College of Science, Health and Engineering School of Nursing and Midwifery NSG3MHI Mental Health and Illness Assessment 2
Title: Recovery-oriented practice
Due: 27th April 2021 Tuesday 0900 hours
Percentage: 35%
Word count: 2,000 word (±10%) excluding in-text citations & reference list.
SILO 2. Employ recovery-oriented principles to nursing practice.
SILO 5. Examine the use of Mental Health Act.
Rationale. It is essential that nurses employ the principles of recovery-oriented practice when working with individuals with mental illness, regardless of the service setting. This essay provides an opportunity to understand the concept of recovery-oriented practice, and to reflect on how this will guide your future nursing practice.
You must support your arguments with evidence from current literature. Please use the sub-headings to structure your essay in line with the assignment outline.
Assignment Instruction:
- Introduction (100 words)
2. Theoretical understanding (900 words)
- Describe what is recovery-oriented practice. Discuss how it is different from the traditional medical model of care. [300 words]
- Introduce the purpose and domains of the Framework for recovery-oriented practice (Department of Health, 2011) [300 words]
- Discuss the principles underlying the Mental Health Act (2014) in relation to recovery- oriented practice. [300 words]
- Applying theories to practice (900 words) [You can use the first-person writing style in this section.]
- Select one of the consumer scenarios, listed below on page 2.
- Select three of the recovery oriented domains of the Framework for recovery-oriented practice (Department of Health, 2011), listed on page 3.
- Discuss how you would demonstrate these domains in your attitudes, behaviours, skills or knowledge in your nursing practice when providing care for this person. [900 words]
4. Conclusion (100 words)
Consumer scenarios [Choose one]
- You are a mental health nurse working in a homeless outreach community team, in Melbourne metropolitan. Ryan, 32 year old male is self-presented to ED with the concern that his food has been poisoned by the staff at McDonald’s. Until March 2020, he was working as an IT developer however, was made redundant due to a corporate restructure. He enjoyed playing video games, and was on a social soccer team with his colleagues. In April 2020, he left his share house in Sydney because he was concerned that his housemate was poisoning his food at home. Since then, he has been travelling around the country, staying at motels and backpackers. He’s now spent all his money and has been sleeping rough for the past six
weeks. Ryan’s mother lived with schizophrenia and died two years ago due to cardiovascular disease. Ryan’s father remarried when Ryan was ten and has not been in touch since. Ryan’s other support was Tom, his partner of six years, however they broke up in 2019. Ryan has agreed to be referred to the homeless outreach team for follow up after assessment by the emergency mental health team. You have been allocated as a key clinician to Ryan.
- You are a registered nurse working in an acute medical unit. You are allocated to Felicity, a 22 year old social work university student who is living in campus housing. She was admitted for medical monitoring post intentional paracetamol overdose, after her boyfriend John had broken up with her after two months of dating. Last year, she received an award for being the highest achieving student. She is also a talented singer and sings in a band at her university. Felicity spent most of her time with John for the last two months and has withdrawn from university study and usual social activities and the band. She states, “No one cares about me, my life is over.” Felicity has a known diagnosis of borderline personality disorder, and currently sees a private psychologist fortnightly. Felicity has a history of trauma, and her mother and step-dad live interstate. She reports that she is feeling helpless and hopeless.
- You are a registered nurse working at the aged care facility in regional Victoria. Bill is an 87 year old man, who immigrated to Australia from Italy when he was 20 years old. His wife passed away 5 years ago, and his two adult children live in the city. Bill worked as a carpenter in his town since his arrival to Australia, and he takes great pride in knowing that he constructed many buildings in his community. Bill was an active member in the local Italian social club and enjoys dancing and growing his own vegetables. Recently, Bill reports a low mood and has stopped engaging in social activities at the aged care facility. He has a poor appetite and has recently lost weight. He has been complaining of stomach upsets and constipation. He has also been more restless and is seen pacing around the corridors. His son who recently visited is concerned with the decline in Bill’s personal care. When his son asked him to take a shower more often, Bill states that “I don’t care anymore, what’s the point?”
Domains [choose three] The details of each domain can be found on the framework:
- Promoting a culture of hope
- Promoting autonomy and self-determination
- Collaborative partnerships and meaningful engagement
- Focus on strengths
- Holistic and personalised care
- Family, carers, support people and significant others
- Community participation and citizenship
- Responsiveness to diversity
- Reflection and learning
You can download the framework from Department of Health website, or you can also download it from the assessment resource folder on LMS.
Tips to do this assessment well.
- Read the instruction and rubric thoroughly, then read it again!
- Watch the lecture on the assessment (Welcome lecture 3), and recovery-oriented practice.
- Take your time reading the framework and understanding it.
- Use La Trobe library to find relevant literature.
- There is no minimum number of references required. Where needed, the arguments need to be referenced with a high-quality literature.
- If you have a question about the assessment, check Q&A forum if your question has been already answered.
- It not, please use the Q&A forum to ask a question, so that others who have the same question can see the answer as well.
- Also, you can ask a question at a weekly drop-in zoom morning tea with a subject coordinator.
- Do NOT plagiarise or collude. If your work appears to be highly similar to others, both students will be referred to academic integrity advisor. This must be your own work.
- Written expressions & referencing is worth 30% of total marks. Pay attention to this. Use La Trobe learning hub services for study resources.
Assessment 2 2000-word essay (35%) Rubric
| Excellent (80-100%) | Very Good (70-80%) | Good (60-70%) | Fair (50-60%) | Poor (0-50%) | |
| The introduction & Conclusion (10%) | The introduction is succinct, relevant and attracts the reader’s attention. This paragraph clearly introduces what the essay is about. The conclusion clearly summarises the essay and does not bring new ideas. (8-10) | The introduction is succinct and relevant. This paragraph introduces what the essay is about. The conclusion clearly summarises the essay and does not bring new ideas. (7-8) | The introduction or conclusion can be more succinct and relevant. The introduction somewhat introduces what the essay is about. The conclusion provides a satisfactory summary of the essay. (6-7) | The introduction or conclusion can be more succinct. The introduction does not clearly introduce what the essay is about. The conclusion did not clearly summarise the essay. There are new ideas in conclusion. (5-6) | There is no clear introduction and/or conclusion. (0-5) |
| Theoretical understanding (30%) | The student demonstrates an in-depth understanding of recovery-oriented practice, and differences to the traditional model of care.The student clearly introduces the purpose and domains of the framework for recovery-oriented practice. The student demonstrates a strong understanding of how the principles of Mental Health Act 2014 relate to recovery- oriented practice. The understanding of abstract concepts is in-depth and accurate. All arguments are supported with high-quality evidence. (24-30) | The student demonstrates sufficient understanding of the recovery-oriented practice and differences to the traditional model of care. The student clearly introduces the framework. The student demonstrates an understanding of how the principles of Mental Health Act 2014 relate to recovery- oriented practice. The understanding of abstract concepts is accurate but could be more in-depth. The arguments are mostly supported with high-quality evidence. (21-24) | The explanation of recovery- oriented practice makes sense to the reader. The student introduces the framework. The student introduces the Mental Health Act 2014, however provides a weak connection to recovery-oriented practice. The understanding of the abstract concepts is somewhat superficial and lacks depth. Arguments are sometimes supported with evidence. (18-21) | The explanation of recovery- oriented practice is somewhat unclear. The student introduces the framework superficially. The student introduces Mental Health Act 2014, however does not provide a connection to recovery-oriented practice. The understanding of abstract concepts is superficial and somewhat incorrect. Arguments are often not supported with evidence. (15-18) | Concepts are either not discussed or are presented inaccurately. Understanding of abstract concepts are not demonstrated. Most of the discussion is irrelevant to the student and/or subject learning goals. There was no evidence to support the arguments. (0-15) |
| Applying theory to practice (30%) | Three domains from the frameworks were introduced and utilised in the application. Rigorous thinking has been given on how you can demonstrate these domains in the chosen consumer scenario. The student demonstrates a high level of critical thinking skills and compassion in their arguments. The student connects additional high- quality evidence to their arguments. Creativity is demonstrated in the application of theory to practice. (24-30) | Three domains from the frameworks were introduced and utilised in the application. Rigorous thinking has been given on how you can demonstrate these domains in the chosen consumer scenario. The student demonstrates a moderate level of critical thinking skills. The student connects additional evidence to their arguments. (21-24) | Three domains from the framework were introduced and used. The student superficially applied recovery- oriented practice to the chosen consumer scenario. The student demonstrates some level of critical thinking skills. The student only uses the framework as supporting evidence. (18-21) | It is unclear which domains were used. The student did not clearly understand recovery- oriented practice. The application of theory to practice is superficial. There is little evidence of critical thinking skills. The student only uses the framework as supporting evidence. (15-18) | The framework was not used. The consumer scenario was not used. The student does not demonstrate an understanding of recovery- oriented practice. The approaches are paternalistic and authoritarian and does not promote recovery. Stigmatising expressions are used. There is no supporting evidence. (0-15) |
| Written expression and referencing (30%) | APA style cover is provided. Word count is within the limit. Writing is clear and has a logical progression. Paragraph length is appropriate. The expressions used are highly professional and not colloquial. The language used are recovery-focused and non- judgmental. The format follows APA style, 12 times new roman and double spacing with running head. APA in-text citations and end-text reference list are correct >80% of the time. (24-30) | APA style cover is provided. Word count is within the limit. Writing is usually clear and has a logical progression. Paragraph length is appropriate. The expressions used are mostly professional and not colloquial. The language used are mostly recovery-focused and non- judgmental. The format mostly follows APA style, 12 times new roman and double spacing with running head. APA in-text citations and end-text reference list correct >70% of the time. (21-24) | Cover is provided, but it is not an APA style cover. Word count is within the limit. There are minor, infrequent lapses in clarity and accuracy. Paragraphs are sometimes too long or short. Sometimes, there is a lack of logical progression in arguments. The expressions used are somewhat colloquial. The language used are mostly recovery-focused and non- judgmental. There is an error in APA format. APA in-text citations and end-text reference list are correct >60% of the time.(18-21) | Cover is not provided. Word count is within the limit. There are frequent lapses in clarity and accuracy. Paragraphs are often too long or short. Ideas often do not progress logically. The expressions used are colloquial. The language used are somewhat recovery- focused and non-judgmental. The format does not follow APA style. APA in-text citations and end-text reference list correct >50% of the time. (15-18) | Cover is not provided. Word count is not within the limit. Language is unclear and confusing throughout. Most paragraphs are too long or short. Ideas do not progress logically. The expressions used are colloquial. The language used are not recovery-focused and stigmatising. The format does not follow APA style. APA in- text citations and end-text reference list correct <50% of the time. (0-15) |
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