Course Outline for Nursing 53, Page 1

ChabotCollege

Fall 2005

ChabotCollegeFall 2005

Replaced Fall 2012

Course Outline for Nursing 53

PSYCHIATRIC NURSING

Catalog Description:

53 – Psychiatric Nursing 4 units

Emphasis is on the application of the nursing process in the care of adults experiencing selected conditions requiring treatment in psychiatric care settings. Theory and clinical practice highlight the role of the nurse as a therapeutic agent (in both individual and group settings) in facilitating the client’s mind/body adaptation and return to as healthy a state as is possible. Effects on cultural diversity, growth and development, and the importance of support systems in assisting the patient’s response to illness in acute and community care agencies incorporated into health care strategies used by the nurse. Theory and clinical practice includes integration of biopsychosocial assessment skills, nutrition, pharmacological and crisis intervention concepts, legal-ethical issues, and anger management (directed inward or towards the environment) into the care of these patients. Prerequisites: Nursing 70 (completed with a grade of C or higher) or formal referral by the California Board of Registered Nursing for the purpose of meeting requirements for eligibility to take the licensing examination for registered nursing (NCLEX-RN). May not receive credit if Nursing 60A has been completed. 2 hours lecture, 6.75 hours laboratory.

[Typical contact hours: lecture 35, laboratory 118.125]

Prerequisite Skills:

Before entering the course the student should be able to demonstrate competency in:

1.handwashing;

2.assessing vital signs;

3.measuring height and weight;

4.standard precautions;

5.medication calculations;

6.medication administration;

7.performing fingerstick blood sugar;

8.preparation of insulin for injection;

9.giving subcutaneous and intramuscular injections;

10.development of a nursing care plan;

11.proper charting and reporting skills;

12.maintenance of client confidentiality;

13.application of basic organizational skills;

14.application of principles of professionalism;

15.discuss the implication of nursing care as it incorporates physical characteristics of human growth and development from infancy to middle adulthood;

16.discuss the application of nursing care to the several stages of emotional and psychosocial development according to Erikson and Freud;

17.discuss application of nursing care to the physiological and psychological implications of menopause and mid-life crisis;

18.describe techniques for identifying and writing care components—nursing diagnosis, goals, nursing orders, and evaluation;

19.write a diagnostic statement, outcome criteria and nursing orders for a selected client;

20.describe the key concepts of the theoretical framework selected by Chabot College Nursing Program as the basis for the nursing process;

21.describe the key concepts of the theoretical framework selected by Chabot College Nursing Program as the basis for nursing process;

22identify behaviors and responses according to physiological mode, role functioin mode, self-concept mode, and interdependence mode;

23.discuss biopsychosocial theories of aging;

24.identify and discuss psychosocial concerns common to the elderly client;

25.apply principles and techniques for management of disruptive behavior by the elderly client in acute and chronic health care settings;

a)reality orientation

b)use of restrictive devices

c)pharmacological management.

Expected Outcomes for Students

Upon completion of the course the student should be able to:

1.care for the client experiencing psychiatric illnesses with unpredictable outcomes;

2.identify alterations in body image, such as eating disorders;

3.identify principles involved in the physiological care of the client with addictions and the effects of addictions on psychosocial behaviors;

4.verbalize the care needed by the suicidal client;

5.describe the management of clients with personality disorders;

6.describe techniques for intervening with angry, aggressive, manipulative, or impulsive clients;

7.demonstrate techniques of therapeutic communication in groups and with individuals experiencing illnesses with unpredictable outcomes;

8.discuss the application of principles of group dynamics in health care;

9.compare and contrast the differences in the care of the client with an alteration in thought processes including psychoses, dementias, and delirium;

10.evaluate the effects of severe or panic levels of anxiety on the client response to interpersonal situations and physical conditions;

11.discuss crisis intervention;

12.discuss pharmacological interventions in psychiatric conditions manifested by:

a.psychoses

b.anxiety

c.depression

d.depression

e.addictions

f.mania

g.personality disorders;

13.use the self as a therapeutic agent in the delivery of health care;

14.implement the nursing process in the care of clients with the following nursing diagnoses:

a.sensory/perceptual alteration

b.altered thought processes

c.anxiety

d.alteration in nutrition

e.sleep pattern disturbance

f.impaired social interaction

g.ineffective individual coping

h.memory, impaired

i.risk for injury

j.risk of violence: self/others

k.social isolation

l.pain, acute or chronic

m.self-care deficit;

15.discuss legal-ethical concepts as they relate to clients in psychiatric settings.

Course Content:

1.Care of the client with a disturbance in body image: eating disorders

2.Care of the client with the following psychological conditions:

a.psychoses

b.dementia and delirium

c.problems managing anger, impulsivity, manipulation, aggression

d.depression

e.mania

f.addiction

g.anxiety

3.Crisis theory and intervention

4.Concepts of group theory

a.types of groups

b.purposes of groups

c.management of groups in psychiatric settings

5.The nurse’s role in pharmacological interventions in psychiatric conditions

6.Legal-ethical considerations in psychiatric care

7.Community mental health concepts

8.Violence against women

9.Childhood psychiatric disorders

Methods of Presentation:

1.Lecture

2.Seminar/discussion

3.Video-conferencing

4.Assignments to acute care and community-based agencies

a.Acute care psychiatric hospitals

b.Adult Day Care

Assignments and Methods of Evaluating Student Progress:

1.Typical Assignments

a.Write case study assignments

b.Prepare Nursing Care Plans

c.Participate in small group discussions

d.Develop in-class presentations

e.Prepare process notes

2.Methods of Evaluating Student Progress

a.Critical thinking exercises

b.Written papers

c.Written examinations

d.Nursing care plans

e.Process notes and process recordings

f.Written Final Examination

g.Clinical Final Examination

Textbook(s) (Typical):

Psychiatric/Mental Health Nursing, Townsend, Mary, F.A. Davis, 2003

Nursing Care Plan Guidebook, ChabotCollege, 2004.

Special Student Materials:

1.Student ID card

Watch with sweep second hand

3.Students will provide own transportation to and from health care facilities.

NC/slj:N53crsotl.f05