Spring 2014
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) 633-5265. 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 mgirard@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 (Chapter 1 & 2): Mental Health and Mental Illness, Theories and Therapies
1. Evaluate case scenarios for examples of appropriate nursing assessment of the components of
mental health.
2. Prioritize case study nursing actions used to identify patient with high risk factors and behaviors
related to prevalence of mental illness including age of onset, gender, heredity and family history,
and cultural influences.
3. Critique the effectiveness of planning nursing actions using the DSM IV TR multiaxial system.
4. Evaluate examples of nursing actions using varied therapeutic approaches based on relevant
theories including Freud, Erikson, Sullivan, Maslow and Peplau.
Unit I (Chapter 3, 8, 9, & 10): Psychotropic Drugs and Psychosocial Nursing Tools
1. Prioritize examples of nursing actions for patients receiving psychotropic drugs including
antipsychotics, mood stabilizers, antidepressants, anti-anxiety and anti-cholinesterase drugs.
2. Critique the examples of the use of the steps of the nursing process in the care of patients with
mental illness including use of primary and secondary assessment sources, assessment tools
and standardized scales, determination of nursing diagnosis, planning of standardized nursing
actions, and implementation of the seven basic levels of interventions and evaluation of outcome
criteria.
3. Evaluate the effectiveness of nursing actions in a therapeutic nurse-patient relationship including
the phases of the relationship, boundaries, and interventions to counteract countertransference.
4. Evaluate examples of nursing actions in the clinical interview of patients with mental illness
including the communication process, verbal and nonverbal behaviors, attending behaviors,
effective communication skills and obstructive communication.
Unit I (Chapter 4, 5, 6, & 7): Foundations for Practice
1. Critique examples of collaborative nursing actions in the care of patients with mental illness in the
acute care setting including the nurse’s role as a member of the interdisciplinary team, patient
advocate, in the therapeutic milieu and discharge planner.
2. Prioritize nursing actions for chronically mentally ill patients in the community health setting
including case management, use of resources, basic nursing interventions, and community
treatment alternatives.
3. Evaluate examples of legal and ethical nurse actions in case scenarios for patients with mental
illness considering appropriateness of nursing actions as related to safety, compliance with state
and federal laws, ANA code of ethics, and Psychiatric-Mental Health Standards of care.
Unit II (Chapter 12, 16, 19, & 22): Anxiety Disorders, Somatoform and Dissociative Disorders,
Personality Disorders and Eating Disorders
1. Critique examples of patient’s use of common defense mechanisms in response to varied levels
of anxiety and rank these responses as adaptive or maladaptive including most healthy
defenses, intermediate defenses, and immature defenses.
2. Prioritize the effectiveness of nursing interventions for the patient with anxiety disorders including
anxiety reduction, coping enhancement, hope counseling, milieu therapy, self- care activities,
self- esteem enhancement, and relaxation therapy.
3. Evaluate nursing assessment data for patient with anxiety disorders including signs and
symptoms, irrational fears, rituals, obsessions, and compulsive behaviors.
4. Critique examples of nursing assessment data of somatoform and dissociative disorders
including history & physical of past symptoms, onset, impairment, and co morbid psychiatric
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disorders.
5. Evaluate case scenarios for recognition of the four characteristics of personality disorders
including response to stress, disability in relationships, interpersonal conflict, and crossing of
personal boundaries.
6. Critique the effectiveness of nursing interventions for patients with personality disorders including
manipulation, aggressive and impulsive behaviors.
7. Prioritize nursing interventions for case study and nursing plan of patients with anorexia nervosa,
bulimia, and binge eating disorder.
Unit III (Chapter 13, 14, 15, & 17): Mood Disorders, Schizophrenia, and Cognitive Disorders
1. Evaluate assessment data for patients with Mood disorders, Schizophrenia, and Cognitive
disorders including primary risk factors, onset of disorder, assessment of suicide potential, affect
& mood, alterations in behaviors, alterations in thinking and perceptions, and self-assessment.
2. Prioritize in rank order appropriate nursing diagnosis for Mood Disorders, Schizophrenia, and
Cognitive Disorders.
3. Critique the effectiveness of basic nursing interventions for patients with Mood Disorders,
Schizophrenia, and Cognitive Disorders including safety interventions, counseling, health
teaching, psychopharmacology, and communication techniques.
Unit IV (Chapters 23, 24, & 30): Psychiatric Emergencies:
1. Differentiate the three types of crisis.
2. Critique nursing actions in crisis interventions and the use of community resources in crisis
situations.
3. Evaluate case scenarios for assessment data including the three common precipitating events
associated with suicide.
4. Prioritize in rank order of primary, secondary and tertiary interventions for suicidal clients.
5. Identify key elements of suicide precautions and environmental safety factors.
Unit IV (Chapters 18, 28 & 34): Interventions for Special Populations and Therapeutic Groups:
1. Prioritize nursing actions in the treatment of a person withdrawing from alcohol delirium.
2. Critique nursing actions in the four components of the assessment process used with a person
who is chemically impaired.
3. Critique case scenarios for effectiveness of nursing interventions for children with childhood
mental health disorders.
4. Evaluate the collaborative nursing actions for patients with severe mental disorders in the use of
milieu therapy in a hospitalized patient.
III.
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.
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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):
SCANS Skills
Evaluation
Foundation Skills
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 –
Same as stated above.
IV. INSTRUCTIONAL PROCEDURES:
A. Methodologies common to all sections
Audio-visual aids
Computer assisted instruction
Educational games
Group discussion
Role playing
Independent study
Lecture
Blackboard instruction
B. Methodologies determined by the instructor - Not applicable for this course.
V. COURSE REQUIREMENTS AND POLICIES:
A. Required Textbooks, Materials, and Equipment –
Varcarolis, E. M., & Halter, M. J. (2010). Foundations of Psychiatric Mental Health Nursing: A Clinical
Approach. (6th ed.). St. Louis: Saunders.
B. Assignments –
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. Please sign the Blackboard
agreement and return it to the instructor by the end of the first class week.
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.
See ACNP Student Handbook 2013-2014 for makeup exam policy.
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 2013-2014.
Additional Policies Established by the Individual Instructor – A student that does not successfully pass
an examination is required to make an appointment with the remediation specialist prior to the next exam.
(Revised 5/07 Student Handbook Nursing Program)
The student must provide written proof of the remediation appointment and completion of the
remediation prescription to the designated faculty. If the student does not follow through with the
remediation appointment and prescription, the student will not be allowed to take the next examination in
the course.
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VI.
COURSE CONTENT:
A. Required Content/ Topics –
Content
Foundations in Theory & for Practice Unit 1 –
 Ch. 1 Mental Health and Mental Illness
 Ch. 2 Relevant Theories and Therapies for
Nursing Practice Chapters
 Ch. 3 Biological Basis for Understanding
Psychotropic Drugs
 Ch. 8 The Nursing Process and Standards of
Care for Psychiatric Mental Health Nursing
_____________________________
 Ch. 9 Therapeutic Relationships
 Ch. 10 Communication and the Clinical
Interview
 Ch. 4 Psychiatric Mental Health Nursing in
Acute Care Settings
 Ch. 5 Psychiatric Mental Health Nursing in
Community Settings
 Ch. 6 Cultural Implications for Psychiatric
Mental Health Nursing
 Ch. 7 Legal and Ethical Guidelines for Safe
Practice
Anxiety, Somatoform, Dissociative, Personality,
and Eating Disorders Unit II: (See below)
 Ch. 12 Anxiety and Anxiety Disorders
 Ch. 22 Somatoform, Factitious, and
Dissociative Disorders
 Ch. 19 Personality Disorders
 Ch. 16 Eating Disorders
Mood Disorders, Schizophrenia, Cognitive
Disorders Unit III: (See below)
 Ch. 15 Schizophrenia
 Ch. 13 Depressive Disorders
 Ch. 14 Mood Bipolar Disorders
 Ch. 17 Cognitive Disorders
Psychiatric Emergencies & Interventions for
Special Populations: Unit IV ( See below):
 Ch. 23 Crisis and Disaster
 Ch. 24 Suicide
 Ch. 30 Serious Mental Illness
 Ch. 18 Addictive Disorders
 Ch. 28 Disorders of Children and
Adolescents
 Ch. 34 Therapeutic Groups (no lecture –
covered in orientation)
Reading Assignment
Varcarolis, E. Foundations of Psychiatric Mental
Health Nursing: A Clinical Approach, 6th ed.
Orientation/Lecture 0900 - 1600 Thursday,
January 23, 2014
Lecture 0900 - 1300 Friday, January 24, 2014
__________________________________
Lecture 0900- 1300 Friday, January 31, 2014
Unit I - Exam #1 0900 Friday, February 7, 2014
Varcarolis, E. Foundations of Psychiatric Mental
Health Nursing: A Clinical Approach, 6th ed.
Ch. 12, 16, 19, & 22
Lecture 0900 - 1300 Friday, February 14, 2014
Unit II - Exam #2 0900 Friday, February 28,
2014
Varcarolis, E. Foundations of Psychiatric Mental
Health Nursing: A Clinical Approach, 6th ed.
Ch. 13, 14, 15, & 17
Lecture 0900 - 1300 Tuesday, March 4, 2014
Unit III - Exam #3 0900 Friday, March 21, 2014
Varcarolis, E. Foundations of Psychiatric Mental
Health Nursing: A Clinical Approach, 6th ed.
Ch. 18, 23, 24, 30, 28 & 34
Lecture 0900 - 1300 Friday, April 4, 2014
Unit IV - Exam #4 0900 Friday, April 11, 2014
HESI Specialty Exam
0830, Friday, April 25, 2014
Final Exam
0830, Friday, May 9, 2014
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B. Additional Content - as required by the instructor.
VII. EVALUATION AND GRADING:
A. Grading Criteria
The course grade is based on examination scores and assignment:
Methods of Evaluation:
Written examinations
Oral and written assignments
Group participation
Presentations
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
Total grade
70%
5%
25%
100%
* NOTE: Students scoring less than the national benchmark on the Mental Health HESI must complete
remediation and retake the exam at their expense.
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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