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NUCO 4000 Psychiatric Mental Health Nursing
University of Virginia
School of Nursing
Fall 2009 CLINICAL SYLLABUS
Western State Hospital/ Coal Fields of Southwest Virginia
Clinical Instructor:
Office:
Office hours:
Telephone:
E-mail:
Clinical Time:
Site:
Secretary:
Diane Boyer, RN. MSN, PMHNP-BC, DNP
Cathy Campbell, RN, PhD
McLeod Hall, Room 4058
Monday, Wednesday, and Thursday by appointment
(434) 293-9291
deb9k@virginia.edu
Tuesday 0800 – 1600 and Southwest Virginia (Date, time TBA)
Western State Hospital and Southwest Virginia
Kathy McEldowney, Room 2006, CMNEB, (434) 924-8613
COURSE DESCRIPTION
The clinical component of NUCO 4000 is a required fourth-year course designed to
provide an opportunity to learn and utilize bio-psychosocial concepts in the care of mentally ill
and substance-abusing individuals. The focus of the course and clinical component is on
assessment strategies, nursing interventions, plans of care, and rehabilitative processes for
individuals with a variety of acute and chronic problems and community engagement. Clinical
practice will take place in a variety of hospital and community settings.
CLINICAL OBJECTIVES
1.
2.
3.
4.
5.
7.
Examine the biological bases for mental illness.
Examine legal and ethical issues related to interventions and systems of care for mentally
ill individuals and their families.
Analyze the biological, psychological, socioeconomic, political, historical, and cultural
factors that influence the care and rehabilitation of those with Depression, Substance
abuse, Addiction and Chronic Mental Illness.
Apply nursing strategies to individuals and families with acute and chronic mental
illnesses across the lifespan, including depression, substance abuse and addiction.
Utilize the nursing process to assist clients to reach the highest level of functioning.
Examine the leadership role of the psychiatric/mental health nurse in hospital and
community settings.
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Grades will be calculated as follows:
1. Complete the clinical component of the course, achieve clinical competency, and
maintain professional behaviors: 25% (of course grade).
2. Final clinical project/APA paper: 10% (of course grade)
3. Group presentations of final clinical project/paper to NUCO 473 class: 5% (of course
grade)
Honor Code
All written assignments must include the University of Virginia honor pledge:
“On my honor as a student I have neither given nor received aid on this
exam/assignment.” All students and faculty are required to report suspected honor offenses to an
honor committee representative. For more information visit www.virginia.edu/honor.
Confidentiality Statement
The written and verbal material discussed in class and clinical is confidential. Faculty
and students must guard the privacy of the patients/clients closely. Under no circumstance is any
clinical material to be copied or discussed outside of the classroom or clinical arena. If you have
any questions about whether something is confidential, treat it as such until you discuss it with a
faculty member. Do not write down patient names, addresses, social security numbers, and/or
other identifying information, as mandated by HIPPA regulations. Faculty and students who
utilize patient information must follow patient privacy and confidentiality guidelines outlined in
the School of Nursing Handbook and in agency guidelines for each clinical site.
Another aspect of confidentiality is learning to disclose personal information in a manner
that is appropriate to the situation. In this course, you are a student and your mental health issues
are not an appropriate topic of conversation. Nor are those of your friends and family members.
You are learning to be a professional. A large part of professional behavior is learning to present
yourself in an authentic manner while preserving your personal dignity. One of the fundamental
issues in mental health nursing is learning to set boundaries so that you can help others to define
theirs. If you have mental health concerns, faculty will refer you to CAPS or other professional
treatment services. We do not provide mental health treatment to students in order to maintain
appropriate faculty/student relationships.
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Preparation and Attendance:
Students are expected to prepare for and attend each classroom and clinical session. Students
who are ill and must be absent from class more than twice must notify the course professor.
Students who are ill and must be absent from clinical must notify the clinical instructor and the
clinical unit of her/his expected absence in accordance with the clinical instructor's
recommendations.
Because learning is cumulative, preparation and attendance at all clinical experiences is a
requirement for passing the clinical component of the course. Unprepared students will be sent
home. Arrangements to make-up missed time must be initiated by the student with her/his
clinical instructor and completed prior to the end of the course. Failure to complete the required
make-up clinical will result in a course grade of "Incomplete."
Professional Dress Code:
Professional dress for inpatient experiences includes the UVA School of Nursing polo shirt, ID
badge, solid pants (no denim, no wrinkles), and closed-in shoes. The UVA student ID badge
must be worn near the neckline with the name visible. Lab coats may be required at some clinical
sites at the discretion of the instructor. Students who do not follow these guidelines will receive
an unsatisfactory for the clinical day and may be sent home. Independent clinical activities have
requirements that vary according to the site: ECT (lab coat), AA & Clubhouse (street clothes).
Southwest Virginia Intensive (street clothes). Ask instructor clarification, if needed.
Clinical course requirements:
Each must receive a "Satisfactory" grade on each assignment unless otherwise noted. Thus,
getting an A on one assignment and an F on the next is not satisfactory. A satisfactory grade for
clinical is a C or above. You cannot pass this course without a C or above in clinical, no matter
what your classroom grade may be. Nursing is a practice-based discipline. “Book” knowledge is
necessary yet not sufficient. The clinical component of the course counts as 25% of the NUCO
473 course grade. Clinical assignments will vary depending on clinical setting. All students will
complete at least 84 hours of clinical in PMH settings, inpatient, outpatient, or community
mental health.
Clinical Assignments (80 hours):
2.
Achievement of clinical objectives will be documented on the clinical evaluation tool
(CET) each week. All categories must be successfully completed.
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3.
4.
5.
6.
Journal/log reflecting progress toward clinical objectives must be submitted to instructor
weekly, according to instructor’s guidelines. Include cumulative hours.
Complete assessment, care plan, process recording, group and leader analyses, patient
teaching (individual/group) and other weekly assignments, according to instructor.
Complete a group project in Southwest Virginia Clinical Experience. Prepare written
report for Community Partners and course professor. Present project to Community
Partners and to peers and course professor in class.
Failure to consistently demonstrate professional behaviors (see last entry on CET) will
result in failure of clinical and of course.
Independent Clinical Activities (4 hours)
Independent activities allow students to participate in different learning experiences. The
activities require self-management of scheduling, preparation, and negotiating with peers to
attend community groups. Sign up in advance to avoid having more than two students attend at a
time! (The group process will be changed if more students attend!)
1. Sign up and attend a psychosocial clubhouse and submit log to clinical instructor.
Southwest VA group will attend Clubhouse during trip there.
2. Sign up to attend an open AA, NA or ALANON meeting near the University of
Virginia grounds and submit log to clinical instructor. (No sign-up required for other
locations). Southwest Virginia Group will attend these meetings there.
3. Obtain approval from clinical instructor to attend a support group of your choice.
Submit log to clinical instructor. Southwest Virginia Group will do this in Southwest
Virginia.
4. Sign up and attend ECT (read Chapter 28: pp. 604-609 prior to observing ECT) and
submit log to clinical instructor.
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University of Virginia School of Nursing
NUCO 473 Psychiatric Mental Health Nursing
1:1 Observation Tool
Student: _________________________________ Date: _________________________
Observer: ______________________________ (_____ instructor _____ staff _____peer)
A.
PREPARATION OF SELF AND SETTING
1.
Prepares for interaction (place, time, goal of
interaction, setup)
2.
Deals with self-disclosure appropriately
3.
Recognizes phase of the relationship and
related goals
B.
QUESTIONING
4.
Uses direct and indirect methods to obtain
pertinent client data
5.
Uses appropriate “Therapeutic Communication
Techniques”
C.
LISTENING
6.
a. Listens to patient,
b. Establishes trust and rapport,
c. Waits out silence appropriately,
d. Encourages appropriate amount of feeling
ventilation.
Student Score
Observer Score
Student Score
Observer Score
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7.
a. Student shows awareness of how patient
opening and closing comments are significant,
b. Student redirects patient abrupt shifts in the
conversation,
c. Student attends to repetition of material,
d. Student appropriately observes if the
patient’s story is not unified or other
incongruence (i.e., Gaps, contradictions,
unclear meaning, nonverbal inconsistency,
etc.),
e. Student notes gestures, facial expressions,
posture, tone of voice, dress, etc.
E.
Analysis (Post Interaction)
8.
Identifies therapeutic and nontherapeutic
techniques and rationale.
9.
Identifies anxiety levels and relief behaviors
(for nurse and client)
10.
Identifies defense mechanisms, patterns and
themes.
11.
Discusses personal feelings and reactions about
the interview process.
Student Score
Observer Score
Self-evaluation Total Points: ________ Observer Total Points: ________ (max = 33)
*Key: 3 = clearly comfortable and confident in use of concept, 2 = meets standard, but needs
practice, 1 = concept not clear, 0 = Not Applicable
Student self-evaluation (on back)
Observer comments (mention any areas not receiving a rating of 3):
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GROUP ANALYSIS
NUCO 473 Clinical
1. What is the purpose of this group?
(Reason the group exists)
2. What is the task of the group?
(Work of the group)
3. What type of group is it?
(Support, OT, RT, therapy) (Is it open or closed-ended?)
4. Who are the members of this group?
5. What is the group process?
(Describe what is happening. Who is talking to whom etc.) Draw a
illustrate.
6. What is the theme of the group?
(One subject unifying the topics of the group. Include feeling tone)
7. What curative factors are evident?
(Universality, support, acceptance, belongingness, etc)
sociogram to
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8. Are there disruptive forces? What are they? How does the leader/facilitator handle
these?
9. Is the leader effective in promoting group cohesion?
10. Any other observations?
Revised 8/2006 ATH
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Group Leader Evaluation Form
1.
Did the group leader start and end on time?
2.
Did the leader demonstrate awareness of a safe and therapeutic environment?
3.
How were the participants made to feel welcome?
4.
How was the purpose (goal) of the session explained?
5.
How did the leader redirect disruptive behaviors?
6.
What attempts were made to involve all participants in the activity?
7.
How did the leader facilitate participant self-expression?
8.
How did the leader give positive reinforcement?
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9.
Did disclosure occur? How was it managed?
10.
General comments on effectiveness of the leader. (Suggestions for group leader, if peer.)
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Process Recording Format (1 required):
Name and clinical day
Client initials
Date of interaction
Place of interaction
Goal of interaction
Nurse verbal and nonverbals
Client verbal and nonverbals
Analysis of interaction
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Evaluation of goal:
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NUCO 473 Clinical Assessment
Client Information:
1.
2.
3.
4.
5.
6.
7.
Identifying information:
Chief complaint at time of first admission:
History of present illness (HPI):
Brief MSE:
History of past psychiatric contacts (how many over what period of time and where):
Medical history:
Family psychiatric history with genogram (include key):
8. List medications (include amount, frequency, etc.)
**NOTE: Attach patient teaching info for each med to care plan.
9. Abnormal PE and lab results:
10. Psychosocial Assessment
A. Activities of Daily Living: hygiene, grooming, nutrition, elimination, exercise, leisure
activities, etc.
B.
Physical impairments that limit ability to function:
C.
Use of medications: knowledge of, compliance with, and use of OTCs and herbs.
D. Drug use/abuse: alcohol, tobacco, and caffeine: amount, frequency, last use,
withdrawal
symptoms.
E. Stress in last year, losses, and changes:
How is stress handled? Consider various styles of coping through eating, drinking,
sleeping, sex, exercise, being angry, anxious, withdrawn, denying; talking, reading, or
prayer. What are your client's problem-solving methods?
F. Relationships:
1. Members of family of origin (cultural considerations)
2. Lives alone or with others when not hospitalized (group home, supervised apt,
independent apartment, with family member?)
3. involvement with significant other, friendships
4. marriage and/or children
5. any pets
6. any verbal, physical, sexual abuse
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G. Developmental tasks: chronological vs. developmental age appropriateness (Use
Erickson)
H. Internal Resources: These strengths include educational background, employment
history, accomplishments, skills and importance of religion/spirituality in life.
I. External Resources. Consider housing/living arrangements, outpatient follow-up,
support systems, time management, and financial security.
J. Summary of this hospitalization: Have goals been met? If not, why not?
K. GAF (Current and at time of Admission)
L.Current medical diagnoses:
Axis I.
Axis II.
Axis III.
Axis IV.
Axis V.
M. Your Nursing Diagnoses, Plan of Care, & Critique
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Individualized Nursing Care Plan
First Priority Nursing Diagnosis
______________________________________________________________________________
______________________________________________________________________________
_______________
Subjective data
Objective data
Expected outcomes:
STG
STG
LTG
Nursing Interventions (How, when, why? Be specific, add source and page number)
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EVALUATE (Evaluate outcome at end of each clinical day).
2nd Nursing Diagnosis (copy as many as needed for additional diagnoses)
______________________________________________________________________________
______________________________________________________________________________
________________
Subjective data
Objective data
Expected outcomes
STG
STG
LTG
Nursing Interventions (How, when, why? Be specific, add source and page number)
EVALUATE (Evaluate outcome at end of each clinical day)
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Reflection Journal Guidelines:
Overview: Keeping a journal is an important part of your learning experience. By having you
think about what you are doing and what you are learning from the experience, the writing of a
journal can increase the amount you actually learn. It can also make you aware of what you don’t
know, so that you can direct your efforts towards finding out more.
Instructions: Do a journal entry each time you are in clinical. Take a few minutes before you
leave the site to make your entry or do it within a few hours of your experience to facilitate
making an accurate entry. Journals should be submitted to the clinical instructor by midnight on
the clinical day. While in SW Virginia there will be time at the end of each day to complete
journals. Each journal entry should include all of the following elements. Please clearly divide
each entry into the following categories.
1. Date and hours worked
2. Objective Description of your experiences:
What happened? Write a factual account of the behaviors you observed that does not
include your opinion.
3. Interpretation/Explanation:
Now try to understand the behaviors you described above in #2. Use principles and
concepts from the course reading material and lectures in making your interpretations.
4. Reflect on the impact of the rural culture or community influences on the behaviors
described above.
5. Personal Opinions/Feelings and Learning:
Thoughts /opinions. Interpret what you saw and heard today. What does it mean to you?
Feelings; Use emotion words (i.e. happy, surprised, frustrated) to describe your feelings.
 What knowledge and/or skill did you acquire today?
 What did you learn about yourself?
 What did you learn about others around you?

6. Compare and contrast this experience with the experience at WSH
Please write clearly. Your journal provides important evidence of what you are
learning from your experience. Your journal is also a very important source of
information for your Final Project Report.
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LEARNING OBJECTIVES FOR SW VA COMMUNITY ENGAGEMENT
Goal
Categories for
Purposeful
Civic Learning
Knowledge
Skills
Values
Academic
Learning
To understanding root
causes of social
problems
Develop and/or
enhance active
learning skills
Democratic
Citizenship
Learning
To becoming familiar
with different
conceptualizations of
citizenship
Develop and/or
enhance
competency in
identifying
community assets
Diversity
Learning
To understanding
individual vs.
institutional “isms”
Develop and or
enhance crosscultural
communication
skills
Consider that there
is important
knowledge only
found in the
community
Come to an
appreciation of the
idea that
communities
depend on an active
citizenry
Realize that voices
of minorities are
needed to make
sound community
decisions
Political
Learning
To learn about how
citizen groups have
effected change in their
communities
Develop and/or
enhance advocacy
skills
Realize that
citizenship is about
more than voting
and paying taxes
Leadership
Learning
To understand the social
change model of
leadership in an
unfamiliar environment
Develop and/or
enhance skills that
facilitate the sharing
of leadership roles
Understand that
leadership is a
process, and not a
characteristic
associated with an
individual or a role
Inter- and
Intra- Personal
Learning
To gain a deeper
understanding of one’s
multiple social identities
Develop and/or
enhance problemsolving skills
Learn/ fine tune an
ethic of care
To obtain a deeper
understanding of how
individuals in a
particular profession act
in socially responsible
ways
Determine how to
apply one’s
professional skills
to the betterment of
society
Responsibility to
others applies to
those pursuing all
kinds of careers
Social
Responsibility
Learning
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Clinical Guidelines For Working With Community Partners in Southwest Virginia
The following guidelines were developed through class discussion with students in an ACE
course taught by Tanya Denckla Cobb, January 20, 2009
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Not having preconceived assumptions
Sharing end result with communities
Via tele communication
Sharing objectives with participants in form of writing and contact information
Creating a “Consent Form”
Have general manners and respectful behaviors when talking to community members
Follow up with thank-you notes
Try to ask open-ended questions
Arrive prepared and professional
Create a dialogue
Encourage input and share information
Engage Community Partners (CP) in design of process and project
Always ask “Who else should we talk to?”
Set up realistic expectations with CP help
Acknowledge and appreciate involvement
Mindset should be that we are here to learn from community members and not teach
Understand your audience as much as possible
Attend Appalachian Culture Intensive presented By David Cattel-Gordon
Introduction to Psychiatric Tele-Medicine
Introduction to Mental Health Care Issues of Southwest Virginia
Travel to Southwest Virginia, tour a Coal Mine and learn about the history of coal mining and
the local coal industry
Attend N/A, A/A Meetings, a Church service, Community Services Board offices and a
Community Psychosocial Rehabilitation (Clubhouse) program in Southwest Virginia
Experience the local scenery, music, dance and food
Ride Along on St. Mary’s Health Wagon with Nurse Practitioner’s (screening for depression and
anxiety in chronic illness, substance abuse and addiction) and in mental health clinic in land
office of the Health Wagon
Work with Health Care Providers and patients addressing substance abuse, addiction, depression
and anxiety issues and availability of related health services especially for those without health
insurance.
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Comment on your reactions to your encounters and the stories you heard from our community
partners i.e. the Staff or the Health Wagon, the patients and their families of the Health Wagon,
the participants of N/A, A/A meetings, the Clubhouse. Include how you felt about the coal mine
tour, the scenery, the church service, music, dance, food and all of the driving.
Learning Styles:
Cognitive. Your new understandings and knowledge? What is the most important single piece of
knowledge gained? What will you remember in a year? five years? How has your knowledge
grown? changed? become more sound?
Skills. New skills gained? old skills improved? your ability to solve problems, think, reason,
research? Did you actually use these skills? What skills do you need to develop next?
Judgment. Do you understand the difference between process and content? Can you apply
principles? to other classes? life? If you took the class again, what would you do differently? Has
your way of thinking changed?
Affective. (emotions and feelings) Did you change? your beliefs? values? Was the class worth
your time? Do you feel good about it? the single most important thing you learned
about you? Evaluate your participation in discussion. Did you discuss and learn with other
students? How has the course altered your behavior? Did you grow? shrink? stagnate? float?
Southwest Virginia ACE Trip Itinerary:
Saturday 9/26/09 0830, Depart Charlottesville:
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First stop, the Pocahontas Demonstration Mine
Lunch
Arrive Clintwood
Visit The "Stitching Songs of Legacy" Quilt Show during regular library hours at the
Jonnie B. Deel Library in Clintwood.
4:00 pm NA/AA meeting VFW Building Clintwood, VA
Dinner at the Breaks or Norton
Hoedown ‘The Country Cabin” Josephine, VA
Return to the Breaks
Sunday 9/27/09
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0730 Breakfast at the Breaks
0900 Celebrate Recovery Meeting, Destiny Outreach Ministry, Tazwell Virignia
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Lunch with Elizabeth’s Grandmother in Tazwell
Return to Breaks
Hike, rest, mountain bike, rest… Meet with Healthy Appalachia Fellow
Prepare for MH clinic
Dinner at the Breaks
Prepare for MH clinic, Fire circle, S’mores
Monday 9/28/09
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0700 Breakfast
0800 Mental Health Clinic, Clinchco , VA , 4 people
1 person ride with Health Wagon NP’s.
4 people to Tazewell House recovery program and then to Discovery group 2:00 -3:00
pm Cumberland CSB, Lebanon (276 889-3063) Suzanne
Dinner at the Breaks
Process the day, prepare for day two of MH clinic
Tuesday 9/29/09
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0700 Breakfast
0800 Mental Health Clinic Clinchco, VA
0900 -1000 2 people to VASAP Clintwood CSB, (276 926-1680 Chris Stanley)
Lunch in Clinchco
1530 wrap up MH clinic and prepare to leave for Charlottesville
Dinner ?
Home
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Clinical Project/APA Paper assignment (See Stuart & Laraia, pp. 78-79):
1. Define the clinical (or administrative) problem. With a small group of students (2-4) in
your clinical setting, speak with the staff and administrative nurses, patients, families or
others to identify a clinical or administrative problem. Obtain your instructor’s approval
for the topic. (Document how problem was identified for the paper and presentation.)
2. Find the evidence. (Research available literature on the problem or topic.) Identify all
aspects of the problem and possible solutions based on the available literature.
3. Analyze the evidence. (Use hierarchy on page 78.)
4. Propose how to use the evidence. (How could this information be used in the clinical
setting to improve patient care.)
5. Propose how to evaluate the outcome. (How to tell if there is improvement in care.)
6. Write report in APA paper format that includes all steps above. (Ten page limit.) Be
sensitive to feelings of audience. Have instructor review and approve written and oral
reports before presenting to at the clinical setting and in class (to NUCO 473 peers).
Submit revised version of paper to professor on December 1
CLINICAL PRESENTATION GUIDELINES
Each clinical group will present the project planned and implemented during their clinical
experiences. Each group will have a total of 15 MINUTES for the presentation. Creativity in
preparing and presenting content to the class is encouraged. Each student will evaluate each
group utilizing the evaluation forms included in the course packet.
INTERVENTIONS PRESENTATION SHOULD INCLUDE:
-Introduction of group members
-A brief description of the clinical setting
-Description of nursing role in setting
-The targeted population
-Problem/problems identified
-Rationale for selection of the problem/problems
-Interventions
-Evaluation methods
-Plans for sustainability
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Name___________________
Date______________
UNIVERSITY OF VIRGINIA
SCHOOL OF NURSING
NUCO 473 PSYCHIATRIC MENTAL HEALTH NURSING
CLINICAL PRESENTATION EVALUATION
Please rate the presenter/presenters according to the following scale:
4=Excellent
3=Good
2=Fair
1=Needs improvement
CLINICAL GROUP: ____________________________
Student/Students______________________________________________________________
CRITERIA
Excellent
1. Presents material in concise,
understandable manner
2. Allows time for questions
3. Presents required content
(Description of community, rationale
for interventions, interventions, barriers)
4. Maintains class interest.
Overall Statement Regarding Presentation:
Good
Fair
Improvement
Comments:
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Clinical Schedule:
WEEK 1 (8/25) : Orient to WSH, determine date to travel to Southwest Virginia, review
syllabus, sign up early for Clubhouse
WEEK 2 (9/1): WSH, meet assigned patients, review evaluation tool
WEEK 3 (9/8): WSH, review medication test, Intro to Appalachian Culture
WEEK (9/15): WSH
Mental Health Issues in Southwest Virginia
WEEK 5 (9/22): WSH Intro to Telepsychiatry
WEEK 6 (9/29): To SWVA 9/26-9/29
WEEK 7 (10/13): Debrief on Trip to SWVA, Start Project
WEEK 8 (10/20): To WSH and To Virginia Commonwealth Center, Continue
project/presentation work
WEEK 9: (10/27): Continue project/presentation work
WEEK 10: (11/3): Finalize Presentation
November 30 & December 2 Group Presentations
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Psych/Mental Health Clinical (PMH) Evaluation Tool for (student name)
_______________________________________
Dates:
Standard I. Assessment
Completes biopsychosocial assessment
Conducts mental status exam
Conducts other assessments as assigned (CIWA)
Standard II. Diagnosis
Identifies actual & potential nursing diagnoses based on assessment data
Prioritizes nursing diagnoses based on safety
Standard III. Outcome Identification
States realistic expected outcomes that are measurable and time limited
Standard IV. Planning
Develops a plan of care based on assessment data (incorporates existing plan)
Researches and incorporates evidenced based interventions into plan of care
Describes rationale for care (using biological, behavioral, nursing, or other theory)
Standard V. Implementation
Collaborates with team to implement interventions identified in the plan of care
Standard V a. Coordination
Coordinates the plan of care
Documents the care
Standard V.b. Health Research and Health Promotion
Identifies health-teaching needs of client or group; provides community resource info
Prepares, teaches, & evaluates health-teaching plan to meet identified need
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(must be approved by instructor before teaching).
Standard V.c. Milieu Therapy
Assesses environment to identify components of a safe, therapeutic environment
Contributes to/maintains the therapeutic environment; is culturally competent
Critiques therapeutic communication techniques on two (2) process recordings
Standard V.d. Pharmacological, Biological, and Integrative Therapies
Verbalizes knowledge of psychopharmacologic interventions/precautions/sides
effects, and nursing implications for antianxiety, mood-stabilizing, antipsychotic,
antiparkinsonian agents, and sedative-hypnotics to restore the client’s health.
Successfully completes med-test.
Differentiates between types of groups. Critiques one group process.
Identifies & applies current research findings for chemical and somatic interventions
Attends and analyzes AA or an outpatient support group of choice (approved by instructor).
Standard V.e,f,g. Identifies APRN role: Prescriptive Authority, Psychotherapy & Consultation
Standard VI. Evaluation
Evaluates client’s progress toward attaining expected outcomes
(with client, family, significant others, and other healthcare members)
Updates interventions and plan of care based on evaluations
Documents evaluation in legal record
Standard VII. Quality of Practice
Documents application of the nursing process
Participates and uses results of Quality Improvement Projects
Seeks and incorporates new knowledge to initiate change if outcomes not achieved
Standard VIII. Education.
Identifies personal learning needs & commits to learning
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Seeks formal & informal opportunities to improve clinical competence
Signs up & attends a psychosocial rehabilitation program. Discuss the use of this
modality as part of a comprehensive biopsychosocial intervention
Standard IX. Professional Practice Evaluation
Applies Knowledge of current standards, statutes, guidelines, and rules
Arrives on time, dressed in uniform & ID badge, assignments submitted on time.
Requests & accepts feedback and uses to improve clinical performance.
Provides rationale for practice based on professional standards.
Maintains patient confidentiality and professional boundaries
Based on: Scope and Standards of Psychiatric Mental-Health Nursing Practice, American Nurses
Association (2007).
Comments on performance in PMH clinical:
Faculty signature:
(8/08)