NURS20151 - Creating Meaningful Relationships
Term 1 - 2017


All details in this unit profile for NURS20151 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Meaningful relationships have been repeatedly found to be the most influential factor in co-creating opportunities for navigating mental health challenges in new ways. This unit will provide you with an opportunity to explore the nature of relationships within mental health that include peers, consumers and significant others as well as multi-disciplinary team. It will also allow you to explore your own role in the development of meaningful relationships to facilitate the improved mental health of consumers and the professional development and personal growth of you as a mental health nurse. If you have successfully completed the unit NURS21165 you should not enrol in this unit.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

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).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate 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.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

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%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

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.

Feedback Source Recommendation
Difficulty understanding assessment Evaluation Write in step in future
Students liked the one-on-one supervision sessions. Email, individually and evaluation Continue these sessions in the future
On successful completion of this unit, you will be able to:
  1. Appraise the importance of relationship in the Recovery process for Mental Health
  2. Reflect on personal patterns of relating within challenging encounters
  3. Integrates risk and safety as foundations of consumer-centered care.
  4. Acknowledges legal and ethical principles in developing therapeutic relationships
  5. Examine the influences impacting upon effective relationships, including power dynamics, potential barriers, and opportunities for mutual learning and growth, across a variety of mental health settings.
  6. Develop strategies that will empower consumers to effect social change including reduction of stigma relating to mental health challenges.

No external accreditation required.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment      
2 - Written Assessment      

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research
5. Self-management      
6. Ethical and Professional Responsibility    
7. Leadership        

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment      
2 - Written Assessment

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Webcam and microphone
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorAnthony Welch (a.welch@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Module 1

Major Concepts

Welcome to the course.

Week 2 13-03-2017

Module 1

Major Concepts

Week 3 20-03-2017

Module 2

Types of relationships in mental health

Week 4 27-03-2017

Module 2

Types of relationships in mental health

Week 5 03-04-2017

Module 2

Types of relationships in mental health

Vacation Week 10-04-2017


Week 6 17-04-2017

Module 3

Theories relating to relationships between the consumer and the mental health nurse
Week 7 24-04-2017

Module 3

Theories relating to relationships between the consumer and the mental health nurse

Submission of 1st assignment through Moodle.

The importance of relationship in recovery oriented practice Due Monday (24 Apr 17) 11:45 PM AEST
Week 8 01-05-2017

Module 3

Theories relating to relationships between the consumer and the mental health nurse

Webinar: 10am, Tuesday 128 April

Week 9 08-05-2017

Module 3

Theories relating to relationships between the consumer and the mental health nurse
Week 10 15-05-2017

Module 4

Recognising, acknowledging and dealing with any philosophical differences leading to tension in the consumer-nurse relationship.

Webinar: 10am, Tuesday 12 May

Week 11 22-05-2017

Module 4

Recognising, acknowledging and dealing with any philosophical differences leading to tension in the consumer-nurse relationship.
Week 12 29-05-2017

Module 4

Recognising, acknowledging and dealing with any philosophical differences leading to tension in the consumer-nurse relationship

Submission of 2nd assignment through Moodle

Ethical issues in the consumer - mental health nurse relationship Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title The importance of relationship in recovery oriented practice
Task Description

1. Record a role play of your engagement in a 15 minute (approximate) purposeful conversation that aims to develop a meaningful relationship with a 'consumer'. Please note this role play is not graded. Instructions for uploading this video will be available on the Moodle site.

2. This role play should be based around a clinical scenario that is significant for the nurse-consumer relationship.

3. Critique your interaction using a theory such as Heron’s six category intervention analysis. This will be available on the Moodle site. (This critique is to be placed in the appendices of your submission).

4. Drawing on your research into the role of relationship in recovery-oriented mental health practice, and communication skills in establishing a meaningful relationship, critique your interaction. This critique should be provided as a table in an appendix.

3. Write an essay on the importance of relationship in recovery oriented practice and draw on your critique to provide examples in your assessment. In your assessment please provide a justification as to the significance of the clinical scenario that you have chosen.

Part 1: Role-play (unmarked)

  • Prior to the event, you will be provided with background information on the context of the scenario, including your role, setting and a brief synopsis of the consumer.
  • On a negotiated time and day, a person playing the role of a consumer will be introduced to you online.
  • Your task is to interact with them in ways that you have previously researched to be usually effective in creating meaningful relationships in a therapeutic mental health context.
  • The interaction will be recorded.
  • You will not be marked on the role-play itself.

Part 2: Essay (marked)

  • Research the role of relationship regarding mental health challenges, communication, and recovery-oriented approaches to relationship, including factors that influence relational dynamics.
  • Replay the recording, and critically reflect on it focusing on strengths and areas for improvement, and provide examples of actions that are theoretically aligned with relationships in a recovery-oriented approach.
  • Address all four levels of relationship: intrapersonal, interpersonal, social/systemic, and spiritual/cultural in your reflection.
  • Draw upon sources found within seminal and contemporary consumer-driven literature as well as mental health scholarship to provide a critical and balanced discussion.

The word limit for this assessment is 2000-2500 words.

Please read widely and be sure to justify your responses with appropriate referencing. The quality and credibility of your sources are very important at a post-graduate level. You are required to use APA referencing.

Please refer to the marking guide for this assessment task.

Attach a cover page to the essay providing; your name and student number, your lecturer’s name, the name and code of the course and the number and name of the assignment.

Submission will be in two parts:

  1. Submission will be a two part process. You will upload your video to YouTube and set the privacy settings so that only people provided with a copy of the link can view it. It is recommended you try to upload your video before the due date as issues with large files (video) can occur. You will provide your lecturer with a copy of the link, copy and pasted within your 2000-2500 word essay.
  2. The 2000-2500 word assignment will be submitted as usual, through the Turnitin system.
Assessment Due Date Week 7 Monday (24-Apr-2017) 11:45 PM AEST
Return Date to Students Week 8 Friday (05-May-2017)
Expected return of assessment to students is within 2 weeks of submission.
Weighting 50%
Assessment Criteria
HD D C P F
Analysis of relationship in recovery oriented practice 30% High level of analysis reflected in a clear cohesive argument High level of analysis reflected in a largely clear cohesive argument Some analysis reflected in a somewhat clear and cohesive argument Some analysis apparent. Argument may be a little disjointed. Minimal analysis or lack of analysis.
Synthesis with critique 20% Critique is consistently drawn upon to support the argument. Critique is drawn upon to support the argument. Critique is drawn upon to support the argument. At times the inclusion may decrease the flow of the assessment. Critique is drawn upon to support the argument. At times the inclusion may not be quite appropriate. Use of critique is not appropriate.
Critique 20% Critique critical, is very appropriate to role play and consistently draws on theory Critique is critical, very appropriate to role play and consistently draws on theory Critique is somewhat critical, appropriate to role play and draws on theory Critique is missing critical elements, is appropriate to role play and draws on theory Critique is not critical elements, and/or is not appropriate to role play and/or doesn’t draw on theory
Synthesis with appropriate literature 20% Appropriate literature is consistently drawn upon to construct and/or support the argument. Appropriate literature is drawn upon to construct and/or support the argument. Appropriate literature is drawn upon to construct and/or support the argument. At times there may be an over-reliance on literature or not enough literature. Literature is drawn upon to construct and/or support the argument. At times there may be not enough literature and/or the literature is inappropriate. Minimal literature used and/or it may not be appropriate.
Presentation 5% Very well presented. No spelling or grammatical errors. Well proof read. Written in a clear and cohesive style, Very well presented. Minimal spelling and grammatical errors. Well proof read. Written in a clear and easy to ready style. Well presented. Some spelling and grammatical errors. Written in an easy to ready style. There may be one or more areas where there was evidence of lack attention to presentation Many presentation errors
Referencing 5% Accurate APA referencing. No errors Accurate APA referencing. One error Accurate APA referencing. Two errors Accurate APA referencing. Three errors More than three errors

Referencing Style American Psychological Association (APA)
Submission Online

Submission of essay must include link to YouTube recording of role-play video

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Appraise the importance of relationship in the Recovery process for Mental Health

2. Reflect on personal patterns of relating within challenging encounters

3. Integrates risk and safety as foundations of consumer-centered care.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research



2 Written Assessment

Assessment Title Ethical issues in the consumer - mental health nurse relationship
Task Description

1, Analyse the challenges in creating a meaningful relationship between consumer and nurse at this stage in the consumer’s recovery. Your analysis should draw on ethical issues. These may include self-determination, least restrictive form of care, autonomy, non-maleficence, justice, benevolence, and duty of care.

Consider the consumer who is in the acute phase of their recovery journey where immediate clinical concerns have been identified regarding their risk and safety.

2. Discuss strategies that would assist the mental health nurse in his or her decision making at this stage.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:45 PM AEST
Return Date to Students Expected return of assessment to students is within 2 weeks of submission.
Weighting 50%
Assessment Criteria
HD D C P F
Analysis of challenges 30% High level of analysis reflected in a clear cohesive argument. High level of analysis reflected in a largely clear cohesive argument. Some analysis reflected in a somewhat clear and cohesive argument. Some analysis apparent. Argument is a little disjointed. Minimal analysis or lack of analysis.
Analysis of ethical issues 20% High level of analysis reflected in a clear cohesive argument. High level of analysis reflected in a largely clear cohesive argument. Some analysis reflected in a somewhat clear and cohesive argument. Some analysis apparent. Argument may be a little disjointed. Minimal analysis or lack of analysis.
Synthesis with appropriate literature 20% Appropriate literature is consistently drawn upon to construct and support the argument. Appropriate literature is drawn upon to construct and support the argument. Appropriate literature is drawn upon to construct and support the argument. At times there is an over-reliance on or insufficient literature. Literature is drawn upon to construct and/or support the argument. At times not enough literature and/or the literature is inappropriate. Minimal literature used and/or it may not be appropriate.
Strategies to overcome challenges 20% Appropriate challenges identified and used well to enhance discussion. Appropriate challenges identified and used to enhance discussion. Appropriate challenges identified and used in discussion. Appropriate challenges identified and somewhat used discussion Appropriate challenges not identified and/or not used in discussion
Presentation 5% Very well presented with no spelling or grammatical errors. Well proof read. Written in a clear and cohesive style. Very well presented with minimal spelling and grammatical errors. Well proof read. Written in a clear, easy to ready style. Well presented. Some spelling and grammatical errors. Written in an easy to read style. There may be one or more areas where there was evidence of lack attention to presentation Many presentation errors
Referencing 5% Accurate APA referencing. No errors Accurate APA referencing. One error Accurate APA referencing. Two errors Accurate APA referencing. Three errors More than three errors

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Acknowledges legal and ethical principles in developing therapeutic relationships

5. Examine the influences impacting upon effective relationships, including power dynamics, potential barriers, and opportunities for mutual learning and growth, across a variety of mental health settings.

6. Develop strategies that will empower consumers to effect social change including reduction of stigma relating to mental health challenges.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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