NURSING 6205 - Mental Health

North Terrace Campus - Semester 1 - 2016

The course information on this page is being finalised for 2016. Please check again before classes commence.

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.

  • General Course Information
    Course Details
    Course Code NURSING 6205
    Course Mental Health
    Coordinating Unit School of Nursing
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Weekly online tutorials
    Available for Study Abroad and Exchange N
    Restrictions Available to GradDipAdd&MentalHlth and MNursSc 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 Staff

    Course Coordinator: Ms Patricia Mead

    Course Coordinator: Pat Mead
    Phone: +61 8 8313 4877
    Email: patricia.mead@adelaide.edu.au
    Location: Level 3, Eleanor Harald Building, North Terrace

    School Office
    Phone: +61 8 8313 3595
    Email: nursing.studentliason@adelaide.edu.au
    Location: Level 3, Eleanor Harald Building, North Terrace
    Course Timetable

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

  • Learning Outcomes
    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

    No information currently available.

  • Learning Resources
    Required Resources
    PRESCRIBED TEXTS
    Meadows, G, Farhall J, Fossey E, Grigg M, McDermott F & Singh, B 2012, Mental health in Australia: collaborative community practice, 3rd edn, Oxford.

    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 the reader.
    Recommended Resources
    Psychiatry 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

    Pharmacology

    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

    Counselling

    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 Learning
    Virtual 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.

    MyUni
    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
    http://unified.adelaide.edu.au/
    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.

    Library Resources
    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 Modes
    The 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
    Workload

    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 Summary
    The 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 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 Quiz Fomative NGP 1, 3
    Portfolio Activities Formative/Summative 60% All
    Presentation Summative 40% All
    Assessment Detail
    Assessment 1
    Online Quiz
    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

    Assessment 2
    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

    Assessment 3
    Portfolio activities
    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
    Submission
    Assessments, 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.

    Information on avoiding Plagiarism is available at www.adelaide.edu.au/clpd/plagiarism/.
    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 Guides
    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.


    Briefing Paper
    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.


    Presentation
    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.

  • 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.

  • 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.