COURSE SYLLABUS RNSG 2313 (3:2:4) MENTAL HEALTH NURSING

Transcription

1 COURSE SYLLABUS RNSG 2313 (3:2:4) MENTAL HEALTH NURSING

2 ********** ASSOCIATE DEGREE NURSING PROGRAM DEPARTMENT OF NURSING HEALTH OCCUPATION DIVISION LEVELLAND CAMPUS SOUTH PLAINS COLLEGE SPRING 2011

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4 RESOURCES: Identifies, organizes, plans and allocates resources. SCANS COMPETENCIES C-1 C-2 C-3 C-4 TIME--Selects goal--relevant activities, ranks them, allocates time, and prepares and follows schedules. MONEY--Uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives MATERIALS & FACILITIES-Acquires, stores, allocates, and uses materials or space efficiently. HUMAN RESOURCES--Assesses skills and distributes work accordingly, evaluates performances and provides feedback. INFORMATION--Acquires and Uses Information C-5 Acquires and evaluates information. C-6 Organizes and maintains information. C-7 Interprets and communicates information. C-8 Uses computers to Process information. INTERPERSONAL--Works With Others C-9 Participates as members of a team and contributes to group effort. C-10 Teaches others new skills. C-11 Serves clients/customers--works to satisfy customer's expectations. C-12 Exercises leadership--communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies. C-13 Negotiates-Works toward agreements involving exchanges of resources resolves divergent interests. C-14 Works with Diversity-Works well with men and women from diverse backgrounds. SYSTEMS--Understands Complex Interrelationships C-15 Understands Systems--Knows how social, organizational, and technological systems work and operates effectively with them

5 C-16 Monitors and Correct Performance-Distinguishes trends, predicts impacts on system operations, diagnoses systems' performance and corrects malfunctions. C-17 Improves or Designs Systems-Suggests modifications to existing systems and develops new or alternative systems to improve performance. TECHNOLOGY--Works with a variety of technologies C-18 Selects Technology--Chooses procedures, tools, or equipment including computers and related technologies. C-19 Applies Technology to Task-Understands overall intent and proper procedures for setup and operation of equipment. C-20 Maintains and Troubleshoots Equipment-Prevents, identifies, or solves problems with equipment, including computers and other technologies. FOUNDATION SKILLS BASIC SKILLS--Reads, writes, performs arithmetic and mathematical operations, listens and speaks F-1 Reading--locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules. F-2 Writing-Communicates thoughts, ideas, information and messages in writing, and creates documents such as letters, directions, manuals, reports, graphs, and flow charts. F-3 Arithmetic--Performs basic computations; uses basic numerical concepts such as whole numbers, etc. F-4 Mathematics--Approaches practical problems by choosing appropriately from a variety of mathematical techniques. F-5 Listening--Receives, attends to, interprets, and responds to verbal messages and other cues. F-6 Speaking--Organizes ideas and communicates orally. THINKING SKILLS--Thinks creatively, makes decisions, solves problems, visualizes, and knows how to learn and reason F-7 Creative Thinking--Generates new ideas. F-8 Decision-Making--Specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative. F-9 Problem Solving--Recognizes problems and devises and implements plan of action. F-10 Seeing Things in the Mind's Eye--Organizes and processes symbols, pictures, graphs, objects, and other information.

6 F-11 Knowing How to Learn--Uses efficient learning techniques to acquire and apply new knowledge and skills. F-12 Reasoning--Discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem. PERSONAL QUALITIES--Displays responsibility, self-esteem, sociability, self-management, integrity and honesty F-13 Responsibility--Exerts a high level of effort and preservers towards goal attainment. F-14 Self-Esteem--Believes in own self-worth and maintains a positive view of self. F-15 Sociability--Demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings. F-16 Self-Management--Assesses self accurately, sets personal goals, monitors progress, and exhibits self-control. F-17 Integrity/Honesty--Chooses ethical courses of action.

7 SOUTH PLAINS COLLEGE ASSOCIATE DEGREE NURSING PROGRAM MENTAL HEALTH NURSING Table of Content Page COURSE SYLLABUS...1 Course Description...3 Course Learning Outcomes...3 Course Competencies...6 Academic Integrity...6 Scans and Foundations Skills...6 Verification of Workforce Competencies...6 SPECIFIC COURSE/INSTRUCTOR REQUIREMENTS...6 Required Text...6 Attendance Policy...7 Assignment Policy...8 Grading Policy...9

8 Course Grade Worksheet...10 Special Requirements...11 COURSE OUTLINE...11 ACCOMODATIONS...20 MODULES...21 I - Foundation of Mental Health (Psychosocial Nursing)...22 II - Caring and Healing with Clients and Families Experiencing Psycho-Socio-Cultural- Spiritual Dysfunction...36 Bib Card Guidelines...89 Bib Card Guidelines...91 Bib Card Guidelines...92 Bib Card Guidelines Bib Card Guidelines STUDENT CONTRACT...107

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10 Campuses: Levelland COURSE SYLLABUS

11 COURSE TITLE: RNSG 2313 Mental Health Nursing INSTRUCTORS: Linda Dunn, RNC, MSN Dale Hoggatt, RN, Med, M.S. OFFICE LOCATION, PHONE/ Linda Dunn TA , ext Dale Hoggatt TA , ext2384 OFFICE HOURS: Poster on each instructor s door SOUTH PLAINS COLLEGE IMPROVES EACH STUDENT S LIFE

12 ****************************************************************************** I. COURSE DESCRIPTION A. Principles and concepts of mental health, psychopathy, and treatment modalities related to the nursing care of clients and their families. The course is designed to provide the learner with basic knowledge and skills to function within the three roles of nursing (providing of care, manager/coordinator of care, member of profession) when working with clients/families across the life span to promote psychosocial/spiritual well being and/or to work with client/families experiencing problems with psychosocial/spiritual harmony. B. COURSE LEARNING OUTCOMES Upon satisfactory completion of RNSG 2313, the student will meet all Level II course educational objectives (designated by numbers within the column headings) as specifically applied to Mental Health Nursing. In addition, competencies and foundation skills of SCANS (designated by letters and numbers under the unit title)

13 and NEAC (designated by numbers within each role column) are found throughout the unit content within the syllabus. WECM Required: 1. Use therapeutic communications. 2. Utilize critical thinking skills and a systematic problem-solving process as a framework for providing care to clients and families experiencing mental health problems. 3. Explain the roles of the associate degree nursing in caring for clients and families experiencing mental health problems.

14 SOUTH PLAINS COLLEGE ASSOCIATE DEGREE NURSING PROGRAM EDUCATIONAL OBJECTIVES The educational objectives of this program will prepare the graduate to function within the three roles of nursing identified in the conceptual framework and philosophy. These roles are provider of care, manager/coordinator of care, and member of the profession. Functioning within the three roles, the graduate of this program will be able to: PROVIDER OF CARE : 1. Integrate theoretical concepts with nursing knowledge and skills to meet the basic needs of clients, families, and/or groups throughout the life span in a variety of settings. 2. Integrate the five steps of the nursing process into nursing practice. 3. Communicate and collaborate effectively with clients, families, and/or groups in a variety of settings. 4. Provide safe, cost effective nursing care in collaboration with members of the health care team using critical thinking, problem solving, and the nursing process in a variety of setting through direct care, assignment, or delegation of care. 5. Integrate principles of teaching-learning in providing information to clients, families, and/or groups regarding promotion, maintenance, and restoration of health or the process of death and dying. 6. Evaluate clinical data, current literature, and responses and outcomes to therapeutic interventions to make appropriate nursing practice decisions. MANAGER/COORDINATOR OF CARE : 1. Function within the organizational framework of varius healthcare settings. 2. Evaluate the effectiveness of community resources in the delivery of health care to clients, families, and/or groups.

15 3. Coordinate the health care team in delivering care to clients, families, and/or groups. 4. Coordinate appropriate referral sources to meet the needs of clients, families, and/or groups. 5. Utilize critical thinking and problem solving skills in prioritizing, management and coordination of all aspects of care. C. COURSE COMPETENCIES Successful completion of this course requires a grade of C or better, satisfactory total grade point average on examinations and written assignments, satisfactory achievement of unit objectives, completion of standardized tests as applicable to the curriculum, and regular classroom/clinical attendance. Upon successful completion of this course, each student will have demonstrated accomplishment of the level objectives for the course, through a variety of modes (prelims, role play, case studies, individual presentations, group presentations, lab performance). D. ACADEMIC INTEGRITY Refer to the SPC college catalog. Refer to the SPC ADNP nursing student Handbook: Honest Policy. E. SCANS and FOUNDATION SKILLS

16 Scans and foundation skills found within this course, are listed below the unit title (and above the content column) of each unit presented. F. VERIFICATION OF WORKFORCE COMPETENCIES No external learning experiences provided but learning experiences in lab provide setting in which student applies workplace competencies. Successful completion of the Entry Level Competency statements at the level specified by the course (Level Objectives) will allow the student to continue to advance within the program. Upon successful completion of the program, students will be eligible to take the state board exam (NCLEX) for registered nurse licensure. II. SPECIFIC COURSE/INSTRUCTOR REQUIREMENTS A. TEXTBOOKS REQUIRED TEXTS 1. Carpenito, Lynda J. (most current edition). Nursing Diagnosis: Application to Clinical Practice 7 th Ed. (not the handbook). Philadelphia, PA: Lippincott.

17 2. Videback, Sheila L. (2006). Psychiatric Mental Health Nursing: 3 rd edition. Philadelphia, Penn: Lippincott. 3. Syllabus: RNSG 2313 (Mental Health Nursing) 4. Nurse Practice Act 5. Isaacs, Ann. (2005). Lippincott's Review Series: Mental Health and Psychiatric Nursing, 4th Ed. Philadelphia: Lippincott. 6. Access to WEBCT 7. Keltner, N.L. & Folks, D.G. (2005). Psychotropic Drugs. St. Louis, MO: Mosby. B. ATTENDANCE POLICY: 1. Punctual and regular class attendance, as stated in the SPC and ADN

18 Handbook, is required of all students attending SPC. There are no excused absences. Class hours 8:30 am 2:30 pm, 1 hour lunch break. *a) Lecture attendance is mandatory. The student may be dropped from RNSG 2313 if they accumulate 10 hours absences (This is two class meetings). *b) Tardiness is disruptive and will not be tolerated. When tardy, the student must wait until the first Break before entering the classroom. Students who are tardy will be considered partial absences. Students who fail to return to class after the lunch break will also be considered partial absences. 1 partial absence = ½ class meeting 4 partial absences = missing 2 class meetings *c) Students missing 2 class meetings may be dropped from RNSG *d) All absences, partial or complete, are cumulative.

19 2. Participation in laboratory Punctual and regular simulated lab attendance is mandatory. See absence and conduct policy above. Lab absences must be made up within two weeks. The student is responsible for contacting the instructor about make-up. C. ASSIGNMENT POLICY 1. All required work must be in on time in order that the student may benefit from the corrections and study for future examinations. Assigned outside work is due on the dates specified by the instructor. Assignments turned in later that the due date will not be accepted unless the student clears the circumstances with the instructor. The assignment will be docked 5 points for Communication Process and Bib Cards for each late day, including weekends and holidays. All work is due before class begins and must be in the form required. Work turned in after the date due must be initial and dated by another nursing department faculty or staff member and placed in the instructor mail box in the Nursing Department Office. 2. Students should retain a copy of all assignments turned in. If an assignment turns up missing, the student is responsible for turning in the copy or redoing the entire

20 assignment if a copy was not retained. 3. Lab prescription a prescription will be assigned by the clinical instructor for any specific skill that he/she decides needs further practice. The student must perform the prescribed task in the skills Lab until the learning objectives are safely meet before the skill is performed in the clinical setting. Lab prescriptions are considered student assignments and documentation of completion must be returned to the assigning instructor. 4. Computer assignments must be completed by the date assigned. The student is responsible for having attendance in the computer lab verified by lab instructor or faculty member on the sheet provided in the syllabus. Failure to complete the assignment by the date assigned will result in one 30 minute absence per program.

21 D. GRADING POLICY (Refer to SPC ADNP Nursing Student Handbook Grading System) 1. The student will not retain exams. Once the entire class has taken an exam, feedback will be provided at a scheduled time. Time will be provided for the class to review at the end of the semester, preceding the final exam. A student must communicate with one of the course instructors if unable to take an exam on a scheduled day. If there is no communication by one week from the date of exam, a O will be given. Alternate exams may be given as makeup exams. 2. Skills Lab: Students are expected to attend all scheduled skills lab experiences. Completion of the skills covered in the lab is part of the requirement to successfully pass RNSG A grade of 77% must be earned to pass.

22 COURSE GRADE WORKSHEET PSYCHOSOCIAL NURSING I Student s Name: 1. Five (5) Preliminary Exams = 55% Prelim #1 Prelim #2 Prelim #3 Prelim #4 Prelim #5 Total Prelim Average Prelim x.55 =

23 2. Unannounced Quizzes = 15% Total Quiz Average Quiz x.15 = 3. One (1) Bibliography cards = 5% Total points x.05 = 4. Communication Process = 5%

24 Total Points x.05 = 5. Final Exam = 20% x.20 = 6. Total Grade MUST HAVE TOTAL OF 77 POINTS TO PASS

25 E. SPECIAL REQUIREMENTS 1. Skills Laboratory Component: a. Lab grade is incorporated into course work. See grade worksheet. b. Students are expected to participate in all class and lab activities. c. The skill laboratory component serves the following functions: Provides the opportunity for students to practice their skills prior to clinical practice of those skills. The nursing faculty expects the nursing student to develop safety and a beginning level of proficiency with procedures by utilizing the college laboratory. This will minimize student anxieties in the clinical setting and maximize positive production outcomes for both the client and the nursing student. Professional behavior is expected in class and in lab. There is a correlation in student behavior in class and lab with clinical performance. Required skills will be reviewed and demonstrated during class time.

26 III. COURSE OUTLINE Module I: Foundations of Mental Health (Psychosocial) Nursing A. Orientation to the course B. Introduction to mental health (psychosocial) nursing 1. Definitions 2. Historical perspective 3. Roles of ADN graduate 4. Levels of practice 5. Mental health and mental illness 6. The multidisciplinary team 7. Medical diagnosis and mental health nursing 8. Ethical and legal considerations 9. Issues and challenges C. The process of mental health (psychosocial) nursing 1. Therapeutic relationships and therapeutic communication 2. Application of nursing process 3. Holistic practice and concepts of caring and healing

27 4. Ethics, values, and professionalism 5. Critical thinking and nursing process D. Concepts of care and theoretical foundation 1. Sociocultural 2. Spiritual 3. Sexual 4. Stress/adaptation 5. Maslow s hierarchy 6. Growth and development 7. Nursing theories 8. Therapeutic modalities a) milieu theory b) individual counseling c) life style alteration d) psychopharmacology e) alternative therapies and holistic healing f) crisis intervention Module II: Caring and healing with clients and families experiencing psycho-socio- cultural-spiritual dysfunction

28 A. Anxiety and Related Behaviors 1. the concept of anxiety a. definitions b. types and severity 2. Theoretical foundations 3. Incidence and prevalence 4. Biological-psychosocial-cultural-spiritual influences 5. Technological advances and current research 6. Medical Diagnosis and related Nursing care a. Generalized Anxiety Disorder b. Phobic Disorders c. Panic Disorders d. Obsessive-Compulsive Disorders e. Post-traumatic Stress Disorders 7. Nursing Process and the anxious client a. Assessment b. Nursing Diagnosis

29 c. Planning d. Implementation e. Evaluation 8. The Therapeutic Relationship 9. Critical thinking and Problem Solving 10. Teaching and learning principles 11. Medical treatment of anxiety disorders and related nursing roles a. Psychopharmacology b. Systematic Desensitization c. Biofeedback d. Other 12. Legal/ethical issues 13. Managing the milieu of the anxious client a. Environment considerations b. Collaboration, team planning, critical paths, case management c. Delegation/assignment of care d. Cost containment and quality care e. Family, group, and community considerations

30 f. Advocacy 14. Health promotion and prevention of anxiety B. Somatoform Disorders 1. The concept of Somatoform disorders 2. Theoretical foundations 3. Incidence and prevalence 4. Technological advances and current research 5. Biological-psychosocial-cultural-spiritual influences 6. Medical diagnosis and related nursing care a) Somatization Disorder b) Pain Disorder c) Hypochondriacs d) Conversion Disorder e) Body Dysmorphic Disorder 7. Nursing process a. Assessment b. Nursing diagnosis

31 c. Planning d. Implementation e. Evaluation 8. The Therapeutic Relationship 9. Critical thinking and problem solving 10. Teaching and learning principles 11. Medical treatment and related nursing roles 12. Legal/ethical issues

32 13. Managing the milieu of clients with Somatoform Disorders a. Environmental considerations b. Collaboration, team planning, case management and critical paths c. Delegation/assignment of care d. Cost-containment and quality of care e. Family, group, and community considerations f. Advocacy 14. Health promotion and prevention related to Psychophysiological disorders C. Dissociative Behaviors 1. The concepts related to dissociative behaviors 2. Theoretical foundations 3. Incidence and prevalence 4. Technological advances and current research 5. Biological-psychosocial-cultural-spiritual influences 6. Medical diagnosis and related nursing care a. Dissociative Amnesia

33 b. Dissociative Fugue c. Dissociative Identify Disorder d. Addiction and Dissociative Disorders 7. Nursing process a. Assessment b. Nursing Diagnosis c. Planning d. Implementation e. Evaluation 8. The therapeutic relationship 9. Critical thinking and problem solving 10. Teaching and learning principles 11. Medical treatment and related nursing roles 12. Legal/ethical issues 13. Managing the milieu of clients with Dissociative Disorders a. Environmental considerations b. Collaboration, team planning, case management and critical paths c. Delegation/assignment of care

34 d. Cost-containment and quality of care e. Family, group, and community considerations f. Advocacy 14. Health promotion and prevention dissociative disorders

35 D. Depressive and manic behaviors 1. The concepts related to depression and mania 2. Theoretical foundations 3. Incidence and prevalence 4. Technological advances and current research 5. Biological-psychosocial-cultural-spiritual influences 6. Medical diagnosis and related nursing care a. Dysthymia b. Major depression c. Cyclothymia d. Bipolar Disorder e. Schizo-affective Disorder 7. The nursing process a. Assessment b. Nursing Diagnosis c. Planning d. Implementation e. Evaluation

36 8. The nurse client relationship 9. Critical thinking and problem solving 10. Teaching and learning principles 11. Medical treatment and related nursing roles a. Psychopharmacology b. ECT c. Hospitalization d. Out-patient treatment e. Other 12. Legal/ethical issues 13. Managing the milieu of clients with depression and mania a. Environmental considerations b. Collaboration, team planning, case management, critical paths c. Delegation/assignment of care d. Cost containment and quality of care e. Advocacy 14. Health promotion and prevention of depression and mania E. Suicidal and self-destructive behaviors

37 1. The concept of suicide 2. Theoretical foundations a. Risk factors b. Myths 3. Incidence and prevalence 4. Technological advances and current research 5. Biological-psychosocial-cultural-spiritual influences 6. Medical Diagnosis and related nursing care a. Major Depression b. Others 7. Nursing Process and the suicidal/self-destructive client a. Assessment b. Nursing Diagnosis c. Planning d. Implementation e. Evaluation 8. The therapeutic relationship 9. Critical thinking and problem solving

38 10. Teaching and learning principles 11. Medical treatment and related nursing roles 12. Legal/ethical issues 13. Managing the milieu of clients with suicidal and self-destructive behavior a. Environmental considerations b. Collaboration, team planning, case management and critical paths c. Delegation/assignment of care d. Cost containment and quality of care e. Family, group and community considerations f. Advocacy 14. Health promotion and prevention of suicide and self-destructive Behaviors G. Personality Disorders 1. The concept of personality disorders 2. Theoretical foundations 3. Incidence and prevalence

39 4. Technological advances and current research 5. Biological-psychosocial-cultural-spiritual influences 6. Medical Diagnosis and related nursing care a. Cluster A 1) Paranoid 2) Schizoid 3) Schizotypical b. Cluster B 1) Antisocial 2) Borderline 3) Histrionic 4) Narcissistic c. Cluster C 1) Avoidant 2) Dependent 3) Obsessive-compulsive 4) Passive-aggressive

40 7. Nursing Process a. Assessment b. Nursing Diagnosis c. Planning d. Implementation e. Evaluation 8. The therapeutic relationship 9. Critical thinking and problem solving 10. Teaching and learning principles 11. Medical treatment and related nursing roles a. Psychopharmacology b. Restraints and seclusion 12. Legal/ethical issues 13. Managing the milieu of clients with personality disorders a. Environmental considerations b. Collaboration, team planning, case management and critical paths c. Delegation/assignment of care d. Cost containment and quality of care

41 e. Family, group, and community considerations f. Advocacy 14. Health promotion and prevention related to personality disorders H. Aggressive behaviors 1. Concept of aggression 2. Theory 3. Incidence & prevalence 4. Current research and advances 5. BPCS influences 6. Medical DX and nursing care 7. Nursing process 8. Therapeutic relationship 9. Critical thinking

42 I. Seclusion and Restraint 1. Purpose and indications 2. Interventions 3. Guidelines 4. Nursing process 5. Legal/ethical issues J. Homelessness 1. Who are the homeless? 2. Critical issues 3. Health concerns 4. The incarcerated mentally ill K. Family Violence and Abuse

43 1. Definitions 2. Predictors 3. Recognition of signs/sx 4. Theory 5. Nursing process L. Rape/Sexual Assault 1. Theory 2. Rape trauma syndrome 3. Nursing process 4. referrals and community support. M. Psychotic behaviors (Psychotic and Schizophrenic Disorders) 1. The concept of psychosis 2. Theoretical foundations

44 3. Incidence and prevalence 4. Technological advances and current research 5. Biological-psychosocial-cultural-spiritual influences 6. Medical diagnosis of psychotic and schizophrenic disorders and related nursing care a. Psychotic disorders other than schizophrenia 1) Organic etiology 2) Psychotic Depression 3) Manic Psychosis 4) Environmental etiology 5) Schizo-affective Disorders 6) Schizophreniform Disorders b. Schizophrenia subtypes 7. Nursing process a. Assessment b. Nursing Diagnosis c. Planning d. Implementation

45 e. Evaluation 8. Critical thinking and problem solving 9. Teaching and learning principles 10. The therapeutic relationship 11. Medical diagnosis and related nursing care a. Psycho-pharmacology 1) Antipsychotics 2) Anti-Parkinson s b. Hospitalization c. Eclectic approaches 12. Legal/ethical issues 13. Managing the milieu of clients with psychotic disorders a. Environmental considerations b. Psychosocial rehabilitation c. Community management d. Collaboration, team planning, case management, and critical paths e. Delegation/assignment of care f. Cost containment and quality care

46 g. Family, group, and community considerations h. Health promotion and prevention related to psychotic disorders N. Addictive Behaviors: Substance Abuse and Dependency Eating Disorders, Codependency 1. The concepts of addictive behaviors 2. Theoretical Foundations 3. Incidence and prevalence 4. Technological advances and current research 5. Biological-psychosocial-cultural-spiritual influences 6. Medical Diagnosis and related nursing roles a. Alcohol abuse and dependence b. Cannabis abuse and dependence c. Stimulant abuse and dependence d. Hallucinogen and PCP abuse and dependence e. Opiate abuse and dependence f. Sedative, hypnotic and anxiolytic abuse and dependence

47 7. Codependency Nursing Process a. Assessment b. Nursing Diagnosis c. Planning d. Implementation e. Evaluation 8. The therapeutic relationship 9. Critical thinking and problem solving 10. Teaching and learning principles 11. Medical treatment and related nursing roles a. Detoxification and withdrawal b. Rehabilitation and 12 step groups c. Pharmacological d. In patient hospitalization e. Out-patient treatment 12. Legal/ethical issues 13. Managing the milieu of clients with addictive behaviors

48 a. Environmental considerations b. Collaboration, team planning, case management and critical paths c. Delegation/assignment of care d. Cost containment and quality of care e. Family, group, and quality of care f. Advocacy 14. Health promotion and prevention in addictive behaviors O. Children, Adolescents, and the Elderly 1. Incidence and prevalence 2. Disorders of children 3. Disorders of Adolescence 4. Disorders of the elderly 5. Nursing process 6 Advocacy for Client and Family

49 ACCOMODATIONS Diversity Statement: In this class, the teacher will establish and support an environment that values and nurtures individual and group differences and encourages engagement and interaction. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world and about ourselves. By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be.

50 Disabilities Statement: Levelland Campus Students with disabilities, including but not limited to physical, psychiatric, or learning disabilities, who wish to request accommodations in this class should notify the Special Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide acceptable documentation of his/her disability to the Special Services Coordinator. For more information, call or visit the Special Services Office in the Student Services Building, ext Reese Center and the Byron Martin Advanced Technology Center (ATC) Students with disabilities, including but not limited to physical, psychiatric, or learning disabilities, who wish to request accommodations in this class should notify the Special Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide acceptable documentation of his/her disability to the Coordinator of Special Services. For more information, call or visit the Special Services Office in rooms 809 and 811, Reese Center Building 8, ext

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52 MODULES

53 MODULE I FOUNDATION OF MENTAL HEALTH (PSYCHOSOCIAL) NURSING SCAN COMPETENCIES C1, C3, C4, C5, C6, C7, C8, C9, C10, C11, C13, C14, C15, C16 F1, F5, F6, F7, F9, F10, F12, F13, F14, F15, F16, F17 CONTENT PROVIDER OF CARE (1, 2, 3, 4, 5, 6) MANAGER/COORDINATOR OF CARE (1, 3, 5) MEMBER OF PROFESSION (1, 2, 3) LEARNING ACTIVITIES/EVALUATION A. Introduction and Required: Orientation to the 1. Course syllabus Course 2. Class schedule (calendar) 1 Relationship of Relate course objectives course objectives to conceptual framework 3. Videbeck, Psychiatric to conceptual and philosophy of the Mental Health Nursing, framework and program. philosophy. 4. Carpenito, Nursing 2. Course syllabus Review the course syllabus. Diagnosis

54 3. Course and Lab Delineate the course and lab requirements. 5. Program Learning Guides: (see required text/supplies) 4. Student/Instructor responsibilities 5. Evaluation Methods Describe student and instructor responsibilities. Accept responsibility for completion of course requirements. Identify methods of evaluation for the course. 6. Student Contract 7. Nurse Practice Act 8. ADN Student Handbook 9. Isaacs, Lippincott's Review Series: Mental Health Nursing,

55 MODULE I FOUNDATION OF MENTAL HEALTH (PSYCHOSOCIAL) NURSING CONTENT PROVIDER OF CARE MANAGER/COORDINATOR OF CARE B. Introduction to Mental Health (Psychosocial) Nursing 1. Definitions MEMBER OF PROFESSION LEARNING ACTIVITIES/EVALUATION Required: 1. Class Discussion 2. Historical Perspective 3. Roles of ADN Graduate Define psychosocial and psychiatric nursing. Describe the evolution of psychosocial nursing and care of the mentally ill. 2. Lab 3. Isaacs, Ch Videbeck: Chapter 1 5. Nurse Practice Act. 4. Levels of Practice Delineate the roles of the ADN graduate in mental health (psychosocial) and psychiatric nursing. 6. Programmed Learning Guide: Understanding Ego Defense Mechanisms 5. Mental Health and Describe basic and advanced level roles and functions of psychiatric-psychosocial

56 Mental Illness mental health nurses. Examine concepts of mental health and mental illness. Apply concepts of stress/adaptation to mental health/mental illness Interpret the use of coping mechanisms. MODULE I FOUNDATION OF MENTAL HEALTH (PSYCHOSOCIAL) NURSING

57 CONTENT PROVIDER OF CARE MANAGER/COORDINATOR OF CARE MEMBER OF PROFESSION Analyze issues of ethics, values, motivation, and meaning in psychosocial nursing. LEARNING ACTIVITIES/EVALUATION Required cont. Isaacs, Ch. 1 Delineate established guidelines for the practice of psychosocial nursing. Videbeck, Ch 9 (Legal/Ethical) Videbeck Ch.4 6. The Multidisciplinary Team Discuss roles and functions of the multidisciplinary mental health team. Appraise the relationship of a nurse s ethics and values to quality of care. (Interdisciplinary Team) Videbeck, Ch. 8 (DSM IV) 7. Medical Diagnosis and Mental Health Nursing Explain the use of the five axis of the 4 th edition of The Diagnostic and Statistical Manual of Mental Disorders 8. Ethical and Legal consideration (DSM IV) Classification of Mental Disorder. ( 1 )

58 Issues and Challenges Evaluate advocacy behaviors using ethical/legal guidelines. Summarize issues and challenges facing mental health care and psychiatric and psychosocial mental health nursing.

59 Module I ENTERING CLINICAL PRACTICE IN PSYCHOSOCIAL/PSYCHIATRIC NURSING CONTENT PROVIDER OF CARE MANAGER/COORDINATOR OF CARE MEMBER OF PROFESSION LEARNING ACTIVITIES/EVALUATION Required: 8. Ethical Principles a) autonomy b) beneficence c) nonmalificence Implement the plan of care within legal/ethical parameters in collaboration with the interdisciplinary team, client, and clients family to meet health care needs. Use interdisciplinary resources to address ethical and legal concerns. Act as a health care advocate to provide quality health care for clients, families, and/or groups. 1. Nursing Practice Act: Texas Statutes Regulating the Practice of Professional Nursing. d) justice 2. Class activities: Utilize 9. Model for making Integrate the five steps of the nursing process into ethical decision making. The ethical decision making model to make an ethical decision. Values clarification: Self assessment. Ethical Decision

60 a) assessment b) problem identification c) plan d) implementation e) evaluation

61 Module I ENTERING CLINICAL PRACTICE IN PSYCHOSOCIAL/PSYCHIATRIC NURSING CONTENT PROVIDER OF CARE MANAGER/COORDINATOR OF CARE MEMBER OF PROFESSION ( 1, 2, 3) LEARNING ACTIVITIES/EVALUATION 10. Ethical issues in the mental health setting. Issues Evaluate clinical data and current literature to make appropriate nursing practice decisions. affecting the nurse, client, and families. 11. Legal definitions a) malpractice b) negligence c) reasonable person test

62 d) respondent superior e) statutory law f) common law g) civil law h) tort contracts i) criminal law 12. Five elements of nursing negligence 13. Definition of the legal parameters of professional nursing.

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