NURS20149 - Mental Health Promotion in Mental Health Nursing
Term 1 - 2017


All details in this unit profile for NURS20149 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

This unit will allow you to explore the need and complexities associated with mental health promotion in modern society. You will be expected to reflect on and challenge your own preconceptions that may impede your understanding of mental health promotion and devise strategies for consumers that challenge discrimination and minimise stigma. A review of some health promotion activities worldwide will allow for an appraisal of Australian mental health Promotion strategies within a global context. If you have successfully completed the unit NURS21157 you should not enrol in this unit.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band [not found]
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
Using Zoom. Evaluation. Thanks for your feedback about the difficulties with Zoom. Next time the course runs I intend to call each student and work to resolve any concerns they have with participating.
On successful completion of this unit, you will be able to:
  1. Examine the need for equal emphasis on prevention, treatment and promotion in mental health care
  2. Identify a range of mental health promotion strategies clinicians provide within the spectrum of interventions for mental disorders
  3. Reflect on day-to-day practice activities which promote a person’s mental health and wellbeing.
  4. Identify issues important to organisational planning so that services can build their capacity to provide mental health promotion.

No external accreditation required.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
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
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. Note:

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
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 CoordinatorJennifer Mulvogue (j.mulvogue@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

Course Overview

Major Course Concepts

Binley, S., & Stickley, T. (2013). Theories for public mental health and mental health promotion. In T.Stickley and N. Wright (eds). Theories for mental health nursing (pp. 145-161). London: Sage.

Week 2 13-03-2017 Major Course Concepts
Week 3 20-03-2017 Infancy and childhood Cattan, M., &Tilford, S. (2006). Mental health promotion : a lifespan approach. Maidenhead: McGraw Hill.

Week 4 27-03-2017 Infancy and childhood

Gray, L., Price, S. (2014). Partnering for Mental Health Promotion: Implementing Evidence Based Mental Health Services Within a Maternal and Child Home Health Visiting Program. Clinical Social Work, 42: 70-80.


Week 5 03-04-2017 Adolescence and emerging adulthood

Khanlou, N. & Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience literature. International Journal of Mental Health and Addiction, 12(1), 64-79.



Vacation Week 10-04-2017 Adolescence and emerging adulthood McAllister, M., & Handley, C. (2013). Promoting mental health. Chapter 12, in. M.Barnes & J.Rowe (Eds). Child, youth and family health : strengthening communities.pp. 230-259. Sydney: Churchill Livingstone.

Week 6 17-04-2017 Adulthood Barry, M. (2007). Building capacity for effective implementation of mental health promotion. Guest Editorial. Advances in Mental Health, Jul; 6 (2): 1-9.
Skingley, A., Clift, S., Coulton, S., Rodriguez, J. (2011). The effectiveness and cost-effectiveness of a participative community singing programme as a health promotion initiative for older people: protocol for a randomised controlled trial. BMC public health, 11(1), 142-7.

Week 7 24-04-2017 Adulthood

Sturgeon, S. (2007). Promoting mental health as an essential aspect of health promotion. Health promotion International, 21(S1), 36-41.

Written Assessment Due Friday (28 Apr 17) 11:45 PM AEST
Week 8 01-05-2017 Older People

Alzheimer's Australia - What is dementia?
Dunn, J., Balfour, M., Moyle, W., Yen, A.(2013). Playfully engaging people living with dementia: searching for Yum Cha moments. International Journal of Play, 2(3), 174-186.

Week 9 08-05-2017 Older People

Moyle, W. Kellett, U. Ballantyne A. & Gracia N. (2011). Dementia and Loneliness: An Australian Perspective, Journal of Clinical Nursing, 20, 9-10, 1445-1453.

Moyle, W., Jons, C., B. Sung, B., Bramble, M., O'Dwyer, S., Blumenstein, M., & Estivill-Castro, V. (2015). What Effect Does an Animal Robot Called CuDDler Have on the Engagement and Emotional Response of Older People with Dementia? A Pilot Feasibility Study. International Journal of Social Robotics, 1-12.


Week 10 15-05-2017 Student presentations


Week 11 22-05-2017 Student presentations


Written Assessment Due Wednesday (24 May 17) 04:00 PM AEST
Week 12 29-05-2017 Evaluation


Review/Exam Week 05-06-2017 Independent study


Exam Week 12-06-2017 Independent study


1 Written Assessment

Assessment Title Written Assessment
Task Description

Assessment item 2

Title: Identifying a need for mental health promotion

Weighting: 50%

Length: Up to 3000 words

Task: Choose a particular community that you are familiar with. Identify and justify a mental health need and a relevant health promotion method to meet that need.

Steps:

1. Identify a community and explain why you have defined it as a community.

2. Identify a mental health promotion need relevant to this community and justify why you have considered it a need by analysing the community’s risks, vulnerabilities and strengths.

3. Choose and justify a health promotion method to meet the identified need and explain how this method would empower the community.


Assessment Due Date Week 11 Wednesday (24-May-2017) 04:00 PM AEST
Presentations will be scheduled over 2 weeks on Wednesday 18 May and 25 May from 4 pm to 5 pm via Zoom webinars
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 50%
Assessment Criteria

Assessment Criteria - NURS20149 – Identifying a need for health promotion

High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail Below 50%
Structure 20%
Introduction 5%
Highly appropriate and relevant to content. Provides very clear sense of what follows. Appropriate and relevant to content. Provides clear sense of what follows. Largely appropriate and relevant to content. Provides sense of what follows. Somewhat appropriate and relevant to content. Provides some sense of what follows. Not evident and/or not appropriate.
Conclusion 5%
Provides very strong sense of closure and highly appropriate. Provides sound sense of closure and appropriate. Provides a sense of closure and largely appropriate. Somewhat provides a sense of closure and somewhat appropriate. No recognisable conclusion or conclusion is inappropriate.
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%
Consistently integrates appropriate references to support and reflect all ideas, factual information and quotations. Generally integrates appropriate references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Partly integrates appropriate references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Occasionally integrates appropriate references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Fails to or infrequent attempts (>7 errors) to integrate appropriate references to support and reflect ideas, factual information and quotations.
Accurate APA referencing. No errors. Accurate APA referencing. One error. Accurate APA referencing. Two errors. Accurate APA referencing. Three errors. More than three errors.
Analysis 80%
Identifying community 20%
Explanation of chosen community is very clear. Explanation of chosen community is clear. Explanation of chosen community is somewhat clear. Explanation of chosen community may not be clear at times Explanation of chosen community explanation is unclear.
Analysis of need 30%
High level of analysis reflected a cohesive and persuasive argument in identifying a health promotion need. High level of analysis reflected in a largely clear cohesive argument in identifying a health promotion need.. Some analysis reflected in a somewhat clear and cohesive argument in identifying a health promotion need.. Some analysis apparent. Argument may be a little disjointed in identifying a health promotion need.. Minimal analysis or lack of analysis in identifying a health promotion need..
Justifying health promotion method 30%
Justification of health promotion method is convincing and persuasive. Justification of health promotion method is largely convincing and persuasive. Justification of health promotion method is somewhat convincing and persuasive. Justification of health promotion method is at times convincing and persuasive. Justification of health promotion method is not clearly explained and/or argument disjointed.

Referencing Style American Psychological Association (APA)
Submission Online

The final assignment may be submitted to the course coordinator in time for the scheduled Zoom webinar

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

3. Reflect on day-to-day practice activities which promote a person’s mental health and wellbeing.

4. Identify issues important to organisational planning so that services can build their capacity to provide mental health promotion.

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



2 Written Assessment

Assessment Title Written Assessment
Task Description

Title: Analysis of a mental health promotion method

Weighting: 50%

Length: 2500 words

Task: Choose a group from a particular lifespan and context and then select a particular mental health promotion method from the list below and explain how it could be adapted and applied with the group you have chosen.

Note: Examples of groups from a particular lifespan and context could include teenagers at high school or middle aged people living in an over 50s resort. These are obviously just examples and you may choose your own.

Intentional Peer support

The creative arts

Hello Sunday Morning

Robot Therapy

Photovoice

Yarning circles

Therapeutic Writing

Group Singing

Animal assisted therapy

Steps

· Select one mental health promotion method and research its purpose, use and its evidence-base.

· Explain to what extent it is likely to support the principles of mental health promotion.

· Argue how it could be adapted and applied with the group you have chosen.

· Explain the relevance of this method for the chosen group.



Assessment Due Date Week 7 Friday (28-Apr-2017) 11:45 PM AEST
Friday, 29 April at 5 pm
Return Date to Students Week 9 Friday (12-May-2017)
Friday, 13 May at 5 pm
Weighting 50%
Assessment Criteria

Assessment Criteria - NURS20149 – Analysis of a health promotion method

High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail Below 50%
Structure 20%
Introduction 5%
Highly appropriate and relevant to content. Provides very clear sense of what follows. Appropriate and relevant to content. Provides clear sense of what follows. Largely appropriate and relevant to content. Provides sense of what follows. Somewhat appropriate and relevant to content. Provides some sense of what follows. Not evident and/or not appropriate.
Conclusion 5%
Provides very strong sense of closure and highly appropriate. Provides sound sense of closure and appropriate. Provides a sense of closure and largely appropriate. Somewhat provides a sense of closure and somewhat appropriate. No recognisable conclusion or conclusion is inappropriate.
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%
Consistently integrates appropriate references to support and reflect all ideas, factual information and quotations. Generally integrates appropriate references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Partly integrates appropriate references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Occasionally integrates appropriate references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Fails to or infrequent attempts (>7 errors) to integrate appropriate references to support and reflect ideas, factual information and quotations.
Accurate APA referencing. No errors. Accurate APA referencing. One error. Accurate APA referencing. Two errors. Accurate APA referencing. Three errors. More than three errors.
Analysis 80%
Presentation of theory 20%
Health promotion method is explained very clearly Health promotion method explained clearly. Health promotion method explained somewhat clearly. Health promotion method explained. Explanation may not be clear at times Health promotion method explanation is unclear.
Analysis 20%
High level of analysis reflected in application of method to principles of mental health promotion. Argument is persuasive and cohesive. High level of analysis reflected in a largely clear cohesive and persuasive argument in application of method to principles of mental health promotion.. Some analysis reflected in a somewhat clear and cohesive argument in application of method to principles of mental health promotion. Some analysis apparent. Argument may be a little disjointed in application of method to principles of mental health promotion. Minimal analysis or lack of analysis in application of method to principles of mental health promotion.
Adapting and applying to group 20%
Explanation of adapting and applying to group is convincing and persuasive Explanation of adapting and applying to group is largely convincing and persuasive. Explanation of adapting and applying to group is somewhat convincing and persuasive. Explanation of adapting and applying to group is at times convincing and persuasive. Explanation of adapting and applying to group is not clearly explained and/or argument disjointed.
Relevance of method for chosen group 20%
Relevance of method for chosen group is argued convincingly and persuasively. Relevance of method for chosen group is largely argued convincingly and persuasively. Relevance of method for chosen group is somewhat argued convincing and persuasive. Relevance of method for chosen group is somewhat argued convincing and persuasive. Relevance of method for chosen is not clearly explained and/or argument disjointed.

Referencing Style American Psychological Association (APA)
Submission Online

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

1. Examine the need for equal emphasis on prevention, treatment and promotion in mental health care

2. Identify a range of mental health promotion strategies clinicians provide within the spectrum of interventions for mental disorders

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




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