| Effective Term: | 2026/08 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Mental Health Nursing |
| Unit ID: | NURBN2103 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to contemporary mental health nursing, grounded in recovery-oriented and trauma-informed care. It emphasises collaborative, evidence-based approaches to supporting individuals across the lifespan and diverse populations, in alignment with current mental health standards and the Mental Health and Wellbeing Act 2022 (Vic). Students will develop foundational skills in therapeutic engagement, exploring the impact of stigma and strategies to promote dignity and inclusion in care. The unit covers common mental health conditions, mental state, and risk assessment, and both pharmacological and non-pharmacological interventions. Through simulated learning and 120 hours of supervised mental health placement, students will apply person-centred practices to support safe, holistic care in a range of mental health settings. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - 15 days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify common mental health disorders, including their clinical features, diagnostic criteria, and evidence-based treatment options for the diverse needs of different communities and populations. |
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| K2. | Explain the impact of stigma, discrimination, and social determinants on individuals experiencing mental health conditions. |
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| Skills: |
| S1. | Conduct a mental health assessment, including mental state examination and risk assessment, using appropriate tools and frameworks. |
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| S2. | Use therapeutic communication skills to clearly and effectively provide evidence-based care for people experiencing mental illness and psychological distress |
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| Application of knowledge and skills: |
| A1. | Employ a trauma-informed and recovery-based approach to assess, plan, and implement and evaluate person-centred care within mental health settings. |
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| A2. | Apply mental health care and wellbeing knowledge to collaborate with individuals, families, carers, and interdisciplinary teams to develop and implement person-centred mental health care plans. |
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| A3. | Apply the relevant legislation and professional standards to the care of people experiencing mental illness and psychological distress across a range of settings. |
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| Unit Content: |
The following key standards have guided the content development of this unit: - NMBA Nursing and Midwifery Board of Australia (Registered nurse standards for practice, Midwife standards for practice, Code of conduct, and ICN Code of ethics for nurses)
- NSQHS National Safety and Quality Health Service Standards
- National Safety and Quality Primary and Community
- ACQS Aged Care Quality Standards
- National Health Priority Areas
- National Standards for Mental Health Services
- National Suicide Prevention Strategy 2025-2035
Content will include: - Mental Health assessment and treatment
- Mental health conditions, including related pathophysiology.
- Recovery–led, lived, and living experience workforce (LLEW),
- Evidence-based and trauma-informed care
- Consumer and carer participation
- Awareness of diversity, inclusion, and cultural safety
- Pharmacological and non-pharmacological interventions in mental health care.
- Early detection and intervention, relapse prevention, and support
- Collaborative approach to mental health care which includes consumers, carers, and other members of the multidisciplinary team.
- Legal and ethical considerations in mental health care.
- Therapeutic communication and engagement with consumers and carers
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, S1, S2, A1, A2, A3 | Written Case Study | Case Study | 20-40% | | 2. | K1, S2, A2, A3 | Oral Presentation | Synchronous Oral Presenation | 20-40% | | 3. | K1, S1, S2, A1, A2, A3 | ANSAT | Clinical Placement | 20-40% | | 4. | K1, K2, S1, S2, A1, A2, A3 | Attendance at Active Learning Sessions | 80% Attendance at Active Learning Sessions | S/U Hurdle | | 5. | K1, K2, S1, S2, A1, A2, A3 | Attendance at/attempt of all assessments | 100% Attendance at/attempt of assessments 1, 2 and 3 | S/U Hurdle | | 6. | K1, S1, S2, A1, A2, A3 | Attendance at Mental Health Simulation | 100% Attendance at Mental Health Simulation | S/U Hurdle |
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