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.

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Course Details

Course Code	NURSING 6205
Course	Mental Health
Coordinating Unit	Adelaide Nursing School
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
Assessment	Online quiz, presentation and briefing paper, learning portfolio

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 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

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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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