This unit (HNB2002) explores person-centred care in mental health bridging the lifespan from infant to older adult. The unit will examine mental health disorders integrating neurobiology, pathophysiology and population health to enhance the students understanding of mental illness. Students will be introduced to policy and legislative frameworks that govern service provision in mental health settings. Using biopsychosocial frameworks, they will apply critical thinking and clinical reasoning to formulate nursing assessment and management of people with selected mental health conditions across the lifespan. Nursing management will be informed by the principle of partnering with consumers and carers, knowledge from lived experience and human rights, and cultural safety. Students will develop their therapeutic and professional communication skills.
Prerequisites
HNB1003 - Professional Experience Placement 1 Nursing
Get help
- Visit a student service centre
- 1300 VIC UNI (1300 842 864)
- Chat with us online
- Visit the glossary
Find a different unit
Learning Outcomes
| 1. | Review how the regulatory frameworks, standards and codes of practice and ethics, and government policies guide the safe delivery of evidence based person-centred mental health care; | ||
| 2. | Articulate knowledge and skills in psychiatric assessment, planning, implementation and evaluation and documentation of care to formulate nursing management of people with selected mental health conditions across the lifespan using digital health; | ||
| 3. | Appraise population health and nursing-related theories of mental distress to examine mental illness across the lifespan; | ||
| 4. | Contextualise clinical reasoning and critical thinking when planning and implementing recovery oriented, trauma informed nursing care to people with anxiety, mood and psychotic disorders across the lifespan; | ||
| 5. | Critically reflect on their professional and therapeutic communication using the principles of partnering with consumers and carers and taking into account Aboriginal and Torres Strait Islander peoples, other cultures and people of diversity; and | ||
| 6. | Exhibit knowledge in pathophysiology and the principles of pharmacodynamics and pharmacokinetics in psychotropic medication. |
Assessment
The assessment tasks link the learning outcomes and graduate capabilities. In the first assessment task students will develop a poster that draws on the regulatory framework that guides mental health service delivery. The second assessment task requires students to apply professional and therapeutic communication and assessment skills in an interview they conduct, videotape and submit for assessment. The third assessment requires students to collect a range of artefacts of learning activities undertaken that demonstrate functional knowledge of assessment and interventions utilised in mental health settings.
To gain an overall pass in this unit, students must attend 85% of all practical laboratories and clinical simulations for essential skill development as per ANMAC expectations and submit all assessment items. Any absences and non-submissions must be supported with documentation to the unit convenor.
Attendance requirements for simulation classes are integral to safe nursing practice and prepare students for Professional Experience Placement (PEP).
| Assessment type | Description | Grade |
|---|---|---|
| Poster | Poster exploring evidence based mental health care. (500 words Group Work) | 15% |
| Other | OSCA - Videoed Interview of applying professional and therapeutic communication skills. | 35% |
| Portfolio | Portfolio of assessment and interventions in mental health nursing. (2000 words) | 50% |
Where to next?
As part of a course
This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.
VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.
