Outline

Overview

This unit of study is based on the understanding that well-being is a multifaceted construct composed of various elements related to physical and mental health, as well as social determinants of health. Most people will experience challenges to their well-being during their lifetime, and almost half the population will experience a mental health issue at some point. This unit of study addresses the principle that knowledge of psychosocial well-being and mental health is essential for all nurses, regardless of their practice setting or the populations with whom they work. The unit is underpinned by a biopsychosocial approach, incorporates a well-being framework and is informed by the determinants of health. Students will be introduced to the broad construct of well-being while also exploring mental health and mental health issues across the lifespan (perinatal, child and adolescent, adult, older person), and in relation to different cultural groups (e.g. Aboriginal and Torres Strait Islander peoples; CALD groups). Using the context of a whole-person and network/community in partnership approach, students will explore the role of the nurse in promoting well-being and mental health and supporting people to manage the effects of compromised mental health. Promotion of and threats to well-being broadly, and mental health more specifically, are also explored through healthcare principles and practices related to quality and safety and co-design. Students will develop understanding about the elements of wellbeing, including mental health, and how to promote them. They will also develop foundation knowledge about the characteristics of a range of mental health issues and conditions and will become informed about practices to support people in their recovery. Students will learn about and practice core clinical skills that will prepare them to provide well-being focused and culturally safe nursing care. These skills include effective interpersonal communication with people across the life span, culturally safe interactions with Aboriginal and Torres Strait Islander peoples and people from diverse cultural backgrounds, and development of therapeutic relationships.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	36 credit points of 1000 level units including NURS1008
Corequisites ?	None
Prohibitions ?	NURS2004
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Rebecca Riva, rebecca.riva@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Peer or expert observation or supervision	Assessment 5: Off-Campus Clinical Placement Competency assessment	0%	Multiple weeks Due date: 23 Jun 2025 at 07:00 Closing date: 03 Aug 2025	80 hours	AI prohibited
Outcomes assessed:
Written work	Assessment 1: Written piece Written piece exploring the concept of wellbeing	5%	Week 03 Due date: 11 Mar 2026 at 23:59	300 words	AI allowed
Outcomes assessed:
Written work	Assessment 2: Essay Essay exploring wellbeing word and how it relates to mental health and wellbeing in nursing.	35%	Week 06 Due date: 30 Mar 2026 at 23:59	1200 words	AI allowed
Outcomes assessed:
Presentation	Assessment 3: Group presentation Group presentation on a specific population living with a specific mental health condition.	25%	Week 08 Due date: 26 Apr 2026 at 23:59	25 mins	AI allowed
Outcomes assessed:
Presentation	Assessment 4: Video video presentation displaying and discussing their creative piece and learnings from the semester on mental health and wellbeing	35%	Week 13 Due date: 27 May 2026 at 23:59	10 mins	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Assessment 1: Early Feedback Task

Assessment 2: Essay

Assessment 3: Group Presentation

Assessment 4: Video

Assessment 5: Clinical Placement

Please note: Each student is required to submit all assessment items in order to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Grade	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

5% penalty per day up until day 10, then 0/100. No extensions available for Assessment 1 and 3.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	1.1 Introduction to Unit and Assessments 1.2 Introduction to Wellbeing, Mental Health, and Mental Illness	Lecture (2 hr)
Week 02	2.1 History of psychiatry & Mental Health Nursing in Australia	Lecture (2 hr)
Week 02	1. Well-being and Mental Health	Tutorial (2 hr)
Week 03	3.1 Models & Theories of Mental Illness and Recovery 3.2 Stigma & Health Promotion	Lecture (2 hr)
Week 03	2. Mental Health & Mental Illness for Nurses	Tutorial (2 hr)
Week 04	4.1 Attachment Style 4.2 Childhood Development & the impact of Trauma	Lecture (2 hr)
Week 04	3. Trauma & Personality Development	Tutorial (2 hr)
Week 05	5.1 Anxiety Disorders 5.2 Mood Disorders	Lecture (2 hr)
Week 05	1. Therapeutic Communication	Workshop (2 hr)
Week 06	6.1 Psychosis and Altered Perceptions	Lecture (2 hr)
Week 06	2. Supporting people who experience voice hearing	Workshop (2 hr)
Week 07	7.1 Substance Use Disorders 7.2 Personality Development & Personality Disorders	Lecture (2 hr)
Week 07	3. Substance Use Assessment & Harm Minimisation	Workshop (2 hr)
Week 08	8.1 Theories of distress 8.2 Supporting people who experience suicidality	Lecture (2 hr)
Week 08	4. Responding to distress & conversations about suicide	Workshop (2 hr)
Week 09	9.1 Eating Disorders 9.2 Older Persons Mental Health	Lecture (2 hr)
Week 09	Group presentation	Tutorial (2 hr)
Week 10	10.1 The NSW Mental Health Act 10.2 Diagnosis, Assessment & Mental Status Examination	Lecture (2 hr)
Week 10	Group Presentation	Tutorial (2 hr)
Week 11	11.1 Psychopharmacology 11.2 Side effects & challenges associated with psychotropic medication	Lecture (2 hr)
Week 11	5. Mental Status Examination & Documentation	Workshop (2 hr)
Week 12	12.1 Risk assessment 12.2 Mental Health documentation	Lecture (2 hr)
Week 12	6. Preparing for the Mental Health Clinical Placement	Tutorial (2 hr)
Week 13	13.1 Self-Directed Study	Lecture (2 hr)

Attendance and class requirements

Attendance: Attendance and participation are monitored. Students are expected to attend, engage and participate in scheduled classes and required learning activities. Students must notify the school if they are, or will be, unable to attend a required learning activity; and apply for special consideration or special arrangements; or have an academic plan with relevant adjustments, where appropriate.

(a) Students who fail to attend a required learning activity will be recorded as absent.

(b) Students must attend/participate in minimum 90% of all tutorial classes scheduled per unit of study.

(c) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activity may be approved and provided to students absent from tutorials due to unforeseen circumstances or with an approved planned absence:

(i) maximum two tutorial absences permitted per unit of study where an approved alternative (catch-up) learning activity is completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded

(d) Students must attend/participate in all practical classes (simulation labs and/or workshops) scheduled per unit of study.

(e) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activity may be approved and provided to students absent from practical classes due to unforeseen circumstances or with an approved planned absence:

(i) maximum two practical class absences permitted per unit of study where an approved alternative (catch-up) learning activity is completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded.

(f) Students must attend/participate in any live/synchronous lectures, and view any recorded lectures, specified as compulsory per unit of study.

Note: Students must apply for Special Consideration for absence from any scheduled required learning activity which includes an assessment.

Sensitive materials in teaching: Please note that in this Unit of Study sensitive and potentially distressing or disturbing content will be presented and/or discussed from time to time. This may include reference to for example, of people’s experiences of health and illness and/or culturally sensitive issues. These topics are relevant to your learning in this unit of study and your knowledge and skill development for nursing practice. You will be advised before the information/topic is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see images that you may be watching on your device. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them.

Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, 2020 as its official referencing style. This is an author-date style of referencing.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Comprehend the constructs of well-being, mental health and mental health issues/conditions and discuss the potential influence of biopsychosocial risk and protective factors and age, gender and culture, on the experience of well-being and mental health and recovery from mental health issues.
LO2. Search for, evaluate and critically analyse the evidence for strategies that promote well-being and mental health, and approaches to manage the impacts of mental health issues, across the life span and sociocultural groups.
LO3. Articulate a coherent understanding of varied mental health conditions and the different ways psychosocial and mental health changes can manifest for people and can begin to integrate this knowledge into planning and delivering safe, therapeutic nursing practice.
LO4. Appreciate the subjective experience of mental health issues and recovery by working in ways that demonstrate growing understanding of the principles of partnering with consumers and shared decision-making, effective interpersonal communication, and culturally safe interactions with Aboriginal and Torres Strait Islander peoples and people from diverse cultural and social backgrounds.
LO5. Demonstrate beginning knowledge and skills to support the provision of professional, legal, safe and quality nursing practice, in the context of the interdisciplinary team, for people experiencing changes in mental health and well-being.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.2. Provides the information and education required to enhance people’s control over health 5.1. Uses assessment data and best available evidence to develop a plan
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.3. Recognises that people are the experts in the experience of their life 4.1. Conducts assessments that are holistic as well as culturally appropriate 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 7.1. Evaluates and monitors progress towards the expected goals and outcomes
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.5. Uses ethical frameworks when making decisions 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.4. Provides support and directs people to resources to optimise health related decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.2. Provides the information and education required to enhance people’s control over health 3.4. Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities 4.1. Conducts assessments that are holistic as well as culturally appropriate 5.1. Uses assessment data and best available evidence to develop a plan 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 7.1. Evaluates and monitors progress towards the expected goals and outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This UOS has been reviewed and updated in accordance with feedback from students and current best practice. Assessment formats have been altered to be more creative and weighting has changed to allow for a fairer distribution.

Additional information

Sensitive materials in teaching: Please note that in this Unit of Study sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This may include reference to for example, discrimination, assault, suicide, illness, death and dying or culturally sensitive issues. These topics are relevant to your learning and your knowledge and skill development for nursing practice.

You will be advised before the information/topic is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see images that you may be watching on your device. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

NURS2009: Promoting Well-being and Mental Health

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links