Unit Synopsis
Two in five adult Australians have experienced mental illness in their lifetime, including substance use disorder, affecting the health and well-being of individuals, families, and communities (Australian Bureau of Statistics, 2023). Therefore, all registered nurses will encounter people with mental health issues. This unit introduces you to mental health as a national health priority, including the importance of assessing the mental health of people with physical health issues and the physical health of people with mental health issues. You will also develop strategies to support people experiencing stress and distress in various health settings. Finally, you explore recovery-oriented, trauma-informed, and culturally safe approaches to providing care to people with mental illness, including relevant legal, ethical and professional frameworks and self-care strategies.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 2 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 1 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Pre-requisites: N7218 or NURS11165 NURS11170 or admission to CM77 Co-requisite: BIOH12011
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Case Study | 40% |
| 2. Written Assessment | 60% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 2 - 2024 : The overall satisfaction for students in the last offering of this course was 79.59% (`Agree` and `Strongly Agree` responses), based on a 17.19% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: SUTE
It is my pleasure to share my gratitude for this subject and appreciate how the unit is delivered. The unit content was well organised. I enjoyed how the course focused on classic theory/models and modern theory/models of care. I have already submitted my feedback regarding the Residential School component of the course. I will take this time to express my positive feedback. Craig Morris did an excellent job preparing me for my Acute Mental Health Unit Townsville placement. Thank you. Thank you to both Carmen Barnard and Stephen Haines. I sent out a "cry" for help as I managed to email my Formative Australian Nursing Standards Assessment Tool (ANSAT) paperwork to no one. The Sonia database system is clunky and not user-friendly. Both Carmen and Stephen promptly contacted me and resolved my error. Placement: I was apprehensive about my placement. I chose the Acute Mental Health Unit in Townsville. It was challenging. Caring for consumers in a mental health setting was enlightening. I'm thankful for the learning opportunity. The challenging aspect was the system. The system doesn't match the mental health theory/models of care: chalk and cheese. Finally, Shunil Raina. Thank you for your time and stimulating conversation post-placement. Shunil provided post-placement feedback and was very personable. Shunil is genuinely invested in the personal, academic and professional growth of students. Thank you
Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods aligned with Pedagogy, Andragogy, Bloom's taxonomy framework, Benner's concept relating to stages of clinical competence and principles of equality, diversity and inclusion. Unit Coordinators will also continue to underpin their educationalist practice with recognised educational and mental health nursing theories and practice skills; Australian College of Mental Health Nursing (ACMHN) Standards of Practice and Scope of Practice; NMBA Standards and Codes; ICN Code of Ethics and the CQUniversity Values (Engagement, Can do, Openness, Leadership, Inclusiveness).
Unit Coordinators continued to apply diverse teaching, learning and assessment philosophies and methods that are aligned with pedagogy, andragogy, Bloom's taxonomy framework, Benner's concept relating to stages of clinical competence and principles of equality, diversity and inclusion. Unit Coordinators continued to underpin their educationalist practice with recognised educational and mental health nursing theories and practice skills as guided by the Australian College of Mental Health Nursing (ACMHN) Standards of Practice and Scope of Practice; NMBA Standards and Codes; ICN Code of Ethics and in alignment with the CQUniversity Values (Engagement, Can do, Openness, Leadership, Inclusiveness).
Source: 2-Day Residential Schools and SUTE
Why do need to complete a medication-focused Assessment One at the 2-Day Residential School and also at the PEP 3 Residential School? I was disappointed that there wasn't a written assignment for this subject, I have a love of mental health and was excited to do some research for an assignment but that wasn't the case. Although I could have done independent research it is unrealistic with full-time study and work to do any other learning than needed. A unit with no assessment in my opinion is a waste of time as was placement. I feel that the two-day residential school is not enough for this placement. It needs to be an entire 12-week learning unit, with weekly content etc, rather than the 2-day res school and placement.
As directed by the School of Nursing & Midwifery, the unit in Term 2, 2023 changed from when it was last delivered in Term 2, 2022. This change included introducing a summative Assessment One (Medication In-class Test/Online Quiz) completed by students at the 2-Day Residential School, which replaced the previous unit summative Assessment One (Mental Health Assessment/Mental State Examination) completed by students at the 2-Day Residential School. The change also included ceasing a summative Assessment Three (Mental Health Nursing-Written Reflective Assessment) students completed at the latter stage of the term. This left the unit in Term 2, 2023 with two instead of the three assessments it had in Term 2, 2022. These were Assessment One (Medication In-class Test/Online Quiz) and Assessment Two (Professional Experience Placement). At the time of writing this Annual Unit Enhancement Review (AUER) for Term 2, 2023, the unit is already being delivered in Term 3, 2023. Therefore, moving forward to and for the next offering of the unit in Term 2, 2024; the assigned Unit Coordinators and Mental Health Nurse Academics teaching in the unit ongoing have requested the Bachelor of Nursing-Head of Course (BN-HOC) to assess and consider ceasing the summative Assessment One (Medication In-class Test/Online Quiz) completed by students at the 2-Day Residential School and re-introducing the summative Assessment One (Mental Health Assessment/Mental State Examination), re-introducing the summative Assessment Three (Mental Health Nursing-Written Reflective Assessment), and retaining the summative Assessment Two (Professional Experience Placement). The Bachelor of Nursing-Head of Course (BN-HOC) has kindly relayed that the requested changes will be discussed by her with the School of Nursing & Midwifery executive when they next meet.
The Bachelor of Nursing-Head of Course (BN-HOC)/School of Nursing & Midwifery executive authorised unit coordinators to change the summative Assessment One (Medication In-class Test/Online Quiz) to a summative Assessment One-In-class Test-Invigilated Medication Safety Quiz (Online).
Source: SUTE
I am yet to attend my placement at the Vic camp. I learnt so much from our residential school. The online learning also gave me a great insight into mental health. I learned tools to assist myself in stressful situations. I work as an AIN in ED and daily have interactions with mental health patients. I have gained skills and tools and knowledge to empower me further to work with the patients. Thank you for the res school I really appreciated it. Really enjoyed the content of this unit. was informative and down to earth. Placement was a wonderful experience. Thank you.
Unit Coordinators continued to apply evidence-informed diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused and culturally sensitive to enhance individual students’ motivation, commitment and ability to complete all the unit assessments and meet the set learning outcomes.
Unit Coordinators continued to apply evidence-informed diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused and culturally sensitive to enhance individual students’ motivation, commitment and ability to complete all the unit assessments and meet the set learning outcomes.
Source: SUTE
I thoroughly enjoyed the mental health residential school, the teacher was very knowledgeable. I very much liked not having the pressure of taking the practical assessment at the end of residential. But still being able to practice the assessment without the marking. The best subject this term! Really enjoyed res school. Placement was challenging and I have a whole next level of respect for anyone that specialises in mental health nursing. I don't think it's for me but I really do appreciate the opportunity to experience it.
Unit Coordinators will continue to develop and ensure the 2-Day Residential School learning content, teaching and assessment methods are underpinned by current evidence-informed educationalist and mental health nursing theoretical knowledge and practice skills.
Unit Coordinators continued to develop and ensure the 2-Day Residential School learning content, teaching and assessment methods are underpinned by current evidence-informed educationalist and mental health nursing theoretical knowledge and practice skills.
Source: SUTE
This was an exceptional unit both in the quality of teaching and the content. By far the most beneficial unit to my learning experience. Every aspect from the weekly content to the res school, assessment and placement was a powerful and needed insight into mental health nursing. It has forever changed my personal and professional mindset in the most positive ways. Thank you for giving me this learning opportunity!!!!
Unit Coordinators will continue to apply diverse teaching, learning and assessment philosophies and methods aligned with pedagogy, andragogy, Bloom's taxonomy framework, Benner's concept relating to stages of clinical competence and principles of equality, diversity and inclusion.
In Progress
Source: 2-Day Residential Schools and SUTE
The learning material and residential school attached to this unit were valuable and well delivered. However, this unit is not enough to adequately prepare nurses to care for those with mental health concerns. I am disappointed that further content and written assessments were not included as part of learning for mental health. I believe this would have best been delivered as another unit. I am aware that post-graduate study is an option, but there are many nurses that will undertake this study and this will result in a lack of understanding and adequate care of patients that are suffering with mental illness. The small amount of time dedicated to mental health demonstrates that the university does not consider mental health to be a serious or worthwhile topic to educate their about. Unfortunately, this is reflected by the attitudes of nurses across the profession. It is unlikely to improve without a solid foundation of learning provided by universities throughout Australia.
Unit Coordinators will continue to develop and ensure the 2-Day Residential School and Moodle learning content, teaching and assessment methods are underpinned by current evidence-informed educationalist and mental health nursing theoretical knowledge and practice skills. The Bachelor of Nursing-Head of Course (BN-HOC)/School of Nursing & Midwifery executive will incorporate this feedback when planning and formulating the revised Bachelor Of Nursing (BN) degree curriculum.
In Progress
Source: SUTE
[Unit Coordinator] was a fantastic facilitator and shared so openly his experiences with nursing. He checked in regularly while on placement and I felt very supported. He also contacted me once my placement was done to commend me on my feedback and ask me about my experience. I have never had this from any other university facilitator and it showed such wonderful personalisation and support.
Unit Coordinators will continue to apply evidence-informed diverse teaching, learning and assessment philosophies and methods that are person-centred/student-focused and culturally sensitive to enhance individual students’ motivation, commitment and ability to complete all the unit assessments and meet the set learning outcomes.
In Progress
On successful completion of this unit, you will be able to:
- Discuss why mental health is a national health priority in Australia, including the mental health of people with physical illness and the physical health of people with mental illness.
- Appraise holistic nursing approaches to assessment, planning, implementation, to support mental health consumers and their carers, including the evaluation of outcomes.
- Examine how nurses can support people experiencing stress and distress in diverse settings, and develop self-care strategies to manage work-related stress.
- Apply a recovery-oriented, trauma-informed, and culturally safe approaches when collaborating with mental health consumers and carers.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia Decision-Making Framework (DMF) - Nursing
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Comprehensively conducts assessments
Develops a plan for nursing practice
Provides safe, appropriate and responsive quality nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Research in health
Health and wellbeing
International Council of Nursing Code of Ethics for Nursing
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and co-workers
National Safety and Quality Health Service Standards
Clinical governance
Partnering with consumers
Preventing and Controlling healthcare-associated infection
Medication safety
Comprehensive care
Communicating for safety
Recognising and responding to acute deterioration
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Clinical reasoning
Evidence-based practice
Preventing, minimising and responding to adverse events
Infection prevention and control
Medication safety
Aged Care Quality Standards
Consumer dignity and choice
Ongoing assessment and planning with consumer
Personal care and clinical care
Services and supports for daily living
Organisation’s service environment
Feedback and complaints
Human resources
Organisational governance
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Case Study | • | • | • | • |
| 2 - Written Assessment | • | • | • | • |
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | • | • | • | • |
| 2 - Problem Solving | • | |||
| 3 - Critical Thinking | • | • | • | |
| 5 - Team Work | • | • | ||
| 7 - Cross Cultural Competence | • | • | • | |
| 8 - Ethical practice | • | • | • | • |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |