WESTERN NEVADA COMMUNITY COLLEGE
Mental Health and Illness Theory & Lab
NURSING 149-150
Revised: SPRING 2010
Professor Cheryl E. Moreland, RN, MS, APN
E-mail address:
Cell phone: (775) 721—3216
Office Phone: (775) 445—4295
NURS 149: Mental Health and Illness Theory
Revision Date: January 2010
Number of Credits: 2 (30 clock hours)
Transferability of course within Nevada: General Elective
Prerequisite courses: Successful completion of the first semester of the nursing program.
Co-requisite courses: NURS 150 & Nurs.151
Students must pass NURS 149, 150 and 151 to continue on in the program. This series of courses must be repeated if the student is unsuccessful with any of the three courses.
Course Description
This course assists students to gain knowledge of nursing care for patients across the lifespan experiencing common alterations in psychosocial health. The course examines the principles and practice of psychiatric nursing through a variety of theoretical frameworks and legal and ethical values that guide its practice. The course is organized by the nursing process and emphasizes the use of culturally relevant therapeutic communication skills, development of therapeutic nurse/patient relationships, and interventions that are grounded in evidence-based practice.
Course Objectives
Upon successful completion of the course the student will be able to:
1. Discuss a variety of theoretical frameworks used in the provision of culturally competent care to patients experiencing common alterations in psychosocial health.
2. Utilize knowledge grounded in evidence-based practice to utilize the nursing process in a classroom setting for patients experiencing anxiety disorders, stress, mood disorders, personality disorders, substance abuse, aggression and violence, thought disorders, disorders of self-regulation, psychosomatic disorders, and psychiatric emergencies.
3. Articulate nursing responsibilities associated with carrying out a medical plan of care.
4. Prioritize appropriate therapeutic modalities that are designed to promote healthy bio/psycho/social/cultural and spiritual functioning while maintaining patient safety.
5. Explain how the ethical and legal rights of patients guide the practice of psychiatric nursing.
6. Analyze psychopharmacological issues important in the provision of safe patient care.
Textbooks
The following textbooks are required for NURS 149
Varcarolis, E., & Halter, M., (2010) Foundations of Psychiatric Mental Health Nursing, (6th Ed.). ST. Louis: Saunders Elsevier.
III. Methods of Instruction
Methods of instruction include lecture, required readings, discussion, student presentations, and video materials.
IV. Grading System
1. Three examinations will constitute 75% of the final grade.
Student must achieve at least a 75% cumulative average on the three examinations to successfully complete this course. Students who do not earn a 75% cumulative average on examinations will not be allowed to continue in the nursing program, and will receive the earned average of examinations as the grade for the course.
2. Clicker Quizzes will constitute 25% of the grade. Please bring your clicker, with a fresh/extra battery and to each class. The course calendar outlines when quizzes will be given. Students must be present for the quiz as there will be no make-up time for a missed quiz. The lowest quiz grade will be deleted and the ten quizzes will be averaged to count for 25% of the grade.
Students should consult the Nursing Program Student Handbook for additional information regarding the grading system.
3. Calculation of Theory Grade
Weekly Clicker Quizzes 25%
Exam 1 25%
Exam 2 25%
Exam 3 25%
Total 100%
If you have a disability for which you will need to request accommodation, please contact Disability Support Services office (Bristlecone Building, Room 103) as soon as possible to arrange for appropriate accommodations.
NURS 150: Mental Health & Illness Laboratory
Revision Date: Jan. 2010
Number of Credits: 1 (45 clock hours)
Transferability of course within Nevada: General Elective
Prerequisite courses: Successful completion of the first semester of the nursing program
Co-requisite courses: NURS 149 and NURS 151
Students must pass NURS149, 150 and 151 to progress in the nursing program. This series of courses must be repeated if the student is unsuccessful with any of the three courses.
Course Description
This course provides the opportunity for students to utilize the nursing process in a simulated laboratory setting to understand the care of patients experiencing common alterations in psychosocial health. Through the use of active learning modalities, including classroom presentations and group work, students are encouraged to scrutinize their beliefs regarding alterations in psychosocial health. Students will explore nurse/patient relationships, the importance of therapeutic communication, and examine psychotherapeutic approaches designed to meet the bio/psycho/social/cultural and spiritual needs of patients.
Course Objectives
Upon successful completion of the course the student will be able to:
1. Apply the nursing process in a laboratory setting in the provision of culturally relevant care to patients across the lifespan experiencing common alterations in psychosocial health.
2. Compare and contrast a variety of treatment modalities.
3. Evaluate the degree to which the student was able to achieve a therapeutic use of self.
4. Analyze thoughts, feelings and behaviors commonly encountered in the care of patients that illustrate healthy and unhealthy psychosocial functioning.
5. Compare and contrast the primary roles of nurses as they provide and direct nursing care that promotes and supports the bio/psycho/social/cultural and spiritual needs of patients.
6. Utilize therapeutic communication skills while role-playing simulated patient scenarios.
7. Analyze how the nurse uses ethical values and knowledge of legal parameters in the provision of care to patients experiencing common alterations in psychosocial health.
8. Demonstrate competency in the application of the nursing process to the care of patients with common alterations in psychosocial health by developing appropriate outcome criteria based on an understanding of pathology and prognosis of the alteration.
Methods of Instruction
Teaching/learning modalities utilized in this course include lecture, clicker questions, student presentations, discussion groups, audio-video, required readings, guest speakers, case studies, field trips, role playing and video tape of data collection for the completion of a genogram, with self-critique and peer critique.
Attendance Policy
Students are expected to be on time and attend all laboratory experiences. Students missing more than one laboratory experience will make arrangements with the instructor for a make-up assignment. Failure to do so will result in a grade of failure (F) for the course.
Grading System
Students will earn a grade of pass (P) or fail (F) in the course. Students must complete all lab assignments at a satisfactory level (75% or higher) in order to pass the course.
Lab Assignments include:
· Lab attendance and participation
· Mental Health letter
· Clicker questions
· Process Recording
· Psycho-Social Assessment
· AIMS Test (Abnormal Involuntary Muscle Scale)
· Mini-Mental Status Exam
· Student presentation on selected Psychotropic medications
· MAST Test (Michigan Alcoholism Screening Test)
· DSM—IV—TR Exercise
· Zung Depression Scale
· SAD Persons Screening Tool (Suicide Assessment Tool)
· Video tape of data collection for the completion of a genogram, with self-critique and peer critique.
· Values Clarification Group Therapy
· Life Changing Events Questionnaire
· Legal 2000 Group Work
QUIZZES: A clicker quiz will be given throughout the lecture and lab. The quiz will be taken from the assigned reading for that week. Students must be present, on time and prepared for class to take the quiz. There will be no make up for a missed quiz. The lowest quiz grade will be deleted and ten quizzes will be averaged and count as 25% of your grade.
CLASS SCHEDULE
Assigned reading from Text: Varcarolis, Foundations of Psychiatric Mental Health Nursing, 6th Ed.
Date:2010 /
Class Topic
/ Reading Assignments /Quiz
/Lab Learning
ActivitiesClass 1
Jan. 25 / Welcome
Practical safety tips for working with clients in the Acute Care Setting; Psychosis; Mania; Physical Assessment; / Mental Health Letter; Genogram; DSM—IV—TR Exercise;
Psycho-Social Assessment;
Process Recording
Management of Assaultive Behavior
Class 2
Feb. 1 / Foundations in Theory
Mental Health and Illness
Biological Basis / Chapters
1—2—3
75 pages / 1 / AIMS Test Group Work
Video: Mental Status Assessment
Case Study; Discussion
Role Playing
Class 3
Feb. 8 / Foundations for Practice in the Acute Care and Community Setting; Cultural Implications; Legal and Ethical Guidelines / Chapters
4—5—6—7
62 pages / 2 / Legal 2000 Group Work
Video: Exploring Roadblocks:
Basic Counseling Skills
Case Study; Discussion;
Role Playing
Class 4
Feb. 15 / President’s Day Holiday
Class 5
Feb. 22 / Psycho-Social Nursing Tools: Nursing Process and Standards of Care; Therapeutic Relationships, Communication, Clinical Interviewing, Stress, Group Therapy / Chapters
8—9—10
11—34
87 pages / 3 / Values Clarification Group Therapy
Life Changing Events Questionnaire
Video: I’m Normal, You’re Weird
Video: Conducting the Patient
Interview
DVD: Group Work
Role Playing; Discussion;
Case Study; Video tape with self-critique and peer critique.
Class 6
March 1 /
EXAM 1
Class 7March 8 / Anxiety and Depression / Chapters
12—13
68 pages / 4 / Student presentations;
Zung Depression Scale
Video: Psychotropic meds:
Depression
Video: Panic & Agoraphobia,
Phobia: OCD, ATSD,
PTSD, GAD
Group Work; Case Study; Discussion; Role Playing
Class 8
March 15 / Bi-Polar and Schizophrenia / Chapters
14—15
64 pages / 5 / Student presentations;
Video: The Hallucination Patient
Video: Delusions
Video: Affective Disorders: Mania
& Depression
Video: Bipolar Disorder
Video: Communicating with
Mania
Video: Psychotropic meds: Bipolar
Video: Affective Disorders: Mania
Group Work; Case Study;
Discussion; Role Playing
Class 9
March 22 / Spring Vacation
Class 10 March 29 /
Eating, Cognitive and Addictive Disorders
/ Chapters16—17—18
89 pages / 6 / Student presentations;
MAST Test
Mini-Mental Status Exam
Video: Substance Abuse:
Assessment and
Intervention
Video: Losing It All
Group Work; Case Study;
Discussion; Role Playing
Class 11 April 5 / Personality Disorders; Sleep Disorders; Sexual Disorders; Somatoform, Factitious and Dissociative Disorders / Chapters
19—20
21—22
94 pages / 7 / Student presentations;
Video: Mental Status Assessment
(Borderline) Abnormal
Abnormal Psych:
Antisocial, Narcissistic
& Borderline
Group Work; Case Study
Discussion; Role Playing
Class 12
April 12 / Exam 2
Class 13 April 19 / Trauma Interventions: Crisis and Disaster, Suicide / Chapters
23—24
37 pages / 8 / SAD Screening Tool
Group Work; Case Study;
Discussion; Role Playing
Class 14 April 26 / Anger, Aggression and Violence, Child, Older Adult, and Intimate Partner Abuse and Sexual Assault / Chapters
25—26—27
60 pages / 9 / Rape Trauma Kit
Video: Mental Health Nursing:
Verbal and Physical Aggression
Group Work; Case Study
Discussion; Role Playing
Class 15
May 3 / Disorders of Children and
Adolescents, Psycho-Social Needs of the Older Adult, Serious Mental Illness / Chapters
28—29—30
68 pages / 10 / Student presentations;
Group Work; Case Study
Discussion; Role Playing
Class 16
May 10 / Psychological Needs of Patients with Medical Conditions; Care for the Dying and Those Who Grieve; Forensic Psychiatric Nursing;
Family Interventions and Integrative Care / Chapters
31—32—33 35—36
75 pages / 11 / Video:
Dealing with Death and Dying
Group Work
Case Study
Discussion
Role Playing
Class 17
May 17 / Final Exam
Nurs. 149 Mental Health and Illness Theory
Class I
Welcome: Practical Safety Tips
OBJECTIVES: Upon completion of the objectives, the student will be able to:
1. Compare and contrast a social relationship and a therapeutic relationship regarding purpose, focus, communications style, and goals.
2. Complete a genogram on a fellow student.
3. Discuss the 5 Axises used in the diagnosis of a patient with mental health problems.
4. Explain the components of a psychosocial assessment.
5. Examine personal beliefs about mental health and mental illness.
6. Identify behaviors that increase student and client safety in the clinical setting.
7. At a beginning level, understand the symptoms of mania and psychosis.
8. Embrace the importance of maintaining patient confidentiality with patients experiencing alterations in mental health.
9. Discuss the role of the student in the psychiatric acute care inpatient setting.
10. Differentiate between transference and counter transference.
11. Explain appropriate therapeutic boundaries when working with clients with alterations in mental health.
12. Describe the process of dealing safely with an assaultive patient.
13. Differentiate among techniques that facilitate and obstruct therapeutic communication.
14. Discuss ways to address the mental health client that the student knows from the community.
Nurs. 149 Mental Health and Illness Theory
Class 2/Quiz 1
FOUNDATIONS IN THEORY
LEARNING ACTIVITIES: Read: Varcarolis: 75 pages
· Chapter 1: Mental Health and Mental Illness, pp. 2
· Chapter 2: Relevant Theories and Therapies for Nursing Practice, pp. 24
· Chapter 3: Biological Basis for Understanding Psychotropic Drugs, pp. 45
OBJECTIVES: Upon completion of the objectives, the student will be able to:
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.
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.
14. Drawing on clinical experience, provide the following:
a. An example of how a patient’s irrational beliefs influenced behavior.
b. An example of counter-transference in your relationship with a patient.