NURSING 7150EX - Counselling and Comorbidity

External - Semester 1 - 2014

The counselling part of the course focuses on the development of one's own therapeutic system. It is an integrative counselling approach and draws on models and theories from the humanistic, cognitive and behavioural therapies. We also examine the development of psychotherapy from Freud to Rogers to Perls and Frankl and the development of behavioural therapy, cognitive behavioural therapy and the constructivist therapies of narrative and solution focussed therapy. The comorbidity part of the course introduces you to the body of knowledge that constitutes our understanding of the basis of addiction, mental health and related comorbidities. We examine the major theories underpinning our understanding of drug addiction and look at gambling addiction in this context. We also examine the nature of comorbidity and look at psychosis, depression, bipolar disorder, personality disorders and posttraumatic stress disorder in the context of alcohol and drug use. We will also examine the complex interaction between mental health, addiction and physical comorbidities. A strong theme throughout is the recovery approach and consumer involvement.

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Course Details

Course Code	NURSING 7150EX
Course	Counselling and Comorbidity
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Postgraduate Coursework
Location/s	External
Units	6
Contact	A two day workshop and online tutorials
Prerequisites	NURSING 7104EX
Restrictions	Available to M.NursSc students only
Assessment	Portfolio

Course Staff

Course Coordinator: Dr Morgan Newman

Course Coordinator: Ms Cheryl Green
Course Coordinator: Cheryl Green
Phone: +61 8 8313 4877
Email: cheryl.green@adelaide.edu.au
Location: Level 3, Eleanor Harrald Building, RAH

School Office
Phone: +61 8 8313 3595
Email: nursing.studentliason@adelaide.edu.au
Locatio: Level 3, Eleanor Harrald Building, RAH

Course Timetable

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

Course Learning Outcomes

1	Select appropriate communication skills to establish therapeutic relationships for clinical practice.
2	Demonstrate an understanding of principles in professional relationships in mental health nursing practice
3	Employ the principles of substance use assessment in the development of care plans
4	Explain theories that explain the development of comorbid mental health and substance use disorders.
5	Describe the range of theories and models available for psychotherapeutic intervention in care
6	Locate, appraise and organise relevant literature to support psycho education as a strategy within mental health nursing practice.
7	Demonstrate flexible approaches to respond to diversity across the life span or cultural backgrounds.

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1-7
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1-3, 6
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	1-3, 6-7
Skills of a high order in interpersonal understanding, teamwork and communication.	1, 7
A proficiency in the appropriate use of contemporary technologies.	1, 6
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	6
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	2, 6
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	7

Learning Resources

Required Resources

This course will require the following texts and other resources:

Geldard, D & Geldard, K 2012, Basic personal counselling. A training manual for counsellors, 7th edn, Pearson Prentice Hall, Frenchs Forrest, NSW.

Corey, G 2013 Theory and Practice of Counseling and Psychotherapy 9th edn Brooks/Cole Cengage Learning.

Allsop, S 2008, Drug use and mental health. Effective responses to co-occurring drug and mental health problems, IP Communications, Melbourne.

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

Texts
Psychiatric Mental Health Nursing
Butcher, JN, Mineka, S & Hooley, JM 2013, Abnormal psychology 15th Edition, Allyn and Baker.

Meadows, G, Farhall, J, Fossey, E, Grigg, M, McDermott, F and Singh, B 2012, Mental health in 最新糖心Vlog, collaborative community practice, 3rd edn, Oxford 最新糖心Vlog Press

Norman, I & Ryrie, I 2009, The art and science of mental health nursing. A textbook of principles and practice, 2nd ed Open 最新糖心Vlog Press.

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

Lehne, R 2010, Pharmacology for nursing care, 7th edn, Saunders Elsevier.

Usher, K, Foster, K & Bullock, S 2009, Psychopharmacology for Health Professionals, Mosby Elsevier.

Drug and Alcohol Addiction
Baker, A & Velleman, R 2007, Clinical handbook of co-existing mental health and drug and alcohol problems, Routledge, London and New York.

Marsh, A, Dale, A and O’Toole, S 2013, Addiction Counselling – Content and Process, 2nd edn, IP Communications, Victoria, 最新糖心Vlog.

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. Information on the VC will be provided within the Study Guide, 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 最新糖心Vlog 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 最新糖心Vlog of Adelaide Library provides a document delivery and loans service to non-metropolitan students who do not visit a 最新糖心Vlog 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 Classroom tutorial sessions are included to address the week’s readings and activities including clinical practice experience. All students are expected to log on and participate in the discussion.

Each topic has been designed to provide you with a deeper understanding of the theory required to develop therapeutic counselling skills and an understanding of the nature and responses to comorbid conditions for mental health clients. 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 Counseling & Comorbidity.

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.

Counselling & Comorbidity is a 6 unit course within the Graduate Diploma/Master of Nursing Science (Mental Health Nursing). The Online Classroom tutorial, attendance at face to face workshops and your own private learning and completion of activities will require up to 24 hours per week. Experiential learning in the clinical area will clearly also contribute to your learning.

Learning Activities Summary

The course content will include the following:

Introduction to the basis of counselling in mental health care
Exploration of the micro skills for therapeutic communication
Practice and development of counselling skills
An exploration of the theoretical approaches and practices for psychotherapeutic interventions.
The basis of comorbid mental health and substance use including theories of cause and prevalence
Understanding the nature of substance use and the policy directions for services responding to these disorders
Approaches to substance use assessment including withdrawal management
The nature of comorbid substance use with the diagnostic groups of mental disorders including depression, anxiety, post traumatic stress disorder, psychosis and psychotic disorders and personality disorders.
The occurrence and service responses for clients with comorbid presentations from specific population groups including youth, older persons, Aboriginal & Torres Strait Islanders and those with forensic issues.
An exploration of the service models and settings relevant for comorbidity

Specific Course Requirements

Students are required to be working a minimum of 0.6FTE in a mental health setting. The completion of Counselling Skills Workbook will be supported by workplace facilitators / preceptor / mentor. The completed counselling skills workbook will form part of the assessment .

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Online Quiz	Formative	N/A	2-3
Presentation – Part A Presentation – Part B	Summative/Formative	40%	4-6
Essay - Case Study	Summative	40%	All
Counselling Skills Workbook	Summative	20%	2

Assessment Related Requirements

Students are required to be working a minimum of 0.6FTE in a mental health setting. The completion of Counselling Skills Workbook will be supported by workplace facilitators / preceptor / mentor. The completed clinical skills book will form part of the assessment.

Assessment Detail

Assessment 1
Online Quiz - Week 3
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.

Assessment 2
Presentation
You are required to develop and deliver a 15 minute presentation at the face to face workshop in Week 11.
The presentation will be on a topic related to counselling or comorbidity as included in this course.
Each student will negotiate the topic with the course co ordinator.
Part A Students will submit a plan for the presentation. This will provide background for the Course co ordinator who will provide feedback to support the development of the presentation.
This will be presented in academic writing style with references in the usual way.

Length – 1500 words Weighting 15% Due Week 8

Part B You will deliver your fifteen minute presentation at the course workshop in Week 11.
Your presentation will include clear objectives and contemporary references.

Length – 2000 words (equivalent) Weighting 25% Due Week 11

Assessment 3
Essay - Case Study
You will be required to provide a case study based on your clinical practice to demonstrate assessment, care planning and delivery for a client with comorbid mental and substance use disorder.
Length – 2000 words Weighting: 40% Due – Week 13

Assessment 4
Counselling Skills 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 and assessment and comments from your workplace preceptor / facilitator / mentor.
Length 2000 word equivalent Weighting : 20% Due Week 10

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/.

If you have difficulty submitting your assignment, you can call the MyUni helpdesk from 8am to 6pm 08 8303 3335.

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 Guide – 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).

• 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.

Marking Guide - Presentation and Paper

Presentation

Structure 20%

• 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 60%

Content (30%)

• The presentation has covered the topic sufficiently

• The presentation content has clear links to contemporary nursing theory and clinical 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 20%

• 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

• The student lead’s an interactive discussion that challenges the group to issues related to their nursing practice

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 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

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
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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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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