GREAT BASIN COLLEGE
ASSOCIATE OF APPLIED SICENCE NURSING PROGRAM
NURS 241 Fall 2010
NURSING PROCESS IN MENTAL HEALTH CARE
COURSE SYLLABUS
3 CREDITS (2 theory(30 hours) credits and 1 Clinical (45 hours) credit)
I.
GENERAL INFORMATION
A. Catalog Description: Uses the nursing process as a basis for establishing
therapeutic relationships and communications to promote adaptation in
individuals experiencing common, well-defined mental health problems
throughout the lifespan.
Two credits theory, one credit clinical. Offered Fall Semester only.
Prerequisites: Admission to the Nursing Program and successful
completion of the 1st year of the ADN program.
B.
II.
Instructors Theory and Clinical:
Amber Donnelli, MSN, RN, CNE
753-2007 (Office)
934-1345 (Cell)
amberd@gwmail.gbcnv.edu
C.
Office Hours: To Be Announced
D.
Schedule:
Theory
Classroom:
Wednesdays: 09:30 AM to 12:15 PM
Dates:
August 30, 2010 – December 15, 2010
Clinical:
Tuesdays, Thursdays and Fridays as indicated on Clinical
schedule
REQUIRED TEXTS:
 Varcarolis, E.M., Halter, M.J., (2010). Foundations of
Psychiatric Mental Health Nursing – A Clinical Approach. (6th
Ed.). St. Louis, MO: Saunders Elsevier.
 Varcarolis, E.M., Halter, M.J., (2010). Virtual Clinical
Excursions: Pacific View Regional Hospital
(6th ed.). St. Louis, MO: Saunders Elsevier.
**Please plan on using the Drug book, and Lab & Diagnostic book, and Nursing
Diagnosis Book of your choice. You also may find it helpful to use your
Fundamentals, Med/Surg and Pharmacology books as references.
III.
REQUIRED VIDEOS:
 Asylum – 60 min
 Crossing the Line: When Professional Boundaries Are Violated – 23 min
(Suggest viewing before clinicals begin)
 The Helping Interview series:
o Basic Components, Helper Qualities, and Attending Skills, - 19 min
o Opening, Questioning, and Use of Silence – 20 min
o Responding and Closing – 20 min
 Interactions for Study - 13 min
 The Nurse Theorists: Hildegard Peplau – 36 min
 Psychotropic Medications series: (Required viewing before clinical at Elko
Mental Health Clinic)
o Assessment, Interventions, and Treatment – 27 min
o Anxiety Disorders - 17 min
o Bipolar Disorders – 14 min
o Schizophrenia – 21 min
o Depression – 21 min
 Medication Issues in Mental Health series:
o Preventing Adverse Drug Reactions – 25 min
o Understanding Movement Disorders – 24 min
 Mental Health Issues in the Acute Care Setting (Required viewing before
clinical at Elko Mental Health Clinic)
o Recognition and Assessment – 24 min
o Effective Intervention Techniques – 25 min
 Chemical Dependency (Required viewing before clinical at Vitality Center)
o 12 Steps - 35 min
 Substance Abuse series:
o Interview & Assessment - 22 min
o Coping Mechanisms – 25 min
o Treatment Modalities - 38 min (
o Recovery & Prevention of Relapse - 21 min
 Chemically Dependent Nurse series:
o Identification and Response – 27 min
o Nurse to Nurse: From Addiction to Recovery – 20 min
 Methadone - 33 min
 Childhood Depression - 19 min
 Adolescent Treatment Approaches - 25 min
 Autistic Children – 22 min
 The Cognitively Impaired Geriatric Patient (GP):
o Characteristics of Behavior -20 min
o Behavior Management & Support - 18 min
 The Disruptive Geriatric Patient -17 min
 Violence in Healthcare - 30 min
IV.
ATTENDANCE POLICY:
Students are expected to attend all classroom, lab, and clinical hours.
(See Student Handbook page 35)
V.
METHOD OF INSTRUCTION:
Lecture, discussion, in-class activities, a process recording, a student selfassessment, small group work, videos, selected reference and text readings,
written assignments, computer assisted learning programs, and community-based
clinical experiences will be utilized.
VI.
THEORY EVALUATION:
Evaluation of student progress will be the successful completion of the course
outcomes this will be evaluated with unit examinations. Six (6) examinations will
be given. Questions will be based on utilization of critical thinking skills and
application of knowledge acquired in this, as well as previous courses. Questions
may be multiple- choice, fill in the blank, choose all correct answers, or other
alternate formats as applicable.
See the Outcome and Assessment area at the end of the syllabus for further
specific information.
VII.
CLINICAL EVALUATION:
Clinical evaluation is done mutually by student and instructor throughout the
semester and in a summative evaluation at the end of the clinical rotation. Online
discussion following each clinical experience will be used to help determine your
clinical standing (see rubric). Actual clinical performance will be used to
determine clinical competency and the ability to generalize and transfer theory
outcomes to the clinical settings. Safe clinical practice and demonstration of
personal and associate degree nursing practice attributes at the third
semester level are mandatory for progression in the program.
*See the Outcome and Assessment area at the end of the syllabus for further
specific information.
VIII. GRADING POLICY AND CRITERIA FOR NURS 241:
Course grade will be based on a percentage of total possible points according to
the following scale:
100 - 94.00%=
93.99-90.00%=
89.99-87.00%=
86.99-84.00%=
83.99-80.00%=
79.99-77.00%=
A
AB+
B
BC+
76.00 =C (needed to pass)
75.99-70.00% = C69.99-67.00% = D+
66.99-64.00% = D
63.99-60.00% = DBelow 60.00%= F
The classroom course work must be completed on time and with a 76% or better
to pass the course. All clinical rotation paperwork must be completed on time and
with either a Pass or an average of 76% or better to pass the course. Late theory
and clinical assignments will be worth 50% of the actual grade. If an
assignment is more than one week late, a zero will be given for the
assignment but submission of the assignment is still required.
DIDACTIC LEARNING ACTIVITIES AND CLINICAL POINTS
Fourteen (14) IBL Module in class activities
14 Module Quizzes
14 Module exams
HESI Final
Bright Path Assignment
Vitality Center
Elko Mental Health
Elko District Drug Court
Post Clinical Discussion
Psychiatric Mental Health Nursing VCE’s
14 X 25 points = 350 points
14 X 10 points = 140 points
14 X 40 points = 420 points
= 100 points
= 25 points
= 25 points
= 25 points
= 50 points
= 25 points
= 50 points
TOTAL = 1210 Points
Students must receive an average of 76% in clinical learning activities,
pass all pass/fail graded assignments and activities and Critical Criteria
performance rating of 2.0 in order to successfully the clinical component of
NURS 258( See 2008-2009) handbook page 41.
IX.
PROCALC EXAM:

See NURS 257 Syllabus
X.
ACADEMIC HONESTY:
Great Basin College considers academic honesty one of its highest values. A student
who obtains academic credit for work that is not the product of his or her own effort is
being dishonest and undermining the academic integrity of the college. Students are
expected to be the sole authors of their work. Use of another’s ideas must be
accompanied by specific citation and reference. In addition, a learner may not submit the
same work for credit in more than one course. The disciplinary consequences of
plagiarism and other forms of academic dishonest include non-acceptance of work
submitted, a failing grade in the course, and/or or other disciplinary action as outlined in
Great Basin College’s Student Conduct Policy.
XI.
ACCOMMODATIONS FOR DISABILITIES:
GBC supports providing equal access for students with disabilities. An advisor is
available to discuss appropriate accommodations with students. Please contact
the ADA Officer (Julie Byrnes) in Elko at 775.753.2271 at your earliest
convenience to request timely and appropriate accommodations
XII.
ATTENDANCE POLICY
See page 35 of the GBC Associate Degree Nursing Handbook
GREAT BASIN COLLEGE
ASSOCIATE OF APPLIED SCIENCE IN NURSING PROGRAM
The following essential skills and critical behaviors are key constructs that are
derived from GBC’s conceptual framework. They provide the theoretical underpinnings
for all nursing action and roles in the associate degree nursing program.
ESSENTIAL SKILLS
ES 1-COMMUNICATION ABILITIES
The ability to effectively employ therapeutic communication techniques and
appropriate interpersonal relationship skills during interactions with faculty,
individuals, family members, health care team members, peers, and
supervisors.
ES 2-CRITICAL THINKING
A reasoned, interactive and reflective process focused on deciding what to believe or do.

The ability to identify and challenge assumptions.

The ability to explore and imagine alternatives.
The ability to make judgments based on evidence (fact), rather than conjecture
(guesswork).
ES 3-EVIDENCE-BASED PRATICE
An informed approach to one’s practice that uses problem-solving methods
that integrate best research evidence, reflection, client preference and values,
and clinical expertise.
ES-4 CULTURAL COMPETENCE
The provision of nursing care that meets the individual’s valued life patterns
and set of meanings.
CRITICAL BEHAVIORS
CB 1-ACCOUNTABILITY
Being answerable to self, individual, organization and/or profession for something one
has done

Exercises judgment when undertaking assigned tasks

Applies knowledge when undertaking assigned tasks

Accepts responsibility for actions

Is able to answer the following questions in relation to nursing care provided:
 Why was this done?
 How did I come to the decision to do this?
 What makes this the most effective course of action?
CB 2-COLLABORATION
Intentional act of professionals working together toward a common goal.

Treats others with mutual respect

Identifies potential areas where conflict might arise and works toward
reducing/eliminating its occurrence.

Works cooperatively and interdependently with all members/levels
of health care team.
CB 3-SELF-LEADERSHIP
The ability to regulate, manage, direct and/or control one’s own behavior.

Continually identifies strengths and weaknesses in relation to one’s
knowledge, performance, behavior and attitude.

Sets realistic goals for self.

Recognizes internal/external factors which contribute to and/or reduce stress
levels.
CB 4-SAFETY
A priority in the provision of nursing care for individuals and includes protecting
individuals from physical and emotional injury through ongoing assessment and
elimination of safety hazards.
CB 5- CARING INTERVENTIONS
Nursing behaviors and actions that assist individuals in meeting their health care
needs. Caring behaviors are nurturing, protective, compassionate, and personcentered.
PROGRAM AND LEVEL OUTCOMES
NURS 241
NURSING PROCESS IN MENTAL HEALTH CARE
ADN PROGRAM
OUTCOMES
As a Provider of Care:
The student will
demonstrate caring and
critical thinking skills by
assisting the individual,
family or group to identify
and meet basic health needs
in a wide variety of settings
across the continuum of
care. The student will assist
in the coordination of costeffective quality care using
a culturally competent,
NURS 241
EXPECTED LEVEL OUTCOMES
As a Provider of Care:
1. Apply the nursing process in responding to the
health care needs of individuals with psychiatric
disorders (Implementation).
2. Utilize knowledge of normal growth and
development theory in the care of clients with
altered biopsycosocial states (Implementation).
3. Compare and contrast major theoretical models
that contribute to the understanding of psychiatric
patients and their behaviors (Analysis).
collaborative and
interdisciplinary approach.
4. Discuss the factors to assess when working with
families or groups (Assessment).
5. Employ therapeutic communication techniques in
establishing a caring, supportive environment for
individuals experiencing alterations in their
adaptive responses (Implementation).
6. Discuss the impact of psychotropic drugs on
psychiatric care (Assessment and Evaluation).
7. Describe the ethical, legal, social, and biological
concerns related to special treatment modalities
(Analysis).
8. Apply culturally appropriate interventions that
assist the individual, family or group in their
adaptation to mental health issues
(Implementation).
.
As a Teacher, the student
As a Teacher
will provide individual,
family, or group-based
9. Provide information and instruction for the
education in a variety of
individual, family, or group utilizing appropriate
settings to promote,
content and teaching strategies (Implementation).
maintain, and restore health
from birth through death.
The student will promote a
caring environment in
which culturally appropriate
learning activities and
effective use of resources
and current technology
exist.
As a Manager of Care, the As a Manager of Care
student will work
collaboratively with all
10. Work in collaboration with other members
members of the health care
of the mental health care team in providing
team to achieve a costneeded physical, emotional, and/or social
effective, quality care that is
support to individuals, families and/or
customer focused and in
groups (Planning and Implementation).
keeping with the
organizational goals and
mission of the settings in
which that care is provided.
As a Future Member of
the Profession, the student
will be accountable for the
ethical, legal, and
professional responsibilities
related to nursing practice.
As a Future Member of the Profession
11. Recognizes and analyzes the ethical, legal and
professional role, accountability and responsibility
of the Associate Degree Nurse within the mental
health care setting (Analysis).
12. Demonstrates accountability for self in the role of
the student nurse and future member of the
profession.
As an Advocate for
Others, the student will
promote a climate in which
individuals, families, or
groups may act in their own
interest, including accessing
available resources, and
intervenes when they are
unable to act in their own
interest.
As an Advocate
13. Serves as an advocate for individuals, families, and
groups to promote an active and informed
participation in their healthcare; intervenes as
appropriate when they are unable to act in their
own best interest. (Implementation)
COURSE SCHEDULE
DATE
TOPIC/READING
ASSIGNMENT
TEST DATE
Monday, August 30th
ADN Orientation
No NURS 241 today.
Get started on your reading
assignments!!
Wednesday, September 1st
0930-1215
Course Orientation
Unit 1:
Foundations in Theory
Varcarolis, et al:
 Chapter 1 – Mental
Health and Mental
Illness
 Chapter 2 – Relevant
Theories and
Therapies for
Nursing Practice
 Chapter 3 –
Biological Basis for
Understanding
Psychotropic Drugs
Watch video
Asylum on your own
Monday, September 6th
LABOR DAY!!!
HAVE FUN!
Module one
1. 10 point Quiz
2. In class activities
3. Exam 1
Available on
Webcampus on
Wednesday September 1st
1PM- 10PM
Wednesday, September 8th
Unit 2: Foundations for
Practice
See Instructions for Unit 2
Module 2
0930-1215
Varcarolis, et al:
 Chapter 4Psychiatric Mental
Health Nursing in
Acute Care Setting

Chapter 5 –
Psychiatric Mental
Health Nursing in
Community Settings
Wednesday, September 15th Unit 2 (cont):
Varcarolis, et al:
 Chapter 6- Cultural
Implications for
Psychiatric Mental
Health Nursing

Wednesday, September
22nd
Chapter 7- Legal and
Ethical Guidelines
for Safe Practice
Unit 3: Psychosocial
Nursing Tools
Varcarolis, et al:
 Chapter 8 – The
Nursing Process and
Standards of Care for
psychiatric Mental
Health Nursing
 Chapter 9Therapeutic
Relationships
Wednesday, September 29th Unit 3:
1. 10 point Quiz
2. In class activities
3. Exam 2
Available on
Webcampus on
Wednesday September 8th
1PM- 10PM
Module 3
1. 10 point Quiz
2. In class activities
3. Exam 3
Available on
Webcampus on
Wednesday September 15th
1PM- 10PM
Module 4
1. 10 point Quiz
2. In class activities
3. Exam 4
Available on
Webcampus on
Wednesday September 22nd
1PM- 10PM
Module 5
Psychosocial Nursing Tools
Varcarolis, et al:
 Chapter 10 –
Communication and
the Clinical
Interview

Chapter 11 –
Understanding
Responses to Stress
The activities for Module 5
will be complete
independently as we will
not have class on this
Wednesday. See the
Module 5 assignment for
more details.
1. 10 point Quiz
(created by student)
2. Individual activitie
3. Exam 5
Available on
Webcampus on
Wednesday September 29th
1PM- 10PM
Wednesday, October 6th
Unit 4:
Psychobiological Disorders
Varcarolis, et al:
 Chapter 12- Anxiety
and Anxiety
Disorders
 Chapter 13Depressive Disorders
Wednesday, October 13th
Module 6
1. 10 point Quiz
2. In class activities
3. Exam 6
Available on
Webcampus on
Wednesday October 6th
1PM- 10PM
Module 7
Unit 4 (cont):
Varcarolis, et al:
 Chapter 14 – Bipolar
Disorders
 Chapter – 15
Schizophrenia
Wednesday, October 20th
Unit 4 (cont):
Varcarolis, et al:


Chapter 16 – Eating
Disorders
Chapter 17 –
1. 10 point Quiz
2. In class activities
3. Exam 7
Available on
Webcampus on
Wednesday October 13th
1PM- 10PM
Module 8
1. 10 point Quiz
2. In class activities
3. Exam 8
Available on
Webcampus on
Cognitive Disorders
Wednesday, October 27th
Unit 4 (cont):
Varcarolis, et al:
 Chapter 18 –
Addictive Disorders
 Chapter 19
Personality
Disorders
Wednesday, November 3rd
Wednesday, November 10th
Unit 4 (cont):
Varcarolis, et al:
 Chapter 20 Sleep
Disorders
 Chapter 21 Sexual
Dysfuction and
Sexual Disorders
 Chapter 22
Somatoform,
Factitious, and
Dissociative
Disorders
Unit 5:
Trauma Interventions


Chapter 23 – Crisis
and Disaster
Chapter 24 - Suicide
Virtual Clinical #10 due
Wednesday, November 17
Unit 5 (cont):
Trauma Interventions


Chapter 25 – Anger,
Aggression, and
Violence
Chapter 26 – Child,
Older Adult, and
Intimate Partner
Abuse
Wednesday October 20th
1PM- 10PM
Module 9
1. 10 point Quiz
2. In class activities
3. Exam 9
Available on
Webcampus on
Wednesday October 27th
1PM- 10PM
Module 10
1. 10 point Quiz
2. In class activities
3. Exam 10
Available on
Webcampus on
Wednesday November 3rd
1PM- 10PM
Module 11
1. 10 point Quiz
2. In class activities
3. Exam 11
Available on
Webcampus on
Wednesday November 10th
1PM- 10PM
Module 12
1. 10 point Quiz
2. In class activities
3. Exam 12
Available on
Webcampus on
Wednesday November 17th
1PM- 10PM

Wednesday, November 24th
Wednesday, December 1st
Chapter 27 Sexual
Assult
Happy Turkey Day
Unit 6:
Interventions For Special
Populations


Wednesday, December 8th
Unit 6:
Interventions For Special
Populations


December 13-17
Finals Week
Chapter 28 Disorders
of Children and
Adolescents
Chapter 29
Psychological needs
of the older adult
Chapter 31
Psychological Needs
of Patients With
Medical Conditions
Chapter 33 Forensic
Psychiatric Nursing
Hesi Test: Time TBA
MERRY CHRISTMAS!!
HAPPY NEW YEAR!
Module 13
1. 10 point Quiz
2. In class activities
3. Exam 13
Available on
Webcampus on
Wednesday December 1st
1PM- 10PM
Module 14
1. 10 point Quiz
2. In class activities
3. Exam 14
Available on
Webcampus on
Wednesday December 8th
1PM- 10PM
HESI Scores are counted as
your final exam.
RELAX AND ENJOY!!
LEARNER OUTCOMES AND MEASUREMENT
Module 1/Unit 1:
Foundations in Theory
Dates: Monday August 30th –Wednesday September 1, 2010
Theory Readings & Study Guide Assignments:
Mental Health Content



Varcarolis, et al: Chapter 1- Mental Health and Mental Illness
Varcarolis, et al: Chapter 2- Relevant Theories and Therapies for Nursing Practice
Varcarolis, et al: Chapter 3- Biological Basis for Understanding Psychotropic
Drugs
Assessment, Measurement & Evaluation of Learner Outcomes:
1.
2.
3.
4.
Inquiry Based Learning Module 1: Foundations in Theory
Module 1 Quiz
Module 1 Learning activities done in the classroom
Module 1 WebCampus Exam
Learning Outcomes:
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.
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.
11. Evaluate the premises behind the various therapeutic models discussed in this chapter.
12. Describe the evolution of therapies for psychiatric disorders.
13. Identify ways each theorist contributes to the nurse’s ability to assess a patient’s
behaviors.
14. 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.
15. Identify Peplau’s framework for the nurse-patient relationship.
16. Choose the therapeutic model that would be most useful for a particular patient or
patient problem.
17. Discuss at least eight functions of the brain and the way these functions can be altered
by psychotropic drugs.
18. Describe how a neurotransmitter functions as a neuromessenger.
19. Draw the three major areas of the brain and identify at least three functions of each.
20. Identify how specific brain functions are altered in certain mental disorders (e.g.,
depression, anxiety, schizophrenia).
21. Describe how the use of imaging techniques can be helpful for understanding mental
illness.
22. Develop a teaching plan that includes side effects from dopamine blockage, such as
motor abnormalities.
23. Describe the result of blockage of the muscarinic receptors and the 1 receptors by
the standard neuroleptic drugs.
24. 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
e. Antipsychotic agents
f. Anticholinesterase drugs
25. Identify special dietary and drug restrictions in a teaching plan for a patient taking a
monoamine oxidase inhibitor.
26. 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.
Assessment of Lab/Clinical Outcomes:
1. Community based clinical performance
2. Post- Clinical online discussions.
Module 2/Unit 2:
Foundations for Practice
Dates: Thursday September 2nd –Wednesday September 8, 2010
Theory Readings & Study Guide Assignments:
Mental Health Content


Varcarolis, et al: Chapter 4- Psychiatric Mental Health Nursing in Acute Care
Setting
Varcarolis, et al: Chapter 5- Psychiatric Mental Health Nursing in Community
Setting
Assessment, Measurement & Evaluation of Learner Outcomes:
1.
2.
3.
4.
Inquiry Based Learning Module 2: Foundations for Practice
Module 2 Quiz
Module 2 Learning activities done in the classroom
Module 2 WebCampus exam
Learning Outcomes:
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.
10. Explain the evolution of the community mental health movement.
11. Identify elements of the nursing assessment that are critically important to the success
of community treatment.
12. Explain the role of the nurse as the biopsychosocial care manager of the
multidisciplinary team.
13. Discuss the continuum of psychiatric treatment.
14. Describe the role of the community psychiatric mental health nurse in disaster
preparedness.
15. 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.
16. Identify two resources to assist the community psychiatric nurse in resolving ethical
dilemmas.
17. Discuss barriers to mental health treatment.
18. Examine influences on the future of community psychiatric mental health nursing.
Assessment of Lab/Clinical Outcomes:
5. Community based clinical performance
6. Post- Clinical online discussions.
Module 3/Unit 2 Continued: Foundations for Practice
Dates: Thursday September 9th –Wednesday September 15th 2010
Theory Readings & Study Guide Assignments:
Mental Health Content


Varcarolis, et al: Chapter 6- Cultural Implications for Psychiatric Mental Health
Nursing
Varcarolis, et al: Chapter 7- Legal and Ethical Guidelines for Safe Practice
Assessment, Measurement & Evaluation of Learner Outcomes:
7. Inquiry Based Learning Module 3: Foundations for Practice
8. Module 3 Quiz
9. Module 3 Learning activities done in the classroom
10. Module 3 WebCampus exam
Learning Outcomes:
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.
6. Compare and contrast the terms ethics and bioethics, and identify five principles of
bioethics.
7. Discuss at least five patient rights, including the patient’s right to treatment, right to
refuse treatment, and right to informed consent.
8. Identify the steps nurses are advised to take if they suspect negligence or illegal
activity on the part of a professional colleague or peer.
9. 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.”
10. Provide explanations for situations in which health care professionals have a duty to
break patient confidentiality.
11. Discuss a patient’s civil rights and how they pertain to restraint and seclusion.
12. 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.
13. Identify legal terminology (e.g., torts, negligence, malpractice) applicable to
psychiatric nursing, and explain the significance of each term.
Assessment of Lab/Clinical Outcomes:
1. Community based clinical performance
2. Post- Clinical online discussions.
Module 4/Unit 3:
Psychosocial Nursing Tools
Dates: Thursday September 16th
–Wednesday September 22nd 2010
Theory Readings & Study Guide Assignments:
Mental Health Content


Varcarolis, et al: Chapter 8- The Nursing Process and Standards of Care for
Psychiatric Mental Health Nursing
Varcarolis, et al: Chapter 9- Therapeutic Relationships
Assessment, Measurement & Evaluation of Learner Outcomes:
1.
2.
3.
4.
Inquiry Based Learning Module 4: Psychosocial Nursing Tools
Module 4 Quiz
Module 4 Learning activities done in the classroom
Module 4 WebCampus exam
Learning Outcomes:
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).
10. Compare and contrast the three phases of the nurse-patient relationship.
11. Compare and contrast a social relationship and a therapeutic relationship regarding
purpose, focus, communications style, and goals.
12. Identify at least four patient behaviors a nurse may encounter in the clinical setting.
13. Explore qualities that foster a therapeutic nurse-patient relationship and qualities that
contribute to a nontherapeutic nursing interactive process.
14. Define and discuss the roles of empathy, genuineness, and positive regard on the part
of the nurse in a nurse-patient relationship.
15. Identify two attitudes and four actions that may reflect the nurse’s positive regard for
a patient.
16. Analyze what is meant by boundaries and the influence of transference and
countertransference on boundary blurring.
17. Understand the use of attending behaviors (eye contact, body language, vocal
qualities, and verbal tracking).
18. Discuss the influences of disparate values and cultural beliefs on the therapeutic
relationship.
Assessment of Lab/Clinical Outcomes:
1. Community based clinical performance
2. Post- Clinical online discussions.
Module 5/Unit 3:
Psychosocial Nursing Tools
Dates: Thursday September 23rd –Wednesday September 29th 2010
Theory Readings & Study Guide Assignments:
Mental Health Content


Varcarolis, et al: Chapter 10- Communications and the Clinical Interview
Varcarolis, et al: Chapter 11- Understanding Responses to Stress
Assessment, Measurement & Evaluation of Learner Outcomes:
1.
2.
3.
4.
Inquiry Based Learning Module 5: Psychosocial Nursing Tools
Module 5 Quiz
Module 5 Learning activities done in the classroom
Module 5 WebCampus exam
Learning Outcomes:
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 interaction.
9. Explain to a classmate the importance of clinical supervision.
10. Recognize the short- and long-term physiological consequences of stress.
11. Compare and contrast Cannon’s (fight-or-flight), Selye’s (general adaptation
syndrome), and psychoneuroimmunological models of stress.
12. Describe how responses to stress are mediated through perception, personality, social
support, culture, and spirituality.
13. Assess life change units using the classic Life-Changing Events Questionnaire.
14. Identify and describe holistic approaches to stress management.
15. Teach a classmate or patient a behavioral technique to help lower stress and anxiety.
16. Explain how cognitive techniques can help increase a person’s tolerance for stressful
events.
Assessment of Lab/Clinical Outcomes:
1. Community based clinical performance
2. Post- Clinical online discussions.
Module 6/Unit 4:
Psychobiological Disorders
Dates: Thursday September 30th –Wednesday October 6th 2010
Theory Readings & Study Guide Assignments:
Mental Health Content


Varcarolis, et al: Chapter 12- Anxiety and Anxiety Disorders
Varcarolis, et al: Chapter 13- Depressive Disorders
Assessment, Measurement & Evaluation of Learner Outcomes:
5.
6.
7.
8.
Inquiry Based Learning Module 6: Psychobiological Disorders
Module 6 Quiz
Module 6 Learning activities done in the classroom
Module 6 WebCampus exam
Learning Outcomes:
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.
12. Compare and contrast major depressive disorder and dysthymic disorder.
13. Discuss the links between the stress model of depression and the biological model of
depression.
14. 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.
15. Formulate five nursing diagnoses for a patient with depression, and include outcome
criteria.
16. Name unrealistic expectations a nurse may have while working with a patient with
depression, and compare them to your own personal thoughts.
17. Role-play six principles of communication useful in working with patients with
depression.
18. Evaluate the advantages of the selective serotonin reuptake inhibitors (SSRIs) over
the tricyclic antidepressants (TCAs).
19. Explain the unique attributes of two of the atypical antidepressants for use in specific
circumstances.
20. 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.
12. Write a medication teaching plan for a patient taking a monoamine oxidase inhibitor
(MAOI), including foods and drugs that are contraindicated.
22. Write a nursing care plan incorporating the recovery model of mental health.
23. Describe the types of depression for which electroconvulsive therapy (ECT) is most
helpful.
Assessment of Lab/Clinical Outcomes:
1. Community based clinical performance
2. Post- Clinical online discussions.
Module 7/Unit 4:
Psychobiological Disorders
Dates: Thursday October 7th –Wednesday October 13th 2010
Theory Readings & Study Guide Assignments:
Mental Health Content


Varcarolis, et al: Chapter 14- Bipolar Disorders
Varcarolis, et al: Chapter 15- Schizophrenia
Assessment, Measurement & Evaluation of Learner Outcomes:
1.
2.
3.
4.
Inquiry Based Learning Module 7: Psychobiological Disorders
Module 7 Quiz
Module 7 Learning activities done in the classroom
Module 7 WebCampus exam
Learning Outcomes:
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.
12. Describe the progression of symptoms, focus of care, and intervention needs for the
prepsychotic through maintenance phases of schizophrenia.
13. Discuss at least three of the neurobiological-anatomical-genetic findings that indicate
that schizophrenia is a brain disorder.
14. Differentiate among the positive and negative symptoms of schizophrenia in terms of
psychopharmacological treatment and effect on quality of life.
15. Discuss how to deal with common reactions the nurse may experience while working
with a patient with schizophrenia.
16. Develop teaching plans for patients taking conventional antipsychotic drugs (e.g.,
haloperidol [Haldol]) and atypical antipsychotic drugs (e.g., risperidone [Risperdal]).
17. Compare and contrast the conventional antipsychotic medications with atypical
antipsychotics.
8. 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.
19. Role-play intervening with a patient who is hallucinating, delusional, and exhibiting
disorganized thinking.
Assessment of Lab/Clinical Outcomes:
1. Community based clinical performance
2. Post- Clinical online discussions.
Module 8/Unit 4:
Psychobiological Disorders
Dates: Thursday October 14th –Wednesday October 20th 2010
Theory Readings & Study Guide Assignments:
Mental Health Content


Varcarolis, et al: Chapter 16- Eating Disorders
Varcarolis, et al: Chapter 17- Cognitive Disorders
Assessment, Measurement & Evaluation of Learner Outcomes:
5.
6.
7.
8.
Inquiry Based Learning Module 8: Psychobiological Disorders
Module 8 Quiz
Module 8 Learning activities done in the classroom
Module 8 WebCampus exam
Learning Outcomes:
Assessment of Lab/Clinical Outcomes:
3. Community based clinical performance
4. Post- Clinical online discussions.