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[ANSWER]NRS83004 Acute Mental Health Assessment 2: Risk Assessment in Acute Mental Health Management
TASK DESCRIPTION
NRS83004 Acute Mental Health Assessment Guide an argument that supports the stance you have taken – for or against the use of seclusion in the setting.
Study Period 5 2020
Assessment overview
| Name | Type | Length | Weight | Due date | |
| 1 | Seclusion Debate | Discussion Board – Critical Reflection | 500 words | 10% | Sunday 6th September at 11 pm AEST Week 1 |
| 2 | Critical Review | Essay | 2,000 words | 40% | Wednesday 23rd September at 11 pm AEST Week 4 |
| 3 | Treatment Plan | Analysis | 3,000 words | 50% | Tuesday 13th October at 11pm AEST Week 7 |
Grade descriptors
| High Distinction (HD) 85 and above | In addition to satisfying all of the basic learning requirements, the assessment demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge acute mental health, |
| Distinction (DI) 75-84 | In addition to satisfying all of the basic learning requirements, the assessment demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well- developed ability to synthesise, integrate and evaluate knowledge. |
| Credit (CR) 65-74 | In addition to satisfying all of the basic learning requirements specified, the assessment demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. |
| Pass (PA) 50-64 | The assessment adequately, competently satisfies the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. |
| Fail 49 and below | The assessment fails to satisfy the learning requirements specified. |
Assessment policies and information
Referencing guidelines
You must acknowledge all the sources of information you have used in your assessments. Please use the APA 6th or 7th edition referencing style for all assessment tasks in this unit. Refer to the Library’s Referencing guides for more information.
Academic integrity
Academic integrity is an accepted foundation of excellence in ethical scholarship. Courses and units of study and assessment tasks are designed to educate students in ethical values and the meaning and practice of academic integrity.
All students are expected to practice academic integrity and to be aware of, and comply with, the Rules – Student Academic and Non-Academic Misconduct Rules along with all other relevant rules, policies, procedures and the Code of Conduct.
Timely feedback for learning
Marked assessment tasks submitted on time, other than examination scripts, will be returned to students within fourteen (14) days of submission and no later than seven (7) days before the next assessment item is due.
Late submissions
In cases where there are no accepted mitigating circumstances as determined through Special Consideration procedures, the late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be applied as soon as the deadline is reached.
A deduction of 5 per cent of the available marks from the actual marks will be imposed for each day a submission is late. This penalty will be applied until the pass mark for the assessment has been reached, after which point no further penalties will be applied unless the work is deemed to be a
non-submission. Any piece of work submitted 10 or more days after the expiry of the deadline will be deemed a non-submission and assigned a mark of zero.
Word counts
It is an important academic and practical skill to be able to communicate succinctly. It is expected that students will adhere to the word limits and not exceed the prescribed limit by more than 500 words including in-text citations and the reference list. Except in previously approved circumstances, appendices should not be included to accommodate extra words. All text included in the assessment will be included in the word count (as determined by Turnitin).
In circumstances in which the word count (plus 500 words) is exceeded, the Assessment will not be graded and a Fail (zero marks) recorded. No penalty will be prescribed solely because the written work is under the prescribed word count of an assessed piece of work.
Special consideration
Special Consideration is a request for:
• extensions of the due date for an assessment task, other than an examination (e.g. assessment extension)
• Special Consideration (Special Consideration in relation to a Completed Assessment Task, including an end-of-unit Examination)
Students wishing to request Special Consideration in relation to an assessment task of which the due date has not yet passed must submit a Request for Special Consideration form as early as possible and prior to the start time of the due date, along with any accompanying documents, such as medical certificates. For more information, visit: https://www.scu.edu.au/current-students/student-administration/special- consideration/
Inclusive and equitable assessment
Reasonable adjustment in assessment methods will be made to accommodate students with a documented disability or impairment. Contact Student Access & Inclusion for more information.
Assessment 1: Seclusion debate
| Assessment type | Discussion Board |
| Word limit / length | 500 words |
| Weighting | 10% |
| Due date | Sunday 6th September at 11 pm AEST Week 1 |
Overview
The use of seclusion is essential in the acute mental health setting: Yes or No?
This assessment provides you with the opportunity to explore the arguments for OR against seclusion and to develop, with the use of relevant literature, an argument that supports the stance you have taken – for or against the use of seclusion in the acute mental health setting.
Learning outcomes
This assessment task is aligned to the following learning outcomes:
- Critique the acute mental health Act and the ethics of acute care within the contexts of clinical intervention and consumer experiences of care
- Appraise a range of acute care conditions engagement and interventions
Assessment details
Participate in the following discussion board by performing the following steps:
- Undertake some research on the use of seclusion in the acute mental health setting. Choose a stance for or against the use of seclusion and justify your choice.
- Identify the legal and ethical concerns associated with your stance and discuss how you would address these concerns.
Submission format
Please upload your research and synopsis as a Word document via Turnitin in Blackboard.
After the due date please share on the discussion board in blackboard labelled “Share your position on seclusion”.
Assessment 1 rubic (total marks =
| Criterion | Marks | HD | DI | CR | PA | Fail |
| Presents a synopsis of the use of seclusion. Choose a stance for or against the use of seclusion and justify your choice utilising available evidence. | 4 | Synopsis is extremely well written. Choice of stance is clearly established and justified. Available evidence extremely relevant. | Synopsis is very well written. Choice of stance is clearly established and justified. Available evidence highly relevant. | Synopsis is competently written. Choice of stance is justified. Available evidence relevant. | Synopsis is adequate. Choice of stance is basically justified. Available evidence somewhat relevant. | Synopsis is poorly described. Choice of stance is not justified. No evidence, or available evidence poorly linked. |
| Critical comment about legal and ethical concerns, and how they might be addressed | 4 | Legal & ethical concerns identified extremely well. How legal and ethical concerns might be addressed is very evident. | Legal & ethical concerns identified well. How legal and ethical concerns might be addressed is evident. | Legal & ethical concerns identified competently. How legal and ethical concerns might be addressed is made clear. | Legal & ethical concerns identified at a basic level. How legal and ethical concerns might be addressed is shown at an adequate level. | Legal & ethical concerns not identified. How legal and ethical concerns might be addressed is unclear. |
| Writing Spelling and grammar Referencing | 2 | Clear, crisp and coherent style. Very well organised. Free of grammar and spelling errors. All citations follow required style. | Clear, coherent style. Well organised. Mostly free of grammatical and spelling errors. Citations follow required style. Small errors. | Good style. Competently written. Structure is clear. A few grammatical errors. Most citations follow required style. Some errors. | Writing is adequate. Structure could be clearer. Grammatical errors. Some citations follow required style. Errors. | Poor style with little attention to spelling and punctuation. Poorly structured. Not written well. Citations do not follow required style. |
Assessment 2: Critical Review
| Assessment type | Essay |
| Word limit / length | 2,000 words |
| Weighting | 40% |
| Due date | Wednesday 23rd September at 11 pm AEST Week 4 |
Overview
Risk assessment in mental health settings is one of the most challenging roles of the mental health professional. This assessment is designed to encourage you to explore the most recent evidence that informs best practice in conducting risk assessments in acute mental health.
Learning outcomes
This assessment task is aligned to the following learning outcomes:
2. Appraise a range of acute care conditions engagement and interventions
3. Appraise a range of complex acute care conditions engagement and interventions
4. Critically reflect on acute mental health risk factors, engagement, observation and interventions
Assessment details
Write an essay that:
- Provides a brief overview of the type of risk assessments that are necessary to consider in acute mental health
- Critiques the effectiveness or accuracy of available risk assessment tools/methods
- Discusses how the risk assessment process could be improved or optimised, ensuring your arguments are evidence based.
Submission format
Please upload your assessment as a Word document via Turnitin in Blackboard.
Assessment 2 rubric (total marks = 40)
| Criterion | Marks | HD | DI | CR | PA | Fail |
| Introduction & Conclusion | 5 | Excellent introduction. Clear and succinct. Outstandingly written conclusion. | Introduction is very good. Excellent, insightful conclusion. | Competently written introduction. Good conclusion with some good insights. | Adequate introduction and adequate conclusion. | Description is vague or poorly outlined. Poor or lacking conclusion |
| Succinct overview of all type of risk assessments conducted in the acute mental health setting | 10 | Key risk succinct & assessments described. | Key risk assessments succinctly & clearly described. | Key risk assessments well described. | Key risk assessments adequately described | Key risk assessments not described or poorly described |
| Critiques the effectiveness or accuracy of risk assessment tools/methods and discusses how the risk assessment process could be optimised | 20 | Outstanding critique of assessment approaches how the process could optimised incorporation of and demonstration understansing is articulated | Excellent critique of risk assessment approaches and how the process could be optimised. Excellent incorporation of evidence and demonstration of understanding articulated. | Good critique of risk assessment approaches and how the process could be optimised. Good incorporation of evidence and demonstration of understanding articulated. | Adequate critique of risk assessment approaches and how the process could be optimised. Adequate incorporation of evidence and demonstration of understanding articulated acute mental health . | Limited or poorly articulated understanding demonstrated. |
Writing, grammar and referencing | 5 | Clear, crisp, and style. Very well organised, followed required and spelling errors. All citations | Clear, coherent style. Well organised. Mostly free of grammatical and spelling errors. Citations follow required style. Small errors | Competently written. Clear structure with few grammatical errors Most citations follow required style. Some errors. | Writing is adequate. Structure could be clearer. Grammatical errors. Some citations follow required style. Errors. | Poorly written, little attention to spelling and punctuation. Poorly structured. Citations do not follow required style. |
Assessment 3: Treatment Plan
| Assessment type | Analysis |
| Word limit / length | 3,000 words |
| Weighting | 50% |
| Due date | Tuesday 13th October at 11pm AEST Week 7 |
Overview
Theory is useful as an underpinning to care for consumers, but it’s important to be able to move the theory into action. In the following case study you will have the opportunity to demonstrate that you can take what you have learned and apply it to real-world scenarios.
Learning outcomes
This assessment task is aligned to the following learning outcomes:
1. Appraise a range of complex acute care conditions engagement and interventions
5. Design a package of Trauma Informed Care applicable to acute mental health settings.
Assessment details
Review and analyse the following scenario and create a holistic wellbeing assessment and treatment plan for the individual based on the principles of ‘Trauma Informed Care’. The plan you develop must be supported by critiqued evidenced-based research, with links between physical and mental wellbeing created and justified. Implementation processes of the package/plan must also be designed with specific reference to overcoming inhibiting factors in the consumer’s experience.
The Scenario
Shanae is a 22 year old woman who has been brought to the emergency department by the local ambulance service following an intentional overdose of paracetamol and self-inflicted cuts to both wrists in the early hours of the morning. Emergency services were alerted by a former boyfriend of Shanae who had received a series of increasingly frantic text messages saying that she had “had enough”. He rang her and found her intoxicated and she confessed to “doing a stupid thing”.
She was initially cooperative with police but less so with the ambulance who placed her on an Emergency Examination Authority (Queensland). She was quite difficult to manage in the emergency department and on one occasion she pulled out her N-Acetylcysteine (NAC) infusion stating she just wanted to go home and have a smoke. She did however go to sleep after agreeing to take 10 mg of diazepam and 5 mg of olanzapine.
Shanae was assessed by the acute care team nurse whilst still on the NAC infusion and a brief admission at the low dependency psychiatric unit was agreed upon once she was medically cleared from toxicology which occurred later that evening.
Shanae explained that she had been depressed for as long as she could remember. She had taken several overdoes in the past (on one occasion she had been admitted to ICU). She had a history in intentional self-injury from around 12 years of age. She stated that it had been a particularly bad week. She had lost her waitressing job two weeks ago after going on “bender” for five days using (methamphetamine and MDMA) with friends and failing to turn up to work.
She is living in a share house and is behind on her rent (for two weeks). Relationships are “all-right” in the house but Shanae says she doesn’t like living with other people. On the day of the overdose she then attempted to become registered at Centrelink. She said she “really lost it” with the unhelpful staff and she had walked out of Centrelink after “screaming the place down”. Additionally her boyfriend of several months (whom she texted) said he was moving to another town for work and did not want to pursue a relationship further. She has not been eating very much for several weeks because she says she is not hungry and usually throws up if she tries. She said she was sick of the daily struggle.
Mental State Assessment (On Admission):
Appearance & Behaviour: Shanae is a thin young woman (height 159 cm, 45 kg), pale in complexion, wearing no makeup and dressed in a hospital gown. She has shoulder length unkempt hair and blue eyes. She has a tattoo saying “Jack” on her right forearm. Both wrists are bandaged. She has several 2-3 cm scars on her forearms and some evidence of scaring on her thighs. She made fleeting eye contact and rapport was reasonable.
Speech: Shanae was softly spoken (at times barely audible).
Mood & Affect: Shanae reported that her mood was depressed (2 out of 10). Her affect was predominantly sad but she occasionally smiled spontaneously at other patients. She says that she often thinks about suicide when things are tough. Shanae reported that she really did try and kill acute mental health
herself and purchased two boxes of Panadol and a bottle of vodka on the way home from Centrelink. She states that she doesn’t care now but might cut herself if she is feeling overwhelmed.
Thoughts / Cognition: States she doesn’t think like other people and often drifts off and can’t recall what she was thinking about. States that she would like to have a baby or an animal to care for.
States that she would like to get a job in childcare or working with animals. Preoccupied with food for the last week which she says is usual after “partying”. States she feels guilty after she has the “munchies” and now throws up.
Perceptions: Perceives herself as fat. States that she occasionally here the voice of an unknown man when it is dark. He whispers to her to “stay very still” and other utterances like that. She generally sleeps with the light on. She reports when really angry she hears the voice of a man called Peter who also berates her. She last heard Peter’s voice when she walked home from Centrelink. At these times she often feels a compulsion to cut herself and states that she can’t promise she won’t cut herself in hospital.
Cognition / Memory: Shanae states that there is a lot she doesn’t want to remember from her childhood. Her short term memory however appears largely unimpaired. She was able to undertake serial 7 backwards from 100 with ease and remembered an 8 number sequence of numbers after 5 minutes. Orientated to time, place and person.
Judgement: States that she is impulsive and will “fly off the handle” several times a day at people. Reports risky drug use although says she’d never use a needle. Also reports occasionally shoplifting or having sex with strangers “just for kicks”. She is unsure how she is going to resolve her current crisis.
Impression:
Self-harm and suicide attempt in the context of a long history of emotion dysregulation and poor distress tolerance, gross intoxication with alcohol, poor social supports, post methamphetamine intoxication dysphoria and recent stressors / losses including employment and an intimate relationship.
A diagnosis of border personality disorder is established, which Shanae says “is probably right”.
Please see the week 4 (Trauma informed care) material for further information about Shanae’s history.
Task
Write a treatment plan for the care of Shanae as an inpatient and outline a course of care and treatment that will assist Shanae in resolving her mental health problems.
Requirements:
- Outline the critical biological, psychological, and social health issues that need to be addressed in this episode of care. Pay particular attention to past trauma/experiences and how they may have contributed to the consumers’ current presentation.
- Outline a plan to holistically address/resolve the health problems, providing reference to the latest evidence and authoritative guidelines.
- Recommend referrals to allied health or other health service providers, if appropriate, and outline (based on research evidence or guidelines) how those professionals might respond.
- Recommend one or more community resources groups which the person might access to assist them in improving their health.
Submission format
Please submit your case studies via Turnitin in Blackboard.
Assessment 3 rubric (Total marks = 50)
| Criterion | Marks | HD | DI | CR | PA | Fail |
| Identification of Health Issues | 10 | Comprehensive and nuanced outline of the critical health issues that need to be addressed in the scenario. Uses a coherent and clear methodology. | Probable health needs outlined using perceptive inferences from the scenario, articulates how these needs are related. | Main factors of concern have been extracted from the scenario and defined. Provides appropriate reasons for selecting the chosen factors. | Describes the main health issues without any depth or critical analysis of the scenario. | Fails to identify or describe the major areas of need in the scenario. |
| Wellbeing assessment and intervention plan design | 20 | A comprehensive, innovative and workable plan of care that holistically appraises and addresses the patient’s health problems. Integrates supporting reference to relevant evidence and guidelines. | A well–developed plan of care that effectively evaluates the patient’s wellbeing and provides suitable treatment for the health problems. Plan is well-supported by reference to appropriate evidence and guidelines. | A clear, explicit and credible plan of care developed which includes clear and reasonable recommendations. References to extant literature. | A mainly descriptive or derivative plan of care outlined. At least one recommendation provided. Some referencing or guideline omissions. | No evidence cited and/or an inadequate plan presented. |
| Plan Referrals | 4 | Plan incorporates referrals to allied health or other health service providers, and summarises the likely response and recommendations. | Plan includes referral to allied health or other health service providers, and outlines the potential outcomes. | Plan lists appropriate health service providers with a description of the agency roles related to the plan of care. | A list of appropriate referral agencies is presented with some omissions. | No referrals to health service providers provided and/or limited information about implementation. |
| Community Resource Group Recommendations | 4 | Community group recommendations reflect a holistic understanding of community agencies in the promotion of health and wellbeing. How each resource can assist is well articulated and integrated into the plan design. | A comprehensive outline of potential community groups and their role in community health is presented. Some links made to the plan design. | A sound understanding of the available and appropriate community resources and the supports offered is articulated. | Lists several appropriate community groups and their functions. | Does not provide a community group recommendation, or recommendation is inappropriate. |
| Narrative Solution | 6 | The narrative sequentially illustrates how assistance was provided to address the patient’s health concerns. Clearly explanation of how the individual was motivated to address their health needs and change their behaviour. | The narrative covers the steps involved in providing assistance to address the patient’s health concerns. Explains the individuals’ motivation to address their health needs and change their behaviour. | Some indication of how the individualnavigated accessing services and how they were assisted in overcoming factors which inhibited them from improving their health. | Provides a mostly descriptive account of accessing community groups, agencies and services. | Inadequate or poorly articulated narrative which does not make sense or follow evidence and care guidelines. |
| Writing, grammar and referencing | 6 | Clear, concise and logically structured essay with a succinct, clear introduction and cogent conclusion. Very well organised. Free of grammar and spelling errors. All citations follow required style. | Well-structured essay with clear introduction, logical paragraph structure and persuasive conclusion. Mostly free of grammatical and spelling errors. Citations follow required style with minor errors. | Essay includes a clear introduction and reasonable conclusion. Paragraphs in a logical sequence. A few grammatical errors Most citations follow required style. Some errors. | Essay includes an introduction and conclusion, however lacks clarity. Paragraph sequence could be more logical. Adequate use of writing mechanics. Grammatical errors. Attempts to follow correct citations style. | Essay lacks structure with an unclear introduction and weak conclusion. Major issues with writing mechanics. Little attention to spelling and punctuation. Poor grammar. Lack of citations and/or do not follow required style |
[ANSWER PREVIEW]
Acute mental health care involves various types of risks for which comprehensive assessment is required if safety is to be assured. According to Wand (2011) and Woods (2012), the common types of risk revolve around aggression or violence, relapse, and suicide among others. The three general classifications of risk assessment include structured professional judgement (SPJ), unstructured clinical judgement, and actuarial assessment (Nicholls et al., 2016; Singh, 2015; Singh et al., 2011). Unstructured clinical judgement is perhaps the oldest kind of risk assessment having been a widespread approach before the 1990s (Whittington et al., 2013). Experts mostly relied on their clinical experience as well as their understanding of the client to assess various acute mental health risks (Singh, 2015).
The professional would collect such information as the patient’s behavioural history, study the pattern, and place the findings against their expert training with a view to establishing any potential anomalies that could lead to any of the common risks (Van Der Heide et al., 2019). The current risk assessment environment is dominated by structured professional judgement (SPJ) and actuarial approaches. Unlike in unstructured clinical judgement, risk assessment in SPJ is founded on succinct and evidence-based clinical guidelines and criteria (Van Der Heide et al…[Buy Full Answer for Just USD 9: 2515 WORDS]
[SOLUTION DESCRIPTION]
Type: Essay
Word Count: 2515
Grade/Mark: 86 (Distinction)
