NURS6026: Youth and Young Adult Mental Health 12 to 24 Years
Nursing
10th Jun 2025
3
NURS6026: Youth and Young Adult Mental Health: 12 to 24 Years
School of Nursing and Midwifery
Course Description
This course provides health care practitioners the theoretical knowledge and clinical skill development to appropriately and effectively assess and work with youth and young adults in mental health and non-mental health settings. The course develops theory and skills to recognise, intervene and prevent mental health problems in the older age group.
The course will cover aspects of care related to risk management, assessment, parent/carer education, specific clinical practice skills and hand-over-of-care/integrated care planning for mental health inpatient, adolescent, young adult and other hospital settings, Justice Health and other paediatric settings, child and family health and out-of-home settings.
Assessment tasks are focused on Youth and Young Adult Mental Health (12 years to 24 years of age) you will need access to this group. There is some flexibility in this, but you need to contact the Course Coordinator
The course includes content relevant to rural and remote settings and Aboriginal and Torres Strait Islander youth and young adult mental health care within government and non-government clinical services.
Academic Progress Requirements: Nil
Assumed Knowledge
Foundational mental health knowledge: theories, legal and ethical issues, fundamentals of health care research, human bioscience, psychology and sociology related to practice.
Principles of investigative approaches in health care, concepts and theories relevant to practice, contemporary mental health illness.
Workload
Students are required to spend on average 120-140 hours of effort (contact and non-contact) including assessments per 10 hours
Web: https://www.newcastle.edu.au/school/nursing-midwifery
SYLLABUS
Course Content
1. Developmental Theory
2a. Ways of working
2b. Models of care
2c. Ethical issues
Assessment
Common conditions and treatment models
Eating Disorders
Aboriginal and Torres Strait Islander considerations
Related pharmacology
Course Learning Outcomes
On successful completion of this course, students will be able to:
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1 |
Retrieve, critique and apply evidenced based literature to inform clinical practice decisions when working with young people experiencing mental disturbance or illness. |
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2 |
Undertake appropriate mental health assessment and risk management with sound clinical judgment compliant with best practice and policy guidelines for youth and young adult (12-24 yrs.) |
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3 |
Develop a plan of care for youth and young adult (12-24 yrs.) with a mental health disturbance or illness, which demonstrates the provision of holistic care including the family/carer using current evidence and theories. |
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4 |
Discuss the mental health disparities in relation to Aboriginal and Torres Strait Islander and Non Indigenous youth and young adults in Australia and how appropriate mental health care strategies can help close the gap. |
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5 |
Demonstrate effective communication with patients and their families and within a multi or interdisciplinary or inter-agency mental health care team. |
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6 |
Reflect on current practice and plan ongoing development commensurate with personal and professional goals |
Course Materials
Recommended Reading:
Students can access course readings through the Canvas menu item "Course Readings". Links to web resources of relevance can be accessed through “Web Resources” in Canvas
Course Assessment Requirements
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Assessment 1 - Quiz |
Quiz: Submit assessment item - Must submit this assessment to pass the course. |
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Assessment 2 - Written Assignment: |
Submit assessment item - Must submit this assessment to pass the course |
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Assessment 3 - Written Assignment: |
Submit assessment item - Must submit this assessment to pass the course. |
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Assessment 4 - Quiz |
Submit assessment item - Must submit this assessment to pass the course |
SCHEDULE
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Week |
Week Begins |
Topic |
Assessment Due |
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1 |
21 Aug |
Module 1: Youth and young adult mental health Developmental theory |
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2 |
28 Aug |
Youth mental health Young adult mental health |
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3 |
4 Sep |
Module 2: Models of care Models of care Policy and practice |
Assessment 1 Quiz: Open Friday 8th September 2023 - Closes Thursday 14th September 2023 by 23:00 hrs AEST |
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4 |
11 Sep |
Service provision for youth and young people Transition from child to adult mental health services |
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5 |
18 Sep |
Module 3: Assessment Mental health assessment for youth and young adults |
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6 |
25 Sep |
Assessment of risks and exploring coping strategies Formulation |
Assessment 2: Monday 25th September 2023 by 23:00 hrs AEST |
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7 |
2 Oct |
Module 4: Common disorders and care considerations Common mental illnesses and disorders for youth and young adults Symptomatology in youth and young adults |
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8 |
9 Oct |
Self-harm and suicide |
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9 |
16 Oct |
Module 5: Care planning and intervention Therapeutic modalities |
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10 |
23 Oct |
Psychopharmacology Safety planning |
Assessment 3: Monday 23th October 2023 by 23:00 hrs AEDT |
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11 |
30 Oct |
Module 6: Cultural considerations Impact of culture on mental health Working with Australian First Nations people Closing the gap |
Assessment 4 Quiz: Opens Monday 30st October 2023 – Closes Sunday 5th November 2023 by 23:00 hrs AEDT |
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12 |
6 Nov |
Summary |
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ASSESSMENTS
This course has 4 assessments. Each assessment is described in more detail in the sections below.
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Assessment Name |
Due Date |
Involvement |
Weighting |
Learning Outcomes |
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1 |
Assessment 1 - Quiz* |
Closes Thursday 14th September 2023 by 23:00 hrs Australian Eastern Standard Time (AEST) |
Individual |
15% |
1, 2, 4 |
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2 |
Assessment 2 - Written Assignment* |
Monday 25th September 2023 by 23:00 hrs Australian Eastern Standard Time (AEST) |
Individual |
30% |
1, 2, 3, 4, 5 |
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3 |
Assessment 3 - Written Assignment* |
Monday 23rd October 2023 by 23:00 hrs Australian Eastern Daylight Time (AEDT) |
Individual |
40% |
4, 5, 6 |
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4 |
Assessment 4 - Quiz* |
Closes Sunday 5th November 2023 by 23:00 hrs Australian Eastern Daylight Time (AEDT) |
Individual |
15% |
1, 2, 3, 4, 5, 6 |
Late Submissions
The mark for an assessment item submitted after the designated time on the due date, without an approved extension of time, will be reduced by 10% of the possible maximum mark for that assessment item for each day or part day that the assessment item is late. Note: this applies equally to week and weekend days.
POSTGRADUATE COURSES ASSESSMENT AND REFERENCING ADVICE
ASSESSMENTS
If you need to apply for an extension for an assessment, you should follow the process described in your Course Outline under the heading "Adverse Circumstances". Please note you will be required to submit documents to support your application.
Please do not email your tutor or course coordinator to request an extension because they cannot approve applications for extensions unless they have been submitted using the Adverse Circumstances process.
Formatting your assessments
General advice - Use standard (default) margins, double line spacing with a line inbetween paragraphs and 12-point font in your assessments. Please do not used justified text, use left alignment.
If you have additional instructions about using headings or an essay format or other formats (such as blogs) - please follow instructions provided for individual assessments.
Word count
The length of the assessment is an indication of the number of words needed to address the assessment task. This is a guide, however some students have difficulty keeping their writing within the specified word count. If your assessment exceeds the word count by 10%, the assessment will be marked. Tutors may stop marking if your assessment exceeds the word count by more than 10%.
Please note the following information from the UON Course Management and Assessment Procedure Manual (Item 250 and 251):
"Word limits include headings, sub-headings, in-text citations, quotes and referencing but does NOT include the list of references, appendices and footnotes. The Course Co-ordinator will allow a tolerance of at least 10% of the word limit". https://policies.newcastle.edu.au/document/view-current.php?id=183
Referencing
Your assessments must be appropriately referenced. Assessments that are not correctly referenced may have lower marks awarded.
Assessments that contain information from other sources that have not been referenced and where it appears that the student is presenting another person’s work or ideas as their own, will be referred to the SACO officer. This constitutes a potential breach of the university Student Academic Integrity Policy: https://policies.newcastle.edu.au/document/view-current.php?id=35
What should be referenced?
All sources of published information including textbooks, journal articles, course readings, websites, guidelines, policies government documents that have been used to prepare an assessment MUST be included in the assessment as an in- text citation AND on the reference list.
Any documents provided to you to use in the preparation of an assessment must be referenced.
Direct quotes MUST be referenced. However, please note direct quotes should be used sparingly and should not normally constitute more than 10% of an assessment.
Information that you have paraphrased in your assessment must also be referenced. Correct citation of sources and referencing is expected in scholarly writing at Masters level. Assessments that are not correctly referenced may be penalised (lower marks awarded). Correct referencing style
You are required to use APA 7th Referencing Style in all of your assessments (unless otherwise stated). Check this link for details about using APA 7th Style: https://libguides.newcastle.edu.au/apa-7th
Making referencing easier
Referencing your assessments is easier if you use a Reference Management Program such as “Endnote”. There is information in Canvas that will assist you to access and use the Endnote referencing program.
Select: “Library Essentials” at the top right of your screen, then select “Referencing” from the list of options on the left side the screen, and then scroll down to select “Endnote”. Or click on this link: http://libguides.newcastle.edu.au/endnote
Academic Integrity
All new students must complete the Academic Integrity Module (AIM), which can be accessed via the Dashboard in Canvas.
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Assessment 1 - Quiz |
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Assessment Type: |
Quiz |
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Purpose: |
The purpose of the quiz to determine each student’s understanding of the course content (weeks 1-3) and Course Learning Outcomes (1,2, and 4). |
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Description: |
Students are required to complete one quiz comprising of 15 multiple-choice questions within a one (1) hour timeframe. |
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Weighting: |
15% |
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Compulsory Requirements: |
Submit assessment item - Must submit this assessment to pass the course |
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Length: |
15 multiple choice questions; 1 hour |
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Due Date: |
Closes Thursday 14th September 2023 by 23:00 hrs Australian Eastern Standard Time (AEST) |
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Submission Method: |
Online. Canvas |
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Assessment Criteria: |
N/A |
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Return Method: |
Online |
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Feedback Provided: |
N/A |
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Opportunity to Reattempt: |
Students WILL NOT be given the opportunity to reattempt this assessment |
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Assessment 2 - Written Assignment |
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Assessment Type |
Written Assignment |
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Description |
This task is about learning to undertake a holistic mental health assessment and case formulation of a consumer from the youth and young adult age demographic (12-24 years). In this assessment task you will be required to approach a consumer who is receiving care in an inpatient or community-based mental health setting. You will then need to undertake a holistic mental health assessment and then provide a structured formulation using a recognised formulation tool. Please ensure that you use a pseudonym when referring to this consumer in your submission. Your case formulation should address the following: Introduction to the consumer and overview of their reasons for presenting to the service. A comprehensive biopsychosocial history. Comprehensive and structured mental state examination. Comprehensive assessment of risks and coping strategies. Structured formulation of the persons presentation. As you are completing this assessment with a young person, your assessment and formulation needs to acknowledge key factors relevant to their demographic, such as specific assessment tools or strategies used in the assessment of consumers from this demographic. |
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Format |
Please format your submission as outlined in the unit outline. For this task you are encouraged to use subheadings to structure your paper. However, please do not use tables, graphs or point form to present your work. Although the focus is on completing an assessment, please acknowledge relevant literature in your paper for a scholarly approach. |
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NOTE |
This assessment will be the basis for your collaborative care plan that will be developed for Assessment Task 3. |
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Weighting |
30% |
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Compulsory Requirements |
Submit assessment item - Must submit this assessment to pass the course.. |
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Length |
1500 words |
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Due Date |
Monday 25th September 2023 by 23:00 hrs Australian Eastern Standard Time (AEST) |
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Submission Method |
Online Canvas |
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Assessment Criteria |
Appendix A |
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Return Method |
Online |
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Feedback Provided |
Online - within 15 university working days from submission |
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Opportunity to Reattempt |
Students WILL NOT be given the opportunity to reattempt this assessment |
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Assessment 3 - Written Assignment |
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Assessment Type |
Written Assignment |
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Description |
This task is about learning to create a holistic plan of care that is person-centred, trauma- informed, and recovery-oriented in focus. In this task you are required to prepare a holistic and collaborative care plan that addresses the care and recovery needs of the consumer from the last written assessment. Your plan of care should address the following: Describe the current context of care (e.g. healthcare setting; type of admission; legal status). Outline the consumers goals for recovery and future plans. Outline the consumers strengths and resources for recovery (e.g. skills, supports). Identify priorities for safety, care and recovery for the consumer Identify strategies and interventions which could be utilised to address and support each of the priorities you have identified. There must be evidence of a collaborative approach that is consumer focused, and recovery orientated. You must provide evidence from current high-quality literature to support your approach and the strategies and interventions outlined in the collaborative care plan. |
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Format |
Please format your submission as outlined in the unit outline. For this task you are encouraged to use subheadings to structure your paper. However, please do not use tables, graphs or point form to present your work. Please ensure that you support your work with high-quality and current literature. NOTE: This assessment builds on the mental health assessment outlined in Assessment Task 2. |
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Weighting |
40% |
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Compulsory Requirements |
Submit assessment item - Must submit this assessment to pass the course |
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Length |
1800 words |
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Due Date |
Monday 23th October 2023 by 23:00 hrs Australian Eastern Daylight Time (AEDT) |
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Submission Method |
Online. Canvas |
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Assessment Criteria |
Appendix B |
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Return Method |
Online |
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Feedback Provided |
Online - within 15 university working days from submission |
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Opportunity to Reattempt |
Students WILL NOT be given the opportunity to reattempt this assessment |
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Assessment 4 - Quiz |
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Assessment Type |
Quiz |
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Purpose |
The purpose of the quiz to determine each student’s understanding of all of the modules and course content. |
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Description |
Students are required to complete one quiz comprising of 15 multiple-choice questions within a 1 hour timeframe. |
|
Weighting |
15% |
|
Compulsory Requirements |
Submit assessment item - Must submit this assessment to pass the course |
|
Length |
15 multiple choice questions; 1 hour |
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Due Date |
Closes Sunday 5th November 2023 by 23:00 hrs Australian Eastern Daylight Time (AEDT) |
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Submission Method |
Online. Canvas |
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Assessment Criteria |
N/A |
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Return Method |
Online |
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Feedback Provided |
N/A |
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Opportunity to Reattempt |
Students WILL NOT be given the opportunity to reattempt this assessment |
ADDITIONAL INFORMATION
Grading Scheme
This course is graded as follows:
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Range of Marks |
Grade |
Description |
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85-100 |
High Distinction (HD) |
Outstanding standard indicating comprehensive knowledge and understanding of the relevant materials Demonstration of an outstanding level of academic achievement Mastery of skills and achievement of all assessment objectives. |
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75-84 |
Distinction (D) |
Excellent standard indicating a very high level of knowledge and understanding of the relevant materials; Demonstration of a very high level of academic ability; sound development of skills Achievement of all assessment objectives. |
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65-74 |
Credit (C) |
Good standard indicating a high level of knowledge and understanding of the relevant materials; demonstration of a high level of academic achievement Reasonable development of skills Achievement of all learning outcomes. |
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50-64 |
Pass (P) |
Satisfactory standard indicating an adequate knowledge and understanding of the relevant materials Demonstration of an adequate level of academic achievement; satisfactory development of skills Achievement of all learning outcomes. |
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0-49 |
Fail (FF) |
Failure to satisfactorily achieve learning outcomes. If all compulsory course components are not completed the mark will be zero. A fail grade may also be awarded following disciplinary action. |
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Communication Methods |
Communication methods used in this course include: Email: Students will receive communications via their student email account. Canvas Course Site: Students will receive communications via the posting of content or announcements on the Canvas course site. |
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Course Evaluation |
Each year feedback is sought from students and other stakeholders about the courses offered in the University for the purposes of identifying areas of excellence and potential improvement. |
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Oral Interviews (Vivas) |
As part of the evaluation process of any assessment item in this course an oral examination (viva) may be conducted. The purpose of the oral examination is to verify the authorship of the material submitted in response to the assessment task. The oral examination will be conducted in accordance with the principles set out in the Oral Examination (viva) Procedure. In cases where the oral examination reveals the assessment item may not be the student's own work the case will be dealt with under the Student Conduct Rule. |
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Academic Misconduct |
All students are required to meet the academic integrity standards of the University. These standards reinforce the importance of integrity and honesty in an academic environment. Academic Integrity policies apply to all students of the University in all modes of study and in all locations. For the Student Academic Integrity Policy, refer to https://policies.newcastle.edu.au/document/view-current.php?id=35. |
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Adverse Circumstances |
The University acknowledges the right of students to seek consideration for the impact of allowable adverse circumstances that may affect their performance in assessment item(s). Applications for special consideration due to adverse circumstances will be made using the online Adverse Circumstances system where: the assessment item is a major assessment item; or the assessment item is a minor assessment item and the Course Co-ordinator has specified in the Course Outline that students may apply the online Adverse Circumstances system; you are requesting a change of placement; or the course has a compulsory attendance requirement. Before applying you must refer to the Adverse Circumstance Affecting Assessment Items Procedure available at: https://policies.newcastle.edu.au/document/view-current.php?id=236 |
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Important Policy Information |
The Help button in the Canvas Navigation menu contains helpful information for using the Learning Management System. Students should familiarise themselves with the policies and procedures at https://www.newcastle.edu.au/current-students/no-room-for/policies-and-procedures-that-support-a-safe-and-respectful-environment-at-the-university |