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.

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Course Details

Course Code	NURSING 7103
Course	Art and Science of Mental Health
Coordinating Unit	Adelaide Nursing School
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
Assessment	Online quiz, portfolio of activities, essay, mental health clinical assessment tool

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 Learning Outcomes

1	Review the historical foundations of psychiatry and mental health nursing in 最新糖心Vlog
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.

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 .

Student Feedback

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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
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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.

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

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