Mental Health Nursing - Theory of Psychiatric Disorders

Transcription

1 The Al-albayt University Faculty of Nursing B.Sc of Nursing Program Course Title: Mental Health Nursing- Theory Course Number: Credit Hours: 3 Credit Hours Course Prerequisites: or Date and Time: Sunday, Tuesday 8:00 9:30 am Monday, Wednesday 12:30 2:00 pm Course Director: Manar M AlAzzam. RN, MSN, PhD. Course instructor: Manar M AlAzzam. RN, MSN, PhD. Office Hours: Sunday, Tuesday 10:00 11:00 am Monday, Wednesday 11:30 12:30 Course Description: This is an introductory course in mental health nursing. Human beings are viewed from a holistic perspective: including the biological, environmental, cultural, and interpersonal factors that foster mental health. Relevant nursing theories and evidence-based practice form the foundation for therapeutic communication, assessment, and basic intervention skill to promote mental health in patients and families in healthcare settings. In this course, the student is introduced to basic concepts of Psychiatric-Mental Health. The course provides the student with the knowledge base

2 to apply selected theories, concepts and research in the nursing management of mental disorders in clients throughout the life span and in a variety of settings. Traditional psychotherapeutic and integrative health therapies are addressed. GENERAL COURSE OBJECTIVES: A. Upon completion of this course, the student will be able to: 1. Compare selected theories, conceptual frameworks related to human behavior and the etiology, prevention, and management of selected psychiatric disorders and behavioral issues. 2. Define the conceptual bases of mental health and mental illness. 3. Identify the psycho-neurophysiological variables relevant to mental health. 4. Describe the role of the registered nurse in the prevention and treatment of mental health and behavioral disorders. 5. Discuss psychiatric-mental health concepts, theories and specific therapeutic interventions used with clients demonstrating a variety of psychiatric behaviors and disorders. 6. Describe the therapeutic communication skills necessary for interacting with clients with psychiatric disorders and their families. 7. Demonstrate basic skills in therapeutic communication, patient interviewing, conflict resolution, and mental health assessment. 8. Describe the importance of collaboration with other professionals and members of the psychiatric health care system in providing nursing care for clients with psychiatric disorders. 9. Describe the uses of therapeutic milieu in psychiatric-mental health nursing settings. INSTRUCTIONAL MATERIALS: A. Required Texts: Townsend, M. (2008). Essentials of Psychiatric Mental Health Nursing: Concepts of care in evidence-based practice. 4th Ed. F.A Davis. Philadelphia. Townsend, M. Nursing Diagnosis in Psychiatric Nursing: Care Plans and Psychotropic Medications. 8 th Ed. Philadelphia: F. A. Davis.

3 American Psychiatric Association. Quick Reference to Diagnostic Criteria from DSM-IV-TR. Washington D.C: APA. Current Edition. B. Teaching Methods: Interactive lectures Group Discussion Assignments, homework and Case studies (Scenarios) Handouts: will be used to guide students, not to be used as an alternative of the textbook. Written critiques and reflective journaling C. Instructional Resources: Audiovisual materials Library resources: textbooks, Journals, CDs. D. Evaluation Methods Grading Determination is subject to change at the discretion of the instructor. Class attendance, participation, assignments and case studies 20% First exam 20% Second exam 20% Final exam 40% **Assignments include: the assignment sheets are listed in the syllabus (appendices A-B). - Student information sheet. - Genogram Assignments: Complete a genogram of at least three generations (through your maternal and paternal grandparents) that includes: marital status, physical and mental health status and use of alcohol and/or drugs. Mental status is the most important aspect of their genogram. You may find the template at useful, or create your own. Write a one paragraph summary of your response to the exercise and submit by the next class. - Nursing Mental Status Evaluation. E. Course Policies Student Conduct Policy: Students and faculty in The School of Nursing each have responsibility for maintaining an appropriate learning environment. Faculty have the professional responsibility to treat students with understanding, dignity and respect and to guide the teaching/learning process. Students are expected to refrain from verbal and nonverbal behaviors in the classroom and clinical that may be distracting to others, such as, but not limited to: arriving late or leaving early, side conversations, text messaging, note passing, and answering or surfing the cell phone. Students who persistently engage in behaviors that are disruptive to the teaching/learning process may be required to leave the setting and may become subject to disciplinary actions. Progression in Course:

4 Students are expected to use their performance on the course evaluation methods as an indication of progress in the course. Students whose performance is borderline or failing are encouraged and expected to seek assistance from the professor while there is still time to correct the problem. Punctuality: Chronic tardiness is viewed as unprofessional behavior and in the classroom setting is disruptive to other students as well as to the professor. In the event of an unavoidable isolated incidence of tardiness, please enter quietly and sit toward the back of the room, causing as little disruption as possible. Class Attendance: Regular attendance at all class meetings is expected. Faculty are responsible for implementing an attendance policy and must notify students of any special attendance requirements. A student who is absent from a class or examination for reasonable reason may complete the work missed within a reasonable time after the absence, if proper notice has been given. Notice must be given at least the next day of the classes scheduled on dates the student will be absent. The notice must be personally delivered to the professor and signed and dated by the instructor. A student who fails to complete missed work within the time allowed will be subject to the normal academic penalties. Special regulations of colleges and schools, required by the unique nature of their programs of study, may be enacted through the normal legislative process and printed in The Undergraduate Catalog. These special regulations may not conflict with University regulations on class attendance and absence. Class Participation: This course is designed to expose the students to both theory and skills related to assessing and intervening in the care of patients and families to promote mental health and prevent mental illness. Students are expected to complete the required readings PRIOR to class and ACTIVELY Participate in a variety of interactive experiences during the class session. Exam-Taking Policy: No hats are to be worn during the exam. Turn all cell phones off. Students will place all backpacks against the wall at the back of the room. There will be no talking which starts when exams are being passed out. No questions regarding exam wording or meaning will be answered during the exam. If you have a question about the exam, write it on the exam and quietly point this out to faculty member on your way out. Turn in the exam to the faculty member before going to your backpack as you leave the exam. Academic Integrity: Academic integrity forms a fundamental bond of trust between colleagues, peers, teachers, and students, and it underlies all genuine learning. At this course, there is no tolerance for plagiarism or academic dishonesty in any form, including unacknowledged borrowing of proprietary material, copying answers or papers, or passing off someone else s work as one s own. A breach of ethics or act of dishonesty can result in:

5 failure of a paper or exam within a course failure of an entire course (blatant plagiarism, cheating on a test or quiz) academic suspension or expulsion from the college F. Equal Access Statement: Students with special needs and/or with cognitive or physical disabilities should inform the primary instructor to accommodate special arrangements. COURSE SCHEDULE LECTURE TOPIC READING 1 Introduction to the course and syllabus discussion 2 Mental health and mental illness Stress and coping - Stress management - Physical and psychological responses to stress 3 Loss and Greif 4 Concepts of personality development - Psychoanalytic theory (Freud) - Interpersonal theory (Sullivan) - Theory of psychosocial development (Erikson) 5 Concepts of personality development - Psychoanalytic theory (Freud) - Interpersonal theory (Sullivan) - Theory of psychosocial development (Erikson) 6 Biological Implications - Nervous system - Neurotransmitters - Implication for psychiatric illness 7 The Nurse Patient Relationship Therapeutic Communication Nursing Care Plan 8 Psychopharmacology: - Antianxiety agents - Antidepressant agents - Mood stabilizing agents

6 - Antipsychotic agents - Antiparkinsonian agents - Sedative-hypnotics CNS stimulants. 9 First exam 10 Treatment modalities: - Milieu therapy Behavioral therapy Group therapy Psychotherapy Family therapy Cognitive therapy - Somatic Treatments: Seclusion, Restraints, ECT. 11 Schizophrenia and other Psychotic Disorders - Nature of disorder - Etiological implications - Types of schizophrenia and other psychotic disorders Nursing care of patients with schizophrenia and other psychotic disorders: Disorganized, Catatonic, Paranoid, Residual, Undifferentiated, Schizoaffective, Brief, Schizophreniform, Delusional. 12 Schizophrenia and other Psychotic Disorders - Nature of disorder - Etiological implications - Types of schizophrenia and other psychotic disorders Nursing care of patients with schizophrenia and other psychotic disorders: Disorganized, Catatonic, Paranoid, Residual, Undifferentiated, Schizoaffective, Brief, Schizophreniform, Delusional. 13 Mood Disorders: - Types of mood disorders - Nursing care of patients with mood disorders, Depressive disorders, Bipolar disorders - Nursing care of patients with suicidal ideation 14 Mood Disorders: - Types of mood disorders - Nursing care of patients with mood

7 disorders, Depressive disorders, Bipolar disorders - Nursing care of patients with suicidal ideation 15 Personality Disorders: - Etiological implications - Types of personality disorders - Nursing care of patients with personality disorders Paranoid, Schizoid, Schizotypical, Antisocial, Borderline Histrionic, Narcissistic, Avoidant, Dependent Obsessivecompulsive, and Passive- aggressive 16 Personality Disorders: - Etiological implications - Types of personality disorders - Nursing care of patients with personality disorders Paranoid, Schizoid, Schizotypical, Antisocial, Borderline Histrionic, Narcissistic, Avoidant, Dependent Obsessive-compulsive, and Passive- aggressive 16 Second Exam 17 Anxiety Disorders: - Epidemiological statistics and etiological implication - Types of anxiety disorders - Nursing care of patients with anxiety disorders Panic disorder, Generalized anxiety disorder Phobias, Obsessivecompulsive disorder Post-traumatic stress disorder 18 Anxiety Related Disorders: - Epidemiological statistics and etiological implication Types of anxiety related disorders - Nursing care of patients with anxiety related disorders Psycho physiological disorders Somatoform disorders Dissociative disorders 21 Delirium, Dementia, Amnesia: Nursing care of patients with Delirium, Dementia, and Amnesia 22 Eating Disorders: - Epidemiological statistics

8 - Anorexia nervosa and bulimia nervosa - Nursing care of patients with eating disorders 23 Childhood and adolescence psychiatric disorders - Mental retardation, Autistic disorder, Attention- deficit hyperactivity disorder, Conduct disorder, Oppositional defiant disorder, Tourette s disorder, and Separation anxiety disorder. - Nursing care of infant, child, and adolescent with psychiatric disorders 24 Final lecture

9 Appendix A Al albayt University School of Nursing Mental Health Nursing Name: Student Information Sheet 1. What, if any, potential barriers do you anticipate in meeting the requirements of this course (health problems, family/personal commitments, work, transportation, living out of town, etc.)? 2. What experiences have you had with persons who have mental illness or substance abuse? 3. The accomplishment or incident in your life of which you are most proud: 4. Please complete the following statements: I learn best in the following ways: The thing (skill, attitude, competency) that I most hope to gain or improve upon in this course: As an instructor, how can I best facilitate your learning? (What do you need from me?) Please feel free to share any other information that you feel would be helpful as we begin this semester together.

10 Date of Evaluation Name of Evaluator Appendix B Al albayt University Faculty of Nursing Mental Health Nursing NURSING MENTAL STATUS EVALUATION/NURSING ASSESSMENT Patient's Initials Age Gender Weight Height *BMI Type of Admission: Voluntary Involuntary Presenting Problem (Include Stressors, Suicidal/Homicidal Ideations/Plan/Method, Hallucinations, Delusions, Maladaptive Coping Related to Current Admission): Past Psychiatric History: Course of Illness (Include Stressors, Suicidal/Homicidal Ideations, Hallucinations, Delusions): Past Suicide Attempts (Include Methods): Past Psychiatric Hospitalizations (Include Reasons for Previous Admissions): Family Psychiatric History: Past Psychiatric Medication History (Include Medications and Compliance/Noncompliance): Current Health Problems Use of Alcohol or Drugs Immediately Prior to Admission *Calculating BMI: (Weight in pounds) divided by( Height in centimeters) x(height in centimeters) x 703 Below 18.5 Underweight Normal Overweigh t 30 an d above Obese

11 On table below, use Symbols Option to mark relevant cues or mark with pen. Give narrative description for cued items that are marked. APPEARANCE Clean Groomed Disheveled Dirty COMMENTS AND/OR PROBLEMS IDENTIFIED Manner of Dress: Appropriate Unkempt Dirty Seductive Tattoos : Describe: Piercings : Describe: General State of Nutrition: General State of Health: Eye Contact: Good Fair Poor Pupil Dilation Pupil Constriction Posture Gait Appears stated age older younger General Description: SPEECH Rate: Slow Rapid Excessive Volume: Loud Soft Amount: Impeded Absent Tonal Quality: Other: Pressured Stuttering Slurring MOTOR ACTIVITY Level of Activity: Normal Increased Decreased Type of Activity: Tics Tremors Unusual Mannerisms: Compulsions MOOD/AFFECT Affect: Range Broad Flat Constricted Blunted

12 Bright Anxious Sullen Expansive Angry/aggressive Affect: Stability Stable Labile Affect: Appropriateness Congruent Incongruent Stated Mood (What the patient says): PERCEPTIONS Hallucinations: Auditory Visual Tactile Gustatory Olfactory Illusions None Describe: THOUGHT CONTENT Delusions: Persecutory Religious Somatic Grandiose None Suicidal No Plan (Only Suicidal Thoughts) With Plan Method: (Describe): Actual Attempt (Prior to Admission) Homicidal No Plan (Only Homicidal Thoughts) With Plan Method: (Describe): Self-Mutilation (Describe): None Depersonalization Hypochondriasis Ideas of Reference Magical Thinking Obsessions Phobias Clarity of Content: Coherent Confusion Vagueness THOUGHT PROCESSES Circumstantial Flight of Ideas Loose Association Neologisms Tangential Thought Blocking Word Salad Perseveration Coherent LEVEL OF CONSCIOUSNESS Orientation: Time Place Person Lethargic Confused Alert MEMORY (Assess informally only) Remote Recent Immediate JUDGMENT Good Fair Poor Inconsistent Variable Describe:

13 INSIGHT Good Fair Poor Inconsistent Describe: SUBSTANCE ABUSE (If positive for history and/or current use, describe) Past Use: No Yes Current Use: No Yes: (Last Use: ) If Yes : Alcohol Drugs (include types below) Tobacco Other Describe, including how much consumed on a typical day/week and when was last use? PATIENT STRENGTHS AND ASSETS INVENTORY (Mark all applicable and add additional assets, as identified) Support of family & friends Motivated for treatment Education Capable of insight into problems Good social support network Leisure interests Possesses technical/vocational skills Capable of independent living Sense of humor Religious affiliation/support network Good physical health Recreational interests (If checked, describe): ****NOTE: THIS SYLLABUS IS NOT A CONTRACAT BETWEEN THE INSTRUCTOR AND THE ENROLLED STUDENT. CONTENT IS SUBJECT TO CHANGE. STUDENTS WILL BE GIVEN A WRITTEN COPY OF ANY CHANGES MADE IN THE CONTET, COURSE POLICIES, OR GRADING AS THEY MAY OCCUR.