NURS11163 - Recovery Approach to Mental Health

General Information

Unit Synopsis

This unit is designed to introduce you to the innovative and contemporary Recovery approach to mental health care. The lived experience perspective brings a different viewpoint to the classroom and creates a dynamic, ‘real world’ learning environment. You will develop a comprehensive knowledge of the factors that promote Recovery within diverse populations, the importance of Recovery within mental health settings, the significance of collaborative relationships with consumers, families and other supports and the important leadership role of consumers in developing the Recovery approach. You will identify the skills required by nurses working within a Recovery system of care.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites Pre-requisites

(NURS11157 Lifespan Approach to Health and Wellness for Nursing or NURS11153 Health and Behaviour) and

(NURS11158 Evidence Informed Nursing Practice or NHLT12001 Evidence Informed Practice)

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2020

Term 2 - 2020 Profile
Online
Term 3 - 2020 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 40%
2. Written Assessment 60%

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

Past Exams

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Previous Feedback

Term 2 - 2019 : The overall satisfaction for students in the last offering of this course was 4.1 (on a 5 point Likert scale), based on a 37.54% response rate.

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.

Source: Feedback forum
Feedback
Some students commented on how much they learned from the second assessment where students complete a self care plan. This is a quote from the forum - "I just wanted to say how much i am enjoying this second assignment, it is rare in this busy world that we take time to self-care and to be able to do it during study is a great bonus. I am so bad at prioritising myself and it took this assignment to make me do it. Not only have i worked on my goal for this assignment but i have gone on to make so many other positive changes in my life, and so have others in my family".
Recommendation
Consider the student self care plan in future assessments. Consider other activities to enhance student learning in the area of self care.
Action Taken
A similar assessment involving support plans was utilised. Recommendations for alternative activities have been made.
Source: Feedback forum
Feedback
Some students felt that the use of a Zoom recording to explain Blooms Taxonomy was useful in improving their understanding of assessment objectives.
Recommendation
Continue to offer the Zoom on Blooms Taxonomy to enhance learning.
Action Taken
Zoom sessions focused more on the specifics of assignment tasks than Bloom's Taxonomy. In future education on this can be incorporated into Moodle.
Source: Emails
Feedback
Some students felt that the feedback they received from markers was not adequate.
Recommendation
Ensure markers provide sound feedback to students on their assessments.
Action Taken
Emphasis was placed upon the need to provide constructive feedback.
Source: Forums and emails.
Feedback
Students discussed that Zoom sessions focusing specifically on assessment tasks leading up to assessments were beneficial.
Recommendation
Continue to offer Zoom sessions and recorded Zoom sessions on assessment specific content leading up to assessment tasks.
Action Taken
Zoom sessions dedicated to the assignment were offered. At the request of the students, they were moved to earlier during the term than planned to allow more time for students to incorporate the information they received. An opportunity was also provided at each Zoom session for students to ask any additional questions they may have about assignments.
Source: Moodle
Feedback
Assessment 1 was returned very late leaving little time to take feedback on board for next assessment.
Recommendation
Due to an error in the grading of assessment one, the assessment was late in being returned to students. This mistake in the rubric was corrected during the term, and adjustments were made to future rubrics. This should not be an issue in future.
Action Taken
Nil.
Source: Moodle
Feedback
Relaxed atmosphere for such a challenging subject. assignments were very relevant to course.
Recommendation
Provide an open, collaborative learning space that encourages discussion and provides emotional support.
Action Taken
Nil.
Source: Moodle
Feedback
Outlining assessment tasks. For the reflection assessment, it is incredibly difficult to understand what we are supposed to do and what is expected of us.
Recommendation
Review the assessment tasks for this Unit. Clearer instructions and wording to be used in future. Consider the use of different types of assessment tasks.
Action Taken
Nil.
Source: Moodle
Feedback
The unit coordinator and lecturers were extremely instrumental with this unit. They were helpful and involved and having them teach this unit was a blessing.
Recommendation
Promote an open dialogue between teaching staff, Unit Coordinators, and students that demonstrates respect acknowledges students and makes them feel supported.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Discuss factors that promote Recovery in diverse cultural and socio-economic populations
  2. Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of the Recovery approach
  3. Relate the importance of family and other supports in Recovery planning and service delivery
  4. Review the attributes required by registered nurses to promote and facilitate Recovery including the need for effective self-care.

The learning outcomes meet the requirements for mental health consumer participation as per the accrediting authority requirements. These are linked to the Australian Nursing and Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment
2 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Written Assessment