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Lesson Plan: Reduced Operational Funds and How to Cope Effectively to Continue Delivering Sufficient and Quality Community Health Service

Lesson Plan for Group Presentation

Group: registered nurses from the Community Mental Health Clinic

Group Size: 3 nurses

Subject: Improved Service Delivery with Minimum Funding in Mental Health Care

Study Context: Reduced operational funds in community mental clinic and how to cope with the new situation without affecting the level of service delivery

Aim: The aim of this study is to come up with an educational plan for all mental health workers on how to effectively cope with the insufficient funding and eventually offer quality services.


  • Australian Health System funding.

  • Basic economics of health care

  • Impact of economics of health and reduced funding to the community health clinic services.

Resources: the lesson will utilise resources from the Google Scholar and MedLine database that have been published in the last ten years involving utilisation of minimal funding to deliver quality care in mental health services, sources of funding in the Australian Health System and how to counter funding inefficiencies to promote health care.

Learning Outcomes:

  • Understand the Australian Health System Funding and causes of reduction in funding.

  • Have basic economics on health care and effective planning

  • Come up with measures to counter insufficient funding and improve service delivery.

Assessment: The assessment to be undertaken will involve nurses undertaking practices to come up with health care delivery plan with minimum financial spending, but high quality of care.

Individual Student Justification of the Lesson Plan

Financing forms a key pillar in the realising of sufficient and quality health care. According to Australian Institute of Health and Welfare (2012), although there is great commitment by the government in terms of health funding, there is need for concerted efforts to enhance efficiency in the wake of insufficient finances. This lesson plan aims at enhancing the available resources whether insufficient to ensure competitive and quality mental health care to the community. Lesson plans are critical items of learning as they act as the guide to giving out facts and concepts in a certain lesson. Planning is essential in the ultimate realisation of success in the professional practice (Oliver-Baxter & Brown, 2013). The following section outlines the importance of the sections incorporated in the lesson plan.

The first two sections identify the study group involved with the lesson, and then follow the subject and study context which clearly outlines the main objective of the lesson study. The aim section gives the specific objective of the study with the contents section giving the coverage of the entire exercise. The resources section indicates the materials to be utilised in the achievement of the lesson plan objective and criteria to be utilised in accessing the most appropriate ones. The last part of assessment will evaluate the nurses understanding of the concepts in the lesson plan contents. Finally, the learning outcomes outline the expected goals of the lesson plan in the actual practice. After the learning process as per the lesson plan, the learners (RNs) will have achieved the points indicated by the outcomes.

The underlying principle of each of the sections covered is critical in the overall objective of the study. The contents give a clear point to the target study framework and target theoretical aspects. The financing and efficiency in spending of available resources involves critical inclusion of all healthcare workers (Armstrong et al., 2007; Boxall, 2011). Having the most appropriate resources for the study ensure clear understanding of the study learning outcomes. Assessment is critical in the analysis of learners’ comprehension of the study’s concepts (Steiner et al., 2010; Ozkan & Ulutas, 2012). Subsequently, effective analysis of concept comprehension through assessment brings a paradigm shift to understanding how to effectively utilise concepts learnt in a lesson and apply them effectively in practical practice.

This lesson plan clearly identifies the most appropriate way of enlightening the nurses on how to understand the health funding system and causes of insufficient funding. Having a clear understanding of health economics will trigger a mindset of coming up with a solution relating to improved service delivery within the reduced mental health funding (Sutter et al., 2010; ABS, 2012). The lesson plan has been made possible by employing the Bloom’s Taxonomy as critical framework to guide the concept being pursued. Utilising standardised study frameworks enhance the process of learning and subsequently raise the standard of skills put in place and the outcome achieved (Rutherford-Hemming, 2012).

The proposed changes to the mental health operations in order to cope with the funding cuts in the facility will involve coming up with interventions that require less resources. Armstrong et al. (2007) clearly asserts that it is apparent that planning is crucial towards realising efficiency in mental health when resources are not sufficient. For example, home care for mental patients with mild symptoms instead of hospitalisation is one method. Patient management cost is brought down considerably with inclusion of family members in the mental health care (Fisher, 2011). Further, looking for more voluntary services from social workers and other community staff with a background in mental social health care is practical (Gruner, 2014, p. 59). Consequently, making the facility more focused on efficiency of service delivery, rather than resource availability will ensure improved quantity and quality of service delivery (WHO, 2011).

In conclusion, my percentage contribution as a learner in the lesson plan involved 35% with an equivocal endorsement of the leaning outcomes, contents to be covered and the resources to be utilised. The most crucial contribution involved the need for having credible materials for learning of the Australian Health Funding and subsequently, how to utilise available resources to promote mental health quality among all levels of people in the community.


Armstrong, B.K., Gillespie, J.A., Leeder, S.R., Rubin, G.L. & Russell, L.M. (2007). Challenges in health and health care for Australia. Med J Aust, 187(9), 485-489.

Australian Bureau of Statistics (2012). Health care delivery financing: National health care system. Canberra: ABS.

Boxall, A. (2011). What are we doing to ensure the sustainability of the health system? Research Paper no. 4 2011-12. Parliament of Australia.

Fisher, J. (2011). The therapeutic role of the mental health nurse: Implications for the practice of psychological therapies. PhD Thesis. Lismore, NSW: Southern Cross University.

Gruner, L. (2014). Review of South Australian child and adolescent mental health services: Women’s and Children’s Health Network. Final Report, November 2014. Quality Directions Australia.

Oliver-Baxter, J. & Brown, L. (2013). Primary health care funding models. Research Roundup. Issue 33. Adelaide: Primary Health Care Research & Information Service.

Ozkan, N.F. & Ulutas, B. (2012). Evaluating the effect of teaching strategies and learning styles to students’ success. New World Sciences Academy, 7(2), 613-620.

Rutherford-Hemming, T. (2012). Simulation methodology in nursing education and adult learning theory. Adult Learning, 23(3), 129-137.

Steiner, S.H., Hewett, B.J., Floyd, E., Lewis, N.C. & Walker, E.H. (2010). Creating a learner-centred environment in nursing education: An immersion experience. Journal of Adult Education, 39(1), 11-17.

Suter, E., Oelke, N.D., Adair, C.E. & Armitage, G.D. (2010). Ten key principles for successful health systems integration. Healthc Q., 13, 16-23.

WHO (2011). Impact of economic crisis on mental health. Copenhagen: World Health Organisation.