Part a). Comprehensive Mental Health Assessment
CLINICAL INFORMATION
Part a). Comprehensive Mental Health Assessment
Introduction:
Mark is a 35 yr old man partnered with his girlfriend Clare for 3 years. Both live together in a house they are renting in Mile End.
Mark is employed full time as a tradesman tiler. Clare is presently away interstate for work. Clare is his NOK.
Situation:
* Reason for Referral * Presenting Issue * Recent Significant Events or Stressors
* Symptoms * Change in Frequency, Intensity, Duration of Symptoms * Collateral
Mark presented to the Emergency Department alone at approximately 10am, encouraged by his mother (Jenny) who was concerned about his safety. At triage he described thoughts of suicide without a clear plan. He denies thoughts of self-harm and denies current overdose of medications.
Mark states he has a history of depression and anxiety which has worsened over the past 5 weeks. His symptoms are characterised by negative thinking with thoughts of suicide, poor sleep, anxiety with physical symptoms of psychomotor agitation, SOB, increased heart rate and thoughts of a fear of dying.
Marks mother Jenny has concurs that his symptoms have worsened over the past month as she has noticed his mood is low, he appears sad, tired and talks about wanting to quit his job which is unusual since he has moved to a job he has wanted to be in for the past year. Jenny believes his mental state has been affected by news that his close friend Rob has been diagnosed with a medical condition, possibly bowel cancer. She has known Mark to be suicidal in the past (approx. 4 years ago) but that since engaging with a psychologist, his mental state has been much improved until recently.
Background:
* Current Living Situation * Significant Relationships * Developmental History * Psychiatric History * Current Medication
* Drug and Alcohol and Gambing History * Family History * Previous Treatment / Medication * Relevant Health / Medical Problems
* Domestic Violence * Psychosocial * Allergies
Mark lives in secure rental accommodation in Mile End with supportive girlfriend Clare. They have been partnered for 3 years in a supportive relationship. Clare is currently away interstate on business and intends on returning home tomorrow. No dependants.
Supports: Clare partner of 3 years
Mother Jenny and Father Phil- very supportive and aware of Marks situation
Psychologist Amber Davies
GP Dr Raj
Developmental hx: Mark grew up in the family home with his mother Jenny, his father Phil and younger brother Sam. Achieved expected developmental milestones. Described as a happy child with many friends at school. Enjoyed surfing and other outdoor activities such as playing soccer. During high school, a close friend of Marks struggled with mental health problems and their friendship impacted Marks mental state also. During this time, Mark began to struggle with his own anxiety which was supported with school counselling and GP. His self esteem was impacted negatively until adulthood.
Mark completed high school at the local public PS and high school, successfully completing year 12 and enrolling into a tilers trade apprenticeship with a local renovating company. Mark has worked hard with this team and was successfully promoted to new position in the past 2 weeks. Currently Mark feels he is not well enough to work in this promotional position and does not want to let his employer down given he is struggling and has difficulty focusing on learning the new role.
Psychiatric hx: History of depression and anxiety for the past 4 years managed in the community with supports including GP and psychologist. No hospital admissions for mental health. Suicidal ideation 4 years ago during an episode of depression. No self-harm or suicide attempt at this time.
Medication: Prescribed Escitalopram 10 mg daily. Adherent to treatment since being commenced by GP 6 months ago. No other medications prescribed. Takes vitamin B regularly.
Family psychiatric hx: Phil (Marks father) suffers from depression and his grandfather who is in a supported residential facility. No family history of suicide.
Drug and alcohol use: Alcohol use includes x2 standard drinks of home brew beer after work each day. Recently increased to 6 beers per night in the past 4 weeks.
Drug use includes THC each weekend approx. 2-3 joints across the weekend. Usually this is less regular.
No gambling behaviours.
Medical history: No major health problems. Presents today with tachycardia which needs further investigation with regular observations, ECG and medical review.
Back pain commenced 6 months ago and treated with physiotherapy and paracetamol. Back pain worsened in the past 2 weeks causing headaches and difficulty sleeping.
Possible development of withdrawal symptoms (alcohol and THC) which need monitoring and treatment. No history of alcohol withdrawal seizures.
Denies allergies.
Mental State Examination:
* Appearance
35-year-old Caucasian male, casually dressed wearing clean clothing, blue tee shirt, jeans and casual lace up shoes. Within a healthy weight range. Short hair, blonde ends. Unshaven facial hair. Nose ring. Small tattoos on both hands. No visible scars.
* Behaviour
Sitting in a chair. Cooperative with mental health review. Answering questions and engaging in conversation. Mild psychomotor agitation- rubbing his knees often. Intermittent eye contact. Gesturing appropriately with his hands. No self harm.
* Mood
Describes mood as really low at the moment. Admits that he is feeling anxious and depressed.
* Speech
Normal volume, rate and flow to conversation. Speech is clear and coherent. Australian accent.
* Affect
Affect is anxious and reactive and congruent to stated mood.
* Thought (form and content).
Normal thought form- nil formal thought disorder. Thoughts are logical and clear.
Thought content relates to negative thinking with guilt and thoughts of suicide without a clear plan I dont feel safe. Im worried about how Im feeling. Themes of feeling anxious with physical symptoms, and feeling supported by family and partner, wanting to access help for mental health.
* Perception
Nil perceptual abnormalities described or observed.
* Cognition function
Cognition is intact. Consumer is oriented to person, place and time. Memory is intact as consumer is able to recall recent events and historical events accurately. No cognitive deficits noted.
* Insight
Consumer presents with good insight into his mental health as evidenced by his ability to identify unhelpful thinking patterns which are impacting his mood. He is able to recognise that his mental illness has relapsed and understands health promotion activities to support recovery.
* Judgement
Consumer demonstrates good judgement related to accessing health care and treatment for mental illness. Judgement related to suicidal thoughts remains intact as he does not wish to act on his thoughts and is following his Safety plan to ensure his own safety.
* Rapport
Rapport is established as consumer is trusting and engaging with health professionals in a collaborative manner and discussing the best treatment approach for his recovery.
"Strengths and skills"
* Please identify the consumer's strengths and coping skills when they are well.
* Please include the perspective of the consumer's family/carer.
Mark is a hard-working, successful tiler recently promoted to a senior level position. He enjoys surfing and uses exercise as a coping mechanism along with psychological approaches such as ACT and mindfulness to manage his mental health and back pain.
Mark engages well with his supports and has good insight into his mental health and when he requires additional support. He is usually bright in his mood and has hope for the future but currently he is struggling with strong negative thoughts which impair his ability to rationalise.
Mark has a supportive network of family, friends, work colleagues and health professionals around him which he actively engages with when feeling unable to cope with symptoms of his mental illness.
Risk Categories:Assessed Level:
Suicide/Self-Harm Level: Low/Medium/High* (indicate which level applies)
Evidence to support assessed level:
Marks risk of suicide is moderate as he has thoughts of suicide which have escalated recently. He does not have a certain plan to end his life but remains a moderate risk as his negative thoughts could worsen and cause him to act on these thoughts. Mark has no access to means as he is in hospital and seeking help. His negative thoughts need monitoring by his nurse and daily mental state examination and risk assessment.
Mark has no history of suicide attempts or self-harm and this reduces his risk. No family history of suicide.
Mark has a current Safety Plan which he will forward on to the mental health team and add to his file.
Violence/Aggression/Criminal ActivityLevel: Low/Medium/High* (indicate which level applies)
Evidence to support assessed level:
Mark is a low risk of violence and aggression. He does not express any thoughts of wanting to harm others and is cooperative with nursing direction. He is not agitated but will need to be monitored for signs of alcohol withdrawal given recent increase in substance use and abrupt withdrawal in hospital.
Absconding Level: Low/Medium/High* (indicate which level applies)
Evidence to support assessed level:
Mark is a low risk of absconding as he voluntarily sought help from the hospital for this admission. He is cooperative and engaged with health professionals to manage his mental health. He will need to be monitored for any change to his decision to stay in hospital which may be prompted by withdrawal symptoms or increasing thoughts of suicide.
Self-Neglect/Exploitation/Vulnerability Level: Low/Medium/High* (indicate which level applies)
Evidence to support assessed level:
Mark is a medium risk of self-neglect or vulnerability as evidenced by his deteriorated mood, negative thinking and suicidal thoughts. He has considered quitting his job which is an unusual decision for him.
*L = Low (mild, limited frequency and intensity) M = Medium - (frequent but with limited intensity) and H = High (frequent, intense) N = No Risk
Risk Summary
See template PDF for prompts
Mark presents as a 35 yr old man with a relapse of depression and anxiety characterised by thoughts of suicide with no clear plan or self harm behaviours.
Marks static risk factors relate to his being a male gender, history of depression and thoughts of suicide. Recent stressor relates to news of his close friends illness which has triggered a decline in Marks mental health. Further static risk factors relate to Marks family history of depression in his paternal side (Father and Grandfather).
Marks dynamic risk factors relate to a relapse of symptoms of depression and anxiety with suicidal ideation. He has no access to means while in hospital and he remains a voluntary patient.
Further dynamic risk factors include active substance use with possible withdrawal symptoms while hospitalised which may contribute to a deterioration in his mood and level of agitation. Currently Mark does not present with agitation or irritability and so is assessed as a low risk of harm to others.
Further dynamic risk factors relate to physical comorbidity including back pain which is currently causing physical discomfort and impacting sleep and mood.
Mitigating factors or protective factors relate to Marks ability to seek out support from social networks and health care services. Mark has good insight into his mental health and has a safety plan which he follows when his mental health deteriorates. Mark has a strong family support unit but currently his partner is away interstate and due to return tomorrow. Mark has given consent for the health care team to speak with his partner Clare and his mother Jenny about his health care.
Voluntary admission for mental health.
Setting:
Inpatient Community (tick whichever applies)
Care plan:
Monitor and document mental state and risk assessment on a daily basis and respond to any changes in a therapeutic manner. Review progress, reviewing strategies which are helpful to Marks recovery.
Provide regular support to Mark and maintain 15 minutely observations during first 2 hours and reduce to hourly observations thereafter.
Regularly review thoughts of suicide and self harm with Mark, communicate with compassion and ensure safety of consumer if thoughts of suicide/self harm escalate. Provide a safe environment, any potential dangerous objects should be removed from the immediate environment.
Monitor for signs and symptoms of withdrawal related to cessation of alcohol and THC and treat with antianxiety medication.
Review back pain and provide pain relief as required. Review from physiotherapy on exercises to treat injury.
Review tachycardia with medical team. ECG scheduled for later today.
Regular psychiatric review by the Mental Health team psychiatrist and medication review.
Therapeutic counselling skills will enhance communication by using open ended questions allowing Mark to feel he is being listened to without judgement, building trust and promoting a therapeutic relationship while building rapport.
Collaborative care- openly discuss treatment options with Mark and explore his therapeutic goals. This conversation should include psychotherapy and medication review. Share health information with Marks GP.
Exploration of Marks willingness and attitude towards medication as well as his concerns should be listened to and responded.
Encourage engagement with existing supports during hospitalisation such as family and partner and invite collaboration with care planning. Maintain regular communication between treating team and supports.
Promote resilience and problem-solving skills through a strengths-based approach to identify strengths and abilities and improve self-esteem. Explore personal interests and encourage Mark to slowly reintroduce pleasurable activities at his own pace, such as exercise.
Provide psychoeducation/information related to Marks questions and encourage his input into the decisions related to his care and treatment
Challenging of core beliefs and reframing of negative cognitions will assist in identifying more positive perspectives to Marks thinking. CBT principles can be used in this strategy.
Promote hope and support future planning activities which enhance self-worth and achievement.
Discharge planning- consider supports in the community to maintain Marks recovery and design a discharge plan with Mark such as GP, psychology, regular exercise, cutting down alcohol and THC.
Panic attack, works increasing anxiety, pacing outside, shaking, unable to talk, racing thoughts, no focus, overwhelmed, called doc help seeking,
Feeling burdensome at work, socially isolated, girlfriend, isolating,
SI- loss of support feeling lost- wrote a suicide note, feeling exhausted feeling like this. Put an end to it, dont have to deal with this.
Logged on to message GF directly- chatted with him, talked him out of it, lucky she was available.
Admitted felt embarrassed, this is what happened. They wont judge, they are there to help you.
Realised cant rely on others, I need to take the step, not always having a support there.
Learning to ride again, youre on your own, keep going, may feel like not being here is your best option but it is the complete opposite,
Effect on everyone if I ended my life would be family friends work, ED, hospital staff, community- is better with you here.
Have hope again. Changes your persona and your view and your motivation to what you used to be
Not less of a bloke. You are not a burden, good life is- I know where you are at and how shit youre feeling, things will get better.
Mark Video:
https://youtu.be/-ghKkXqiQf4?si=k0xmIxtWZAgGPL32
Holder, S. M., Peterson, E. R., Stephens, R., & Crandall, L. A. (2018). Stigma in mental health at the macro and micro levels: implications for mental health consumers and professionals.Community Mental Health Journal,55, 369374. https://doi.org/10.1007/s10597-018-0308-y Retrieved from https://go.openathens.net/redirector/unisa.edu.au?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs10597-018-0308-yISSN: 0010-3853
Warelow, P. (2018). A brief history: the role of the nurse in caring for the mentally ill in Australia and New Zealand (Aotearoa). In K. Edward, I. Munro, A. Welch, & W. Cross (Eds.),Mental health nursing: dimensions of praxis(3rd ed., pp. 222). Melbourne: Oxford University Press. Retrieved from https://ebookcentral.proquest.com/lib/unisa/reader.action?docID=5261419&ppg=40Sands, N. M. (2009). Round the bend: a brief history of mental health nursing in Victoria, Australia 1848 to 1950s.Issues in Mental Health Nursing,30(6), 364371. https://doi.org/10.1080/01612840802422631 Retrieved from https://go.openathens.net/redirector/unisa.edu.auIsaacs, A. N., Enticott, J., Meadows, G., & Inder, B. (2018). Lower Income levels in Australia are strongly associated with elevated psychological distress: implications for healthcare and other policy areas.Frontiers in Psychiatry,9, 536536. https://doi.org/https://doi.org/10.3389/fpsyt.2018.00536 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6213368/Santos, J. C., Bashaw, M., Mattcham, W., Cutcliffe, J. R., & Vedana, K. G. G. (2018). The biopsychosocial approach: towards holistic, person-centred psychiatric/mental health nursing practice. In J. C. Santos & J. R. Cutcliffe (Eds.),European psychiatric/mental health nursing in the 21st century: a person-centred evidence-based approach(1st ed., pp. 89101). https://doi.org/10.1007/978-3-319-31772-4_8 Retrieved from https://go.openathens.net/redirectorIsaacs, A. N., Enticott, J., Meadows, G., & Inder, B. (2018). Lower Income levels in Australia are strongly associated with elevated psychological distress: implications for healthcare and other policy areas.Frontiers in Psychiatry,9, 536536. https://doi.org/https://doi.org/10.3389/fpsyt.2018.00536 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6213368/Engel 1980 The clinical application of of the biopsychosocial model (1).pdf (unisa.edu.au)Young, K., & Poole, C. (2018). Young peoples mental health. In K. Edward, I. Munro, A. Welch, & W. Cross (Eds.),Mental health nursing: dimensions of praxis(3rd ed., pp. 371383). Melbourne: Oxford University Press. Retrieved from https://ebookcentral.proquest.com/lib/unisa/reader.action?docID=5261419&ppg=409
ISBN: 9780190305222
Young, K., & Poole, C. (2018). Young peoples mental health. In K. Edward, I. Munro, A. Welch, & W. Cross (Eds.),Mental health nursing: dimensions of praxis(3rd ed., pp. 371383). Melbourne: Oxford University Press. Retrieved from https://ebookcentral.proquest.com/lib/unisa/reader.action?docID=5261419&ppg=409
ISBN: 9780190305222
Steen, S. (2015). Adolescence and young adult mental health. InMental Health Across the Lifespan: A Handbook(pp. 114127). Taylor & Francis Group. Retrieved from https://ebookcentral.proquest.com/lib/unisa/reader.action?docID=4015116&ppg=142https://www.safetyandquality.gov.au/standards/national-safety-and-quality-mental-health-standards-community-managed-organisationsChapter 1Introduction to mental health and mental illness: Human connectedness and the collaborative consumer narrative, in Procter, N. G., Wilson, R. L., Hamer, H. P., McGarry, D., & Loughhead, M. (2022).Mental health: a person-centred approach(3rd Edition.). Cambridge University Press
Edward, K., Welch, A., & Byrne, L. (2018). Resilience, recovery and reconnection. In K. Edward, I. Munro, A. Welch, & W. Cross (Eds.),Mental health nursing: dimensions of praxis(3rd ed., pp. 111132). South Melbourne, Victoria: Oxford University Press. Retrieved from https://ebookcentral.proquest.com/lib/unisa/reader.action?docID=5261419&ppg=149Strengths based approach: Practice Framework and Practice Handbook (2019)Pages 24-31
Gillard, S., Turner, K., & Neffgen, M. (2015). Understanding recovery in the context of lived experience of personality disorders: a collaborative, qualitative research study.BMC Psychiatry,15, 113. https://doi.org/10.1186/s12888-015-0572-0 Retrieved from https://go.openathens.net/redirector/unisa.edu.au?url=https://www.proquest.com/scholarly-journals/understanding-recovery-context-lived-experience/docview/1780817991/se-2?accountid=14649Kenny, T. E., Boyle, S. L., & Lewis, S. P. (2020). #recovery: Understanding recovery from the lens of recovery-focused blogs posted by individuals with lived experience.The International Journal of Eating Disorders,53(8), 12341243. https://doi.org/10.1002/eat.23221 Retrieved from https://go.openathens.net/redirector/unisa.edu.au?url=https%3A%2F%2Fdoi.org%2F10.1002%2Feat.23221Commonwealth of Australia (2013)National Framework for Recovery-oriented Mental Health Services: Guide for Practitioners and Providers -https://www.health.gov.au/sites/default/files/documents/2021/04/a-national-framework-for-recovery-oriented-mental-health-services-guide-for-practitioners-and-providers.pdfLoughhead M., McDonough J., Baker K., Rhodes K., Macedo D., Ferguson M., McKellar L. and Procter N. (2023).Person-Centred and Consumer Directed Mental Health Care: Transforming Care Experiences Summary Report,prepared for the National Mental Health Commission, University of South Australia. LinkPerson Centred Care and CD Mental Health Care: Transforming care experiencesA national framework for recovery-oriented mental health services: guide for practitioners and providers (unisa.edu.au)
NURS 2041 Mental Health Nursing: Assessment 1 -Written Essay
Student: Lecturer:
Course objectives being assessed by this assignment are:
CO1. CO2. CO3. CO5. CO6. CO7 Students are required to complete an introduction and address each component of the assessment task as described in the course outline. Students will also include a conclusion and reference list at the end of this assessment. For a complete description of the assessment task, please refer to the course outline or course site and click on the Assessments tab.
Introduction and conclusion 10%
Criteria HD
(85-100%) Distinction
(75-84%) Credit
(65-74%) Pass 1
(55-64%) Pass 2
(50-54%) Fail 1
(40-49%) Fail 2
(39% or below)
Introduction is clearly presented and clearly outlines each aspect of the assessment task.
Conclusion is clearly presented summarising the main findings of the essay Introduction, as D, plus
well-developed introduction which creates interest
Outstanding level of conclusion, summarized succinctly with no new information. Introduction is advanced with very clear and relevant background and context of the discussion.
Advanced level of conclusion, summarized the major points with no new information.
Introduction is sound with a clear background and context of the discussion.
Sound level conclusion, summarized most of the major points. Introduction is satisfactory with some background and context of the discussion.
Satisfactory level conclusion, summarized some of the major points. New information included. Introduction is limited with background and context of the discussion, several missing elements
Limited level conclusion, not clearly presented, OR, few major points of the paper are summarised. New information included. Introduction is inadequate with many important elements missing.
Inadequate level conclusion is vague and missing key points. No or poor introduction.
No conclusion provided.
Historical influence on contemporary mental health care and stigma 20%
A clear description of how one critical historical factor has influenced the development of contemporary approaches in mental health care.
Accurately identifies and analyses stigmatising attitudes from the Mark case scenario.
Academic references from course site support discussion.
Demonstrated an outstanding level of understanding, deep analysis and synthesis of the:
critical historical
theories and concepts of stigma & contemporary practice
Stigmatising attiudes clearly identified and analysed using advanced and original critical thinking.
Demonstrated an advanced level of understanding and interpretation of the:
critical historical
theories and concepts of stigma & contemporary practice
Stigmatising attiudes identified and analysed using some critical thinking. Demonstrated a sound level of understanding and interpretation of the:
critical historical
theories and concepts of stigma & contemporary practice
Stigmatising attiudes idenitfied and analysed. Critical thinking needs development. Demonstrated a satisfactory level of understanding of the:
critical historical
theories and concepts of stigma & contemporary practice
Stigmatising attiudes identified with minimal analysis. Critical thinking needs development. Demonstrated a limited level of understanding of the:
critical historical
theories and concepts of stigma & contemporary practice
Stigmatising attiudes idenitfied at a basic level. No analysis or critical thinking applied. Demonstrated an inadequate level of
understanding of the:
critical historical
theories and concepts of stigma & contemporary practice
Stigmatising attiudes unclear or irrelevant. No critical thinking applied. Poor or no understanding of the:
critical historical
theories and concepts of stigma & contemporary practice
Stigmatising attitudes unclear, irrelevant or confusing. No critical thinking applied.
Symptoms of mental illness, challenges and strengths 20%
Uses a person-centred approach to correctly identify the challenging mental health issues impacting Mark and the strengths he uses to support his mental health.
Academic references from course site support discussion.
Demonstrated an outstanding level of understanding & application of:
person-centred approach to understand Marks lived experience.
interpretation of Marks symptoms of mental illness, challenges and strengths to support his mental health.
Advanaced level of interpretation and application of:
person-centred approach to understand Marks lived experience.
interpretation of Marks symptoms of mental illness, challenges and strengths to support his mental health.
Sound level of interpretation and application of:
person-centred approach to understand Marks lived experience.
interpretation of Marks symptoms of mental illness, challenges and strengths to support his mental health.
Satisfactory level of interpretation of:
person-centred approach. Marks lived experience could be clearer.
interpretation of Marks symptoms of mental illness and challenges. Marks strengths to support his mental health should be more clearly identified.
A limited level of interpretation of:
person-centred approach. Marks lived experience poorly described.
interpretation of Marks symptoms of mental illness and challenges. Marks strengths to support his mental health very unclear.
Inadequately developed and/or lacking in clarity of:
person centred care. Marks lived experience not described.
interpretation of Marks symptoms of mental illness or overly focused on Marks challenges. Strengths are unclear or absent. Poorly described, confusing or inadequate interpretation of:
person centred care. Marks lived experience absent.
interpretation of Marks symptoms of mental illness and challenges and/or incorrect terminology used. Strengths are absent.
Recovery in mental health 20%
Provides a sound analysis of the principles of the recovery model and interprets their use in the application of nursing care in response to Mark and his challenges and strengths.
Nursing care is described and addresses Marks needs, clearly informed by Recovery principles.
Academic references from course site support discussion.
Outstanding level of understanding, interpretation and application of:
principles of the Recovery model and how it can guide the nursing care to address Marks challenges and strengths identified above.
interpretation and application of the case scenario, strongly incorporating Marks unique situation. Advanaced level of interpretation and application of:
principles of the Recovery model and how it can guide the nursing care to address Marks challenges and strengths identified above.
interpretation and application of the case scenario with clear reference to Marks unique situation. Sound level of interpretation and application of:
principles of the Recovery model and how it can guide nursing care. Marks challenges and strengths adequately addressed.
interpretation of the case scenario with reference to Marks unique situation. Satisfactory level of interpretation of:
principles of the Recovery model. Its application to nursing care could be clearly articulated. Marks challenges and strengths adequately addressed.
interpretation of the case scenario with some reference to Marks unique situation.
A limited level of interpretation of:
principles of the Recovery model. Its application to nursing care unclear. Marks challenges and strengths addressed at a basic level.
interpretation of the case scenario with few/minimal references to Marks unique situation.
Inadequately developed and/or lacking in clarity of:
principles of the Recovery model. Its application to nursing care unclear and/or poorly described. Marks challenges and strengths inadequately identified.
Inadequate understanding of the case scenario and Marks situation.
Poorly described, confusing or inadequate interpretation of:
principles and/or terminology, understanding of the Recovery model. Nursing care inadequately described. Marks challenges and/or strengths missing or quite poorly understood.
Poorly described and/ or No understanding of the case scenario and Marks situation.
NSHQS and Registered Nurse standards of Practice informing safe quality care 10%
Criteria HD
(85-100%) Distinction
(75-84%) Credit
(65-74%) Pass 1
(55-64%) Pass 2
(50-54%) Fail 1
(40-49%) Fail 2
(39% or below)
Identifies one Registered Nurse Standard of Practice (2016) and one National Safety and QualityHealth Service Standard (2021) and describes how they guide and inform safe quality care of Mark.
Provides an explanation for how these standards are actioned in the clinical setting to ensure safe quality nursing care relevant to Marks situation.
Academic references from course site support discussion.
Accurately and correctly identifies and describes two relevant standards appropriate to the case scenario of Mark.
Demonstrates an outstanding level of understanding of the role of standards of care in providing safe quality mental health care.
Concepts express originality of ideas and deep understanding of the concept of safe quality care. Accurately and correctly identifies and describes two relevant standards appropriate to the case scenario of Mark.
Demonstrates an advanced level of understanding of the role of standards of care in providing safe quality mental health care.
Concepts express well formed ideas and great understanding of the concept of safe quality care.
Correctly identifies and describes two relevant standards somewhat relevant to the case scenario of Mark.
Demonstrates a sound level of understanding of the role of standards of care in providing mental health care.
Concepts express a sound level of knowledge of ideas and understanding of the concept of safe quality care.
Identifies two standards somewhat appropriate to the case scenario of Mark. Some errors.
Demonstrates a satisfactory level of understanding of the role of standards of care in providing mental health care.
Concepts express a satisfactory level of knowledge of ideas and understanding of the concept of safe quality care.
Identifies one or two standards somewhat appropriate to the case scenario of Mark. Some errors.
Demonstrates a limited level of understanding of the role of standards of care in providing mental health care.
Concepts express a limited level of knowledge of ideas and basic understanding of the concept of safe quality care.
Incorrectly identifies standards or identifies inappropriate standards irrelevant to the case scenario of Mark.
Demonstrates a very poor level of understanding of the role of standards of care in providing mental health care.
Concepts express a very poor level of knowledge of ideas and lacks understanding of the concept of safe quality care.
Incorrect or absent identification of standards or they are inappropriate to the case scenario of Mark.
Extremely poor or No understanding of the role of standards in health care.
Concepts fail to express any knowledge or understanding of the concept of safe quality care.
Student reflection of learning (10%)
A detailed reflective statement considering initial assumptions about mental health.
Description of key concepts of the course and their impact on your learning.
Deep reflection of the personal changes that have occurred and how they inform your practice.
Demonstrated an outstanding conscientious and deep reflection of the impact of course content on the students understanding of mental health key concepts and how learning has developed.
Outstanding quality of reflective writing is evident, analysing and integrating key concepts of the course to changes to practice.
Demonstrated an advanced level reflection of the students understanding of mental health key concepts and deep analysis of how learning has developed.
Advanced level and standard of reflective writing is evident, integrating key concepts of the course into the changes to practice.
Demonstrated a sound level of reflection of the students understanding of mental health key concepts and how the learning has developed.
Sound level and standard of reflective writing is evident, linking relevant examples of changes to practice.
Demonstrated a satisfactory level, simple reflection of the students understanding of mental health key concepts and how learning has changed.
Satisfactory level of the standard of reflective writing and basic examples of changes to practice. Demonstrated a limited level, superficial reflection of mental health concepts and learning has changed.
Limited standard of reflective writing needs further development, and poor examples of any change to practice.
Inadequately reflected on the mental health concepts of the course or how learning has changed.
Inadequate standard of reflective writing with no real changes to practice identified.
Poorly reflected on the mental health concepts of the course or how learning has changed.
Very poor standard of reflective writing, incomplete or missing concepts related to changes in practice.
Academic writing and referencing requirements (10%)
Criteria HD
(85-100%) Distinction
(75-84%) Credit
(65-74%) Pass 1
(55-64%) Pass 2
(50-54%) Fail 1
(40-49%) Fail 2
(39% or below)
Adheres to UniSA Nursing and Midwifery academic writing guidelines 2024Discussion is clear and logical and supported by relevant, high quality, academic literature from the course readings.
Referencing adheres to the APA 7 Style and incorporates in-text citations and a reference list correctly formatted.
The assessment is written by the student and does not use GenAI to generate content. Adheres to writing guidelines, and assignment presented at an outstanding level.
Outstanding integration and use of relevant, current and peer-reviewed course literature. High quality references in addition to course readings.
Referencing adheres to APA 7th referencing guidelines.
Adheres to writing guidelines, and assignment presented at an advanced level.
Excellent integration and use of relevant, current and peer-reviewed course literature. Includes mostly high quality & credible references additional to course readings
Referencing adheres to APA 7th referencing guidelines. Adheres to writing guidelines and assignment presented at a sound level.
A sound integration and use of the relevant, current and peer-reviewed course literature. Includes some references additional to course readings.
Referencing adheres to APA 7th referencing guidelines. Adheres to most of the writing guidelines, and assignment presented at a satisfactory level.
A satisfactory attempt at integrating some relevant, and peer-reviewed course literature or additional references. Minimal areas require in-text referencing
Referencing adheres to APA 7th referencing guidelines with minor errors. Adheres to some of the writing guidelines, and assignment presented at a limited level
A limited attempt at integrating course literature. Some areas require in-text referencing.
Referencing with limited adherence to APA 7th referencing guidelines with few errors. Minimal adherence to the writing guidelines, and assignment presented at an inadequate level
Inadequate integration of course literature. Many areas require in-text referencing Limited paraphrasing.
Many referencing issues and does not adhere to APA 7th referencing guidelines. Reference list incorrect or incomplete.
Adheres to very few/no writing guidelines, and assignment presented at a poor level
Poor / No references Used /reference material, course textbooks and resources not used. Most areas require in-text referencing.
Referencing does not adhere to APA 7th referencing guidelines.
Reference list incorrect, incomplete, or not provided.
Evidence of plagiarism or use of GenAI within much of the writing possible Academic Integrity referral
Grade:
Summary comments:
Assessment 1 - Written essay (60% of final grade)
Assessment 1 is designed to demonstrate your learning and achievement of the following course objectives:
CO1. Describe the bio-psycho-social, cultural and historical factors that shape the conceptualisation of mental health, mental illness and mental health care.
CO2. Explain the statutory regulations that apply to people experiencing serious mental illness.
CO3. Explain how recovery values and attitudes and strengths-based approaches inform contemporary person-centred mental health nursing care.
CO5. Differentiate between the clinical presentations associated with mental health conditions.
CO6. Apply pathophysiological knowledge of mental health conditions to inform nursing care and clinical decision making in responding to the mental health needs of a person.
CO7. Apply principles of quality, safety and risk management in the nursing care of people with mental health conditions.
Assessment Description
Weighting: This assessment is worth 60% of your final course grade.
Word count: 3,000 words
APA 7 style referencing: 12-15 academic references. Students must cite scholarly academic references from the course site and UniSA library.
This assessment incorporates course content focused on contemporary nursing care which promotes recovery principles and considers the historical underpinnings which continue to challenge health professionals attitudes today. In this assignment you will refer to course readings to answer the assignment questions and apply the concepts to the case scenario of Mark, a person you will meet in your first Online Workshop in Week 2.
You will be required to watch the video of the nurses handover of Mark and meet Mark in your Online Workshop and complete the activities with your class.
You will need to read thecomprehensive mental health assessmentand analyse Marks case to identify common symptoms of mental health challenges present and describe Marks strengths in coping with the complications of his illness.
You will describe how the Registered Nurse Standards of Practice (2016) andNational Safety and Quality Health Service Standards (2021) inform your nursing care plan to deliver safe quality care to Mark.
Finally, you will reflect on your learning from the course so far in reference to your first reflective statement which you will complete in Week 1 of the course during your first tutorial.
Instructions
To complete this written assignment, you will need to address each of the following criteria outlined below.You will begin your assignment with an introduction and conclude your assignment with a conclusion.You will need to include a reference list at the end of the assignment following APA 7 referencing style.
IntroductionThis includes a general statement about the topics of the assignment and background information. Outline thestructure of the assignment including the main points to be addressed in the essay.(150 words) weighting 5%. No references.Historical context and contemporary mental health careDescribe one of the critical historical factors that have influenced the development of contemporary approachesin mental health care today.(Course content Topic 1.1 academic references can be used to inform this section of the assessment).(400 words) weighting 10%Stigmatising attitudes in health careIdentify and provide a brief analysis of the stigmatising attitudes expressed by the registered nurse in thehandover of Mark in the online Workshop Recognising and responding to stigma in Week 2.(Course content Topic 1.1 academic references can be used to inform this section of the assessment).(400 words) weighting 10%
Symptoms of mental illness
Review the comprehensive mental health assessment of "Mark" and using a person centred approach, identify the specific mental health issues that are impacting "mark" including his symptoms,, challenges, and strengths.(Course content Topic 2.2 academic references can be used to inform this section of the assessment).(400 words) weighting 20%
Principles of recovery in mental health
Analyse the principles of the Recovery model and describe how these principles inform the nursing care ofMark in response to the challenges and strengths you have identified.
(Course content Topic 2.2 academic references can be used to inform this section of the assessment).
(400 words) weighting 20%
Standards of practice for safe quality health care
Identify and describe relevant Registered Nurse Standards of Practice (2016) and National Safety and QualityHealth Service Standards (2021) that guide the registered nurses practice to deliver safe, quality care to Mark.Provide an explanation as to how these standards can be actioned in practice to ensure Mark receives safe,quality care.
(Course content Topic 2.2 academic references can be used to inform this section of the assessment).
(400 words) weighting 10%
Reflection
(In your first tutorial, you were asked to write a short paragraph, reflecting on your knowledge and assumptions about mental health care. You will use this statement to reflect on your learning so far.Reflect on your learning process throughout this course and assignment).Describe the concepts from the course that have impacted your learning the most and how they have developed your understanding of the lived experience of people with mental illness.Discuss the personal changes that have occurred in your attitude, beliefs or behaviours and how these will inform your practice as a registered nurse, caring for people with mental illness.Finally, outline a question you now have as a result of what you have learnt in the course so far and why it is important to your learning.
(700 words) weighting10%
Conclusion
This should include an evaluation on the main findings of the assignment and a statement that shows your position or thoughts on the main topics. Only include ideas that were developed and supported in the body of the assignment. No new concepts are to be included in the conclusion.
(150 words) weighting 5%. No references.
(Introduction/Conclusion total weighting 10%)
Academic writing style and referencing using APA 7 style. 12-15 academic references throughout the body of the essay.Students must cite scholarly academic references from the course site and UniSA library.Academic writing style, as per Academic Writing Guidelines (Nursing and Midwifery Undergraduate Programs)
Weighting 10%
