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• Kingsborough Community College
The City University of New York
Department of Nursing
Nursing 2000 – Nursing the Emotionally Ill
Course Syllabus: Fall 2019 – Spring 2020
Professor Diane McDevitt RN, MS,ACNS-BC,ANP Associate Professor Course Coordinator
Professor Erin Murphy-Smith RN, MS Deputy,Chair,Assistant Professor Professor Catherine Wilson Mooney RN, MS Assistant Professor
Credit – Hours: 4 credits, 14 hours.
Prerequisites: NUR 1800, NUR 2100, PSY 3200
Recommended: SOC 3100; ENG 2400
Course Description This course focuses on Nursing care of emotionally ill patients who are experiencing difficulty meeting psychosocial needs. It also focuses on how emotional illness affects the needs of the individual and fami- ly in their efforts to adapt to stressors. The physiological and psychological needs of the patient are ad- dressed through Quality and Safety for Nurses (QSEN) Initiative incorporating the concepts of patient centered care, teamwork and collaboration, evidence based practice, safety, quality improvement and informatics; the Nursing Process; and the Categories of Client Needs. Students are also introduced to the principles of management of patient groups.
Class work for a typical week consists of: five (5) hours classroom instruction, one (1) hour weekly college laboratory/ simulation, and eight (8) hours of health agency experiences. It is essential for students to en- gage in additional practice for further development of skills. Provisions are available for additional time in the college laboratory for practice.
STUDENT LEARNING OUTCOMES (SLOs)
Upon completion of Nursing 2000, using the Nursing Process in a variety of health care settings to a di- verse population of mental health patients, the student will:
Course SLOs
- Structure safe, compassionate, nursing care to patients within the continuum of care in mental health services.
- Prioritize patient-centered nursing interventions for patients with mental health problems and disor- ders.
- Deliver nursing care supported by principles of evidenced based practice.
- Apply critical thinking and clinical reasoning strategies when providing care in mental health nurs- ing.
- Implement principles of teamwork and collaboration when working with members of the interdisci- plinary mental health team.
- Analyze pertinent leadership/management methods to optimize patient outcome.
- Demonstrate accurate quality documentation while using the principles of information services and systems when providing care.
- Practice professional nursing within an ethical and legal framework to protect the rights of mental health patients.
ASSESSMENT MEASURES for COURSE SLOs Students will perform satisfactorily in the classroom, laboratory/simulation and clinical setting as evi- denced by achieving 75% or greater on written exams, completion/submission of various course specific written assignments, and demonstration of satisfactory performance on course specific clinical compe- tency and evaluation tools.
ASSESSMENT TECHNOLOGY INSTITUTE (ATI) TESTING
Kingsborough’s Nursing Department uses ATI Nursing Education tutorials, testing and remediation each semester. Active participation in ATI assignments and testing is a requirement of this course and will ac- count for 4% of the course grade. Failure to take the proctored exam as scheduled will result in a grade of incomplete and will prevent progression in the program.
ATTENDANCE Complete participation in class is possible only when students are able to focus attention on the class; therefore, entering class after it has begun is disrespectful to Faculty and classmates. Talking out of turn or exhibiting other disruptive behaviors is not tolerated and students will be asked to leave the classroom or lab.
All cell phones; smart devices or other multimedia devices that generate sound must be turned off when any member of the academic community enters a classroom. Cellular devices are allowed to be on in the classroom only if the owner is using the caller ID, voice messages or a vibrating battery. NO TEXTING IS ALLOWED AT ANY TIME DURING CLASS AND/OR LABS. Members of the academic community must exit the classroom to make or receive calls.
A student is deemed excessively absent in any course when he or she has been absent 15% of the num- ber of contact hours a class meets during a semester. When a student is excessively absent, a grade of “WU” will be assigned as described in the college catalogue. Attendance at pre and post conference for laboratory experience is required. Absence from either pre or post conference constitutes an absence for the day’s experience.
STUDENTS WITH DISABILITIES Access-Ability Services (AAS) serves as a liaison and resource to the KCC community regarding disability issues, promotes equal access to all KCC programs and activities, and makes every reasonable effort to provide appropriate accommodations and assistance to students with disabilities. Your instructor will make the accommodations you need once you provide documentation from the Access-Ability office (D- 205). Please contact AAS for assistance.
EXAM POLICY All personal items (backpacks, purses, etc.) must be placed in front of the classroom before the exam begins. The Nursing Department will provide each student with a calculator and #2 pencil during exams. There are to be NO personal items in use (pens, highlighters, pencils, electronic devices, etc.) during an exam. Food and drink is strictly prohibited during the examination period. Students will be asked to re- move all hats, scarfs and jewelry prior to the beginning of exams. (The only exceptions are head cover- ings and jewelry worn for religious purposes). There will be no individual exam reviews with faculty mem- bers
RETENTION CRITERIA
Criteria for retention in the Nursing Program mandates that students;
- Earn a minimum of a “C” grade in every required Nursing and co-requisite course with the excep- tion of Nursing 1700.
- Students must achieve a grade of "B" in order to pass NUR 1700. Students in NUR 1700 who achieve a failing grade of no less than "C-" may repeat the course one time only after submitting an “Intent to Return to Nursing Course” form.
- Students who achieve a “C-“ grade in required clinical nursing course may apply to repeat the course one time only in the semester immediately following, subject to space availabil- ity. The minimum grade for clinical courses that are repeated is a “B.” The “Intent to Return to Nursing Course” form can be found on the KCC Website Nursing Department page under “Forms”. This must be completed and include a plan of success that demonstrates significant changes in how they will approach the course when repeated. Only one required nursing course may be repeated. A grade of less than a "C" in a second nursing course will cause the student to be dismissed from the program.
- Students who enter Nursing 1700 and Nursing 1800 MUST complete the Nursing Program within four years from the date of entry into this course. Any student who has not attended nursing courses for two or more consecutive semesters cannot be readmitted into the Nursing Program unless qualifying examinations have been passed in the required nursing courses previously suc- cessfully completed. Qualifying examinations may be repeated only once
- Students in the clinical component can only appeal the retention criteria one time.
- Students in the clinical component can only withdraw once and must be passing to do so.
Teaching Strategies
- Lecture-Discussion
- Role Playing
- Group Work
- Case Studies
- Multimedia
- Computer Assisted Instruction/ATI
- Pre and Post Conferences
- Health Agency Experiences
- Unfolding Process Recording
- Simulated Laboratory Experience
- Reflective Questions
REQUIRED TEXTBOOKS
Required Textbooks for Nursing 2000: Boyd MaryAnn (2018) Psychiatric Nursing: Contemporary Practice, 6th Edition, Lippincott, Philadelphia. ISBN 9781451192438
REQUIRED RESOURCES: Assessment Technology Institute (ATI).
PROVIDED REFERENCES: Nursing Central by Unbound Medicine
- Davis Drug Guide
- Diseases and Disorders
- Taber’s Medical Dictionary
- Davis Lab and Diagnostics Guide
RECOMMENDED TEXTBOOKS:
- Dudek, Susan G. (2014). Nutrition Handbook for Nursing Practice, 7th^ Edition, Philadelphia, Pa.: J.B. Lippincott.
- Frandsen, G., Pennington, S., (2014). Abrams Clinical Drug Therapy, 10th^ Edition. Philadelphia, PA: Lippincott, Williams & Wilkins.
- LeFever-Kee, Joyce (2014). Laboratory and Diagnostic Tests with Nursing Implications, 9th^ Edition, Upper Saddle River, NJ: Pearson/Prentice Hall.
- Thomas, Clayton L., Editor. (2013). Taber’s Cyclopedic Medical Directory, 22th^ Edition. Philadelphia, Pa. F.A. Davis Company.
- Vallerand, A.H., Sanoski C.A. (2016). Davis’s Drug Guide for Nurses, 15th^ edition, F.A. Davis
Optional References: Videbeck, Sheila (2013) Psychiatric Mental Health Nursing, 6th Edition, Lippincott
All students are expected to read and adhere to the policies pertaining to the following, as out- lined in the department’s Nursing Student Handbook:
- Attendance
- Malpractice insurance, health clear- ance, and CPR training, criminal background check
- Evaluation and grading
- Clinical competencies
- College laboratory practice require- ments
- Clinical Agency experience require- ments
- Integrity
- Netiquette
- Specific dress requirements for each clinical course
- Drug calculation policy
- Mandatory skills review
- Criteria for retention in the nursing program
- Civility (including appropriate dress)
DRESS REQUIREMENTS
Nursing students are representatives of Kingsborough Community College and must present
themselves as professional role models.
• All students are expected to observe good personal hygiene. Only non-perfumed
products are to be used.
• Students are required to be dressed professionally at all times. No short skirts, low
cut tops, tight seductive clothing will be permitted.
• No attire/tinted glasses, which cover the student’s eyes and/or face is permitted.
• The dress code for clinical courses ( except Nursing 2000 ) requires a white uni-
form (no scrubs) with the Nursing Department patch sewn to the left upper sleeve
of the uniform, 2 inches below the shoulder seam. Students must wear white
shoes (no sneakers). Uniforms are to be neat, clean, fit appropriately and be in a
good state of repair. Head wear for religious reasons should conform with the uni-
form colors (white).
• Hair is to be clean, neat off the face and above the collar line. Men are to be
clean-shaven or have a neatly trimmed beard and/or mustache. Decorative and
pointed hair ornaments/coverage are not permitted. Makeup and hairstyle must
be subdued.
Topical Outline
UNIT I
Mental Health Care in Contemporary Society
Unit II
Foundations of Psychiatric Nursing
Unit III
Contemporary Psychiatric Nursing Practice
UNIT V
Prevention of Mental Disorders
UNIT VI
Care and Recovery for Persons with Psychiatric Disorders
UNIT VIII
Care of Older Adults
UNIT IX
Care of Special Population
UNIT I – Mental Health Care in Contemporary Society
Content/Lecture Discussion
- Course Overview
- Review of syllabus
- Patient assignments
- Agency policies
- Pre and post-conferences
- Psychiatric Mental-Health Nursing Evi- denced-Based Practice
- Mental Health and Mental Disorders: Fighting Stigma & Promoting Recovery
- Cultural and Spiritual Issues Related to Mental Health
- Patient Rights and Legal Issues
- Mental Health Care in the Community
- Mental Health
- Definition
- Pathophysiology
- Etiological factors
- Classifications o DSM IV o NANDA o Persistent mental illness o Stress/ defense mechanisms o Community management of mental ill- ness
- Related Factors:
- Age
- Genetics
- Homelessness
- Substance abuse
- Trans-cultural considerations
- Assessment
- Nursing history
- Mental Status exam
- Physical assessment
- Psychological Testing
- Planning
- Expected outcome criteria
- Health promotion activities
- Therapeutic interventions
- Legal/ethical implications
- HIPAA
- Independent activities
- Coping strategies
- Therapeutic communication
- Cognitive therapy
- Group
- Milieu
- Behavior modification
- Team concepts
- Crisis intervention
- Family therapy
- Referral/community resources
- Discharge planning o Day hospital o Long-term in-patient care o Domiciliary/assisted living o Case management
- Evaluation of outcome criteria
Related Learner Experiences
Unit II – Foundations of Psychiatric Nursing
Content/Lecture Discussion
- Overview
- Ethics, Standards and Nursing Frameworks
- Psychosocial Theoretic Basis of Psychiatric Nursing
- Biological Foundations of Psychiatric Nursing
Related Learner Experiences
Required Reading
Recommended Resources Assessment Technology Institute (ATI)
Learner Activities
- Virtual Simulation “Hearing Voices”
- Article review and group discussion
- Pre test and case study on each chapter covered
- Watch and learn videos
- NCLEX-Style Chapter Review Questions
On-Campus Lab #2 Objectives The student will
- Identify manifestations of schizophrenia and other various mental health disorders
- Analyze data from case study and prioritize nursing problems
- Identify ethical frameworks used in psychiatric nursing
- Discuss the basic tools of psychiatric –mental health nursing
- Develop a comprehensive plan of care for a patient with mental health disorder
- Identify teaching strategies for patients with mental health disorders
- Discuss selected challenges of psychiatric –mental health nursing
Clinical Agency Objectives The student will
- Perform a nursing assessment on a patient who has mental health disorder
- Analyze data
- Formulate relevant nursing problems for a patient who has a mental health disorder
- Prioritize nursing problems
- Formulate plan to achieve patient outcomes for a patient who has mental health disorder
- Implement the plan
- Evaluate patient outcomes
- Communicate & collaborate with the patient and healthcare team
- Teach a patient who has a mental health disorder
- Preventative health strategies
- Health maintenance
- Coping skills
- Medications
Unit II – Foundations of Psychiatric Nursing
- Lifestyle modifications
- Incorporate National Patient Safety Goals to ensure safe effective care delivery
Unit III – Contemporary Psychiatric Nursing Practice
Content/Lecture Discussion
Unit III – Contemporary Psychiatric Nursing Practice
Required Reading
- Boyd, Chapters 9, 10, 11, 12
Recommended Resources Assessment Technology Institute (ATI)
Learner Activities
- Pre test and case study on each chapter covered
- Article review and group discussion
- Simulation, role playing
- Watch and learn videos
- NCLEX-Style Chapter Review Questions
On-campus Lab #3 Objectives The student will
- Develop a repertoire of verbal and non verbal communication
- Discuss the significance of defense mechanisms
- Explain what occurs in each of the three phases of the nurse patient relationship; orienta- tion, working and resolution
- Explain how the nurse can establish a therapeutic relationship with patients by using rap- port and empathy
- Analyze data from case study and prioritize nursing problems
- Describe measures to detect a medication side effects
- Describe the use of cognitive therapy for a patient with mental health disorders
Clinical Agency Objectives
- Perform a nursing assessment on a patient who has a mental health disorder
- Analyze data.
- Formulate all relevant nursing problems.
- Prioritize problems
- Formulate a plan of care to achieve patient outcomes for a patient who has a mood disor- der.
- Implement the plan
- Evaluate patient outcomes
- Communicate & collaborate with the patient, and health care provider.
- Teach a patient who has a mental health disorder
- Preventive Health strategies
- Health Maintenance
- Dietary MAOIs
- Medication use
- Lifestyle modifications
- Incorporates National Patient Safety Goals into plan of care to ensure safe effective care delivery
UNIT V – Prevention of Mental Disorders
Content/Lecture Discussion Stress and Mental Health Management of Anger, Aggression and Violence Crisis, Loss, Grief, Response, Bereavement and Disaster management Suicide Prevention: Screening, Assessment, Intervention
UNIT V – Prevention of Mental Disorders
Required Reading: Boyd, Chapters 18, 19, 20, 21
Recommended Resources: Assessment Technology Institute (ATI)
Recommended Reading Murphy Smith, E. Suicide: A growing public health concern Nursing Made Incredibly Easy. 2017; 15(4): 20-16. Learner Activities
- Discuss the concept of stress as it relates to mental health/ and mental illness
- Pre test and case study on each chapter covered
- Watch and learn videos
- NCLEX-Style Chapter Review Questions
- Analyze data from case study and prioritize nursing problem
- Discuss the concept of stress as it relates to mental health and mental illness
- Explore differences between healthy and maladaptive styles of anger
Related Learner Experiences
- Differentiate acute stress from chronic stress
- Explain the role of coping and adaptation in maintaining and promoting mental health
- Apply critical thinking skills to the nursing process for person experiencing stress
- Explore difference between healthy and maladaptive styles of anger
- Generate options for responding to the expression of anger, aggression, and violent behaviors in clinical nursing practice
- Describe the types of crisis and losses
- Evaluate the effects of the crisis, loss, or disaster experience on lifestyle and survival
- Identify suicide as a major mental health problem in the United States
- Define suicide, suicidality, suicide attempt, parasuicide, and suicidal ideation
- Describe population groups that have high rates of suicide
- Describe evidenced-based interventions used to reduce imminent and ongoing suicide risk
- Explain the importance of documentation and reporting when caring for patients who may be at risk of suicide
- Describe measures to prevent self-mutilation, impulsivity and manipulation
- Develop a comprehensive plan of care for a borderline personality disorder patient.
- Describe the use of cognitive therapy with a patient who has borderline personality disorder On-Campus lab # The student will
- Identify manifestations of anger, aggression and violence
- Analyze data from case study and prioritize nursing problem
- Discuss the concept of stress as it relates to mental health and mental illness
- Explore differences between healthy and maladaptive styles of anger
- Evaluate the effects of the crisis, loss, or disaster experience on lifestyle and survival
- Identify suicide as a major mental health problem in the United States
- Develop a comprehensive plan of care for patients with these mental health disorders
Clinical Setting The student will
- Perform a nursing assessment on a patient who has anxiety management disorder
- Analyze data
- Formulate all relevant nursing problems for a patient who is experiencing stress, anger aggres- sion, violence, patients in crisis, loss, grief, bereavement, disaster management, and suicide prevention
- Prioritize nursing problems
- Formulate a plan to achieve patient outcomes
- Implement the plan
- Evaluate patient outcome
- Communicate & collaborate with patient and healthcare team
- Teach patients
- Preventive health care strategies
- Health maintenance
- Dietary
- Medications
- Lifestyle modifications
- Incorporates National Patient Safety Goals into the plan of care in order to ensure safe effective
care delivery.
UNIT VI – Care and Recovery for Persons with Psychiatric Disorders
Content/Lecture Discussion
(08/06/2014, 8/5/2015, 02/05/16,1/26/18, 8/13/18,8/1/19)
UNIT VI – Care and Recovery for Persons with Psychiatric Disorders
- Overview
- Schizophrenia and Related Disorders
- Depression: Management of Depressive Moods and Suicidal Behav- ior
- Bipolar Disorders: Management of mood lability
- Anxiety Disorders
- Obsessive Compulsive and Related Disorders
- Trauma and Stress Related Disorders
- Personality Disorders
- Addiction and Substance-Related Disorders
- Eating Disorders: Management of Eating and Weight
- Somatic Symptom and Related Disorders
- Definition
- Pathophysiology
- Etiological factors
- Classifications o Paranoid o Disorganized o Catatonic o Undifferentiated o Residual
- Complications o Water intoxication o Neuroleptic malignant syndrome o Extrapyramidal side effects o Agranulocytosis Depression: Management of Depressive Moods and Suicidal Be- havior
- Related Factors
- Age
- Support network
- GAF/ chronicity
- Trans-cultural considerations
- Assessment
- Nursing history
- Mental status exam o Positive symptoms o Negative symptoms
- Diagnostic tests/lab tests o Neuroanatomical studies o Psychological testing
- Nursing Priority Problems
- Disturbed thought processes
- Disturbed sensory perception
- Decisional conflict
- Ineffective management of therapeutic regimen
- Impaired social interaction
- Impaired verbal communication
- Disturbed personal identity
- Overview
- Overview
- Expected outcome criteria
- Health promotion activities
- Therapeutic inter- ventions
- Legal/Ethical impli- cations
- Implementa- tion – Inde- pendent activi- ties
- Health promotion
- Implementa- tion – Collabo- rative activities
- Medications
- Traditional anti- psychotics
- Atypical anti- psychotics
- Anti-cholinergic/anti- Parkinson medica- tions.
- Procedures/ treat- ments Electroconvulsive therapy
- Acute phase
- Rehabilitation phase
- Referrals/community resources
- Discharge planning
- Day hospital
- Case man- agement
- Long-term placement
- Domiciliary care
- Trans-cultural con- siderations
- Evaluation of outcomes
