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Global Health College

Psychiatric Nursing Spring 2017

1 REVISED 12/13/16 Syllabus subject to change

Course Title Psychiatric Nursing

Course Number NUR 223

Course Description The Psychiatric Nursing curriculum provides an in-depth study of mental

health nursing, including current trends in mental health, the treatment of

mental illness, and addictive disorders. Therapeutic communication and

the concept of empathy, group process, and the therapeutic nurse-client

relationship are emphasized. Nurse self-awareness as a component of

professional development is discussed throughout the course.

Prerequisite ENG 201, HLT-216, PSY-211, MTH-264, HLT-202, CPU-203, SDV-

200, NAS-251, NAS-251L, NAS-252, NAS-252L, HLT-207, HLT-233,

HLT-212, NUR-203, NUR-203L, NUR-211, NUR-211L

Corequisite(s) NUR 223

Lecture Start Date Wednesday Jan 4, 2017

Lecture End Date Wednesday April 19, 2017

Course Schedule Wednesday 1pm-4pm

Instructional

Contact

Hours/Credits

3 Credits/3 hours

Lecture Faculty Instructor: Wilda Black, MSN, MHR, BSN, RN Email only: [email protected] Office Hours: Wednesdays from 12:00 pm to 1:00 pm

Course Location Room 218/219

Instructional

Materials and

References

Townsend, M.C., (2017). Essentials of Psychiatric Mental Health

Nursing (7th ed.). Philadelphia, PA: F.A. Davis Company, 2017

ISBN: 978-0-803-65860-8

Instructional

Methods

Course Materials are provided to the student by methods of lectures,

audio-visual aids, group discussions and case studies. Assignments,

quizzes and exams are designed to assess student knowledge based on the

course objectives. Achievement of the objectives is measured by student

performance on the tests, quizzes, attendance, and work assigned to

students.

Assessment

Criteria and

Methods of

Assignments Type:

Percentage of Overall

Grade:




Proctored Exams

Students in Psychiatric Nursing are required to take the Kaplan psychosocial integrated exam

and the Kaplan customized final exam. Both exams are proctored and administered on specific

dates and times here at GHC. The Kaplan Proctored exam is standardized while the Kaplan Final

exam is customized.

Kaplan

Kaplan integrated (proctored) exams provide the students with a percent correct based on a raw

score and the corresponding percentile ranking. This exam is a standardized exam and as such is

used to see how the student ranks nationwide. This ranking is then translated into a grade as

shown in the GHC Kaplan grading scale below. The benchmark for the Psychosocial Integrated

exam is 66.6% or 52nd percentile. Any student who scores at or above the benchmark will

receive the corresponding grade as shown in the scale below. Students who score below the

benchmark (less than 66.6%) will receive the percent correct as shown in their exam. The Kaplan

exams will be administered in the computer lab.

Grading for Kaplan Exams

Evaluating

Students

Kaplan Proctored

Comprehensive Exam

10%

Assignments (Case studies,

presentations, groups)

10%

Exams 40%

Kaplan Customized

Cumulative final exam

20%

Quizzes (Including Pop

Quizzes)

15%

Kaplan Psychiatric Nursing

Practice A


Practice B


Practice C

Kaplan-System based focused

review.

Practice NCLEX style

questions based on their

assigned textbook

5%

Total 100%




Percentile Ranking

Course Grade

90-99th 100

80-89 95

70-79 90

60-69 86

50-59 82

< 50th Kaplan % correct

Kaplan Customized Cumulative final exam Students in NUR-223 will take a Kaplan customized final exam on 4/19/17. This exam is comprehensive and customized to the syllabus. Professionalism Professionalism is a critical aspect of training. It prepares the student nurse for a discipline that is steeped in rules of conduct and professional behavior. As a part of a continuous assessment of professionalism, the following behaviors are deemed unacceptable because they interfere with a positive learning environment or pose a threat to safety and/or security: 1. Wearing a non GHC attire (poses a security risk). 2. Eating in the class room (threatens a positive learning environment). 3. Drinking from a non-spilled-proof container (poses a risk to safety). 4. Behaving in a disrespectful manner towards faculty/students (threatens a positive learning environment and poses a security risk). 5. Using cell phones / failing to use the silence mode on phones during lecture/clinical/examinations (threatens a positive learning environment). Professionalism accounts for 2.5% of the student’s total grade. Students are required to follow GHC policy as outlined in the catalog and on the syllabus. Professionalism will be graded weekly. Students with no violations for the week will earn a score of 100%; however, students will lose 25points from their weekly professionalism grade for each infraction. For example if a student elects to eat in class and use their cell phone during class within the same week, then a total of 50points will be deducted from their professionalism grade, which will result in an earned score of 50% for that week.

College Policies Mission of Global Health College - See College Catalog

Honor Code - See College Catalog




EMERGENCY CLOSING - See Catalog

REPORTING FINANCIAL AID - See Catalog

SEXUAL HARASSMENT PREVENTION AND RESOLUTION POLICY - See Catalog

POLICY ON SEXUAL ASSAULT AND PROCEDURES - See Catalog.

Statement of Academic Integrity - See College Catalog

Attendance Policy - You must attend at least 70% of the class. Students who attend less

than 70% of the class will earn the grade they are earning as of the time of withdrawal.

Make-up Policy - Make-up is allowed for extreme cases with proper documentation

Students with disabilities (Accommodation Policy):

The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act

of 1973 guarantee handicapped students access to educational opportunities. This means the

institution must provide reasonable accommodations to qualified disabled students.

Students who require academic accommodations due to any physical, psychological, or learning

disability are encouraged to request assistance from a disability services counselor within the

first two weeks of class.

Likewise, students who potentially require emergency medical attention due to any chronic

health condition are encouraged to disclose this information to a disability services counselor

within the first two weeks of class. Student Services can be contacted by calling 703-212-7410 or

by visiting the office at 6101 Stevenson Avenue, 3rd Floor, Alexandria, VA 22304.

Support Services

• The Global Health College student library

• The Global Health College computer lab

• Student Services office to schedule tutoring

Group discussion or presentation:

• Ensure that all comments and replies are of a professional nature. Avoid discussing of

personal problems and issues.

• Review the discussion threads thoroughly before entering the discussion. Be a lurker then

a discussant.

• Do not make insulting or inflammatory statements to other members of the discussion

group. Be respectful of others' ideas.

• Be patient and read the comments of other group members thoroughly before entering

your remarks.

• Be cooperative with group leaders in completing assigned tasks.




• Be positive and constructive in group discussions.

• Respond in a thoughtful and timely manner

• Each group member is expected to participate equally. To ensure that each member

contributes equally, each member will submit an evaluation. The final grade for group

presentation will be recalculated pending each member’s evaluation. The faculty reserves

the right to adjust grades based on the contribution of the group members.

Global Health College Grievances and Complaints – See College Catalog

.

Submission of Class Assignments:

Assignments shall only be submitted personally by the student, in the format specified by

Instructor (paper- based or electronic), within 15 minutes from start of class. For assignments

turned in beyond the specified time, students can earn a maximum grade of 50% on day one.

Assignments not submitted 2 days after due date will be recorded as a “Zero”. Students found

to have committed acts of academic dishonesty such as plagiarism or cheating risk failure

of the assignment and/or failure/dismissal from the program or course.

Cellular telephones: Students MUST turn off cell phones when they enter the classroom and

refrain from sending and receiving calls and text messages while in the classroom. If a student

has a legitimate reason to remain reachable by cell phone (example: a parent who needs to be

contacted about a child), the student should ask for the instructor’s permission (in advance) to

have the cell phone on during class. It is reasonable that the instructor would agree to such a

request.

Laptop computers: Using laptop computers in the classroom to take notes and for any other use

authorized by the course instructor can be allowed. However, the instructor may restrict the use

of laptops to this (these) purpose(s) and prohibit other uses of laptops such as instant messaging,

game playing, and Internet surfing during class time. The instructor can also disallow the use of

laptop computers in the classroom. Calculators are a class requirement.

EXPECTATIONS FOR LEARNING

1. Students are expected to attend class and participate in class discussions.

2. Students are expected to read the assigned readings prior to each class. Students are

expected to come to class prepared to discuss the scheduled material. Many of the readings

are pertinent to class and lab and will be of benefit in both places. It will be of great benefit

to complete the workbook when you are reading for class. This will help you focus on the

important points. Remember the golden rule: For each hour you spend in class every

week, you should be spending at least 3 hours out of class every week for preparation

and study. For a 3 credit hour course, you should be spending no less than 9 hours a

week studying.

3. Students should review anatomy and physiology associated with the course topics BEFORE




class.

Minimal class time can be allotted to review anatomy and physiology in class.

4. Students are accountable for all material covered in class, videos, readings, and vocabulary.

5. Students are expected to be respectful of other students and the instructor in class.

Unnecessary talking and noise is a distraction and interferes with the teaching-learning

process. Students who repeatedly talk during class will be asked to leave and given an

absence for the day. The incident will be reported to Student Services.

6. Prior to each class PowerPoints and/or notes are posted in SONISWEB® for the scheduled

topic.

7. If students earn a poor grade on an exam, see the instructor for guidance. And plan of action

would be taken which may include tutorial.

8. Students are expected to participate and contribute equally to the group work.

Student Learning Objectives:

Patient-Centered Care: Demonstrate effective communication skills with clients, and members

of the inter-professional team.

a. Communicates relevant, accurate, and complete information to client designee and inter-

professional team.

b. Utilize communication and interpersonal skills necessary for meeting client needs.

Professional Identity and Behavior: Demonstrate behaviors of accountability and

professionalism set forth for the competent licensed Registered nurse.

a. Demonstrates accountability for nursing care provided by self and/or directed to others.

b. Utilizes opportunities for lifelong learning and maintenance of competence while

assessing personal values as a nurse.

Teamwork and Collaboration: Collaborate with inter-professional teams to organize and

incorporate assessment data to plan/revise patient care and actions based on established nursing

diagnoses, nursing protocols, assessment and evaluation data.

a. Recognizes importance of an effective team and respects the centrality of the patient and

family as core members of any healthcare team.




b. Functions competently within own scope of practice as a member of the health care team.

Safety: Decrease risk of harm to patients, self, families and others by recognizing and reporting

changes and responses to interventions to the registered nurse.

a. Provides a safe physical and psychosocial environment for the psychiatric patient.

b. Communicates observations or concerns related to hazards and errors involving patients,

families, and/or health care team.

Evidence Based Care: Utilize evidence based nursing judgment to provide safe, and quality

care across the life span.

a. Provides rationales for judgments used in the provision of care for the psychiatric patient.

b. Evaluates the basis for nursing actions, considering current research, evidence, tradition,

and patient performances.

Managed Care

Manage patient care through organizing, planning through performance of nursing

interventions or directing aspects of care, as appropriate to unlicensed assistive

personnel

Informatics: Use information technology to support decision-making.

a. Navigates, documents, and plans patient care in the EMR

b. Values the privacy and confidentiality of protected health information in EMR.

Quality Improvement: Participate in quality improvement initiative to achieve positive patient

outcomes.

a. Identifies information about quality initiatives in their own care settings and

organizations.

b. Manages and utilizes resources effectively to achieve cost containment.




Grading System

The purpose of training at Global Health College is to prepare graduates for entry-level

employment and success in their chosen specialty. Grading is administered to correlate a

student’s progress in terms related to employee proficiency. Grading is based on a

student’s daily performance in class, laboratory, and externship and clinical alongside the

student’s level of achievement on tests, assignments, laboratory projects and final exam.

Final grade reports will be available to students at the end of each course. The lowest exam

grade may be dropped at the end of the course at the instructor’s discretion.

Symbol Description

A Excellent – 4.0 (90-100

percent)

Indicates a superior grasp of material as

demonstrated by excellent performance on

assignments and examinations.

B Good – 3.0 (79.5 – 89 percent) Indicates a good level of proficiency.

C Unsatisfactory – 2.0 (70–79 .4

percent)

Indicates unsatisfactory level of achievement. The

course must be repeated.

D Unsatisfactory -1.0 (60-69

percent)

Indicates marginal level of achievement. The course

must be repeated.

F Fail -0 (below 60 percent) F indicates an unsuccessful achievement of course

materials. The course must be repeated.

I Incomplete (0): Indicates that a student has not completed all work

required for the course because of some unusual

event. Incomplete work must be made up. “I”

grades may be given only with the approval of the

instructor and the Executive Director. Incomplete

work must be submitted no later than the second two

weeks after the completion of the course. If the

incomplete grade is not resolved by this deadline, it

will be changed to an “F” and will be included in the

cumulative grade point average.

AUD (Audit): Indicates that the student audited this course and

received no credit for the course




Assignments:

(A) Case study: There will be several case study sessions and students will chose two of the

four sessions. Details will be discussed in class. Potential topics include Abuse, Anxiety,

Depression/Suicide, Psychoses, Alcohol Withdrawal, Eating disorder, and Crisis

intervention.

(B) Movie Presentation: Each group will be assigned a movie to watch and present the

following information according to the rubric below.

Movie Assignment

Objectives for the Movie Presentation Written

1. Name of movie and a short (one paragraph)

summary of the movie

2. List three of the target symptoms of the patient

3. What relationship did this movie have to the

mental health class content?

4. Give a specific example of how the movie

accurately portrays the condition/disorder in

relation to how it is presented in the text.

5. Give an example of a therapeutic (positive)

interaction seen in the movie.

6. What treatment(s) and/or therapy (ies) were they

receiving in the movie? What treatment does the

text give for this condition/disorder?

7. Explain how the research article you chose

relates to the characters in the movie.

8. Did the main character receive any social

support? If so, what was it?

9. Were there any community agencies involved?

Are there any agencies available in your

community to assist this person if they lived

near you?

10. How did watching this movie affect you or

change your thinking about mental health?

Analyze your personal feelings and reactions to

this movie.




Activity Excellent (25 points) Satisfactory (20 points) Unsatisfactory (15

points)

Demonstrates an

understanding of the

discussion /course

materials.

Displays an excellent

understanding of the course

materials and the underlying

concept being discussed. Uses

course materials and other

information to support

important points.

Displays some


course materials and the

underlying concept

being discussed. Limited

use of course materials

and other information to

support points.

Displays little


course materials and

the underlying

concept being

discussed. Use of

course materials and

other information to

support points is

incoherent or missing

entirely.

Demonstrates an


comment under

discussion.

Displays an excellent

understanding of the comment

under discussion by affirming

statements and citing relevant

research or, asking a new

related question or, making an

oppositional statement

supported by personal

experience or related research.

Displays some


comment under

discussion by affirming

statements and citing

some research or, asking

a new somewhat related

question or, making an

oppositional statement

somewhat supported by

personal experience or

related research.

Displays little


comment under

discussion as

evidenced by no

affirming statements

or references to

relevant research or,

asking no related

questions or, making

no oppositional

statement supported

by any personal

experience or related

research.

Connections to

professional practice.

Evidence of strong reflective

thought pertaining to personal

perspectives and professional

Evidence of some

reflective thought

pertaining to personal

Little evidence of

reflective thought

pertaining to personal




development. Reflective

statements go beyond what

takes place in a classroom to

include a theoretical rationale

underlying the use of specific

strategies or materials.

perspectives and

professional

development. Reflective

statements contain some

of the theoretical

rationale underlying the

use of specific strategies

or materials.

perspectives and

professional

development. Few. If

any, reflective

statements go beyond

what takes place in a

classroom. Little if

any theoretical

rationale underlying

the use of specific

strategies or materials

included.

Quality of writing and

proofreading.

Written responses are free of

grammatical, spelling, syntax,

or punctuation errors. Writing

facilitates conversation.

Written responses are

largely free of

grammatical, spelling,

syntax, or punctuation

errors. Writing

somewhat facilitates

conversation.

Written responses

contain more than 6

grammatical,

spelling, syntax, or

punctuation errors.

Writing does not

facilitate

conversation.

Total Points Earned




Course Outline & Calendar

Date/Topics Learning Objectives Assignments

1/4/2017

Week #1

Chapter 1:

Mental Health and

Mental Illness

Chapter 2:

Biological

Implications

Chapter 3:

Ethical and Legal

Issues

Welcome

Syllabus Review

At the conclusion of the course, the

students will be able to:

1. Define mental health and mental

illness.

2. Discuss cultural elements that

influence attitudes toward mental

health and mental illness.

3. Identify physiological responses to

stress.

4. Discuss the concepts of anxiety and

grief as physiological responses to

stress.



1. Identify gross anatomical structures

of the brain and describe their

functions.

2. Discuss the physiology of

neurotransmission in the central

nervous system.

3. Describe the role of endocrine

functioning and genetics to the

development of psychiatric

disorders.



1. Describe ethical standards,

decision making, and dilemmas

Quiz # 1

Chapter 1, 2, 3

10% of all exams will

have pharmacological

content and within those

5 % will focus on dosage

calculation.




impacting psychiatric nursing

practice.

2. Analyze the common personal

and civil rights retained by

psychiatric patients and ethical

issues related to them

3. Identify behaviors relevant to

the psychiatric mental health

nurse setting for which specific

malpractice action could be

taken.

1/11/2017

Week #2

Chapter 4. Psychopharmacology Chapter 5. Cultural and Spiritual Concepts Relevant to Psychiatric/Mental Health Nursing



1. Describe the medications

and related nursing

implications used in the

treatment of clients with

mental illness



1. Discuss the relevance of

culture to understanding

mentally ill client.

2. Describe the relevance of

understanding client cultural

practice and beliefs when

planning and providing care

to the mentally ill client

3. Discuss the relevance of

culture to providing nursing

care to the mentally ill client

Exam # 1

Ch 1, 2, 3

Class Activity

1/18/2017

Week #3

Chapter 6. Relationship Development and



1. Describe the relevance and

dynamics of a therapeutic nurse-

client relationship

Quiz #2 (chap 4,5, 6, 7) 10% of all exams will have

pharmacological content and

within those 5 % will focus on

dosage calculation.




Therapeutic Communication Chapter 7. The Nursing Process in Psychiatric/Mental Health Nursing

2. Describe phases of relationship

development and tasks associate

with each

3. Describe active listening and

therapeutic feedback

4. Discuss essential conditions for a

therapeutic relationship to occur

1. Define the nursing process

2. Identify the six steps of the nursing

process and nursing actions

associated with each

Class Activity

1/25/2017

Week #4

8. Milieu Therapy – The Therapeutic Community

Chapter 9:

Therapeutic Groups

Chapter 10: Crisis and

Disaster Intervention

Chapter 12

Suicide Prevention

Chapter 27: The Bereaved Client



1. Define a group

2. Describe the components

of a small group

3. Compare the stages of

group development

4. Analyze small-group

evaluation factors

1. Describe the continuum of

adaptive and maladaptive

responses of clients in crisis

2. Identify behaviors associated

with maladaptive responses

3. Analyze nursing

interventions

related to maladaptive

neurobiological responses.

Exam 2 (chap 4, 5, 6,7)

10% of all exams will contain



dosage calculation.

Case study session

Crisis intervention

Case study session

Suicide

Case study session

Grief

2/1/2017

Week #5

18. Anxiety, Obsessive-Compulsive, and Related Disorders





anxiety responses


with anxiety responses

3. Analyze nursing

interventions related to

anxiety responses.

Quiz 3 (Ch 8, 9, 10, 12, 18)

Case study session on

Anxiety

3:00pm-4:00pm




4 Discuss the importance of

prioritization and critical thinking in

situations related to patient safety

and security planning

4.

B. Discuss the prevalence of

aggressive behavior among

psychiatric patients and

reasons for its increase.

C. Compare passive, assertive, and

aggressive behavioral responses

2/8/2017

Week #6

19. Trauma- and Stressor-Related Disorders

Chapter 26 Survivors of Abuse or Neglect





anxiety responses



3. Analyze nursing


anxiety responses.

4. Describe non-verbal cues to

physical and/or

psychological stressors

5. Discuss the prevalence of

aggressive behavior among

psychiatric patients and

reasons for its increase.

6. Compare passive, assertive,

and aggressive behavioral

responses

7. Discuss the importance of

prioritization and critical

thinking in situations related

to patient safety and security

planning

Exam #3 (8, 9, 10, 12, 18)


Abuse

3:00pm-4:00pm




1. Discuss the nursing care

of a client for abuse or

neglect

2. Identify risk factors for

domestic, child, elder

abuse/neglect and sexual

abuse

3. Describe the nursing

care plan and

interventions for

victims/suspected victims

of abuse

4. Explain the

importance of providing a

safe environment for the

abused/neglected client

2/15/2017

Week # 7

20. Somatic Symptom and Dissociative Disorders





anxiety responses



3. Analyze nursing


anxiety responses.

Quiz 4 : (Chap 19, 20 and

26)

10% of all exams will have

pharmacological content and within

those 5 % will focus on dosage

calculation.

2/22/2017

Week # 8

Movie presentations (all groups)

Case study presentations (all groups)

Movie presentations (all

groups)




Case study presentations (all

groups)

3/1/2017

Week # 9

Chapter 16: Depressive

Disorders

Chapter 17: Bipolar and Related

Disorders





emotional responses

2. Evaluate nursing care related to

self-protective responses.



1. Describe coping resources and

coping mechanisms related to self-

protective responses.

2. Develop a patient education plan

to promote compliance with health

care treatment.


self-protective responses

Exam 4 (Chap 19, 20 and

26)




calculation.

Case study session

Depression and

Suicide

3:00pm-4:00pm

Class Activity

3/8/2017

Week # 10

Chapter 14: Substance

Use and Addictive

Disorders



1. Identify expected outcomes and

short-term nursing goals related to

chemically mediated responses


coping mechanisms related to

chemically mediated responses.

3. Formulate nursing diagnoses

related to chemically mediated

responses.

4. Describe the nursing care and

treatment of the client with

drug/alcohol dependencies,

withdrawal, or toxicities

Quiz 5 : (Chap 14, 16 and

17)




calculation.

Kaplan Psychosocial Exam

A




3/15/2017

Week # 11

Chapter 15:

Schizophrenia

Spectrum and Other

Psychotic Disorders





anxiety responses


with maladaptive

neurobiological responses

3. Analyze nursing

interventions

related to maladaptive

neurobiological responses.

4. Describe theories on the

development of aggressive

behavior.

5. Describe behavioral management

techniques when caring for a client

with schizophrenia spectrum

disorders (e.g., positive

reinforcement, setting limits, de-

escalation techniques)

1.

Exam 5 (Chap 14, 16 and

17)




calculation.


B

Case study session

Schizophrenia

3/22/2017

Week # 12

Chapter 22: Eating

Disorders


Anxiety, Psychoses, Eating disorders and Alcohol

Withdrawal



1. Identify behaviors associated with

eating regulation responses

2. Formulate nursing diagnoses

related to eating regulation response

3. Develop a family education plan to

promote adaptive eating regulation

responses

Quiz 6 (Ch 15, 22)




calculation.

Case study session

Eating Disorders

3/29/2017

Week # 13



Quiz 6 (Ch 13, 23, 24, 25)




Chapter 13:

Neurocognitive

Disorders

Chapter 23: Social

Responses and

Personality Disorder


coping mechanisms related to

cognitive responses

1. Identify behaviors associated with

social responses


social responses

3. Analyze nursing interventions

related to social responses


C

Case study session

Neurocognitive Disorders

4/5/2017

Week # 14

Chapter 24: Children and Adolescents

Chapter 25: The Aging Individual

Unit IV. Psychiatric Mental Health

Nursing of Special Populations



1. Discuss issues related to psychiatric

illness in children, including a

framework for child psychiatric

nursing practice.

2. Identify the major clinical areas and

ego competency skills that should

be included when assessing

children.

3. Analyze medical and nursing

diagnoses and plan intervention

related to psychiatric illness in

children.

Kaplan Proctored

Comprehensive Exam

Case study session

Autism/ADHD Disorders

4/12/2017

Week #15

Mental Health

Pharmacology Exam

Exam 6 (Ch 13, 23, 24 and

25) 10% of all exams will have



dosage calculation.




4/19/2017

Week #16

Kaplan Customized Cumulative Final Exam Kaplan Customized

Cumulative Final Exam

The student understands and acknowledges the content in this course syllabus as well as

the information in the college catalog and the clinical handbook.

Acknowledgement of Receipt of Syllabus and Course Catalog

Signature Page:

By accepting this syllabus, you pledge to uphold the principles of Academic Integrity

expressed by GHC.

PRINT NAME: __________________________________________________________

SIGNATURE: _______________________________________________________

No More to Follow

Documents

Global Health College Health College ... Practice NCLEX style questions based on their ... POLICY ON SEXUAL ASSAULT AND PROCEDURES - See Catalog