NURSING 6204HO - Co-Existing Addiction and Mental Health Disorders
Teaching Hospitals - Semester 2 - 2015
General Course Information
Course Code NURSING 6204HO Course Co-Existing Addiction and Mental Health Disorders Coordinating Unit School of Nursing Term Semester 2 Level Postgraduate Coursework Location/s Teaching Hospitals Units 6 Contact Weekly online tutorials Available for Study Abroad and Exchange N Prerequisites 6205HO Mental Health Restrictions Available to GradDipAdd&MentalHlth students only Course Description .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.
Course Coordinator: Dr Morgan NewmanCourse Coordinator: Cheryl Green
Phone: +61 8 8313 4877
Location: Level 3, Eleanor Harald Building, North Terrace
Phone: +61 8 8313 3595
Location: Level 3, Eleanor Harald Building, North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Discuss the theoretical explanations of comorbidity. 2 Describe the epidemiology and policies related to comorbidity on 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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-7 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 4, 6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4-6 Skills of a high order in interpersonal understanding, teamwork and communication. 5-6 A proficiency in the appropriate use of contemporary technologies. N/A A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 5, 7 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 5-6 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6
Required ResourcesBaker, A & Velleman, R 2007, Clinical handbook of co-existing mental health and drug and alcohol problems, Routledge, London and New York.
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 the reader.
Recommended ResourcesAllsop, S 2008, Drug use and mental health. Effective responses to co-occurring drug and mental health problems, IP Communications, Melbourne.
Marsh, A, Dale, A and O’Toole, S 2013, Addiction Counselling – Content and Process, 2nd edn, IP Communications, Victoria, Australia.
Note: You are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material covered within this course and you are encouraged to have a look at them.
Online LearningVirtual Classroom
The virtual classroom (VC) technology will be used for lectures and tutorial discussions on a weekly basis during this semester. Some information on the VC will be provided in the Study Guide, you need to familiarise yourself with this technology to become reasonably comfortable with using it prior to the start of the semester.
Each week a one hour tutorial will be conducted via the Virtual Classroom. All students are expected to log on and participate. The tutorial will address the week’s readings, activities and provide a forum for discussion between students on their experiences related to their studies.
All students enrolled in a postgraduate coursework nursing program have access to the School of Nursing – Postgraduate Coursework Student Centre on MyUni. If you would like the opportunity to network with other students, you can use the Communication features in the site. This site will also feature information about the latest news and events at the School of Nursing.
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The University of Adelaide Library has a website to help nursing students use the library and its resource (www.library.adelaide.edu.au/guide/med/nursing).
Remote student library service
The University of Adelaide Library provides a document delivery and loans service to non-metropolitan students who do not visit a University of Adelaide campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).
Learning & Teaching Activities
Learning & Teaching ModesThe course is in the format of self-directed learning. You will be provided with a series of topics in the course and you will address these topics through readings and activities. Interactive activities have been designed to test and consolidate your knowledge and to assist in developing skills to critique the literature reviewed. 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
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. The Virtual Classroom tutorial is one hour in length and it is expected that your own private learning and completion of activities will be in the order of 24 hours per week.
Learning Activities SummaryThe course content will include the following
Epidemiology of comorbidity
Overview of policy frameworks in comorbidity
Comorbidity substance use and anxiety disorders
Comorbidity substance use and depressive disorders
Comorbidity substance use and personality disorders
Comorbidity substance use and bipolar and eating disorders
Comorbidity substance use and post traumatic distress disorders
Comorbidity in the pregnancy and the perinatal period
Comorbidity in Indigenous and multicultural populations
Comorbidity for homeless persons and those living in rural communities
Comorbidity across the lifespan
Consumer focussed perspectives
Service models for comorbidity
Collaborative practice in comorbidity
Specific Course RequirementsThere are no requirements for clinical placement for this course
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Online Quiz Formative NGP 1-2 Portfolio Activities Summative 60% All Essay Summative 40% All
Assessment DetailAssessment 1
An online Quiz will be provided on MyUni.
This assessment is formative. It will have no marks assigned, however it will be marked and feedback will be provided to assist you in developing skills for future assessments.
Length – N/A Weighting – Non Graded Pass Due - Week 3
Portfolio Activities are included in the Study Guide from Week 3 – Week 12. You are required to complete these activities each week and submit as assessment in two parts Part A in Week 6 and Part B in week 13.
Some activities will require completion through participation in online tutorials through the Semester.
Length – 5000 words Weighting 60% Due - Week 6 & 12
You will be required to develop a paper to demonstrate your understanding of the nature of comorbidity and appropriate service responses.
Further details will be available within the Study Guide.
Length – 2500 words Weighting: 40% Due – Week 13
SubmissionAssessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/.
An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.
An Assignment Coversheet must be submitted with each assessment. The coversheet should be the first page of your assessment. A word version of the Assignment Coversheet is available to download at www.health.adelaide.edu.au/nursing/students/resources. The Plagiarism Statement must be signed and dated for your assessment to be marked (please note the details stated on the Assignment Coversheet). More information on avoiding Plagiarism is available at www.adelaide.edu.au/clpd/plagiarism/.
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.
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.
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.
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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.
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