Mental Health Theory 1

This subject has the following teaching availabilities in 2008:

Students will learn the theoretical principles underpinning the practice of: completing a psychiatric admission assessment, conducting mental status examination, understanding the classification and diagnosis of the major mental disorders across the lifespan, and conducting a psychiatric risk assessment. Students will become familiar with immediate interventions required to establish patient safety and a therapeutic environment; ongoing monitoring requirements; the underpinning biological basis of mental health and illness; and principles behind treatment, symptom management, and recovery from mental illness.

Interventions initiated by nurses at a beginning level of specialty practice will be described in terms of the research evidence underpinning practice.

Bloch, S., & Singh, B.S. (Eds.). (2002). Foundations of clinical psychiatry (2nd ed.). Melbourne: Melbourne University Press.

Carson, V. (2000). Mental health nursing: The nurse-patient journey (2nd ed.). Philadelphia: W.B. Saunders

Gamble, C., & Brennan, G. (2000). Working with serious mental illness: A manual for clinical practice. Edinburgh: Elsevier.

Rogers, A., & Pilgrim, D. (2006). A sociology of mental health and illness. (3rd ed.). New York:Open University Press.

Townsend, M.C. (2006). Psychiatric mental health nursing: Concepts of care in evidence-based practice. Philadelphia: Davis.

This subject is not available as a breadth subject.

• the ability to understand, apply and evaluate assessment data to recognise and plan a response to patients experiencing alterations to mental health and wellness;
• the ability to understand and evaluate specialised interventions as described in the subject content to provide a foundation for understanding the delivery of care at the beginning level of specialty practice for mental health consumers;
• the capacity to use skills in problem-solving, critical thinking, rational inquiry and self-directed learning to apply theoretical knowledge to beginning level practice for caring for mental health consumers;
• an understanding of the changing knowledge base in the specialist area;
• the ability to apply scientific knowledge to understand skills and techniques applicable to the specialist area.

On completion of the subject students should have developed the following generic skills of the Melbourne graduate and postgraduate coursework student:

• a capacity to articulate their knowledge and understanding in written modes of communication;
• a capacity to manage competing demands on time, including self-directed project work.

This subject has a multi-media tutorial component delivered via the University's on-line Learning Management System (LMS). Students must have access to appropriate computer facilities and the Internet.

The minimum computer hardware and software specifications for the subject are consistent with the University's guidelines on the expected standard of computer equipment (http://www.unimelb.edu.au/student/CompStd.htm):

No special computer skills are required. Students are required to have skills consistent with the University's Statement of "Basic Expectations of Student Computer Skills" : http://www.infodiv.unimelb.edu.au/stuskills.html which includes basic knowledge of computer operating systems, word-processing skills, email use, and the internet. Specifically students need to be able to write, edit and save an essay on the computer and be competent in the use of standard WWW browsers and should be able to use information searching techniques.