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NRSG263_Extended Unit Outline_FINAL DRAFT_ © Australian Catholic University 2021
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FACULTY OF HEALTH SCIENCES
School of NURSING, MIDWIFERY & PARAMEDICINE
National Unit Outline
SEMESTER 1 2021
NRSG263: Principles of Mental Health Nursing
Credit points: 10
Prerequisites/incompatibles: Nil
National Lecturer in Charge: Dr Louise Alexander
Office location: Melbourne
Email: louise.alexander@acu.edu.au
Telephone: 03 9953-3180
Contact me: Please contact your local LIC via email.
National Teaching Team:
Campus
Lecturer-in-Charge (LIC)
Contact
Melbourne
Dr Louise Alexander (NLIC)
Louise.alexander@acu.edu.au
Brisbane
Ms Sandra Hyde (DNLIC)
Sandra.hyde@acu.edu.au
Canberra
Mr Cameron Peake
Cameron.peake@acu.edu.au
Nth Sydney
Dr Kazem Razaghi
Kazem.razaghi@acu.edu.au
Ballarat
Ms Breanna Achterbosch
Breanna.achterbosch@acu.edu.au
Mode: Online delivery.
Attendance pattern:
Duration: 10-week semester inclusive of lectures and interactive online tutorials. You should
anticipate undertaking 150 hours of study for this unit, including online participation, readings and
assignment preparation.
UNIT RATIONALE, DESCRIPTION and AIM
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There is an increasing prevalence of mental health issues in society: it is crucial that Registered
Nurses understand a range of frameworks and care to ensure that individuals are supported in their
recovery journey. The unit will enable students to learn from individual, carer and family lived
experience of mental health issues in order to provide interventions that support the individual with
mental health issues they care for in future practice.
The role of the Registered Nurse will be considered across a variety of mental health settings and
include considerations across the lifespan, legal and ethical issues, the impact of comorbid conditions
and vulnerability for individuals who experience a mental health illness.
This aim of this unit is to support students to develop knowledge and skills in relation to evidencebased practices which enable safe and effective care for persons experiencing mental health issues.
LEARNING OUTCOMES
On successful completion of this unit, you should be able to:
1. identify international and national concepts of mental health;
2. outline biopsychosocial, spiritual and cultural factors that impact on the person’s experience of
mental health issues; (GA1, 5)
3. describe the role for the mental health nurse within the multidisciplinary team in the provision
of collaborative care to people experiencing mental health issues, their family and carers (GA5,
GA8)
4. demonstrate a sound knowledge of quality use of medicines, non-pharmacological therapeutic
interventions and complementary therapies in the mental health context; (GA1, 3, 4, 5, 8)
5. apply the Recovery Framework and the Levett-Jones’ Clinical Reasoning Cycle in planning
safe, evidence-based, culturally sensitive, person-centred mental health nursing for
individuals, their family and carers; (GA1, 3, 5
6. apply legal and ethical principles in the planning of care for individuals experiencing mental
health issues and their family and carers; (GA1, 3, 5, 6)
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate Attributes
which you should demonstrate by the time you complete your course. All Australian universities have
their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical
behaviour and community responsibility than those of many other universities. All of your units will
enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA3 apply ethical perspectives in informed decision making
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or
profession
GA6 solve problems in a variety of settings taking local and international perspectives into account
GA8 locate, organise, analyse, synthesise and evaluate information
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NMBA REGISTERED NURSE STANDARDS FOR PRACTICE
The Bachelor of Nursing, Bachelor of Nursing/Paramedicine and Bachelor of Nursing Business
Administration courses are professional programs that require development of particular attributes for
accreditation purposes. These are also included in the learning outcomes.
NMBA Standards for Practice
Learning Outcomes
1. Thinks critically and analyses nursing practice.
1.1, 1.2, 1.3, 1.4, 1.5.
LO3
2. Engages in therapeutic and professional relationships.
2.1, 2.2, 2.3, 2.5, 2.7.
LO2, LO3, LO5
3. Maintains the capability for practice.
3.2, 3.3, 3.7.
LO3, LO4, LO5
4. Comprehensively conducts assessments.
4.1, 4.2, 4.3.
LO4, LO5
5. Develops a plan for nursing practice.
5.1, 5.2, 5.3, 5.4.
LO2, LO3, LO4, LO5,
LO6
7. Evaluates outcomes to inform nursing practice
7.1
LO3, LO6
CONTENT
Topics will include:
• Global overview of mental health
o Lived experiences across history and culture
• Mental health priorities in an Australian context
o Mental health quality and safety standards
o Classifications of mental health disorders
§ High and low prevalence
o Comorbidities
o Impact of alcohol and drug use
o Mental health legislation
o Privacy, confidentiality and consent
• Populations at risk and factors shaping experience of mental health conditions
o Vulnerable populations including
§ Indigenous populations
§ Young people
o Economic and social factors
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o Cultural diversity and health beliefs
o Trauma
o Domestic violence
o Public perceptions, including stigma
• Understanding and exploring the lived experiences of individuals families and carers in
relation to mental health:
o Recovery principles of care
o Trauma informed care
o Person led principles
o Strengths model
o Biopsychosocial model
o Peer support models
• Nursing assessment & management across the lifespan and within multiple service settings
o Identification of early behaviors indicating mental health issues
o Mental health comprehensive assessment
o Mental Status Examination
o Risk – static and dynamic factors
o Legal and ethical considerations in practice
• Common Therapeutic approaches:
o Non-pharmacological
o Pharmacological
o Other contemporary approaches
• Partnerships in care
o Individual
o Family and carer
o Community
• Role of interdisciplinary and multidisciplinary teams
o Collaborative approaches to care and other agencies assisting in care
o Referral systems
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LEARNING AND TEACHING STRATEGY AND RATIONALE
Modes of delivery in this unit includes online prerecorded lectures and interactive online tutorials,
online activities and self-directed study. Consistent with adult learning principles, the teaching and
learning strategies used within these modes of delivery will provide students with foundational
knowledge and skills relevant to professional nursing practice. These strategies will also support
students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader
course learning outcomes. Learning and teaching strategies will reflect respect for the individual as
an independent learner. Students will be expected to take responsibility for their learning and to
participate actively with peers.
Students at university need to operate effectively as self-sufficient learners who drive their own
learning and access the learning supports, they require. To guide students in their learning, feedback
is required to identify what is being done well, what requires additional work and to identify progress
toward required learning outcomes. Located in the second year of the programme, this theory unit
includes an online component of learning to build life-long learning skills. Lectures are utilised to
convey content and its central principles while tutorials deliver interactive and student driven learning
sessions which require an increasing reliance on students to extend their community of learners and
increase self-reliance. Online materials provide students with the opportunity to undertake directed,
self-motivated study and continue to transition to independent study and life-long learning.
QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online
surveys. Recorded lectures are now presented as multiple small captures of approx. 20 mins.
Assessment tasks and lectures have been adjusted in accordance with student feedback from the
last iteration of this unit. Student feedback from 2020 has resulted in an integrated approach to
lectures and LEO tile content.
SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive
feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey
for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators
and/or through student representatives.
LECTURE CAPTURE
Pre-recorded lectures will be offered online weekly from weeks 1 – 10. The links are available to you
via LEO.
SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing and tutoring staff for changes to this schedule
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Week
Starting
Lecture topic
Interactive
online
tutorials
Self-directed
reading
Assessments
1 1
st March
2021
Online Lecture 1
Introduction to unit
Nursing assessment &
management across the
lifespan (biopsychosocial, MSE,
strengths based, peer support,
risk)
Online Lecture 2
Understanding and exploring
the lived experiences of
individuals families and carers
in relation to mental health :The
impact of trauma and the
principles of trauma-informed
care
Concepts of
mental health
MSE and risk
assessment
Trauma
informed care.
Treatment
modalities utilised
in contemporary
mental health
service delivery
(chapter 4 pp.22-
25 & 26-27)
Assessment and
diagnosis
(chapter 7,
pp.108-125)
2 8
th March
2021
Online Lecture 1
Nursing assessment &
management across the
lifespan, within multiple service
settings including common
therapeutic approaches in:
Affective disorders
Case Study:
Joshua
Depressive
disorders (chapter
10; pp.172-191)
3
15th March
2021
Online Lecture 1
Nursing assessment &
management across the
lifespan, within multiple service
settings including common
therapeutic approaches in:
Psychosis
Online Lecture 2
Legal & ethical considerations
in practice
Privacy, confidentiality and
consent
State-based mental health
legislation
Partnerships in care
Case study:
Rachael
Schizophrenia
spectrum and
other psychotic
disorders (chapter
8; pp.128-148)
4
22nd March
2021
Online Lecture 1
Nursing assessment &
management across the
lifespan, within multiple service
Case study:
Emma
Anxiety disorders
(chapter 11;
pp.196-208)
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Week
Starting
Lecture topic
Interactive
online
tutorials
Self-directed
reading
Assessments
settings including common
therapeutic approaches in:
Anxiety disorders
5
29th March
2021
Online Lecture 1
Nursing assessment &
management across the
lifespan, within multiple service
settings including common
therapeutic approaches in:
Disorders in young and
vulnerable persons
Early intervention
Online Lecture 2
Recovery and resilience in
mental health
Case study:
Erin
The
multidisciplinary
team (chapter 23;
pp.451-461)
5th April
2021
UA Common Vacation Week
6
12th April
2021
Online Lecture 1
Nursing assessment &
management across the
lifespan, within multiple service
settings including common
therapeutic approaches in:
Personality disorders
Stigma
Case Study:
Teagan
Recovery and
resilience in
mental health
(chapter 21;
pp.414-430)
Written
assignment:
13th April
2021 by
23.59hrs
7
19th April
2021
Online Lecture 1
Nursing assessment &
management across the
lifespan and within multiple
service settings including
common therapeutic
approaches in:
Substance-related and addictive
disorders
Online Lecture 2
Neurocognitive disorders
Case study:
Paul
Substance
related and
addictive
disorders (chapter
14; pp.259-268)
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Week
Starting
Lecture topic
Interactive
online
tutorials
Self-directed
reading
Assessments
8
26th April
2021
Online Lecture 1
Comorbidities
Physical health assessment
Online Lecture 2
Working with some who has
metabolic syndrome
Case Study:
Tony
Neurocognitive
disorders (chapter
16; pp.318-333)
9 3
rd May
2021
Online Lecture 1
Risk (Inc. suicide and self-harm)
Indigenous persons
Domestic violence.
Case study:
David
Community
mental health
context (chapter
24; pp.465-475)
Online Quiz:
Opens: May
3, 2021 @
0800hrs
Closes: May
8, 2021 @
1700hrs
10
10th May
2021
Online Lecture 1
National Safety and Quality
Health Service Standards User
Guide for Health Services
Providing Care for People with
Mental Health Issues
Role of MDT in
collaborating.
Systems of
referral
Review of
semester
Textbook chapter
review questions
and critical
thinking
exercises.
Oral
Assessment:
Due 24th May
2021, by
23.59hrs
ATTENDANCE REQUIREMENTS FOR THIS UNIT
Attendance at all lectures, practical classes and simulations is expected. Attendance records of all
practical and tutorial classes are maintained with a minimum of 80% attendance expected.
Reasons why attendance is required
In classes, you will be interacting with other students and developing skills which you will use in your
professional/clinical experience. Students who attend less than 80% of classes are at risk of not
developing these essential skills. Therefore, you are strongly advised to attend a minimum of 80% of
classes in this unit. Academic staff will document attendance and monitor student engagement and
use of LEO so that we can support you and identify any potential challenges you may be
experiencing as a result of COVID-19.
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You are encouraged to plan your week carefully and prioritise time to prepare for Virtual Classrooms
so that you benefit from the experience and continue to achieve. You should anticipate undertaking
150 hours of study for this unit, including class attendance, readings and assignment preparation.
ASSESSMENT STRATEGY AND RATIONALE
A range of assessment items consistent with University assessment requirements and policy will be
used to ensure students achieve the unit learning outcomes and attain the graduate attributes.
A summative online quiz for this unit will also be made available to students in week 10 of semester
to provide feedback on their progress and guide their unit learning. The summative quiz follows the
same format as the online quizzes used in first year.
In the caring for people with mental health issues, communication is critical to ensure that nurse-client
interactions are non-judgmental, supportive and person- centred. This unit assessment includes a
written assignment which allows students to demonstrate a full understanding of the concepts of
mental health, the factors which impact on a person’s mental wellness and the role of the mental
health nurse both individually and within the multidisciplinary team in caring for people with mental
health issues. The oral assessment requires the students to apply frameworks to plan care for those
with mental health issues which is underpinned by sound knowledge and an understanding of scope
of practice and professional expectations. These assessments exist as they examine activities which
are a requirement for the sound professional practice of the registered nurse when providing care to
those with mental health issues.
These assessments are required to build student knowledge and skills which, by the conclusion of
this programme, will enable the student to graduate as a safe and effective nurse.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.
ELECTRONIC SUBMISSION, MARKING AND RETURN
The quiz is undertaken through the assessment tile in LEO. You are required to upload your essay to
the relevant Turnitin link located in your own campus tile on the Unit LEO site. Feedback will be
available via Turnitin. Your marks will be entered into Gradebook in LEO. Your narrated PowerPoint
must be uploaded as an ECHO360 capture in the LEO dropbox in your campus tile.
Assessment
tasks
Due date
Weighting (%)
Learning outcome(s)
assessed
Graduate
attribute(s)
assessed
Written
assignment
13th April 2021 by 23.59hrs
50%
LO1, LO2, LO3
GA GA81, GA5,
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Assessment
tasks
Due date
Weighting (%)
Learning outcome(s)
assessed
Graduate
attribute(s)
assessed
2000-word
essay
Online quiz
Due between:
Opens: May 3rd, 2021 @0800
Closes: May 8th, 2021 @1700
10%
LO1, LO4
GA1, GA3,
GA4, GA5,
GA8
Narrated
PowerPoint
24th May 2021 by 23.59hrs
40%
LO3, LO4. LO5, LO6
GA1, GA3, GA4, GA5,
GA6, GA8
FOR ALL ASSIGNMENTS
Please include the word count of your assignment on the front page of your assignment or in a header.
Please note that in-text citations are included in the word count whilst the reference list is not included
in the word count. Words that are more than 10% over the word count will not be considered for
marking. Please see further information in the section below titled ‘Word Count’.
ASSIGNMENT 1
This assessment enables students to demonstrate their understanding of contemporary concepts and
priority focus areas in mental health. This assessment requires critical discussion and exploration of
current literature. Students will be able to select one question (from a possible two) and will draw from
national and international perspectives within contemporary literature.
Choose one (1) of the following topic questions:
Question 1: Indigenous people are hospitalised for mental health issues at twice the rate of nonIndigenous people and improving the mental health of Indigenous people is a national health
priority (AIHW, 2020). Critically analyse contemporary literature and discuss five (5)
aetiological factors relating to mental illness in Indigenous people. Describe one (1) evidencebased culturally sensitive nursing intervention that could be implemented when working with
an Indigenous consumer experiencing mental illness.
Question 2: Early intervention in mental healthcare is a national health priority (Australian
Government, Department of Health, 2019). Early intervention can have a significant positive
impact on outcomes from both an individual and community perspective. Critically analyse
contemporary literature and discuss five (5) benefits to early intervention in mental health.
Describe one (1) evidence-based nursing intervention that could be implemented when
working with someone with an emerging mental health condition.
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Due date:
Weighting:
Length and/or format:
Purpose:
13th April 2021 by 23.59hrs
50%
2000 words +/- 10%
For students to demonstrate their understanding of patient
focused concepts in mental health.
Learning outcomes assessed: LO1, LO2, LO3
How to submit:
Submit your assignment via the Turnitin link in your Campus tile
on LEO. Please note that during high-peak times, Turnitin may
take up to 48hrs to provide an accurate similarity index. It is your
responsibility to ensure that you submit your paper with enough
time to make any necessary changes. Submit your paper it into
the regular drop box. Do not submit into the extension drop box
unless you have an approved extension. Late penalties apply for
papers submitted after the due date. Please review the policy on
Academic Integrity and Misconduct policy if you choose not to do
this.
Return of assignment:
Feedback will be available on Turnitin. Marks will be entered in
Gradebook.
See rubric in Appendix 1. Please include the word count of your
Assessment criteria:
assignment on the front page of your assignment or in a header.
Please note that in-text citations are included in the word count
whilst the reference list is not included in the word count. Words
that are more than 10% over the word count will not be considered.
ASSIGNMENT 2
This summative online quiz will assess knowledge gained from learning in weeks 1-9. Content from
lectures, tutorials and self-directed reading will be assessed.
Due date:
Quiz opens May 3rd, 2021 @0800 and closes May 8th, 2021
@1700
10%
10 multiple choice exam questions that need to be completed in
15 minutes; students will have one (1) attempt.
For students to apply knowledge about psychopharmacology,
non-pharmacological interventions and international and national
concepts of mental health.
Weighting:
Length and/or format:
Purpose:
Learning outcomes assessed: LO1, LO4
How to submit:
Return of assignment:
The quiz will be undertaken electronically, via LEO.
Marks will be entered in Gradebook.
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ASSIGNMENT 3
This assessment enables students to demonstrate understanding and application of core unit content.
Students will need to select one (1) case study from those used in tutorials throughout the semester
and answer a series of questions in a narrated PowerPoint. Topics will include assessment,
psychoeducation, psychopharmacology, and nursing care and interventions when working with
consumers with mental health issues.
This assessment encompasses content presented in online lectures, interactive online tutorials, and
self-directed learning, throughout the 10-week semester.
Assessment Details:
Select one (1) case study from those presented during tutorials (e.g., Josh, Tony etc). Develop a
PowerPoint presentation of no more than eight (8) slides. Your presentation should include:
• Introduction slide
• Five (5) slides to answer the questions (see below)
• Conclusion slide
• References
This must be a narrated PowerPoint, and your presentation should be between 8-10 minutes duration.
You must include your script in the ‘notes’ section of your PowerPoint. Your PowerPoint presentation
must be submitted in the LEO drop box in your State/Territory as an ECHO360 capture. Please see
the LEO assessment tile for further information about how to do this. Only PowerPoint format will be
accepted (do not use Prezi, mp4 or any other presentation software). Students are responsible for the
quality of the recorded file. It is strongly recommended you listen to the audio-visual recording of your
presentation prior to LEO submission to ensure you can be heard clearly.
Your presentation must critically discuss the following questions in relation to your chosen case study:
1. The condition the consumer has.
2. One (1) pharmacological treatment.
3. One (1) legal/ethical issue.
4. One (1) nursing intervention and rationale.
5. The role of the multidisciplinary team in caring for someone with this condition.
Due date:
Weighting:
Length and/or format:
24th May 2021 by 23.59hrs.
40%
Narrated PowerPoint presentation of 8 slides length and 8-10mins
duration. See LEO for further details.
To measure students understanding of core mental health
concepts such as assessment, interventions, pharmacology and
the role of the MDT.
Purpose:
Learning outcomes assessed: LO3, LO4, LO5, LO6
How to submit:
Via the drop box in LEO
Return of assignment:
Grades will be released on GradeBook
Assessment criteria:
Students will be graded according to the marking rubric in
Appendix 2.
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WORD COUNT
Writing requires skill and being able to write within a specified word limit is an essential component
of professional and academic work. Reading and writing critically are fundamental skills which
demonstrate an understanding and an ability to make judgements and solve problems, hence
why only 10% of a word count should be direct quotes. That is, if the word count is 1500 words
only 150 of those words should be direct quotes. Word counts provide students with an indication
of the amount of detail and work required for each assessment item.
What is included in a word count?
Essentially, all text within an assessment item from the introduction through to the conclusion is
counted in the word count. This includes all in-text citations, direct quotes and headings. The word
count does not include the following:
• Title page
• Reference list
• Appendices
• Tables
• Figures and legends
ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME
Please note that if you submit your assignment, notice that the similarity index is high but do not
have time to revise your assignment before the due date has passed, then you are advised to:
• contact the Lecturer in Charge and request that your assignment be removed.
• revise the assignment, submit it within three days of the due date and incur a late
submission penalty.
• submit it into the regular drop box. Do not submit into the extension drop box.
Please review the Academic Integrity and Misconduct policy if you choose not to do this.
REFERENCING
This unit requires you to use the APA 7th ed. referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student
Portal.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they
include rules on deadlines; penalties for late submission; extensions; and special consideration. If you
have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
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(1) any numerical marks returned to students are provisional and subject to moderation;
(2) students will not be given access to overall aggregated marks for a unit, or overall unit grade
calculated by Gradebook in LEO;
and,
(3) students will be given a final mark and grade for their units after moderation is concluded and
official grades are released after the end of semester.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy
and the Academic Misconduct Procedures are available from the website. Please read them, and note
in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are
not acceptable. Penalties for academic misconduct can vary in severity and can include being
excluded from the course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important.
Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, GradeMark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND
TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your Lecturer
in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
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group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a disability
or chronic medical condition; please contact them as early as possible.
Need help with your study – connect with the Academic Skills Unit
• Academic Skills Unit offers services and resources to help you succeed in your studies,
including online and face-to-face workshops, consultations and drop-ins.
• For more information about the Academic Skills Unit, visit the Student Portal or the ASU’s LEO
site.
INHERENT REQUIREMENTS
• To support your progression in this unit, students are directed to access the course inherent
requirements, on the link below, to understand the essential aspects of their course. If you
require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the
inherent requirements, please speak with your academic and or a disability advisor for support.
• www.acu.edu.au/inherent-requirements
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums.
https://leo.acu.edu.au/course/view.php?id=32508
TEXTS AND REFERENCES
Required Reading
Hercelinskyj, G & Alexander, L. (2020). Mental health nursing – applying theory to practice,
Singapore: Cengage. (available as e-book)
Recommended references
American Psychiatric Association. (2013). The diagnostic & statistical manual of mental disorders
(5th ed.) Arlington, VA: American Psychiatric Association.
Dudgeon, P., Milroy, H., & Walker, R. (Eds.). (2014). Working together: Aboriginal and Torres Strait
Islander mental health and wellbeing principles and practice (2nd ed.). Canberra:
Department of Health and Ageing
Evans, K. Nizette, D. & O’Brien, A. (2017). Psychiatric and mental health nursing (4th ed).
Chatswood, NSW: Elsevier.
NRSG263_Extended Unit Outline_FINAL DRAFT_ © Australian Catholic University 2021
Page 16 of 20
Goldacre, B. (2012). Bad pharma. How medicine is broken, and how we can fix it. London, United
Kingdom: Fourth Estate.
Miller, W.R. & Rollnick, S. (2013). Motivational interviewing. Helping people change (3rd ed). New
York: The Guildford Press.
Moxham, L., Hazelton, M., Muir-Cochrane, E., Heffernan, T., Kneisl, C., & Trigoboff, E. (2018).
Contemporary psychiatric-mental health nursing: Partnerships in care. Frenchs Forest, NSW:
Pearson Education Australia.
Muir-Cochrane, E., Barkway, P. & Nizette, D. (2018) Pocketbook of Mental Health (Third Edition).
Chatswood, NSW: Elsevier.
Nizette, D., McAllister, M., & Marks, P. (2013). Stories in mental health. Reflection inquiry action.
Chatswood, N.S.W.: Elsevier Australia.
Paris, J. (2013). The intelligent clinician’s guide to DSM-5. New York: Oxford University Press.
Skinner, J. (2015). Nursing by the heart: Transformational self-care for nurses. United Kingdom:
John Hunt Publishing. Slade, M. (2009). Personal recovery and mental illness. A guide for
mental health professionals. UK: Cambridge University Press. Therapeutic Guidelines
Limited. Psychotropic Expert Groups. (2013). Therapeutic guidelines: psychotropic. (Version
7). Melbourne Vic.: Therapeutic Guidelines
APPENDICES
NRSG263_Extended Unit Outline_FINAL DRAFT_ © Australian Catholic University 2021
Page 13 of 20
ASSESSMENT TASK 1- Written Assessment (50%)
Elements
(Weighting)
Expected High Distinction (HD)
Standard
Expected Distinction (D)
Standard
Expected Credit (CR)
Standard
Expected Pass (PA)
Standard
Fail (NN)
Standard
Fail (NN)
(No attempt made)
Focus & Introduction
There will need to be
more information here
10 marks
There is a clear introduction that
outlines the topic, and
contextualises and profiles the
scope, content and the sequence
of the essay topic.
There is a clear introduction that
outlines the topic, and profiles
most the scope, content and the
sequence of the essay topic.
There is a clear introduction that
outlines some of the topic, and
profiles some content.
There is a clear introduction that
outlines the topic.
The introductory sentence does
not adequately outline the topic;
some parts are unclear and/or
absent.
There is no introduction.
Content, Evidence &
Examples
30 marks
Extensively describes the chosen
priority mental health issue.
Student has highlighted in detail
all the relevant significant factors;
explained and analysed the
concepts and/or issues and their
importance.
Referred to relevant knowledge
and literature to support their
reasoning and examples are
presented.
Thoroughly describes the impact
of the chosen priority mental
health issue. Content is relevant
to the topic. Student has
highlighted all the relevant
significant factors; explained and
analysed the concepts and/or
issues and their importance.
Evidence and examples
presented are of varying quality.
Mostly describes the impact of the
chosen priority mental health
issue. Most content is relevant to
the topic. Student has highlighted
most of the relevant significant
factors; explained and analysed
the concepts and/or issues and
their importance on most
occasions.
Evidence and examples
presented are of varying quality.
A basic discussion on the impact
of the chosen priority mental
health issue. Some content is
relevant to the topic. Explained
and analysed the concepts and/or
issues and their importance on
some occasions.
Evidence and examples are
minimal.
Seldom describes the impact of
the chosen priority mental health
issue. There is insufficient content
presented that is relevant to the
topic, and insufficient evidence
and/or examples are presented.
The content, evidence and
examples are not appropriate.
Critical Thinking &
Reasoning
30 marks
There is evidence of both depth
and breadth of reading regarding
the chosen mental health priority.
An argument is presented and
well supported with appropriate
evidence.
There is evidence of breadth of
reading regarding the chosen
mental health priority. An
argument is presented and
supported with appropriate
evidence.
An argument is presented
regarding the chosen mental
health priority and supported with
appropriate evidence.
An argument is presented
regarding the chosen mental
health priority with minimal
support of appropriate evidence.
Arguments regarding the chosen
mental health priority are not
supported by appropriate
evidence.
There is no clear argument
presented.
Closing paragraph
10 marks
There is a concluding paragraph
which restates the topic, provides
a summary of all of the key points,
and presents an overall
conclusion.
There is a concluding paragraph
which restates the topic, provides
a summary of most of the key
points, and presents an overall
conclusion
There is a concluding paragraph
which restates the topic and
provides a summary of most of
the key points.
There is a concluding sentence
which restates the topic and
provides a summary of some of
the key points.
There is a concluding sentence
which restates the topic without
providing a summary of the
content.
There is no evidence of a
conclusion.
Sequencing & Accuracy
4 marks
The content in the essay matches
the outline presented in the
introductory paragraph. All
paragraphs are organised in a
logical manner so that content
flows from one paragraph to the
next, and there are clear linking
sentences that link each
paragraph to the next. The essay
ends with a rational conclusion.
The content in the essay mostly
matches the outline presented in
the introductory paragraph. Most
paragraphs are organised in a
logical manner, and the essay
ends with a rational conclusion.
There is a clear introduction,
followed by the body of the essay,
with a conclusion. However,
content within the body and within
paragraphs is not always logically
sequenced. Most paragraphs
relate to a discrete idea.
There is a clear introduction,
followed by the body of the essay,
with a conclusion. However, there
is little evidence of sequential
presentation. Some paragraphs
relate to a discrete idea.
There is not a clear introduction,
body and conclusion. Paragraphs
do not relate to a discrete idea, or
link to one another.
There is no evidence of
sequencing or paragraphs.
NRSG263_Extended Unit Outline_FINAL DRAFT_ © Australian Catholic University 2021
Page 14 of 20
Sources & Referencing
10 marks
Credible and relevant references
are used. Accurate use of APA
referencing style on all occasions.
Accurate and consistent use of in
text citations. Uses >20
appropriate references.
Credible and relevant references
are used. Accurate use of APA
referencing style on most
occasions.
Mostly accurate use of in-text
citations. Uses between 16-19
appropriate references.
Credible and relevant references
are used. Accurate use of APA
referencing style on most
occasions.
Generally accurate use of in-text
citations. Uses between 13–15
appropriate references.
Most references are credible and
relevant. Accurate use of APA
referencing style on most
occasions.
Accurate use of in-text citations
on most occasions. Minimum of
11 references used.
Not all references are credible
and/or relevant. Many
inaccuracies with the APA
referencing style.
Too many direct quotations. Uses
less than 10 appropriate
references.
There are no references used, or
they are not appropriately
academic.
Sentence Structure,
Grammar, Spelling &
Punctuation
6 marks
Flawless expression. There are
no errors with grammar, spelling
and punctuation that impact
readability, and the meaning is
easily discernible.
There are minimal errors with
grammar, spelling and
punctuation that impact
readability, and the meaning is
easily discernible.
There are some errors with
grammar, spelling and
punctuation that impact
readability. However, the meaning
is readily discernible.
There are many errors with
grammar, spelling and
punctuation that impact
readability. The errors detract the
reader, but the meaning is
discernible.
Significant expressive issues.
There are substantial errors with
grammar, spelling and
punctuation that impact
readability. The errors detract
significantly, but the meaning is
discernible with major effort.
Grammar, spelling and
punctuation are such that the
reader cannot make sense of the
content.
NRSG263_Extended Unit Outline_FINAL DRAFT_ © Australian Catholic University 2021
Page 15 of 20
ASSESSMENT TASK 3-Narrated PowerPoint (40%)
Elements
(Weighting)
Expected High Distinction (HD)
Standard
Expected Distinction (D)
Standard
Expected Credit (CR)
Standard
Expected Pass (PA)
Standard
Fail (NN)
Standard
Fail (NN)
(No attempt made)
Focus & Introduction
5 marks
There is a clear introduction that
outlines the topic, and
contextualises and profiles the
scope, content and the sequence
of the narrated PowerPoint.
There is a clear introduction that
outlines the topic, and profiles
most the scope, content and the
sequence of the narrated
PowerPoint.
There is a clear introduction that
outlines some of the topic, and
profiles some content.
There is a clear introduction that
outlines the topic.
The introductory slide does not
adequately outline the topic; some
parts are unclear and/or absent.
There is no introduction.
Content, Evidence &
Examples
30 marks
Extensively discusses chosen
case study content. Student has
highlighted in detail all the
relevant significant factors;
explained and analysed the
concepts and/or issues and their
importance.
Referred to relevant knowledge
and literature to support their
reasoning.
Thoroughly discusses chosen
case study content. Content is
relevant to the topic. Student has
highlighted all the relevant
significant factors; explained and
analysed the concepts and/or
issues and their importance.
Supporting evidence is presented
and of varying quality.
Mostly discusses chosen case
study content. Most content is
relevant to the topic. Student has
highlighted most of the relevant
significant factors; explained and
analysed the concepts and/or
issues and their importance on
most occasions.
Supporting evidence is presented
and of varying quality.
A basic discussion on the chosen
case study content. Some content
is relevant to the topic. Explained
and analysed the concepts and/or
issues and their importance on
some occasions.
Evidence is minimal.
Seldom describes the chosen
case study content. There is
insufficient content presented that
is relevant to the topic, and
insufficient evidence is presented.
The content and evidence are not
appropriate.
Critical Thinking &
Reasoning
30 marks
There is evidence of both depth
and breadth of reading regarding
the chosen case study content.
An argument is presented and
well supported with appropriate
evidence.
There is evidence of breadth of
reading regarding the chosen
case study content. An argument
is presented and supported with
appropriate evidence.
An argument is presented
regarding the chosen case study
content and supported with
appropriate evidence.
An argument is presented
regarding the chosen case study
content with minimal support of
appropriate evidence.
Arguments regarding the chosen
case study content are not
supported by appropriate
evidence.
There is no clear argument
presented.
Closing paragraph
5 marks
There is a concluding paragraph
which restates the topic, provides
a summary of all of the key points,
and presents an overall
conclusion.
There is a concluding paragraph
which restates the topic, provides
a summary of most of the key
points, and presents an overall
conclusion
There is a concluding paragraph
which restates the topic and
provides a summary of most of
the key points.
There is a concluding sentence
which restates the topic and
provides a summary of some of
the key points.
There is a concluding sentence
which restates the topic without
providing a summary of the
content.
There is no evidence of a
conclusion.
Sequencing & Accuracy
5 marks
The content in narrated
PowerPoint matches the outline
presented in the introductory
slide. All slides are organised in a
logical manner so that content
flows from one slide to the next,
and the narrative clearly links
concepts. The PowerPoint
presentation ends with a rational
conclusion.
The content in the narrated
PowerPoint mostly matches the
outline presented in the
introductory slide. Most slides are
organised in a logical manner, so
that concepts flow from one slide
to the next, and the PowerPoint
presentation ends with a rational
conclusion.
There is a clear introduction,
followed by the body of the
narrated PowerPoint, with a
conclusion. However, content
within the body and within slides
is not always logically sequenced.
Most slides relate to a discrete
idea.
There is a clear introduction,
followed by the body of the
narrated PowerPoint, with a
conclusion. However, there is little
evidence of sequential
presentation. Some slides relate
to a discrete idea.
There is not a clear introduction,
body and conclusion to the
narrated PowerPoint. Slides do
not relate to a discrete idea, or
link to one another.
There is no evidence of
sequencing or linking of slides.
NRSG263_Extended Unit Outline_FINAL DRAFT_ © Australian Catholic University 2021
Page 16 of 20
Sources & Referencing
10 marks
Credible and relevant references
are used. Accurate use of APA
referencing style on all occasions.
Accurate and consistent use of in
text citations. Flawless reference
list.
Credible and relevant references
are used. Accurate use of APA
referencing style on most
occasions.
Mostly accurate use of in-text
citations. Minimal errors in
reference list.
Credible and relevant references
are used. Accurate use of APA
referencing style on most
occasions.
Generally accurate use of in-text
citations. Some errors in
reference list.
Most references are credible and
relevant. Accurate use of APA
referencing style on most
occasions.
Accurate use of in-text citations
on many occasions.
Not all references are credible
and/or relevant. Many
inaccuracies with the APA
referencing style.
Too many direct quotations.
Insufficient references of poor
quality.
There are no references used, or
they are not appropriately
academic.
Quality of PowerPoint
and oral presentation
15 marks
Flawless expression (written &
verbal). There are no errors with
the quality of the PowerPoint
presentation, and the meaning is
easily discernible.
There are minimal errors with
expression (written & verbal) and
the meaning is easily discernible.
There are some errors with
expression (written & oral) that
impact the quality of the
presentation. However, the
meaning is readily discernible.
There are substantial errors
expression (written & oral) that
impact the quality of the
presentation. The errors detract
significantly, but the meaning is
discernible.
Significant expressive (written &
oral) issues. There are substantial
errors with the quality of the
presentation that significantly
impact the meaning. The errors
detract significantly, and the
meaning is discernible with major
effort.
The quality of the PowerPoint
presentation is such that the
viewer cannot make sense of the
content.

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