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Graduate Diploma in Mental Health Nursing (Online)

Deepen your specialist capability in mental health nursing practice

100% online delivery

ACMHN-accredited qualification

Designed for registered nurses

Clear pathway into master

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Expand your impact in mental health nursing

  • 2 years part-time
  • $2,317 – $3,235 per unit
  • 80 credits points

At a specialist level, mental health nursing demands deeper clinical reasoning, stronger therapeutic capability, and a confident grasp of recovery-focused care.

ACU’s Graduate Diploma in Mental Health Nursing is designed for registered nurses in mental health who are ready to broaden their scope of practice and develop specialist mental health nursing expertise.

You’ll enhance therapeutic practice, advance clinical decision-making, and extend your capability in recovery-oriented and evidence-informed care, overall strengthening your role within complex and fast-evolving mental health settings.

As part of this graduate diploma, you’ll also:

  • deepen your recovery-oriented and person-centred practice.
  • strengthen therapeutic engagement in complex clinical situations.
  • build confidence in applying research in real-world settings.
  • study flexibly around shift work and life commitments.
  • progress into advanced postgraduate study when you’re ready.

Diploma details

  • 8 units studied flexibly
  • 100% online
  • ACMHN-accredited qualification
  • Commonwealth supported places available
  • FEE-HELP available for eligible students
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Course structure

Online, flexible and clinically grounded

8 units

2 years part-time online study

The Graduate Diploma in Mental Health Nursing is delivered fully online and designed for working nurses. Learning is practical and recovery-focused, guided by experienced mental health nurse academics who understand the realities of clinical practice.

You’ll deepen your capability across recovery-oriented practice, therapeutic engagement, health promotion and reflective supervision, strengthening your specialist role within real mental health settings.

Students must complete 40 credit points from the specified mental health nursing units and will have the choice to complete the remaining 40 credit points either from the project stream or the research stream in their second year.

This course is offered over four 10-week terms per year. You’ll access your learning materials from the start of each term and progress at your own pace. Some courses require on-campus intensives or in-person placements.

Required graduate diploma in mental health nursing units

Specified units (40CP)

Best practice in mental health care delivery must reflect a team approach that is holistic, culturally safe and recovery-oriented to assessment, care planning, implementation and evaluation. This is inclusive of the individual, their family / group and their community. This approach to care delivery supports the individual in their recovery journey and to achieve a fulfilling life as determined by the person themselves, within their already existent relationships and social networks. The focus of the unit is on assessment of individual care needs, care planning and care implementation using a person-centred approach. Students will explore how the therapeutic relationship forms the basis of a collaborative approach to assessment and care planning with individuals. This learning will be applied to their practice in working with the individual, their carers, families and other members of the multidisciplinary team. The aim of this unit is to prepare students to provide culturally safe holistic recovery-oriented care for people experiencing a mental illness in a variety of clinical settings.
In Australia, it is estimated that mental illness will affect at least 1 in 5 adults and 1 in 10 children in any given year. The growing number of people diagnosed with mental illness indicates a need for clinicians to utilise targeted strategies to support appropriate interventions and recovery-oriented models of care. Such models of care are integral to transforming attitudes and practice in mental health from paternalistic to socially inclusive and culturally safe practice which supports the dignity and rights of mental health consumers. This unit examines the guiding principles of a recovery-oriented approach to mental illness and distress. A recovery-oriented approach emphasises hope for the future, whilst it values and respects the uniqueness, expertise and experience of the individual, their family / group, and their community. Principles of recovery-oriented mental health nursing, including recognition of the uniqueness of the individual, real choices, attitudes and rights, dignity and respect, partnership and communication will be critically examined. Students will investigate and critically analyse a mental health culture in the light of social inclusion and how it fosters self-determination and resilience toward recovery. The aim of this unit is to provide students with a sound understanding of recovery-oriented principles and to allow them to critically reflect on the way in which their learning of recovery-oriented practices has impacted on their clinical practice.
Individuals experiencing mental illness are reported to experience a significantly increased prevalence of physical health inequalities. Mental health practitioners must therefore be able to recognise and respond to these needs through the provision of holistic person-centred recovery-oriented interventions. Within a cultural perspective the physical health of individuals with an underlying mental health condition who experience the phenomenon of diagnostic overshadowing will be explored. Challenges associated with coexisting health conditions, including alcohol and other drug use, psychopharmacological agents and the impact on the individual will be examined. Students will identify strategies and policies for health promotion, prevention and early intervention. Within a multidisciplinary team approach student will explore issues related to access and utilisation of health resources for recovery. This unit will broaden and enhance students’ knowledge and skills in applying effective health promotion strategies as mental health nurses for individuals with a mental health condition. The aim of this unit is to provide students with the opportunity to critically evaluate the relationship between mental health and physical health, and the social inequalities of health experienced by individuals experiencing mental illness.
Best practice in mental health requires that mental health nurses are able to reflect on and develop understanding of their practice as members of the multidisciplinary team. Clinical supervision is identified as a core component of contemporary professional mental health nursing practice in in a number of professional standard documents. This unit explores the principles underpinning personal and professional development and reflective practice, in order to promote the development of higher order critical thinking supportive of professional mental health nursing 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 nursing. A focus on continuing professional development and clinical supervision activities to enhance knowledge, skills, values and attitudes needed for safe and effective mental health nursing 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 clinical supervision and apply these principles in their own practice setting.

Project stream units (40CP)

Leaders in healthcare must develop sound knowledge and skill in leading service transformation through transformation of self and others. Today’s leaders require personal leadership characteristics as well as the ability to facilitate others to achieve their potential, through role modelling, supporting and empowering. This unit is necessary for future leaders who can lead others in planning, implementing and evaluating strategies and tools designed to resolve complex problems and optimise health for diverse population communities, such as Aboriginal and Torres Strait Islander people, among others, through innovative health administration practices that shape and improve healthcare systems. The aim of this unit is to introduce students to contemporary theory-based leadership practices in order to develop knowledge and skill necessary for leading health service transformation.

Understanding evidence-based practice and research approaches is fundamental to health research. This unit provides opportunity for students who are health practitioners, to ask, acquire, interpret, analyse, synthesise, and integrate evidence to facilitate ongoing improvement in healthcare practice. Additionally, an understanding of the principles and philosophical positions underpinning different research approaches in health care is essential to critically evaluate research literature, and undertake health inquiry, workplace projects or health research. This will incorporate recognising, acknowledging and respecting culturally appropriate research approaches that include Aboriginal and Torres Strait Islander peoples and communities.

This unit addresses issues of evidence-based knowledge development and the methods and processes that health disciplines apply to health inquiry, project and research processes, within a person-centred care environment. Ways to evaluate solutions to complex clinical issues/problems in the health care environment and formulate a relevant question/topic are addressed. In addition, students will develop skills to search for, read and interpret relevant literature, along with approaches to analysis and synthesis of literature as a preparatory step in writing a literature review for a proposed health inquiry, workplace project or health research.

This unit aims to develop confidence and competence in the application of evidence-based practice and interpretation of health literature.

Cognitive Behavioural Therapy (CBT) is an intervention of choice in contemporary mental health service delivery and has been demonstrated to be an effective treatment option for a diverse range of consumers. Mental health practitioners therefore need a range of knowledge and skills to successfully facilitate Cognitive Behaviour Therapies in partnership with consumers. Students will utilise simulated and real consumer case studies to apply knowledge and skills related to CBT in in an integrated fashion to formulate and implement an effective CBT intervention plan. Students will reflect upon and evaluate their own intervention while demonstrating an awareness of its impact on the consumer. The aim of this unit is to help students build upon knowledge and skills gained from other units to build additional theoretically informed knowledge of culturally responsive and ethical CBT practices.
Contemporary healthcare practitioners can face a range of clinical and extra-clinical ethical challenges. Such circumstances require responses informed by critical reflection and moral deliberation to inform advocacy and action. On the basis of key theoretical frameworks in ethics, this unit provides a broad-based introduction to applied ethics in healthcare. The unit aims to support health practitioners in the application of principles of healthcare ethics to specific issues arising in their workplace settings, to promote the common good through serving the proper goals of healthcare practice.

Research stream units (40CP)

Understanding evidence-based practice and research approaches is fundamental to health research. This unit provides opportunity for students who are health practitioners, to ask, acquire, interpret, analyse, synthesise, and integrate evidence to facilitate ongoing improvement in healthcare practice. Additionally, an understanding of the principles and philosophical positions underpinning different research approaches in health care is essential to critically evaluate research literature, and undertake health inquiry, workplace projects or health research. This will incorporate recognising, acknowledging and respecting culturally appropriate research approaches that include Aboriginal and Torres Strait Islander peoples and communities.

This unit addresses issues of evidence-based knowledge development and the methods and processes that health disciplines apply to health inquiry, project and research processes, within a person-centred care environment. Ways to evaluate solutions to complex clinical issues/problems in the health care environment and formulate a relevant question/topic are addressed. In addition, students will develop skills to search for, read and interpret relevant literature, along with approaches to analysis and synthesis of literature as a preparatory step in writing a literature review for a proposed health inquiry, workplace project or health research.

This unit aims to develop confidence and competence in the application of evidence-based practice and interpretation of health literature.

Cognitive Behavioural Therapy (CBT) is an intervention of choice in contemporary mental health service delivery and has been demonstrated to be an effective treatment option for a diverse range of consumers. Mental health practitioners therefore need a range of knowledge and skills to successfully facilitate Cognitive Behaviour Therapies in partnership with consumers. Students will utilise simulated and real consumer case studies to apply knowledge and skills related to CBT in in an integrated fashion to formulate and implement an effective CBT intervention plan. Students will reflect upon and evaluate their own intervention while demonstrating an awareness of its impact on the consumer. The aim of this unit is to help students build upon knowledge and skills gained from other units to build additional theoretically informed knowledge of culturally responsive and ethical CBT practices.
Contemporary healthcare practitioners can face a range of clinical and extra-clinical ethical challenges. Such circumstances require responses informed by critical reflection and moral deliberation to inform advocacy and action. On the basis of key theoretical frameworks in ethics, this unit provides a broad-based introduction to applied ethics in healthcare. The unit aims to support health practitioners in the application of principles of healthcare ethics to specific issues arising in their workplace settings, to promote the common good through serving the proper goals of healthcare practice.
This unit equips students with a strong foundation in qualitative research methods, preparing them to undertake research-based projects in health care. Designed as an advanced introduction to qualitative research methods, the course explores key qualitative research theoretical and paradigmatic frameworks, methodologies, methods and ethical considerations, and their applications in health-related research. Students will engage with a range of qualitative research approaches, including participant observation, in-depth interviews, and focus groups, gaining an in-depth understanding of qualitative data collection, analysis, and reporting. Ethical considerations, particularly in research involving Aboriginal and Torres Strait Islander Peoples, will be emphasised, alongside discussions on reflexivity and rigour. The unit also explores the future direction of qualitative research, including practical applications. Students will develop essential skills in research design, conducting interviews, analysing qualitative data, and disseminating qualitative research. By the end of the course, students will have the confidence and expertise to design and conduct rigorous qualitative research that addresses critical health challenges.
Understanding, using and interpreting statistics is crucial to health science research and practice, particularly in monitoring health outcomes and decision-making processes about interventions. This unit will develop students’ knowledge of fundamental statistical concepts, such as descriptive and inferential statistics, common statistical tests and statistical methods frequently used in health science research. This will include hypothesis testing, estimation, associations, modelling relationships and prediction using different methods such as regression analyses. Throughout the unit, students will consolidate their understanding of statistical theory through its application to practice. While there are some formulae and computational elements to the unit, the emphasis is on interpretation and concepts. Besides the theoretical material, this unit will also enable students to run basic analyses using common statistical software. Using this software, students will analyse simulated health science data sets and then interpret the results obtained. This unit aims to extend students’ statistical understanding and analytical expertise, which can then be applied to practice through critical appraisal statistical methods used in health science research.

Help meet growing demand in mental health services

Mental health services are evolving in hospital, community and specialised settings. Mental health nurses with strong therapeutic capability and recovery-focused expertise are increasingly valued in clinical environments.

For graduates, career outcomes may include:

  • mental health nurse
  • case manager or case worker
  • team leader
  • service manager
  • triage manager
  • psychiatric consultation and liaison nurse.

Top careers:

Mental health nurse $95,000 AUD per year1

Clinical lead $120,000 AUD per year2

Entry requirements

Designed for nurses

Apply online

No application fee

To apply for this course, you’ll need:

  • A completed Bachelor of Nursing degree (or higher); or
  • A completed Graduate Certificate in Mental Health Nursing, or equivalent; and
  • Provide written confirmation from their employer that they are employed in a mental health service.
How to apply

Fee details

$2,317 – $3,235 per unit

8 units

FEE-HELP available

The cost of study is an important consideration when planning your future, and the tuition outlined here is designed to give you a clear and transparent understanding of what to expect for the Graduate Diploma in Mental Health Nursing.

Studying a Graduate Diploma in Mental Health Nursing can accelerate your progression into advanced, better-paid clinical roles while building deep, specialised expertise to meet growing demand in complex mental health care settings.

This course can be paid through the FEE-HELP government loan scheme. If you are an Australian citizen or hold a permanent humanitarian visa, you may not need to pay upfront. Get in touch with our team for more information.

Fees & support

Your teachers

ACU is rated five stars in Australia for full-time postgraduate employment.3 Our mission-driven approach combines academic excellence with a commitment to ethics, social responsibility and real-world impact.

ACU’s strong and established reputation in nursing and health sciences positions and prepares graduates to deliver safe, equitable and patient-centred care in evolving healthcare environments.

What’s it like to learn online?

As an ACU Online student, you’ll study the same curriculum taught on campus, with the flexibility to learn where and when it suits you. ACU’s digital learning platform connects you with expert educators, live tutorials and interactive coursework designed for flexibility and support. Whether you’re balancing work, family or other commitments, you’ll have the tools, structure and guidance to learn, succeed and excel at your own pace.

Sources

  1. How to become a mental health nurse https://au.seek.com/career-advice/role/mental-health-nurse.
  2. How to become a clinical lead https://au.seek.com/career-advice/role/clinical-lead.
  3. Good Education Group. (2026). The Good Universities Guide 2026. https://www.gooduniversitiesguide.com.au.