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Essay Service & Study Help Writing Services – Term Paper Examples, Research Papers, Thesis & Dissertation Topics Ideas Samples: – \u00a0NRSG210 Mental Health Nursing 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay30
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FACULTY OF HEALTH SCIENCES School of NURSING, MIDWIFERY & PARAMEDICINE MacKillop Campus SEMESTER 1 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay NRSG 210: Mental Health Nursing UNIT OUTLINE
Credit points: 10 Prerequisites : Foundation Year Units or equivalent Co-requisites: NIL It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator. Lecturer in Charge (National): Sandra Hyde Office location: EB. 19 Email: [email\u00a0protected] Telephone: 07 3623 7613 Contact me: Please contact me via email or telephone. Description: This unit develops students\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 knowledge of the physical, mental and biopsychosocial factors that contribute to personal, individual, family and community mental health. It also examines the role of the nurse and the health team in caring for persons who have alterations to their emotional and mental wellbeing across the lifespan. In particular, it will enable the student to develop a holistic and consumer-oriented recovery approach to the provision of nursing care highlighting the therapeutic use of self, including ethical, legal and professional boundaries that influence practice. Teaching team: Lecturer in Charge: Dr. Sue Webster Office location: Level 7, Barry St, 97392387 Email: sue.[email\u00a0protected] Susan Gallagher Marie Greenall Level 7, 33 Berry St, 97392323 Level 7, 33 Berry St, [email\u00a0protected] [email\u00a0protected]
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Dr. Peter Brown Level 7, 33 Berry St, [email\u00a0protected] Mode\/attendance pattern: This unit will consist of lecture resource sessions and seminars framed within an inquiry based learning paradigm. In addition, the unit will be enhanced with web based resources and self-directed learning activities. Attendance at all seminars is encouraged and a minimum of 80 % is required in order to pass this unit. Duration: 10 week-semester or equivalent in intensive block mode. You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.
LEARNING OUTCOMES The Bachelor of Nursing course is a professional program that requires development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes. On successful completion of this unit, you should be able to: 1. Outline social, developmental and cultural factors that impact on mental health and wellness;
2. Homework help – Discuss major mental health priorities and related strategies, including models of mental health care;
3. Reflect critically on the experiences of mental illness from consumer and carer perspectives; (GA 4)
4. Assess a person\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s mental health status within the contexts of an holistic health assessment and potential underlying pathology;
5. Determine appropriate evidence-based nursing interventions and describe medical and allied health interventions for the promotion of mental health, and prevention, early intervention, management of and recovery from common mental illnesses;
6. Plan, implement and evaluate safe, holistic, person-centred nursing care taking account of a person\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s \/ family\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s mental health status, strengths, risks and resilience;
7. Write my Essay Online Writing Service with Professional Essay Writers – Explain strategies for developing and evaluating therapeutic relationships with mental health consumers, carers and significant others across the lifespan; (GA 9)
8. Homework help – Discuss legal and ethical issues pertaining to mental health and mental illness ( GA 3)
9. Work effectively in a group to identify and address your learning needs. (GA 7)
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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. You can view the ACU Graduate Attributes for all courses at http:\/\/www.acu.edu.au\/204356. All Australian universities have their expected Graduate Attributes \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 ACU\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s 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, you should have developed your ability to: GA3 GA4 think critically and reflectively GA7 work both autonomously and collaboratively GA9 demonstrate effective communication in oral and written English language and visual media
Australian Nurses\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 and Midwifery Council Competency Standards for the Registered Nurse developed in this unit are:
ANMC Competency Standards Learning Outcomes: Professional Practice 1, 2, 3, 8, Critical Thinking and Analysis 5, 9 Provision and Coordination of Care 7.2, 8.1, 1, 4, 5, 6, 7 Collaborative and Therapeutic Practice 9.1, 9.2, 9.3, 9.4, 9.5, 10.1, 10.2, 10.4 3, 7,
CONTENT Topics will include: Factors impacting on mental health and wellness \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Social \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Developmental \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Cultural, including Australia\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s Indigenous population
Family risk factors \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Domestic violence \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Sexual abuse \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Emotional and physical neglect
Mental health priorities \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 National and international mental health priorities and strategies
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\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 State mental health priorities and strategies including Suicide Prevention \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Mental health workforce priorities \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Vulnerable populations \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Refugees \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Culturally and linguistically diverse (CALD) \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Homeless \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Forensic \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Aboriginal and Torres Strait Islander peoples \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Elderly
Models of mental health care and care continuum \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Medical model \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Psychodynamic approach \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Developmental models of self \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Resilience and recovery model
Therapeutic interventions \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Psycho education and cognitive therapieshttps:\/\/charteredessay.com\/learning-resources-required-readings-mcgonigle-d-mastrian-k-g-2017-nursing-informatics-and-the-foundation-of-knowledge-4th-ed-burlington-ma-jones-bartlett-learning\/<\/a>
Experiences of people with mental illness \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Discrimination, stereotyping and perpetuation of stigma \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Factors influencing attitudes \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Affirmative action \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Social inclusion
Mental health consumer and carer participation in care and recovery \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Consumer\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 and carers\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 perspectives on mental illness \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Consumer choice, informed consent and participation in care \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Spiritual care; sense of wellbeing
Nursing interventions and principles in the care of mentally ill \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Managing suicide and self-harm \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Managing physical aggression \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Managing fear and anxiety \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Cognitive behavioural intervention \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Psychosocial intervention
Prevention and early intervention \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Risk and preventative factors across the lifespan \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Risk factors for self-harm \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Preventive model of care https:\/\/essaycove.com\/<\/a>
Mental health promotion \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Myths of mental illness
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\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Developing self-awareness \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Public and professional education
Establishing therapeutic relationships with mental health consumers and carers \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Self-help, peer support and consumer delivered services \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Collaboration with consumers, their families and community
Mental health assessment \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Factors affecting assessment \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Taking a psychosocial history \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Mental state assessment \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Assessment tools \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 The Health of the Nation Outcome Scales (HoNOS) instrument \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Functional assessment \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Mental Health Outcomes Assessment Tool (MH-OAT) \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Alcohol scales \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Depression scales
Common mental health alterations and disorders and related pathophysiology \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Disorders in children and adolescents \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Disorders affecting the elderly \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Schizophrenic disorders \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Mood disorders \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Personality disorders \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Anxiety disorders \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Eating disorders \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Substance-related disorders and dual diagnosis \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Somatoform and dissociative disorders Psychopharmacology for common mental illnesses\/disorders \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Psychopharmacology \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Principles of pharmacological action of psychotropic medication \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Legal issues with psychotropic medications \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Major groups of psychotropic drugs \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Medication adherence issues and strategies
Legal, professional and ethical issues \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Rights of the mentally ill \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Mental health policy \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Mental health legislation \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Professional boundaries
Content Extended
\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Theories of self, personality, resilience, crisis, stress, coping
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\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Lifespan development \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Family development, assessment, functions \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Cultural diversity \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Social constructions of health and illness \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Vulnerable populations
Content Integrated and Consolidated
\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Person-centred care \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Cultural safety \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Health assessment \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Communication skills and active listening \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Documentation \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Group dynamics
QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the \u00c3\u00a2\u00e2\u201a\u00ac\u00cb\u0153Student Evaluation of Unit\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 (SEU) online surveys. SEU 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 SEU survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and\/or through student representatives. SCHEDULE Please ensure that you choose your classes carefully in Tutorial Direct and attend the chosen classes Attendance requirements of unit Attendance at all lectures and tutorials is expected. An attendance record of all tutorial classes will be recorded and a minimum of 80% of tutorial classes is mandatory.
Reasons why attendance is required In tutorials, you will be interacting with other students and developing skills which you will use in your professional\/clinical experience. Students who attend less than 80% of tutorials are at risk of not developing these essential skills. Therefore, it is a requirement you attend a minimum of 80% of tutorial classes.
Procedures to follow should a student fail to attend 80% of classes due to illness and\/or personal circumstances beyond their control 1. You must contact your Lecturer-in-Charge when you know you have breached the 80% minimum requirement for tutorials. 2. You must also provide written evidence of why you were unable to attend (sick certificate, letter from a health professional on letterhead or a Statutory Declaration) to the Lecturer-in-Charge (LIC). 3. Your Lecturer-in-Charge will then provide you with a written learning activity which you will be required to submit on a specified date prior to the commencement of exam week.
Consequence for not meeting 80% attendance requirements of unit
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1. Failure to provide written evidence of the reason for your non-attendance and\/or failure to submit the written learning activity by the due date will result in a Fail grade for this unit. 2. Non-attendance of more than 40% of all tutorial sessions (even with documentary evidence) will result in a Fail grade for the unit. In such instances you are advised to apply for \u00c3\u00a2\u00e2\u201a\u00ac\u00c5\u201cRE Re-credit of Student Learning Entitlement (SLE) and Refund of Fees in Special Circumstances\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u009d http:\/\/www.acu.edu.au\/__data\/assets\/pdf_file\/0007\/117457\/RE_Form_-_2014: 2024 – Essay Writing Service. Custom Essay Services Cheap0921.pdf Study 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.
Conduct in Tutorial inquiry based learning (IBL) sessions
Students are expected to attend seminars having undertaken the recommended readings and prepared for the IBL learning activities, in preparation for active participation. Professional behaviour is expected. You are required to attend 80% of the seminar classes and complete and submit each of the assessment tasks according to the established criteria (see attachments) and achieve a grade of 50% and above in the unit and a minimum pass (20 out of 40%) in the final examination.
Week
Starting LECTURE \/RESOURCE SESSION 2 HOURs
IBL SEMINAR\/ TUTORIAL 2 HOURS
SELF DIRECTED LEARNING Available on the NRSG 210 LEO site 1 HOUR
1
24\/02\/201 4
Introduction to Recovery in mental health
Introduction to IBL group rules and expectations. Exploring Mental Illness
Self-directed learning week 1
https:\/\/www.youtube.com\/watch?feature=player_embed =_FolgAZ3YuU My recovery story
2 03\/03\/201 4
Principles of service delivery Mental health \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 legal & Ethical Issues
Screening for a mental illness Group allocation for Assessment Task 2- Group Presentation
Self-directed learning week 2 Effective communication & paternalism in mental health \u00c3\u00a2\u00e2\u201a\u00ac\u00c5\u201cOne Flew Over the Cuckoo\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s Nest\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u009d http:\/\/www.youtube.com\/watch?v=NJDWd91nlI4
3 10\/03\/201 4
Nursing Assessment
MSE & Risk Management
Assessment Written communication 1st Group Presentation
Self-directed learning week 3
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commence
4 17\/03\/201 4
Psychosis (includes DSM V & ICD 10)
Psychosis Group Presentation commence
Self-directed learning week 4 Schizophrenia & insight \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 \u00c3\u00a2\u00e2\u201a\u00ac\u00c5\u201cA Beautiful Mind\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u009d http:\/\/www.youtube.com\/watch?v=D2zl1lgZsKA
5 24\/03\/201 4
Affective disorders (Major depression\/ postnatal depression\/ bipolar I & II)
Affective disorders Mania Depression Post natal depression Assessment Task 1 Due : 28.3.2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay
Self-directed learning week 5 Schizoaffective disorder & carers \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 \u00c3\u00a2\u00e2\u201a\u00ac\u00c5\u201cShine\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u009d http:\/\/www.youtube.com\/watch?v=s6X9u97v-8w
Essay due at 4 pm
21\/04\/2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay UA Week Recess
6 28\/04\/201 3
Anxiety Disorders Somatoform Disorders
Anxiety Disorders Somatoform Disorders
Self-directed learning week 6
7 05\/05\/201 4
Personality disorders
Managing difficult personalities
Self-directed learning week 7 Depression & self-harming behaviours \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 \u00c3\u00a2\u00e2\u201a\u00ac\u00c5\u201cOrdinary People\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u009d http:\/\/www.youtube.com\/watch?v=yOpsJ8dh5L4
8 12\/05\/201 4
Co-occurring mental illness & drug and alcohol disorders
Co-occurring mental illness & drug and alcohol disorders
Screening tools
Self-directed learning week 8 Delirium tremens & carers\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 \u00c3\u00a2\u00e2\u201a\u00ac\u00c5\u201cThe Lost Weekend\u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u009d
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9 19\/05\/201 4
Child and Youth Mental Health
Mental health and body image Working with families Group dynamics and group function
Self-directed learning week 9
10 26\/05\/201 4
Older Adults Mental
Older adults Self-directed learning week 10
ASSESSMENT In order to pass this unit, you are required to you are required to attend 80% of the seminar classes and complete and submit each of the assessment tasks according to the established criteria (see attachments) and achieve a grade of 50% and above in the unit and a minimum pass (20 out of 40%) in the final examination. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.
Assessment tasks Due date Weighting (%)
Learning outcome\/s assessed
Graduate Attributes assessed
Essay \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 (1500 words) Friday March 28 by 4pm
40% 2,4,5 and 6 3, 4, 9
Group work presentation Weeks 3-10 20% 3, 6, 7, 8, 9 3, 4, 7, 9
Examination (1.5 hours)
Exam Period 40% 1, 2, 4, 5, 6, 7, 8
3, 4, ,9
Assignment 1 Essay Three newspaper articles relating to mental health have been placed on LEO in preparation for this assignment. Each student is to provide an essay based on one of these articles highlighting the key issues within the selected article. For example, if an article discusses suicide, you might need to highlight an issue such as family involvement. The discussion is to be supported with relevant and appropriate references. There are to be a minimum of ten references (includes the article), at least two (2) being researched based journal articles. No Wikipedia and only two (2) web based sites.
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Due date: Friday 28th March, 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay at 4 pm. Weighting: 40% Length and\/or format: 1500 words Purpose: This assessment aims to enhance students learning related to contemporary mental health issues including reasoning, critical thinking, reflection and care planning. The essay will provide an opportunity for students to be analytical and synthesize information within the expectations of academic writing. Learning outcomes assessed: The learning outcomes assessed in this assignment are 2, 4, 5, and 6. How to submit: This essay for NRSG 210 will be submitted electronically via LEO to get your Turnitin originality report and then in hard copy. Please submit your assignment in the marked assignment box in GB.13\/GB.14 (entry to Nursing Laboratories in G Block). You must complete and attach: \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 The ACU assignment cover sheet. Students need to attach an ACU Coversheet to the assignment ensuring they have signed the statement that the work is original. The current ACU Assignment Cover Sheet is downloadable from http:\/\/students.acu.edu.au\/154914. \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Your LEAP certificate \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 The marking guide for this assessment (pages 16-17 of this outline) \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Your Turnitin originality report Return of assignment: Assignments will usually be returned in class. Assignments not collected during class may be collected from the LIC. Assessment criteria: The assignment will be marked based on the assessment criteria document on pages 17-18 of this unit outline.
Turnitin The \u00c3\u00a2\u00e2\u201a\u00ac\u00cb\u0153Turnitin\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 application (a text-matching tool) will be used in this unit, in order to enable students and staff to identify possible areas of poor citation and referencing. You can only submit to Turnitin twice \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 once to check your work and one final submission. A Turnitin originality report will automatically be made available for the online submission; this must be printed out and submitted with the hard copy of your written work. You should submit your draft to Turnitin well in advance of the due date to ensure that you get your Turnitin originality report and have time to work on any issues identified by Turnitin. It could be a few days before you receive your final originality report.
ASSESSMENT 2: Group Presentation Topic: Identify the mental health nursing considerations, as well as those of the consumer associated with the topic you have been allocated. You will be allocated into small groups (max 6) in week 2 to complete this assessment. Each group will be allocated a tutorial topic to research and present to the class. Your group will include one question to pose to the class to towards the end of the presentation to facilitate a discussion. Students are expected to work equally and collaboratively to complete the assessment task. When you sign the group work cover sheet you agree that this has occurred.
NRSG210 Mental Health Nursing 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay30
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As a group you will: Access the case scenario via LEO prior to the tutorial and identify the mental health nursing and consumer implications related to topic. Provide and present brief a contextual summary as to why the topic you have been allocated is important. Create one question to involve the class in a discussion of no more than 5 minutes. Close the tutorial with a 2 power point presentation of the issues your group identified in the literature. You must support your presentation with recent, relevant academic sources and submit your prepared slides and a group reference list. You must complete and attach the ACU assignment cover sheet (with a signed declaration of originality) from all members of the group. The marking guide for this assessment is located at the end of this unit outline.
Due date: Tutorial weeks 3-10 Weighting: 20% Length and\/or format: 10 minute presentation per group plus 5 mins discussion time (total 15 minutes) Purpose: To provide students with the opportunity to work collaboratively and autonomously to explore theoretical concepts Learning outcomes assessed: The learning outcomes covered by this assessment are 3, 6, 7, 8, 9 How to submit: Students will email a copy of their group presentation to their tutor min 24 hours before the tutorial. \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Declaration of Originality signed by all group members available from http:\/\/students.acu.edu.au\/154914 Return of assignment: N\/A Assessment criteria: The marking criteria for this assessment is found at the end of this unit outline Return of assignment: Results and feedback in class at the end of the semester
Assessment Task 3 Examination A written exam will be undertaken during central examination period. This one and a half (1.5) hour examination is designed to give summative feedback to students\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 on their knowledge, skills, and attitudes related to mental health. Material covered in resource sessions, tutorials and readings will provide the knowledge base for this assessment. This examination will consist of a combination of short answer and multiple choice questions. Weighting: 40% Due Date: During scheduled examination weeks Length and format: One and a half hour (1.5) examination including multiple choice questions and short answer questions. Purpose: This examination is designed to give summative feedback to students\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 on
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their knowledge, skills, and attitudes related to mental health Learning outcomes Assessed: The learning outcomes assessed in this examination are 1, 2, 4, 5, 6, 7, 8.
REFERENCING This unit requires you to use the APA referencing system. See the \u00c3\u00a2\u00e2\u201a\u00ac\u00cb\u0153Academic referencing\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 page from the Office of Student Success (http:\/\/students.acu.edu.au\/372091) 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, which is available in the Library or on the ACU website at http:\/\/www.acu.edu.au\/142401 The Unit Outline Resources page (http:\/\/students.acu.edu.au\/241467) is a good starting point. 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 (http:\/\/students.acu.edu.au\/429796). If you have any queries on Assessment Policy, please see your Lecturer in Charge. Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations (available at http:\/\/students.acu.edu.au\/430029). 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 Framework for Academic Integrity and the Academic Honesty Policy are available at http:\/\/students.acu.edu.au\/343665. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course.
Turnitin The \u00c3\u00a2\u00e2\u201a\u00ac\u00cb\u0153Turnitin\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 application (a text-matching tool) will be used in this unit, in order to enable: \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 teaching staff to identify areas of possible plagiarism in students\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2 written work. While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available at http:\/\/students.acu.edu.au\/49758. 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.
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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 contact the Office of Student Success. \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 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. \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects. \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews. \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 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. \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Equity and Disability can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. \u00c3\u00a2\u00e2\u201a\u00ac\u00c2\u00a2 Indigenous Units on each campus provide information and support for students. The Unit Outline Resources web page (http:\/\/students.acu.edu.au\/241467) provides links for each service. ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings\/ discussion forums. http:\/\/leo.acu.edu.au\/course\/view.php?id=10298 In addition, for this unit you will be required to use the following technologies: Please note any additional technologies, such as ePortfolio, microphones or cameras, which students will or may use in the unit, and how they can be accessed TEXTS AND REFERENCES: Required text(s) Evans, J., & Brown, P. (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap). Videbeck\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s Mental Health Nursing. Sydney: Lippincott Williams & Wilkins. Recommended references Adams,M., & Urban, C. (2013). Pharmacology connections to nursing practice. (2nd ed) Boston: Pearson. Australian Institute of Health and Welfare (2009). Measuring the social and emotional wellbeing of Aboriginal and Torres Strait Islander peoples. Cat. No. IHW24. Canberra; AIHW.
Bear, M.F., Connors, B.W. & Paradiso, M.A. (2007). Neuroscience: Exploring the brain (3rd ed.). Baltimore, Md. :Lippincott Williams & Wilkins.
Caltabiano, M., Byrne, D., & Sarafino, E. (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). Health psychology: Biopsychosocial interactions. An Australian perspective. Brisbane: Wiley & Sons Australia
Eckermann, A-K., Dowd, T., Chong, E., Nixon, L., Gray, R., & Johnson, S. (2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). Binan goonj: Bridging cultures in Aboriginal health (3nd ed.). Chatswood, NSW: Churchill\/Livingstone.
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Elder, R., Evans, K., & Nizette, D. (2013). Psychiatric and mental health nursing (3nd ed.). Chatswood, NSW: Elsevier Australia.
Happell, B., Cowin, L., Roper, C. & Lakeman, R. & Cox, L. (2013). Introducing mental health nursing: a service user-orientated approach (2nd Ed). Crow\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s Nest, NSW: Allen & Unwin.
Ivey,A., Ivey, M. & Zalaquett, C. with Quirk, K., (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap) Essentials of intentional interviewing: Counselling in a multicultural world (2nd ed). Belmont, USA:Brooks\/Cole Cengage Learning.
Jones, K., & Creedy, D. (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). Health and human behaviour (2nd ed.). South Melbourne, Vic: Oxford University Press.
Leahy, R. (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap) (Ed). Treatment plans and interventions for depression and anxiety disorders (2nd ed). New York; London: Guilford Press
Martin, C. (Ed) (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap). Perinatal mental health: A clinical guide. Retrieved from http:\/\/site.ebrary.com\/lib\/australiancathu\/docDetail.action?docID=10532088
Meadows, G., Grigg, M., Farhall J., McDermott F., Fossey E., & Singh, B (2014: 2024 – Essay Writing Service. Custom Essay Services Cheap). Mental Health in Australia. Collaborative Community Practice (3 rd ed). South Melbourne, Vic: Oxford University Press.
O\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2Toole, G. (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). Communication: Core interpersonal skills for health professionals. Chatswood, N.S.W. :Churchill Livingstone.
Paris, J. (2013) The intelligent clinician\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s guide to the DSM-V. New York: Oxford Press. Retrieved from http:\/\/oxfordmedicine.com\/view\/10.1093\/med\/9780199738175.001.0001\/med-9780199738175
Pink, B., & Allbon, P. (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). The health and welfare of Australia\u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u201e\u00a2s Aboriginal and Torres Strait Islander peoples. ABS Catalogue No. 4704.0. AIHW Catalogue No. IHW 21. Belconnen, ACT: Australian Bureau of Statistics.
Rana, D. & Upton, D. (2009). Psychology for nurses. Harlow, England: Pearson Education.
Staunton, P., & Chiarella, M. (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). Nursing and the law (6th ed.). Sydney: Churchill Livingstone.
Stein-Parbury, J. (2009). Patient and person: Interpersonal skills in nursing (4th ed.). Sydney: Churchill Livingstone Elsevier.
Taylor, B. (2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). Reflective practice: A guide for health care professionals: A practical guide (3rd ed.). Maidenhead New York: Open University Press.
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Usher, K., Foster, K., & Bullock, S. (2009). Psychopharmacology for health professionals. Chatswood, N.S.W.: Elsevier Australia.
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NRSG210 \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 Task 1 Essay Marking Guide Student Name: __________________________________________ Student ID: ___________________________________________ Weight: 40%
HD- (85-100%) D- (75-84%) C – (65-74%) P- (50-64%) Unsatisfactory Introduction and Focus The introductory paragraph provides a preamble, clearly states the essay topic and provides a clear statement of how the argument will be organized.(8.5-10) The introductory paragraph provides a preamble, states the essay topic and provides a statement of how the argument will be organized. Some of the above is not clear though.(7.5-8) The introductory paragraph outlines only some of the main points to be discussed or does not clearly state the topic. Argument not clear.(6.5- 7) The introductory paragraph does not name the topic AND does not preview what will be discussed (5-6) The introductory paragraph is unclear or absent. (0-4.5)
10
Evidence and Examples
The discussion is focused on the topic with ample evidence from the literature. The literature is critiqued. (21.5-25)
The discussion refers often to the topic and with adequate evidence from the literature. There is appraisal of the literature(19-21)
The discussion refers to the topic but with limited evidence from the literature. There is appraisal of the literature. . (16-18.5)
The discussion does not clearly refer to the topic. There is limited supporting literature. (12.5 -15.5)
There is no topic focus and there are limited or no suitable references. (0-12)
25
Sequencing and accuracy
The argument is presented in a logical order that shows clear expression of ideas. All supporting facts and statistics are reported accurately. (21.5-25)
The argument is presented in a logical order that shows expression of ideas. Most supporting facts and statistics are reported accurately (19-21)
The argument is presented in a fairly logical order and shows clear expression of most ideas. Some supporting facts and statistics are reported accurately (16- 18.5)
A few of the support details or aspects of the arguments are not in an expected or logical order, sometimes making the argument confusing. (12.5-15.5)
Many of the details or aspects of the argument are not in a logical order, distracting the reader and making the argument very confusing (0-12).
25
Closing paragraph
The conclusion clearly shows how all ideas are connected. It begins with a strong effective restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (8.5-10)
The conclusion shows how most of the ideas are connected. It begins with a restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (7.5-8)
The conclusion shows how some ideas are connected. It begins with a restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (6.5-7)
The conclusion shows how a few of the ideas are connected. It begins with a statement about the argument and finishes with one point of the essay. There may be new concepts introduced. (5-6)
The conclusion is unclear or absent .New concepts are introduced. (0-4.5)
10
Sources and referencing All sources used for paraphrasing, quotes, statistics and facts are credible and both in-text citations and the reference list are correct and use APA style. There are sufficient supporting references, minimal and appropriate use of direct quotes. (8.5-10)
All sources used for quotes, statistics and facts are credible and most in-text citations and the reference list are correct and use APA style. There are sufficient supporting references. (7.5- 8)
Most sources used for quotes, statistics and facts are credible and some in-text citations and reference list are correct and use APA style. More supporting references were required (6.5-7)
Some sources used for quotes, statistics and facts are credible and in-text citations and reference list contain errors. Some unnecessary reliance on use of direct quotes. There is an inadequate number of supporting references. (5-6)
Many sources are not credible and\/or are not cited using APA style. Unnecessary and excessive reliance on use of direct quotes. Poor referencing could be interpreted as plagiarism. (0-4.5)
10
Sentence and Paragraph Structure
All sentences are well constructed with varied structure and the paragraphs are well constructed (8.5-10)
Most sentences are well constructed and there is some varied sentence structure in the essay. Most of the paragraphs are well constructed (7.5-8)
Most sentences are well constructed, but there is no variation in structure. Paragraphs are typically well constructed. (6.5-7)
Most sentences are poorly constructed. Paragraphing structure is not clear and sentences are not logically connected within the paragraphs. (5-6)
Meaning unclear due to poor sentence and paragraph structure. Writing is not at an acceptable academic standard. (0-4.5)
10
Grammar Spelling and punctuation There are no errors in grammar, spelling or punctuation that distract the reader from the content. (8.5-10)
There are 1-2 errors in grammar spelling or punctuation that distract the reader from the content (7.5-8)
There are 3-4 errors in grammar, spelling or punctuation that distract the reader from the content. (6.5-7)
There are 4-6 plus errors in grammar spelling or punctuation that distract the reader from the content. Errors make the meaning unclear.(5-6)
There are 8 or more errors in grammar tha distract the reader from the content. This is not at an acceptable academic standard. (0-4.5)
10
Marker: Date: Mark: % Comments:
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NRSG210 \u00c3\u00a2\u00e2\u201a\u00ac\u00e2\u20ac\u0153 Group Presentation Marking Guide (20%) Tutorial Group: Day Time: Room: Topic: Group Members
Name & Student Number Signature\u00a0Need Assignment Help Online, Homework Solutions & Case Study Answers? Order Custom Research Essay Writing Service. – Get top-rated homework assistance online by professional writers. Free of AI and Plagiarism.<\/p>\n","protected":false},"excerpt":{"rendered":"

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