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CQUni Handbook
CL24 - Master of Mental Health Nursing
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 produce scholarship 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 mental health discourses. Particular attention will be given to studying 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 scholarship skills and have an opportunity to produce a substantial piece of scholarship related to 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.
This course is offered flexibly allowing you to enrol, study and undertake assessments at times that suit you. This means that you are 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) |
| Course Fees |
Indicative Year - 2025
Indicative Year - 2024
Indicative Year - 2023
Indicative Year - 2022
|
Admission Codes
|
Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
Not Applicable |
|---|---|
|
International Students CRICOS Codes |
Not Applicable |
Where and when can I start?
Domestic Availability
Hyperflexible Annual Term - 2025
Online
Hyperflexible Annual Term - 2024
Online
Overseas Availabilities
Hyperflexible Annual Term - 2025
Online
Hyperflexible Annual Term - 2024
Online
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 Requirements
To be eligible for entry into this course, applicants must supply:
· Current Registered Nurse (Division 1) registration with the Australian Health Practitioners Regulatory Authority (AHPRA); and
· A letter of employment demonstrating current employment in a setting which requires the use of mental health nursing skills.
Letters of employment must be presented on a company letterhead as well as signed and dated by a delegated authority. The letter must contain your full name, position title, duties performed and length of service.
English Language Proficiency Requirements:
If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland, South Africa or United States of America you are required to meet the English Language Proficiency requirements set by the University. Applicants are required to provide evidence of completion of:
• A secondary qualification (Year 11 and 12, or equivalent), or
• An Australian Qualifications Framework (AQF) diploma level qualification, or
• Bachelor level qualification study for a period of at least 2 years full time with a minimum overall GPA 4.0
Completed within Australia, Canada, New Zealand, United Kingdom, South Africa, Ireland, or United States of America, which will meet the English proficiency.
If you do not satisfy any of the above you will need to undertake an English language proficiency test and achieve the following scores as below:
• An International English Language Testing System (IELTS Academic) overall band score of at least 6.0 overall with a minimum 5.5 in each subset; or
• Test of English as a Foreign Language (TOEFL) - Requires 550 or better overall & minimum TWE score of 4.5 (Paper Based Test), or 75 or better overall and no score less than 17 (Internet Based Test); or
• Pearson Test of English Academic (PTE Academic) - Requires an overall score of 54 with no sub-score less than 46; or
• An Occupational English Test with Grades A or B only in each of the four components.
English test results remain valid for no more than two years between final examination date and the date of commencement of study, and must appear on a single result certificate.
If you are an International student please visit International Students English requirements for further information.
Each student will be assessed individually.
Assumed Knowledge
NA
Security Requirements
NA
Health Requirements
NA
Fees and Charges
Be Different
- Indicative Year - 2025
- International Indicative First Term Fee - $9,360
- International Indicative First Year Fee - $18,720
- Indicative Year - 2024
- Domestic Full Fee Paying – Indicative First Year Fee - $16,836
- International Indicative First Term Fee - $8,418
- International Indicative First Year Fee - $16,836
- Indicative Year - 2023
- Domestic Full Fee Paying – Indicative First Year Fee - $15,588
- International Indicative First Term Fee - $8,400
- International Indicative First Year Fee - $16,800
- Indicative Year - 2022
- Domestic Full Fee Paying – Indicative First Year Fee - $15,132
Higher Education
Course Features
Awards and Accreditation
| Interim Awards | CC69 - Graduate Diploma of Mental Health Nursing CL56 - Graduate Certificate in Mental Health Nursing |
|---|---|
| Exit Awards | CC69 - Graduate Diploma of Mental Health Nursing CL56 - Graduate Certificate in Mental Health Nursing |
| Accreditation |
|
Residential School Requirements
No Residential School for this course.
Practicum/Work Placement
| Not applicable |
Previous and Current Enrolments
| Year | Number of Students |
|---|---|
| 2024 | 15 |
| 2023 | 45 |
| 2022 | 34 |
| 2021 | 27 |
| 2020 | 18 |
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.
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.
Examples are:
- Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics.
- 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.
Examples are:
- Actively participating in discussion activities related to the course.
- Using language that is appropriate to the context of the individual or group.
- 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.
- Constructing 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.
- 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.
Examples are:
- Conceptualising and using appropriate knowledge in response to academic assessment items.
- Completing academic learning activities and assessment tasks within reasonable timeframes.
- Actively listening to information within a variety of academic 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.
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.
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.
- Reflecting on 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.
- Demonstrating the use of ethical frameworks when making decisions.
Examples are:
- Actively participating in activities related to the course.
- Undertaking on-line quizzes and assessments with adequate, sustained levels of physical energy and concentration.
- 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.
Examples are:
- Adhering to the registered nurse standards for practice, in particular Standard 2.
- Demonstrating 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.
- Demonstrate the providing of support and directing people to resources to optimise health related decisions.
- Demonstrate advocating on behalf of people in a manner that respects the person's autonomy and legal capacity.
- 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.
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. Identify obstacles to social inclusion for those with mental health issues and devise strategies to reduce these
- 9. Reflect on your mental health nursing practice to identify barriers and facilitators
- 10. Apply scholarship skills to produce a substantial piece of scholarship addressing an area relevant to 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. | ||||||||||
| APPLICATION OF KNOWLEDGE & SKILLS Communicate, interact and collaborate with others effectively in culturally or linguistically diverse contexts in a culturally respectful manner | ||||||||||
Course Structure
In order to complete this course, you must:
- Complete the core structure
Core Structure
| Number of units: 12 | Total credit points: 72 |
|---|
NA
More Details
There is no additional information for this course.