Spring 2015
Angelina College
Health Careers Division
RNSG 2313 Mental Health Nursing
Instructional Syllabus
I.
BASIC COURSE INFORMATION
A. Course Description:
Three hours credit. Principles and concepts of mental health, psychopathology, and treatment
modalities related to the nursing care of patients and their families. Forty-eight classroom hours.
Prerequisites: RNSG 1343, 1412 and 2460. Co-requisite: RNSG 2363. Special fee required.
B. Intended Audience:
Sophomore working toward educational requirements for Associate of Applied Science in Nursing.
C. Instructor:
Name:
Winifred Ferguson Adams
Susan McKee
Renae Authement
Office:
#100
#217
#216
Phone
633-5266
633-3241
633-4523
Office Hours: See office posting
Instructors may also be reached via the main Health Careers telephone number at (936) 6335265. If the instructor is not available, please leave a message with the program secretary or
receptionist; they will relay the message to the instructor.
E-mail Address: wadams@angelina.edu, smckee@angelina.edu, and rauthement@angelina.edu
II. INTENDED STUDENT OUTCOMES:
A. Core Competencies – (Basic Intellectual Competencies)
1. Critical Thinking Skills (CT) – to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information.
2. Communication Skills (COM) – to include effective development, interpretation and expression of
ideas through written, oral and visual communication.
3. Empirical and Quantitative Skills (EQS) – to include the manipulation and analysis of numerical
data or observe facts resulting in informed conclusions.
4. Teamwork (TW) – to include the ability to consider different points of view and to work effectively
with others to support a shared purpose or goal.
5. Personal Responsibility (PR) – to include the ability to connect choices, actions and
consequences to ethical decision-making.
6. Social Responsibility (SR) – to include intercultural competence, knowledge of civic responsibility,
and the ability to engage in regional, national, and global communities.
B. Exemplary Objectives – (Found in the Texas Higher Education Coordinating Board Document.
Titled: CORE CURRICULUM: ASSUMPTIONS AND DEFINING CHARACTERISTICS Dated: April
1998) Not applicable for this course.
C. Course Objectives for all sections –
Upon completion of this course, the student will have the knowledge and skills to:
1. Applies the use of clinical reasoning, the nursing process, and evidence based practice
outcomes as the basis for decision making for psychiatric/mental health patients (PLO #1) (DEC
1 & 2).
2. Identifies behaviors that reflect commitment to the growth and development of the role and
function of nursing consistent with the state and national regulations and with ethical and
professional standards; recognizes continuous need to improve the discipline of nursing and its
contribution to society; values self-assessment and the need for life- long learning (PLO #2)
(DEC 1 & 4).
3. Determines safe, compassionate nursing care using a systematic process of assessment,
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analysis, planning, intervention and evaluation that focuses on the needs and preferences of
psychiatric/mental health patients and their families (PLO #3) (DEC 2 & 3).
4. Distinguishes safe practice guidelines within the therapeutic environment by following scope and
standards of nursing practice for psychiatric/mental health patients and their families (PLO #4)
(DEC 2).
5. Analyzes best practices for the psychiatric/mental health patients and their families by
collaborating, coordinating and/or facilitating comprehensive patient centered care with an
interdisciplinary/multidisciplinary healthcare team (PLO #5) (DEC 1,2,3).
D. Course Objectives as determined by the instructor –
Unit I (See chapters in parenthesis below)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Describe the outcomes of the social stigma of mental disorders. (1)
Discuss the levels of prevention of mental disorders, and provide an example of each. (1)
Describe in detail five principles of the therapeutic nurse–patient relationship. (2)
Identify the stages of the therapeutic nurse–patient relationship. (2)
Formulate nursing interventions that describe a course of action or therapeutic activity that mobilizes the
patient toward a more functional state. (3)
Define evidence-based practice, and describe how its critical elements apply to nursing research and
scientific reasoning. (3)
Describe the characteristics of effective helpers. (4)
Compare and contrast the communication techniques that enhance and block therapeutic
communication. (4)
Discuss the role of common neurotransmitters in the functioning of the central nervous system. (6 - self
review))
Discuss adaptive methods for planning and implementing nursing interventions that consider a patient’s
cultural or ethnic orientation. (8)
Describe and discuss the various forms of admission to mental health facilities. (9)
List the rights of mental health patients, and identify how these rights apply in practice. (9)
Describe and discuss the patient considerations and nursing responsibilities related to antipsychotic
medication therapy. (25)
Describe and discuss the patient considerations and nursing responsibilities related to antidepressant
medication therapy. (25)
Describe and discuss the patient considerations and nursing responsibilities related to mood stabilization
therapy. (25)
Describe and discuss the patient considerations and nursing responsibilities related to anxiolytic and
hypnotic medication therapy. (25)
Describe and discuss the patient considerations and nursing responsibilities related to stimulant
medication therapy. (25)
Describe the role of the nurse in maintaining a therapeutic community in the psychiatric mental health
setting. (26)
Describe the principles of individual, group, and family therapies and the role of the nurse. (26)
Identify outpatient treatment options that are commonly available in community settings. (30)
Apply the nursing process to patients in the community and in the home. (30)
Unit II (Part III - Schizophrenia, Substance Abuse, and Cognitive Disorders)
1. Compare and contrast the course of illness, symptoms, and nursing interventions for the subtypes of
schizophrenia and for associated disorders such as schizoaffective disorder. (13)
2. Apply the nursing process to patients who are experiencing the positive, negative, cognitive, and
depressive symptoms of schizophrenia. (13)
3. Develop nursing care plans for prevention, aftercare, and psychoeducation for patients with
schizophrenia and their families. (13)
4. Define levels of substance use and abuse. (15)
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5. Apply the nursing process for patients with chemical use disorders. (15)
6. Classify the progressive symptoms of Alzheimer’s disease into three stages: mild, moderate, and severe.
(16)
7. Apply the nursing process to the management of patients with cognitive disorders. (16)
8. Develop pharmacologic and non-pharmacologic interventions effective in treating each condition. (13,
15, 16)
Unit III (Part III - Anxiety, Mood, and Personality disorders)
1.
2.
3.
4.
Discuss the four stages of anxiety and their manifestations. (10)
Apply the nursing process to provide comprehensive nursing care to patients with anxiety disorders. (10)
Apply the nursing process to patients with mood and adjustment disorders. (12)
Describe independent and collaborative interventions that nurses and other mental health care providers
use with patients who have mood and adjustment disorders. (12)
5. Apply the nursing process to the management of patients with personality disorders. (14)
6. Develop a nursing care plan for an individual with antisocial personality disorder. (14)
7. Develop pharmacologic and non-pharmacologic interventions effective in treating each condition. (10, 12,
14)
Unit IV (Crisis, Suicide, Violence, and Eating disorders)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
III.
Compare and contrast the medical complications of anorexic and bulimic behavior. (18)
Apply the nursing process for patients with eating disorders. (18)
Develop pharmacologic and non-pharmacologic interventions effective in treating eating disorders (18)
Define the term crisis, and differentiate among the types of crises. (21)
Identify and describe self-care strategies for nurses who are working with patients in crisis. (21)
Compare and contrast models of crisis intervention, and discuss how the nursing process may be used in
each. (21)
Analyze the scope of suicide by age, gender, ethnicity, socioeconomic status, and familial factors. (22)
Distinguish among suicidal ideation, gesture, threat, attempt, and completed suicide. (22)
Apply the nursing process to the prevention of suicide for patients and their families. (22)
Compare victim and offender behavior in interpersonal violence situations. (23)
Discuss barriers that hinder an abused woman from leaving her violent situation. (23)
Define child maltreatment in terms of emotional, psychologic, physical, and sexual abuse. (23)
ASSESSMENT MEASURES OF STUDENT LEARNING OUTCOMES:
A. Assessments for the Core Intellectual Competencies –
1. Critical Thinking Skills (CT) – Competency in critical thinking is assessed through student's ability
to discuss patient case studies, identify patient care needs and complete written assignments.
2. Communication Skills (COM) Competency in speaking is assessed through oral contribution in
small-group activities and interpersonal communication with patients, staff, instructors and peers.
3. Empirical and Quantitative Skills (EQS) – Competency in empirical and quantitative skills is
assessed through administration of a dosage calculation exam prior to clinical.
4. Teamwork (TW) – Competency in teamwork is assessed through student's ability to participate in
various group assignments.
5. Personal Responsibility (PR) –Competency in personal responsibility will be assessed through the
student's preparedness for exams and class assignments.
6. Social Responsibility (SR) – Competency in social responsibility will be assessed through the
student's performance on computerized exam questions relating to cultural and global health issues.
B. Assessments for the Exemplary Objectives– Not applicable for this course.
C. Assessments for Course Objectives for all sections –
SCANS (Secretary of Labor‘s Commission of Achieving Necessary Skills):
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SCANS Skills
Foundation Skills
Evaluation
Written Assignments
Demonstrated Competency in clinical
Required and suggested readings
Critical Thinking Case Studies
Oral presentation
Workplace Competencies
Computer assisted Instruction
Completion of Independent Study Projects
Written assessment & care plans
Demonstrated Competency in clinical
Group effective participation with peers
D. Assessments for the Course Objectives as determined by the instructor –
See Team Based Learning (TBL) grading explanation in Section VII.
IV. INSTRUCTIONAL PROCEDURES:
A. Methodologies common to all sections
Team based learning
Audio-visual aids
Computer assisted instruction
Educational games
Group discussion
Role playing
Independent study
Lecture
Blackboard instruction
B. Methodologies determined by the instructor - Team based learning. Orientation session included
in course orientation.
V. COURSE REQUIREMENTS AND POLICIES:
A. Required Textbooks, Materials, and Equipment –
Fortinash, K. M., & Holoday Worret, P.A. (2012). Psychiatric Mental Health Nursing (5thed.).St.
Louis, Missouri: Elsevier.
B. Assignments –
Team based learning:
Students will participate in a special form of collaborative learning using a specific sequence of
individual preparation, group work with immediate feedback, and group accountability focusing on
application of course concepts. Students will participate in an orientation session and receive full
explanation of student expectations at that time.
Computer Assisted Instruction (CAI) and Blackboard Resources:
This is a Blackboard enhanced course. Students will be expected to log on to Blackboard to receive
assignments, calendars, course information and other materials. It is essential that students check
Blackboard on a daily basis.
C. Course Policies – (This course conforms to the policies of Angelina College as stated in the
Angelina College Nursing Program Student Handbook and the Angelina College Student
Handbook.)
Progression Policy:
A student must earn a minimum grade of “C” or “P” in all required courses in order to progress within the
nursing program. All nursing courses must be taken in the appropriate sequence.
Withdrawal and Dismissal:
Students who wish to withdraw from the nursing program must do so with both the Nursing Program
Coordinator and the Office of Admissions. If the student does not officially withdraw in the Office of
Admission, an “F” will appear on the transcript for the course in progress at that time.
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Examinations:
Students must be present and on time for all examinations which will be administered on-line in the
computer lab or by paper and pencil. If absent, student must call the nursing office @ 936-633-5265
and leave a message, BEFORE the exam begins to make arrangements for a make-up exam or no
makeup exam will be scheduled. (See ACNP Student Handbook 2014-2015 for makeup exam policy.)
(Updated 1/12/2015)
Attendance at the final examination is required and may be rescheduled ONLY with the approval of the
Vice President of Instruction. All exams (and written assignments) become the property of the Nursing
Program.
Academic Assistance – If you have a disability (as cited in Section 504 of the Rehabilitation Act of 1973
or Title II of the Americans with Disabilities Act of 1990) that may affect your participation in this class, you
should see Karen Bowser, Room 208 of the Student Center. At a post-secondary institution, you must selfidentify as a person with a disability; Ms. Bowser will assist you with the necessary information to do so.
Discrimination - Angelina College (AC) admits students without regard to race, color, religion, national
origin, sex, disability, or age. Inquiries regarding the non-discrimination policies of AC should be directed
to: Dr. Patricia McKenzie, Vice president and Dean of Instruction, 3500 South First, Lufkin, TX 75904,
telephone is 936-633-5201.
Attendance –See ACNP Student Handbook 2014-2015.
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VI.
COURSE CONTENT:
A. Required Content/ Topics – See reading guide for specific instructions for team based learning
Chapter number and abbreviated title
UNIT 1 (Part 1) - Foundations for Psychiatric Mental
Health Nursing
 Ch. 1 Psychiatric Nursing (Authement)
 Ch. 2 Nursing Practice in clinical setting (Authement)
 Ch. 8 Culture, ethnicity and spirituality(Authement)
 Ch. 9 Legal and ethical (Authement)
 Ch. 3 Nursing process(Authement)





(Part 2) Mental Health Nursing Skills
Ch. 4 Therapeutic communication (McKee)
Ch. 30 Community mental health (McKee)
Ch. 25 Psychopharmacology (Adams)
Ch. 26 Therapies (Adams)
Ch. 6 Neurobiology (self-review)
UNIT 2 - Psychiatric disorders (McKee)
 Ch. 13 Schizophrenia (2/13)
 Ch. 15 Substance abuse disorders (2/20)
 Ch. 16 Cognitive Disorders (2/20)
Meeting dates and exams
NOTE: Times and dates are subject
to change based on computer
availability.
Clinical Orientation 0900 - 1600 on
Thursday, January 22
Class 0900 – 1300 Friday, January 23
____________________________
Class 0900- 1300 Friday, January 30
Unit I - (Part 1 and 2) Exam #1 0830
Friday, February 6
Class 0900 – 1300 Friday, February 13
Class 0900 - 1300 Friday, February 20
Unit II - Exam #2 0830 Friday, February
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UNIT 3 - Psychiatric disorders (Adams)
 Ch. 10 Anxiety and Anxiety Disorders
 Ch. 12 Mood Disorders (Depression, bipolar)
 Ch. 14 Personality Disorders
Class 0900 - 1300 Tuesday, March 3
Class 0900 - 1300 Friday, March 20
Unit III - Exam #3 0830 Friday, March
27
UNIT 4 - Crisis and Psychiatric Emergencies &
Interventions for Special Populations (McKee):
 Ch. 21 Crisis (Disaster) (4/3)
 Ch. 22 Suicide (4/10)
 Ch. 23 Violence (4/10)
 Ch. 18 Eating disorders (4/3)
Class 0900 - 1200 Friday, April 3
HESI Specialty Exam
Time TBA, Friday, April 24, 2015
Final Exam
0830, Friday, May 8, 2015
Class 0900 - 1300 Friday, April 10
Unit IV- Exam #4 0830 Friday, April 17
B. Additional Content - as required by the instructor.
VII. EVALUATION AND GRADING:
A. Grading Criteria
The course grade is based on team based learning group work, examination scores and assignments:
Methods of Evaluation:
Written examinations
11/28/11
Individual oral and written assignments
Group participation, testing, and oral and written assignments
Individual or group presentations
Case studies and problem solving activities
B.
Determination of Grade
Grading Scale:
A = 90-100
B = 80-89
C = 75-79
F = 74 <
Grade Distribution:
Unit examinations (4)
HESI Exam (Initial score)*
Final Exam
Team based learning scores
Total grade
55%^ (determined as a result of TBL vote)
5%
20%
20%^ (determined by class vote on 1/22/15)
100%
* NOTE: Students scoring less than the national benchmark on the Mental Health HESI must complete
remediation and retake the exam at their expense.
^ Percentages (15-20%) will be based on majority vote on the TBL orientation day after class discussion. Results
are final and will be reported at orientation or the earliest possible meeting. Total grade must equal 100%.
Components of this category include individual and group readiness testing and peer evaluations.
Class vote breakdown (1/22/15)
5% for individual readiness testing in class
10% for group readiness testing in class, and
5% for peer evaluations
VIII. SYLLABUS MODIFICATION:
The instructor may modify the provisions of the syllabus to meet individual class needs by informing the class in
advance as to the changes being made.
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