Unit rationale, description and aim

Best practice in mental health requires that practitioners are able to reflect on and develop understanding of their practice. Reflective practice including clinical supervision, mentoring and peer debriefing are identified as a core components of contemporary professional mental health practice in a number of professional standard documents.

In this unit, students will explore the principles underpinning personal and professional development and reflective practice, in order to promote the development of higher order critical thinking supportive of professional practice at an advanced level. Students will explore the importance of self-awareness when monitoring their own practice and the extent to which they work within personal, professional and organisational values and principles. Students will explore contemporary opinion and research on emotional intelligence / literacy and how this relates to their practice in mental health. A focus on continuing professional development and supervision activities to enhance knowledge, skills, values and attitudes needed for safe and effective mental health practice will be incorporated.

The aim of this unit is to provide students with an opportunity to develop an in-depth understanding of reflective practice and supervision and apply these principles in their own practice setting.

2025 10

Campus offering

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  • Term Mode
  • ACU Term 2Online Unscheduled
  • ACU Term 4Online Unscheduled

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Apply the principles underpinning personal and pro...

Learning Outcome 01

Apply the principles underpinning personal and professional development, supervision, peer mentoring and reflective practice
Relevant Graduate Capabilities: GC1, GC3, GC6, GC7, GC9, GC10, GC11

Demonstrate knowledge on how effective supervision...

Learning Outcome 02

Demonstrate knowledge on how effective supervision, mentoring and peer debriefing enhances therapeutic engagement with individuals, their families and carers/significant others.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11

Analyse the principles and skills of emotional int...

Learning Outcome 03

Analyse the principles and skills of emotional intelligence/literacy to build positive relationships, maintain mental and physical well-being and to achieve personal growth and professional goals
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11

Create a professional strategy that embeds sustain...

Learning Outcome 04

Create a professional strategy that embeds sustainable plans for ongoing professional reflective practice.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11

Content

Topics will include:

Theoretical frameworks of therapeutic communication and self-awareness within interpersonal relationships

  • Therapeutic communication
  • Self-awareness
  • Self-acceptance
  • Trust & Self disclosure
  • Support & interpersonal communication
  • Strength, hope & resilience models of care


The use of emotional intelligence / literacy

  • Effective management and leadership
  • Interpersonal relationships
  • Functional and adaptive relationships
  • Ethical imperatives and considerations


Professional / personal development and reflective practice

  • Theory, knowledge & skills re own emotional responses
  • Assessment of effects, outcomes of own emotional responses
  • Monitoring and evaluation
  • Implications for practice
  • Critical analysis of professional boundaries & relationships


Professional /personal development and clinical supervision

  • Models of clinical supervision
  • Performance management
  • Mentoring
  • Quality of care
  • Reflective practice
  • Practice development
  • Empowerment
  • Personal mental health

Assessment strategy and rationale

The assessments used in this unit include assessable content from synchronous webinar discussions, a written assignment, focusing on analysis of a critical workplace incident using a reflective model, and an ePortfolio demonstrating breadth and depth of document analysis and reading, and evidence of ongoing engagement in supervision. Assessments are designed for students to cumulatively demonstrate achievement of each learning outcome.

Assessments have been designed to provide students with the opportunity to first develop and document their understanding of unit content through collaborative dialogue. The second assessment task provides an opportunity for students to critical reflect on how they can utilise reflective practice through application of the principles to a work setting. The final assessment task is a capstone activity in which students are required to provide evidence of their application of understanding of reflective practice and/or supervision in their professional practice and integrate this evidence with their theoretical understanding to write a personal philosophy statement.

In order to pass this unit students must:

  • Demonstrate achievement of every learning outcome, and
  • Obtain a minimum mark of 50% for the unit, and
  • Achieve a mark of 50% or greater in Assessment 2 which is a graded hurdle.


Where students achieve a cumulative mark of 50% or more for the unit, overall, but do not achieve a mark of 50% or greater in Assessment 2 they will be offered one further attempt in Assessment 2. If students pass this further assessment, they will pass the unit and their original mark will be the final unit mark. If students fail the further assessment, they will fail the unit.

Overview of assessments

Assessment 1: Critical Practice Example and ...

Assessment 1: Critical Practice Example and Reflection

Students will critically reflect on a positive or negative event from their work setting demonstrating knowledge of the theories and practices of supervision or mentoring or peer debriefing.

Weighting

50%

Learning Outcomes LO1, LO2, LO4
Graduate Capabilities GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11

Assessment 2: ePortfolio Students will create a...

Assessment 2: ePortfolio

Students will create an ePortfolio detailing their developing understanding and application of the theoretical and practical aspects of undertaking reflective practice and supervision, mentoring or peer debriefing. Students will include artefacts to demonstrate their involvement in one mode of reflective practice. These artefacts will be used to underpin the writing of a personal philosophy of reflective practice. 

Weighting

50% (graded hurdle)

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11

Learning and teaching strategy and rationale

This unit uses an active learning approach to support students in the exploration of knowledge essential to recovery oriented mental health practice. Students are expected to contribute to asynchronous weekly discussions to learn from others experiences and perspectives. Active learning opportunities provide students with opportunities to practice and apply their learning in their work settings. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers. 

Representative texts and references

Representative texts and references

Foster, K., Marks, P., O'Brien. A. & Raeburn, T. (2022). Mental health in nursing, 6th ed. Elsevier 

Health & Community Services Union (2017). Clinical supervision for mental health nurses: A framework for Victoria. Retrieved from https://hacsu.asn.au/Clinical-supervision-for-mental-health-nurses-A-framework-for-Victoria~18671

Hercelinskjy, G. & Alexander, L. (2022). Mental health nursing: applying theory to practice, Revised ed. Cengage: Singapore. 

King, C., Edlington, T. & Williams, B. (2020). The “ideal” clinical supervision environment in nursing and allied health. Journal of Multidisciplinary Healthcare, 13: 187-196.

Martin, P., Copley, J. & Tyack, Z. (2014). Twelve tips for effective clinical supervision based on a narrative literature review and expert opinion. Medical Teacher, 36: 201-207.

O’Toole, G. (2020). Communication: Core interpersonal skills for healthcare practitioners, 4th edition. Elsevier.

Victorian Government (2022). Victorian Allied health clinical supervision framework. Retrieved from https://www.health.vic.gov.au/allied-health-workforce/victorian-allied-health-clinical-supervision-framework

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