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NMIH201 Principles of Episodic Care

Rationale Many people enjoy healthy lives with minimal ill health and only minor illnesses or injuries. Some people have more challenging acute, episodic illnesses or injuries that require intervention by health care professionals. This subject builds the nursing knowledge and skills developed in year one and extends these in the context of presentations of illness or injury of single episodes.

Aim To develop nursing practice; utilising a holistic approach for people requiring care in one episode of ill health, illness or injury.

Learning Outcomes 1. Undertake an assessment of a person with nursing care needs using the activities of

living model of care. 2. Identify common problems/presentations requiring episodic care.

3. Identify and prioritise the care needs formulating a plan of care cognisant of the biological, psychological, social, cultural, environmental and politico economic factors, lifespan and diversity.

4. Analyse common tools for risk assessment in identification of potential problems and be able to utilise them in practice.

5. Evaluate the dependence/independence continuum in each activity of living and where possible identify strategies for return to independence.

6. Analyse the role of the person, the nurse and other professions/agencies and their contribution to the plan of care.

7. Evaluate relevant diagnostics and therapeutic regimes and identify the role of the nurse in maintaining the patient’s/client’s safety.

8. Analyse the planning processes required to support the patient/client following discharge.

Major Content Areas Professional Practice

Principles of self-care. Competence, decision making and choice.

Impact of health care interventions on Aboriginal and Torres Strait Islander people.

Disease management, promotion of self- efficacy.

Professional relationships and boundaries. Diversity impacts on care planning and delivery.

Critical Thinking and Analysis

Problem solving skills. Critical analysis of patient/client information.

Provision and Coordination of Care

Presenting problems: pain, vomiting and diarrhoea, stress, shock, breathlessness, regulation of blood sugar, pyrexia, hypothermia, infection, immobility, fluid and electrolyte balance.

Nursing process - assessing / planning / implementing / evaluating and all influencing processes biological, psychological, social cultural, environmental and politico economic factors.

Assessment tools - pressure area care, pain, nutritional, oral, dementia, falls, early detection of deterioration e.g. DETECT- clinical deterioration

Health psychology - responses to acute illness.

Risk management

Pathways / protocols of care/models of care Documentation.

Dependence-independence continuum. Related biosciences and pathophysiology. Applied / altered physiology.

Aboriginal and Torres Strait Islander people in urban, rural and remote settings.

Communication processes e.g. ISBAR

Collaborative and Therapeutic Practice

Collaborative care (family/significant others) and other multidisciplinary/interprofessional team / interagency members.

Assessment of vital signs, administration of medications, pharmacokinetics / pharmacodynamics, physiological measurement, radiography and other diagnostics, administration of oxygen.

Manual handling. Patient positioning.

Multidisciplinary teams.

Emergency departments. Pharmacology.

Nursing and medical interventions (pre-, intra-, and post-intervention).

Primary care; general practice. Medicare.

Assessment Method

Assessment Tasks / Method

Weighting Learning Outcomes

Graduate Qualities

ANMC Competency

In class quiz 30% 2, 4 1,2,5 3, 5, 8

Assignment 70% 1,3,5,6,7,8, 1,2,3,4,5 1, 2, 3, 5, 6, 7, 9

Textbooks and Supplementary Materials Prescribed Text LeMone, P., Burke, K.M., Dwyer, T., Levett-Jones, T., Moxham, L., Reid-Searl, K., Berry, K., Carville, K., Hales, M., Knox, N., Luxford, Y. & Raymond, D. (2011) (eds). Medical – Surgical Nursing: critical thinking in client care, (1st Australian Edition). Sydney, Australia: Pearson, ISBN 978 1 4425 3449 0

Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California.

Examples of Recommended Additional Reading

Bullock, S & Manias, E 2011, Fundamentals of pharmacology, 6th edn, Pearson Australia, Sydney.

Chang, E, Daly, J & Jackson, D 2006, Pathophysiology applied to nursing, Elsevier,

Marrickville.

Couzes, S & Murray, R 2003, Aboriginal primary health care. An evidence based approach, 2nd edn, Oxford University Press, Melbourne.

NMIH202 Developing Nursing Practice 1

Rationale

Many people have single episodes of illness or injury requiring intervention by health care professionals, however some are acutely ill and have potentially life threatening conditions. Students of nursing need to be able to recognise patient/client problems and the acuity of these problems, identify nursing interventions and the contribution of the multi-disciplinary team. Students will have the opportunity to participate in care delivery in practice during a 20 day workplace experience attached to this subject.

Aim To develop nursing practice; utilising a holistic approach when caring for a person with alteration in homeostasis, illnesses or accidents requiring short term/episodic interventions.

Learning Outcomes 1. Analyse the role played by the body systems in the control of homeostasis. 2. Identify the common diseases and disorders affecting homeostasis that result in episodic

illnesses. 3. Analyse how trauma can result in alterations in homeostasis. 4. Identify assessment data required when formulating nursing care for people with an

episodic illness that results in alterations in homeostasis. 5. Demonstrate appropriate care planning and delivery for people with an episodic illness

that has resulted in alterations in homeostasis. 6. Utilise and evaluate evidence based criteria with which to appraise clinical practice

planning and delivery for people with an episodic illness that results in alterations in homeostasis across the lifespan.

7. Evaluate the contribution of nursing to multidisciplinary team working. 8. Demonstrate an ability to assess diversity and to incorporate differences in culture, age,

ethnicity, religion in planned care.


Competence in practice. Valid consent + cognitive competence.

Confidentiality. Support of Aboriginal and Torres Strait Islander people with episodic illness.

Work Health and Safety - incidences and near misses. Open disclosure

Diversity impacts on care planning and delivery.


Analysis and reflection on clinical practice. -


Activities of living problems associated with episodic illnesses resulting in alterations of homeostasis: chest pain, breathing difficulties, alterations in consciousness, difficulty swallowing, alimentary tract problems (gastric, gall bladder, liver), disturbances in blood glucose, alterations in renal functioning.

Context of care continuum - admission and discharge from health care facilities.

Nursing process - assessing / planning / implementing / evaluating and all influencing processes i.e. bio-psycho-social etc model.

Single conditions / pathology, diagnosis, investigations and treatment.

Discharge assessment and planning. Pathophysiology.

Effects of hospitalisation. Applied physiology.

Pain. Promoting self-care.


Effective communication - collaborative care (family/significant others and other multidisciplinary/interprofessional team/interagency members).

Swallowing assessment, conscious levels / awareness of surroundings)

Administration of oxygen

Assessment of vital signs.

Fluid and electrolyte replacement.

Use of IT in healthcare. Blood glucose monitoring.

Pain control. Diagnostics.

Use of nebulisers. Diagnostic interventions.

Quality Use Of Medicines. Health promotion and education.

CPR. Manual handling.

Safe working environments. -

Assessment Method



Graduate Qualities

ANMC Competency

Assignment 40% 4, 5, 6, 7 1,2,3,4,5 1, 2, 3, 5, 6, 7, 9, 10

Exam – MCQ and short answer

60% 1, 2, 3 1,2, 3,4,5 1,2, 3, 5, 6, 8, 10

OSCE – managing medicine administration

(minimum satisfactory level must be achieved)

- 1, 3, 5 1,2, 3,4,5 1, 2, 3, 5, 7, 10

NCAS (minimum

satisfactory level must be achieved)

- 1, 2, 3, 4, 5, 6, 7, 8

1,3,4,5 1 to 10

Textbooks and Supplementary Materials

Prescribed Text

LeMone, P., Burke, K.M., Dwyer, T., Levett-Jones, T., Moxham, L., Reid-Searl, K., Berry, K., Carville, K., Hales, M., Knox, N., Luxford, Y. & Raymond, D. (2011) (eds). Medical – Surgical Nursing: critical thinking in client care, (1st Australian Edition). Sydney, Australia: Pearson, ISBN 978 1 4425 3449 0


Examples of Recommended Additional Readings

Kee, J 2010, Laboratory and diagnostic tests with nursing implications, 8th edn, Pearson Prentice Hall, New Jersey.

Australian Resuscitation Council (ARC) (n.d.), ARC online, accessed 1 December 2011, http://www.resus.org.au/

NSW Health (n.d.-e), Infection control systems in health care facilities, accessed: 1 December 2011, www.health.nsw.gov.au/pubs/2004/infectioncontrolsys.html

NSW Health (n.d.-f), Medication safety strategy, accessed 1 December 2011, http://www.health.nsw.gov.au/quality/medsafe/index.asp

http://www.resus.org.au/

http://www.health.nsw.gov.au/pubs/2004/infectioncontrolsys.html

http://www.health.nsw.gov.au/quality/medsafe/index.asp

http://www.health.nsw.gov.au/quality/medsafe/index.asp

NMIH203 Family Centred Nursing

Rationale

This subject will introduce the students of nursing to the bio / psycho / social / cultural / politico / economic / environmental elements that influence health care practice involving patients/clients and their families. Patient/client and family-centred care is an innovative approach to the planning, delivery, and evaluation of health care. This is grounded in mutually beneficial partnerships between health care patients/clients, families, and providers. Patient/client and family-centred care applies to patients/clients of all ages, and it may be practiced in any health care setting. (Institute for Family-Centered Care 2013).

Aim To introduce the student to concepts of family in all their contemporary forms. This will enable the student to effectively care for women, men and children in urban rural and remote settings.

Learning Outcomes 1. Analyse the concept of well women, well men and well children using an activities of

living framework. 2. Analyse the normal bio/psycho/social/cultural/politico/economic/environmental

processes relevant to the five stages of life (Holland et al 2008). 3. Demonstrate an ability to assess Aboriginal and Torres Strait Islander people and the

diverse population in order to incorporate differences in culture, age, ethnicity, religion and disability in planned family care.

4. Utilise and evaluate evidence based criteria to appraise clinical practice involving families across the lifespan.

5. Demonstrate appropriate clinical practice planning and delivery for families during the care of children.

6. Evaluate community and hospital resources and strategies for promoting healthy families in urban, rural and remote settings.

Major Content Areas

Professional Practice

Beginning of life issues; legal, ethical and professional.

Reproductive technology, abortion, vulnerability and protection.

Dignity of risk. Civil Liberties Act 2002

Care of the family. Social policy, individual v family rights.

Impact on family / sociology of illness, teenage pregnancies, grand parenting and normal ageing.

Awareness of family/sociology of illness within different cultures, religions and ethnic groups.

Child protection and mandatory disclosure (Wood 2008).

Awareness of family/sociology of illness within Aboriginal and Torres Strait Islander people.

Births, Deaths and Marriages Registration Act 1995 & Family Law Act

Children and Young Persons (Care and Protection) Act 1998.

Children and Young Persons (Care and Children (Care and Protection) Act 1998.

Protection) Regulation 2012.

Guardianship Act 1987. Guardianship Regulation 2010.


Key developmental milestones. Play, life goals and parenting.


Activities of living – relevant to the five stages.

Sexual health. Infant mortality, low birth weights. Reproductive system.

Context of care continuum - remote, rural and urban settings.

Disordered physiology associated with fertility.

Immunisation. Genetics.

Developmental disabilities. Well women, well men, well children.

Interagency collaborative practice. Clinics.

Day care centres. Kindergarten, preschool and schools.


Physiological measurements/vital signs.

‘keep them safe’ - Child protection, neglect, child abuse and mandatory reporting

Family therapy. Play.

Genomics

Vulnerability. Domestic abuse and violence.

Assessment Method



Graduate Qualities

ANMC Competency

On line quiz - 1, 2 1, 2, 5 2, 3, 4, 5, 6, 7, 8, 9

Assignment 40% 2, 3, 4, 5 1 ,2, 3, 4, 5 1, 2, 3, 5, 6, 7, 8, 10

Assignment 60% 1, 6 1, 2, 3, 4, 5 1, 4, 8, 9, 10

Textbooks and Supplementary Materials Prescribed Text

Smith, L & Coleman, V (eds) 2009, Child and family-centred health care: concept, theory and practice, Palgrave Macmillan, Basingstoke.

Thackrah, R, and Scott, K 2011, Indigenous Australian Health and Cultures: An introduction for health professionals. Pearson Australia, Frenchs Forest, NSW. ISBN978-1-4425-0997-9

Recommended Readings Couzos, S & Murray, R 2008, Aboriginal primary health care. An evidence based approach, 3rd edn, Oxford University Press, South Melbourne, Vic.

Holland, K, Jenkins, J, Solomon, J & Whittam, S (eds) 2008, Applying the Roper, Logan & Tierney model in practice, 2nd edn, Churchill Livingstone, Edinburgh. Institute for Patient and Family Centered Care 2013 Accessed 17-01-2013, http://www.ipfcc.org/advance/clinician.html


Berger, KS 2008, The developing person through childhood, 6th edn, Worth Publishers, New York.

NMIH204 Reflection and Practice

Rationale

Students of health care practice need to develop the skills of personal and professional reflection. Facilitation of this skill development will be through a structured process of critical thinking and logical argument. This subject builds on the skills introduced earlier in the program related to the identification, accessing and evaluation of clinically relevant literature illuminated by exposure in workplace experience and in simulation.

Aim

To further develop the skills of personal and professional reflection.

Learning Outcomes

1. Identify models of reflection and make an informed judgement on their use in health care practice.

2. Identify the skills of reflection and analyse the development of these skills in health care practitioners.

3. Analyse lines of argument within the work of others. 4. Demonstrate skills in presenting logical arguments to others both verbally and in writing. 5. Demonstrate the ability to apply insights gained from personal reflection on practice. 6. Identify strategies for action planning: development of appropriate outcomes and

indicators of success.

Major Content Areas


Reflective practice: skills of reflection; action learning techniques; outcome formulation.

Cultural competence and safety.

Professional autonomy. Ways of knowing.


Reflection in and on practice.

Critically analyse sources of literature and information.

Sources of information, identification, development and refining of questions.

Reflect on sources of information in the context of clinical practice.


Application of a variety of sources of

information to patient/client care. Critical incident analysis.


Presentation of logical arguments verbally and in writing.

Practical reasoning skills, development of academic writing skills.

Access to information. Recognising and presenting coherent

arguments,

Teaching and learning, supervision, coaching

Capability, capacity and efficacy.

Assessment Method



Graduate Qualities

ANMC Competency

Individual in class

presentation and report

40% 3, 4, 5, 1,2,3,4,5 1, 2, 3, 4, 7, 8, 9, 10

Assignment 60% 1 to 6 1,2,3,4,5 1, 2, 3, 4,7, 9, 10


Prescribed Text Bulman, C & Schutz, S (eds) 2008, Reflective practice in nursing, 4th edn, Blackwell, UK.


Freshwater, D, Taylor, BJ & Sherwood, G (eds) 2008, International textbook of reflective practice in nursing, Blackwell Pub, Oxford.

Levett-Jones, T 2013, Clinical reasoning: Learning to think like a nurse, Pearson Australia, Frenchs Forrest.

NMIH205 Cultural Competence in Health Care Practice

Rationale

Australia is culturally diverse; therefore the people who live in Australia have differing social, political and economic backgrounds. Health care professionals need to understand and respond appropriately to the needs of people from these diverse backgrounds and therefore demonstrate cultural competency. ‘Achieving cultural competence in health care is everybody’s responsibility’ (National Health and Medical Research Council (NHMRC), 2006, p. 3).

Aim To provide the student with the opportunity to analyse culture and diversity in the context of Australian health care.

Learning Outcomes 1. Analyse the diversity of the Australian population: Aboriginal and Torres Strait Islander

and immigrant. 2. Analyse the cultural, linguistic, social, economic and environmental diversities. 3. Analyse the historical, sociological and political forces important in health care provision

identifying the inequalities. 4. Analyse the NHMRC Four Dimensional Model (Systemic, Organisational, Professional

and Individual) for increasing cultural competence in health care. 5. Synthesis the impact of culture and diversity on the health of individuals, groups and

society. 6. Evaluate knowledge, skills and behaviours of a culturally competent individual and

demonstrate personal cultural safety behaviours.


Culture and linguistic diversity (CALD) Culture: clash; conflict and shock.

Social stratification. Stereotyping.

Beliefs, values, attitudes and behaviours.

Diversity - ethnicity, gender, class, race, age and religion, social relationships. Ethnocentricity.

Professions. Inequalities. Bases of power.

Adaptation and change. Culture of health care.

Decision making. Racial Discrimination Act 1975.


History and the diversity of the Aboriginal and Torres Strait Islander population: Australian and immigrant: the cultural; linguistic: health; social; economic and environmental diversities; sociological and political forces important in health care provision.

Development and learning. Intelligence; thought and language.

Human worldviews. -


Health needs of Aboriginal and Torres Strait Islander people.

Access to and acceptability of health care.

Health needs of Australian and immigrant populations.

Housing; employment; education; social networks.

Government policies. National apology/Stolen generations


NHMRC four dimensional model (systemic, organisational, professional and individual).

Social power; domination; institutional racism; prejudice; discrimination; poverty.

Cultural awareness, respect, safety and competence.

Communication.

Professional relationships. Defence mechanisms.

Power relationships, groups, powerlessness, self-esteem.

Assessment Method



Graduate Qualities

ANMC Competency

Poster 40% 1, 2, 3, 1,2,3,4,5 2, 3, 4, 5, 7, 8, 9, 10

Assignment 60% 4, 5, 6 1,2,3,4,5 1, 2, 3, 4, 5, 6, 7


Prescribed Text

Eckermann, A, Dowd, T, Chong, E, Nixon, L, Gray, R & Johnson, S 2010, Binan Goonj bridging cultures in Aboriginal health, 3rd edn, Elsevier, Marrickville, NSW.

Papadopoulos, I 2006, Transcultural health and social care: development of culturally competent practitioners, Elsevier Churchill Livingstone, Edinburgh.

Examples of Recommended Additional Readings Andrews, MM & Boyle, JS 2003, Transcultural concepts in nursing care, 4th edn, Lippincott Williams & Wilkins, Philadelphia, London.

McMurray, A 2003, Community health and wellness: a sociological approach, 2nd edn, Mosby, Sydney.

Waters, E (Chair) 2005, Cultural competency in health: a guide for policy, partnerships and

participation, Commonwealth of Australia, accessed 17th Jan 2013 http://www.nhmrc.gov.au/publications/synopses/hp25syn.htm

http://www.nhmrc.gov.au/publications/synopses/hp25syn.htm

NMIH206 Therapeutics in Nursing

Rationale There are many types of therapy used in the care and treatment of patients/clients, students of nursing need to understand the role of the nurse in administering medications through the study of pharmacology. However, society in general has become more aware of the use of alternative and complementary therapies in the amelioration of their problems. It is important therefore for the nurse to understand the ethos underpinning alternative and complementary therapies and how these can and should be expanded into patient/client care.

Aim To enable the student to study pharmacokinetics / pharmacodynamics and to consider the use of alternative and complementary therapeutic interventions in the care of patients/clients.

Learning Outcomes 1. Explain the principles of pharmacokinetics / pharmacodynamics including mechanisms of

drug action, drug absorption and distribution and the metabolism and excretion of drugs. 2. Analyse major drug groups, including actions, side effects, toxicity, hypersensitivity and

possible interactions with other drugs. 3. Apply knowledge of pharmacokinetics / pharmacodynamics, major drug groups, side

effects, toxicity, hypersensitivity and possible interactions with other drugs to clinical practice in relation to safe administration of medicines.

4. Apply knowledge of pharmacokinetics / pharmacodynamics, major drug groups, side effects, toxicity, hypersensitivity and possible interactions with other drugs to patient/client education in relation to safe administration of medicines.

5. Evaluate the philosophical underpinnings of allopathic and a range of alternative/complementary or adjunct therapies and consider ways in which these can be accommodated in modern health care.


Role of the nurse, patient/client self- administration, drug administration.

Quality use of medicines

Alternative preparations and routes of administration.

Compliance, covert administration, choice, resource implications.

Legal issues - prescribing. Complementary therapy provision.

Poisons list. Poisons regulation.

Holistic, conventional and complementary medicines.

Medicines, Poisons and Therapeutic Goods Regulation 2008.

Poisons and Therapeutic Goods Act 1966. -


Major drug groups’ efficacy. Evidence retrieval.

Patient/client education. Teaching a patient/client - self administration.


Major drug groups: drug action, absorption, distribution, metabolism and excretion.

Acute and community storage, dispensing and administration.

Major drug groups’ efficacy. Patient/client education.


Prescription legibility and documentation. Side effects and toxicity, hypersensitivities, interactions.

Patient/client education and self- administration.

Alternative and complementary treatments: Pet, humour and music therapy and art.

Drug calculations. Exercise therapists.

Correct disposal of sharps and equipment. Storage, error and near miss reporting of errors and near misses.

Hygiene. Quality use of medicines.

Multidisciplinary team approaches.

Aboriginal and Torres Strait Islander people -Traditional healers & bush medicine.

Assessment Method



Graduate Qualities

ANMC Competency

In class quiz – drug calculation

- 1, 2, 3, 4, 1,2,5 1, 2, 3, 5, 7, 10

Assignment 35% 3, 4, 5 1,2,3,4,5 1, 2, 3, 4, 8

Group in class presentation

15% 1, 3, 4, 5 1,2,3,4,5 1, 2, 3.

Exam 50% 1, 2, 3, 4 1,2, 3,4,5 1, 2, 3, 6, 8, 9


Prescribed Text


Examples of Recommended Additional Readings Brett, H 2002, Complementary therapies in the care of older people, Whurr, London. (615.50846/1)

MIMS Online http://mims.hcn.net.au.ezproxy.uow.edu.au:2048/ifmx- nsapi/mimsdata/?MIval=2MIMS_ssearch

http://mims.hcn.net.au.ezproxy.uow.edu.au:2048/ifmx-nsapi/mimsdata/?MIval=2MIMS_ssearch



NSW Health Medication Safety Strategy http://www.health.nsw.gov.au/quality/natmed/contacts

http://www.health.nsw.gov.au/quality/natmed/contacts

NMIH207 Developing Nursing Practice 2

Rationale Developing Nursing Practice 2 builds on NMIH202 which identified that many people have single episodes of illness or injury requiring intervention by health care professionals and that students of nursing need to be able to care for these people. These events sometimes affect human functioning and in this subject students will explore and further develop knowledge, skills and behaviours to expand their capabilities in episodic care whether the patient/client is in an institutional setting or being cared for in their own home. Students will have the opportunity to participate in care delivery in practice during a 10 day clinical placement attached to this subject.

Aim To holistically develop nursing practice across the lifespan and with diverse populations; using an activities of living nursing model, care for a person with alterations in human functioning in illnesses, accidents or diseases requiring short term/episodic interventions.

Learning Outcomes 1. Analyse the role played by the body systems in the maintenance of health and wellbeing. 2. Identify the common diseases and disorders and the pathophysiology affecting human

functioning that result in episodic illnesses. 3. Identify how trauma can result in alterations in human functioning. 4. Identify assessment data required when formulating nursing care for people with an

episodic illness that results in alterations in human functioning. 5. Demonstrate appropriate clinical practice planning and delivery for people with an

episodic illness that has resulted in alterations in human functioning. 6. Evaluate relevant diagnostics and therapeutic regimes. 7. Utilise and evaluate evidence based criteria with which to appraise clinical practice

planning and delivery for people with an episodic illness that has resulted in alterations in human functioning across the lifespan.

8. Demonstrate an ability to assess diversity and to incorporate differences in culture, age, ethnicity, religion in planned care.


Valid consent. Confidentiality.

Professional discourse. Work Health and Safety.

Diversity impacts on care planning and delivery.

Aboriginal and Torres Strait Islander people and planning of care.


Analysis and reflection in and on clinical

practice. Clinical reasoning


Support for Activities of living

i.e. nursing interventions

Adaptation, stress and coping.

Alterations in human functioning resulting in episodic illnesses.

Abdominal pain, alterations in blood functioning, trauma - fractures, alterations in bowel habits, constipation and diarrhoea, alteration in micturition, infections.

Neoplasm in single organs - breast, lung, bowel.

Nursing process - assessing / planning / implementing / evaluating and all influencing processes i.e. bio-psychosocial etc model.

Applied / altered physiology. Single conditions / pathology, diagnosis, pathophysiology, investigations and treatment.

Spirituality, grief and loss. Spirituality, grief and loss in Aboriginal and Torres Strait Islander people.


Multidisciplinary/interprofessional team / interagency members.

Health promotion and education.

Monitoring vital signs conscious levels / awareness of surroundings (and interpretation).

Chemotherapy and therapeutic radiography.

Pharmacology. Blood transfusions/Blood Safe

Care of Aboriginal and Torres Strait Islander people with malignant diseases.

Mobility assessment (risk of fails).

Pressure area care. Altered body image.

Substances hazardous to health.

Assessment Method



Graduate Qualities

ANMC Competency

Assignment 50% 4, 5, 7, 8 1,2,3,4,5 1, 2, 3, 5, 6, 7, 8, 9, 10

Exam 50% 1, 2, 3, 6 1,2, 3,4,5 3, 4, 5, 6, 7, 8, 9

NCAS (minimum satisfactory level

must be achieved)

- 1 to 8 1,3,4,5 1 to 10


Prescribed Text

LeMone, P., Burke, K.M., Dwyer, T., Levett-Jones, T., Moxham, L., Reid-Searl, K., Berry, K., Carville, K., Hales, M., Knox, N., Luxford, Y. & Raymond, D. (2011) (eds). Medical –

Surgical Nursing: critical thinking in client care, (1st Australian Edition). Sydney, Australia: Pearson, ISBN 978 1 4425 3449 0

Hunt, R 2012, Introduction to community-based nursing, 5th edn, Lippincott Williams and Wilkins, Philadelphia.




Kee, J 2010, Laboratory and diagnostic tests with nursing implications, 8th edn, Prentice Hall, New Jersey.

NMIH208 Mental Health Nursing 1

Rationale

People from a diversity of backgrounds require care within a mental health or alcohol and other drug context and continually strive to maintain emotional wellbeing. Care and treatment of people with mental health and drug and alcohol issues has been shaped by the ideology of time. This subject examines the foundations of the contemporary mental health and drug and alcohol philosophy, treatment and the impact of the illness on the individual, family, friends and society. Mental health issues significantly impact on the overall burden of ill health in Australia and globally. Nurses, wherever they practice, are likely to encounter clients and/or their family who have a mental health issue. All nurses need knowledge and skills in understanding the needs of people with a mental illness, and in recognising and responding to the diversity of mental health issues (Mental Health Nurse Education Taskforce (MHNET), 2008). Students will have the opportunity to participate in care delivery during a 10 day workplace experience attached to this subject.

Aim

This subject will introduce the student to the concepts of mental health, mental illness, mental disorder and alcohol and other drugs and the therapeutic interventions available throughout the continuum of care and lifespan.

Learning Outcomes

1. Identify and analyse the factors that contribute to mental illness and substance misuse. 2. Undertake assessment in a mental health and/or alcohol and other drugs context. 3. Plan, implement and evaluate nursing care for people with a mental illness and/or

substance related disorders. 4. Analyse the impact of consumer and carer participation within planning, care and

treatment. 5. Evaluate relevant diagnostic and therapeutic regimes used with a mental illness and/or

substance related disorders. 6. Analyse the legal and ethical issues relating to mental health and alcohol and other

drugs use. 7. Understand the Recovery Model approach to mental health care and treatment 8. Describe historical approaches and practices to mental health care

Major Content Areas


Nurses and midwives code of conduct, boundaries; dignity of risk; vulnerability, guardianship.

Cultural, environmental, societal and political influences on mental health system and safe practice.

Capacity and Consent. Advocacy.

Legal issues of drug and alcohol misuse. Mental Health Act.


Outcome measures - identification and

achievement. Client, family and carer education.

Mental Health Nurse Education Taskforce 2008


Impact of mental illness and substance use on activities of living.

Chemical imbalances; social problems; associated pathophysiology.

Comprehensive mental health assessment, care planning and management.

Context of care continuum - societal and political influences.

Consumer and carer participation. Suicide and self-harm.

Mood disturbances, Schizophrenia

Pathophysiology and neuroplasticity

- Current evidence

Treatment and models of care Hope, optimism, recovery and resilience

Anxiety disorders Eating disorders


Effective communication - assessment.

Team work.

De-escalation.

Therapeutic modes and interventions: psychodynamic.

Physical and psychosocial environments, maintaining client safety, observation and reporting, personal safety and risk.

Dual diagnosis. Compulsory treatment.

Crisis intervention. Consumer participation

Assessment Method



Graduate Qualities

ANMC Competency

Assignment 40% 2, 3, 4, 5, 6, 7, 8

1,2,3,4,5 1, 2, 5, 6, 7, 8, 9, 10

Exam 60% 1, 5, 6, 7, 8 1,2, 3,4,5 3, 4, 5, 8

NCAS (minimum satisfactory level

must be achieved)

- 1 to 8 1,3,4,5 1 to 10

Textbooks and Supplementary Materials Prescribed Text

Elder, R, Evans, K & Nizette, D 2009, Psychiatric and mental health nursing, 2nd edn, Elsevier, Sydney.

Moxham, L, Dwyer, T, Reid-Searl, K, Robson, P. & Broadbent, M. 2013, The Nursing Student’s Adult Mental Health Clinical Survival Guide, Pearson, Australia.


Boyd, MA 2008, Psychiatric nursing: contemporary practice, 4th edn, Wolters Kluwer, Lippincott, Williams & Wilkins, Philadelphia.

Edward, K, Munro, I, Robins, A & Welch, A 2011, Mental health nursing: dimensions of praxis, Oxford University Press, South Melbourne.

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