
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Recovery
Chapter
Events and Submissions/Topic
Module/Topic
Therapeutic Connections
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Psychosis
Chapter
Events and Submissions/Topic
Module/Topic
Anxiety
Chapter
Events and Submissions/Topic
Module/Topic
Mood Disorders
Chapter
Events and Submissions/Topic
Assessment Three: Reflective practice
Due: Week 9 - Wednesday 19 Jan 2022 (11:59 pm AEST)
Reflective practice Due: Week 9 Wednesday (19 Jan 2022) 11:59 pm AEST
Module/Topic
Eating Disorders
Chapter
Events and Submissions/Topic
Module/Topic
Addictions
Chapter
Events and Submissions/Topic
Module/Topic
Mental health first aid
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
- Attend NURS12162 Residential School.
- Bring a copy of the Mental Health Services General Assessment with you to the Residential School (paper or on your computer).
- Complete to draft a Mental Health Services General Assessment document based on a Video Case Study.
- Consistent with the clinical use of the Mental Health Services General Assessment document there is no required word count and references are not required.
- This is an individual assessment.
You must submit and pass this assessment to pass the unit. If you receive a Fail grade for this assessment, the Unit Coordinators may allow you an opportunity to reattempt the assessment. In order for the Unit Coordinators to allow a re-attempt, they will need to be satisfied that you have made a reasonable attempt in the assessment item. If a reattempt is offered, you will have only 7 consecutive days to resubmit your assessment. Only one reattempt will be allowed.
Seven days after attending NURS12162 Residential School
Two weeks after submission
Students must achieve a Pass in all Assessment Criteria to pass Assessment One.
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Assessment Criteria |
Comments |
Achieved |
Not Achieved |
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1 |
Student identifies and documents the components of a Mental State Examination (MSE). |
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2 |
Student completes the WHO ASSIST Substance use and addictive behaviour screen. |
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3 |
Student identifies and documents the key components of a risk screen including static and dynamic factors. |
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4 |
Student demonstrates ability to collate and present a case formulation using the 5 ‘P’s. |
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5 |
Student demonstrates capacity to consider the components of an Initial Management Plan. |
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FEEDBACK: GRADE: PASS / FAIL |
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- Demonstrate adherence to the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support mental health consumers, their carers and their significant others in the simulated and clinical environment.
- Apply a trauma-informed, recovery-oriented approach when collaborating with mental health consumers, their carers and significant others.
- Undertake comprehensive, holistic and culturally appropriate assessments to appraise plans that are responsive to the nursing needs of people with mental health challenges.
- Reflect on ethical, legal and professional issues that may influence the therapeutic relationship with mental health consumers, carers, and significant others.
2 Professional Practice Placement
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1. Access the Work Integrated Learning (WIL) Moodle Website to understand the pre-requisites and requirements for your clinical placement, and all matters relating to changes or inability to attend clinical placements.
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2. Complete 80 hours Mental Health Nursing Professional Experience Placement (MH-PEP).
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3. Meet the requirements of the ANSAT Mid Placement Checklist (v.1)/Formative Assessment.
4. Meet the requirements of the ANSAT Summative Assessment.
5. Complete CQU Record of Attendance/Timesheet - to be signed daily by student and assessor/mentor. Completed timesheet to be submitted to NURS12162 Moodle site no later than 3 days after the completion of your placement.
6. The required 80 hours Mental Health Professional Experience Placement (MH-PEP) must be completed in entirety and with a satisfactory ANSAT Summative Assessment to be eligible for a Pass grade.
Completed timesheet to be submitted no later then three days after completing placement
Two weeks after submission
Refer to criteria within ANSAT Mid Placement Checklist (v.1)/Formative Assessment and ANSAT Summative Assessment.
- Demonstrate adherence to the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support mental health consumers, their carers and their significant others in the simulated and clinical environment.
- Apply a trauma-informed, recovery-oriented approach when collaborating with mental health consumers, their carers and significant others.
- Undertake comprehensive, holistic and culturally appropriate assessments to appraise plans that are responsive to the nursing needs of people with mental health challenges.
- Reflect on ethical, legal and professional issues that may influence the therapeutic relationship with mental health consumers, carers, and significant others.
3 Reflective Practice Assignment
Length: 1500 words (+/- 10%)
Describe a therapeutic mental health interaction between a consumer and mental health clinician that you observed or participated in during your placement.
Use supporting evidence to reflect upon, and describe:
a/ How the consumer’s lived experience of mental health issues has impacted on their life.
b/ How the consumer’s mental health issues have impacted on significant others.
c/ Explain strategies from the CHIME model of Recovery (Leamy et al., 2011) that would support the consumer’s Recovery journey.
You must submit and pass this assessment to pass the unit. If you receive a Fail grade for this assessment, the Unit Coordinators may allow you an opportunity to reattempt the assessment. In order for the Unit Coordinators to allow a re-attempt, they will need to be satisfied that you have made a reasonable attempt in the assessment item. If a reattempt is offered, you will have only 7 consecutive days to resubmit your assessment. Only one reattempt will be allowed.
Week 9 Wednesday (19 Jan 2022) 11:59 pm AEST
Week 12 Friday (11 Feb 2022)
Students must achieve a Pass in all Assessment Criteria to pass Assessment Three.
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CRITERIA |
ACHIEVED |
NOT ACHIEVED |
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STRUCTURE
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CONTENT - CONSUMER’S LIVED EXPERIENCE
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CONTENT - IMPACT ON OTHERS
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CONTENT - RECOVERY
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CITATIONS AND REFERENCE LIST
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FEEDBACK:
GRADE: PASS / FAIL |
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- Demonstrate adherence to the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support mental health consumers, their carers and their significant others in the simulated and clinical environment.
- Apply a trauma-informed, recovery-oriented approach when collaborating with mental health consumers, their carers and significant others.
- Reflect on ethical, legal and professional issues that may influence the therapeutic relationship with mental health consumers, carers, and significant others.
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?
