Student Assessment

This document provides information about student assessment for the unit HLTENN009 Implement and Monitor Care for A Person with Mental Health Conditions. It includes evidence gathering techniques, unit result, feedback, resources, and assessment objectives. The document also discusses theories of mental health nursing and factors associated with mental health conditions.

Student Assessment
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Student Assessment
HLTENN009 Implement and Monitor Care for A
Person with Mental Health Conditions
HLT54115 Diploma of
Nursing Record of
Assessment Outcome
Student name: Student ID:
Summary of evidence gathering techniques used for this assessment:
O Questioning O Scenario O Professional Practice Experience
The evidence presented is:
O Valid O Sufficient O Authentic O Current
Unit result: Competent O Not CompetentO
The student has been provided with feedback and informed of the assessment result and
the reason for the decision.
Assessor name: Date
assessed:
Assessor
signature:
RTO contact [e-mail]
Student declaration on feedback:
I have been provided with feedback on the evidence I have provided. I have been
informed of the assessment result and
the reason for the decision.
Student name: Date:
Student
signature:

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Reasonable
Adjustment
Was reasonable adjustment applied to any of the assessment tasks? (please tick) Yes
O No O
If yes, tick which assessment task(s) it was applied to.
O Questioning O Scenario O Professional Practice
Experience Provide a description of the adjustment applied and why it
was applied.
Name of assessor: Assessor signature:
Name of student: Student signature:
Student
Declaration
Plagiarism constitutes extremely serious academic misconduct and severe penalties are
associated with it. By signing below, you are declaring that the attached work is entirely your
own (or where submitted to meet the requirements of an approved group assessment, is the
work of the group).
I certify that
 I have read and understood the Southern Cross Education Institute’s
PP77 Assessment and submission policy and procedures.
 This assessment is all my own work, and no part of this assessment has been
copied from another person.
 I have not allowed my work to be copied by another person.
 I have a copy of this work and will be able to reproduce within 24 hours if
requested.
I give my consent for Southern Cross Education Institute to examine my work
electronically by relevant plagiarism software programs.
Student signature: .......................................................... Date: ......../........../................

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ASSESSMENT OUTCOME SUMMARY AND FEEDBACK
Assessment Task 1 – Questioning
Submission No. Result Score Date
Assessed
Assessor
Name
Assessor
Signature
O First
submission
O S O NS
O Re-submission
1
O S O NS
O Re-submission
2
O S O NS
S = Satisfactory NS = Not Satisfactory
Feedback to the Student:
Assessment Task 2 – Scenario
Submission No. Result Score Date
Assessed
Assessor
Name
Assessor
Signature
O First
submission
O S O NS
O Re-submission
1
O S O NS
O Re-submission
2
O S O NS
S = Satisfactory NS = Not Satisfactory
Feedback to the Student:

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Assessment Task 3: Professional Practice Experience
Submission No. Result Score Date
Assess
ed
Assessor Name Assesso
r
Signatu
re
O First
submission
O S O NS
O Re-submission
1
O S O NS
O Re-submission
2
O S O NS
S = Satisfactory NS = Not Satisfactory
Feedback to the Student:

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STUDENTS RESOURCES
Prescribed
Resources
Nursing e-books
 Estes, M., Calleja, P., Theobald, K. and Harvey, T. (2015). Health assessment and
physical examination. 2nd ed. Cengage.
 Brotto, V. and Rafferty, K. (2016). Clinical dosage calculations. 2nd ed. Cengage.
 Abbott, B. and De Vries, S. (2016). Monitoring and administration of IV medications for
the enrolled nurse. 1st ed. Cengage.
 Tollefson, J., Watson, G., Jelly, E. and Tambree, K. (2015). Essential clinical skills :
Enrolled Division 2 Nurses. 3rd ed. Cengage.
 Clarke, L., Gray, S., White, L., Duncan, G. and Baulme, W. (2016). Foundations of
nursing : Enrolled Division 2 Nurses. 3rd ed. Cengage.
 Martini, F., Nath, J., Bartholomew, E. and Ober, W. (2017). Fundamentals of anatomy &
physiology. 11th ed. Pearson.
 Broyles, B., Evans, M., McKenzie, G., Page, R., Pleunik, S. and Reiss, B. (2017).
Pharmacology in nursing, Australian and New Zealand. 2nd ed. Cengage.
Additional
Resources
 Elder, R. Evans, K. Nizette, D. (2012). Psychiatric and mental health nursing (3rded):
Australia. Elsevier.
 Hungerford, C. Clancy, R. Hodgson, D. Jones, T. Hart, C. (2012). Mental Health Care:
An introduction for health professionals. Australian Nursing & Midwifery Council. (2002). National competency standards for the
enrolled nurse.
www.anmc.org.au
 Australian Nursing & Midwifery Council, Royal College of Nursing, Australia, Australian
Nursing Federation. (2008). Code of ethics for nurses in Australia.www.anmc.org.au
 Australian Nursing & Midwifery Council (2008). Code of professional
conduct for nurses in Australia.www.anmc.org.au
 Australian College of Mental Health Nurses; www.acmhn.org
 Department of health, Victorian government; www.health.vic.gov.au
 Mental Health Services, Victoria; www.health.vic.gov.au/mentalhealth/
 The Victorian Mental Health Act
(1986):http://www.health.vic.gov.au/mentalhealth/mhactreform/mh-
act/index.htm
 SANE Australia; www.sane.org
 Beyondblue; www.beyondblue.org.au
 Carers Victoria; www.carersvictoria.org.au
 APA referencing guide
The University of Adelaide. (2012). APA Referencing Guide.
http://www.adelaide.edu.au/writingcentre/referencing_guides/APA
_styleGuide.pdf
The University of Sydney. (2012). Your Guide to APA 6th Style
Referencing
http://sydney.edu.au/library/subjects/downloads/citation/APA
%20Complete_2012.pdf
Flinders University (2017) APA Referencing Guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA
%20Referencing.pdf

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Clinical Key
 Link to access Clinical Key for Nursing Elsevier (eBooks for Nursing)
https://www.clinicalkey.com.au/
Please note that you will need access to a computer with internet and a word
processing software such as Microsoft Word in order to complete this
assessment.

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ASSESSMENT OBJECTIVES
This unit describes the skills and knowledge required to contribute to the
nursing care and management of a person with a mental health
condition.
This unit applies to enrolled nursing work carried out in consultation and
collaboration with registered nurses, and under supervisory arrangements
aligned to the Nursing and Midwifery Board of Australia regulatory authority
legislative requirements.
To achieve competence, all assessment tasks must be successfully completed in
the time allocated with the essential resources. Your Trainer will give you the due
date to submit the assessments and provide you with feedback after assessing
your work. Once each task is marked, the outcome needs to be recorded in the
student academic file and in the academic progress sheet by the
trainer/assessor. The academic progress sheet must be returned to the data
entry officer, who will enter the data into the Student Management System.
The student may need to spend some hours outside the class hours
without supervision to complete the assessments.
Refer to the table below for the summary of assessment tasks for this unit:
Assessment
Task
Number
Assessment
Type
Note
s
1 Questioning To be completed by the due date
provided by the trainer/assessor
2 Scenario To be completed by the due date
provided by the trainer/assessor
3 Professional
Practice
Experience
Undertake professional practice
placement at the end of the
semester in a SCEI approved
health facility
All the units of competency must be deemed competent to complete the
qualification and obtain a certificate. The assessment requirement for this unit
are presented clearly in the Unit of Competency located at
http://training.gov.au/Training/Details/HLTENN009

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Reasonable Adjustment
For information on reasonable adjustment please refer to the Student
handbook located at:
http://scei.edu.au/wp-content/uploads/2017/08/2017_Student-
Handbook_V4.pdf
Record of Assessment Outcome
After all of the assessment evidence has been gathered from the assessment
tasks for this unit/cluster of units of competency the Record of Assessment
stating your result will be completed.
Information for the Student
If you do not understand any part of the unit or the assessments you are
required to undertake, please talk with your trainer/assessor. It is important that
you understand all of the aspects of the learning and assessment process that
you will be undertaking. This will make it easier for you to learn and be
successful in your studies.

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ASSESSMENT TASK 1 –
QUESTIONING
Instructions
for
completion
 You are required to answer all questions correctly in
Assessment Task
1 – Questioning. Students are to complete this
assessment in their own time with access to resources.
 Responses to the questions can be typed or submitted
handwritten
 Written responses must be legible and in pen NOT pencil
 It is important to proof read your answer paper, to avoid
grammar and spelling mistakes.
 Please use only APA format of referencing. Do not copy
and paste text from any of the online sources. SCEI has a
strict plagiarism policy and students who are found guilty
of plagiarism, will be penalized
 Write your name, student ID, the assessment task and
the name of the unit of competency on each piece of
paper you attach to this assessment document
 You are required to submit this assessment to your
trainer/assessor by the due date
 The answers should be an average of 70 words per
question unless otherwise indicated.
DUE DATE  The trainer/assessor will inform you of the due date
1. Discuss briefly any one (1) of the following theories of Mental Health Nursing
and briefly discuss values and philosophies of Mental Health Nursing.
 Erickson's Modeling and Role Modeling Theory
 King's Theory of Goal Attainment
Ans: The Theory of Goal Attainment was developed by Imogene King in the early 1960s. It describes
a dynamic, interpersonal relationship in which a patient grows and develops to attain certain life
goals. The theory explains that factors which can affect the attainment of goals are roles, stress,
space, and time.
The model has three interacting systems: personal, interpersonal, and social. Each of these systems
has its own set of concepts. The concepts for the personal system are perception, self, growth and
development, body image, space, and time. The concepts for the interpersonal system are
interaction, communication, transaction, role, and stress. The concepts for the social system are
organization, authority, power, status, and decision-making.
The Theory of Goal Attainment defines nursing as "a process of action, reaction and interaction by
which nurse and client share information about their perception in a nursing situation" and "a
process of human interactions between nurse and client whereby each perceives the other and the
situation, and through communication, they set goals, explore means, and agree on means to
achieve goals." In this definition, action is a sequence of behaviors involving mental and physical
action, and reaction is included in the sequence of behaviors described in action. King states that

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the goal of a nurse is to help individuals to maintain their health so they can function in their roles.
The domain of the nurse "includes promoting, maintaining, and restoring health, and caring for the
sick, injured and dying." The function of a professional nurse is "to interpret information in the
nursing process to plan, implement, and evaluate nursing care."
2. Give at least ONE (1) example each of social, psychological, cognitive
and physical factors associated with mental health conditions.
 Disorganized attachment
Parents and caregivers are supposed to provide unconditional love paired with loving and logical discipline to their
children. Unfortunately, some parents are loving when they are in a good mood but abusive, absent, and neglectful
when they are not. Children of these situations grow up receiving mixed signals of: if they are good or bad, if their
parents are trustworthy, or if they love or hate their own parents. This leads to disorganized attachment and can
significantly affect a child's sense of self, mood, and can lead to a slew of mental health disorders.
 Psychosocial risks arise from poor work design, organisation and management, as well as a
poor social context of work, and they may result in negative psychological, physical and social
outcomes such as work-related stress, burnout or depression.
 The cognitive problems are caused by being in the hospital for too long. The ability to attend, remember and think
clearly is ultimately the result of a complex interaction of factors. While it is true that mental illness often
causes cognitive impairment, itis also true that other factors will affect thinking skills.
3. What do you mean by client’s and carer’s perspectives on mental health care?
The role of family carers in the delivery of mental health services in Australia
has become more than an advantage over not having this sort of
participation. Increasingly the involvement of non-paid carers (family
members and significant others) has been recognised as central to the
smooth delivery of care and treatment. Notwithstanding this
acknowledgment, there is very little discussion of carer participation in
mental health care delivery within the literature. The limited research in this
area suggests that carers recognize very little opportunity for genuine
participation, even less than is available to consumers. This paper presents
part 1 of the findings of an exploratory, qualitative study seeking an in-depth
understanding of the attitudes of carers from rural Victoria, Australia toward
opportunities for participation with specific emphasis on the role of
psychiatric nurses in encouraging or discouraging participation. The themes
of respect and communication will be described in this paper. These findings
demonstrate the variable experiences of carers in their opportunities to
participate and the important role nurses can assume in supporting both
carers and consumers through this process.
4. Explain two (2) impacts that each of the following have on a person
with mental health conditions:
 Stigma: Stigma can be deeply hurtful and isolating, and is one of the most

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significant problems encountered by people with mental health problems.
Learning to live withmental health problems is made more difficult, when
someone experiences the prejudice caused by stigma.
 Discrimination: Discrimination affects people's opportunities, their well-being,
and their sense of agency. Persistent exposure to discrimination
can lead individuals to internalize the prejudice or stigma that is directed
against them, manifesting in shame, low self-esteem, fear and stress, as
well as poor health.
 Culture: Cultural and social factors contribute to the causation of mental
illness, yet that contribution varies by disorder. Mental illness is considered
the product of a complex interaction among biological, psychological, social,
and cultural factors.
 Belief system: Religion gives people something to believe in, provides a
sense of structure and typically offers a group of people to connect with over
similar beliefs. These facets can have a large positive impact on mental
health research suggests that religiosity reduces suicide rates, alcoholism
and drug use

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5. Define each of the mental health disorders below. State their clinical features and
treatment.
 Mood disorders: A mood disorder is a mental health class that health
professionals use to broadly describe all types of depression and
bipolar disorders. Children, teens, and adults can have mood disorder.
 Personality disorders: A personality disorder is a mental disorder involving
a rigid and unhealthy pattern of thinking, functioning and behaving.
 Anxiety disorders: The term "anxiety disorder" refers to specific
psychiatric disorders that involve extreme fear or worry, and includes
generalized anxiety disorder(GAD), panic disorder and panic attacks,
agoraphobia, social anxiety disorder, selective mutism, separation anxiety,
and specific phobias
6. When an EN is dealing with a person in distress or crisis, choose the correct answer.
 Statement A: The EN should identify possible causal factors and
address them using appropriate communication skills.
 Statement B: If required, she should ask for assistance from colleagues.
a.Statement A is correct & statement B is incorrect.
b.Statement B is correct & statement A is incorrect.
c.Both are correct
d.Both are incorrect
7. Explain at least two (2) common behaviors that are associated across a
range of mental health conditions.
Borderline personality disorder (BPD)
Explains what BPD is and what it’s like to live with this diagnosis. Also provides information about
self-care, treatment and recovery, and gives guidance on how friends and family can help.
Depression
Explains depression, including possible causes and how you can access treatment and support.
Includes tips for helping yourself, and guidance for friends and family.
8. Describe how an EN can manage challenging behaviors by recognizing
triggers and deflecting them using the following techniques:
 Active listening and observation skills: Listening is clearly an essential
component of effective communication as well as being one of the most
important interventions the mental health nurse can offer to a service user.
However, listeningmeans more than just hearing the words spoken by the

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person, it involves active listening
 Ensuring effective communication: Increases in nursing communication can
lessen medical errors and make a difference in positive patient outcomes.
This chapter explores how effective communication andinterpersonal skills
can enhance professional nursing practice and nursing relationships with
various stakeholders.
 Seeking expert assistance where required: strength, stamina and physical
fitness particularly if working in a hospital or secure residential unit.
excellent communication skills for dealing with patients and their families.
the ability to stay calm and think quickly in challenging circumstances.
emotional resilience and a non-judgemental approach.

9. Explain two (2) principles of recovery in the mental health context.
1. Uniqueness of the individual
Recovery oriented mental health practice:
recognises that recovery is not necessarily about cure but is about having opportunities for choices
and living a meaningful, satisfying and purposeful life, and being a valued member of the
community
accepts that recovery outcomes are personal and unique for each individual and go beyond an
exclusive health focus to include an emphasis on social inclusion and quality of life
empowers individuals so they recognise that they are at the centre of the care they receive.Top of
page
2. Real choices
Recovery oriented mental health practice:
supports and empowers individuals to make their own choices about how they want to lead their
lives and acknowledges choices need to be meaningful and creatively explored
supports individuals to build on their strengths and take as much responsibility for their lives as they
can
ensures that there is a balance between duty of care and support for individuals to take positive
risks and make the most of new opportunities.
10. Explain at least three (3) principles of recovery-oriented practice in mental health?
1. Attitudes and rights
Recovery oriented mental health practice:
 involves listening to, learning from and acting upon communications from the individual and
their carers about what is important to the individual
 promotes and protects an individual’s legal, citizenship and human rights
 supports individuals to maintain and develop social, recreational, occupational and vocational
activities which are meaningful to them
 instils hope in an individual about their future and ability to live a meaningful life.
2. Dignity and respect
Recovery oriented mental health practice:
 involves being courteous, respectful and honest in all interactions
 involves sensitivity and respect for each individual, especially for their values, beliefs and
culture
 challenges discrimination wherever it exists within our own services or the broader
community.
3. Partnership and communication
Recovery oriented mental health practice:
 acknowledges that each individual is an expert on their own life and that recovery involves
working in partnership with individuals and their carers to provide support in a way that

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makes sense to them
 values the importance of sharing relevant information and the need to communicate clearly
 involves working in positive and realistic ways with individuals and their carers to help them
realise their own hopes, goals and aspirations.

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11. Describe the Mental Health Act in the following domains.
o Key features and objectives: Section 4 of the Mental Health Act is an
emergency application for detention in hospital for up to 72 hours. It requires
only one medical recommendation from a doctor and the application is
usually by an Approved Mental Health Professional, on very rare occasions
it can be applied by the Nearest Relative.
o Involuntary admission: Involuntary commitment or
civil commitment (also known informally as sectioning or being sectioned in
some jurisdictions, such as the United Kingdom) is a legal process through
which an individual who is deemed by a qualified agent to have
symptoms of severe mental disorder is ordered by a court into treatment
in a ...
o Consumer rights: Mental Healthcare Act, 2017. A law to provide
for mental healthcare and services for persons with mental illness and to
protect, promote and fulfil the rights of such persons during delivery
of mental healthcare and services and for matters connected therewith or
incidental thereto.
o Involuntary review processes: The Mental Health Review Board is an
independent tribunal which hears appeals from involuntary patients,
patients on restricted involuntary treatment orders and security patients
who want to be discharged from their involuntary treatment status. It also
automatically reviews these patients.
o Seclusion and restraint: Seclusion and restraint refer to safety procedures
in which a student is isolated from others (seclusion) or physically held
(restraint) in response to serious problem behavior that places the student
or others at risk of injury or harm.
o Admission procedures: When a person has been brought to hospital against
their will, it is the role of the MHRT to ensure that they are not kept in
hospital against their will unless therequirements of the Mental Health
Act have been met
o Community treatment orders: A Community Treatment Order (CTO) is a
legal order made by the Mental HealthReview Tribunal or by a Magistrate.
It sets out the terms under which a person must accept medication
and therapy, counselling, management, rehabilitation and other services
while living in the community.
o Role of the mental health practitioner: Mental health
practitioners implement legislation, regulations, standards, codes and
policies relevant to their role in a way that supports people affected
by mental health problems and/or mental illness, as well as their families
and carers.
o Consent: Giving 'consent to treatment' means that you agree with

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a health professional about a treatment they've proposed for you, and you
have said 'yes' to receiving that treatment. Generally, you need to give
yourconsent before receiving any treatment.
o Confidentiality: Confidentiality policies are in use in most health, social,
government and voluntary organisations servicing people with mental
health problems. A copy of the confidentiality policy should be available for
any services you or someone you care for is receiving.
12. Mental health patients often suffer from oral health issues due to the side
effects of medication, poor nutrition and reduced motivation for self-care.
Considering this statement, describe any five (5) strategies that an EN can
use to manage such situations and prevent oral diseases.
Calcium and Vitamin D. Older adults need more calcium and vitamin D to help maintain bone health.
Have three servings of calcium-rich foods and beverages each day. This includes fortified cereals
and fruit juices, dark green leafy vegetables, canned fish with soft bones, milk and fortified plant
beverages.
13. List three (3) rights of the Mentally ill? Describe with an example how an EN
can support these rights.
Laws that may cover their rights include: Americans with Disabilities Act. This law protects
people who have physical and mental disabilities from discrimination in employment,
government services and activities, public accommodations, public transportation, and
commercial businesses.
14. List five (5) impacts of discrimination, negative stereotyping and stigma
that can have an impact on a person with mental illness. Provide two (2)
strategies that an EN can apply to ensure own interactions with this person
are positive.
Everyday Discrimination Impacts Mental Health. Researchers have determined that African
Americans and Caribbean blacks who experience discrimination of multiple types are at
substantially greater risk for a variety of mental disorders including anxiety, depression and
substance abuse. Studies have found that discrimination, racism and harassment may have
significant mental and physical health consequences such as frustration, stress, anxiety, depression,
possible nervous breakdown, or high blood pressure that can cause heart attacks. Effects of
discrimination physically and emotionally: Depression.
1. Strategies: educate all your workers about discrimination;
2. encourage workers to respect each other's differences;
3. respond to any evidence or complaints of inappropriate behaviour;
4. deal with any complaints of discrimination promptly and confidentially;

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Assessment Task 1 – Questioning Marking Guide
Student Name Student ID
Marking
Guide
YES NO
Satisfactor
y
response:
 Student answered all questions of this assessment
task 1 –
Scenario.
 Student answers are in-line with / reflective of the
model answers.
 Student used correct grammar and spelling in
their answers.
 Answers provided within word limit
 Referencing is APA - consistent and satisfactory
Unsatisfac
to
ry:
Not enough or incorrect response by student.
Assessor Feedback
Assessor Name Date
Assessor Signature

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ASSESSMENT TASK 2- SCENARIO
Instructions for
completion
 You are required to answer all questions correctly in Assessment
Task 2 –
Scenario. Students are to complete this assessment in their own
time with access to resources.
 Responses to the questions can be typed or submitted handwritten.
 Written responses must be legible and in pen NOT pencil.
 It is important to proof read your answer paper, to avoid
grammar and spelling mistakes.
 Please use only APA format of referencing. Do not copy and paste
text from any of the online sources. SCEI has a strict plagiarism
policy and students who are found guilty of plagiarism, will be
penalized.
 Write your name, student ID, the assessment task and the
name of the unit of competency on each piece of paper you
attach to this assessment document.
 The answers should be an average of 100 words per question
unless otherwise indicated.
 You are required to submit this assessment to your
trainer/assessor by the due date.
Due Date  The trainer/assessor inform you of the due date
The due date for this task is
1. Fundamental outline:
This assessment is divided into 2 parts.
Part A is a set of questions and MCQs on the
scenario. Part B is the preparation of the
Care Plan.
In the clinical scenario, student A acts as a mental health patient who has
been admitted to a hospital with the clinical history, signs and symptoms as
outlines in the box below. Student B is the clinical nurse who has come to the
patient for the evening medication rounds, recognizes the presenting
information, physically assesses the patient, interviews using communication
skills and then provides medication as required. However, things change
after the initial assessment
and Student B now has to create a different Care plan for the patient after
assessing potential for acute withdrawal using the CIWA tool.

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Later, a meeting is setup with Student C who is the family/carer of the patient.

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2. Equipment required:
• A patient room or a simulated lab with access to hand wash.
• Scissors beneath the patient’s pillow
• Patient Chart with empty spaces for history of present illness
and provisional diagnosis/reason for admission.
• Drug chart (attached to scenario)
• Clinical Withdrawal Assessment Tool (attached to scenario)
3. Objective of the scenario:
The objective of this scenario is to see whether or not STUDENT B
I. Responds appropriately to signs of mental illness.
II. Contributes to care planning and conducts initial clinical
observations for the patient with a mental health condition.
III. Contributes to the recovery of a person the patient with a mental health
condition.
Patient Description
37-year-old Caucasian male with multiple past mental health hospitalizations,
was admitted 4 days
ago, under the provisional diagnosis of depression, suicidal ideation
and alcohol abuse. The patient lives with his de facto partner, who is
currently in the waiting lounge.
After high school, he was on and off drug and alcohol rehabilitation programs.
The couple are currently living on government grants. Past social history
indicates possible sexual abuse. Patient currently denies suicidal ideation but
has had past attempts using knives; details regarding these attempts are
unclear. Patient denies any legal history of violent/criminal behaviours.
Admitting Assessment Data & Mental Status Examination (MSE):
Patient appears older than stated age of 37. He is heavy set with fair
grooming. Mild psychomotor retardation noted. Maintains eye contact,
though at times is staring intently and seems preoccupied. Concentration is
poor. Mood is reported as depressed and anxious. Affect is odd, anxious and
constricted in range. Speech halting at times. Thought process significant

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for thought blocking. Denies any visual or auditory hallucinations. No
delusions elicited. He currently denies suicidal ideation or homicidal ideation.
Judgment and insight are fair.

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History of Present Illness (HPI):
This is one of multiple hospitalizations for this man who has a diagnosis of
schizoaffective disorder. The patient has a history of alcohol dependence and
this intensified after his friend recently died. Also, the patient’s father died
last year on the patient’s birthday, due to prostate cancer. The patient
himself was diagnosed with a lymphoma in 2010, and underwent biopsy of
axillary lymph nodes. He says it has now resolved but he states this is
contributory to his increasing depression and SI. He admits to increased
drinking of “about 6 beers a day and some vodka”. He reports having
blackouts. He denies any change in weight or appetite. He reports his
concentration is poor, sleep is decreased. He reports his mood as depressed
and he says he
feels overwhelmed. The client self‐admitted to the ED because of feeling
unsafe, but upon
admission to the unit, he denies that he had suicidal tendencies. He also
denies symptoms of psychosis, although he appears preoccupied and
guarded during the interview. He appears to have some thought blocking, but
when questioned, reports he is “trying to concentrate”. No history of
withdrawal seizures present. Patient has been admitted for substance abuse
numerous times, at several locations.
What is happening now?
At the end of assessment, before the EN administers the medication, the
patient becomes increasingly wild, grabs a scissors from under his bed and
threatens to kill himself. Student B then uses his negotiation and
communication skills and calms the patient.

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Part A
No. Question
1 Identify two (2) conditions relating to the mental state and behavior of this
patient. Use
broad classifications of mental illness and terms associated with mental
health conditions. Students to identify at least two (2) of the following
mental state and behaviour conditions:
dementia: Dementia is a syndrome – usually of a chronic or progressive
nature – in which there is deterioration in cognitive function (i.e. the ability
to process thought) beyond what might be expected from normal ageing. It
affects memory, thinking, orientation, comprehension, calculation, learning
capacity, language, and judgement. Consciousness is not affected. The
impairment in cognitive function is commonly accompanied, and
occasionally preceded, by deterioration in emotional control, social
behaviour, or motivation.
schizophrenia: Schizophrenia is a chronic and severe mental disorder that
affects how a person thinks, feels, and behaves. People
with schizophrenia may seem like they have lost touch with reality.
Although schizophrenia is not as common as other mental disorders, the
symptoms can be very disabling.
2 Identify two (2) signs and two (2) symptoms of mental health conditions
that substantiate
the diagnosis.
 A Change in Personality. If someone is acting like a very different
person, or not acting or feeling like themself, this is a warning sign.
 Uncharacteristic Anxiety, Anger, or Moodiness.
 Social Withdrawal and Isolation.
 Lack of Self-Care or Risky Behaviors.
 A Sense of Hopelessness or Feeling Overwhelmed.
3 How should an EN respond the sign and symptoms of mental health
conditions within their
scope of practice?
A ENs duty is to administer holistic care and that may include addressing
a patient's mental state. Not all registered nurses are prepared
in psychiatric nursing, but they still have a responsibility to provide care
for mentally ill patients and help them obtain treatment for
psychological distress.

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4 Identify two (2) or more biopsychosocial effects from the patient history
that may have
contributed to his mental illness.
1. The patient has a history of alcohol dependence and this intensified
after his friend recently died.
2. The patient’s father died last year on the patient’s birthday, due to
prostate cancer.
5 How will you negotiate with the patient to calm him down?
Mental health nurses are responsible for planning and providing support
and medical and nursing care to people who have a range of mental health
issues. Mental health nurses support people with issues ranging from
anxiety and depression to personality and eating disorders or addiction to
drugs or alcohol.

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Multiple choice questions. Choose the
right answer
6 An EN is required to plan, priorities and implement nursing interventions
in collaboration
with:
a) The patient
b) The registered nurse
c) The personal care assistant
d) The interdisciplinary health care team
e) The person’s family or carer
f) All the above
7 Statement A: The EN should work in a manner that reflects respect for the
patient’s dignity
and uniqueness
Statement B: The EN should use strategies to empower the person to
contribute to their own plan of care if the patient is respectful.
a.Statement A is correct & statement B is incorrect.
b.Statement B is correct & statement A is incorrect.
c.Both are correct
d.Both are incorrect

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Assessment Task 2 – Scenario Marking Guide
Student Name Student ID
Marking
Guide
Yes No
Satisfactory
response:
 Student answered all
questions correctly
of this assessment
task 2 – Scenario.
 Student answers are
in-line with /
reflective of the
model answers.
 Student used
correct grammar
and spelling in
their answers.
 Answers provided
within word limit.
 Referencing is APA -
consistent and
satisfactory
Unsatisfactory: Not enough or incorrect
response by student.
Assessor Feedback

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ASSESSMENT TASK 3
PROFESSIONAL PRACTICE
EXPERIENCE
Instructions to the Student
Task 3 – PPE  You are required to undertake professional
practice at the
completion of the theoretical component of
semester one
 You must have been graded successful in all
your skills assessments and theory prior to
commencing professional practice
 All Prior to placement allocation and
commencement you will be required to undergo a
final pre –placement assessment which will be
conducted by your trainer as well as the clinical lab
assessor.
 The SCEI work placement coordinator will
arrange your professional practice to ensure
it is undertaken in a SCEI approved and
supervised health facility
 You must complete all requirements of the PP
RECORD booklet
 During the period of professional practice, you will
undergo formative and summative assessments.
This assessment is graded as satisfactory or
unsatisfactory. An unsatisfactory result will mean
an overall unit of competency outcome as not yet
competent.
Due Date  The professional practice booklet including your
reflective
journals (if applicable) must be submitted to the
trainer/assessor within five days of completion of
the professional practice
Prior to attending work placement, you will be issued with a Professional Practice (PP)
Record Book.
This book is to provide you and the Clinical Assessor with performance criteria for a
standard of competency that would be expected of an Enrolled Nurse at the
completion of each Professional Practice (Aged Care, Mental Health, Community,
Sub-Acute Care and Acute Care). The performance criteria articulate to the
expected knowledge, skills and attitudes required of an Enrolled Nurse and aligns to

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the domains of practice in the Enrolled Nurse standards for practice.

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This book will outline:
 Professional Practice Objectives
 The roles and responsibilities of the Student and the Clinical Assessor
 Clinical Skills
 Formative and Summative assessments.
It is critical that during the professional practice, you will consistently
demonstrate achievement of the required skills, knowledge and the ability to
complete tasks as outlined in the elements and performance criteria of this unit,
manage tasks and contingencies in the context of your role within your scope of
practice. You must undertake nursing work in accordance with the Nursing and
Midwifery Board of Australia Professional Practice Standards, Codes and
Guidelines during your placement. Refer to the record book of clinical placement
of this unit for details of all tasks outlined in elements and performance criteria
of this unit. You must be assessed and observed by your clinical
instructor/supervisor and achieve satisfactory results to meet the performance
requirements of this unit.

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Student Assessment
Clinical tasks observation checklist:
Students to perform following
Clinical
tasks during their clinical
placement. You will be observed
by your Clinical
Your performance will be
assessed as
satisfactory or
unsatisfactory based
upon
Date RN /
Clinical
Facilitator
facilitator/RN for each
individual performance
task listed below.
following rating (I, S, A, M
and D; satisfactory = I, S, A
and M,
Signature
Unsatisfactory is
D) (I=Independent
S=requires
supervision
A=requires assistance
M=Marginal
D=dependent)
(Please circle )
Perform all nursing interventions and
work as
per Nursing and Midwifery Board of
Australia, professional practice
standards, codes and guidelines.
I S A M D
Perform all tasks below under the
supervision of RN:
1. Assess the mental health care
needs and signs/symptoms of at
least TWO clients. Document these
findings, plan of care, nursing
interventions and evaluation of
care on mental health care plan
template provided below.
Client 1:
I S A
Client 2:
I S A
M
M
D
D
2. Participate in multidisciplinary
team meetings with RN to discuss
and plan care for client based on
identified symptoms for example
anxiety, depression and verbal
aggression etc.
I S A M D
3. Apply recovery principles in
practice when providing care to
clients such as: being courteous
and respectful in all interactions.
I S A M D
4. In collaboration with RN, refer
client to relevant health service
providers to meet client’s I S A M D

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identified care needs. For
example: referral to or liaise with
ACAT team to meet care needs of
clients with complex/challenging
behaviors etc.

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Students to perform following
Clinical Your performance will be Date RN /
Clinical
tasks during their clinical
placement. You will be observed
by your Clinical facilitator/RN for
each individual performance task
listed below.
assessed as satisfactory or
unsatisfactory based upon
following rating (I, S, A, M
and D; satisfactory = I, S, A
and M,
Facilitator
Signature
Unsatisfactory is D)
(I=Independent
S=requires
supervision
A=requires assistance
M=Marginal
D=dependent)
(Please circle )
5. Provide Education/information to
client
regarding mental health care for
example: coping strategies,
building client’s own strengths,
management of symptoms,
prescribed medication use, their
possible side effects and available
community resources to assist
with mental health care etc.
6. Encourage and assist client to
participate in care to meet their
care need.
I S A M D
I S A M D
7. Conduct Falls risk assessment on
client using
falls risk assessment tool provided
below.
I S A M D

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Mental health care Plan Template
Identified mental
health care
needs / signs
and symptoms
Goals Nursing
Interventions
Evaluation