NURSING 6205HO - Mental Health
Teaching Hospitals - Semester 1 - 2014
General Course Information
Course Code NURSING 6205HO Course Mental Health Coordinating Unit School of Nursing Term Semester 1 Level Postgraduate Coursework Location/s Teaching Hospitals Units 6 Contact A two day workshop and weekly online tutorials Restrictions Available to GradDipAdd&MentalHlth students only Course Description This course will examine the fundamentals of mental illness (depression and other mood disorders, anxiety disorders, psychosis, post traumatic stress disorder, personality disorder etc.), and causes (biochemical, neurological, behavioural, developmental, genetic, social etc.), treatments (pharmacological, psychological, spiritual) and health care models (shared care, acute inpatient, outpatient, public health, community and recovery approaches) which are regarded as current best practice.The course will also examine mental health from the perspective of national, state and local government levels.
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 Demonstrate an understanding of mental health legislation and organisational policies and guidelines relevant to mental health practice. 2 Recognise the features of a range of mental disorders and be able to classify them in accordance with recommended classification systems. 3 Describe the range of interventions including psychosocial and pharmacological approaches in mental health care 4 Discuss the complexities of service responses across sectors 5 Formulate assessment and service responses to complex presentations utilising an interdisciplinary approach 6 Understand the implications for diverse client characteristics including values, beliefs, age and cultural background 7 Integrate the principles of recovery approach in responding to clients 8 Compare and contrast models of interventions 9 Demonstrate the ability to research and utilise the latest evidence
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. 1-2, 8 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2-3, 9 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 3, 6, 9 Skills of a high order in interpersonal understanding, teamwork and communication. 4-5 A proficiency in the appropriate use of contemporary technologies. 8-9 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 9 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4,5,8 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 6-7
Required ResourcesPRESCRIBED TEXTS
Meadows, G, Farhall J, Fossey E, Grigg M, McDermott F & Singh, B 2012, Mental health in Australia: collaborative community practice, 3rd edn, Oxford.
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 ResourcesPsychiatry and Mental Health Nursing
Butcher, JN, Mineka, S & Hooley, JM 2013, Abnormal psychology, 15th edn, Allyn & Baker, NewJersey.
Elder, R, Evans, K & Nizette, D 2012, Psychiatric and mental health nursing, 3rd edn, Mosby Elsevier,Chatswood.
Sadock, BJ & Sadock, VA 2007, Kaplan and Sadock's Synopsis of Psychiatry, 10th edn, Lippincott, Williams & Wilkins.Philadelphia
Blashki, G, Judd, F & Piterman, L 2007, General practice psychiatry, McGraw Hill Education Europe - USA
Bullock, S, Galbraith, A & Manias, E 2007, Fundamentals of pharmacology, 5th edn, Pearson Prentice Hall. French’s Forest NSW
Lehne, R 2013, Pharmacology for nursing care, 8th edn, Saunders Elsevier. St. Louis, Missouri
Usher, K, Foster, K and Bullock, S 2009 Psychopharmacology for Health Professionals Elsevier, Chatswood
Geldard, D & Geldard, K 2012, Basic personal counselling. A training manual for counsellors, 7th edn, Pearson Prentice Hall, Frenchs Forrest, NSW.
Corey, G 2013 Theory and Practice of Counseling and Psychotherapy 9th edn Brooks/Cole Cengage Learning
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.
UNIFIED is your one-stop shop for email, calendar, MyUni and Access Adelaide. It even allows you to search the Library.
UNIFIED is available to all active students; with a single login you can access your student systems and personal information through a central website. Login with your Student ID ("a1234567") and Password.
For more information, including easy to follow instructions visit https://unified.adelaide.edu.au/web/mycampus/home.
Help for Nursing Students
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 mental health.
Throughout this study guide you will encounter activities which will give a greater understanding of the particular topic and its application to Mental Health. These activities will make up part of the assessment for Mental Health
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.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:
Overview of mental health legislation and policy directions
Introduction to the major frameworks in mental health practice such as Recovery Model and consumer involvement.
The basis of therapeutic relationship including working within professional boundaries and participation in clinical supervision.
Comprehensive assessment in mental health practice
Understanding diagnostic classification systems relevant to mental health
Contemporary approaches to intervention including psychopharmacology and psychotherapeutic approaches
Overview of mental health and mental illness across the lifespan
Cross cultural perspectives and considerations in mental health practice.
Description of the contexts and organisation of mental health services and cross sector collaborations
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 Fomative NGP 1, 3 Portfolio Activities Formative/Summative 60% All Presentation 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
Presentation & Briefing paper
You will be required to develop and deliver a short presentation to your fellow students via the Online Classroom. These will be scheduled from Week 3 - 12
The topic of the presentation will be selected from content relevant to this course in negotiation with the Course co ordinator. A briefing paper is to be submitted to the co ordinator prior to your presentation.
Length 3000 word equivalent Weighting : 40% Due Week 3 - 12
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 – 4500 words Weighting 60% Due Week 6 & 12
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 20% Structure (15%)
• Introduces the topic of the presentation
• The briefing paper is structured in a logical sequence so that the content flows (headings may be used to develop the structure)
• The paper ends with a brief cogent, defendable conclusion that summarises the discussion within the body
Writing style (5%)
• The paper is written with clear sentence structure and the spelling and grammar are correct
Content 70% • The briefing paper summarises the topic/issue adequately
• The content has clear links to contemporary nursing theory and clinical practice
Referencing 10% • the referencing style used throughout the paper is congruent with the Discipline’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 Discipline’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 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 25% • Introduces the topic and states aims of the presentation.
• Clearly describes the way in which the presentation will proceed
• The presentation is structured in a logical sequence so that the content flows.
• The presentation ends with a brief cogent, defendable conclusion that summarises the discussion within the presentation.
• The time for the presentation is managed well, allowing adequate time for questions/debate at the conclusion of the presentation.
Content and Critical Analysis 60% Content (30%)
• The presentation has covered the topic sufficiently.
• The presentation content has clear links to contemporary theory and practice.
• The student's presentation demonstrates a depth of understanding of the topic and associated significant issues.
Critical analysis (30%)
• The presentation demonstrates a high degree of critical thought and insight by:
• providing justification/rationale for the discussion
• demonstrating they have reflected on the complex issues surrounding the topic
• discussing the topic from differing perspectives, thereby providing a balanced discussion
Discussion and Presentation Style 15% • Material is presented in an interesting manner.
• The student uses learning resources appropriately.
• The group's interest is maintained by the student.
• The student:
• is audible
• responds to questions in an appropriate fashion
• leads an interactive discussion that challenges the group to issues related to their nursing practice
Final results for this course will be made available through Access Adelaide.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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- Student Grievance Resolution Process
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