FACULTY OF HEALTH SCIENCES

School of NURSING, MIDWIFERY & PARAMEDICINE

National Unit Outline

SEMESTER 1 2020

NRSG263: Principles of Mental Health Nursing

Credit points: 10
Prerequisites/incompatibles: Nil
National Lecturer in Charge: Dr Louise Alexander
Office location: Melbourne
Email: louise.alexander@acu.edu.au
Telephone: 03 9953-3180
Contact me: Via email

Campus Lecturer-in-Charge (LIC) Contact

Melbourne Dr Louise Alexander (NLIC) Louise.alexander@acu.edu.au

Brisbane Ms Sandra Hyde (DNLIC) Sandra.hyde@acu.edu.au

Canberra Mr Cameron Peake Cameron.peake@acu.edu.au

Nth Sydney Dr Kazem Razaghi Kazem.razaghi@acu.edu.au

Ballarat Ms Kylie Cranage Kylie.cranage@acu.edu.au

Unit rationale, description and aim: There is an increasing prevalence of mental health issues in
society: it is crucial that Registered Nurses understand a range of frameworks and care to ensure
that individuals are supported in their recovery journey. The unit will enable students to learn from
individual, carer and family lived experience of mental health issues in order to provide interventions
that support the individual with mental health issues they care for in future practice. The role of the
Registered Nurse will be considered across a variety of mental health settings and include
considerations across the lifespan, legal and ethical issues, the impact of comorbid conditions and
vulnerability for individuals who experience a mental health illness. This aim of this unit is to
support students to develop knowledge and skills in relation to evidence-based practices which
enable safe and effective care for persons experiencing mental health issues.

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Mode: Multi-mode.
Attendance pattern: This unit includes weekly 2-hour face-to-face lectures and weekly 2 hour
tutorials.
Duration: 10-week semester inclusive of lectures and tutorials. You should anticipate undertaking
150 hours of study for this unit, including class attendance, readings and assignment preparation.

LEARNING OUTCOMES

On successful completion of this unit, you should be able to:

1. identify international and national concepts of mental health;
2. outline biopsychosocial, spiritual and cultural factors that impact on the person’s experience
of mental health issues; (GA1, 5)
3. describe the role for the mental health nurse within the multidisciplinary team in the provision
of collaborative care to people experiencing mental health issues, their family and carers
(GA5, GA8)
4. demonstrate a sound knowledge of quality use of medicines, non-pharmacological
therapeutic interventions and complementary therapies in the mental health context; (GA1, 3,
4, 5, 8)
5. apply the Recovery Framework and the Levett-Jones’ Clinical Reasoning Cycle in planning
safe, evidence-based, culturally sensitive, person-centred mental health nursing for
individuals, their family and carers; (GA1, 3, 5
6. apply legal and ethical principles in the planning of care for individuals experiencing mental
health issues and their family and carers; (GA1, 3, 5, 6)
The Bachelor of Nursing, Bachelor of Nursing/Paramedicine and Bachelor of Nursing Business
Administration courses are professional programs that require development of particular attributes
for accreditation purposes. These are also included in the learning outcomes.

NMBA Standards for Practice Learning Outcomes

1. Thinks critically and analyses nursing practice. LO3
1.1, 1.2, 1.3, 1.4, 1.5.
2. Engages in therapeutic and professional relationships. LO2, LO3, LO5
2.1, 2.2, 2.3, 2.5, 2.7.
3. Maintains the capability for practice. LO3, LO4, LO5
3.2, 3.3, 3.7.
4. Comprehensively conducts assessments. LO4, LO5
4.1, 4.2, 4.3.
5. Develops a plan for nursing practice. LO2, LO3, LO4, LO5,
5.1, 5.2, 5.3, 5.4. LO6
7. Evaluates outcomes to inform nursing practice LO3, LO6
7.1

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GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. All Australian
universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater
emphasis on ethical behaviour and community responsibility than those of many other universities.
All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA3 apply ethical perspectives in informed decision making
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or
profession
GA6 solve problems in a variety of settings taking local and international perspectives into account
GA8 locate, organise, analyse, synthesise and evaluate information

CONTENT
Topics will include:
• Global overview of mental health
o Lived experiences across history and culture

• Mental health priorities in an Australian context

o Mental health quality and safety standards
o Classifications of mental health disorders
▪ High and low prevalence
o Comorbidities
o Impact of alcohol and drug use
o Mental health legislation
o Privacy, confidentiality and consent

• Populations at risk and factors shaping experience of mental health conditions

o Vulnerable populations including
▪ Indigenous populations
▪ Young people
o Economic and social factors
o Cultural diversity and health beliefs
o Trauma

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 o Domestic violence
o Public perceptions, including stigma

• Understanding and exploring the lived experiences of individuals families and carers in
relation to mental health :
o Recovery principles of care
o Trauma informed care
o Person led principles
o Strengths model
o Biopsychosocial model
o Peer support models

• Nursing assessment & management across the lifespan and within multiple service settings
o Identification of early behaviors indicating mental health issues
o Mental health comprehensive assessment
o Mental Status Examination
o Risk - static and dynamic factors
o Legal and ethical considerations in practice

• Common Therapeutic approaches:

o Non-pharmacological
o Pharmacological
o Other contemporary approaches

• Partnerships in care
o Individual
o Family and carer
o Community

• Role of interdisciplinary and multidisciplinary teams

o Collaborative approaches to care and other agencies assisting in care
o Referral systems

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)
online surveys.

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Assessment tasks and lectures have been adjusted in accordance with student feedback from the
last iteration of this unit. Student feedback from 2019 has resulted in a change to written assignment
2 topics, and a change to the way assessment task 3 is managed.
SELT surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the
SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course
coordinators and/or through student representatives.

LEARNING AND TEACHING STRATEGY AND RATIONALE

Modes of delivery in this unit include lectures, tutorials, online activities and self-directed study.
Consistent with adult learning principles, the teaching and learning strategies used within these
modes of delivery will provide students with foundational knowledge and skills relevant to
professional nursing practice. These strategies will also support students in meeting the aim,
learning outcomes and graduate attributes of the unit and the broader course learning outcomes.
Learning and teaching strategies will reflect respect for the individual as an independent learner.
Students will be expected to take responsibility for their learning and to participate actively with
peers.

Students at university need to operate effectively as self-sufficient learners who drive their own
learning and access the learning supports, they require. To guide students in their learning,
feedback is required to identify what is being done well, what requires additional work and to identify
progress toward required learning outcomes. Located in the second year of the programme, this
theory unit includes moderate face-to-face teaching hours and an increasing online component of
learning to build life-long learning skills. Lectures are utilised to convey content and its central
principles while tutorials deliver interactive and student driven learning sessions which require an
increasing reliance on students to extend their community of learners and increase self-reliance.
Online materials provide students with the opportunity to undertake directed, self-motivated study
and continue to transition to independent study and life-long learning.

LECTURE CAPTURE
Lectures will be offered on campus weekly and recorded with links being made available via LEO.

SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing and tutoring staff for changes to this schedule.

Week Starting Lecture topic Tutorial Self-directed

reading

1 24th Feb Lecture Concepts of mental health Historical

2020 perspectives of
Introduction to unit MSE
mental illness
Mental state Trauma informed care. (chapter 1)
examination
Assessment and
No online lecture diagnosis (chapter 7)
Treatment modalities
utilised in
contemporary

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 Week Starting Lecture topic Tutorial Self-directed
reading

mental health
service delivery
(chapter 4)

2 2nd March Lecture MSE and risk assessment Theoretical

2020 Underpinnings
Legal & ethical issues Case study
(Chapter 2)
State-based mental
Ethics, law and
health legislation
mental health
Online lecture nursing practice
Mental health (chapter 3)
comprehensive Mental health
assessment nursing as a
therapeutic process
(chapter 5)

3 9th March Lecture Working with someone Schizophrenia

2020 experiencing psychosis spectrum and other
Schizophrenia spectrum
using a recovery model of psychotic disorders
disorders
care (chapter 8)
Delusions and hearing The family’s role in
Online lecture voices contemporary
The impact of trauma mental health
Case study
and the principles of service delivery
trauma-informed care (chapter 22)
Trauma and stress-
related disorders
(chapter 18)

4 16th Lecture Working with someone Bipolar and related

March experiencing depression disorders (chapter 9)
Affective disorders
2020
Supporting someone Depressive
Online lecture:
expressing suicidality and disorders (chapter
National Safety and non-suicidal self-injury 10)
Quality Health Service
Cultural context in
Standards User Guide
practice in Australia
for Health Services
(chapter 25)
Providing Care for
People with Mental
Health Issues

5 23rd Lecture Working with someone to Eating disorders

March support their recovery. (chapter 13)
Eating disorders
2020
Case study Neurodevelopment
Neurodevelopmental
disorders (chapter
disorders
15)

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 Week Starting Lecture topic Tutorial Self-directed
reading

Online lecture: Community mental

Neurocognitive health context
disorders (Chapter 24)

6 30th Lecture Working with someone Personality disorders

March presenting with (chapter 12)
Personality disorders
2020 challenging behaviours
Recovery and
Online lecture:
Case study resilience in mental
Recovery and resilience health (chapter 21)
in mental health

7 6th April Lecture Working with someone Substance-related

2020 who uses substances and addictive
Substance-related and
disorders (chapter
addictive disorders Case study
14)
Online lecture:
Behavioural change and
motivational
interviewing

8 20th April Lecture Working with someone Anxiety disorders

2020 experiencing anxiety (chapter 11)
Anxiety spectrum
disorders & somatoform Case study Obsessive
disorders compulsive and
related disorders
No online lecture
(chapter 17)

9 27th April Lecture Case study Neurocognitive

2020 disorders (chapter
Co-occurring disorders
16)
Physical health
assessment
Working in mental
health
Online lecture
Working with some who
has metabolic
syndrome

10 4th May Lecture Review of semester Neurodevelopment

2020 disorders (chapter
Suicide & non-suicidal Clinical supervision and
15)
self-injury support in the workplace.
The multidisciplinary
Online lecture
team (chapter 23)
Supporting someone
expressing suicidality

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 Week Starting Lecture topic Tutorial Self-directed
reading

and non-suicidal self-

injury

ATTENDANCE REQUIREMENTS FOR THIS UNIT

Attendance at all lectures, practical classes and simulations is expected. Attendance records of all
practical and tutorial classes are maintained with a minimum of 80% attendance expected.
Reasons why attendance is required
In classes, you will be interacting with other students and developing skills which you will use in your
professional/clinical experience. Students who attend less than 80% of classes are at risk of not
developing these essential skills. Therefore, you are strongly advised to attend a minimum of 80% of
classes in this unit.
Procedures to follow should a student fail to attend 80% of classes due to illness and/or
personal circumstances beyond their control
1. You must contact your Lecturer-in-Charge when you know you have breached the 80%
minimum requirement for tutorials.
2. It is recommended that you provide written evidence of why you were unable to attend
(sickness certificate, letter from a health professional on letterhead or a Statutory
Declaration) to the Lecturer-in-Charge (LIC).
3. The LIC will review your evidence and then contact you regarding your ongoing progress
within this unit (including tutorial makeup activities).
Should a student fail to attend 40% of classes due any circumstances (even with
documentary evidence), this will result in a fail grade for the unit.
In such instances you are advised to apply for “RE; Re-credit of Student Learning
Entitlement (SLE) and Refund of Fees in Special Circumstances”
https://staff.acu.edu.au/__data/assets/pdf_file/0007/117457/RE_Recredit_of_Units_Refund_of_Fees
_form_20180130.pdf

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ASSESSMENT STRATEGY AND RATIONALE

A range of assessment items consistent with University assessment requirements and policy will be
used to ensure students achieve the unit learning outcomes and attain the graduate attributes.

A summative online quiz for this unit will also be made available to students in week 4 of semester
to provide feedback on their progress and guide their unit learning. The summative quiz follows the
same format as the online quizzes used in first year.

In the caring for people with mental health issues, communication is critical to ensure that nurse-
client interactions are non-judgmental, supportive and person- centred. This unit assessment
includes a written assignment which allows students to demonstrate a full understanding of the
concepts of mental health, the factors which impact on a person’s mental wellness and the role of
the mental health nurse both individually and within the multidisciplinary team in caring for people
with mental health issues. The oral assessment requires the students to apply frameworks to plan
care for those with mental health issues which is underpinned by sound knowledge and an
understanding of scope of practice and professional expectations. These assessments exist as they
examine activities which are a requirement for the sound professional practice of the registered
nurse when providing care to those with mental health issues.

These assessments are required to build student knowledge and skills which, by the conclusion of
this programme, will enable the student to graduate as a safe and effective nurse.

The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.

ELECTRONIC SUBMISSION, MARKING AND RETURN

You are required to upload your essay to the relevant Turnitin link located in your own campus tile
on the Unit LEO site. Feedback will be available via Turnitin. Your marks will be entered into
Gradebook in LEO. The viva voce (oral examination) will take place during the University Exam
weeks. Marks will be entered into Gradebook on LEO.

Learning Graduate
Assessment Weighting
Due date outcome(s) attribute(s)
tasks (%)
assessed assessed

Written
assignment LO1, LO2, GA1, GA5,
April 2nd, 2020 by 23.59hrs 50%
2000-word LO3 GA8
essay

GA1, GA3,
Opens May 4th, 2020 0800hrs until
Online quiz 10% LO1, LO4 GA4, GA5,
May 8th, 2020 1700hrs
GA8

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 Learning Graduate
Assessment Weighting
Due date outcome(s) attribute(s)
tasks (%)
assessed assessed

Oral GA1, GA3,

Assessment LO3, LO4.
Scheduled during examination weeks 40% GA4, GA5,
LO5, LO6
(Viva voce) GA6, GA8

FOR ALL ASSIGNMENTS

Please include the word count of your assignment on the front page of your assignment or in a
header. Please note that in-text citations are included in the word count whilst the reference list is
not included in the word count. Words that are more than 10% over the word count will not be
considered for marking. Please see further information in the section below titled ‘Word Count’.

ASSIGNMENT 1
This assessment enables students to demonstrate understanding of concepts and patient focus
factors in mental health. This assessment requires critical discussion on restrictive and coercive
practices in mental health. Students will be able to select one question (from a possible two) and will
draw from national and international perspectives within contemporary literature. Topics will be
available under the Assessment Tile on LEO.
Due date: April 2nd, 2020 by 23.59hrs
Weighting: 50%
Length and/or format: 2000 words +/- 10%
Purpose: For students to demonstrate their understanding of patient
focused concepts in mental health.
Learning outcomes assessed: LO1, LO2, LO3
How to submit: Submit your assignment via the Turnitin link in your Campus tile
on LEO. Please note that during high-peak times, Turnitin may
take up to 48hrs to provide an accurate similarity index. It is your
responsibility to ensure that you submit your paper with enough
time to make any necessary changes. Submit your paper it into
the regular drop box. Do not submit into the extension drop box
unless you have an approved extension. Late penalties apply for
papers submitted after the due date. Please review the policy on
Academic Integrity and Misconduct policy if you choose not to do
this.
Return of assignment: Feedback will be available on Turnitin. Marks will be entered in
Gradebook.
Assessment criteria: See rubric in Appendix 1. Please include the word count of your
assignment on the front page of your assignment or in a header.
Please note that in-text citations are included in the word count
whilst the reference list is not included in the word count. Words

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 that are more than 10% over the word count will not be
considered.

ASSIGNMENT 2
This summative online quiz will assess knowledge gained from learning gained in weeks 1-9.
Knowledge from lectures, tutorials and self-directed reading will be assessed.
Due date: Open May 4th, 2020 0800hrs until May 8th, 2020 1700hrs
Weighting: 10%
Length and/or format: 10 multiple choice exam questions that need to be completed in
15 minutes; students will have one (1) attempt.
Purpose: For students to apply knowledge about psychopharmacology,
non-pharmacological interventions and international and national
concepts of mental health.
Learning outcomes assessed: LO1, LO4
How to submit: The quiz will be undertaken electronically, via LEO.
Return of assignment: Marks will be entered in Gradebook.

ASSIGNMENT 3
This oral exam enables students to demonstrate understanding and application of core unit content.
Students will be provided a case study similar to those used in tutorials and required to answer a
series of questions verbally to an examiner. Topics will include assessment, psychoeducation,
psychopharmacology, and nursing care and interventions when working with consumers with mental
health issues.
This assessment encompasses content learned in lectures, tutorials and self-directed learning,
throughout the 10-week semester.
Due date: During exam period
Weighting: 40%
Length and/or format: 15-minute oral exam.
Purpose: To measure students understanding of core mental health
concepts such as mental state examination, risk factors, nursing
interventions and psychopharmacology.
Learning outcomes assessed: LO3, LO4, LO5, LO6
How to submit: Oral exam during exam week
Return of assignment: Grades will be released on GradeBook
Assessment criteria: Students will be graded according to the marking check list in
Appendix 2.

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WORD COUNT
Writing requires skill and being able to write within a specified word limit is an essential
component of professional and academic work. Reading and writing critically are fundamental
skills which demonstrate an understanding and an ability to make judgements and solve
problems, hence why only 10% of a word count should be direct quotes. That is, if the word
count is 1500 words only 150 of those words should be direct quotes. Word counts provide
students with an indication of the amount of detail and work required for each assessment item.

What is included in a word count?

Essentially, all text within an assessment item from the introduction through to the conclusion is
counted in the word count. This includes all in-text citations, direct quotes and headings. The
word count does not include the following:
• Title page
• Reference list
• Appendices
• Tables
• Figures and legends

ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME

Please note that if you submit your assignment, notice that the similarity index is high but do not
have time to revise your assignment before the due date has passed, then you are advised to:
• contact the Lecturer in Charge and request that your assignment be removed.
• revise the assignment, submit it within three days of the due date and incur a late
submission penalty.
• submit it into the regular drop box. Do not submit into the extension drop box.
Please review the Academic Integrity and Misconduct policy if you choose not to do this.

REFERENCING
This unit requires you to use the APA 7th ed. referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the
Student Portal.

Assessment policy and procedures

You must read the Assessment Policy and Assessment Procedures in the University Handbook:
they include rules on deadlines; penalties for late submission; extensions; and special consideration.
If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
(1) any numerical marks returned to students are provisional and subject to moderation;

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(2) students will not be given access to overall aggregated marks for a unit, or overall unit grade
calculated by Gradebook in LEO;
and,
(3) students will be given a final mark and grade for their units after moderation is concluded and
official grades are released after the end of semester.

Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy
and the Academic Misconduct Procedures are available from the website. Please read them, and
note in particular that cheating, plagiarism, collusion, recycling of assignments and
misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and
can include being excluded from the course.

Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more
important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.

FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND

TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.

STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.

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 • The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.

Need help with your study - connect with the Academic Skills Unit
• Academic Skills Unit offers services and resources to help you succeed in your studies,
including online and face-to-face workshops, consultations and drop-ins.
• For more information about the Academic Skills Unit, visit the Student Portal or the ASU’s
LEO site.

INHERENT REQUIREMENTS
• To support your progression in this unit, students are directed to access the course inherent
requirements, on the link below, to understand the essential aspects of their course. If you
require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the
inherent requirements, please speak with your academic and or a disability advisor for
support.
• www.acu.edu.au/inherent-requirements

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/discussion forums.
https://leo.acu.edu.au/course/view.php?id=32508

TEXTS AND REFERENCES

Required text(s)
Hercelinskyj, G & Alexander, L. (2019). Mental health nursing – applying theory to practice,
Singapore: Cengage. (available as e-book)

Recommended references
American Psychiatric Association. (2013). The diagnostic & statistical manual of mental disorders
(5th ed.) Arlington, VA: American Psychiatric Association.
Dudgeon, P., Milroy, H., & Walker, R. (Eds.). (2014). Working together: Aboriginal and Torres Strait
Islander mental health and wellbeing principles and practice (2nd ed.). Canberra:
Department of Health and Ageing
Evans, K. Nizette, D. & O’Brien, A. (2017). Psychiatric and mental health nursing (4th ed).
Chatswood, NSW: Elsevier.
Goldacre, B. (2012). Bad pharma. How medicine is broken, and how we can fix it. London, United
Kingdom: Fourth Estate.
Miller, W.R. & Rollnick, S. (2013). Motivational interviewing. Helping people change (3rd ed). New
York: The Guildford Press.

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Moxham, L., Hazelton, M., Muir-Cochrane, E., Heffernan, T., Kneisl, C., & Trigoboff, E. (2018).
Contemporary psychiatric-mental health nursing: Partnerships in care. Frenchs Forest, NSW:
Pearson Education Australia.
Muir-Cochrane, E., Barkway, P. & Nizette, D. (2018) Pocketbook of Mental Health (Third Edition).
Chatswood, NSW: Elsevier.
Nizette, D., McAllister, M., & Marks, P. (2013). Stories in mental health. Reflection inquiry action.
Chatswood, N.S.W.: Elsevier Australia.
Paris, J. (2013). The intelligent clinician's guide to DSM-5. New York: Oxford University Press.
Skinner, J. (2015). Nursing by the heart: Transformational self-care for nurses. United Kingdom:
John Hunt Publishing. Slade, M. (2009). Personal recovery and mental illness. A guide for
mental health professionals. UK: Cambridge University Press. Therapeutic Guidelines
Limited. Psychotropic Expert Groups. (2013). Therapeutic guidelines: psychotropic. (Version
7). Melbourne Vic.: Therapeutic Guidelines
APPENDICES

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Assessment 1 marking rubric

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