Application of understanding of mental health systems in a recovery-oriented model to a contemporary case:

Case Scenario:

Knowledge

K1. Demonstrate an advanced understanding of the national recovery-oriented framework for the provision of mental health services and the recovery principles that support recovery-oriented mental health practice

K2. Demonstrate advanced professional knowledge of mental health promotion, prevention, and early intervention strategies and methods as a critical aspect of the current mental health system.

K3. Demonstrate an advanced understanding of the theoretical, legal and ethical frameworks for mental health practice;Skills

S1. Utilise advanced critical reflection skills to enhance clinical practice in mental health.

S2. Initiate, plan and implement approaches that support the rights of people with mental health issues and their carers to access and participate in their care and recovery;Application of knowledge and skills

A1. Interrogates the concepts of risk and safety from the basis of person-centred care considering social protection, legal, moral and ethical principles to balance risk in recovery

A2. Critically appraises the nature and extent of influences (social, political, economic, and organisational) to address constraints in negotiating nursing care options.

A3. Develops and maintains partnerships in care with consumers and their families/carers which focuses on the person, their right to choose and self-determination, and their inherent capacity for recovery

Graduate Attributes:

Students will be equipped with advanced-level knowledge in recovery-oriented care, which influences the provision of mental health nursing care from both clinician and consumer and the skills, motivation, and confidence to engage in continuous learning to meet the personal, professional practice challenges of an ever-changing world.

Resources: Modules 1-9 and resources provided in the modules. Independent research and critical analysis of relevant peer-reviewed articles are also essential.

Case study Matt (Adapted from the American Psychiatric Association, 2016)

Matt, a 20-year-old man, was brought to the emergency room by the college police of the college he had been suspended several months ago. A professor had called and reported that Matt had walked into his classroom, accused him of taking his tuition money and refused to leave. Although Matt had much academic success as a teenager, his behaviour became increasingly odd during the past year. He quit seeing his friends and no longer seemed to care about his appearance or social pursuits. He began wearing the same clothes each day and seldom bathed. He lived with several family members but rarely spoke to any of them. When he did talk to them, he said he had found clues that his college was just a front for an organised crime operation. He had been suspended from college because of missing many classes. His sister said that she had often seen him mumbling quietly to himself, and at times he seemed to be talking to people who were not there. He would emerge from his room and ask his family to be quiet even when they were not making any noise.

Matt began talking about organised crime so often that his father and sister brought him to the emergency room. Matt was found to be a poorly groomed young man who seemed inattentive and preoccupied on the exam there. His family said that they had never known him to use drugs or alcohol, and his drug screening results were negative. He did not want to eat the meal offered by the hospital staff and voiced concern that they might be trying to hide drugs in his food.

His father and sister told the staff that Matt great-grandmother had had a severe illness and had lived for 30 years in a state hospital, which they believed was a mental hospital. Matt's mother left the family when Matt was very young. She has been out of touch with them, and they thought she might have been treated for mental health problems.

Matt agreed to sign himself into the psychiatric unit for treatment; you are the admitting nurse: Prepare initial assessments

Initiate and update Myles recovery plan including the discharge plan

Matt is now refusing medications too, found him listening to voices, no sleep at night, paranoid, minimal food and fluid intake. The treating team is discussing the option of ECT. What are the necessary steps you would take to ensure recovery-oriented person-centred care for Matt

Highlight person-centred`, collaborative, recovery model approach

Criteria (expected contents-not headings) 5 marks 4 marks 3 marks 2 marks 1 marks0 marks

Introduction Comprehensively states the overview of the case study and aim of the academic work. A clear indication of

where it fits within the professional responsibilities of a mental health nurse. Generally states the overview of the case study and aim of the academic work.

providing some

indication of where it fits within the professional responsibilities of a mental health nurse. Provides some overview

of the case study and aim of the academic work and some contextualisation A basic overview

providing a few main

points on the aim of the academic work and minimal contextualisation Minimal

contextualisation and

overview of the case study and academic work. No context

provided

Initial Assessments Comprehensive

discussion clearly

outlining and

contextualising initial assessments including history, physical assessment and other relevant assessments Substantial discussion

outlining and

contextualising initial assessments including history, physical assessment and other applicable assessments. Some discussion

provided outlining and

contextualising initial assessments, including history, physical assessment. Minimal identification and

contextualising initial assessments, including history, physical assessment. Poor identification and

contextualising initial assessments, including history, physical assessment. No discussion

Risk assessment Comprehensive

discussion and contexualisaion on and risk assessment.

Literary

evidence is used to support ideas strongly Substantial discussion and contexualisaion on risk assessment.

Literary

evidence is used to support views Some discussion and contexualisaion on risk assessment.

Literary evidence is used to support ideas. Limited discussion on risk assessment.

Evidence may not clearly support the

discussion. Poor

Limited or no

evidence presented. No discussion

Recovery-oriented care plan Comprehensive

discussion of recovery/care plan

Literary

evidence is used to support ideas strongly

Substantial discussion of recovery/care plan.

Literary

evidence is used to support the views Some discussion of recovery plan. Literary evidence is used to support ideas. Limited discussion of recovery plan.

Evidence may not clearly support the

discussion. Poor

Limited discussion or no

evidence presented No discussion

Formulation of risk management

plan Excellent and comprehensive and collaboratively formulated plan.Literaryevidence is used to support ideas strongly

Well formulated clear and collaboratively developed plan. Literary

evidence is used to support the views Some discussion of the management plan. Academic evidence is used to support ideas. Limited discussions of the management plan.

Evidence may not clearly support the

discussion. Poor discussions or no

evidence presented No discussion

Treatment decisions and care of involuntary client Excellent and comprehensive discussions on treatment decisions and care of an involuntary client referred to MHA 2014. Comprehensive discussions on treatment decisions and care of an involuntary client referred to MHA 2014. Some discussions on treatment decisions and care of an involuntary client were referred to MHA 2014. Limited discussions on treatment decisions and care of an involuntary client referred to MHA 2014. Inadequate discussions on treatment decisions and care of an involuntary client No discussion

Preparing the client for ECT: Recovery-oriented An excellent, comprehensive and person-centred approach is evident in preparing the client for ECT. Comprehensive person-centred approach is evident in preparing the client for ECT. Some evidence of a person-centred approach in preparing the client for ECT. Limited evidence of a person-centred approach is evident in preparing the client for ECT. Inadequate evidence of a person-centred approach is evident in preparing the client for ECT. No discussion

Discharge plan including a multidisciplinary team approach Excellent and comprehensive discussions on discharge planning including a multidisciplinary team approach

Comprehensive discussions on discharge planning including a multidisciplinary team approach Some evidence of discharge planning including a multidisciplinary team approach Limited evidence of discharge planning including a multidisciplinary team approach Inadequate evidence of discharge planning including a multidisciplinary team approach No discussion

Academic Writing has written

and is easy to follow.

Meaning is consistently

clear. Appropriate

language and academic

tone were consistently

presented. No errors in

grammar, syntax or

spelling. The structure is

always clear Mostly well

written. Meaning is mostly

clear. Appropriate language, the academic tone was mostly presented. Minor errors in grammar or spelling. The structure is mostly clear Can generally be understood, although one

or more sections are

ambiguous to

follow. Meaning is sometimes unclear.

Appropriate language,

academic tone.

Several errors

in grammar or

spelling.

The general argument can

be followed, but the meaning is

often unclear. Many errors

in grammar or

spelling. Appropriate

language, academic tone Disjointed and

difficult to follow.

Many errors in grammar and

Spelling. No evidence of academic writing

Referencing Evidence of complete reading and all peer-reviewed articles. Most

refs 7 years old

Critical appraisal and paraphrasing are evident. Adheres to APA 7th ed. No

errors in in-text citations or reference list (approx. 1

academic ref. for every 100-150 words). Good use of a range of literature. Mainly

peer-reviewed article. Refs. are mostly well integrated.

Critical appraisal, paraphrasing is most evident. Adheres to APA 7th ed. Minimal errors. Mainly peer

reviewed articles. Refs. are mostly

well placed /integrated.

Demonstrates some

attempt at critical appraisal

Generally,

adheres to APA 7th ed. Some errors. Limited selection of

appropriate refs. Many errors in critical appraisal, in-text referencing and APA 7th edition referencing style. Poor choice of article. Multiple errors. A minimal critical appraisal. No references.