NURS12162 - Mental Health Nursing with Professional Experience Placement

General Information

Unit Synopsis

Mental health nursing is a specialised area of nursing that focuses on the care of people with mental health challenges. Nurses who work within the mental health care framework operate from a strengths-based approach to assist people in their recovery to emotional health and physical wellbeing. In this unit, you will learn about your nursing role in mental health care and recovery. You will develop your skills in establishing a therapeutic relationship in the clinical setting. You will apply the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice (2016). You will continue to explore the importance of the National Safety and Quality Health Service (NSQHS) Standards (2017) to all nursing practice in Australia and use the Patient Safety Competency Framework (PSCF) (Levett-Jones et al., 2017) in your practice as a nursing student. You will be expected to identify risk and recognise and respond appropriately in the simulated and clinical environment. You will work within your scope of practice using the decision-making framework (DMF) (NMBA, 2020). You will participate in a compulsory two (2) day residential school prior to attending professional experience placement for this unit. This unit includes a 80 hour block professional experience placement in a mental health care setting. You must meet specific mandatory health, safety and security requirements to be eligible to attend each professional experience placement. Professional experience placements may be limited in your community and you may be placed in other locations. Please be prepared financially and personally to cover the costs to relocate for placements. Due to the limited availability of placements, some block placements have to start and/or end on dates that fall outside standard term dates.

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:

BIOH12011 Pathophysiology and Pharmacology 1 or BIOH11006 Advanced Anatomy and Physiology and NURS12154 Pharmacology for Nursing Practice

NURS11170 Professional Experience Placement 1 or NURS11161 Clinical Nursing Practice 1

Co-requisite:

BIOH12012 Pathophysiology and Pharmacology 2 or BIOH12008 Human Pathophysiology

NURS12161 Professional Experience Placement 2 or NURS12158 Clinical Nursing Practice 2

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 Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 1 - 2024

Term 2 - 2024 Profile
Mixed Mode
Rockhampton
Term 3 - 2024 Profile
Mixed Mode

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. In-class Test(s) 0%
2. Professional Practice Placement 0%

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

Past Exams

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Previous Feedback

Term 2 - 2022 : The overall satisfaction for students in the last offering of this course was 88.80% (`Agree` and `Strongly Agree` responses), based on a 26.32% 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: SUTE
Feedback
I really enjoyed this unit. You were always there to answer any questions we may have had, and you always contacted us if you needed further clarification on something. Thanks for a great term and I hope to see you again.
Recommendation
Unit Coordinators will continue to apply teaching, learning and assessment philosophies and methods that are person-centred and thus enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail), Three (40%) and Four (60%).
Action Taken
Unit Coordinators have continued to apply teaching, learning and assessment philosophies and methods that are person-centred and in turn enhance individual students’ motivation, commitment and ability to successfully meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail) and Three (Pass/Fail).
Source: SUTE
Feedback
Thank you for being honest in your feedback, and supportive throughout the term. I loved my mental health placement; it has inspired me to specialise in the mental health sector once I graduate. I was never comfortable with mental health consumers in the past, due to the fact that I didn't understand it, but after my very positive placement and the knowledge, I have gained from working through this unit I feel much more confident in dealing with mental health consumers in the future. Thank you.
Recommendation
Unit Coordinators will continue to plan, develop and implement NURS12162 through the application of diverse learning, teaching and assessment philosophies and methods that are underpinned by recognised educational theories. These approaches can enhance future graduate nurses' ability to provide the basic level of holistic care for patients (consumers) experiencing mental health and comorbid issues in general and dedicated mental health services, and successfully meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail), Three (40%) and Four (60%).
Action Taken
Unit Coordinators have continued to plan, develop and implement NURS12162 by applying diverse learning, teaching and assessment philosophies and methods underpinned by recognised educational theories. These approaches have continued to can enhance future graduate nurses' ability to provide the basic level of holistic care for patients (consumers) experiencing mental health and comorbid issues in general and dedicated mental health services, and successfully meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail) and Three (Pass/Fail).
Source: SUTE
Feedback
Sometimes [unit coordinator] didn't understand my questions so his answers were not relevant to my question, but his experience is great to listen to.
Recommendation
Unit Coordinators will continue to reflect upon and develop their person-centred/humanistic communication and educational practice through their undertaking of pertinent professional development courses.
Action Taken
Unit Coordinators have continued to reflect upon, develop and apply their person-centred/humanistic communication and educational practice. In addition, they have engaged in regular peer reviews and de-briefing in order to develop their communication and interpersonal skills.
Source: SUTE
Feedback
Made me think differently about mental health for the res school I attended. He gave me different ways of thinking in my own life as well as treatment for other people with mental health problems. Thank you I think I found where I like to head in my nursing career.
Recommendation
Unit Coordinators will continue to impart their mental health and addiction nursing expertise and NURS12162 content through the application of diverse learning, teaching and assessment philosophies and methods that are underpinned by recognised educational theories. These approaches will endeavour to enhance future graduate nurses' ability to better provide holistic care for patients (consumers) experiencing mental health and comorbid issues in general and dedicated mental health services, and importantly meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail), Three (40%) and Four (60%).
Action Taken
Unit Coordinators have continued to impart their mental health and addiction nursing expertise and NURS12162 content by applying diverse learning, teaching and assessment philosophies and methods underpinned by recognised educational theories. These approaches continue to enhance future graduate nurses' ability to better provide holistic care for patients (consumers) experiencing mental health and comorbid issues in general and dedicated mental health services, and importantly meet the learning outcomes/requirements within Assessment One (Pass/Fail), Two (Pass/Fail) and Three (Pass/Fail).
Source: SUTE
Feedback
I found the teacher was supportive and engaging, always answering questions and guiding us and adapting the ever changing situation and working with us. Unit overall was really well done but found that the reflective assessment may need more guidance on how to do it.
Recommendation
Unit Coordinators will continue to better plan, develop and implement diverse learning, teaching and assessment philosophies and methods that are comprehensible to students from variant cultures, and equally variant learning styles and needs.
Action Taken
Unit Coordinators have continued to better plan, develop and implement diverse learning, teaching and assessment philosophies and methods that are comprehensible to students from variant cultures, and equally variant learning styles and needs.
Source: SUTE
Feedback
I felt assignment 4 was really unfair in the aspect of students were able to pick a situation/consumer if they had placement. Whereas students like myself who had not had placement yet had to pick a video. I felt this was disadvantaging the students as it was not a personal connection or physical interaction. I felt the markers already had a preconceived opinion on what to expect as well. I feel it should have been either the video for all students or a timeframe where all students can pick their own consumer.
Recommendation
Unit Coordinators will discuss with HOC and DDLT the possibility of reducing the number of assessments from four to three due to the excessive assessments in a 6-credit point unit that contains 80 hours of professional experience placement, and changing the grading of Assessment Three (40%) and Four (60%) as well the entire unit to a Pass/Fail.
Action Taken
Unit Coordinators generated a Unit Update Proposal in T2, 2021 - that requested a reduction of unit assessment tasks from 4 to 3, and to change all the unit assessments and the unit to a Pass/Fail. This was discussed with the BN/Head of Couse and Deputy, Dean of Learning and Teaching and Course Committee, and accordingly approved for T3, 2021.
Source: SUTE
Feedback
The set-up of the Moodle page, I prefer weekly tasks set out. Also the amount of assessment tasks. This unit is already a heavy subject with clinical placement, and I found that the written assessment after res school which was pass or fail was unnecessary, perhaps doing that as a weighted assignment and just the reflective essay with aspects of the other essay would be less stressful and put the theory into the practical learnings from this unit.
Recommendation
Unit Coordinators will consider setting up additional weekly tasks in Moodle and discuss with HOC and DDLT the possibility of reducing the number of assessments from four to three due to the excessive assessments in a 6-credit point unit that contains 80 hours of professional experience placement, and changing the grading of Assessment Three (40%) and Four (60%) as well the entire unit to a Pass/Fail.
Action Taken
Unit Coordinators generated a Unit Update Proposal that requested a reduction of unit assessment tasks from 4 to 3, and changing all the unit assessments and the unit to a Pass/Fail. This was discussed with the BN/Head of Couse and Deputy, Dean of Learning and Teaching and Course Committee, and accordingly approved for T3, 2021.
Source: SUTE
Feedback
At the Res School watching the interview for the MSE written assignment was very helpful to see how the professionals deal with mental health consumers and more of this would be very beneficial. This is a very important aspect of nursing and I believe the mental health placement should really be longer than 2 weeks, maybe like 4-5 weeks ideally. Mental health it seems is only going to become a bigger problem so the more educated we students can be in regards to this, the better. Great unit, loved my mental health placement and theory and the unit coordinators are a wealth of knowledge.
Recommendation
Unit Coordinators will continue to enhance the evidence-informed content and learning activities pertaining to the Mental State Examination (MSE) assessment within the 2-Day Residential School. Unit Coordinators will request the Bachelor of Nursing Head of Course (BN-HOC) and Deputy Dean Teaching and Learning (DDLT) to consider increasing the 2-Day Residential School to 3-Days and increasing the duration of the mental health nursing clinical placements from 80 hours to 160 hours.
Action Taken
Nil.
Source: SUTE
Feedback
The coordinators for this unit are by far my favourite that I have come across so far. Steve Haines, Craig Morris and Shunil Raina are absolutely wonderful, they are understanding and understanding of life's difficulties making them amazing teachers and mentors. They are the most approachable, understanding and caring teachers, they have made my mental health unit enjoyable and exciting to learn. A few coordinators from other units need to take notes from these guys in order for a great CQU learning experience is met along with less stressful timelines. I think the res school needs to be a bit longer, but overall it's been my favourite subject so far. I loved it. The unit coordinators were INCREDIBLE.
Recommendation
Unit Coordinators will continue to apply evidence-informed diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused, culturally sensitive and thus enhance individual students’ motivation, commitment and ability to successfully meet the unit requirements and aligned learning outcomes.
Action Taken
Nil.
Source: SUTE
Feedback
This unit has enlightened me and assisted me in understanding Mental Health nursing better and has taught me how to deal effectively with mental health patients in an empathetic way. All teaching staff from MH subject have been very supportive and accommodating to situations I have been going through and with helping my learning. I felt very supported with my learning in this unit and the teachers were very respectful and helpful. I have nothing to fault. Res school was insightful and extremely motivating. I thoroughly enjoyed this unit. I found it incredibly interesting and have gained skills that can be used throughout my nursing career regardless of where I end up in the future. The unit is well thought out and the assignments are very useful in preparing us for real-world mental health nursing scenarios.
Recommendation
Unit Coordinators will continue to develop and ensure the Moodle content/site, the 2-Day Residential School, and unit assessments are underpinned by current evidence-informed educationalist and mental health nursing knowledge and practice skills. Unit Coordinators will develop additional Moodle content such as weekly quizzes to enhance students' comprehension of mental health nursing knowledge and practice skills. This will assist students in completing the unit assessments and attaining the unit learning outcomes, and thus reduce the theory-to-practice void that exists within all mental health nursing and all other nursing disciplines.
Action Taken
Nil.
Source: SUTE
Feedback
Amazing unit and lecturer's, we need more mental health classes if anything. Incredible teachers. This placement unit was one of my favourites yet. The res school allowed me to be myself and express ourselves the way we wanted. I have always been more for being relaxed being yourself. communication plays a huge roll in nursing and this unit allowed us to actually put that therapeutic nursing side into action where clinical placements do not allow that. Our coordinator Craig Morris was very helpful and approachable. Very quick to respond to any queries. He is very knowledgeable in his field. Craig is an amazing teacher. Thank you, Craig. Cannot speak highly enough of Shunil his knowledge & experience that he shared was so valuable to my learning. He was very passionate about the MH field, extremely approachable, supportive & encouraging. I have learnt so much from Shunil & feel this has influenced my interest in furthering my career towards MH nursing.
Recommendation
Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods that are aligned with Pedagogy, Andragogy, Bloom's taxonomy framework, Benner's concept relating to stages of clinical competence and principles of equality, diversity and inclusion. Unit Coordinators will continue to underpin their educationalist practice with recognised educational and mental health nursing theories and practice skills; Australian College of Mental Health Nursing (ACMHN) Standards of Practice and Scope of Practice; NMBA Standards and Codes; ICN Code of Ethics and importantly the CQUniversity Values (Engagement, Can do, Openness, Leadership, Inclusiveness).
Action Taken
Nil.
Unit learning Outcomes

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

  1. Demonstrate adherence to the Nursing and Midwifery Board of Australia (NMBA) standards, codes and guidelines in the physical and psychosocial assessment, planning, implementation and evaluation to support mental health consumers, their carers and their significant others in the simulated and clinical environment.
  2. Apply a trauma-informed, recovery-oriented approach when collaborating with mental health consumers, their carers and significant others.
  3. Undertake comprehensive, holistic and culturally appropriate assessments to appraise plans that are responsive to the nursing needs of people with mental health challenges.
  4. Reflect on ethical, legal and professional issues that may influence the therapeutic relationship with mental health consumers, carers, and significant others.

Content in this unit incorporates a number of professional nursing requirements

Nursing and Midwifery Board of Australia decision-making framework (DMF) - nursing

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

Thinks critically and analyses nursing practice

Engages in therapeutic and professional relationships

Maintains the capability for practice

Comprehensively conducts assessments

Develops a plan for nursing practice

Provides safe, appropriate and responsive quality nursing practice

Evaluates outcomes to inform nursing practice

Nursing and Midwifery Board of Australia Nursing Code of Conduct

Legal compliance

Person-centred practice

Cultural practice and respectful relationships

Professional behaviour

Research in health

Health and wellbeing

International Council of Nursing Code of Ethics for Nursing

Nurses and People

Nurses and Practice

Nurses and the Profession

Nurses and co-workers

National Safety and Quality Health Service Standards

Clinical governance

Partnering with consumers

Preventing and Controlling healthcare-associated infection

Medication safety

Comprehensive care

Communicating for safety

Recognising and responding to acute deterioration

Patient Safety Competency Framework

Person-centred care

Therapeutic communication

Cultural competence

Teamwork and collaborative practice

Clinical reasoning

Evidence-based practice

Preventing, minimising and responding to adverse events

Infection prevention and control

Medication safety

Aged Care Quality Standards

Consumer dignity and choice

Ongoing assessment and planning with consumers

Personal care and clinical care

Services and supports for daily living

Organisation’s service environment

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
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Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
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 10