NURSING 7103 - Art and Science of Mental Health

North Terrace Campus - Semester 2 - 2016

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

Mental health nursing uses the study of human behaviour as its science and the purposeful use of self as its art. Yet it is practiced as a craft. This course introduces you to the science of mental health nursing. We examine in detail the history of mental health, classification, assessment and diagnoses, psychopharmacology and major mental health diagnosis. This course also introduces you to the art of mental health nursing. We examine in detail the recovery approach, care across the lifespan, mental health settings as therapy, Aboriginal and Torres Strait islander and cross cultural perspectives, case management and population approaches. The material will guide students to explore the range of, 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. A strong theme throughout is the recovery approach and consumer involvement.

  • General Course Information
    Course Details
    Course Code NURSING 7103
    Course Art and Science of Mental Health
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact A two day workshop and weekly online tutorials
    Available for Study Abroad and Exchange N
    Prerequisites 7104 Introduction to Mental Health
    Course Description Mental health nursing uses the study of human behaviour as its science and the purposeful use of self as its art. Yet it is practiced as a craft. This course introduces you to the science of mental health nursing. We examine in detail the history of mental health, classification, assessment and diagnoses, psychopharmacology and major mental health diagnosis. This course also introduces you to the art of mental health nursing. We examine in detail the recovery approach, care across the lifespan, mental health settings as therapy, Aboriginal and Torres Strait islander and cross cultural perspectives, case management and population approaches. The material will guide students to explore the range of, 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. A strong theme throughout is the recovery approach and consumer involvement.
    Course Staff

    Course Coordinator: Ms Patricia Mead

    Course Coordinator: Pat Mead Phone: +61 8 8313 4877Email: patricia.maed@adelaide.edu.auLocation: Level 3, Eleanor Harrald Building, RAHSchool OfficePhone: +61 8 8313 3595Level 3, Eleanor Harrald Building, RAH
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Review the historical foundations of psychiatry and mental health nursing in Australia
    2 Identify the categories of mental disorders according to the classification system used in clinical practice
    3 Describe the nursing implications of pharmacological interventions in mental health practice
    4 Compose a comprehensive mental health nursing assessment
    5 Compare and select the appropriate interventions when developing a nursing care plan for mental health practice
    6 Construct assessment and care plans in collaboration with consumers to address their individual needs, including but not limited to cultural background
    7 Evaluate the merits of the different care settings for mental health care
    8 Differentiate the roles and contributions for members of the multi disciplinary team
    9 Utilise research and evidence as the basis for clinical practice.
    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Required Resources
    Text
    Meadows, G, Farhall J, Fossey E, Grigg M, McDermott F & Singh, B 2013, Mental health in Australia: collaborative community practice, 3rd edn, Oxford.

    Nizette, D, McAllister, M and Marks, P 2013 ‘Stories in Mental Health’ Elsevier NSW

    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
    Psychiatric Mental Health Nursing
    Procter, N, Hamer, HP, McGarry, D, Wilson, RL and Froggatt, T 2014 Mental Health – A person centred approach Cambridge University Press Melbourne Australia

    Edward, K, Munro, I, Robins, A & Welch, A (eds) 2011 Mental Health nursing: dimensions of praxis. South Melbourne, Vic. : Oxford University Press

    Norman, I & Ryrie, I 2004, The art and science of mental health nursing. a textbook of principles and practice, Open University Press.

    Abnormal Psychology

    Butcher, JN, Mineka, S & Hooley, JM 2012, Abnormal psychology 15th Edition, Allyn and Baker.

    Durand, VM and Barlow, DH 2013 Essentials of Abnormal Psychology 6th ed Wadsworth Cengage Learning CA

    Pharmacology

    Usher, K, Foster, K & Bullock, S 2009 Psychopharmacology for Health Professionals Mosby Elsevier
    Edward, K & Alderman,C 2013 Psychopharmacology – Context and Practice Oxford Press(Text for 7104EX Introduction to Mental Health)

    Bullock, S, Galbraith, A & Manias, E 2007, Fundamentals of pharmacology, 5th edn, Pearson Prentice Hall.

    Lehne, R 20120, Pharmacology for nursing care, 8thedn, Saunders Elsevier.

    Drug and Alcohol Addiction
    Rassool, H 2008 Alcohol and Drug misuse: A Handbook for Students and Health Professionals Routledge

    Cooper, DB 2011 Mental Health – Substance use – Practice Radcliffe Publishing

    Counselling

    Geldard, D & Geldard, K, Basic Personal Counselling. A training manual for counsellors, 6th edn, Pearson Education, Australia. (Text for 7150EX Counselling & Comorbidity)

    Corey, G 2013 Theory and Practice of Counselling and Psychotherapy 9th ed Brooks/ Cole Cengage Learning (Text for 7150EX Counselling & Comorbidity)

    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 each Friday from 1000-1100 during this semester. Some information on the VC should have been provided to you, you need to familiarise yourself with this technology to become reasonably comfortable with using it prior to the start of the semester.

    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 blended learning including self-directed learning, online tutorials and workshops. 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.

    Online tutorials will be conducted via the Virtual Classroom. All students are expected to log on and participate in the discussion. The tutorial will address the week’s readings and activities.
    Attendance at face to face workshops (2 days) is an integral part of this course.

    Each topic has been designed to provide you with a deeper understanding of the theory required to underpin the holistic client-centred care of a person with a mental health problem. It also aims to build on knowledge already acquired, encourage you to research and examine the literature in the area of mental health nursing and look for evidence based practice to further support and evaluate the care provided to the person with a mental health problem, their families and friends.
    Throughout this study guide you will encounter activities which will give a greater understanding of the particular topic and its application to mental health nursing. These activities will make up part of the assessment for Art and Science of Mental Health.

    Employment in the mental health setting complements the theory based learning and provides the development of clinical practice with support of a mentor / facilitator.
    Workload

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

    Art & Science of Mental Health is a 6 unit course within the Masters Nursing Science (Mental Health, Nursing) - Stage 1. The Virtual Classroom tutorial is one hour in length. It is expected that you will need to invest about 24 hours per week of study to successfully complete this course. This includes all study activities, virtual classroom attendance and activities, readings and assessment. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.
    Learning Activities Summary
    The course content will include the following:
    Historical overview of psychiatry and mental health nursing
    Description of the principles of mental health nursing including clinical supervision
    Recovery approach to care – its description and application in practice
    Examine groups mental disorders including their defining criteria, aetiology and mental health nursing care implications
    Consider specific population groups including children, adolescents and older persons and the considerations for those age groups
    Explore flexible approaches when working with clients from diverse cultural backgrounds including Indigenous Australians and multicultural origins.
    Describe the response to clients with specific needs including those with forensic issues or intellectual disability
    Appraise the settings where mental health care are provided
    Identify the members of the interdisciplinary team and their contributions
    A strong theme throughout is the recovery approach and consumer involvement.
    Specific Course Requirements
    Students are required to be working a minimum of 0.6FTE in a mental health setting. The completion of Clinical Skills Assessment will be supported by workplace facilitators / preceptor / mentor. The completed clinical skills book will form part of the assessment – Non Graded Pass is required
  • 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 Formative NGP 1-3
    Presentation – Part A
    Presentation – Part B
    Summative 40% 1-9
    Eassay - Case Study Summative 40% 2-9
    Clinical Skills Assessment Summative 20% 2-9
    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 during the face to face workshops. The topics and schedules of these will be negotiated with the Course Co ordinator.
    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 6 – briefing paper                                                                                                                      & Week 10 - Presentation

    Assessment 3

    Essay - Case Study
    You will be required to develop a case study from your clinical work. It will be an academic paper and so reflect your consultation with contemporary literature.
    Length – 3000 words                   Weighting: 40%                       Due – Week 11

    Assessment 4
    Clinical Skills Assessment Workbook
    In collaboration with your facilitator / preceptor / mentor in your workplace, you will identify goals to guide and monitor the development of clinical practice.
    You will be required to submit the completed workbook which will include self assessment as well as assessment and comments from your workplace preceptor / facilitator / mentor.
    Length 1500 word equivalent         Weighting : 20%                    Due Week 13
    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.

    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/.
    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.

    Marking Guides
    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 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

    • 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


    Case Study
    Structure and Writing Style 25%
    Structure (15%)
    • Introduces the patient focus of the study.

    • Clearly describes the way in which the case study will proceed (follows the suggested outline within the Study guide).

    • The case study is structured according to the suggested outline with headings used to indicate the sections.

    • The case study summarises the case details and identifies the key components that support the argument that this is an episode of inadequate or high quality care/ assessment.

    • The case study summarises the case details and makes recommendations are made for enhancement of care (if applicable).

    Writing style (10%)
    • The case study is written with clear sentence structure, clarity of argument, precision of expression and the spelling and grammar are correct.
    Content and Critical Analysis 60%
    Content (30%)
    • The case study has been presented logically.

    • The case study’s content has clear links to contemporary nursing practice.

    • The student’s paper demonstrates a depth of understanding of the topic and related nursing issues.
    • Confidentiality has been maintained.

    Critical analysis (30%)
    • The case study demonstrates a high degree of critical thought and insight into the patient's condition and nursing care provided by:
         • providing a justification/rationale for the argument/discussion (or analysis) pertaining to nursing care and related to evidence based practice
         • demonstrating they have reflected on the complex issues surrounding the nursing care
         • discussing the nursing care from differing perspectives, thereby providing a balanced argument/discussion.
    Referencing 15%
    • The referencing style used throughout the paper is congruent with the 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.

    • 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).

    • 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.

    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
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