NRSG263 / NRSG 263 Principles of Nursing:
Mental Health
Assessment Task 1 – Therapeutic Communication and
Reflection
Case Study Two – Kamal
Australian Catholic University | 2026/2027 Updated
Assessment Purpose
This assessment demonstrates the student's ability to apply fundamental therapeutic
communication skills within a mental-health context while maintaining:
person-centred practice
recovery-oriented principles
trauma-informed care
professional boundaries
respect for consumer rights
legal and ethical awareness
supported decision-making
appropriate student-nurse scope of practice
These priorities closely reflect the current NRSG263 learning outcomes and assessment
rationale. Australian Catholic University
CASE STUDY
Consumer: Kamal
Age: 21 years
Occupation: University student
Kamal has been admitted to a medical short-stay setting for mental-health assessment and has a
provisional diagnosis of first-episode psychosis.
Kamal approaches the student nurse because he wants to go home and does not understand why
he is currently receiving care under the Mental Health Act framework.
,He is particularly confused about:
voluntary treatment
involuntary treatment
restrictive interventions
The student nurse is working with a buddy/supervising nurse and is required to communicate
with Kamal in a calm, respectful and therapeutic manner.
The goal is not to give independent legal advice or make decisions about Kamal's legal
status.
The goal is to:
listen → identify Kamal's concerns → explain general concepts clearly → validate emotions
→ check understanding → preserve choice wherever possible → involve the supervising
nurse appropriately.
PART A — THERAPEUTIC
COMMUNICATION ROLE-PLAY
Opening and Rapport
Student Nurse:
Hi Kamal, my name is [Student Name]. I'm a student nurse working today with my supervising
nurse.
I understand you've got some questions about being here and what the Mental Health Act means
for you.
Before we talk about that, how are you feeling about everything that's happening at the moment?
Kamal:
I'm confused. I don't understand why I'm here. I just want to go home.
Student Nurse:
, It sounds like you're feeling confused and frustrated because you don't fully understand what is
happening or why you're being asked to stay.
Kamal:
Exactly. Nobody is explaining anything properly.
Student Nurse:
Thank you for telling me that. You have a right to receive information about your care in a way
that makes sense to you.
Would it be okay if we go through what is worrying you one part at a time?
Why This Opening Works
The nurse:
introduces themselves and identifies student status
establishes professional boundaries
acknowledges Kamal's concern
uses an open-ended question
reflects Kamal's feelings
seeks permission before continuing
avoids arguing about whether Kamal should stay
supports autonomy and participation
This is more consistent with recovery-oriented and trauma-informed practice than beginning
with rules or instructions.
Exploring Kamal's Main Concern
Student Nurse:
When you say you want to go home, can you tell me a little more about what you're most
concerned about right now?
Kamal:
I don't understand whether I'm being forced to stay. Am I voluntary or involuntary? What's the
difference?
Mental Health
Assessment Task 1 – Therapeutic Communication and
Reflection
Case Study Two – Kamal
Australian Catholic University | 2026/2027 Updated
Assessment Purpose
This assessment demonstrates the student's ability to apply fundamental therapeutic
communication skills within a mental-health context while maintaining:
person-centred practice
recovery-oriented principles
trauma-informed care
professional boundaries
respect for consumer rights
legal and ethical awareness
supported decision-making
appropriate student-nurse scope of practice
These priorities closely reflect the current NRSG263 learning outcomes and assessment
rationale. Australian Catholic University
CASE STUDY
Consumer: Kamal
Age: 21 years
Occupation: University student
Kamal has been admitted to a medical short-stay setting for mental-health assessment and has a
provisional diagnosis of first-episode psychosis.
Kamal approaches the student nurse because he wants to go home and does not understand why
he is currently receiving care under the Mental Health Act framework.
,He is particularly confused about:
voluntary treatment
involuntary treatment
restrictive interventions
The student nurse is working with a buddy/supervising nurse and is required to communicate
with Kamal in a calm, respectful and therapeutic manner.
The goal is not to give independent legal advice or make decisions about Kamal's legal
status.
The goal is to:
listen → identify Kamal's concerns → explain general concepts clearly → validate emotions
→ check understanding → preserve choice wherever possible → involve the supervising
nurse appropriately.
PART A — THERAPEUTIC
COMMUNICATION ROLE-PLAY
Opening and Rapport
Student Nurse:
Hi Kamal, my name is [Student Name]. I'm a student nurse working today with my supervising
nurse.
I understand you've got some questions about being here and what the Mental Health Act means
for you.
Before we talk about that, how are you feeling about everything that's happening at the moment?
Kamal:
I'm confused. I don't understand why I'm here. I just want to go home.
Student Nurse:
, It sounds like you're feeling confused and frustrated because you don't fully understand what is
happening or why you're being asked to stay.
Kamal:
Exactly. Nobody is explaining anything properly.
Student Nurse:
Thank you for telling me that. You have a right to receive information about your care in a way
that makes sense to you.
Would it be okay if we go through what is worrying you one part at a time?
Why This Opening Works
The nurse:
introduces themselves and identifies student status
establishes professional boundaries
acknowledges Kamal's concern
uses an open-ended question
reflects Kamal's feelings
seeks permission before continuing
avoids arguing about whether Kamal should stay
supports autonomy and participation
This is more consistent with recovery-oriented and trauma-informed practice than beginning
with rules or instructions.
Exploring Kamal's Main Concern
Student Nurse:
When you say you want to go home, can you tell me a little more about what you're most
concerned about right now?
Kamal:
I don't understand whether I'm being forced to stay. Am I voluntary or involuntary? What's the
difference?
