NURSING 6204 - Co-Existing Addiction and Mental Health Disorders

North Terrace Campus - Semester 2 - 2025

This course will examine the scientific basis of addiction, mental health and related comorbidities. Issues to be discussed include; comparative epidemiology, national mental health and drug and alcohol policy, integrated systems for evidence-based interventions and the need for a holistic philosophy of practice. The first part of the course provides the background by giving an overview of comorbidity. We examine the concepts and theories underpinning the coexistence of addiction, mental illness and other coexisting disorders in an individual and present them in worldwide and local contexts. The second part of the course deals with comorbidity in the areas of Aboriginal and Torres Strait islander and migrant cultures, adolescence, pregnancy and childbirth, forensics, defence forces and other specialised areas. We examine best practice for service providers and practitioners to provide effective therapeutic interventions and coordinated approaches.

  • General Course Information
    Course Details
    Course Code NURSING 6204
    Course Co-Existing Addiction and Mental Health Disorders
    Coordinating Unit Adelaide Nursing School
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Fortnightly Online Tutorials
    Available for Study Abroad and Exchange N
    Prerequisites NURSING 6205
    Restrictions Graduate Diploma in Addiction & Mental Health or Master of Nursing Science
    Assessment Online quiz, learning portfolio, essay
    Course Staff

    Course Coordinator: Dr Andrea Gordon

    Course Coordinator: Andrea Gordon
    Phone: +61 8 8313 5983
    Email: andrea.gordon@adelaide.edu.au
    Location: Rm 311, Level 3, Helen Mayo South
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Discuss the theoretical explanations of comorbidity.
    2 Describe the epidemiology and policies related to comorbidity on a National level
    3 Outline the service models and approaches for persons with comorbid conditions
    4 Contrast therapeutic interventions that are suitable for responding to comorbid conditions.
    5 Recommend service models appropriate for assessment and care of comorbidity
    6 Demonstrate flexible approaches when responding to clients from diverse backgrounds and social circumstances
    7 Demonstrate the ability to research and utilise the latest evidence relevant to comorbidity
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1-7

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1,2,7

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    3,6

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    2,5

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    6,7

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    5,6

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    5,7

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    4,5
  • Learning Resources
    Required Resources

    Reader
    The readings for this course are available electronically via MyUni.
    Please note: it is your responsibility to organise printing should you prefer a hard copy of readings.
    Online Learning

    All students enrolled in the postgraduate coursework courses will have access to a Discussion Page on MyUni. If you would like the opportunity to network with other students, you can use these pages for broader communication and discussion on course content. Alternatively, the Communication features in on MyUni can also be used to converse directly with your peers. 

    All notes, resources manuals and papers for content and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course offers flexibility and is designed for distance learning, but students should attempt to work through material on a weekly basis through self-directed learning. Each week will focus on one topic, with the topics supported through readings and interactive activities designed to test and consolidate your knowledge and develop skills to critique literature discussed. Each topic has been designed to provide you with a deeper understanding of comorbidity.

    Throughout this study guide you will encounter activities which will give a greater understanding of the particular topic and its application to Co existing Addiction and Mental Health conditions. These activities will make up part of the assessment for Co existing Addiction and Mental Health
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Co existing Addiction and Mental Health is a 6 unit course within the Graduate Diploma of Addiction and Mental Health. It is expected that your own private learning and completion of activities will be in the order of 24 hours per week.
    Learning Activities Summary
    The course content will include the following:
    1. Epidemiology of comorbidity
    2. Overview of policy frameworks in comorbidity
    3. Comorbidity substance use and anxiety disorders
    4. Comorbidity substance use and depressive disorders
    5. Comorbidity substance use and personality disorders
    6. Comorbidity substance use and bipolar and eating disorders
    7. Comorbidity substance use and post traumatic distress disorders
    8. Comorbidity in the pregnancy and the perinatal period
    9. Comorbidity in Indigenous and multicultural populations
    10. Comorbidity for homeless persons and those living in rural communities
    11. Comorbidity across the lifespan
    12. Physical comorbidities
    13. Gambling
    14. Consumer focussed perspectives
    15. Service models for comorbidity
    16. Collaborative practice in comorbidity
    Specific Course Requirements
    There are no requirements for clinical placement for this course
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Online Quizzes (x2) Summative 10% 1-4
    Portfolio Activities: Part 1 Summative 20% All
    Portfolio Activities: Part 2 Summative 30% All
    Comorbidity Essay Plan Summative 10% All
    Comorbidity Essay Summative 30% All
    Assessment Related Requirements

    Please be aware of the University rules about originality of work and plagiarism. Severe penalties apply for students who commit intentional or unintentional plagiarism. Therefore, ample information is available to teach you about originality or work and correct attribution of work to others. Learning how to express your own opinion and building an argument using research from others will be an important part of the course.

    Assessment Detail

    Online Quizzes

    Assessment Type: Summative

    Online quizzes will be provided on MyUni throughout the semester. These assignments are summative, and covered key concepts discussed during the course. The three quizzes will be delivered at the end of key modules to ensure understanding of foundational elements before progressing to new content.

    Word length: --                                            Weighting: 10%

     

    Portfolio Activities: Part 1

    Assessment Type: Summative

    Portfolio activities are provided throughout the semester. These activities will consist of a set of questions that build on the concepts covered that week which require students to review, research and synthesise their understanding of the topics into essay-like responses. Students are required to complete these activities and submit as an assessment in two parts. Part 1 consists of Portfolio Activities from Weeks 1-8 covering the topics of addiction with multiple mental health disorders. Activities will require engagement with online resources. Portfolio activities must be submitted as a single document as outlined below.

    Word length: 1500 words                         Weighting: 20%

     

    Portfolio Activities: Part 2

    Assessment Type: Summative

    Portfolio activities are provided throughout the semester. Part 2 consists of Portfolio Activities covering content from Weeks 9-12. Activities will require engagement with online resources. Portfolio activities must be submitted as a single document as outlined below.

    Word length: 2000 words                         Weighting: 30%

     

    Comorbidity Essay Plan

    Assessment Type: Summative

    The essay will investigate the implications of healthcare in the instance of patients with comorbidities of addiction and mental health disorder. The essay will investigate a chosen addiction and comorbidity and outline and discuss from of the key barriers to treatment, ranging from the individual to the professional perspectives, to accessibility and bias. The plan is designed to engage students with the topic early in the semester and provide an opportunity for students to received feedback on their chosen topics. Plans must be submitted through MyUni as a word document.

    Word length: 500                                        Weighting: 10%

     

    Comorbidity Essay

    Assessment Type: Summative

    The essay will investigate the implications of healthcare in the instance of patients with comorbidities of addiction and mental health disorder. The essay will investigate a chosen addiction and comorbidity and outline and discuss from of the key barriers to treatment, ranging from the individual to the professional perspectives, to accessibility and bias. Final essays must be submitted through MyUni as a word document.

    Word length: 2000                                     Weighting: 30%

    Submission

    Assignments are to be submitted electronically through Turnitin via Assignments in MyUni on the due date specified in the Course Timetable. Turnitin assesses the originality of submitted works; this can also be used prior to submission to review work by students. Instructions for assignment submission are available for all students on the course page.

    Assessments must be submitted as a .doc, .docx unless otherwise specified. It is also important to submit your file under your name and ‘a’ number.


    Late Submission

    Submission deadlines are set at the start of the course; strict penalties apply for late submissions.

    Plagiarism

    Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Plagiarism
    Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/. The following definitions should be noted.

    Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
    Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
    Paraphrasing: repeating a section of text using different words which retain the original meaning.
    Please note: changing just a few words does not constitute paraphrasing.


    Marking Guide
    Portfolio
    Structure and Presentation 20%
    Structure (15%)
    Each section of the portfolio is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the portfolio).

    Where appropriate introduces/outlines/situates the activity/discussion.

    Where appropriate each section of the portfolio ends with a cogent, defendable conclusion that summarises the discussion within the body of the paper.

    Writing Style (5%)

    The portfolio is written with clear sentence structure and the spelling and grammar are correct.
    Content 70%
    Demonstrates an understanding of the activities/discussions chosen by identifying the main components/issues/focus of the topic area.

    Provides evidence of support from contemporary literature to support argument/points of view.

    Where appropriate for the activity demonstrates critical thought.

    Has completed all activities/ discussion points.
    Referencing 10%
    The referencing style used throughout the summary paper is congruent with the School’s Student Handbook and Style Guide.

    The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s Student Handbook and Style Guide.

    The references cited are contemporary (i.e. less than 10 years old unless seminal papers).

    Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source).

    There is evidence in the summary paper that the student has searched widely for information related to the topic/issue.

    The student has acknowledged all sources of information.

    Direct quotations are only used to make crucial points or to support the discussion/argument.

    Essay
    Structure and Writing Style 25%
    Introduces/outlines/situates the topic of the essay. Satisfies minimum standard
    Clearly describes the way in which the essay will proceed. Satisfies minimum standard
    The essay is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper). Fails Mimimum Standard
    The essays end with a cogent, defendable conclusion that summarises the discussion within the body of the paper. Fails Mimimum Standard
    The essay is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct. Adequate Skills
    Content 30%
    The essay question has been answered or the topic/issue has been discussed. Scant knoweldge of topic
    The essay content has clear links to contemporary nursing practice. Adequate links with contemporary practice
    The student’s paper demonstrates a depth of understanding of the topic and significant issues. Fails Mimimum Standard
    Critical Analysis 30%
    Provides a justification/rationale for the argument/discussion No evidence of ability to construct an argument
    Demonstrates reflection on the complex issues surrounding the topic/question Some evidence of reflection
    Discussed the topic from differing perspectives, thereby providing a balanced argument/discussion. Some evidence of balanced argument     
    Referencing 15%
    The referencing style used throughout the summary paper is congruent with the School Academic Manual. Somewhat congruent with School Academic Manual
    The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual. Minor inaccuracies
    The references cited are contemporary (i.e. less than 10 years old unless seminal papers). few > 10 years
    Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source). No secondary references
    There is evidence the student has searched widely for information related to the topic/issue. Little evidence of searching widely
    The student has acknowledged all sources of information. Little acknowledgement of sources
    Direct quotations are only used to make crucial points or to support the discussion/argument. Many direct quotations
    Total:

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    NA due to student numbers
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.