HomeMy WebLinkAboutNUR-285NUR 285
BERGEN COMMUNITY COLLEGE
THE SCHOOL OF HEALTH PROFESSIONS
DEPARTMENT OF NURSING
NUR 285
LEVEL III
PSYCHIATRIC/ MENTAL HEALTH NURSING
COURSE OUTLINE
4 CREDITS
LECTURE: 4 HOURS PER WEEK
CLINICAL: 10 HOURS PER WEEK
CLINICAL CONFERENCE: 2 HOURS PER WEEK
Due to the COVID-19 pandemic, this course will be taught online Fall 2020
For use during Fall 2020 and Spring 2021 semesters only
Master Syllabus: Last revision date July 2020
MASTER SYLLABUS: Last Revision Date July 2020
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Table of Contents
Course Description…………………………………………………………………………………..2
Student Learning Outcomes………………………………………………………………….........2
Teaching/Learning Activities ................................................................................................ 3
Level Requirements… ......................................................................................................... 4
Course Requirements ...................................................................................................... ….4
Course Evaluation…………………………………………………………………………………...5
Grading…………………………………………………………………………………………….....6
Clinical Experience…………………………………………………………………………………..7
Disability Statement ....................................................................................................... …..7-8
Student Course Agreement ................................................................................................... 9
Required Text…………………………………………………………………………………………10
Course Units .................................................................................................................... 10-18
2
ALL POLICIES AND COURSE REQUIREMENTS ARE SUBJECT TO REVISION ON A SEMESTER BY
SEMESTER BASIS. STUDENTS WILL BE NOTIFIED OF ANY REVISION(S) AT THE BEGINNING OF
THE SEMESTER IN WHICH THE POLICY OR REQUIREMENTS IS/ARE TO BE IMPLEMENTED,
DURING THE FIRST MEETING OF THE APPROPRIATE NURSING CLASS. CLINICAL TIMES ARE
SUBJECTED TO CHANGE AT THE DISCRETION OF THE FACULTY AND CLINICAL FACILITY.
Note: Syllabi found on syllabi central is for information only. Individual course syllabi may be
different.
COURSE DESCRIPTION
NUR-285, Psychiatric Mental Health Nursing is a third level course in the nursing sequence which focuses
on adaptive and maladaptive psychosocial behaviors. Concentration is on the inter-and intrapersonal
relationships for infants, children, adolescents, and adults. Students will use the nursing process in a variety
of health care settings to assist individuals, families, and groups achieve optimal health.
4 lec. 12 lab, 7.5 weeks, 4 credits.
PREREQUISITES: NUR-281 & NUR282
CO-REQUISITES: BIO-104, SOC-101, and NUR-284
Note: Evening Program students must complete BIO-104 prior to Level III and must complete SOC-101
prior to Level I. Additional pre-requisites for Evening Program are: PSYCH 106, BIO109,209, WRITING
101,201
NUR285 Student Learning Outcomes
1. Applies Orem’s Self Care Model of Nursing to individuals, families and groups experiencing
psychosocial health problems (Solitude vs. Social Interaction, Normalcy).
2. Applies nursing care that reflects the developmental, socioeconomic, cultural, and spiritual capabilities of
individuals, families, and groups.
3. Engages in therapeutic and professional communication techniques when interacting with individuals,
families, and other health care team members
4. Selects nursing activities that support personal, professional, and educational development.
5. Behaves in a professional, ethical, and legal manner, effecting nursing practice in the current health care
environment.
6. Applies skills in nursing care through the use of a variety of technological resources.
7. Utilizes pharmacological concepts in the classroom and clinical setting to correctly calculate drug and
solution problems. Passes the Level III Pharmacological Math Computation Exam (PMCE) with a score of
100%.
8. Incorporates the principles of teaching in the care of individuals, families, and groups that meet the
learner’s needs.
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Means of Assessment
The Student Learning Outcomes are assessed through various means of assessment, including but not limited
to:
Interactive lecture activity
Group discussion
Role Play Exercises
Simulation Lab experience
Field observations
Audio-visual aids
Gaming ,media, film
Clinical performance: Acute setting,voluntary and involuntary admission
ATI Practice Assessments, testing, and focused review
Computer Assisted Instruction
Assigned and self-directed readings
Clinical Conference Case Studies: oral presentation with critique of relevant research
articles
Nursing Care Plan
Process Recording
Alcoholics Anonymous Meeting attendance and reflection paper
PMCE
Unit Exams
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LEVEL REQUIREMENT
Passing a Pharmacological Math Computation Exam (PMCE) with a score of 100% is a level
requirement. The PMCE will be given in the first course of each level. If the student does not attain the
required 100% passing grade, he/she will be provided two retake opportunities before clinical
begins. Failure to achieve a 100% in the PMCE will result in an "F" for the course in which the test
was administered. Non-scientific calculators may be used at Level III. Those students who are
repeaters must also take the exam during whatever section they enter.
NUR285 COURSE REQUIREMENTS
Unit Exams (3)……………………………………………………………………………….. 75%
ATI Package: Final Exam, Practice Assessments, Remediation………………………. 5%
PMCE:
Score of 100% must be achieved within 3 attempts prior to clinical in order
for course work to proceed
Clinical Papers (20%):
One Process Recording ………………………………………………………………5%
One Nursing Care Plan………………………………………………………………..5%
One Clinical Conference Case Study………………………………………………..5%
Alcoholics Anonymous (AA) Reflection Paper………………………………….......5%
All of the above clinical papers must follow the Department of Nursing rubrics. The rubric for each
paper can be found on the course page on Moodle.
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COURSE EVALUATION
A. Theory Grade – The theory grade will consist of three (3) unit exams one (1) clinical
conference facilitation with critique of evidenced based practice research article, one (1) written
paper, one (1) NCP, one (1) Process Recording, and one (1) ATI standardized exam and
preparatory package which includes (2) practice assessments with remediation . In order to pass the course, the cumulative average of the 3 unit exam grades must be a
77.45% "C+" or greater; completion of ATI package is mandatory. The clinical conference
presentation and AA Reflection Paper grades may enhance a grade but WILL NOT be used to
meet the minimum test grade average requirement of 77.45%.
Students may review exams during scheduled times prior to the next exam to pass NUR-285.
Any grade below a "C+" will be an "F". (Refer to Nursing Student Handbook.)
Clinical Conference Facilitation …………………………………5%
AA Reflection Paper………………………………………………5%
Process Recording………………………………………………..5%
Nursing Care Plan………………………………………………...5%
Exam # 1…………………………………………………………...25%
Exam # 2…………………………………………………………...25%
Exam # 3……………………………………………………………25%
ATI Final, Practice Assessments, Remediation………………..5%
TOTAL:…………………………………………………………….100%
ATI Guidelines:
Best practice use: ATI package is worth 5% of theory grade. This includes the standardized
final exam (cumulative), 2 practice assessments, and remediation, which totals a maximum
of 10 points. See breakdown below.
TWO MENTAL HEALTH PRACTICE ASSESSMENTS: 4 points
Complete Practice Assessment A. Remediation: • Minimum 1 hour Focused Review on
initial attempt
• For each topic missed, complete an active learning template and/or identify three critical
points to remember. ** Complete Practice Assessment B. Remediation: • Minimum 1 hour
Focused Review on initial attempt • For each topic missed, complete an active learning
template and/or identify three critical points to remember. Remediation: 2 points (as
above)
STANDARDIZED PROCTORED ASSESSMENT
Level 3 = 4 points
Level 2 = 3 points
Level 1 = 1 point
Below Level 1 = 0 points
Total is tiered: 10/10 points; 9/10 points; 7/10 points; 6/10 points. This score is 5% of your final grade.
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NUR 285
FORMAT FOR CLINICAL CONFERENCES
Students will be grouped according to their clinical site assignment and each group will select a topic Case Study. This is a small group project with oral and audio-visual presentation that includes a comprehensive care plan for a selected case study. Case study topics include but are not limited to Substance Use Disorders, Major Depressive Disorder, Suicide, Bipolar Disorder. Faculty will lecture on the selected topics (See Case Study tab on the course page in Moodle) for the first hour of conference to highlight key/salient points.
Students from each clinical group will use the remaining class time to discuss case studies.
All students are responsible to prepare for the case study presentation and will be expected to
actively participate each week. Clinical Conference is required as part of clinical. Absence
from a clinical conference will be counted as a clinical absence.
Students from each clinical group will be responsible to facilitate the discussion on the case study and
will be graded on their ability to facilitate class work. Each team member is expected to participate.
See grading rubric on Moodle.
Each presenting team group will select a topic-relevant evidence-based research article (RCT and
above) for critique. Guidelines and grading rubric are located on the course page in Moodle. The
article should be approved by faculty prior to the Clinical Conference.
B. Course Grading:
Students must receive a theory grade or 77.45% and a Satisfactory (Pass) on the Clinical Evaluation of Clinical Performance Record in order to pass this course.
A = 89.45 – 100
B+ = 85.45 – 89.44
B = 81.45 – 85.44
C+ = 77.45 – 81.44
Must receive a C+ or above to pass
C = 73.45 – 77.44
D = 69.45 – 73.44 F = 69.44 AND BELOW
“C”, “D”, “F”, and “W” grades or below are unsuccessful grades and are considered attempts. Successful
completion of a nursing course requires a 77.45 (C+) or above
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C. Clinical Grade:
The clinical component of NUR 285 will have a final rating of either Pass or Fail. A failure rating in the
clinical practice will be assigned an “F” grade for the course regardless of the achievement in the theory
component.
Exceptional circumstances for clinical absences may be reviewed by the clinical instructor, team, and
Program Director at the request of the student.
D. Clinical Experience:
The clinical experience is designed to enhance classroom learning and provide an additional dimension to
the course. Clinical experiences will be held at various sites, mostly in acute care settings. At the start of each
semester you will be given the opportunity to submit your clinical site preference and clinical groups will be
arranged in an attempt to meet everyone’s needs.
Once we begin field work it is important to remember that you are representing Bergen Community College
when you are present at the clinical site. A clean, groomed appearance and demeanor is expected, which will
allow you to represent the profession of nursing.
More information on clinical experience and expectations will be provided by each clinical instructor.
E. Attendance Policy:
Attendance will be taken at each class, clinical, and clinical conference. Students are required to attend
ALL clinical laboratory and ALL clinical conferences or be in jeopardy of receiving a failing clinical
grade. Absence(s) from clinical conference are considered a clinical absence.
Attendance at all scheduled clinical experiences is mandatory.
Students who obtain an excused absence are required to make up such absences. An incomplete
grade will be submitted until a makeup is completed. The makeup for the absence will be at the
discretion of the faculty member and the Associate Dean of Nursing.
Excused absences will only be accepted with documentation for personal illness or personal
emergency situations. In an exceptional circumstance, an assignment may be given for a clinical
absence. (Refer to Student Handbook.)
Failure to adhere to the above will result in a course failure.
See signed contract.
F. Exam reviews
Exams will be available for review with faculty for two weeks after test. Students who want to review their
tests must make an appointment via email or Moodle.
G. Disability Statement
It is the policy of Bergen Community College to create inclusive learning environments where all students
have maximum opportunities for success. To that end, BCC recognizes that students with documented
physical, emotional, medical or learning disabilities may require accommodations to meet their learning
potential.
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Accommodations are mandated by the Rehabilitation Act of 1973, the Americans with Disabilities act of
1990 (ADA), and the Amendment Act of 2008 state, “No otherwise qualified individual with disabilities in
the United States… shall solely by reason of his/her disability, be excluded from the participation in, be
denied the benefits of, or be subjected to discrimination or harassment under any program or activity
receiving Federal financial assistance.”
The Office of Specialized Services (OSS) serves to both determine and document what reasonable
accommodations may be needed for the student. However, it is the responsibility of the student to identify
him/herself and request assistance from the OSS office and to provide t he instructor as well as the Office of
Testing Services (Room S-127) with a list of accommodations approved by the OSS office every semester.
If you have a disability or suspect that you have a disability, your first step is to contact the Office of
Specialized Services in Room L-115 (201-612-5270) and www.bergen.edu/oss. Appropriate accommodations
will be generated based upon evidence of documented disability. Please be aware that students with
disabilities are responsible for meeting the same standards for mastery of course content as students without
disabilities.
Reasonable accommodations include but are not limited to:
Extended time on tests
Assistive/adaptive technology (JAWS, KURZWEIL, CCTV)
Assistance in arranging for a sign language interpreters and C-print captionists
Recorded text
Reader and/or Scribe
Peer note-takers
Books in alternate format
Calculator use (4-function) for remedial math placements
It is the student’s responsibility to inform the instructor of the need for accommodations at the
start of the semester.
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NUR 285 Student Course Agreement
I have read and understood ALL clinical and class requirements for NUR 285 as set forth in the syllabus.
In particular, I have been informed of the following policy to obtain a passing grade in NUR 285.
Theory Grade-The theory grade will consist of Clinical Conference Case Study Small Group Project, Nursing
Care Plan, Process Recording, AA Meeting Attendance and Reflection Paper, ATI Practice Test, ATI
Comprehensive and 3 unit exams. In order to pass the course, the cumulative average of the objective
test grades must be 77.45% “C+” or greater. The ATI Practice and focused review, ATI comprehensive,
Clinical Conference & Care Plan grade, and all other clinical papers will be computed only if a passing grade
is achieved on the objective tests.
I understand that no clinical absences are allowed including clinical conference days as scheduled on your
course schedule. An absence from clinical will result in the inability to evaluate the student’s clinical
performance and the
inability to meet clinical objectives resulting in a clinical failure.
Name (Please Print):
Signature:
Date: __________________________________________________
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REQUIRED TEXT
Townsend, Mary C. and Morgan, Karyn I. (2018) Psychiatric Mental Health Nursing, Concepts of
Care in Evidence-Based Practice F.A. Davis, 9th Ed.
Davis Edge (2018): purchase of the textbook gives students’ access to Davis Edge, an online
resource tool to enhance learning and apply and assess critical components of Psychiatric Mental
Health content. Students also have access to interactive learning scenarios ,case studies, and
adaptive quizzes.
Optional Resources
Nussbaum, Abraham M.,MD. (2013) The Pocket Guide to the DSM-5 Diagnostic Exam, American
Psychiatric Publishing
Pedersen,Darlene D. (2017) Psych Notes Clinical Pocket Guide, FA Davis, 5th ed.
Unit I Introduction to Psychiatric/Mental Health Nursing
Unit II Universal Self Care Requisite: Solitude vs. Social Interaction.
Maintaining quality and balance for development of autonomy
Unit III Universal Self Care Requisite: Normalcy
Develop and maintain a realistic self-concept and promote
Actions
__________________________________________________________________________________
Theoretical Content Select Teaching/Learning Activities
Unit I:
Basic Concepts in Psychiatric/Mental Health Nursing
Introduction and definition of USCR’s: Solitude
vs. Social Interaction and Normalcy relating to Student Review: Healthy People2020
Mental Health Objectives Related to Mental Health
http://www.healthypeople.gov
1. Discuss the concept of stress/stress adaptation
2. Mental Health and Mental Illness Read Townsend & Morgan, Chap. 1,2
3. Understand the mental health/illness continuum
4. Discuss the History of psych/ mental health care
5. Review theories, therapies, trends, problems, Read: Townsend & Morgan, Chp 12,18,19, 21
goals for the delivery of mental healthcare and
treatment of mental illness
6. Milieu, cognitive, dialectical, behavioral therapies,
and therapeutic groups (group dynamics) Read: Townsend & Morgan,Chap10
7. Understand the concept of the Recovery Model
8. Discuss nursing interventions for the client in
Recovery from mental illness
9. The 10 guiding principles of recovery (SAMHSA) www.samhsa.gov for Recovery Principles
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10. Understanding evidence-based practice https://youtu.be/lSvCgSDRMY0 for Evidence-
11. Identify types of scientific evidence that Based Practice
Constitute support for treatments/ interventions.
12. Explain the importance of evidenced based
Practice in nursing
. 13. Discuss the significance of Mental Health: Student Review: Surgeon General Report
A Report to the Surgeon General http://surgeongeneral.gov/library/mentalhealth/home.html
14. Utilizing the nursing process in PMH nursing Read: Townsend & Morgan, Chapter 9
See: Nursing History & Assessment Tool, Box 9-1
Foundations: Concepts of Psychobiology Read Townsend & Morgan, Chapter 3
15. Review the anatomy of the nervous system
16. Identify gross anatomical structures / functions of
The brain
17. Discuss the role of neurotransmitters in human
behavior
18. Describe the role of genetics in the development
of Mental disorders
19. Identify diagnostic procedures used to detect
biological functioning that may be a factor in
mental disorders
20. Implications for PMH nurses: ensuring safety by
Integrating knowledge of biological sciences with
nursing
Psychopharmacology Read Townsend &Morgan, Chapter 4
.
21. Describe indications, actions, side effects, interactions, Clinical Activity: students will research assigned
Dosing, and nursing implications for these classes: medication classes and conduct patient teaching
Anti-anxiety meds, antidepressants, mood-stabilizers, on medications
Antipsychotics, antiparkinsonian agents, sedatives,
And agents to treat ADHD.
22. Applying the nursing process in psychopharm
therapy Medication Assessment Tool, Box 4-1 in T & M
Relationship Development Read: Townsend & Morgan, Chp. 7
23. Role of the nurse in psychosocial/ mental health
Care
24. Describe the phases of the therapeutic nurse-
Client relationship and the associated tasks
25. Understand the boundaries in the nurse-
Client relationship
26. Understand the importance of a therapeutic nurse CAI: Therapeutic Counseling Session: Establish
Patient relationship 1:1 interaction with a client in an acute care setting
27. Discuss the importance of self-awareness in the
nurse- client relationship
Therapeutic Communication Skills Read Townsend & Morgan Chp. 8
28. Describe the factors that influence the process of
Human communication
29. Identify the principles of therapeutic communication See: T & M, Table 8-2, and 8-3 pgs 152-156
30. Verbal vs. non-verbal
31. Therapeutic vs. non-therapeutic techniques
32. Discuss the therapeutic communication techniques
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33. Compare and contrast the importance of nonverbal Simulation Lab Experience:
And verbal communication View videos of student/”patient” interactions
34.Incorporate the theories of human communication
into interpersonal relationships with clients/familie
35. Compare and contrast defense mechanisms. Review Defense Mechanisms (pg19)
& Erikson (pg.269) in Townsend & Morgan
36. Assessment of psychosocial health vs. mental
illness; Universal and Developmental SCR’s Clinical Activity: Conduct a Psychosocial 37. Define the components of the Psychosocial Assessment and include the
Assessment ( Nursing History & Assessment) Mental Status Exam
38. Describe the steps in conducting a mental status (see T & M, Appendix C-6,7)
exam. (MSE) Develop a Nursing Care Plan from
39. Compare and contrast the DSM- 5 system with the above assessments
The nursing diagnosis system
Unit II:
Individuals Experiencing Psychosocial Health Deficits
In meeting the USCR: Solitude vs. Social Interaction
Cultural & Spiritual Concepts in PMH Nursing Townsend & Morgan, Chp 6
40. Explain what it means to be a culturally competent
Nurse
41. Identify client’s spiritual and cultural needs
42. Identify the risk factors associated with mental d/o
that affect the experience, expression, reporting, and
evaluation of mental disorders among culturally diverse
groups.
43. Apply the nursing process in the care of
Individuals from various culture groups and with Class: Complete cultural/ spiritual
Individual cultural and spiritual needs self-evaluation tool
44. Develop self-awareness, including biases in caring
For and understanding different cultures
Ethical and Legal Issues in PMH Nursing Townsend & Morgan, Chp.5
45. Discuss ethical principles and apply to a situation
46. Describe ethical issues relevant to PMH Nursing ANA’s Code of Ethics – pg87
47. Understand the ethical decision-making model Case study, pg 91, Box 5-2
48. Patient Rights, Dignity, and Autonomy with
application to clinical situations
49. Discuss legal issues relevant to PMH nursing
50. Duty to warn –Tarasoff’s Law
51. Informed consent; Restraints and Seclusion
52. Hospitalization for PMH: voluntary, involuntary, and
Emergency commitments
53. Partner with clients and their families in developing
psychiatric advance directives
54. Identify the acts for which psychiatric-mental health
nurse can be held legally liable
55, Serve as a client advocate while assisting clients
And families to develop skills for self-advocacy.
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Unit II, cont’d
Anxiety and Obsessive Compulsive Disorders Read: Townsend & Morgan, Chap. 27
56. Compare the underlying pathology for each disorder
57. Describe the incidence and prevalence of anxiety/
OCD disorders CAI: Anxiety .
58. Identify the symptoms of anxiety/OCD disorders. Class: Demonstrate stress
59. Explain the different types of anxiety/OCD disorders. Reduction exercises
60. Describe the theories that are helpful in understanding
Anxiety/OCD disorders.
61. Compare and contrast both the common themes and
distinctive characteristics of anxiety/OCD disorders.
62. Understand the levels of anxiety: mild, moderate, Class: Locate one standardized
severe, and panic, and identify nursing interventions rating scale and discuss in class
each level
63. Educate clients and their families about
pharmacologic and non-pharmacologic measures for
anxiety/OCD disorders, dissociative disorders.
64. Identify the possible personal challenges in caring for
clients with anxiety disorders.
Trauma, Stress Related, Dissociative and Read: Townsend & Morgan, Chapter 28,29, 38
Somatoform Disorders
65. Distinguish between somatic symptom disorders,
Factitious disorders, and malingering.
66. Explain the importance of performing a thorough and
Comprehensive assessment of clients with somatic
symptom disorders.
67. Formulate nursing diagnosis and goals for somatic
symptom disorders
68. Discuss possible personal challenges to professional
practice when caring for clients with somatic symptom
disorders.
69. Compare and contrast the biopsychosocial character-
istics of trauma, somatoform , and dissociative disorders. 70. Describe theories that aid in the understanding of
trauma and dissociative disorders. 71. Identify the most common goals and treatments for
Clients with trauma and dissociative disorders. 72. Formulate nursing diagnosis and goals for behaviors
associated with trauma and dissociative disorders 73. Discuss possible personal challenges to professional
practice when caring for clients with traumatic stress
disorders.
Nursing Care of Individuals Experiencing
Dysfunctional Grieving or High Risk for Violence,
Self-Directed
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Mood Disorders: Depressive and Bipolar Read: Townsend &Morgan, Chapters 25, 20 (ECT)
74. Discuss the incidence and prevalence of mood d/o
in the United States.
75. Discuss the biopsychosocial theories that contribute to
The current understanding of mood disorders.
76. Discuss epidemiology statistics relevant to Depressive
And Bipolar Disorders
77. Describe various types of depressive disorders
78. Compare and contrast the similarities and differences
between major depressive disorder and bipolar disorder.
79. Explain the principles upon which the various biologic
therapies for clients with mood disorders are based.
80. Describe the symptoms associated with depressive d/o Julia’s Story:
81. Demonstrate effective interventions with clients https://youtu.be/a1Y1ocyudjs
depressive disorders, MDD.
82. Educate clients and their families about biologic
Treatment for mood disorders such as antidepressant
medications and electroconvulsive therapy ( ECT)
83. Discuss indications, mechanisms of action, risks
,nursing implications for clients having electroconvulsive
therapy
84. Assess personal feelings, values, and attitudes toward
clients with mood disorders that may provide challenges
to professional practice
85. Discuss epidemiology of Bipolar Disorder Read Townsend & Morgan, Chapter 26
86. Identify pre-disposing factors in the
87. Compare and contrast signs and symptoms of Bipolar I
And Bipolar II Disorders
88. Use the nursing process to formulate nursing diagnoses
and develop goals of care for clients experiencing a
manic episode
89. Discuss various modalities relevant to treatment of
Bipolar disorder
Grief and Loss Read: Townsend & Morgan, Chapter 37
90. Identify various events that could trigger a grief reaction.
91. Discuss phases of grief according to leading theorists.
92. Compare normal and maladaptive responses to loss.
93. Describe cultural responses to grief.
94. Discuss hospice care for the patient and their families
Suicide: Read: Townsend & Morgan, Chp. 17
95. Explain the magnitude of suicide.
96. Define and differentiate self-harm from suicidal Clinical Conference: Suicide
behaviors Case Study on Moodle
97. Describe groups at risk for suicide
98. Identify the warning signs of suicide.
99. Explain factors that contribute to suicidal risk.
100.Implement an understanding of suicide prevention,
assessment and safety promotion in the plan of
care for clients with mood disorders.
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Nursing Care of Individuals Experiencing Ineffective
Coping And/or Denial
Promoting Self-Esteem Read: T ownsend & M, Chapter 15
101. Identify components of self-esteem
102. Describe influences on the development of self-
esteem
103. Apply the nursing process for clients with disturbances
In self-esteem
Substance- Related Abuse Disorders Read: Townsend & Morgan, Chp. 23
104. Discuss the major theoretic explanations for Clinical Conference: Substance-
Substance-related disorders. Related Disorders (case study on
105. Describe the population at risk for substance-related Moodle)
Disorders
106. Explain how the physical, psychosocial, and with-
drawal effects of the major categories of substance
abuse manifest themselves.
107. Identify treatment approaches for the major
categories of abused substances. 108. Discuss how the presence of both a substance-
related disorder and a major mental disorder (such as
schizophrenia) complicates nursing care. 109. Compare and contrast the short-term and long-term
nursing intervention strategies for clients with
substance-related disorders. 110. Identify the strategies for helping a client avoid
relapse.
111. Discuss outcome criteria for clients who have
substance-related disorders. 112. Assess your own feelings and attitudes about clients
with substance-related disorders and how they may
affect professional practice.
Personality Disorders Read: Townsend & Morgan, Chapter 32
113. Differentiate personality traits and styles from
personality disorders
114. Identify the characteristics common to all three
clusters or major categories of personality disorders.
115. Compare the biopsychosocial characteristics of
various personality disorders.
116. Identify clusters of personality disorders and the
differentiating characteristics of their subtypes.
117. Explain the concepts that would help the psychiatric
-mental health nurse apply the nursing process to the
care of clients with personality disorders.
118. Manage the triad of manipulation, narcissism, and
impulsiveness when demonstrated by clients with
personality disorders.
119. Focus nursing intervention on a client’s specific and
unique response to the disorder.
120. Modify the possible effects of the nurse’s positive
and negative emotional responses to clients who
have personality disorders.
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Unit III:
Individuals Experiencing Psychosocial Deficits in Meeting
The USCR: Normalcy
Nursing Care of Individuals with Altered Thought
Processes And Altered Sensory-Perceptual Experiences
R/TChanged Structure/Function of the Brain
Schizophrenia/ Schizophrenia Spectrum Disorders Read: Townsend & Morgan, Chp. 24
121. Describe the central features of schizophrenia.
122 .Compare and contrast the various biopsychosocial Clinical Conference: Schizophrenia
theories that address the possible causes of schizophrenia. (Case Study on Moodle) 123.Identify positive and negative signs and symptoms of
schizophrenia.
124. Discuss the major nursing implications in caring for clients with
difficult and chronic illnesses such as schizophrenia.
125. Compare the benefits and risks of antipsychotic medications.
126. Discuss the major nursing implications in supporting the
families of persons with schizophrenia. 127. Describe methods to prevent or minimize relapses and
promote recovery in schizophrenia.
128. Identify the personal characteristics you bring to the care of
clients with schizophrenia that might cause you to distance
yourself or fail to understand their experience and difficulties.
129.Neurocognitive Disorders Read: Townsend & Morgan, Chapter 22
130.Discuss the biopsychosocial theories that explain delirium,
dementia, amnesic disorders, and other disorders. 131.Differentiate among the various types of cognitive disorders.
132.Explain the differences between delirium, dementia, and Clinical Conference: Dementia
depression. (Case Study on Moodle0
133.Compare possible assessment findings in delirium and
dementia. View: Experience 12 minutes in 134.Compare and contrast the nursing interventions and their Alzheimer’s Dementia:
rationales for clients with delirium and dementia. https://youtu.be/LL_Gq7Shc-Y 135.Incorporate psychiatric-mental health nursing strategies that
support optimal memory and cognitive functioning in the care
of clients with cognitive disorders. 136.Identify the difficulty caregivers may face when working with
clients who have cognitive disorders.
137.Discuss the personal feelings and attitudes that are likely to
interfere with the psychiatric-mental health nurse’s ability to
care for cognitively impaired
.
Nursing Care of Individuals Experiencing Anxiety/Fear R/T
Abuse and/or Poor Coping Skills
Violence and Victims of Abuse/Anger & Aggression Mgmt Read: Townsend & Morgan, Chp. 16, 35,14
17
138. Identify the dynamics of intimate partner violence and the
nurse’s role in recognizing, screening,and assisting its victims. 139. Discuss the effects of maltreatment on child development.
140. Identify the scope of elder abuse and key prevention
strategies.
141. Describe the biopsychosocial causes of abuse.
142. Discuss the short-term and long-term effects on victims of
Rape and violence.
143. Identify those at greatest risk for intra-family physical and Clinical Conference: Victims of Abuse
sexual abuse. (Case Study on Moodle)
144 .Identify the principles common to most treatment plans for
victims of violence.
145. Apply the nursing process to the care of the trauma survivors.
146. Identify specific actions you could take to advocate for the
reduction of family violence.
147. Discuss personal feelings and attitudes that may affect
professional practice when caring for victims of rape or
violence.
Nursing Care of Individuals Experiencing Disturbance in
Body Image
148. Eating Disorders Read: Townsend & Morgan, Chapter 31
149. Discuss the role of culture and biology in the development of
Eating Disorders
150. Distinguish among the various eating disorders.
151. Explain how psychological and social pressures can influence
the course of eating disorders.
152. Compare and contrast the various theories for the causes of
eating disorders.
153. Assess individual and family problems of clients with eating
disorders.
154. Partner with clients and their families in both the prevention
and treatment of eating disorders
155 .Identify the intermediate goals in the treatment of clients with
Eating disorders and their families
156. Describe the methods to prevent eating disorders.
Issues Related to Human Sexuality & Gender Dysphoria Read: Townsend & Morgan, Chapter 30
157. Discuss personal values and biases regarding sexuality
and sexual behaviors.
158. Conduct a sexual history.
159.Describe at least three sexual disorders and describe
their treatment.
160.Discuss variations in sexual orientation.
Nursing Care of Individuals/Families with Altered Family
Processes R/T Crisis and/or Dysfunctional Communication.
Crises/Crisis Intervention
Crisis and Crisis Intervention Read: Townsend & Morgan, Chapter 13
161. Describe the types of maturational and situational crises a
Person can experience View: Conflict De-Escalation Techniques
162. Explain why a crisis is a turning point in one’s life https://youtu.be/ONo203FATwM
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163. Trace the sequence of a crisis and determine its sign ificance
For the nursing care of a client in crisis
164. Incorporate an understanding of the origins of a crisis, risk
Factors, and balancing factors during the assessment phase
Of crisis management
165. Identify three possible crisis intervention modalities for a person
In crisis.
166. Incorporate the ABCs of crisis counseling in a plan of care for
A client in crisis View: https://youtu.be/6B9Kqg6jFeI
167. Provide psychoeducation for clients and families who are
Disaster victims
168. Analyze personal feelings and attitudes that may affect
Professional practice when caring for clients in crisis
Family Intervention Read: Townsend & Morgan, Chapter 11
169. Describe families and their dynamics in terms of relationships,
Associations, and connections
170. Carry out a family assessment
171. Partner with clients/families in recognizing when family
Interventions or family therapy is appropriate
172. Incorporate an understanding of family processes in
Promoting and maintaining an individual’s health
173. Develop a genogram
Special Populations in PMH Nursing
Children / Adolescents: Read: Townsend & Morgan, Chapter 33
174. Discuss the key ideas in the biopsychosocial theories that aid
in understanding the development of childhood psychiatric
disorders.
175 .Explain the multicausal or interactive model of childhood
mental illness.
176. List the potential risk factors for childhood mental illness.
177. Describe the signs and symptoms associated with each of the
common psychiatric disorders of children.
178. Discuss various therapeutic approaches when working with
children and their families.
179. Monitor the impact of psychopharmalogic agents on children
at different developmental levels. 180. Become aware of your own attitudes and behavior toward
children/teenagers and their families with psychiatric illness
and how they affect the therapeutic outcomes of your work
with them
The Aging Individual Read: Townsend & Morgan, Chapter 34
181. Describe the biopsychosocial aspects of aging
182. Describe problems of elder abuse/neglect
183. Apply the steps of the nursing process to the care of
Aging individuals
184. Risk factors for aging individuals in development of
Physical and/or mental illnesses
Military Families Read: T ownsend & Morgan, Chapter 38
185. Describe combat-related illnesses common to members
And veterans of the US military
186. Describe symptoms associated with Post-Traumatic Stress
Disorder(PTSD)
187. Apply steps of the nursing process to care of veterans with
PTSD
188. Discuss variety of treatments available to clients with PTSD
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RECOMMENDED READINGS AND AV'S
INTRODUCTION:
All textbook readings are required and information not only from your textbook but also
from lectures will be incorporated into test questions. You are expected to read widely in
accordance with course content & clinical needs. You are urged to use the table of contents & index
of your text. Finally, you are encouraged to read widely in other psychiatric nursing texts as well as
in scholarly journals. e.g. Journal of Psychosocial Nursing, Perspectives in Psychiatric Nursing,
American Journal of Nursing, etc.
COMPUTER PROGRAMS (College Laboratory) B307 or L122
A. Health Soft computer discs: (2001)
1. Therapeutic Client Communication
2. Therapeutic Counseling
3. Care of the Client Experiencing Anxiety
4. Care of the Patient Experiencing Mania-RN
5. Care of the Client Experiencing Depression
6. Psychotropic Medication Administration Outpatient Unit
7. Care of the Suicidal Patient
8. Meeting Psychosocial Needs
B. PDS – Psych Mental Health Concepts and Skills
1. Severe Mental Disorders
2. Substance Abuse
C. NCLEX-RN Success
Professional Nursing Organizations Websites
American Psychiatric Nurses Association
http://www.apna.orghttp://www.apna.org/
International Society for Psychiatric Nurses
http://www.ispn-psych.orghttp://www.ispn-psych.org/
International Nurses Society on Addictions
http://www.IntNSA.orghttp://www.intnsa.org/http://www.intnsa.org/
Internet Resources for Mental Health and Substance-Related Disorders
Mental Health: A Report of the Surgeon General
http://www.surgeongeneral.gov/library/mentalhealth/toc.htmlhttp://www.surgeongeneral.gov/libr
ary/mentalhealth/toc.html
Mental Health: Culture, Race, and Ethnicity: A Supplement to Mental Health: A Report
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of the Surgeon General.
http://www.surgeongeneral.gov/library/mentalhealth/crehttp://www.surgeongeneral.gov/library/
mentalhealth/cre
Mental Health Parity Act
http://www.cms.hhs.gov/hipaa/hipaa1/content/mhpa.asphttp://www.cms.hhs.gov/hipaa/hipaa1/co
ntent/mhpa.asphttp://www.cms.hhs.gov/hipaa/hipaa1/content/mhpa.asp
National Alcohol and Alcohol Abuse Association (NIAAA)
http://www.niaaa.nih.govhttp://www.niaaa.nih.gov/ National
Institute of Drug Abuse (NIDA)
http://www.nida.nih.govhttp://www.nida.nih.gov/ National
Institute of Mental Health (NIMH)
http://www.nimh.nih.gov/http://www.nimh.nih.gov/
Substance Abuse and Mental Health Services Administration (SAMHSA)
http://www.samhsa.govhttp://www.samhsa.gov/
Additional WEBSITES:
National Institute on Aging: www.alzheimers.org National Institute of Neurological Disorders and Stroke: www.ninds.nih.gov
The Schizophrenic Homepage: www.schizophrenia.com
The National Alliance for the Mentally Ill: www.nami.org
Active Minds: www.activeminds.org
-End of Syllabus-
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