NURS12157 - Concepts of Mental Health Nursing

General Information

Unit Synopsis

This unit will provide you with knowledge of the different patterns of symptom presentation in people experiencing mental health challenges. You will be able to critically reflect on the use of self in the development and maintenance of therapeutic relationships with consumers and their families. The integral nature of consumer perspectives and input into mental health care will be examined. In this unit you will be encouraged to critically examine interventions for people experiencing different mental health challenges.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisites

NURS11163 Recovery Approach to Mental Health or NURS12150 Recovery Approach in Mental Health

NURS12156 Clinical Nursing Practice 2 or NURS11156 Acute Nursing Management

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 2 - 2017

Term 2 - 2017 Profile
Bundaberg
Distance
Rockhampton
Term 3 - 2017 Profile
Distance
Term 2 - 2018 Profile
Bundaberg
Distance
Rockhampton
Term 3 - 2018 Profile
Bundaberg
Distance
Rockhampton
Term 2 - 2019 Profile
Bundaberg
Online
Rockhampton
Term 3 - 2019 Profile
Bundaberg
Online
Rockhampton
Term 2 - 2020 Profile
Bundaberg
Online
Rockhampton
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 - 2020 : The overall satisfaction for students in the last offering of this course was 4.5 (on a 5 point Likert scale), based on a 55.25% 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: Student feedback
Feedback
Can I please suggest that an exemplar of each assessment is released after marking, so students can see what a high mark looks like, where they went wrong, and how to improve. An exemplar or two will also help to expand students learning on concepts learnt through assessment work.
Recommendation
As the assessment is based on completing a clinical review of a case study an example would in fact simply give the responses, however further development of additional case studies is in the works and each of theses will have examples of the client assessment that should in fact provide guidance. Rather than a specific example an Assessment Information Package is produced and made available for all students each term. As well as giving overall advice on referencing, academic writing, paraphrasing and more it also has each assessment broken down in to component parts and includes frequently asked questions, hints and tips, referencing requirements specific to each task.
Action Taken
Students have been encouraged to complete 'practice' clinical tasks during the term. Work continues with markers to ensure that the feedback is clear and shows students how to improve their work and knowledge.
Source: Student feedback
Feedback
Assessment feedback needs to be more clear and concise so that the student can see why they received the mark they received
Recommendation
At times finding reliable experienced markers for Mental Health Units has been difficult but I have been working with a core of markers to up skill them and will continue into the future to ensure clear and timely feedback is provided. I have also been trialing markers forums and well as providing video education and moderation to markers in an attempt to improve the overall marking.
Action Taken
Work continues with markers to improve feedback with assessment as per the recommendation
Source: Have your say.
Feedback
Some feedback received regarding the weekly zoom sessions were that there was not enough structure to assist with learning, however the majority of feedback commented positively on the discussion style of these tutorials. Students highlighted how valuable it was to be able to talk and expand on the weekly content.
Recommendation
For Term 3, it has been made clear to students that the formal lectures are delivered via the concepts in mental health videos and the weekly zoom is intended to be a discussion workshop. Students are still expected to view the recording if they are unable to attend live presentation.
Action Taken
Nil.
Source: Have your say. Student emails.
Feedback
The pre-recorded lecture style was highly rated by students. Students reported the lecture style was engaging, informative and motivating and enabled a positive learning experience.
Recommendation
To continue using this delivery style in future terms.
Action Taken
Nil.
Source: Have your say.
Feedback
Students felt the pre-recorded lectures had aged and needed updating. Students noted that some staff in the lectures no longer worked at the university.
Recommendation
Concepts of Mental Health not part of new curriculum in 2021, therefore lectures not re-recorded/updated for term 3, 2020.
Action Taken
Nil.
Source: Have your say. Student emails.
Feedback
The real-life scenarios/videos of the consumer throughout the term was highlighted as valuable, engaging and informative.
Recommendation
Continue using the real-life scenarios/videos in future terms/units.
Action Taken
Nil.
Source: Have your say. Student emails.
Feedback
The second assessment was embedded in the unit content throughout the term. This meant that students were empowered to successfully complete the unit without large pressures or stress at the end of the term, particularly if they continually engaged with the unit content throughout the term.
Recommendation
Continue using this assessment style in future units.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Explore the different presentations in people experiencing mental health challenges.
  2. Appraise the use of self in the development and maintenance of therapeutic relationships with consumers and their families.
  3. Analyse the integral nature of consumer perspectives and input into mental health care.
  4. Use professional, legal and ethical frameworks to investigate a range of culturally appropriate interventions and management strategies for people experiencing different forms of mental health challenges.
  5. Examine mental health and mental health promotion as a component of overall health and well-being as it applies to consumers, carers, families and communities inclusive of health care professionals at a local, national and international level.

The learning outcomes 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 5
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 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
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