Chabot College
Fall 2005
Replaced Fall 2012
Course Outline for Nursing 53
PSYCHIATRIC NURSING
Catalog Description:
53 – Psychiatric Nursing
4 units
Emphasis is on the application of the nursing process in the care of adults experiencing selected
conditions requiring treatment in psychiatric care settings. Theory and clinical practice highlight
the role of the nurse as a therapeutic agent (in both individual and group settings) in facilitating
the client’s mind/body adaptation and return to as healthy a state as is possible. Effects on
cultural diversity, growth and development, and the importance of support systems in assisting
the patient’s response to illness in acute and community care agencies incorporated into health
care strategies used by the nurse. Theory and clinical practice includes integration of
biopsychosocial assessment skills, nutrition, pharmacological and crisis intervention concepts,
legal-ethical issues, and anger management (directed inward or towards the environment) into
the care of these patients. Prerequisites: Nursing 70 (completed with a grade of C or higher) or
formal referral by the California Board of Registered Nursing for the purpose of meeting
requirements for eligibility to take the licensing examination for registered nursing (NCLEX-RN).
May not receive credit if Nursing 60A has been completed. 2 hours lecture, 6.75 hours laboratory.
[Typical contact hours: lecture 35, laboratory 118.125]
Prerequisite Skills:
Before entering the course the student should be able to demonstrate competency in:
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21.
handwashing;
assessing vital signs;
measuring height and weight;
standard precautions;
medication calculations;
medication administration;
performing fingerstick blood sugar;
preparation of insulin for injection;
giving subcutaneous and intramuscular injections;
development of a nursing care plan;
proper charting and reporting skills;
maintenance of client confidentiality;
application of basic organizational skills;
application of principles of professionalism;
discuss the implication of nursing care as it incorporates physical characteristics of human growth
and development from infancy to middle adulthood;
discuss the application of nursing care to the several stages of emotional and psychosocial
development according to Erikson and Freud;
discuss application of nursing care to the physiological and psychological implications of
menopause and mid-life crisis;
describe techniques for identifying and writing care components—nursing diagnosis, goals,
nursing orders, and evaluation;
write a diagnostic statement, outcome criteria and nursing orders for a selected client;
describe the key concepts of the theoretical framework selected by Chabot College Nursing
Program as the basis for the nursing process;
describe the key concepts of the theoretical framework selected by Chabot College Nursing
Program as the basis for nursing process;
Chabot College
Course Outline for Nursing 53, Page 2
Fall 2005
22 identify behaviors and responses according to physiological mode, role functioin mode, selfconcept mode, and interdependence mode;
23. discuss biopsychosocial theories of aging;
24. identify and discuss psychosocial concerns common to the elderly client;
25. apply principles and techniques for management of disruptive behavior by the elderly client in
acute and chronic health care settings;
a) reality orientation
b) use of restrictive devices
c) pharmacological management.
Expected Outcomes for Students
Upon completion of the course the student should be able to:
1. care for the client experiencing psychiatric illnesses with unpredictable outcomes;
2. identify alterations in body image, such as eating disorders;
3. identify principles involved in the physiological care of the client with addictions and the effects of
addictions on psychosocial behaviors;
4. verbalize the care needed by the suicidal client;
5. describe the management of clients with personality disorders;
6. describe techniques for intervening with angry, aggressive, manipulative, or impulsive clients;
7. demonstrate techniques of therapeutic communication in groups and with individuals experiencing
illnesses with unpredictable outcomes;
8. discuss the application of principles of group dynamics in health care;
9. compare and contrast the differences in the care of the client with an alteration in thought
processes including psychoses, dementias, and delirium;
10. evaluate the effects of severe or panic levels of anxiety on the client response to interpersonal
situations and physical conditions;
11. discuss crisis intervention;
12. discuss pharmacological interventions in psychiatric conditions manifested by:
a. psychoses
b. anxiety
c. depression
d. depression
e. addictions
f. mania
g. personality disorders;
13. use the self as a therapeutic agent in the delivery of health care;
14. implement the nursing process in the care of clients with the following nursing diagnoses:
a. sensory/perceptual alteration
b. altered thought processes
c. anxiety
d. alteration in nutrition
e. sleep pattern disturbance
f. impaired social interaction
g. ineffective individual coping
h. memory, impaired
i. risk for injury
j. risk of violence: self/others
k. social isolation
l. pain, acute or chronic
m. self-care deficit;
Chabot College
Course Outline for Nursing 53, Page 3
Fall 2005
15. discuss legal-ethical concepts as they relate to clients in psychiatric settings.
Course Content:
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Care of the client with a disturbance in body image: eating disorders
Care of the client with the following psychological conditions:
a.
psychoses
b.
dementia and delirium
c.
problems managing anger, impulsivity, manipulation, aggression
d.
depression
e.
mania
f.
addiction
g.
anxiety
Crisis theory and intervention
Concepts of group theory
a.
types of groups
b.
purposes of groups
c.
management of groups in psychiatric settings
The nurse’s role in pharmacological interventions in psychiatric conditions
Legal-ethical considerations in psychiatric care
Community mental health concepts
Violence against women
Childhood psychiatric disorders
Methods of Presentation:
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Lecture
Seminar/discussion
Video-conferencing
Assignments to acute care and community-based agencies
a. Acute care psychiatric hospitals
b. Adult Day Care
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
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b.
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Write case study assignments
Prepare Nursing Care Plans
Participate in small group discussions
Develop in-class presentations
Prepare process notes
Methods of Evaluating Student Progress
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b.
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d.
e.
f.
g.
Critical thinking exercises
Written papers
Written examinations
Nursing care plans
Process notes and process recordings
Written Final Examination
Clinical Final Examination
Chabot College
Course Outline for Nursing 53, Page 4
Fall 2005
Textbook(s) (Typical):
Psychiatric/Mental Health Nursing, Townsend, Mary, F.A. Davis, 2003
.
Nursing Care Plan Guidebook, Chabot College, 2004.
Special Student Materials:
1. Student ID card
2. Watch with sweep second hand
3. Students will provide own transportation to and from health care facilities.
NC/slj:N53crsotl.f05