CL24 - Master of Mental Health Nursing

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Overview

Course Overview

Mental health is a significant health issue and recognised as a national health priority area by the Australian Government. The provision of safe, person-centred, recovery-oriented mental health care is a major underpinning of this course. This course prepares you to be able to practice and research within the specialist field of mental health nursing. It will equip you with the skills and knowledge to work from an evidence-based position to support consumers to meet their recovery goals, work with groups and communities to implement mental health promotion strategies, explore diverse ways of forming relationships with consumers and families and critically explore the discourses of mental health. Particular attention will be given to exploring a range of therapeutic interventions which you can utilise to enhance your practice. The use of a portfolio will allow you to apply your learning to your own clinical practice. You will also learn research skills and have an opportunity to research an area of mental health nursing practice. In order to meet the learning outcomes of this course, it is required that you will be working in an area where mental health nursing skills are employed. 

Most of this course is offered flexibly allowing you to enrol, study and undertake assessments at times that suit you. This means that, except for the final four units, the Masters is not bound by terms, dates, or submission deadlines. 




Career Information

The Master of Mental Health Nursing provides Registered Nurses with a mental health nursing specific high level post-graduate qualification. This qualification has the potential to create many exciting and rewarding opportunities for graduates including increased financial remuneration from some employers. Graduates will attain competency and confidence to be able to undertake the many nurse mental health nursing leadership positions available within the health care industry; Clinical Nurse Specialist, Nurse Consultant and Nurse Unit Manager roles. This qualification will also provide registered nurses with the competitive edge in order to apply for promotion.The research component of the course will allow graduates to move into research roles and even lead applied clinical research.

Course Details
Duration 1.5 years full-time or 3 years part-time
Credit Points that Must be Earned 72
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) MMHN
AQF Level Level 9: Masters Degree (Coursework)

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
Not Applicable
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 3 - 2021

Online

Term 2 - 2021

Online

Term 1 - 2021

Online

Term 3 - 2020

Online

Term 2 - 2020

Online

Term 1 - 2020

Online

Term 2 - 2019

Sorry, no domestic availabilities found.

Term 1 - 2019

Online

Term 1 - 2018

Distance
Show All

International Availability

Term 3 - 2021

Sorry, no international availabilities found.

Term 2 - 2021

Sorry, no international availabilities found.

Term 1 - 2021

Sorry, no international availabilities found.

Term 3 - 2020

Sorry, no international availabilities found.

Term 2 - 2020

Sorry, no international availabilities found.

Term 1 - 2020

Sorry, no international availabilities found.

Term 2 - 2019

Sorry, no international availabilities found.

Term 1 - 2019

Online

Term 1 - 2018

Sorry, no international availabilities found.
Show All
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information
Entry Requirements

Students must hold current registration as a Nurse (Division 1) with the Australian Health Practitioners Regulatory Authority (AHPRA). Students must be currently employed in a setting which requires the use of mental health nursing skills. 

Security Requirements

NA

Health Requirements

NA

Assumed Knowledge

NA

Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards CL56 - Graduate Certificate in Mental Health Nursing CC69 - Graduate Diploma of Mental Health Nursing
Professional Accreditation

Provisional Accreditation with the Australian College of Mental Health Nurses

Learned Society Accreditation Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

Not applicable

Previous Enrolments

Year Number of Students
2020 12
2019 12
2018 7
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy, Student Behavioural Misconduct Procedure, Student Academic Integrity Policy and Procedure, Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in classroom and clinical settings as private and confidential.
  • Respecting an individual's/group's diversity by demonstrating sensitivity to religious cultural and individual differences.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
Behavioural Stability

Examples are:

  • Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
  • Interacting positively and effectively in groups with other students while attending activities related to the course.
  • Contributing to on-line discussion forums and tutorials with peers and academics whilst using respectful language and tone.
  • Coping with your own emotions, responses and behaviour effectively when dealing with challenging situations in the clinical setting.
Legal Compliance

Examples are:

  • Complying with the requirement for student registration with the Australian Health Practitioner Regulation Agency (AHPRA). Adhering to the policies, procedures, guidelines and statements specific to the Nursing and Midwifery Board of Australia.
  • Complying with mandatory reporting requirements.
  • Understanding and adhering to professional policy around the use of social media.
  • Undertaking nursing care within the scope of practice relevant to the required knowledge and level of progression through your course of study.
  • Understanding and adhering to legal requirements associated with the administration of medications.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual or group.
  • Responding appropriately to a care request in the clinical environment.
  • Providing the health care team with verbal handover reports related to patient care.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
  • Incorporating the use of effective non-verbal cues such as eye contact when communicating with academics and peers during activities related to the course, building positive learning relationships.
  • Recognising and interpreting non-verbal cues of the health care team, peers, patients and others and responding appropriately during clinical placement.
  • Constructing your assessment work to academic standards with attention to grammar and punctuation.
  • Expressing complex and detailed information and knowledge into a logical and easily understood written form for assessment requirements.
  • Constructing a legible nursing report in a timely manner that meets professional standards and clearly communicates the intended message.
  • Accurately documenting in patients' charts and records meeting legal and professional requirements.
  • Accessing a computer for your studies.
  • Regularly accessing the internet for research, and email for communication with peers and university staff.
  • Analysing, manipulating and displaying scientific information.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Completing academic learning activities and assessment tasks, and performing clinical skills within reasonable set timeframes.
  • Applying knowledge of policy and procedures in the clinical setting.
  • Applying theoretical knowledge and understanding of health history when undertaking patient assessment during admissions in clinical practice.
  • Actively listening to information within a variety of academic and clinical situations.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Nursing, Midwifery and Social Sciences.
  • Reading and accurately interpreting plans of care and medication orders for patients.
  • Completing nursing documentation that is accurate, clear and concise.
  • Performing accurate drug calculations in a timely manner in medication administration assessments and in clinical practice.
  • Demonstrating accurate recording on a fluid balance chart.
  • Recognising when a calculator may have given an incorrect answer.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line, reading examination papers and/or on-line computer quizzes; or during clinical placement.
  • Observing non-verbal behaviour and other situations in a variety of professional settings.
  • Accurately drawing up and administering medication.
  • Observing and detecting subtle changes in wounds.
  • Detecting changes in skin colour and general tissue perfusion.
  • Hearing verbal communication from other students and lecturers during activities related to the course.
  • Accurately interpreting the verbal communication and direction of clinical staff during emergency situations.
  • Accurately detecting a blood pressure measurement, listening to heart, lung and bowel sounds by auscultation using a stethoscope.
  • Responding to a care request by activation of a call bell or calls for help.
  • Detecting changes in circulation observations e.g. assessing skin temperature and palpating pulses.
  • Conducting a physical assessment detecting anatomical abnormalities e.g. swelling or alteration in texture.
  • Using touch appropriately as an alternative means of conveying positive messages to patients such as emotional support and encouragement.
Relational Skills

Examples are:

  • Adhering to the registered nurse standards for practice, in particular Standard 2
  • Establishing, sustaining and concluding relationships in a way that differentiates the boundaries between professional and personal relationships.
  • Communicating effectively and being respectful of a person's dignity, culture, values, beliefs and rights.
  • Recognising that people are the experts in the experience of their life.
  • Providing support and directing people to resources to optimise health related decisions.
  • Advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
  • Using delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes.
  • Actively fostering a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centres care.
  • Participating in and/or leading collaborative practice.
  • Reporting notifiable conduct of health professionals, health workers and others.
Reflective Skills

Examples are:

  • Adhering to the registered nurse standards for practice, in particular Standards 1 and 7.
  • Accessing, analysing and using the best available evidence, that includes research findings for safe quality practice.
  • Developing practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice.
  • Respecting all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures.
  • Complying with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions.
  • Using ethical frameworks when making decisions.
  • Maintaining accurate, comprehensive and timely documentation of assessments, planning, decision making, actions and evaluations.
  • Contributing to quality improvement and relevant research.
  • Evaluating and monitoring progress towards the expected goals and outcomes.
  • Revising the plan based on the evaluation
  • Determining, documenting and communicating further priorities, goals and outcomes with the relevant person.
Sustainable Performance

Examples are:

  • Actively participating in activities related to the course.
  • Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
  • Participating in learning clinical skills and engaging in simulation activities during on-campus learning and teaching situations.
  • Performing consistent care and complete repetitive tasks during clinical practice with sustained concentration and physical energy for an 8 to 12 hour period of time that may be at night.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Examples are:

  • Incorporating a range of gross motor skills while participating effectively in activities related to the course.
  • Maintaining balance while safely mobilising and transferring individuals or resources.
  • Moving with ease around patients' bedsides, bathrooms and equipment items while performing delivery of care activities and responding to emergency situations.
  • Safely retrieving and utilising stock and equipment.
  • Inserting a urinary catheter.
  • Manipulating intricate surgical instruments and equipment while dressing a wound.
  • Manipulating syringes and needles during preparation and administration of medications addressing safety to self and others.
  • Priming, accurately inserting and setting prescribed rates on an infusion device.
Interpersonal Engagement

Examples are:

  • Adhering to the registered nurse standards for practice, in particular Standard 2.
  • Establishing, sustaining and concluding relationships in a way that differentiates the boundaries between professional and personal relationships.
  • Communicating effectively, and being respectful of a person's dignity, culture, values, beliefs and rights.
  • Recognising that people are the experts in the experience of their life.
  • Providing support and directing people to resources to optimise health related decisions.
  • Advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
  • Using delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes.
  • Actively fostering a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centres care.
  • Participating in and/or leading collaborative practice.
  • Reporting notifiable conduct of health professionals, health workers and others.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Accessing relevant CQUniversity sites to facilitate effective engagement with course content and demonstrate understanding of course requirements.
  • Accessing and entering information into a digital health system to enable safe patient care in the simulated environment and while attending clinical placement.
Core Learning Outcomes
  • 1. Apply mental health knowledge and skills in the clinical setting to support people affected by mental health issues
  • 2. Analyse historical, traditional and contemporary mental health discourses
  • 3. Demonstrate communication and therapeutic skills that build and support a consumer's recovery journey
  • 4. Devise strategies to implement the principles of recovery-oriented mental health nursing practice
  • 5. Devise ways to remove barriers to ensure culturally safe and inclusive mental health care with particular reference to Aboriginal and Torres Strait Islander people
  • 6. Analyse the multiple contexts that may contribute towards the experience of mental health issues
  • 7. Evaluate mental health promotion strategies that build resilience and prevent or reduce the impact of mental health issues
  • 8. Identity obstacles to social inclusion for those with mental health issues and devise strategies to reduce these
  • 9. Reflect on one’s mental health nursing practice to identify barriers and facilitators
  • 10. Apply research skills to undertake a research project addressing an issue in mental health nursing practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6 7 8 9 10
1. KNOWLEDGE Have a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice
2. KNOWLEDGE Have an understanding of research principles and methods applicable to a field of work and/or learning
3. SKILLS Have cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship
4. SKILLS Have cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
5. SKILLS Have cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
6. SKILLS Have communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
7. SKILLS Have technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to use creativity and initiative to new situations in professional practice and/or for further learning
9. APPLICATION OF KNOWLEDGE & SKILLS Be able to use high level personal autonomy and accountability
10 APPLICATION OF KNOWLEDGE & SKILLS Be able to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship.
More Details

The CL24 Master of Mental Health Nursing course has three levels. It is advisable to complete all units in the lower level before moving onto units in the next level.

 

Level 1 units are: NURS20150, NURS20151, NURS20158, and NURS20157

Level 2 units are: NURS20152, NURS20153, NURS20149 and NURS20154 OR NURS20178

Level 3 units are: NURS20167, NURS20168, NURS20173 and NURS20174

 

A recommended study schedule for this course can be obtained from the following website - https://www.cqu.edu.au/student-life/new-students/planners-and-profiles/first-year-planners or by contacting your Course Advisor at http://contactus.cqu.edu.au/