Reference no: EM13137132

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FACULTY OF HEALTH SCIENCES School of NURSING, MIDWIFERY & PARAMEDICINE MacKillop Campus SEMESTER 1 2014 NRSG 210: Mental Health Nursing UNIT OUTLINE  It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator. Lecturer in Charge (National): Sandra Hyde Office location: EB. 19 Email: [email protected] Telephone: 07 3623 7613 Contact me: Please contact me via email or telephone. Description: This unit develops students' knowledge of the physical, mental and biopsychosocial factors that contribute to personal, individual, family and community mental health. It also examines the role of the nurse and the health team in caring for persons who have alterations to their emotional and mental wellbeing across the lifespan. In particular, it will enable the student to develop a holistic and consumer-oriented recovery approach to the provision of nursing care highlighting the therapeutic use of self, including ethical, legal and professional boundaries that influence practice.
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pattern: This unit will consist of lecture resource sessions and seminars framed within an inquiry based learning paradigm. In addition, the unit will be enhanced with web based resources and self-directed learning activities. Attendance at all seminars is encouraged and a minimum of 80 % is required in order to pass this unit. Duration: 10 week-semester or equivalent in intensive block mode. You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation. 
LEARNING OUTCOMES The Bachelor of Nursing course is a professional program that requires development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes. On successful completion of this unit, you should be able to: 1. Outline social, developmental and cultural factors that impact on mental health and wellness; 
2. Discuss major mental health priorities and related strategies, including models of mental health care; 
3. Reflect critically on the experiences of mental illness from consumer and carer perspectives; (GA 4) 
4. Assess a person's mental health status within the contexts of an holistic health assessment and potential underlying pathology; 
5. Determine appropriate evidence-based nursing interventions and describe medical and allied health interventions for the promotion of mental health, and prevention, early intervention, management of and recovery from common mental illnesses; 
6. Plan, implement and evaluate safe, holistic, person-centred nursing care taking account of a person's / family's mental health status, strengths, risks and resilience; 
7. Explain strategies for developing and evaluating therapeutic relationships with mental health consumers, carers and significant others across the lifespan; (GA 9) 
8. Discuss legal and ethical issues pertaining to mental health and mental illness ( GA 3) 
9. Work effectively in a group to identify and address your learning needs. (GA 7) 
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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. You can view the ACU Graduate Attributes for all courses at https://www.acu.edu.au/204356. 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: GA3 GA4 think critically and reflectively GA7 work both autonomously and collaboratively GA9 demonstrate effective communication in oral and written English language and visual media 
Australian Nurses' and Midwifery Council Competency Standards for the Registered Nurse developed in this unit are: 
ANMC Competency Standards Learning Outcomes: Professional Practice 1, 2, 3, 8, Critical Thinking and Analysis 5, 9 Provision and Coordination of Care 7.2, 8.1, 1, 4, 5, 6, 7 Collaborative and Therapeutic Practice 9.1, 9.2, 9.3, 9.4, 9.5, 10.1, 10.2, 10.4 3, 7, 
CONTENT Topics will include: Factors impacting on mental health and wellness • Social • Developmental • Cultural, including Australia's Indigenous population 
Family risk factors • Domestic violence • Sexual abuse • Emotional and physical neglect 
Mental health priorities • National and international mental health priorities and strategies 
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• State mental health priorities and strategies including Suicide Prevention • Mental health workforce priorities • Vulnerable populations • Refugees • Culturally and linguistically diverse (CALD) • Homeless • Forensic • Aboriginal and Torres Strait Islander peoples • Elderly 
Models of mental health care and care continuum • Medical model • Psychodynamic approach • Developmental models of self • Resilience and recovery model 
Therapeutic interventions • Psycho education and cognitive therapies 
Experiences of people with mental illness • Discrimination, stereotyping and perpetuation of stigma • Factors influencing attitudes • Affirmative action • Social inclusion 
Mental health consumer and carer participation in care and recovery • Consumer' and carers' perspectives on mental illness • Consumer choice, informed consent and participation in care • Spiritual care; sense of wellbeing 
Nursing interventions and principles in the care of mentally ill • Managing suicide and self-harm • Managing physical aggression • Managing fear and anxiety • Cognitive behavioural intervention • Psychosocial intervention 
Prevention and early intervention • Risk and preventative factors across the lifespan • Risk factors for self-harm • Preventive model of care 
Mental health promotion • Myths of mental illness 
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• Developing self-awareness • Public and professional education 
Establishing therapeutic relationships with mental health consumers and carers • Self-help, peer support and consumer delivered services • Collaboration with consumers, their families and community 
Mental health assessment • Factors affecting assessment • Taking a psychosocial history • Mental state assessment • Assessment tools • The Health of the Nation Outcome Scales (HoNOS) instrument • Functional assessment • Mental Health Outcomes Assessment Tool (MH-OAT) • Alcohol scales • Depression scales 
Common mental health alterations and disorders and related pathophysiology • Disorders in children and adolescents • Disorders affecting the elderly • Schizophrenic disorders • Mood disorders • Personality disorders • Anxiety disorders • Eating disorders • Substance-related disorders and dual diagnosis • Somatoform and dissociative disorders Psychopharmacology for common mental illnesses/disorders • Psychopharmacology • Principles of pharmacological action of psychotropic medication • Legal issues with psychotropic medications • Major groups of psychotropic drugs • Medication adherence issues and strategies 
Legal, professional and ethical issues • Rights of the mentally ill • Mental health policy • Mental health legislation • Professional boundaries 
Content Extended 
• Theories of self, personality, resilience, crisis, stress, coping 
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• Lifespan development • Family development, assessment, functions • Cultural diversity • Social constructions of health and illness • Vulnerable populations 
Content Integrated and Consolidated 
• Person-centred care • Cultural safety • Health assessment • Communication skills and active listening • Documentation • Group dynamics 
QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the 'Student Evaluation of Unit' (SEU) online surveys. SEU 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 SEU survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. SCHEDULE Please ensure that you choose your classes carefully in Tutorial Direct and attend the chosen classes Attendance requirements of unit Attendance at all lectures and tutorials is expected. An attendance record of all tutorial classes will be recorded and a minimum of 80% of tutorial classes is mandatory. 
Reasons why attendance is required In tutorials, 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 tutorials are at risk of not developing these essential skills. Therefore, it is a requirement you attend a minimum of 80% of tutorial classes. 
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. You must also provide written evidence of why you were unable to attend (sick certificate, letter from a health professional on letterhead or a Statutory Declaration) to the Lecturer-in-Charge (LIC). 3. Your Lecturer-in-Charge will then provide you with a written learning activity which you will be required to submit on a specified date prior to the commencement of exam week. 
Consequence for not meeting 80% attendance requirements of unit 
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1. Failure to provide written evidence of the reason for your non-attendance and/or failure to submit the written learning activity by the due date will result in a Fail grade for this unit. 2. Non-attendance of more than 40% of all tutorial sessions (even with documentary evidence) 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://www.acu.edu.au/__data/assets/pdf_file/0007/117457/RE_Form_-_20120921.pdf Study 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. 
Conduct in Tutorial inquiry based learning (IBL) sessions 
Students are expected to attend seminars having undertaken the recommended readings and prepared for the IBL learning activities, in preparation for active participation. Professional behaviour is expected. You are required to attend 80% of the seminar classes and complete and submit each of the assessment tasks according to the established criteria (see attachments) and achieve a grade of 50% and above in the unit and a minimum pass (20 out of 40%) in the final examination. 
Week 
Starting LECTURE /RESOURCE SESSION 2 HOURs 
IBL SEMINAR/ TUTORIAL 2 HOURS 
SELF DIRECTED LEARNING Available on the NRSG 210 LEO site 1 HOUR 
1 
24/02/201 4 
Introduction to Recovery in mental health 
Introduction to IBL group rules and expectations. Exploring Mental Illness 
Self-directed learning week 1 
https://www.youtube.com/watch?feature=player_embed =_FolgAZ3YuU My recovery story 
2 03/03/201 4 
Principles of service delivery Mental health - legal & Ethical Issues 
Screening for a mental illness Group allocation for Assessment Task 2- Group Presentation 
Self-directed learning week 2 Effective communication & paternalism in mental health "One Flew Over the Cuckoo's Nest" https://www.youtube.com/watch?v=NJDWd91nlI4 
3 10/03/201 4 
Nursing Assessment 
MSE & Risk Management 
Assessment Written communication 1st Group Presentation 
Self-directed learning week 3 
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commence 
4 17/03/201 4 
Psychosis (includes DSM V & ICD 10) 
Psychosis Group Presentation commence 
Self-directed learning week 4 Schizophrenia & insight - "A Beautiful Mind" https://www.youtube.com/watch?v=D2zl1lgZsKA 
5 24/03/201 4 
Affective disorders (Major depression/ postnatal depression/ bipolar I & II) 
Affective disorders Mania Depression Post natal depression Assessment Task 1 Due : 28.3.2014 
Self-directed learning week 5 Schizoaffective disorder & carers - "Shine" https://www.youtube.com/watch?v=s6X9u97v-8w 
Essay due at 4 pm 
21/04/2014 UA Week Recess 
6 28/04/201 3 
Anxiety Disorders Somatoform Disorders 
Anxiety Disorders Somatoform Disorders 
Self-directed learning week 6 
7 05/05/201 4 
Personality disorders 
Managing difficult personalities 
Self-directed learning week 7 Depression & self-harming behaviours - "Ordinary People" https://www.youtube.com/watch?v=yOpsJ8dh5L4 
8 12/05/201 4 
Co-occurring mental illness & drug and alcohol disorders 
Co-occurring mental illness & drug and alcohol disorders 
Screening tools 
Self-directed learning week 8 Delirium tremens & carers- "The Lost Weekend" 
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9 19/05/201 4 
Child and Youth Mental Health 
Mental health and body image Working with families Group dynamics and group function 
Self-directed learning week 9 
10 26/05/201 4 
Older Adults Mental 
Older adults Self-directed learning week 10 
ASSESSMENT In order to pass this unit, you are required to you are required to attend 80% of the seminar classes and complete and submit each of the assessment tasks according to the established criteria (see attachments) and achieve a grade of 50% and above in the unit and a minimum pass (20 out of 40%) in the final examination. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. 
Assessment tasks Due date Weighting (%) 
Learning outcome/s assessed 
Graduate Attributes assessed 
Essay - (1500 words) Friday March 28 by 4pm 
40% 2,4,5 and 6 3, 4, 9 
Group work presentation Weeks 3-10 20% 3, 6, 7, 8, 9 3, 4, 7, 9 
Examination (1.5 hours) 
Exam Period 40% 1, 2, 4, 5, 6, 7, 8 
3, 4, ,9 
Assignment 1 Essay Three newspaper articles relating to mental health have been placed on LEO in preparation for this assignment. Each student is to provide an essay based on one of these articles highlighting the key issues within the selected article. For example, if an article discusses suicide, you might need to highlight an issue such as family involvement. The discussion is to be supported with relevant and appropriate references. There are to be a minimum of ten references (includes the article), at least two (2) being researched based journal articles. No Wikipedia and only two (2) web based sites. 
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Due date: Friday 28th March, 2014 at 4 pm. Weighting: 40% Length and/or format: 1500 words Purpose: This assessment aims to enhance students learning related to contemporary mental health issues including reasoning, critical thinking, reflection and care planning. The essay will provide an opportunity for students to be analytical and synthesize information within the expectations of academic writing. Learning outcomes assessed: The learning outcomes assessed in this assignment are 2, 4, 5, and 6. How to submit: This essay for NRSG 210 will be submitted electronically via LEO to get your Turnitin originality report and then in hard copy. Please submit your assignment in the marked assignment box in GB.13/GB.14 (entry to Nursing Laboratories in G Block). You must complete and attach: • The ACU assignment cover sheet. Students need to attach an ACU Coversheet to the assignment ensuring they have signed the statement that the work is original. The current ACU Assignment Cover Sheet is downloadable from https://students.acu.edu.au/154914. • Your LEAP certificate • The marking guide for this assessment (pages 16-17 of this outline) • Your Turnitin originality report Return of assignment: Assignments will usually be returned in class. Assignments not collected during class may be collected from the LIC. Assessment criteria: The assignment will be marked based on the assessment criteria document on pages 17-18 of this unit outline. 
Turnitin The 'Turnitin' application (a text-matching tool) will be used in this unit, in order to enable students and staff to identify possible areas of poor citation and referencing. You can only submit to Turnitin twice - once to check your work and one final submission. A Turnitin originality report will automatically be made available for the online submission; this must be printed out and submitted with the hard copy of your written work. You should submit your draft to Turnitin well in advance of the due date to ensure that you get your Turnitin originality report and have time to work on any issues identified by Turnitin. It could be a few days before you receive your final originality report. 
ASSESSMENT 2: Group Presentation Topic: Identify the mental health nursing considerations, as well as those of the consumer associated with the topic you have been allocated. You will be allocated into small groups (max 6) in week 2 to complete this assessment. Each group will be allocated a tutorial topic to research and present to the class. Your group will include one question to pose to the class to towards the end of the presentation to facilitate a discussion. Students are expected to work equally and collaboratively to complete the assessment task. When you sign the group work cover sheet you agree that this has occurred. 
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As a group you will: Access the case scenario via LEO prior to the tutorial and identify the mental health nursing and consumer implications related to topic. Provide and present brief a contextual summary as to why the topic you have been allocated is important. Create one question to involve the class in a discussion of no more than 5 minutes. Close the tutorial with a 2 power point presentation of the issues your group identified in the literature. You must support your presentation with recent, relevant academic sources and submit your prepared slides and a group reference list. You must complete and attach the ACU assignment cover sheet (with a signed declaration of originality) from all members of the group. The marking guide for this assessment is located at the end of this unit outline. 
Due date: Tutorial weeks 3-10 Weighting: 20% Length and/or format: 10 minute presentation per group plus 5 mins discussion time (total 15 minutes) Purpose: To provide students with the opportunity to work collaboratively and autonomously to explore theoretical concepts Learning outcomes assessed: The learning outcomes covered by this assessment are 3, 6, 7, 8, 9 How to submit: Students will email a copy of their group presentation to their tutor min 24 hours before the tutorial. • Declaration of Originality signed by all group members available from https://students.acu.edu.au/154914 Return of assignment: N/A Assessment criteria: The marking criteria for this assessment is found at the end of this unit outline Return of assignment: Results and feedback in class at the end of the semester 
Assessment Task 3 Examination A written exam will be undertaken during central examination period. This one and a half (1.5) hour examination is designed to give summative feedback to students' on their knowledge, skills, and attitudes related to mental health. Material covered in resource sessions, tutorials and readings will provide the knowledge base for this assessment. This examination will consist of a combination of short answer and multiple choice questions. Weighting: 40% Due Date: During scheduled examination weeks Length and format: One and a half hour (1.5) examination including multiple choice questions and short answer questions. Purpose: This examination is designed to give summative feedback to students' on 
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their knowledge, skills, and attitudes related to mental health Learning outcomes Assessed: The learning outcomes assessed in this examination are 1, 2, 4, 5, 6, 7, 8. 
REFERENCING This unit requires you to use the APA referencing system. See the 'Academic referencing' page from the Office of Student Success (https://students.acu.edu.au/372091) 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, which is available in the Library or on the ACU website at https://www.acu.edu.au/142401 The Unit Outline Resources page (https://students.acu.edu.au/241467) is a good starting point. 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 (https://students.acu.edu.au/429796). If you have any queries on Assessment Policy, please see your Lecturer in Charge. Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations (available at https://students.acu.edu.au/430029). 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 Framework for Academic Integrity and the Academic Honesty Policy are available at https://students.acu.edu.au/343665. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty 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 at https://students.acu.edu.au/49758. 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. 
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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 contact the Office of Student Success. • 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. • 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. • Equity and Disability can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. • Indigenous Units on each campus provide information and support for students. The Unit Outline Resources web page (https://students.acu.edu.au/241467) provides links for each service. 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=10298 In addition, for this unit you will be required to use the following technologies: Please note any additional technologies, such as ePortfolio, microphones or cameras, which students will or may use in the unit, and how they can be accessed TEXTS AND REFERENCES: Required text(s) Evans, J., & Brown, P. (2012). Videbeck's Mental Health Nursing. Sydney: Lippincott Williams & Wilkins. Recommended references Adams,M., & Urban, C. (2013). Pharmacology connections to nursing practice. (2nd ed) Boston: Pearson. Australian Institute of Health and Welfare (2009). Measuring the social and emotional wellbeing of Aboriginal and Torres Strait Islander peoples. Cat. No. IHW24. Canberra; AIHW. 
Bear, M.F., Connors, B.W. & Paradiso, M.A. (2007). Neuroscience: Exploring the brain (3rd ed.). Baltimore, Md. :Lippincott Williams & Wilkins. 
Caltabiano, M., Byrne, D., & Sarafino, E. (2008). Health psychology: Biopsychosocial interactions. An Australian perspective. Brisbane: Wiley & Sons Australia 
Eckermann, A-K., Dowd, T., Chong, E., Nixon, L., Gray, R., & Johnson, S. (2010). Binan goonj: Bridging cultures in Aboriginal health (3nd ed.). Chatswood, NSW: Churchill/Livingstone. 
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Elder, R., Evans, K., & Nizette, D. (2013). Psychiatric and mental health nursing (3nd ed.). Chatswood, NSW: Elsevier Australia. 
Happell, B., Cowin, L., Roper, C. & Lakeman, R. & Cox, L. (2013). Introducing mental health nursing: a service user-orientated approach (2nd Ed). Crow's Nest, NSW: Allen & Unwin. 
Ivey,A., Ivey, M. & Zalaquett, C. with Quirk, K., (2012) Essentials of intentional interviewing: Counselling in a multicultural world (2nd ed). Belmont, USA:Brooks/Cole Cengage Learning. 
Jones, K., & Creedy, D. (2008). Health and human behaviour (2nd ed.). South Melbourne, Vic: Oxford University Press.
Leahy, R. (2012) (Ed). Treatment plans and interventions for depression and anxiety disorders (2nd ed). New York; London: Guilford Press 
Martin, C. (Ed) (2012). Perinatal mental health: A clinical guide. Retrieved from https://site.ebrary.com/lib/australiancathu/docDetail.action?docID=10532088 
Meadows, G., Grigg, M., Farhall J., McDermott F., Fossey E., & Singh, B (2012). Mental Health in Australia. Collaborative Community Practice (3 rd ed). South Melbourne, Vic: Oxford University Press. 
O'Toole, G. (2008). Communication: Core interpersonal skills for health professionals. Chatswood, N.S.W. :Churchill Livingstone. 
Paris, J. (2013) The intelligent clinician's guide to the DSM-V. New York: Oxford Press. Retrieved from https://oxfordmedicine.com/view/10.1093/med/9780199738175.001.0001/med-9780199738175 
Pink, B., & Allbon, P. (2008). The health and welfare of Australia's Aboriginal and Torres Strait Islander peoples. ABS Catalogue No. 4704.0. AIHW Catalogue No. IHW 21. Belconnen, ACT: Australian Bureau of Statistics. 
Rana, D. & Upton, D. (2009). Psychology for nurses. Harlow, England: Pearson Education. 
Staunton, P., & Chiarella, M. (2008). Nursing and the law (6th ed.). Sydney: Churchill Livingstone. 
Stein-Parbury, J. (2009). Patient and person: Interpersonal skills in nursing (4th ed.). Sydney: Churchill Livingstone Elsevier. 
Taylor, B. (2010). Reflective practice: A guide for health care professionals: A practical guide (3rd ed.). Maidenhead New York: Open University Press. 
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Usher, K., Foster, K., & Bullock, S. (2009). Psychopharmacology for health professionals. Chatswood, N.S.W.: Elsevier Australia. 
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NRSG210 - Task 1 Essay Marking Guide Student Name: __________________________________________ Student ID: ___________________________________________ Weight: 40% 
HD- (85-100%) D- (75-84%) C - (65-74%) P- (50-64%) Unsatisfactory Introduction and Focus The introductory paragraph provides a preamble, clearly states the essay topic and provides a clear statement of how the argument will be organized.(8.5-10) The introductory paragraph provides a preamble, states the essay topic and provides a statement of how the argument will be organized. Some of the above is not clear though.(7.5-8) The introductory paragraph outlines only some of the main points to be discussed or does not clearly state the topic. Argument not clear.(6.5- 7) The introductory paragraph does not name the topic AND does not preview what will be discussed (5-6) The introductory paragraph is unclear or absent. (0-4.5) 
10 
Evidence and Examples 
The discussion is focused on the topic with ample evidence from the literature. The literature is critiqued. (21.5-25) 
The discussion refers often to the topic and with adequate evidence from the literature. There is appraisal of the literature(19-21) 
The discussion refers to the topic but with limited evidence from the literature. There is appraisal of the literature. . (16-18.5) 
The discussion does not clearly refer to the topic. There is limited supporting literature. (12.5 -15.5) 
There is no topic focus and there are limited or no suitable references. (0-12) 
25 
Sequencing and accuracy 
The argument is presented in a logical order that shows clear expression of ideas. All supporting facts and statistics are reported accurately. (21.5-25) 
The argument is presented in a logical order that shows expression of ideas. Most supporting facts and statistics are reported accurately (19-21) 
The argument is presented in a fairly logical order and shows clear expression of most ideas. Some supporting facts and statistics are reported accurately (16- 18.5) 
A few of the support details or aspects of the arguments are not in an expected or logical order, sometimes making the argument confusing. (12.5-15.5) 
Many of the details or aspects of the argument are not in a logical order, distracting the reader and making the argument very confusing (0-12). 
25 
Closing paragraph 
The conclusion clearly shows how all ideas are connected. It begins with a strong effective restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (8.5-10) 
The conclusion shows how most of the ideas are connected. It begins with a restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (7.5-8) 
The conclusion shows how some ideas are connected. It begins with a restatement of the argument and finishes with the main point of the essay. There are no new concepts introduced. (6.5-7) 
The conclusion shows how a few of the ideas are connected. It begins with a statement about the argument and finishes with one point of the essay. There may be new concepts introduced. (5-6) 
The conclusion is unclear or absent .New concepts are introduced. (0-4.5) 
10 
Sources and referencing All sources used for paraphrasing, quotes, statistics and facts are credible and both in-text citations and the reference list are correct and use APA style. There are sufficient supporting references, minimal and appropriate use of direct quotes. (8.5-10) 
All sources used for quotes, statistics and facts are credible and most in-text citations and the reference list are correct and use APA style. There are sufficient supporting references. (7.5- 8) 
Most sources used for quotes, statistics and facts are credible and some in-text citations and reference list are correct and use APA style. More supporting references were required (6.5-7) 
Some sources used for quotes, statistics and facts are credible and in-text citations and reference list contain errors. Some unnecessary reliance on use of direct quotes. There is an inadequate number of supporting references. (5-6) 
Many sources are not credible and/or are not cited using APA style. Unnecessary and excessive reliance on use of direct quotes. Poor referencing could be interpreted as plagiarism. (0-4.5) 
10 
Sentence and Paragraph Structure 
All sentences are well constructed with varied structure and the paragraphs are well constructed (8.5-10) 
Most sentences are well constructed and there is some varied sentence structure in the essay. Most of the paragraphs are well constructed (7.5-8) 
Most sentences are well constructed, but there is no variation in structure. Paragraphs are typically well constructed. (6.5-7) 
Most sentences are poorly constructed. Paragraphing structure is not clear and sentences are not logically connected within the paragraphs. (5-6) 
Meaning unclear due to poor sentence and paragraph structure. Writing is not at an acceptable academic standard. (0-4.5) 
10 
Grammar Spelling and punctuation There are no errors in grammar, spelling or punctuation that distract the reader from the content. (8.5-10) 
There are 1-2 errors in grammar spelling or punctuation that distract the reader from the content (7.5-8) 
There are 3-4 errors in grammar, spelling or punctuation that distract the reader from the content. (6.5-7) 
There are 4-6 plus errors in grammar spelling or punctuation that distract the reader from the content. Errors make the meaning unclear.(5-6) 
There are 8 or more errors in grammar tha distract the reader from the content. This is not at an acceptable academic standard. (0-4.5) 
10 
Marker: Date: Mark: % Comments: 
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NRSG210 - Group Presentation Marking Guide (20%) Tutorial Group: Day Time: Room: Topic: Group Members 
Name & Student Number Signature 


HD (>85%) DI (75-84%) CR (65-74%) PA (50-64%) NN (<50%) Marks 
Content: Evidence and Examples 
The content is relevant to the topic. High quality evidence showing depth and breadth of readings and examples are presented.(26-30) 
The content is relevant to the topic. Appropriate evidence from breadth of readings and examples are presented.(23-25) 
The content is relevant to the topic. Evidence and examples are presented of varying quality.(19.5-22) The content is relevant to the topic. Evidence and examples are minimal.(15-19) 
The content, evidence and examples are not appropriate.(0-14.5) 
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Content: Critical Thinking, Reasoning and Evaluation of the Evidence There is indication of analysis and evaluation of the evidence for topic. The group has probed and critically reflected on the topic. (25.5-30) There is suggestion of examination of the evidence for the topic. The group has identified and made some reflection on the topic. (22.5-25) 
The group has reviewed the evidence about the topic with some attempt at evaluation.(19.5-22) 
The group has examined the topic with little evidence of evaluation or analysis. (15-19) There is no clear examination of the topic in the presentation. (0- 14.5) 
30 
Content: Research and referencing 
Incorporation of recent and relevant evidence based literature. APA conventions adhered to. Excellent grammar, punctuation, and spelling.(8.5-10) 
Incorporation of recent and relevant evidence based literature. APA conventions adhered to, some minor errors. Grammar, punctuation, and spelling have some errors.(7.5-8) 
Incorporation of some recent and relevant evidence based literature. APA conventions adhered to, some major errors. Satisfactory grammar, punctuation, and spelling some errors.(6.5-7) 
Incorporation of recent and relevant evidence based literature. APA referencing contains consistent errors. (5-6) 
Incorporation of recent and relevant evidence based literature. APA conventions adhered to. (0-4.5) 
10 
Presentation: Audience Engagement 
Oratory Skill 
The presenters are confident with the material and utilises a variety methods eg: Q&A, role play, discussion to stimulate audience engagement, and to appeal to a variety of learning styles. The presenter's voice is well-modulated, there is appropriate use of oral language, and the meaning is clearly discernable by the audience. (8.5-10) The presenters are confident with the material and utilises a variety methods eg: Q&A, role play, discussion to stimulate audience engagement. The presenter's voice is well-modulated, there is appropriate use of oral language, and the meaning is discernable by the audience with minimal effort. (7.5-8) The presenters are confident with the material and attempts to stimulate audience engagement. The presenter's voice is well-modulated, there is appropriate use of oral language, and the meaning can generally be discerned by the audience. (6.5-7) The presenters have some engagement with the audience as demonstrated by some eye contact and mostly reading from notes or off the slides. The presenter(s) are able to be heard and understood, but there is minimal use of voice modulation (monotone). (5-6) The presentation consists of the student(s) reading straight from the slides (or similar) or notes. The audience is unable to understand and/or hear the student. (0-4.5) 10 
NRSG210 Mental Health Nursing 201430 
18 
Presentation: Sequencing and content The content in the presentation matches the outline presented in the introductory slide (or similar). Slides are organised in a logical manner so that content flows from one slide to the next, and the presentation ends with a rational conclusion. (8.5-10) The content in the presentation matches the outline presented in the introductory slide (or similar). Most slides are organised in a logical manner so that content flows from one slide to the next, and the presentation ends with a rational conclusion. (7.5-8) The content in the presentation mostly matches the outline presented in the introductory slide (or similar). Most slides are organised in a logical manner, and the presentation ends with a rational conclusion. (6.5-7) 
There is a clear introduction, followed by the body of the presentation, with a conclusion. However, content within or between individual slides (or similar) is not always logically sequenced. (5-6) 
There is a clear introduction,followed by the body of the presentation, with a conclusion. However, there is little evidence of sequential presentation of information. (0-4.5)