NURS6055: Written Assignment 1

Assignment Overview

Purpose

This task asks you to critically engage with the study by Reid et al. (2018) on consumers’ perspectives of collaborative care planning in acute inpatient units. Your response should address challenges identified in the study and propose solutions grounded in contemporary mental health approaches. Structure your response into three key parts.

Description

Reid et al (2018) illustrate the consumers’ perspective of collaborative care planning within an acute inpatient unit. It outlines some of the frustrations experienced by consumers and staff and provides us with an opportunity to rethink the approach and understand what consumers want within these settings.

Part 1: Addressing Consumer Challenges

• Summarise the key challenges identified by consumers in Reid et al.’s (2018) study related to collaborative care planning in acute mental health settings.

• Develop a detailed plan for addressing these challenges when creating collaborative care plans with consumers.

• Consider practical strategies that could improve consumer engagement and satisfaction in the care planning process.

Part 2: Supporting Your Plan with Literature

• Examine each of the identified challenges outlined in the Reid et al. (2018) study and argue for alternative approaches to overcoming these challenges by drawing on other high-quality literature.

• Compare and contrast different methods from the literature and justify your proposed plan using evidence from current research.

Part 3: Alignment with Contemporary Mental Health Practices

• Critically evaluate how your plan aligns with contemporary mental health approaches, particularly trauma-informed and recovery-oriented practices.

• Demonstrate how your plan recognises and respects the consumer’s lived experience, ensuring that it promotes empowerment, safety, and collaboration.

• Highlight specific elements of your plan that support these approaches, ensuring they contribute to the overall recovery and well-being of the consumer.

Summary of Assessment Requirements

This assessment requires the student to critically analyse the study by Reid et al. (2018), which explores consumers’ experiences and frustrations with collaborative care planning in acute mental health units. The task is divided into three major parts, each with its own focus and key expectations:

Part 1: Addressing Consumer Challenges

• Summarise the core challenges faced by consumers as identified in Reid et al.’s study.

• Develop a comprehensive plan to address these identified challenges in real collaborative care planning contexts.

• Propose practical strategies to enhance consumer engagement, autonomy, and satisfaction.

Part 2: Supporting the Plan with Literature

• Analyse each challenge in detail and provide alternative perspectives or strategies from contemporary, high-quality research.

• Compare and contrast differing approaches in the literature.

• Justify the proposed plan using strong, current evidence from mental health research.

Part 3: Alignment with Contemporary Mental Health Practices

• Critically evaluate how the proposed plan reflects trauma-informed and recovery-oriented care models.

• Demonstrate how the plan respects lived experience and promotes the core principles of empowerment, safety, participation, and collaboration.

• Highlight specific components of the plan that align with contemporary mental health frameworks and support consumer recovery.

How the Academic Mentor Guided the Student Through the Task

The Academic Mentor supported the student by breaking down the assessment into manageable stages. The process focused on helping the student understand the purpose of each section, interpret the study findings, and integrate relevant literature and frameworks.

Step 1: Understanding the Assessment Purpose and Study Context

The mentor first ensured the student clearly understood:

• The purpose of the assessment

• The context and key findings of Reid et al. (2018)

• The focus on consumer perspectives and collaborative care planning

The student was guided to extract the main frustrations experienced by consumers, such as poor communication, lack of involvement, power imbalances, and limited transparency in care processes.

Step 2: Structuring the Response and Planning Each Section

Before writing, the mentor helped the student map out the structure:

• Part 1 → Identify challenges + create solutions

• Part 2 → Support those solutions with external literature

• Part 3 → Link the plan to trauma-informed and recovery-oriented care

A detailed outline was created to ensure each part flowed logically and met assessment requirements.

Step 3: Developing Part 1 – Addressing Consumer Challenges

The mentor guided the student to:

• Summarise consumer-reported challenges directly from Reid et al. (2018)

• Focus on issues such as limited participation, poor communication, rigid systems, and lack of shared decision-making

• Create a practical improvement plan that includes strategies like:

  • shared decision-making meetings

  • improved communication protocols

  • transparency in treatment goals

  • routine feedback gathering

  • co-designed interventions

The mentor emphasised connecting each challenge to a real-world solution rooted in collaborative practice.

Step 4: Completing Part 2 – Using Literature to Strengthen the Plan

The student was then guided in sourcing high-quality, peer-reviewed literature to:

• Provide alternative viewpoints

• Compare strategies proposed in other studies

• Justify why their chosen plan is optimal

The mentor showed the student how to:

• Use academic databases

• Assess research quality

• Paraphrase effectively

• Integrate literature into arguments

This step ensured each solution in Part 1 was grounded in strong evidence.

Step 5: Writing Part 3 – Linking to Trauma-Informed and Recovery-Oriented Practice

The mentor helped the student examine the proposed plan through the lens of:

• Trauma-informed practice (safety, choice, trust, empowerment, collaboration)

• Recovery-oriented care (hope, self-determination, partnership, lived experience)

The student was supported in identifying which elements of the plan aligned with these models, such as:

• Offering choices in care discussions

• Ensuring transparency and consistency

• Promoting consumer autonomy

• Creating emotionally and physically safe environments

This section demonstrated the student’s ability to connect theory with applied practice.

Step 6: Ensuring Cohesion, Academic Tone, and Referencing

In the final stage, the mentor guided the student to:

• Review the structure for logical flow

• Ensure clarity and academic tone

• Strengthen topic sentences and transitions

• Align content with marking criteria

• Apply correct APA 7 referencing

This polished the final submission into a cohesive, critically reflective, and well-supported academic response.

Outcome and Learning Achievements

By following this guided process, the student successfully:

Met all assessment requirements

Each part was addressed thoroughly, with relevant challenges, solutions, evidence, and reflective analysis.

Developed strong critical thinking skills

The student learned how to evaluate research, compare approaches, and justify decisions.

Applied contemporary mental health frameworks

The final plan clearly aligned with trauma-informed and recovery-oriented principles.

Demonstrated understanding of consumer-centered care

The student highlighted lived experience, empowerment, collaboration, and safety.

Strengthened academic writing and referencing skills

The mentor’s guidance supported improved structure, clarity, and scholarly voice.

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