FACULTY OF HEALTH SCIENCES

School of NURSING, MIDWIFERY & PARAMEDICINE

NATIONAL
SEMESTER 1, 2022
NRSG263
PRINCIPLES OF NURSING: MENTAL HEALTH
UNIT OUTLINE

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The material in this communication may be subject to copyright under the Act.
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Do not remove this notice 
Credit points: 10
Prerequisites/incompatibles: Nil
National Lecturer in Charge: Dr Louise Alexander
Office location: Level 4, Office 4.41, Building 403 – Daniel Mannix Building
Email: louise.alexander@acu.edu.au
Telephone: 03 9953-3180
Contact me: Via email
Teaching team:
Lecturers in Charge
Campus Name Office Location Email Telephone
Ms Sophie Schapiro Building 104, Room
Ballarat Sophie.schapiro@acu.edu.au
6, 1200 Mair Street
Room 533.6.33
Blacktown Dr Kazem Razahgi Berry Street North Kazem.razaghi@acu.edu.au 02 9739 2031
Sydney

Brisbane Ms Sandra Hyde 1100 Nudgee Road Sandra.hyde@acu.edu.au 07 3623 7613

302.1.20 -
Canberra Mrs Penny Lentini Signadou Building Penny.lentini@acu.edu.au 02 6209 1288

Level 4, Office
Melbourne Dr Louise Alexander 4.41, Building 403 Louise.alexander@acu.edu.au 03 9953 3180
– Daniel Mannix
Level 6, 33 Berry
North Sydney Dr Susan Gallagher Susan.gallagher@acu.edu.au 02 9739 2323
Street

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Mode: Multimode

Attendance pattern: Pre-recorded lectures, & tutorials.

Duration: 10-week semester. You should anticipate undertaking 150 of study for this unit, including
class attendance, readings and assignment preparation.
UNIT RATIONALE, DESCRIPTION and AIM

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 evidence-
based practices which enable safe and effective care for persons experiencing mental health issues.

LEARNING OUTCOMES
On successful completion of this unit, students should be able to:
LO1 identify international and national concepts of mental health; (GA8)
LO2 outline biopsychosocial, spiritual and cultural factors that impact on the person’s
experience of mental health issues; (GA1, GA5)
LO3 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)
LO4 demonstrate a sound knowledge of quality use of medicines, non-pharmacological
therapeutic interventions and complementary therapies in the mental health context;
(GA1, GA3, GA4, GA5, GA8)
LO5 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, GA3, GA4, GA5)
LO6 apply legal and ethical principles in the planning of care for individuals experiencing
mental health issues and their family and carers. (GA1, GA3, GA4, GA6)

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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, students should have developed their 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

NMBA REGISTERED NURSE STANDARDS FOR PRACTICE

The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in
this unit are:

NMBA Standards for Practice Learning Outcomes

1. Thinks critically and analyses nursing practice.

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 LO1, LO2, LO3, LO4, LO5

2. Engages in therapeutic and professional relationships.

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 LO3, LO5, LO6

3. Maintains the capability for practice.

3.1, 3.2, 3.3, 3.4, 3.7 LO1, LO2, LO3, LO4, LO5, LO6

4. Comprehensively conducts assessments.

4.1, 4.2, 4.3, 4.4 LO3, LO4, LO5, LO6

5. Develops a plan for nursing practice.

5.1, 5.2, 5.3, 5.4 LO2, LO3, LO4, LO5, LO6

6. Provides safe, appropriate and responsive quality nursing

practice. LO2, LO3, LO4, LO5, LO6
6.1
7. Evaluates outcomes to inform nursing practice.
7.1, 7.2 LO3, LO4, LO5, LO6

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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
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 behaviours 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 include lectures, 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 moderate face-to-face teaching hours and an increasing 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. This unit will now be delivered face-to-face after student feedback from 2021.
Assessments topics have also been modified to reflect student feedback.
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

Lectures will be pre-recorded and available for students to view via links in 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 Tutorial, Lectures & self-guided reading Assessments

Online Lecture 1
1. 28th Feb
Introduction to unit
2022 Nursing assessment & management across the lifespan
(biopsychosocial, MSE, strengths based, peer support, risk)

Online Lecture 2
Risk assessment (Inc. suicide and self-harm); Indigenous
persons mental health; domestic violence

Tutorial
Concepts of mental health
MSE and risk assessment
Trauma informed care

Self-guided learning
Assessment and diagnosis (chapter 7, pp.108-125)
Suicide & non-suicidal self-injury (chapter 20, 392-409)

Online Lecture 1
2. 7th March
Nursing assessment & management across the lifespan,
2022 within multiple service settings including common
therapeutic approaches in: Affective disorders

Tutorial
Case Study: Joshua

Self-guided learning
Depressive disorders (chapter 10; pp.172-191)
Treatment modalities utilised in contemporary mental health
service delivery (chapter 4 pp.22- 25 & 26-27)

Online Lecture 1
3. 14th March
Nursing assessment & management across the lifespan,
2022 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

Tutorial
Case study: Rachel.

Self-guided reading
Schizophrenia spectrum and other psychotic disorders
(chapter 8; pp.128-148)

Online Lecture 1
4. 21st March
Nursing assessment & management across the lifespan,
2022 within multiple service settings including common
therapeutic approaches in: Anxiety disorders

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 Tutorial
Case study: Emma

Self-guided reading
Anxiety disorders (chapter 11; pp.196-208)

Online Lecture 1
5. 28th March Assessment
Nursing assessment & management across the lifespan,
2022 within multiple service settings including common
Task 1:
therapeutic approaches in: Disorders in young and Opens
vulnerable persons & early intervention 28th March
2022
Online Lecture 2
@0800hrs
Recovery and resilience in mental health
Closes
Tutorial 1st April
Case study: Erin 2022
@1700hrs.
Self-guided reading
The multidisciplinary team (chapter 23; pp.451-461)

Online Lecture 1
6. 4th April Assessment
Nursing assessment & management across the lifespan,
2022 within multiple service settings including common
Task 2:
therapeutic approaches in: Personality disorders & stigma 7th April 2022
@0900
Tutorial
Case study: Teagan

Self-guided reading
Recovery and resilience in mental health (chapter 21;
pp.414-430)

Online Lecture 1
7. 11th April
Nursing assessment & management across the lifespan and
2022 within multiple service settings including common
therapeutic approaches in: Substance-related and addictive
disorders

Online Lecture 2
Neurocognitive disorders

Tutorial
Case study: Ashleigh

Self-guided reading
Substance- related and addictive disorders (chapter 14;
pp.259-268)

UA Vacation Break
18th April
2022

Online Lecture 1
8. 25th April
Comorbidities & physical health assessment
2022
Online Lecture 2
Working with some who has metabolic syndrome

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 Tutorial
Case study: Tony

Self-guided reading
Neurocognitive disorders (chapter 16; pp.318-333)

Online Lecture 1
9. 2nd May
Understanding and exploring the lived experiences of
2022 individuals families and carers in relation to mental health
The impact of trauma and the principles of trauma-informed
care.

Tutorial
Case study: David

Self-guided reading
Community mental health context (chapter 24; pp.465-475)

Online Lecture 1
10. 9th May
National Safety and Quality Health Service Standards User
2022 Guide for Health Services Providing Care for People with
Mental Health Issues

Tutorial
Role of MDT in collaborating.
Systems of referral
Review of semester

Self-guided reading
Textbook chapter review questions and critical thinking
exercises.

6th June – Assessment

26th June Task 3:
2022
Oral
assessment

PUBLIC HOLIDAYS
You should refer to information on the LEO campus tile as to how replacement learning will be offered
for students who have a public holiday fall on the day of their scheduled tutorial. 
Public Holidays falling in Semester 1, 2022
NATIONAL (all campuses affected): Friday 15th April (Good Friday), Monday 18th April (Easter
Monday), Monday 25th April (ANZAC Day)
VIC: Monday 14/03/2022 (Labour Day), Monday 13/06/2022 (Queen’s Birthday)
NSW: Monday 13/06/2022 (Queen’s Birthday)
QLD:  Monday 02/05/2022 (Labour Day)

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ATTENDANCE REQUIREMENTS FOR THIS UNIT
Attendance at all lectures and tutorials is expected. Attendance records of all tutorial classes are
maintained with a minimum of 80% attendance expected.
Reasons why attendance is required
In class, you will be interacting with other students and developing skills which you will use in your
professional/clinical experience, working within a group or team is an essential skill for all healthcare
workers. Additionally, contributing to and learning from interactions in tutorials has been shown to
increase students’ understanding and improve student success. Lecturers monitor attendance and
your use of LEO so that we can support your learning.
To ensure that you benefit from the ACU learning experience and continue to achieve, you are
encouraged to plan your week carefully and prioritise time to engage in learning activities. These may
include face-to-face tutorials online lectures, online learning activities and assessment tasks.

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 4 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.

In order to pass this unit, you are required to achieve a cumulative grade of 50% or greater.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.

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ELECTRONIC SUBMISSION, MARKING AND RETURN
Electronic submission for assessments 1 & 2.

Learning Graduate
Weighting
Assessment tasks Due date outcome(s) attribute(s)
(%)
assessed assessed

Quiz opens: 28th March 2022

@0800hrs GA1, GA3,
Assessment task 1:
10% LO1, LO4 GA4, GA5,
Quiz. Quiz closes: 1st April 2022 GA8
@1700hrs

Assessment task 2: LO1, LO2, GA1, GA5,

7th April 2022 by 0900hrs 50%
Written assessment LO3 GA8

During university examination GA1, GA3,

Assessment task 3: LO3, LO4,
weeks: 6th June – 26 June 40% GA4, GA5,
Oral assessment LO5, LO6
2022. 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
Online quiz.
Due date: Quiz opens: 28th March 2022 @0800
Quiz closes: 1st April 2022 @1700
Weighting: 10%
Length and/or format: 10 multiple choice questions.
Purpose: To assess students’ knowledge on therapeutic interventions.
Learning outcomes assessed: LO1, LO4
How to submit: Take the quiz via LEO
Return of assignment: Results will be available once the quiz closes for all students (inc.
extensions).

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ASSIGNMENT 2
Enables students to demonstrate understanding of concepts and consumer factors in mental health.
Choose one (1) of the following essay topics:

1. Hallucinations are a common perceptual disturbance for someone living with a psychotic illness,
and they can have a significant impact on a consumer’s quality of life. A consumer’s cultural beliefs
may also impact how they experience psychosis. Using contemporary peer-reviewed literature, your
paper must critically analyse:
• one (1) culturally safe nursing intervention for a consumer with a psychotic illness; (you must
identify the culture your evidence is referring to);
• one (1) evidence-based psychoeducation strategy which can be adopted when working with
someone who has a psychotic illness.

2. A major depressive disorder can be a debilitating condition which often has significant social and
occupational impacts. A consumer’s cultural beliefs may also impact how they experience depression.
Using contemporary peer-reviewed literature, your paper must critically analyse:
• one (1) culturally safe nursing intervention for a consumer with major depression; (you must
identify the culture your evidence is referring to);
• one (1) evidence-based psychoeducation strategy which can be adopted when working with
someone who has a depressive illness.
Due date: 7th April 2022 @0900hrs
Weighting: 50%
Length and/or format: 1800 +/- 10%
Purpose: Enables students to demonstrate understanding of concepts and
consumer factors in mental health.
Learning outcomes assessed: LO1, LO2, LO3
How to submit: Electronically, via Turnitin
Return of assignment: Within three weeks of submission.
Assessment criteria: See appendix A.

ASSIGNMENT 3
Oral assessment under exam conditions. Further details about this assessment will be made
available on LEO.
Due date: During university exam weeks: 6-26 June 2022.
Weighting: 40%
Length and/or format: 15-minute oral assessment
Purpose: To enable students to demonstrate their understanding of core
unit content.
Learning outcomes assessed: LO3, LO4, LO5, LO6
How to submit: This assessment will occur over Zoom.
Return of assignment: Results will be released via Turnitin after final unit grades have
been released.
Assessment criteria: See appendix B.

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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 APA7 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:
(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.

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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,
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.

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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=39460

TEXTS AND REFERENCES

Required text(s)
Hercelinskyj, G. & Alexander, L. (2020). Mental health nursing: applying theory to practice.
Cengage.

Recommended references
American Psychological Association (2013). The diagnostic and statistical manual of mental
disorders, 5ed. American Psychological Association: Washington.
Australian Health Ministers Advisory Council. (2013). A national framework for recovery-oriented
mental health services. Guide for practitioners and providers. Retrieved from
https://www.health.gov.au/resources/publications/a-national-framework-for-recovery-
oriented-mental-health-services-guide-for-practitioners-and-providers
Australian Government National Mental Health Commission. (2021). Lived experience (peer)
workforce development guidelines. Retrieved from
https://www.mentalhealthcommission.gov.au/Mental-health-Reform/Mental-Health-Peer-
Work-Development-and-Promotion/Peer-Workforce-Development-Guidelines
Australian Capital Territory (2015). Mental health act 2015. Retrieved from
https://www.legislation.act.gov.au/a/2015-38/
Foster, K., Marks, P., O’Brien, A. & Raeburn, T. (2020). Mental health in nursing, 5th ed. Elsevier.
New South Wales Mental Health Act (2007). Mental health act 2007. Retrieved from
https://legislation.nsw.gov.au/view/pdf/asmade/act-2007-8
Queensland (2016). Mental health act 2016. Retrieved from
https://www.legislation.qld.gov.au/view/pdf/asmade/act-2016-005
Victorian Mental Health Act (2014). Mental health act 2014. Retrieved from
https://content.legislation.vic.gov.au/sites/default/files/2020-02/14-
26aa022%20authorised.pdf

APPENDICES

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 Appendix A: ASSESSMENT TASK 2 - Written Assessment 100% (weighted 50%)
Fail (NN)
Expected High Distinction (HD) Expected Distinction (D) Expected Credit (CR) Expected Pass (PA) Fail (NN)
Elements
(Weighting) (No attempt
Standard Standard Standard Standard Standard
made)

Focus & There is a clear introduction There is a clear introduction There is a clear introduction There is a clear introduction The introductory sentence There is no
Introduction that outlines the topic and that outlines the topic, and that outlines some of the topic, that outlines the topic. does not adequately outline introduction.
contextualises and profiles the profiles most of the essay and profiles some content. the topic; some parts are
10 marks essay scope and content. scope and content. unclear and/or absent.

Content, Extensively describes the Thoroughly describes the Mostly describes the impact of A limited discussion on the Seldom describes the impact The content,
Evidence & chosen priority mental health impact of the chosen priority the chosen priority mental impact of the chosen priority of the chosen priority mental evidence and
Examples issue. Student has highlighted mental health issue. Content health issue. Most content is mental health issue. Some health issue. There is examples are
in detail all the relevant is relevant to the topic. Student relevant to the topic. Student content is relevant to the topic. insufficient content presented not
30 marks significant factors; explained has highlighted all the relevant has highlighted most of the Explained and analysed the that is relevant to the topic, appropriate.
and analysed the concepts significant factors; explained relevant significant factors; concepts and/or issues and and insufficient evidence
and/or issues and their and analysed the concepts explained and analysed the their importance on some and/or examples are
importance. and/or issues and their concepts and/or issues and occasions. presented.
Referred to relevant importance. their importance on most Evidence and examples are
knowledge and literature to Evidence and examples occasions. minimal.
support their reasoning and presented are of varying Evidence and examples
examples are presented. quality. presented are of varying
quality.
Critical Thinking There is evidence of both There is evidence of breadth of An argument is presented An argument is presented Arguments regarding the There is no
& Reasoning depth and breadth of reading reading regarding the chosen regarding the chosen mental regarding the chosen mental chosen mental health priority clear
regarding the chosen mental mental health priority. health priority and supported health priority with minimal are not supported by argument
30 marks health priority. with appropriate evidence. support of appropriate appropriate evidence. presented.
An argument is presented and
An argument is presented and supported with appropriate evidence.
well supported with appropriate evidence.
evidence.
Closing There is a concluding There is a concluding There is a concluding There is a concluding sentence There is a concluding sentence There is no
paragraph paragraph which restates the paragraph which restates the paragraph which restates the which restates the topic and which restates the topic evidence of a
topic, provides a summary of topic, provides a summary of topic and provides a summary provides a summary of some without providing a summary of conclusion.
10 marks all of the key points, and most of the key points, and of most of the key points. of the key points. the content.
presents an overall conclusion. presents an overall conclusion
Sequencing & The content in the essay The content in the essay There is a clear introduction, There is a clear introduction, There is not a clear There is no
Accuracy matches the outline presented mostly matches the outline followed by the body of the followed by the body of the introduction, body and evidence of
in the introductory paragraph. presented in the introductory essay, with a conclusion. essay, with a conclusion. conclusion. sequencing or
4 marks paragraph. paragraphs.
All paragraphs are organised However, content within the However, there is little Paragraphs do not relate to a
in a logical manner so that Most paragraphs are body and within paragraphs is evidence of sequential discrete idea, or link to one
content flows from one organised in a logical manner, not always logically presentation. Some another.
paragraph to the next, and and the essay ends with a sequenced. Most paragraphs paragraphs relate to a discrete
there are clear linking rational conclusion. relate to a discrete idea. idea.
sentences that link each
paragraph to the next. The
essay ends with a rational
conclusion.

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 Sources & Credible and relevant Credible and relevant Credible and relevant Most references are credible Not all references are credible There are no
Referencing references are used. Accurate references are used. Accurate references are used. Accurate and relevant. Accurate use of and/or relevant. Many references
use of APA referencing style use of APA referencing style use of APA referencing style APA referencing style on most inaccuracies with the APA used, or they
10 marks on all occasions. on most occasions. on most occasions. occasions. referencing style. are not
Generally accurate use of in- Too many direct quotations. appropriately
Accurate and consistent use of Mostly accurate use of in-text text citations. Uses between Accurate use of in-text Uses less than 10 appropriate academic.
in-text citations. Uses >20 citations. Uses between 16-19 13–15 appropriate references. citations on most occasions. references.
appropriate references. appropriate references. Minimum of 11 references
used.
Sentence Flawless expression. There There are minimal errors with There are some errors with There are many errors with Significant expressive issues. Grammar,
Structure, are no errors with grammar, grammar, spelling and grammar, spelling and grammar, spelling and There are substantial errors spelling and
Grammar, spelling and punctuation that punctuation that impact punctuation that impact punctuation that impact with grammar, spelling and punctuation
Spelling & impact readability, and the readability, and the meaning is readability. However, the readability. The errors detract punctuation that impact are such that
Punctuation meaning is easily discernible. easily discernible. meaning is readily discernible. the reader, but the meaning is readability. The errors detract the reader
discernible. significantly, but the meaning cannot make
6 marks is discernible with major effort. sense of the
content.

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APPENDIX B: ASSESSMENT TASK 3 - Oral Assessment 100% (weighted 40%)
Assessment criteria Maximum Marks HD DI CR PA NN No
marks obtained (85%+) (75-84%) (65-74%) (50-64%) (>0-49%) Attempt
allocated 17-20 15-16.9 13-14.9 10-12.9 0 – 9.9 Made
0
1. Accurately describes consumers clinical
presentation and demonstrates sound 20 /20
comprehension of the consumers condition/s
whilst using appropriate psychiatric terminology
2. Demonstrates sound understanding of
psychopharmacology, providing accurate 20 /20
comprehension of medication/s including the
needs for consumer psychoeducation
3. Demonstrates sound knowledge of the role of
a mental health nurse within a multidisciplinary 20 /20
team, including applying and understanding of
evidence-based nursing intervention/s
4. Evidence of understanding of legal and
ethical principles in mental healthcare, including 20 /20
the implications of these to consumers and
families
5. Student expresses their ideas in an articulate
manner that is professional and clearly 20 /20
understood
TOTAL
Marks /100
Awarded

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