Outline

Overview

The foundation of effective mental health nursing care is the development of a therapeutic relationship with consumers and their family/carers. This unit focuses on the theoretical basis and philosophical frameworks for mental health nursing practice, and aims to further develop the communication and interpersonal skills required for building and maintaining an effective nurse/client relationship. Students will explore the personal and professional qualities of effective mental health nurses, and through practical learning experiences will extend their skills in building and sustaining effective nurse/client relationships. Students will also be required to submit a portfolio of practice as part of their assessment.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Niels Buus, niels.buus@sydney.edu.au
Lecturer(s)	Andrea McCloughen, andrea.mccloughen@sydney.edu.au
Tutor(s)	Sophie Isobel, sophie.isobel@sydney.edu.au
Tutor(s)	Cynthia Delgado, Cynthia.Delgado@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment 2: reflective essay Written assessment	50%	Formal exam period Due date: 16 Nov 2020 at 23:59	3000 words
Outcomes assessed:
Assignment	Assessment 1: reflective analysis of two practice scenarios Written assessment	50%	Week 07 Due date: 14 Sep 2020 at 23:59	3000 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessment 1 - reflective analysis of two practice scenarios: Using the framework proposed by Nguyen et al (2014) you are required to write a reflective essay that explores two challenging scenarios from your nursing practice where strong emotions were evoked in self (these may have occurred recently or at any time in the past). For this essay you will draw on the professional literature and published research to critically analyse each scenario.
Assessment 2 - reflective essay: This assessment is designed to strengthen your ability to critically discuss the theory of interpersonal nursing and its relevance for practice. The interpersonal relationship between nurse and consumer is considered the foundation of effective mental health nursing practice. Drawing on relevant interpersonal nursing theory and literature (including but not limited to Peplau’s theory), critically discuss the nurse’s use of self and conscious and unconscious processes that can occur within the interpersonal nurse/consumer relationship in practice.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Revisiting Peplau	Independent study (5 hr)
Week 02	Revisiting Travelbee	Independent study (5 hr)
Week 03	The Tidal Model	Independent study (5 hr)
	Study day 1	Online class (5 hr)
	Study day 2	Online class (5 hr)
Week 04	Therapeutic listening	Independent study (5 hr)
Week 05	Therapeutic use of self	Independent study (15 hr)
Week 06	Emotional intelligence	Independent study (5 hr)
Week 07	Emotional labour and personal resilience	Independent study (5 hr)
Week 08	Supervision I	Independent study (5 hr)
	Study day 3	Lecture and tutorial (8 hr)
	Study day 4	Lecture and tutorial (8 hr)
Week 09	Supervision II	Independent study (5 hr)
Week 10	Compassion fatigue	Independent study (5 hr)
Week 11	Expertise in mental health nursing I	Independent study (5 hr)
Week 12	Expertise in mental health nursing II	Independent study (5 hr)
Week 13	Expertise in mental health nursing III	Independent study (24 hr)

Attendance and class requirements

Attendance: This 6 credit point unit of study is conducted through a blend of on campus attendance and self-directed, online learning. There are 4 study days equating to 24 hours of face-to-face learning. The work in this unit of study reflects approximately 120 hours of student learning (both on and off campus). It is expected that the student will actively engage with the unit of study materials, which directly relate to the learning outcomes and are designed to assist with successful completion of assignments.
Referencing guide: The Sydney Nursing School has adopted the American Psychological Association (APA). Referencing style, 6th Edition, 2010 as its official referencing style. This is an author-date style of referencing.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Week 1:

Barker, P. (1998). The future of the theory of interpersonal relations? A personal reflection on Peplau's legacy. J Psychiatr Ment Health Nurs, 5(3), 213-220. doi:10.1046/j.1365-2850.1998.00128.x

Peplau, H. E. (1997). Peplau's theory of interpersonal relations. Nurs Sci Q, 10(4), 162-167. doi:10.1177/089431849701000407

Peplau, H. E. (1994). Investigative counseling. In A. W. O'Toole & S. R. Welt (Eds.), Hildegard E. Peplau, Selected works. Interpersonal theory in nursing (pp. 205-229). Houndmills: The Macmillan Press.

Week 2:

Rich, K. (2003). Revisiting Joyce Travelbee’s Question: What’s Wrong with Sympathy? Journal of the American Psychiatric Nurses Association, 9(6), 202-204. doi:10.1016/j.japna.2003.10.003

Travelbee, J. (1964). What's Wrong with Sympathy? Am J Nurs, 64, 68-71.

Travelbee, J. (1963). What do we mean by rapport? Am J Nurs, 63, 70-72.

Week 3:

Barker, P., & Buchanan-Barker, P. (2010). The tidal model of mental health recovery and reclamation: application in acute care settings. Issues Ment Health Nurs, 31(3), 171-180. doi:10.3109/01612840903276696.

Barker, P., & Buchanan-Barker, P. (2007). The Tidal Model. Mental health, reclamation and recovery.

McKenzie, R. (2005). Am I flogging a dead metaphor? Sloppy scholarship and the implied spider. J Psychiatr Ment Health Nurs, 12(5), 550-555. doi:10.1111/j.1365-2850.2005.00882.x

Week 4:

Buus, N., Einboden, R., Gill, K., Mikes-Liu, K., & Ong, B. (2020). Appreciative listening [Påskønnende lytning]. In N. Buus, B. Askham, L. L. Berring, L. Hybholt, K. Stjernegaard, & E. S. Tønder (Eds.), Psykiatrisk sygepleje [Mental Health Nursing]. København: Munksgaard.

Rogers, C. R., & Farson, R. E. (2015). Active listening. Mansfield Centre: Martino Publishing.

Week 5:

Stein-Parbury, J. (2014). Building meaning: understanding. In Patient & person. Interpersonal skills in nursing (pp. 143-175). Sydney: Churchill Livingstone.

Stein-Parbury, J. (2014). Nurse as therapeutic agent. In Patient & person. Interpersonal skills in nursing (pp. 53-93). Sydney: Churchill Livingstone.

Week 6:

Codier, E., Muneno, L., Franey, K., & Matsuura, F. (2010). Is emotional intelligence an important concept for nursing practice? J Psychiatr Ment Health Nurs, 17(10), 940-948. doi:10.1111/j.1365-2850.2010.01610.x.

Powell, K. R., Mabry, J. L., & Mixer, S. J. (2015). Emotional intelligence: A critical evaluation of the literature with implications for mental health nursing leadership. Issues in Mental Health Nursing, 36(5), 346-356. doi:10.3109/01612840.2014.994079.

Theodosius, C. (2006). Recovering emotion from emotion management. Sociology, 40(5), 893-910. doi:10.1177/0038038506067512

Week 7:

Delgado, C., Upton, D., Ranse, K., Furness, T., & Foster, K. (2017). Nurses’ resilience and the emotional labour of nursing work: An integrative review of empirical literature. Int J Nurs Stud, 70, 71-88. doi:10.1016/j.ijnurstu.2017.02.008.

Edward, K. L., Hercelinskyj, G., & Giandinoto, J. A. (2017). Emotional labour in mental health nursing: An integrative systematic review. Int J Ment Health Nurs, 26(3), 215-225. doi:10.1111/inm.12330.

Jackson, D., Firtko, A., & Edenborough, M. (2007). Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: a literature review. J Adv Nurs, 60(1), 1-9. doi:10.1111/j.1365-2648.2007.04412.x.

Week 8:

Buus, N., & Gonge, H. (2009). Empirical studies of clinical supervision in psychiatric nursing: A systematic literature review and methodological critique. International journal of mental health nursing, 18(4), 250-264. doi:10.1111/j.1447-0349.2009.00612.x

Buus, N., Cassedy, P., & Gonge, H. (2013). Developing a manual for strengthening mental health nurses' clinical supervision. Issues Ment Health Nurs, 34(5), 344-349. doi:10.3109/01612840.2012.753648.

Gonge, H., & Buus, N. (2015). Is it possible to strengthen psychiatric nursing staff's clinical supervision? RCT of a meta-supervision intervention. J Adv Nurs, 71(4), 909-921. doi:10.1111/jan.12569

Week 9:

Buus, N., Delgado, C., Traynor, M., & Gonge, H. (2018). Resistance to group clinical supervision: A semistructured interview study of non-participating mental health nursing staff members. Int J Ment Health Nurs, 27(2), 783-793. doi:10.1111/inm.12365.

Buus, N., Lynch, L., & Gonge, H. (2016). Developing and implementing ‘meta-supervision’ for mental health nursing staff supervisees: opportunities and challenges. The cognitive behaviour therapist, 9(e22), 1-15. doi:10.1017/S1754470X15000434.

White, E., & Winstanley, J. (2010). A randomised controlled trial of clinical supervision: selected findings from a novel Australian attempt to establish the evidence base for causal relationships with quality of care and patient outcomes, as an informed contribution to mental health nursing practice development. J Res Nurs, 15(2), 151-167. Doi: 10.1177/1744987109357816.

Week 10:

Coetzee, S. K., & Laschinger, H. K. S. (2018). Toward a comprehensive, theoretical model of compassion fatigue: An integrative literature review. Nurs Health Sci, 20(1), 4-15. doi:10.1111/nhs.12387.

Sinclair, S., Raffin-Bouchal, S., Venturato, L., Mijovic-Kondejewski, J., & Smith-MacDonald, L. (2017). Compassion fatigue: A meta-narrative review of the healthcare literature. Int J Nurs Stud, 69, 9-24. doi:10.1016/j.ijnurstu.2017.01.003

Week 11:

Gunasekara, I., Patterson, S., & Scott, J. G. (2017). 'What makes an excellent mental health doctor?' A response integrating the experiences and views of service users with critical reflections of psychiatrists. Health Soc Care Community, 25(6), 1752-1762. doi:10.1111/hsc.12449

Gunasekara, I., Pentland, T., Rodgers, T., & Patterson, S. (2014). What makes an excellent mental health nurse? A pragmatic inquiry initiated and conducted by people with lived experience of service use. Int J Ment Health Nurs, 23(2), 101-109. doi:10.1111/inm.12027.

Week 12:

Santangelo, P., Procter, N., & Fassett, D. (2018). Seeking and defining the 'special' in specialist mental health nursing: A theoretical construct. Int J Ment Health Nurs, 27(1), 267-275. doi:10.1111/inm.12317.

Santangelo, P., Procter, N., & Fassett, D. (2018). Mental health nursing: Daring to be different, special and leading recovery-focused care? Int J Ment Health Nurs, 27(1), 258-266. doi:10.1111/inm.12316.

Week 13:

Altschul, A. T. (1997). A personal view of psychiatric nursing. In S. Tilley (Ed.), The mental health nurse (pp. 1-14). Oxford: Blackwell Science.

Tilley, S. (1999). Altschul's legacy in mediating British and American psychiatric nursing discourses: common sense and the 'absence' of the accountable practitioner. J Psychiatr Ment Health Nurs, 6(4), 283-295. doi:10.1046/j.1365-2850.1999.00214.x

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. (critically) discuss the theory underpinning the practice of interpersonal nurse/client relationships in mental health nursing
LO2. demonstrate further development of interpersonal communication skills with consumers and colleagues, particularly in challenging and/or complex situations
LO3. demonstrate a critical understanding of the importance of reflexivity and self-care in mental health nursing.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS5065: Interpersonal Mental Health Nursing

Semester 2 Early, 2020 [Block mode] - Mallett Street, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect