The University of California, Irvine
Program in Nursing Science
DRAFT – FINAL VERSION WILL BE AVAILABLE BY THE START OF THE QUARTER
Academic Year: Spring 2015
Course Number: Nur Sci 140/140L
Course Title: Human Behavior and Mental Health Nursing
Prerequisites: Nur Sci 112LB, Nur Sci 114, Nur Sci 118, Nur Sci 125
Place: PSCB 120
Faculty of Record:
Jeannine Loucks, RN-BC PMH, MSN
Phone:
E-mail:
Office hours: By appointment
Faculty Consultant:
E. Alison Holman, PhD, FNP
Phone: 824-8932
Email: aholman@uci.edu
Course Description
This course focuses on nursing management of individuals across the lifespan with alterations in
mental health. Mental health promotion and crisis intervention, chemical dependency, acute and
chronic care for psychiatric conditions, rehabilitation, and recovery will be addressed. Hospital-based
and community-based care issues will be considered. Socio-cultural influences on mental health and
psychiatric treatment will be incorporated. Emphasis in theoretical portion of class will be placed on
critical thinking, application of the nursing process, related research for evidence-based practice, and
ethics.
The course includes supervised clinical experience in the nursing management of adults requiring
supportive and interventive care for acute or chronic alterations in human behavior and mental health.
Emphasis in clinical portion of class will be placed on the synthesis of knowledge and skills, critical
thinking, application of the nursing process, related research for evidence-based practice, sociocultural influences, and ethics. Practicum experiences will be located in hospital inpatient psychiatric
units as well as in outpatient mental health clinics or community settings. Patient care seminars will
follow each clinical session and will focus on integration of clinical experiences with content in the
corequisite lecture course.
Clinical experience: Each student will be assigned to a 10-week rotation in a Mental Health setting
in one of the following Clinical Agencies: UC Irvine Medical Center; College Hospital; St. Joe’s Hospital.
Clinical Instructors: Maureen Movius, MSN, RN, CNS, CPN; Sally Barbella, Jeannie Blilie, MSN, PMHNP;
Nahid (Nina) Ghazaee, BSN, MSN, CNS; Ernalyn Montgomery, MSN, FNP, PMHNP. Please direct all
clinical questions to your Clinical Instructor (Example: clinical conferences, scheduling or assignments,
etc.). If necessary, the Clinical Instructor will contact the Faculty of Record. This will help to avoid
confusion and misunderstanding between students and faculty.
NS 140 Human Behavior Mental Health Spring 2015
Course Objectives for Theory
Upon completion of the theory portion of the course, the student is able to:
1. Demonstrate understanding of the acute and chronic alterations in human behavior and mental
health that occur in children, adolescents, and adults.
2. Relate nursing assessment and management concepts to care of individuals experiencing acute or
chronic alterations in human behavior and mental health.
3. Analyze the social and cultural influences affecting diagnosis, treatment and care of individuals
with alterations in human behavior and mental health.
4. Integrate research findings related to the experience of acute or chronic alterations in mental
health into discussion of evidence-based care of individuals and their families.
Course Objectives for Clinical
Upon completion of the clinical portion of course, the student is able to:
1. Integrate knowledge of the acute and chronic alterations in human behavior and mental health
into nursing management of adults requiring supportive and interventive care.
1.1 Demonstrate knowledge of alterations in human behavior and mental health and apply
it to assigned clients
1.2 Relate therapeutic management to alterations in biologic function
1.3 Make accurate observations
1.4 Perform therapeutic procedures correctly
1.5 Administer medications safely and correctly
1.6 Evaluate the effectiveness of treatments and medications based on knowledge of
expected results
1.7 Use health care technologies appropriately
1.8 Maintain a safe environment
2. Demonstrate sensitivity to social and cultural influences in patient and family responses to
alterations in human behavior and mental health.
2.1 Identify socio-cultural values, beliefs, and attitudes influencing care
2.2 Provide culturally competent and sensitive care
3. Evaluate plans of care based on the scientific evidence to support actions.
3.1 Obtain appropriate data
3.2 Develop an individualized and realistic plan of care using the nursing process
3.3 Identify the scientific evidence for the plan of care
3.4 Set appropriate priorities
3.5 Evaluate the effectiveness of the plan of care and make modifications accordingly
4. Document patient care activities appropriately and with accuracy.
4.1 Document accurately, clearly, concisely, and promptly
4.2 Use appropriate terminology
5. Communicate effectively with other members of the health team.
5.1 Interact appropriately with other members of the health team
5.2 Provide accurate, meaningful, and complete verbal reports
5.3 Communicate deviations promptly
5.4 Appropriately seek assistance from the instructor
5.5 Actively participate in post clinical discussions
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NS 140 Human Behavior Mental Health Spring 2015
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Course Requirements and Grading
Participation is a critical part of the learning process; learning requires engagement with the course
material; the more you engage the more you will learn. You are expected to attend and participate in
both course & clinical rotation discussions.
Some course requirements are not graded; however, if you do not do them you will not get credit
for the accompanying graded assignment. For example, there are 2 communications analyses. The first
one is for you to do as a learning tool in preparation for completing the second, graded one. Similarly,
there will be a midterm and a final. Both tests will have a companion study guide that you must
complete before taking the test. If you have not completed the study guide you cannot take the test
and will receive a “0”.
Graded assignments include:
 Drug quizzes (5% each; 10% total)
 1st communication analysis (P/F)/2nd communication analysis (10%)
 Midterm prep/Midterm (20%)
 Final prep/Final (20%)
 Kaplan with remediation (10%)
 Final PCO (10%)
 Case study (10%)
 Participation (10%)
*You must pass all components of NS 140 with a minimum score of 74%. A failure in the clinical
setting is a failure in the entire course (NS 140) regardless of your grade in the didactic portion of the
class. Standard grading scale for all Nursing Science courses:
A+
A
A_
B+
B
B_
F
97 and up
94.0-96.9
90.0-93.9
87.0-89.9
84.0-86.9
80.0-83.9
60 and below
C+
C
C_
D+
D
D_
77.0-79.9
74.0-76.9
70.0-73.9
67.0-69.9
64.0-66.9
60.1-63.9
Student Responsibilities/Faculty Expectations for Class
It is imperative that you purchase the textbook for class. You must come prepared for engaged
discussion and activities, having reviewed the assigned readings for each week. Completing the
reading before class will prepare you to take good notes and to fully master course content. This is
extremely important as you progress through the curriculum and as you prepare for the nursing
licensing exam (NCLEX). Please see instructor for any questions related to the reading.
 Class attendance is expected. An unexcused absence will result in loss of participation points.
If you are ill and unable to attend you must inform the instructor prior to class.
 Arrive on time to class. When you arrive late to class, you disrupt faculty and other students.
 Taking notes on your laptops in class is allowed. Students observed using their laptops for any
other purpose (surfing, shopping, e-mailing, or texting) will be asked to leave class and will
lose participation points for that day.
NS 140 Human Behavior Mental Health Spring 2015
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Ask the permission of the instructor before you tape any lecture- this is for your personal use
only.
Do not sleep in class- you may be asked to leave the class.
Do not talk with others during lecture.
Do not bring visitors to class (friends, family, etc.) without prior approval of instructor.
Turn off beepers and cell phones while in class.
Academic Honestly
You are expected to behave with professional and personal integrity at all times in class as well
as in clinical. Any form of academic dishonesty will not be tolerated. This includes plagiarism,
cheating, or not doing your own work. Please read and understand the UC Irvine policy on academic
honesty as well as the Nursing Science Programs student handbook. Please discuss any issues,
questions, concerns that you have with faculty. We are here to help you learn this material so that
you can have a successful career in nursing.
Course exams are proctored by faculty and staff to ensure academic honesty and integrity during
the examination process. Students will be assigned seats on the day of examination by the faculty or
staff proctoring the exam. Access to items such as backpacks, purses, cups, water bottles, phones,
PDA’s, laptops, other electronic equipment, and miscellaneous items as defined by the faculty will be
restricted during the examination. Students will be allowed to have a pencil, pen, eraser and calculator
if applicable at their seat. Breaks will be determined by individual faculty/staff that are proctoring the
exam. It is strongly advised that you use the restroom before the exams as you may not have the
opportunity to do so during the exam.
ADA accommodations: Any student seeking ADA Accommodations under the American with
Disabilities Act should contact the UCI Disability Services Center to register for services. Student needs
to meet with faculty members within the first week of the quarter so that appropriate
accommodations may be arranged.
Required texts: (Texts/e-texts and I-Clicker are required for classroom activities)
Stuart, G. W. (2013). Principles and practice of psychiatric nursing. (10th ed.). St. Louis: Mosby.
Additional required readings:
McEwen BS. (1998) Protective and damaging effects of stress mediators. New England Journal of
Medicine, 338, 171-179.
Arnsten, A. F. T. (2009). Stress signalling pathways that impair prefrontal cortex structure and function.
Nature Reviews: Neuroscience,10, 410-422.
Recommended texts (optional):
American Psychological Association. (2009). Publication Manual of the American Psychological
Association, (6th ed.). Washington, DC.
Multimedia Resources
Adler, I. (2006). Hidden Wounds. Video. Boston: New England Cable News.
Ledbetter, G. & Ledbetter, K. (2007). Meds. Video. Boston: Ann Ledbetter.
McMillen, K. (1999). Psychiatric nursing: profiles in compassion. Video. Achtenberg, B., Executive
Producer. Boston: Fanlight Productions.
NS 140 Human Behavior Mental Health Spring 2015
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Topical Outline and Reading Assignments for Lectures:
Date
WEEK 1:
3/03, 4/1
WEEK 2:
4/6, 4/8
WEEK 3:
4/13, 4/15
WEEK 4:
4/20, 4/22
Lecture Topics
Communication & the therapeutic relationship;
Stress and psychiatric disorders: Biological, psychological,
socio-cultural, spiritual, and environmental context of
psychiatric care
Legal-ethical context of psychiatric nursing care; Nursing
process, standards of care; families as resources in care
Mon: Stuart Ch 1-4,28
Video: Psychiatric nursing
Wed: Stuart Ch 5,6,7
McEwen (1998)
Mon: Stuart Ch 8,10,11;
Video: Medications
Crisis intervention; anxiety responses/disorders
Psychopharmacology
Wed: Stuart Ch. 13, 15; review pages 532-535
Mon: Stuart Ch. 26;
Speaker: Psychopharmcology
Anxiety responses/disorders con’t; Cognitive behavioral
treatment strategies
Emotional responses & mood disorders; self-protective
and suicidal behavior; somatic therapies
Somatoform, sleep, and dissociative disorders
WEEK 5:
4/27, 4/29
Schizophrenia and psychotic disorders
WEEK 7:
5/11, 5/13
WEEK 8:
5/18, 5/20
Social behavior & personality disorders; domestic
violence
Substance-related disorders; group therapy
Wed June 10
8AM-10AM
Mon: MIDTERM EXAM
Wed: Stuart Ch. 21, 38
Mon: Stuart Ch. 23,31
Wed: Stuart Ch. 39
Video: Hidden Wounds
Child & adolescent mental health; Eating disorders &
family therapy
Mon: Stuart Ch. 24,32,35,36
Older adult mental health: Organic mental disorders
(Alzheimer’s, dementia)
Complimentary and alternative therapy
WEEK 10:
6/1, 6/3
Wed: Stuart Ch. 16,17
Mon: Stuart Ch. 20; review pages 549-555
Caring for the military and their families
Geropsychiatric nursing, Palliative and end-of-life care
WEEK 9:
5/27
Wed: Stuart Ch. 27
Mon: Stuart Ch. 18,19,29; review pages 536549
Wed: NAMI speakers
MIDTERM
WEEK 6:
5/4, 5/6
Reading Assignments
Wed: Stuart Ch. 37,40
Mon: MEMORIAL DAY HOLIDAY
Wed: Stuart Ch. 22; Speaker Dr. Ruth Mulnard
Mon: Stuart Ch. 30
Video: The New Asylums
Mental health promotion; hospitalization, rehabilitation,
recovery; community-based care
Wed: Stuart Ch. 12, 14, 34
KAPLAN TESTING 2:30-5:30, Berk Hall
computer lab
Final Examination
Comprehensive Final
Kaplan remediation due
NS 140 Human Behavior Mental Health Spring 2015
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Overview of Clinical Experiences in Mental Health Nursing
UCI nursing students will participate in a 10 week clinical experience in mental health. You will
function in collaboration with the staff nurse and under the supervision of the clinical instructor.
Please follow the guidelines in the syllabus to ensure your safety as well as the safety of patients and
families.
Cutting across all weeks of clinical experience, students are expected to approach patient care from
a holistic perspective that is sensitive to the patient’s biological, psychological, social, cultural, and
spiritual being. Student clinical conduct is expected to follow the ANA Code of Ethics.
Clinical Requirements, Assignments and Grading
1. Integration of knowledge and skill in the nursing management of assigned patients
a. Students will work with staff and faculty to manage the care of assigned patients, to assure
safety, and to support the student. Faculty and staff will contribute to the education of the
student and interact with the student to assure the integration of knowledge and skills. The
clinical evaluation form will be used to assess student achievement of the course objectives.
b. Your clinical instructor will give you clinical evaluations twice in the quarter: in the 5 th week and
the 10th week. You must pass your final clinical evaluation to pass the course. Scores are
assigned by the Clinical Instructors utilizing the Clinical Evaluation Tool (posted on EEE). The
clinical components of this course are graded on a Pass/Fail basis—if you do not pass the
clinical component of this course you will not be allowed to progress in the program.
2. PCO, Care Plan, and Evidence-based Article Review
a. Students are responsible for submitting a PCO to their clinical instructor for review and
comment by the end of each clinical week starting week 2. Clinical instructors will review and
give feedback on weekly PCOs, but they are not graded.
b. Students are responsible for submitting a final PCO for grading to their clinical instructor by the
end of Week 10.
c. The final, graded PCO must include at least one reference to evidence-based articles that
support the specific intervention(s) chosen for each patient problem listed in the PCO. A
minimum of three patient problems must be identified in this final PCO, so a minimum of three
articles should be cited and fully referenced in APA style for the clinical instructors.
3. Drug Cards
a. During the first few weeks of clinical placement you will be preparing to administer medications
to your patients. To help get you ready for this you are required to prepare a set of drug cards
for some of the most commonly used drugs in clinical psychiatry. You can buy a set of spiralbound index cards to use for this (4x6 probably best). Please complete a card for each of the
following drugs:
Week 3: Adderal XR, Ativan, Buspar, Celexa, Cymbalta, Dexamfetamine, Effexor XR, Klonipin,
Lexapro, Paxil, Provigil, Prozac, Remeron, Ritalin, Strattera, Trazodone, Valium, Wellbutrin,
Xanax, Zoloft.
Week 4: Abilify, Aricept, Clozaril, Depakote, Geodon, Haldol, Invega, Lamictal, Latuda,
Lithium, Risperidone, Saphris, Seroquel, Topamax, Thorazine, Zyprexa.
b. You will need to show the first group of drug cards to your clinical instructor in your 3rd week of
class, and the second group of cards in the 4th week. You will be reviewing these medications in
your clinical conference. Printing off cards from the internet or copying others’ cards is not
acceptable. You must do your own cards—that is how you will learn this material.
c. You will have a drug quiz on these drugs during clinical conference in the 3rd and 4th weeks.
NS 140 Human Behavior Mental Health Spring 2015
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d. For EACH drug you are to write the following:
1) The generic and trade names of the medication
2) The indications AND CONTRAindications for its use
3) Mechanism of action
4) Doses, route of administration, onset, peak, duration of action
5) Common medication side effects
6) Serious adverse reactions to the medication (what do these reactions LOOK like?)
7) Nursing considerations with patient teaching points (include interactions with other drugs)
4. Clinical Conference participation and journal submissions.
a. As directed by their Clinical Instructor, students are expected to participate in the clinical
conferences by relating and synthesizing EBP research and their experience with patient care.
Through care plan presentations, reviews of research articles on evidence-based practices,
reflection upon clinical experiences, discussion of journal entries, and clinical scenario reviews,
students will share with peers their integration of theory and clinical practice.
b. Journal prompts must be followed and thoughtful journal entries submitted to Clinical
Instructors weekly. Entries are to be a minimum of one page and will vary according to actual
clinical experiences.
c. Students will present a clinical case in clinical conference in week 9 or 10 that will be graded by
the clinical instructor.
5. Successful Completion of Kaplan Mental Health assessments
a. Students are expected to take 3 practice tests in mental health prior to the scheduled Kaplan
testing date(s). These may be taken in one sitting or spread throughout the quarter.
b. Following completion of the actual integrated testing session, the Faculty of Record (FOR) will
determine the passing score for that section. If the student scored below the determined
passing score, they will need to remediate as determined by the FOR prior to the end of the
quarter to earn full points. Failure to complete the assigned practice tests, failure to take the
integrated test, or failure to remediate as directed will result in a reduction of points.
Expectations and Student Responsibilities in Clinical Education
Attendance. Clinical rotation hours are dictated by course units and approved by the Board of
Registered Nursing (BRN). Missing clinical time places you in jeopardy of failing the course and makes
you ineligible to take the Board exam for nursing. There are no planned opportunities to make-up for
missed clinical days. Decisions to allow a student to make up a single day will be made on a case by
case basis in collaboration with the Faculty of Record and the facility. In case of illness or a serious
emergency, the instructor and the unit to which the student is assigned must be notified prior to the
beginning of the clinical experience. Multiple clinical absences may result in failure or the need to
withdraw from the course.
Students are expected to arrive 15-30 minutes early for their clinical experiences so they can
receive their assignments and get ready for report. Lateness will not be tolerated—it is critical that you
be present for morning report on your patients. Students who are late will get a warning the first
time; if it happens again they will be dismissed from clinical for the day for an unexcused clinical
absence if they do not contact their instructor before the shift begins. You must call or page your
clinical instructor if you have an emergency that will make you late for clinical.
Students are expected to actively participate in all scheduled clinical conferences. Active
participation includes actively listening to your clinical instructor, taking notes as appropriate, actively
NS 140 Human Behavior Mental Health Spring 2015
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participating in discussions, reflecting on your clinical experience that day and raising relevant
issues/questions/concerns for group discussion.
Ethical Behavior. Nursing students are expected to follow the ANA Code of Ethics when caring for
patients. Your primary responsibility is to those requiring nursing care. It is important to recognize and
use your authority as a health professional ethically. The ethical charge of nursing is to promote good,
and prevent and remove harm from our patients. It is your responsibility as a caring health professional
to promote and respect your patients’ autonomy, which means respecting your patient’s role in setting
goals, making plans, deciding upon treatments, and freely choosing to act on these decisions. You must
also respect your patients’ individual, family, and community rights, customs, values, and beliefs. In
your role as patient advocate you are obliged to maintain a non-judgmental, nondiscriminatory
attitude towards all patients.
The nurse-patient relationship is a therapeutic relationship. Communication is the cornerstone of
providing excellent, compassionate care. Building a relationship that engenders trust, faith in one
another, truthfulness, and open communication is important for building a strong, healing relationship
with your patients.
As codified in HIPAA, confidentiality and privacy are critical to maintaining your patient’s dignity
and autonomy. Information about your patient should only be shared with your clinical instructor and
other professionals in private settings (e.g., the clinical seminar or rounds). Do not discuss your
patients in public places in the hospital or in surrounding areas. You must take responsibility for your
actions, and report to your clinical instructor any doubts, concerns or issues that you have in delivering
care to your assigned patients. HIPAA violations may result in individual fines up to $50,000 and/or
imprisonment up to 1 year.
Unethical behavior (e.g., omission of informed consent, breach of confidentiality, undue
coercion, failure to maintain professional boundaries) render our patients more vulnerable and will
result in dismissal from the clinical rotation and course failure.
You will be required to submit comprehensive PCOs (with health histories, physical assessments,
lab and procedure reviews) and evidence-based care plans tailored to each patient. To do this you will
be required to use research studies, peer-reviewed articles, clinical guidelines, and nursing protocols.
You are expected to know and use APA format for all your sources. You may not take nursing
diagnoses verbatim from care plan books and use them in your plan. Every nursing diagnosis should
reflect your patient’s unique needs; interventions must reflect appropriate clinical judgment of care
priorities, you must include research supporting the selected interventions; and you must document
accurate evaluation of the outcomes of care delivered. Your patient care will be partly evaluated
based on your unique PCOs and Care Plans. Thus you must work independently on your care plans. This
does not mean you cannot talk to your fellow students about your ideas; it means your care plan must
reflect the specific care provided to your patient.
Professionalism and Team-based Care. Students must be appropriately and professionally dressed
in the required UCI Nursing Program uniform. If the nursing leadership at the hosting institution
prefers that you wear street clothes this must be approved by your clinical instructor. In that situation,
you will abide by the dress code that applies to the professional RNs in that institution. Please refer to
the Student Handbook for additional information on dress code.
Students are expected to take initiative and express thoughts, feelings, learning needs, and
concerns directly with clinical instructor and staff as appropriate, and to function as a member of a
healthcare team. Active collaboration with clinical staff is important—do not wait for the staff
members to tell you what to do. Show initiative by making suggestions and asserting your professional
development needs. Treat all staff and other health professionals with respect and try to learn from
NS 140 Human Behavior Mental Health Spring 2015
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their experience. At the same time we encourage you to think critically about your patients’ needs and
partner with the hospital team to provide patient-centered care.
Safe Clinical Practice. The UC Irvine Program in Nursing Science maintains that patient and student
safety are paramount in all aspects of clinical education. If a student’s clinical performance is unsafe,
the student will be withdrawn from the clinical arena, counseled, and sent home. Examples of
behaviors that will be deemed unsafe are: medication errors as a result of the student’s performance,
negligent misconduct, and professional misconduct. The Clinical Instructor and RN working with the
student will clearly detail on a clinical evaluation and/or a Faculty Progress Note form what is deemed
“unsafe clinical practice”. Concise written guidelines and evaluations will be given to the student. All
safety cases will be referred to the Faculty of Record for the course who, with the Director and Chair of
the Program, will decide on a course of action. All documentation and Faculty Progress Notes
regarding student issues will be copied and sent to the Student Affairs office and these forms will be
placed in the student’s file. If at any time, the student is sent home for unsafe clinical practice, this will
be considered an unexcused clinical absence.
Guide for Clinical Supervision to Ensure Student and Patient Safety. In the clinical area, you are
responsible for your own learning and attainment of clinical competency. Your clinical instructor acts
as a facilitator and may coach, prompt, mediate and help you in the process of integrating knowledge.
You will be teamed up with a nurse on the floor and your clinical instructor works with the staff to
ensure that you have a safe and highly educational clinical experience. For invasive procedures and
medication administration, your clinical instructor should have checked you off initially PRIOR to
performing the intervention under RN staff supervision. When in doubt, please communicate clearly
and directly with your clinical instructor. Below are some brief guidelines to reinforce the need for
safety as you perform some of the clinical skills in your assigned clinical area. Again, this is only a
guide; safe practice is the rule, so if you are unsure about a procedure, you must seek direct
assistance, review, and practice from your clinical instructor before performing the nursing
intervention.
Guidelines for Maximum Supervision Skills (Instructor must be present):
Medication administration. Until competency is determined by Instructor, utilizing the medication
administration competency form on EEE- then student may be supervised by a staff RN. Students are
not to give medications without direct supervision by staff RN or Clinical Instructor at any point.
Take downs and restraints. Students are not to participate in take downs or initial application of
restraints on the floor at any point. However, with Clinical Instructor supervision and the agreement
from the staff RN, students may participate in the removal of restraints if it is deemed appropriate by
the Clinical Instructor.
NS 140 Human Behavior Mental Health Spring 2015
Weekly assignment guide
Nursing Science 140
Human Behavior and Mental Health Care
Week
1
2
3
4
5
6
7
8
9
10
11
Assignment due
Self-awareness journal
PCO; journal;
PCO; journal; Drug quiz#1
PCO; journal; Drug quiz#2; communication analysis #1
PCO; journal; Midterm review;
PCO; journal; Midterm exam
PCO; journal;
PCO; journal; communication analysis #2;
PCO; journal; case study
FINAL PCO; journal; case study; Kaplan assessment
Final exam; final review; Kaplan remediation
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