School of Nursing
NURS 3335 Mental Health Nursing
NURS3335 MENTAL HEALTH NURSING Summer 2012
COURSE DESCRIPTION: This course focuses on the physiological and psychological aspects of the
mental health related to acute and chronic health problems across the lifespan. The role of the
professional nurse in health promotion and illness prevention are key components. Emphasis is placed
on the mental health milieu that exists in both the hospital and community setting.
CREDIT: 3 Credit hours
PROGRAM LEVEL II
TEXTBOOKS:
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th Edition). Washington, DC: Author.
Lippincott NCLEX RN 4000 CD disc. ISBN for the NCLEX RN 4000 CD Disc:
9780781777902 T
Nursing Practice Act Nursing Peer Review, Nurse License Compact and Advanced
Practice Registered Nurse Compact.
Varcarolis, E. M., & Halter, M. (2010) Foundations of psychiatric mental health nursing: A clinical
approach. (6th Edition) St. Louis: Elsevier. ISBN: 978-1-4160-6667-5
Varcarolis, E. M., & Halter, M. (2010). Virtual Clinical Excursions 3.0 for Foundations of Psychiatric Mental
Health Nursing 6th Edition. ISBN-13: 9781437715248
WWW.ATITESTING.COM Mental Health Nursing Version 8.0 may be accessed online
Course Coordinator: Deborah S. Ginbey, RN, MSN, MA
Clinical Instructor(s): TBA
Office Hours Mon - Thurs, 10-5 Phone: Cell: 325-232-1580 same as office hours (Use
good judgment if calling after hours and be considerate of the hour)
Email: debby.ginbey@wayland.wbu.edu
ALWAYS USE WBU EMAIL FOR CORRESPONDENCE
** Federal regulations mandate that we contact students at their University issued e-mail address.
Please set up your @wayland.wbu.edu email account by following the instructions located at:
http://www.wbu.edu/academics/online_programs/resources/student_email_access.pdf
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COURSE OBJECTIVES:
At the end of this course, the student will be able to:
1. Identify signs and symptoms of mental illness disease processes in the client.
2. Establish nursing diagnosis for the adult client in the mental health care setting.
3. Assist the client in setting realistic goals for their plan of care.
4. Implement nursing interventions to assist the client in the acute care setting, as well as the
community setting.
5. Evaluate the client’s response to the nursing interventions.
6. Advocate for the client’s rights while receiving care for their mental illness.
7. Apply ethical and legal principles when intervening with the client.
8. Incorporate the client’s cultural needs when planning and implementing nursing interventions for
the client.
EVALUATION AND GRADING: A point system is used to determine the grade in Mental Health Nursing.
Students must score:
90-100
A
80-90
B
75-80
C
70-74
D
69 and below
F
75 or greater is the required pass grade
*No Rounding of Grades for example if your over-all average is 79.9 this equates to a C, etc.
Grading Rubric
Classroom:
Available Points
Exam One
12.5
Exam Two
12.5
Exam Three
12.5
Exam Four
12.5
Comprehensive Final
30
*ATI Proctored Exam : Level III = 100%; Level II = 80%; Level I = 60%; Below
level I = 40%
10
*ATI: Practice Tests A&B (All Mental Health ATIs must be completed & turned in)
5
Class Presentation
5
Total Course Points
100
*All Students are required to complete Focused Reviews on All ATI Practice and Proctored Tests*
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Class Attendance: (This is for face to face students)
Online students are encouraged to enter the online course at least 3 times per week for updates
and announcements and discussion groups
1. The student must attend classes for which he/she is enrolled.
2. A student enrolled at Wayland Baptist University should make every effort to attend all class
meetings. All absences must be explained to the satisfaction of the instructor, who will decide
whether the omitted work may be made up.
3. A student who misses twenty percent (25%) or more of the regularly scheduled class meetings
will receive a grade of “F” for that class.
4. When a student reaches a number of absences considered by the instructor to be excessive for
this course content, the instructor will so advise the student and file an Unsatisfactory Progress
Report at the San Antonio Campus.
5. The instructor will count three tardies as one absence.
6. If an instructor fails to appear or fails to send notification of late arrival within the first fifteen
minutes of a class period, the student may leave without incurring an absence.
Cell Phone Policy: Respect for faculty and fellow students are necessary for teaching and learning in
the (classroom) and clinical settings. You are required to silence cell phones, silence other mobile
devices, and remove Bluetooth devices prior to entering any (classrooms) and clinical settings. Failure
to follow this policy can affect your class participation (including, you may be requested to leave the (class
room), clinical or final course grade.
Employment:
It is recommended that the full-time nursing student not work more then 10 hours per week. Clinical
assignments and times will not be adjusted for student work schedules.
Personal Business:
Using cell phones and pagers is prohibited during scheduled clinical hours.
Dress Code:
During clinical students must wear colored scrubs, or professional business attire (depending on the
clinical site), and avoid heavy jewelry, and perfume. Fingernails should be clean, subdue color, no
artificial nails. Hair should be pulled back away from the face. Wayland Baptist University Name Tag is
required.
Note: Agency dress code takes precedence over the department dress code.
Classroom attire will be “Professional Casual”. Short shorts, visible cleavage, halter tops, muscle
shirts, and revealing attire are unacceptable. Non-compliance will result in dismissal for the day
and counted toward absence.
Testing:
A test blueprint may be prepared by the faculty and made available to the student before the exam. The
blueprint will provide the student with the generalized subject content, the number of questions in that
subject area and the type of question. The type of question will be categorized by the areas of the
nursing process: assessment, planning, implementation and evaluation and by cognitive level,
knowledge, analysis, application, and comprehension. In the event a faculty must change a test date,
students will be notified before the scheduled exam. Test results may be provided to the student within
72 hours post the exam. Exam review will be done with the current exam only. You will not be allowed to
go back and review previous exams. You will have one week to review the current exam. Exam review
will be done at the discretion of the faculty.
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Make-up Tests /Pop Quizzes:
Occasionally a student will miss a test that is scheduled for a class. A student should contact his/her
instructor to arrange the make-up test. A date for the make-up test must be arranged with the
instructor within one week of the missed test. An alternate test on the subject matter may be provided
and no blueprint will be provided for the make-up test. Make-up test schedule will be clarified at the
beginning of the quarter. Students are required to follow up with the particular Instructor who
taught the content material to arrange the make-up test.
If an Instructor conducts a Pop Quiz and the student is absent for that particular day, the student is not
permitted to make-up the quiz. The Instructor conducting a Pop Quiz may at his/her discretion make an
exam grade adjustment based on the student’s quiz grade. Again, this is at the sole discretion of the
Instructor that conducts the Pop Quiz.
Assignments:
Students are required to complete the following assignments:
 Theory Class Assignments
o ATI Mental Health Practice Tests + Focused Reviews (refer also to Clinical Section of
Syllabus)
o ATI Proctored Mental Health Test + Focused Reviews (refer also to Clinical Section of
Syllabus)
o Pop Quizzes (not allow to be made up if student is absent)
o Unit Exams
o Comprehensive Final Exam
o Student Presentation of a Mental Health Disorder – instructions to be posted
 Clinical Assignments
o Service Learning Engagements
 Students within their clinical rotation will explore a variety of community
engagement activities aside from the Clinical Experience itself. As part of his/her
clinical experience, each Clinical Group will arrange to perform a Service
Learning Engagement as a Clinical Group which will be pre-approved by the
clinical instructor. This will be incorporated as part of the Student’s clinical
experience. Service Learning Engagements may include: working with the
Volunteer Council of the San Antonio State Hospital (located in Logan Hall) on
the grounds of the San Antonio State Hospital; the San Antonio Food Bank;
Senior Citizens Meals on Wheels Organization or a similar organization of which
the Clinical Instructor approves.
o Journal. The Students will maintain a Journal and write reflective annotations of the daily
clinical experiences/observations to include the Service Learning Engagement(s) that the
Clinical Group performed. The Journaling Activity for Clinical is a mechanism by which
Students can decompress his/her clinical experiences through the journaling process.
o Three Concept Maps with Medication & Lab/Diagnostic Forms (refer to Blackboard for
Clinical Forms)
o Students will complete/write out Medications Cards as directed by the Clinical Instructor
o Three Completed Virtual Clinical Excursions (VCEs) – The Clinical Instructor will identify
which VCE Exercises for the students to complete
o Pre/Post Clinical Activity may include the use of NCLEX RN 4000 CD. The Clinical
Instructor will direct the focus of specific Mental Health Topics
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o
o
o
o
ATI Focused Reviews will be monitored by the assigned clinical instructor. All ATI
Practice Tests will be required to have focused reviews performed
Additionally, based on the Student’s ATI Proctored Exam A Level, the student will
be required to perform the following minimum amount of time with remediation in
terms of the Focused Review.
 For an ATI Score of Level III, the student will be required to spend a minimum
time of 2 hours on his/her Focused Review
 For an ATI Score of Level II, the student will be required to spend a minimum
time of 4 hours on his/her Focused Review
 For an ATI Score of Level I, the student will be required to spend a minimum time
of 6 hours on his/her Focused Review
 For an ATI Score of < Level I, the student will be required to spend a minimum
time of 8 hours on his/her Focused Review
Failure to follow and complete minimum time constraints as outlined above, will
result in the Student receiving a NO-PASS in clinical which would mean the
Student would have to repeat the Course
The Proctored ATI Mental Health Exam B will be administered the last day of the
Mental Health Clinical and will be counted as Score (refer to Course Grading
Rubric, page 2 of the Syllabus).
The clinical instructor will provide feedback for student assignments within the clinical realm. The theory
instructor will provide feedback for student assignments within the theory realm.
Clinical:
The clinical portion of the course is on a pass/fail basis and must be passed to pass the course. The
clinical attendance, clinical objectives and clinical assignments will be used to justify the
students’ standing. The level two clinical evaluation forms will be used to determine the students pass
or fail performance for this course. The student must be evaluated at 85% or above in the area of clinical
performance in order to pass the course.
Students are required to take a Dosage Calculation Exam on the first day of the First Clinical. The
test consists of 10 dosage calculations. The Student is required to make a score of 90. The Student has
3 opportunities to achieve the Score of 90. If the Student does not achieve a score of 90 after the 3 rd
attempt, the Student will receive a Failure in the Clinical portion of the Course and therefore fail the
Theory Component as well and will be referred to the Dean of the Nursing Program for follow-up.
Clinical Course Objectives:
1. Explore subjective and objective feelings, attitudes, and behaviors toward clients with mental
illness.
2. Perform psychosocial and cultural assessments for clients with mental illness.
3. Apply ethical and legal principles along with professional standards while providing care for
clients with mental illness.
4. Use therapeutic communication while working with both clients and staff in the mental health
setting.
5. Apply principals of growth and development to the client with mental illness.
6. Demonstrate caring attributes when interacting with patients and family of patients.
7. Implement appropriate nursing interventions to promote well-being to the client in the mental
health setting.
8. Apply the nursing process to provide care for the clients with mental illness.
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9. Explore community resources which provide care for clients with psychosocial issues.
Clinical Attendance:
Attendance to clinical is critical. Regular and punctual attendance is expected at all scheduled clinical
days. Absence will result in a ‘0’ for the day. Absence on assignment due dates will forfeit the
assignment grade resulting in a ‘0’. No late work will be accepted. Any student missing a clinical must call
in to the instructor prior to the scheduled clinical so arrangements can be made for their patient
assignment to be taken care of. There is no make up for clinical. A zero will be awarded for clinical
absence (s).
Jurisprudence:
Students will need to purchase and/or down load and print the current Nursing Practice Act, Nursing Peer
Review, Nurse Licensure Compact, & Advanced Practice Registered Nurse Compact as a supplementary
resource reading.
Policy on Academic Integrity:
Standards of academic honesty are expected. Academic dishonesty includes, but is not limited to,
cheating, plagiarism, counterfeit work, unauthorized reuse of work, theft, and collusion.
Policy Regarding Due Dates for Assignments: Hard copies of the assignments are due to faculty on
assigned dates at the beginning of the class period. Students are responsible for contacting the course
faculty if there is any difficulty in understanding the course materials or completing the course
assignments. Up to 10% may be deducted for each day of late assignments, late or incomplete care
plans may result in clinical failure.
Student Responsibilities:
Students are adult learners and responsible for self-directed study to complete this course. Check
postings on blackboard each week, learn to use blackboard postings provided by professors, as they are
intended to increase your professional nursing knowledge bank. Learn to become a resource broker,
speak professionally and use citations, it is part of professional nursing. Assignments, blogs, and
presentation have due dates and points will be reduced if not punctual. The profession of nursing requires
punctuality in documentation and attendance. It also requires reliability as fellow staff and administration
rely on you to come to work prepared. Patients rely on you to know the current state of their health and
current professional standards. Citations and references are to be used and documented using the
professional citation of nursing, APA (5th edition) format.
Disability Statement:
Wayland Baptist University adheres to a policy of providing equal opportunity to students with disabilities.
Disability is defined by the University as any condition that falls under the purview of the Rehabilitation
Act of 1973. Wayland will strive to achieve optimum opportunity for participation in the University
experience for all students, regardless of their circumstance. The University encourages any student who
has a disability, as defined by the Rehabilitation Act of 1973, to inform the University of any Special
Requirements or needs by reporting these to the Dean of Students or the Vice President for Academic
and Student Services. The University will strive to meet these needs in accordance with applicable
federal guidelines and Christian ethical considerations.
University Policy precludes exclusion of qualified disabled persons from participation in, or is
denied the benefits of, or is subject to discrimination under any educational program or activity in
the University. Students should inform their instructor of any documented disabilities in the first
class meeting.
Student Conduct:
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This is a statement of conduct standards. It is enforced in conjunction with the Discipline Policy
and Substance Abuse Policy found elsewhere in this handbook.
Wayland proudly adheres to high standards of intellectual, moral, ethical, and spiritual values. Convinced
that self-discipline is more desirable than outside force and that the truly educated person must pursue
what is right under all circumstances, Wayland entrusts each student with the solemn obligation of
preserving these standards. However, in the light of revelation, reason, and the custom of the Christian
community from which Wayland has sprung, certain practices are evaluated:
1.
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6.
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8.
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11.
Personal integrity in keeping with New Testament standards is expected of all students.
Respect for the property, knowledge, and rights of other people must prevail.
The use or possession of alcoholic beverages and/or illegal drugs is forbidden.
Gambling, hazing, and the on-campus possession of firearms or deadly weapons are
prohibited.
BB Guns and Paint Ball Guns are also prohibited.
The use of tobacco by students is discouraged, though permitted in certain designated areas of
the campus. In consideration of the rights of others and the requirements of safety, such areas
are designated.
Usage of all forms of tobacco is strictly prohibited in dormitories.(Specific to students in Dorms)
THESE STANDARDS APPLY TO ALL STUDENTS AS LONG AS THEY ARE
ENROLLED IN WAYLAND, AND THE UNIVERSITY ASSUMES THAT THE ACT
OF REGISTERING AS A STUDENT IMPLIES FULL ACCEPTANCE OF THESE
STANDARDS OF CONDUCT.
The authority of the University is exercised over all student groups or organizations bearing the
name of the university, or any student enterprises to the extent necessary to safeguard the good
name and well-being of Wayland.
Specifically, each student is expected to conduct himself in such a manner as to uphold, not
detract from, the good name of Wayland Baptist University.
If one feels that he/she cannot subscribe to the moral and social practices of the University,
he/she will find greater acceptance elsewhere
Report of Unsatisfactory Progress:
Report of Unsatisfactory Progress may be issued to a student at any point during the semester via email
and/or hard copy. This form places the student on academic notice. It is designed to be a written
communication tool between instructor, faculty, and University Administration. The tool may
communicate but is not limited to a problem in the following areas:
 Excessive absences
 Failure on the Clinical Dosage Calculation Exam (making < 90 on 3rd attempt which will result in a
No-Pass in Clinical and subsequent Failure of the Mental Health Course)
 Failing to submit assignments
 Submitting inadequate assignments
 Failing to thoroughly Complete ATI Focused Reviews on all ATI Practice Tests and ATI
Proctored Exams (will result in a No-Pass in Clinical)
 Failing to take adequate notes
 Failing tests/ Failing to do assigned reading
 Failing to comprehend subject matter
 Inadequate basic skills (e.g. reading, writing math)
 Giving excessive time to nonacademic activities
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Standards of Professional Nursing Practice (BON 213.27, 217.11, 217.12) and Differentiated
Essential Competencies (DECs)
1. Knows rationale for side effects of medications and treatments, and correctly administers same.
217.00 (1)(c). DECs: I-A,B; II-A,D; III-A,B,D,F; IV-A,B
2. Documents nursing care accurately and completely, including signs and symptoms, nursing care
rendered, medication administration. Contacts health care team concerning significant events in
patient health. 217.11 (1) (d). DECs: I-A,B,D; II-A,D; III-A,B,D,F; IV-A,B
3. Implements a safe environment for patients and/or others. 217.11 (1) (b). DECs: I-A,D; II-A,B;
III-A,B,C,D,E,F; IV-A,B,D,E
4. Respects client confidentiality. 217.11 (1)(e). DECs: I-A,B,C,D; II-B,D,H; III-A,B,E; IV-A,E; IVA,D,E
5. Accepts assignments commensurate with educational level, preparation, experience and
knowledge. 217.11(1)(t). DECs: I-D,E,G,H; II-A,B; III-A,B,C,D,E,F; IV-B,D
6. Obtains instruction and supervision as necessary when implementing nursing procedures and
practices. 217.11(1)(h). DECs: I-A,B,D; II-A,B,D,G; III-A,B,D,E; IV-A,B
7. Notifies the appropriate supervisor when leaving an assignment. 217.11 (1) (I). DECs: I-A,B,C,D;
II-A,D,F; III-A,B,D,E,F; IV-A,B,D,F
8. Recognizes and maintains professional boundaries of the nurse/patient relationship. 217.11
(1)(J). DECs: I-A,B,C,D; II-A; III-A; IV-D
9. Clarifies orders, treatments, that the nurse has reason to believe are inaccurate, non-effective or
contraindicated. 217.11 (1)(N). DECs: I-A,B; II-A,B,F,H; III-A,B,E; IV-A,B,D
10. Able to distinguish right from wrong. 213.27 (b)(2)(A). DECs:: I-A,B,C,D; III-A,B,D,E
11. Able to think and act rationally 213.27(b)(2)(B). DECs: I-A,B,C,D; III-A,B,D,E
12. Able to keep promises and honor obligations 213.27(b)(2)(C). DECs: I-A,B,C,D; II-A,F; III-A,B;
IV-A,B,D,E
13. Accountable for own behavior 213.27(b)(2)(D). DECs: I-B; II-A; III-A,E; IV-B
14. Able to promptly and fully self-disclose facts, circumstances, events, errors and omissions when
these disclosures will enhance health status of patients or protect patients from unnecessary risk
or harm. 213.27(b)(2)(G). DECs: I-A,B,D; II-A,D; III-A,B,E,F; IV-A,B,D,E
Please refer to the Board of Nursing at www.BON.state.tx.us for any additional information
regarding the Texas Nurse Practice Act and http://www.bon.texas.gov/nursingeducation/edudocs/decpresentation.pdf for additional information regarding the Differentiated Essential Competencies
(DECs).
COURSE OUTLINE
UNIT I CONTENT:
FOUNDATIONS IN THEORY & PRACTICE
Chapter 1 Mental Health and Mental Illness
Chapter 2 Relevant Theories and Therapies for Nursing Practice
Chapter 3 Biological Basis for Understanding Psychotropic Drugs
Chapter 4 Psychiatric Mental Health Nursing in Acute Care Settings
Chapter 5 Psychiatric Mental Health Nursing in Community Settings
Chapter 6 Cultural Implications for Psychiatric Mental Health Nursing
Chapter 7 Legal and Ethical Guidelines for Safe Practice
Chapter 8 The Nursing Process and Standards of Care for Psychiatric Mental Health Nursing
Chapter 9 Therapeutic Relationships
Chapter 10 Communication and the Clinical Interview
Chapter 11 Understanding Responses to Stress
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UNIT II CONTENT:
PSYCHOBIOLOGICAL DISORDERS
Chapter 12 Anxiety and Anxiety Disorders
Chapter 13 Depressive Disorders
Chapter 14 Bipolar Disorders
Chapter 15 Schizophrenia
*Chapter 16 Eating Disorders
*Chapter 17 Cognitive Disorders
Chapter 18 Addictive Disorders
Chapter 19 Personality Disorders
*Chapter 20 Sleep Disorders
*Chapter 21 Sexual Dysfunction and Sexual Disorders
*Chapter 22 Somatoform, Factitious, and Dissociative Disorders
UNIT III CONTENT:
TRAUMA INTERVENTIONS & INTERVENTION MODALITIES
Chapter 23 Crisis and Disaster
Chapter 24 Suicide
Chapter 25 Anger, Aggression, and Violence
Chapter 26 Child, Older Adult, and Intimate Partner Abuse
Chapter 27 Sexual Assault
Chapter 34 Therapeutic Groups
Chapter 35 Family Interventions
Chapter 36 Integrative Care
UNIT IV CONTENT:
INTERVENTIONS FOR SPECIAL POPULATIONS
Chapter 28 Disorders of Children and Adolescents
Chapter 29 Psychosocial Needs of the Older Adult
Chapter 30 Serious Mental Illness
Chapter 31 Psychological Needs of Patients with Medical Conditions
Chapter 32 Care for the Dying and for Those Who Grieve
Chapter 33 Forensic Psychiatric Nursing
COMPREHENSIVE FINAL EXAM
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Grading Rubric/Criteria for Student Presentation
** FOR ONLINE STUDENTS PRESENTATION RUBRIC WILL BE POSTED**
Students
Presenting:__________________________________________________________________
____________________________________________________________________________
Topic:________________________________________________________________
Guidelines
Points
possible
Points
earned
Articulation during group presentation
(Does your Power Point Presentation Flow)
__25__
_____
Content & Discussion of select topic
__25__
_____
Appropriate Case Study associated with topic
__25__
_____
Critical Thinking Questions related to topic
(at least 5 NCLEX questions with rationales)
__15__
_____
Follows APA
(Includes reference page)
__10__
_____
Total Point Possible
__100_
_____
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Grading Criteria Cover Sheet for Electronic Student Clinical Journal
Student Name:
Clinical Instructor:
Course Name:
Course Number:
Semester:
Year:
Grading Rubric for Clinical Journal
Scoring Criteria
Possible
Points
*Journal has Cover Sheet / Grading Rubric. Each Journal
entry begins with the actual date of the experience.
Reference sheet (APA standard) is provided at the end of the
Journal. Entire Journal must be emailed to his/her Clinical
Instructor on date identified by instructor.
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Each entry is written with clarity and proper sentence structure
and referenced as appropriate in an APA style. A thorough
description of the clinical experience will be described to
include the client(s) that the student engaged.
30
Identify therapeutic and non-therapeutic communication
techniques used by the student during the clinical day for each
journal entry (as applicable).
10
Identify client(s) nonverbal communications observed during
the clinical day for each journal entry (as applicable).
10
As applicable, identify at least 2 Ego Defense Mechanisms
observed on each clinical day’s experience and ground your
evidence (i.e. reference your source).
10
Reflect daily within your journal entry how this clinical day
facilitated your growth in understanding psychiatric nursing
and how this impacts your growth toward becoming a
Registered Nurse.
10
Total Score
Actual
Earned
Points
100
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COURSE OBJECTIVES
Varcarolis, E. M., & Halter, J. (2010) Foundations of psychiatric mental health nursing: A clinical
approach. (6th Edition) St. Louis: Elsevier.
Objectives
Chapter 01:
Mental Health and Mental Illness
1. Discuss some dynamic factors (including social climate, politics, myths, and biases) that contribute to making a
clear-cut definition of mental health elusive.
2. Explain how epidemiological studies can improve medical and nursing care.
Learning Activities
For All Classes
Lectures
Discussion
Case Studies
3. Demonstrate how the DSM-IV-TR multiaxial system can influence a clinician to consider a broad range of
information before making a DSM-IV-TR diagnosis.
4. Compare and contrast a DSM-IV-TR diagnosis with a nursing diagnosis.
5. Give examples of how personal norms and other cultural influences can affect making an accurate DSM-IV-TR
diagnosis.
6. Define psychiatric mental health nursing, and discuss the patient population served by the psychiatric nurse.
7. Explain the reasons for using standardized classification systems (e.g., North American Nursing Diagnosis
Association International [NANDA-I], Nursing Interventions Classification [NIC], and Nursing Outcomes
Classification [NOC]) in psychiatric nursing practice.
8. Compare and contrast the nursing actions of the basic level psychiatric mental health nurse with those of the
advanced level psychiatric mental health nurse.
9. Describe recent developments that have increased the biological emphasis in psychiatric mental health nursing.
10. Explore emerging and future roles for psychiatric mental health nursing related to scientific and social trends.
Chapter 02:
Relevant Theories and Therapies for Nursing Practice
1. Evaluate the premises behind the various therapeutic models discussed in this chapter.
2. Describe the evolution of therapies for psychiatric disorders.
3. Identify ways each theorist contributes to the nurse’s ability to assess a patient’s behaviors.
4. Drawing on clinical experience, provide the following:
a. An example of how a patient’s irrational beliefs influenced behavior.
b. An example of countertransference in your relationship with a patient.
c. An example of the use of behavior modification with a patient.
5. Identify Peplau’s framework for the nurse-patient relationship.
6. Choose the therapeutic model that would be most useful for a particular patient or patient problem.
Chapter 03:
Biological Basis for Understanding Psychotropic Drugs
1. Discuss at least eight functions of the brain and the way these functions can be altered by psychotropic drugs.
2. Describe how a neurotransmitter functions as a neuromessenger.
3. Draw the three major areas of the brain and identify at least three functions of each.
4. Identify how specific brain functions are altered in certain mental disorders (e.g., depression, anxiety, and
schizophrenia).
5. Describe how the use of imaging techniques can be helpful for understanding mental illness.
6. Develop a teaching plan that includes side effects from dopamine blockage, such as motor abnormalities.
7. Describe the result of blockage of the muscarinic receptors and the 1 receptors by the standard neuroleptic drugs.
8. Briefly identify the main neurotransmitters affected by the following psychotropic drugs and their subgroups:
a. Antianxiety agents
b. Sedative-hypnotic agents
c. Antidepressants
d. Mood stabilizers
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e. Antipsychotic agents
f. Anticholinesterase drugs
9. Identify special dietary and drug restrictions in a teaching plan for a patient taking a monoamine oxidase inhibitor.
10. Identify specific cautions you might incorporate into your medication teaching plan with regard to:
a. Herbal medicine
b. Genetic pharmacology (i.e., variations in effects and therapeutic actions of medications among different ethnic
groups)
Chapter 04:
Psychiatric Mental Health Nursing in Acute Care Settings
1. Describe the population served by inpatient psychiatric care.
2. Identify funding options for acute care of psychiatric conditions and legislation related to insurance reimbursement.
3. List the criteria for admission to inpatient care.
4. Discuss the purpose of identifying the rights of hospitalized psychiatric patients.
5. Explain how the multidisciplinary treatment team collaborates to plan and implement care for the hospitalized
patient.
6. Explain the importance of monitoring patient safety during hospitalization.
7. Describe the role of the nurse as advocate and provider of care for the patient.
8. Discuss the managerial and coordinating roles of nursing on an inpatient acute care unit.
9. Discuss the process for preparing patients to return to the community for ongoing care.
Chapter 05:
Psychiatric Mental Health Nursing in Community Settings
1. Explain the evolution of the community mental health movement.
2. Identify elements of the nursing assessment that are critically important to the success of community treatment.
3. Explain the role of the nurse as the biopsychosocial care manager of the multidisciplinary team.
4. Discuss the continuum of psychiatric treatment.
5. Describe the role of the community psychiatric mental health nurse in disaster preparedness.
6. Describe the role of the psychiatric nurse in four specific settings: partial hospitalization program, psychiatric home
care, assertive community treatment, and community mental health center.
7. Identify two resources to assist the community psychiatric nurse in resolving ethical dilemmas.
8. Discuss barriers to mental health treatment.
9. Examine influences on the future of community psychiatric mental health nursing.
Chapter 06:
Cultural Implications for Psychiatric Mental Health Nursing
1. Explain the importance of culturally relevant care in psychiatric mental health nursing practice.
2. Discuss potential problems in applying Western psychological theory to patients of other cultures.
3. Compare and contrast Western nursing beliefs, values, and practices with the beliefs, values, and practices of
patients from diverse cultures.
4. Perform culturally sensitive assessments that include risk factors and barriers to quality mental health care that
culturally diverse patients frequently encounter.
5. Develop culturally appropriate nursing care plans for patients of diverse cultures.
Chapter 07:
Legal and Ethical Guidelines for Safe Practice
1. Compare and contrast the terms ethics and bioethics, and identify five principles of bioethics.
2. Discuss at least five patient rights, including the patient’s right to treatment, right to refuse treatment, and right to
informed consent.
3. Identify the steps nurses are advised to take if they suspect negligence or illegal activity on the part of a professional
colleague or peer.
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4. Apply legal considerations of patient privilege (a) after a patient has died, (b) if the patient tests positive for human
immunodeficiency virus, or (c) if the patient’s employer states a “need to know.”
5. Provide explanations for situations in which health care professionals have a duty to break patient confidentiality.
6. Discuss a patient’s civil rights and how they pertain to restraint and seclusion.
7. Develop awareness of the balance between the patient’s rights and the rights of society with respect to the following
legal concepts relevant in nursing and psychiatric mental health nursing: (a) duty to intervene, (b) documentation,
and (c) confidentiality.
8. Identify legal terminology (e.g., torts, negligence, malpractice) applicable to psychiatric nursing, and explain the
significance of each term.
Chapter 08:
The Nursing Process and Standards of Care for Psychiatric Mental Health Nursing
1. Compare the different approaches you would consider when performing an assessment with a child, an adolescent,
and an older adult.
2. Differentiate between the use of an interpreter and a translator when performing an assessment with a non–English
speaking patient.
3. Conduct a mental status examination (MSE).
4. Perform a psychosocial assessment, including brief cultural and spiritual components.
5. Explain three principles a nurse follows in planning actions to reach agreed-upon outcomes criteria.
6. Construct a plan of care for a patient with a mental or emotional health problem.
7. Identify three advanced practice psychiatric mental health nursing interventions.
8. Demonstrate basic nursing interventions and evaluation of care following the ANA’s Standards of Practice.
9. Compare and contrast Nursing Interventions Classification (NIC), Nursing Outcomes Classification (NOC), and
evidence-based practice (EBP).
Chapter 09:
Therapeutic Relationships
1. Compare and contrast the three phases of the nurse-patient relationship.
2. Compare and contrast a social relationship and a therapeutic relationship regarding purpose, focus, communications
style, and goals.
3. Identify at least four patient behaviors a nurse may encounter in the clinical setting.
4. Explore qualities that foster a therapeutic nurse-patient relationship and qualities that contribute to a nontherapeutic
nursing interactive process.
5. Define and discuss the roles of empathy, genuineness, and positive regard on the part of the nurse in a nursepatient relationship.
6. Identify two attitudes and four actions that may reflect the nurse’s positive regard for a patient.
7. Analyze what is meant by boundaries and the influence of transference and countertransference on boundary
blurring.
8. Understand the use of attending behaviors (eye contact, body language, vocal qualities, and verbal tracking).
9. Discuss the influences of disparate values and cultural beliefs on the therapeutic relationship.
Chapter 10:
Communication and the Clinical Interview
1. Identify three personal and two environmental factors that can impede communication.
2. Discuss the differences between verbal and nonverbal communication, and identify five examples of nonverbal
communication.
3. Identify two attending behaviors the nurse might focus on to increase communication skills.
4. Compare and contrast the range of verbal and nonverbal communication of different cultural groups in the areas of
(a) communication style, (b) eye contact, and (c) touch. Give examples.
5. Relate problems that can arise when nurses are insensitive to cultural aspects of patients’ communication styles.
6. Demonstrate the use of four techniques that can enhance communication, highlighting what makes them effective.
7. Demonstrate the use of four techniques that can obstruct communication, highlighting what makes them ineffective.
8. Identify and give rationales for suggested (a) setting, (b) seating, and (c) methods for beginning the nurse-patient
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interaction.
9. Explain to a classmate the importance of clinical
supervision
Chapter 11:
Understanding Responses to Stress
1. Recognize the short- and long-term physiological consequences of stress.
2. Compare and contrast Cannon’s (fight-or-flight), Selye’s (general adaptation syndrome), and
psychoneuroimmunological models of stress.
3. Describe how responses to stress are mediated through perception, personality, social support, culture, and
spirituality.
4. Assess life change units using the classic Life-Changing Events Questionnaire.
5. Identify and describe holistic approaches to stress management.
6. Teach a classmate or patient a behavioral technique to help lower stress and anxiety.
7. Explain how cognitive techniques can help increase a person’s tolerance for stressful events.
Chapter 12:
Anxiety and Anxiety Disorders
1. Compare and contrast the four levels of anxiety in relation to perceptual field, ability to learn, and physical and other
defining characteristics.
2. Identify defense mechanisms, and consider one adaptive and one maladaptive use of each.
3. Identify genetic, biological, psychological, and cultural factors that may contribute to anxiety disorders.
4. Describe clinical manifestations of each anxiety disorder.
5. Formulate four appropriate nursing diagnoses that can be used in treating a person with an anxiety disorder.
6. Name three defense mechanisms commonly found in patients with anxiety disorders.
7. Describe feelings that may be experienced by nurses caring for patients with anxiety disorders.
8. Propose realistic outcome criteria for a patient with (a) generalized anxiety disorder, (b) panic disorder, and (c)
posttraumatic stress disorder.
9. Describe five basic nursing interventions used for patients with anxiety disorders.
10. Discuss three classes of medications appropriate for anxiety disorders.
11. Describe advanced practice and basic level interventions for anxiety disorders.
Chapter 13:
Depressive Disorders
1. Compare and contrast major depressive disorder and dysthymic disorder.
2. Discuss the links between the stress model of depression and the biological model of depression.
3. Assess behaviors in a patient with depression in regard to each of the following areas: (a) affect, (b) thought
processes, (c) feelings, (d) physical behavior, and (e) communication.
4. Formulate five nursing diagnoses for a patient with depression, and include outcome criteria.
5. Name unrealistic expectations a nurse may have while working with a patient with depression, and compare them to
your own personal thoughts.
6. Role-play six principles of communication useful in working with patients with depression.
7. Evaluate the advantages of the selective serotonin reuptake inhibitors (SSRIs) over the tricyclic antidepressants
(TCAs).
8. Explain the unique attributes of two of the atypical antidepressants for use in specific circumstances.
9. Write a medication teaching plan for a patient taking a tricyclic antidepressant, including (a) adverse effects, (b) toxic
reactions, and (c) other drugs that can trigger an adverse reaction.
10. Write a medication teaching plan for a patient taking a monoamine oxidase inhibitor (MAOI), including foods and
drugs that are contraindicated.
11. Write a nursing care plan incorporating the recovery model of mental health.
12. Describe the types of depression for which electroconvulsive therapy (ECT) is most helpful.
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Chapter 14:
Bipolar Disorders
1. Assess a patient with mania for (a) mood, (b) behavior, and (c) thought processes, and be alert to possible
dysfunction.
2. Formulate three nursing diagnoses appropriate for a patient with mania, and include supporting data.
3. Explain the rationales behind five methods of communication that may be used with a patient experiencing mania.
4. Teach a classmate at least four expected side effects of lithium therapy.
5. Distinguish between signs of early and severe lithium toxicity.
6. Write a medication care plan specifying five areas of patient teaching regarding lithium carbonate.
7. Compare and contrast basic clinical conditions that may respond better to anticonvulsant therapy with those that
may respond better to lithium therapy.
8. Evaluate specific indications for the use of seclusion for a patient experiencing mania.
9. Defend the use of electroconvulsive therapy for a patient in specific situations.
10. Review at least three of the items presented in the patient and family teaching plan (see Box 14-2) with a patient
with bipolar disorder.
11. Distinguish the focus of treatment for a person in the acute manic phase from the focus of treatment for a person in
the continuation or maintenance phase.
Chapter 15:
Schizophrenia
1. Describe the progression of symptoms, focus of care, and intervention needs for the prepsychotic through
maintenance phases of schizophrenia.
2. Discuss at least three of the neurobiological-anatomical-genetic findings that indicate that schizophrenia is a brain
disorder.
3. Differentiate among the positive and negative symptoms of schizophrenia in terms of psychopharmacological
treatment and effect on quality of life.
4. Discuss how to deal with common reactions the nurse may experience while working with a patient with
schizophrenia.
5. Develop teaching plans for patients taking conventional antipsychotic drugs (e.g., haloperidol [Haldol]) and atypical
antipsychotic drugs (e.g., risperidone [Risperdal]).
6. Compare and contrast the conventional antipsychotic medications with atypical antipsychotics.
7. Create a nursing care plan that incorporates evidence-based interventions for key areas of dysfunction in
schizophrenia, including hallucinations, delusions, paranoia, cognitive disorganization, anosognosia, and impaired
self-care.
8. Role-play intervening with a patient who is hallucinating, delusional, and exhibiting disorganized thinking.
Chapter 16:
Eating Disorders
1. Discuss four theories of eating disorders.
2. Compare and contrast the signs and symptoms (clinical picture) of anorexia nervosa and bulimia nervosa.
3. Identify three life-threatening conditions, stated in terms of nursing diagnoses, for a patient with an eating disorder.
4. Identify three realistic outcome criteria for (a) a patient with anorexia nervosa and (b) a patient with bulimia nervosa.
5. Describe therapeutic interventions appropriate for anorexia nervosa and bulimia nervosa in the acute phase and
long-term phase of treatment.
6. Explain the basic premise of cognitive-behavioral therapy in the treatment of eating disorders.
7. Differentiate between the long-term prognoses of anorexia nervosa, bulimia nervosa, and binge eating disorder.
Chapter 17:
Cognitive Disorders
1. Compare and contrast the clinical picture of delirium with that of dementia.
2. Discuss three critical needs of a person with delirium, stated in terms of nursing diagnoses.
3. Identify three outcomes for patients with delirium.
4. Summarize the essential nursing interventions for a patient with delirium.
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5. Recognize the signs and symptoms occurring in the four stages of Alzheimer’s disease.
6. Give an example of the following symptoms assessed during the progression of Alzheimer’s disease: (a) amnesia,
(b) apraxia, (c) agnosia, and (d) aphasia.
7. Formulate three nursing diagnoses suitable for a patient with Alzheimer’s disease, and define two outcomes for
each.
8. Formulate a teaching plan for a caregiver of a patient with Alzheimer’s disease, including interventions for (a)
communication, (b) health maintenance, and (c) safe environment.
9. Compose a list of appropriate referrals in the community—including a support group, hotline for information, and
respite services—for persons with dementia and their caregivers.
Chapter 18:
Addictive Disorders
1. Compare and contrast the terms substance abuse and substance dependence, as defined by the Diagnostic and
Statistical Manual of Mental Disorders, fourth edition, text revision (DSM-IV-TR).
3. Discuss four components of the assessment process to be used with a person who is chemically dependent.
4. Describe the difference between the behaviors of a person with alcoholism and a nondrinker in relation to blood
alcohol level.
5. Discuss the symptoms of alcohol withdrawal and alcohol delirium and the recommended treatments for each.
6. Describe the signs of alcohol poisoning and the appropriate treatment based on the individual’s presentation.
7. List the appropriate steps to take if one observes an impaired co-worker.
8. Describe aspects of enabling behaviors and give examples.
9. Compare and contrast the signs and symptoms of intoxication, overdose, and withdrawal for cocaine and
amphetamines.
10. Distinguish between the symptoms of narcotic intoxication and those of narcotic withdrawal.
11. Identify two short-term goals for a person who abuses alcohol in terms of (a) withdrawal, (b) active treatment, and
(c) health maintenance.
12. Analyze the pros and cons of the following treatments for narcotic addictions: (a) methadone or l-α-acetylmethadol
(LAAM), (b) therapeutic communities, and (c) abstinence-oriented self-help programs.
13. Recognize the phenomenon of relapse as it affects people who abuse substances during different phases of
treatment.
14. Evaluate four indications that a person is successfully recovering from substance abuse.
Chapter 19:
Personality Disorders
1. Analyze the interaction of biological determinants and psychosocial stress factors in the etiology of personality
disorders.
2. Identify the three clusters of personality disorders as currently defined.
3. Describe the major characteristic of one personality disorder from each cluster and give an example.
4. Formulate two nursing diagnoses for cluster B personality disorders.
5. Describe the emotional and clinical needs of nurses and other staff when working with patients who meet criteria for
personality disorders.
6. Discuss two nursing outcomes for patients with borderline personality disorder.
7. Plan basic interventions for a patient with impulsive, aggressive, or manipulative behaviors.
8. Identify interventions the advanced practice nurse can employ when working with nursing staff caring for patients
with personality disorders.
Chapter 20:
Sleep Disorders
1. Discuss the impact of inadequate sleep on overall health and well-being.
2. Describe the social and economic impact of sleep disturbance and chronic sleep deprivation.
3. Recognize the risks to personal and community safety imposed by sleep disturbance and chronic sleep deprivation.
4. Describe normal sleep physiology, and explain the variations in normal sleep.
5. Differentiate between dyssomnias and parasomnias, and identify at least two examples of each.
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6. Identify the predisposing, precipitating, and perpetuating factors for patients with insomnia.
7. Identify and describe the use of two assessment tools in the evaluation of patients experiencing sleep disturbance.
8. Develop a teaching plan for a patient with primary insomnia, incorporating principles of sleep restriction, stimulus
control, and cognitive-behavioral therapy.
9. Formulate three nursing diagnoses for patients experiencing a sleep disturbance.
10. Develop a care plan for the patient experiencing sleep disturbance, incorporating basic sleep hygiene principles.
Chapter 21:
Sexual Dysfunction and Sexual Disorders
1. Describe the four phases of the sexual response cycle.
2. Define at least three areas of sexual dysfunction, and describe the treatment of each.
3. Consider the impact of medical problems and treatments on normal sexual functioning.
4. Examine the importance of nurses being knowledgeable about and comfortable discussing topics pertaining to
sexuality.
5. Describe treatments available for sexual dysfunction.
6. Apply assessment techniques by role-playing with a classmate the taking of a sexual history. Discuss how you feel
and how your feelings influence your ability to perform this assessment.
7. Identify sexual preoccupations considered to be sexual disorders.
8. Discuss personal values and biases regarding sexuality and sexual behaviors.
9. Develop a plan of care for individuals diagnosed with sexual disorders.
Chapter 22:
Somatoform, Factitious, and Dissociative Disorders
1. Compare and contrast essential characteristics of the somatoform, factitious, and dissociative disorders.
2. Give a clinical example of what would be found in each of the somatoform disorders.
3. Describe five psychosocial interventions that would be appropriate for a patient with somatic complaints.
4. Plan interventions for a patient with conversion disorder who is receiving a great deal of secondary gain from his or
her “blindness.” Include self-care and family teaching.
5. Describe disorders that are conscious attempts to deceive health care professionals.
6. Explain the key symptoms of the four dissociative disorders.
7. Compare and contrast dissociative amnesia and dissociative fugue.
8. Identify three specialized elements in the assessment of a patient with a dissociative disorder.
9. Identify nursing interventions for patients with somatoform and dissociative disorders.
Chapter 23:
Crisis and Disaster
1. Differentiate among the three types of crisis. Provide an example of each from the reader’s own experience.
2. Delineate six aspects of crisis that have relevance for nurses involved in crisis intervention.
3. Develop a handout describing areas to assess during crisis. Include at least two sample questions for each area.
4. Discuss four common problems in the nurse-patient relationship that are frequently encountered by beginning
nurses when starting crisis intervention. Discuss two interventions for each problem.
5. Compare and contrast the differences among primary, secondary, and tertiary intervention, including appropriate
intervention strategies.
6. Explain to a classmate four potential crisis situations that patients may experience in hospital settings.
7. Provide concrete examples of interventions to minimize the situations.
8. List at least five resources in the community that could be used as referrals for a patient in crisis.
Chapter 24:
Suicide
1. Describe the profile of suicide in the United States, noting psychosocial and cultural factors that affect risk.
2. Identify three common precipitating events.
3. Describe risk factors for suicide, including coexisting psychiatric disorders.
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3. Name the most frequent coexisting psychiatric disorders.
4. Use the SAD PERSONS scale to assess suicide risk.
5. Describe three expected reactions a nurse may have when beginning work with suicidal patients.
6. Give examples of primary, secondary, and tertiary (postvention) interventions.
7. Describe basic-level interventions that take place in the hospital or community.
8. Identify key elements of suicide precautions and environmental safety factors in the hospital.
Chapter 25:
Anger, Aggression, and Violence
1. Compare and contrast three theories that explore the determinants for anger, aggression, and violence.
2. Compare and contrast interventions for a patient with healthy coping skills with those for a patient with marginal
coping behaviors.
3. Apply at least four principles of de-escalation with a moderately angry patient.
4. Describe two criteria for the use of seclusion or restraint over verbal intervention.
5. Discuss two types of assessment and their value in the nursing process.
6.Role-play with classmates by using understandable but
unhelpful responses to anger and aggression in patients;
discuss how these responses can affect nursing
interventions
Chapter 26:
Child, Older Adult, and Intimate Partner Abuse
1. Identify three indicators of (a) physical abuse, (b) sexual abuse, (c) neglect, and (d) emotional abuse.
2. Discuss the epidemiological theory of abuse in terms of stresses on the perpetrator, vulnerable person, and
environment that could escalate anxiety to the point at which abuse becomes the relief behavior.
3. Compare and contrast three characteristics of perpetrators with three characteristics of a vulnerable person.
4. Describe four areas to assess when interviewing a person who has experienced abuse.
5. Identify two common emotional responses the nurse might experience when faced with a person subjected to
abuse.
6. Formulate four nursing diagnoses for the survivor of abuse, and list supporting data from the assessment.
7. Write out a safety plan with the essential elements for a victim of intimate partner abuse.
8. Compare and contrast primary, secondary, and tertiary levels of intervention, giving two examples of intervention for
each level.
9. Describe at least three possible referrals for an abusive family, including the telephone numbers of appropriate
agencies in the community.
10. Discuss three psychotherapeutic modalities useful in working with abusive families.
Chapter 27:
Sexual Assault
1. Define sexual assault, attempted rape, and rape.
2. Discuss the underreporting of sexual assault.
3. Describe the profile of the victim and the perpetrator of sexual assault.
4. Distinguish between the acute and long-term phases of the rape-trauma syndrome, and identify some common
reactions during each phase.
5. Identify and give examples of five areas to assess when working with a person who has been sexually assaulted.
6. Formulate two long-term outcomes and two short-term goals for the nursing diagnosis Rape-trauma syndrome.
7. Analyze one’s own thoughts and feelings regarding the myths about rape and its impact on survivors.
8. Identify six overall guidelines for nursing interventions related to sexual assault.
9. Describe the role of the sexual assault nurse examiner to a colleague.
10. Discuss the long-term psychological effects of sexual assault that might lead to a survivor’s seeking psychotherapy.
11. Identify three outcome criteria that would signify successful interventions for a person who has suffered a sexual
assault.
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Chapter 28:
Disorders of Children and Adolescents
1. Explore factors and influences contributing to child and adolescent mental disorders, and develop intervention
strategies for these young patients.
2. Explain how characteristics associated with resiliency can mitigate ecological influences.
3. Identify characteristics of mental health and positive youth development in children and adolescents.
4. Discuss holistic assessment of a child or adolescent.
5. Explore areas in the assessment of suicide that may be unique to children or adolescents.
6. Compare and contrast at least six treatment modalities for children and adolescents.
7. Describe clinical features and behaviors of at least three child and adolescent psychiatric disorders.
8. Formulate three nursing diagnoses, stating patient outcomes and interventions for each.
Chapter 29:
Psychosocial Needs of the Older Adult
1. Discuss facts and myths about aging.
2. Describe mental health disorders that may occur in older adults.
3. Analyze how ageism may affect attitudes and willingness to care for older adults.
4. Explain the importance of a comprehensive geriatric assessment.
5. Describe the role of the nurse in different settings of care.
6. Identify the requirements for the use of physical and chemical restraints.
7. Discuss the importance of pain assessment, and identify three tools used to assess pain in older adults.
8. Identify legislation and legal documents that protect the rights of older patients, and describe their impact on nursing
care.
9. Recognize the significance of health care costs for
older adults
Chapter 30:
Serious Mental Illness
1. Discuss the effects of serious mental illness on daily functioning, interpersonal relationships, and quality of life.
2. Describe three common problems associated with serious mental illness.
3. Discuss five evidence-based practices for the care of the person with serious mental illness.
4. Explain the role of the nurse in the care of the person with serious mental illness.
5. Develop a nursing care plan for a person with serious mental illness.
6. Discuss the causes of treatment nonadherence, and plan interventions to promote treatment adherence.
Chapter 31:
Psychological Needs of Patients with Medical Conditions
1. Describe the influence of stress on general medical conditions.
2. Construct a nursing diagnosis for an individual who has HIV and depression.
3. Explain the importance of nurses teaching relaxation techniques and coping skills to patients with medical illness.
4. Perform a comprehensive nursing assessment for a patient with a medical illness.
5. Assess the patient’s coping skills by identifying (a) areas for psychoeducation and (b) areas of strength.
6. Identify two instances in which a consultation with a psychiatric liaison nurse might have been useful for one of your
medical-surgical patients.
Chapter 32:
Care for the Dying and for Those Who Grieve
1. Compare and contrast the specific goals of end-of-life care inherent in the hospice model with those of the medical
model.
2. Analyze the effects of specific interventions nurses can implement when working with a dying person and his or her
family and loved ones.
3. Analyze how the Four Gifts of Resolving Relationships (forgiveness, love, gratitude, and farewell) can be used to
help people respond to a dying loved one.
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4. Identify the relationship between the way a person responds to life and how the same person responds to death.
5. Explain how the distinction between the terms grief and mourning as presented in this chapter can help enhance the
effectiveness of a holistic approach.
6. Differentiate among some of the characteristics of normal bereavement and dysfunctional grieving.
7. Explain how the various models of understanding grieving (dual process, four tasks of mourning) can enhance your
care of those who grieve.
8. Discuss at least five guidelines for dealing with catastrophic loss, and identify appropriate support for someone in
acute grief.
Chapter 33:
Forensic Psychiatric Nursing
1. Define forensic nursing, forensic psychiatric nursing, and correctional nursing.
2. Describe the educational preparation required for the forensic nurse generalist and the advanced practice forensic
nurse.
3. Identify the functions of forensic nurses.
4. Discuss the specialized roles in forensic nursing.
5. Identify three roles of psychiatric nurses in the specialty of forensic nursing.
6. Discuss the differences between a fact witness and an expert witness.
7. Compare and contrast the roles of forensic nurses and correctional nurses.
Chapter 34:
Therapeutic Groups
1. Identify basic concepts related to group work.
2. Describe the phases of group development.
3. Define task and maintenance roles of group members.
4. Discuss the therapeutic factors that operate in all groups.
5. Discuss four types of groups commonly led by basic level registered nurses.
6. Describe a group intervention for (1) a member who is silent or (2) a member who is monopolizing the group.
Chapter 35: Family Interventions
1. Discuss the characteristics of a healthy family using clinical examples.
2. Differentiate between functional and dysfunctional family patterns of behavior as they relate to the five family
functions.
3. Compare and contrast insight-oriented family therapy and behavioral family therapy.
4. Identify five family theorists and their contributions to the family therapy movement.
5. Analyze the meaning and value of the family’s sociocultural context when assessing and planning intervention
strategies.
6. Construct a genogram using a three-generation approach.
7. Formulate seven outcome criteria that a counselor and family might develop together.
8. Identify some strategies for family intervention.
9. Distinguish between the nursing intervention strategies of a basic level nurse and those of an advanced practice
nurse with regard to counseling and psychotherapy and psychobiological issues.
10. Explain the importance of the nurse’s role in psychoeducational family therapy.
Chapter 36:
Integrative Care
1.Define the terms integrative medicine, integrative
care, and complementary and alternative medicine.
2. Identify trends in the use of nonconventional health treatments and practices.
3. Explore the category of alternative medical systems, along with the four domains of integrative care: mind-body
approaches, biologically based interventions, manipulative approaches, and energy therapies.
4. Discuss the techniques used in major complementary therapies and potential applications to psychiatric mental
21
health nursing practice.
5. Discuss how to educate the public in the safe use of integrative modalities and avoidance of false claims and fraud
related to the use of alternative and complementary therapies.
6. Explore information resources available through literature and online sources.
Current Student Calendar will be provided on the first day of class and posted on
Blackboard.
This is an overview of the weekly schedule to be updated per term as above
Mental Health Course Weekly Schedule
** YOU WILL BE PROVIDED WITH A CURRENT SCHEDULE IN YOUR CLASS
Week
Assigned Reading
Week 1
Chapters 1-4
Orientation and course overview
Week 2
Chapters 5-8 Class: Lecture, discussions, and case studies
Week 3
Exam 1: Chap. 1-8 DAY TBA
Chapters 9-12 Class: Lecture, discussions, and case studies
Discussion Question #1 due
Week 4
Chapters 13 -17 Class: Lecture, discussions, and case studies
Week 5
Exam 2: Chap 9-17 DAT TBA
Chapters 18-21 Class: Lecture, discussions, and case studies
Week 6
Discussion Question #2 due
Chapters 22-26 Class: Lecture, discussions, and case studies
Week 7
Exam 3 Chap 18-26 DAY TBA
Chapters 27- 31 Class: Lecture, discussions, and case studies
Discussion Question #3 due
Week 8
Chapter 32-36 Class: Lecture, discussions, and case studies
Week 9
Exam 4 Chap 27-36 DAY TBA
Discussion Question 4 & 5 Take Home Exam due
Week 10
Presentations of: Anonymous Meetings & Psychosocial Projects Due
ATI will be scheduled during this week.
Week 11
Final Exam COMPREHENSIVE FINAL EXAM DAY TBA
Chapters 1-36
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* All contents and schedules for this course are subject to change during the term. The
Instructor will inform students of changes as soon as possible.
Complete the verification statement and attach in an email to me stating that you have read the syllabus
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VERIFICATION STATEMENT
After reading the policies and course statement(s) above contained in this
syllabus, please sign the verification statement indicating your understanding. If
you have questions or need clarification of any statement or policy, please see
your instructor prior to signing this form. The signed form will then be placed in
your permanent record.
NURS 3335 – MENTAL HEALTH NURSING
I, (print name), _________________________________________________________
Have read and clearly understand the course policies and statements concerning
this course. I have received a copy of these policies (syllabus) and understand
my responsibilities concerning them.
Student Signature: _______________________________
Date:__________________
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