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 | SCA 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 3 - 2019
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.
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.30 (on a 5 point Likert scale), based on a 25.93% 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: Moodle
Assessment 1 was returned very late leaving little time to take feedback on board for next assessment.
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.
The rubric was altered and the math beyond the grades was double-checked during the assessment planning phase leading up to term. Assessments were handed back in a more timely fashion for Assessment 1.
Source: Moodle
Relaxed atmosphere for such a challenging subject. assignments were very relevant to course.
Provide an open, collaborative learning space that encourages discussion and provides emotional support.
Unit Coordinators continued to offer a space with a spirit of encouraging open, collaborative learning and discussion. Feedback from students received throughout the term indicates this was appreciated.
Source: Moodle
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.
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.
Based on the previous recommendations the assessment tasks were changed.
Source: Moodle
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.
Promote an open dialogue between teaching staff, Unit Coordinators, and students that demonstrates respect acknowledges students and makes them feel supported.
Unit Coordinators attempted to continue to promote communications tyle that demonstrated respect and supported students.
Source: Have Your Say Survey
It was time consuming to be checking Microsoft teams and the news forums
This feedback was incorporated into the Term 3,2020 offering of NURS11163. A decision was made to use Microsoft Teams as the means of general discussion and asking questions, and to keep the News forum in Module to reduce the number of places students need to look for information.
In Progress
Source: Have Your Say Survey
The second assessment task was due not long after the first one, putting the due date for second assessment would give students more time and knowledge to complete the second one.
The due date for Assessment Two for Term 3, 2020, was moved back to allow more time between assessments.
In Progress
Source: Have Your Say Survey
The teachers, were very clear, helpful and encouraging
Teaching staff will endeavour to continue to be helpful and encouraging. We are committed to providing helpful responses in a timely fashion and promoting an environment where students feel comfortable being able to toa ask questions.
In Progress
Source: Have Your Say Survey
I really enjoyed the discussions we were encouraged to have. Really made me think outside the box, and contributed to a holistic viewpoint of nursing.
Teach staff will endeavour to continue to encourage students to encourage in conversations designed to foster critical thinking.
In Progress
On successful completion of this unit, you will be able to:
- Discuss factors that promote Recovery in diverse cultural and socio-economic populations
- Explore the importance of consumer leadership and participation, therapeutic relationships and co-production in the development of the Recovery approach
- Relate the importance of family and other supports in Recovery planning and service delivery
- 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.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment | • | • | • | • |
| 2 - Written Assessment | • | • | • | • |
| 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 | • | • | • | • |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Written Assessment | • | • | • | • | • | • | • | • | |||
| 2 - Written Assessment | • | • | • | • | • | • | • | • | |||