Course Coordinator:Christine Palmer (cpalmer1@usc.edu.au) School:School of Health - Nursing
UniSC Sunshine CoastUniSC Moreton BayUniSC CabooltureUniSC Fraser CoastUniSC GympieSCHI |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course you will gain an understanding of the broad range of factors integral to mental health and mental illness and mental health as a global, national and regional priority. You have the opportunity to integrate theory and develop skills related to mental health promotion with a focus on individuals and/or families experiencing mental health concerns or a mental illness. You will explore and apply therapeutic communication skills, mental health assessment tools, and clinical management plans. The focus will be interdisciplinary using a person-centered recovery paradigm.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Tutorial/Workshop 1 – On campus workshop | 5hrs | Week 1 | 4 times |
Learning materials – Online asynchronous learning and teaching materials. Student support via 1 hour Zoom sessions that are offered 2 times per week in non-Workshop weeks (weeks 5-8). | 5hrs | Week 1 | 8 times |
Evolution of mental health care
Impact of mental illness on individuals/families and Aboriginal and Torres Strait Islander peoples.
Recovery-oriented and trauma-informed approaches to care.
Mental State Examination and Risk Assessment.
Stress/distress and the management of stress; Childhood trauma; Intimate Partner Violence; Challenging behaviours.
Anxiety; Depression; Substance-Related and Addictive Disorders; Schizophrenia Spectrum and other Psychotic Disorders; Trauma & Stressor-Related Disorders; Personality Disorders.
Contemporary approaches to community and online mental health care.
300 Level (Graduate)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Competencies from multiple Professional Bodies (see below) * | |
1 | Demonstrate an understanding of the factors that contribute to the development of mental illness in individuals and the key elements of recovery and trauma informed practice as a model of person-centred mental health care. | Knowledgeable |
1.1, 1.2, 1.6, 2.3, 2.4, 3.1, 3.2, 3.4, 3.7, 4.1, 4.1, 4.2, 4.3, 4.4, 5.3.e, 5.3.f, 5.6.b, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.1, 7.1, 7.2, 7.3 |
2 | Demonstrate the ability to utilise mental status assessment skills to identify mental illness and apply clinical reasoning skills to a variety of complex mental health situations and cultural contexts. |
Knowledgeable Engaged |
1.1, 1.1, 1.3, 1.3, 1.7, 2.1.f, 2.5, 2.6, 3.1, 3.2, 3.6, 3.7, 3.8, 4.1, 4.1, 4.2, 4.2, 4.3, 4.4, 5.3.f, 5.6.c |
3 | Critically reflect on the role that ethical practice can play in the reduction of stigma at an individual, social and political level. | Ethical |
1.2, 1.2, 1.4, 1.4, 1.5, 1.5, 1.7, 2.1, 2.1, 2.2, 2.2, 2.3, 2.3, 2.4, 2.8, 3.4.b, 3.2, 3.4, 5.3.e, 5.6.b, 5.6.c, 7.3 |
4 | Describe the key elements of recovery-informed practice as a model of person-centred mental health care. | Knowledgeable |
5, 6.1 |
5 | Apply principles and practices of academic writing and referencing. | Knowledgeable |
3.3.d
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6 | Apply ethical use of intellectual property. | Ethical |
4.7.b, 5.3.b |
CODE | COMPETENCY |
Nursing and Midwifery Board of Australia | |
1.1 | The RN accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice |
1.2 | The midwife accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality midwifery practice |
1.3 | The midwife uses health assessment and health education to support birth and reproductive health, and minimise the potential for complications |
1.4 | The midwife undertakes ongoing processes of reflection to ensure professional judgements acknowledge how personal culture impacts on practice |
1.5 | The midwife supports access to maternity care for the woman |
1.6 | The RN maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations |
1.7 | The midwife identifies and promotes the role of midwifery practice and the midwifery profession in influencing better health outcomes for women |
2.1 | The midwife supports the choices of the woman, with respect for families and communities in relation to maternity care |
2.2 | The midwife partners with women to strengthen women’s capabilities and confidence to care for themselves and their families |
2.3 | The RN recognises that people are the experts in the experience of their life |
2.4 | The RN provides support and directs people to resources to optimise health related decisions |
2.5 | The midwife practises cultural safety that is holistic, free of bias and exposes racism |
2.6 | The midwife practises in a way that respects that family and community underpin the health of Aboriginal and/or Torres Strait Islander Peoples |
2.8 | The midwife participates in and/or leads collaborative practice |
3.1 | The RN considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice |
3.2 | The RN provides the information and education required to enhance people’s control over health |
3.4 | The midwife contributes to a culture that supports learning, teaching, knowledge transfer and critical reflection |
3.6 | The midwife uses relevant processes to identify, document and manage complexity and risk |
3.7 | The RN identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people |
3.8 | The midwife considers and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice |
4.1 | The midwife works in partnership to determine factors that affect, or potentially affect, the health and wellbeing of women, communities and populations |
4.2 | The RN uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice |
4.3 | The RN works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral |
4.4 | The RN assesses the resources available to inform planning |
5 | Standard 5: Develops a plan for nursing practice |
5.1 | The RN uses assessment data and best available evidence to develop a plan |
5.2 | The RN collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons |
5.3 | The RN documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes |
5.4 | The RN plans and negotiates how practice will be evaluated and the time frame of engagement |
5.5 | The RN coordinates resources effectively and efficiently for planned actions |
6.1 | The midwife actively contributes to quality improvement and research activities |
7.1 | The RN evaluates and monitors progress towards the expected goals and outcomes |
7.2 | The RN revises the plan based on the evaluation |
7.3 | The RN determines, documents and communicates further priorities, goals and outcomes with the relevant persons |
Paramedicine Board of Australia | |
2.1.f | Identify and effectively manage communication barriers, including anxiety and stress, specific to individual patients and/or carers. |
3.4.b | Critically reflect on personal strengths and limitations to identify learning and development required to improve and adapt professional practice. |
3.3.d | Demonstrate a level of skill in the use of information technology appropriate to their practice. |
4.7.b | Share knowledge with colleagues. |
5.3.e | Understand psychological and social factors, including intergenerational trauma that impact and influence an individual in health and illness. |
5.3.f | Understand the clinical sciences underpinning paramedic practice, including physiological, pharmacological, behavioural and functional. |
5.6.b | Demonstrate sensitivity to the factors which shape lifestyle that may impact on the individual’s health and affect the interaction between the patient and registered paramedic. |
5.6.c | Utilise knowledge, reasoning and problem-solving skills to determine appropriate judgements and actions. |
5.3.b | Understand the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
NUR141 or NUR117 or HLT207 or PAR103
Not applicable
PAR341 or NUR301
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Short quizzes will provide early feedback in weeks 2 and 3.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Quiz/zes | Individual | 10% | Students will complete a multi-choice quiz in week 2 (covering workshop 1 content) and again in week 3 (covering workshop 2 content). Quizzes will be 15 minutes in duration and will be held in-class during the workshops. |
Refer to Format | Online Test (Quiz) |
All | 2 | Written Piece | Individual | 40% | 2000 words |
Week 5 | Online Assignment Submission with plagiarism check |
All | 3 | Written Piece | Individual | 50% | 2000 words |
Week 8 | Online Assignment Submission with plagiarism check |
All - Assessment Task 1:Quizzes | |||||||
Goal: | Review the content covered in modules 1 and 2. |
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Product: | Quiz/zes | ||||||
Format: | MCQ quizzes. |
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Criteria: |
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Generic Skills: | Problem solving, Organisation |
All - Assessment Task 2:Mental State Examination Workbook | ||||||||||||||||
Goal: | To apply a mental state examination to a person with a mental illness who is being interviewed by a health professional |
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Product: | Written Piece | |||||||||||||||
Format: | You will observe a video in which a person with a mental illness is interviewed by a health professional. You will then provide short responses in a workbook that assesses your application of knowledge of the mental state examination. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Applying technologies |
All - Assessment Task 3:Critical exploration of a mental disorder | |||||||||||||||||||
Goal: | To critically explore a selected mental disorder. |
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Product: | Written Piece | ||||||||||||||||||
Format: | Choose one of the mental disorders listed on Canvas. Critically explore the chosen disorder and determine best practice interventions for a person experiencing the disorder. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Information literacy |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
N/A
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
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