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LINCOLN UNIVERSITY
Department of Nursing and Allied Health
Spring 2017
COURSE SYLLABUS: NUR 103 – Psychosocial/Gerontological Nursing
Credit Hours
4 credit hours; 4 hrs lecture & 12 clinical hours / week; total of 96 clinical hrs
Course Description
Concepts of psychosocial nursing throughout the lifespan with identification of related alterations and
treatments, and concepts of gerontological nursing, applied in varied health care and community
settings.
Class Meeting Time (First 8 weeks of Spring semester)
NUR 103 meets Monday and Tuesday evenings from 1700 to 1900 hrs in the Truman Education
Building unless otherwise noted on schedule. The clinical days and times (96 hours total) will be
assigned. Feb. 27th is the last day to drop course.
Course Objectives: (please see attached for further detail on unit objectives)
1. Utilize the nursing process in the delivery of safe care to gerontological clients and clients with
unmet psychosocial needs.
2. Apply therapeutic communication with gerontological clients and clients experiencing unmet
psychosocial needs.
3. Implement a teaching plan on an ADL need to a gerontological client or a client with unmet
psychosocial needs.
4. Collaborate with peers and other members of the nursing staff in varied healthcare and
community settings.
5. Manage select nursing care to at least one gerontological client and one client with unmet
psychosocial needs.
6. Demonstrate professional behavior assuming accountability for own actions and identifying the
ethical and regulatory framework of nursing as related to the gerontological client and the client
with unmet psychosocial needs.
Faculty and Office Hours:
(please limit texts or calls to 0900 – 2100 unless regarding clinical attendance)
Sandy Stone, MSN, RN
Office phone: 573-329-4563/5160
Cell: 417-531-5360 Text messages ok
Email: [email protected]
Office Hours: Mon/Tue- 1400 to 1700 hrs
Jana Anderson, MSN, RN
Office phone: 573-329-4563/5160
Cell: 573-433-6793 Text messages ok
Email: [email protected]
Office Hours: Mon/Tue – 1400 to 1700 hrs
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Donna Brashear, MSN, RN
Cell: 573-528-1688 – text messages ok
Email: [email protected]
We are here to assist you in being successful with this course. Please feel free to make an appointment
with us any time that you need assistance. We do ask that you make an appointment, so that both your
time and ours can be spent efficiently.
Required Texts:
 Videbeck, S. (2014). Psychiatric mental health nursing (6th ed.). Philadelphia: Lippincott
Williams & Wilkins
 Vallerand, A. (2014). Davis’ drug guide, (14th ed.). Philadelphia: F.A. Davis (or equivalent
drug handbook)
 Frandsen, G. & Pennington, S. (2014). Abram’s clinical drug therapy (10th ed.). Philadelphia:
Lippincott Williams & Wilkins
 Taber’s Cyclopedic Medical Dictionary (2009) (21st ed.), published by F.A. Davis (or
equivalent medical dictionary )
 Gulanick, M. & Myers, J. (2014). Nursing care plans: Diagnoses, interventions, and outcomes
(8th ed.). Philadelphia: Elsevier (or equivalent care plan book)
 Elsevier: Adaptive Quizzing for NCLEX-RN Exam (36 month access)
 Shadow Health Assessment: Undergraduate Assessment
Computer Requirements - Technology in Use:
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Canvas - All browsers supported, need to use latest version of whichever browser you choose.
Works on phone and tablets, as well as laptops and desktop computers.
Shadow Health (SH) - Use Mozilla Firefox. May use tablet if using Microsoft operating
system. It will not currently work on an IOS system (such as Ipads use).
Elsevier Adaptive Quizzing (EAQ) - Any browser. Use laptop or desktop only, no tablets or
phones currently.
Kaplan - Google Chrome or Mozilla Firefox. May use phone or tablet, but some functionality
may be lost (such as remediation time).
Each student needs to be able to access CANVAS and check at least weekly for additional
information posted regarding NUR 103. Email communication requires the use of your Lincoln
University email address.
Computer access is available Monday through Thursday in nursing skills lab from 1000 to 1630
and Fridays from 0800 – 1200.
Announcements, assignments, and grades will be posted on Canvas learning management
system. Students will need computer access throughout the program. Students should set up
email and Canvas accounts by contacting OIT at 573-681-5888.
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Learning Experiences:
 Learning involves interaction between the instructor and the student, utilizing classroom,
clinical, and laboratory experiences. The learning experience is enhanced by the use of guest
lectures, audiovisual aids, discussion/small group work, pre- and post-clinical conferences,
developing nursing care maps/process recording, case studies, web based learning, and other
methods as deemed appropriate (i.e. muddiest point, 1 minute paper, etc).
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Clinical facilities utilized in this course include Piney Ridge Center, Waynesville, MO (573774-5353), Life Care Center, Waynesville, MO (573-774-6456), CPS unit at Phelps County
Regional Medical Center (573-458-7444), Gas Light Manor, Lebanon, MO (417-532-3045),
and Mercy Hospital-Lebanon (417-533-6100).
Grading Criteria:
A student must pass theory, laboratory, and practicum experiences to receive a passing grade
for the course. Students must achieve 75% of the total points in the course in order to
satisfactorily complete the classroom portion. A grade of “C” or better is required for
progression in the AAS Program. The practicum/laboratory is graded on a pass/fail system. A
passing grade must be obtained in all areas of practicum performance in order to be successful
in this class. A student who fails theory or the practicum will receive a failing grade in the
course. All practicum and laboratory components must be completed in order to pass the
course. A failure in any of the practicum evaluation criteria will warrant a failure in the course.
The final evaluation will be based on input from instructors and practicum assignments.
Classroom/Theory:
Grades will be based upon the total points earned. Points are earned as follows:
 3 Unit Exams
150 points
 APA paper
5
 Kaplan
5
 Comprehensive Final Exam
90
Total Points
250 points
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The following scale shall be used to assign letter grades:
A = 91% - 100%
(228-250 points)
B = 83% - 90%
(208-227 points)
C = 75% - 82%
(188-207 points)
D = 70% - 74%
(175-187 points)
F = less than 70%
(< 174 points)
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188 points are required for a passing grade in this course.
Theory grade will be determined by dividing the total points earned by the total points possible.
Percentages are not rounded to the next highest whole number.
Remediation: If a student receives a score of less than 75% on exams 1-3, the student will be
required to complete remediation.
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Test grades will be posted on Canvas as promptly as possible, however all students must have
taken the exam in order for grades to be posted.
Tests will be reviewed before or after lecture. Reviewing tests should be maintained throughout
the semester and are not available at the end of the semester.
A student who fails theory or clinical / laboratory will receive a failing grade for the course.
Course Requirements:
 Honesty forms the basis for quality nursing care. As a result, dishonesty and academic
dishonesty will not be tolerated in nursing courses. Academic dishonesty includes, but is not
limited to, cheating on a test, plagiarism, and collusion. Evidence of dishonesty in such areas
as patient care, written work, tests, etc., will be subject to discipline. Discipline may include
course grade reduction, departmental probation, program dismissal, and/or submission of the
matter to the Office of Student Affairs. You are responsible for understanding the definition of
plagiarism and for proper documentation of written work.
 Professional behavior is expected in the classroom and clinical setting. Students are expected to
uphold the Department’s written statement on professionalism. Refer to your AAS Student
Handbook and the FLW Nursing Department’s Code of Conduct found on the Lincolnu.edu
website.
Classroom/Theory Requirements:
 Class Attendance: In keeping with University policy, NUR 103 has compulsory class
attendance. The student may have four hours of unexcused absences. For every four hours of
unexcused absence beyond the initial four hours, the student’s final grade may be lowered one
letter grade. Absences are required to be reported to the Office of Financial Aid and Student
Employment (OFASE). Be mindful that absences, excused or unexcused, may jeopardize the
student’s ability to meet the course objectives. If you are absent from class, you may need to
submit “proof” of your reason for absence if requested. This may be a doctor’s note, police
report, funeral program, military orders. Please note that the only excused absences are:
military orders, death in the family, or personal illness.
 Tardiness: No late work will be accepted without prior approval from instructor. Students are
expected to be to class on time. If a student demonstrates a pattern of tardiness without a call,
he/she may not be allowed to enter the class until break. This eight week course will require
students to keep pace completing the course in the time allowed and in a quality manner.
Please keep in mind that work commitments, personal commitments, or travel commitments do
not constitute reasons for late work.
 Communication / Email: Students are expected to check their LU e-mail on a frequent and
regular basis (at least 2-3 times per week) in order to stay current with University related and
course related communications, recognizing that certain communication may be time critical.
The instructor will only communicate through the Lincoln University email, not your personal
e-mail. Please note, as with all computer systems, there may be occasional scheduled
downtimes and/or unanticipated disruptions. Students who do not have internet access at
home may use computers in the Fort Leonard Wood Skills Lab, during business hours.
Students are encouraged to consider a “back-up” plan in case of internet outage, such as public
library, friends and relatives, etc. Technical assistance with online courses can be obtained by
contacting the helpdesk @ 573-681-5777.
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Films: Various films are utilized in this course. These films are chosen as they exemplify
specific psychiatric diagnoses. There is a written assignment due as the films are assigned.
Grading: To satisfactorily complete the classroom (theory) portion of the course, the student
will achieve an average of 75% of unit objectives. This will require 188 points of 250 points
possible. See Grading Criteria. Also written work must be completed and turned in on time as
indicated by your instructor. A pattern of late assignments may result in a failing grade.
Quiz Policy: Quizzes may be periodically given. There will be NO make- up quizzes and no
opportunity to make-up points due to missing a quiz.
Test Policy: Test will be taken on the day they are scheduled. The only reason a test may be
given on an alternate date or time would be for the death of immediate family, personal illness,
or military orders. Prior notification and written documentation is required. Arrangements for
makeup times must be made by the student within one week of the missed exam. If no
arrangements are made, the student will receive a zero for that test.
Cell Phones: Cell phones must be placed on silent during class. They must be turned off and
put away for testing and testing review. The instructor may ask you place your phone in a
central location during testing and test review.
Assignments: Written assignments are to be typed (unless otherwise approved by your
instructor) using APA guidelines.
Elsevier: Adaptive quizzing will be utilized in this course. You will be required to reach Level
2 Mastery in both Fundamentals sections as a continuation from NUR 101. You will also be
required to reach Level 2 Mastery in both Mental Health sections by date listed on course
schedule.
Documentation – Summarizing, paraphrasing, and quoting: When you are citing sources in
your discussion board and/or your formal written work, you have three choices of how to
present someone else’s published information. You can summarize the main idea(s) of the
entire text, you can paraphrase a section of the text by putting it into your own words, or you
can quote from the text word for word. Each of these techniques require an in-text citation
where you indicate the last name(s) of the author(s) and the year of publication; if you quote
directly from any source, you also need to include the page or paragraph number where this
text can be found.
Laboratory/Clinical Requirements:
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The laboratory / clinical experience is graded on a pass / fail basis. See grading criteria.
Absenteeism that results in inability to meet the laboratory/clinical objectives will result in
failure of the laboratory experience. A no call/no show for a clinical experience is reason
for clinical failure for that week. Any subsequent instances of no call/no show will result in
a clinical failure for the course.
Attendance: Be mindful that absences, excused or unexcused, may jeopardize the student’s
ability to meet the clinical objectives. A student who is going to be tardy or absent from
practicum must notify his/her clinical instructor prior to the scheduled start time. Each
instructor will inform her/his group of the procedure for contacting her/him. Please note that
the only excused absences are: military orders, death in the family, or personal illness.
Students may need to provide written documentation verifying the reason for absence.
o There are very few opportunities for clinical makeup time with an instructor due to the
nature of our clinical schedule. Make up assignments, if allowed, will be intense and
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will have a deadline for completion. If the deadline is missed, this will result in clinical
failure for the week.
Dress Code: Students are expected to dress in a professional manner and follow the Nursing
Science Department Dress Code while participating in practicum/laboratory experiences, on
and off campus. Khaki pants or skirt with navy LU polo will be worn in the Fort Leonard
Wood Skills Lab, Life Care Center, and for observation experiences. Navy scrub pants with
white LU embroidered scrub top will be worn in the hospital setting. Closed toe shoes are
required for all experiences – white shoes must be worn in the hospital setting. Hair should be
secured up, off the uniform. Facial hair should be trimmed close to the face. One pair of stud
earrings may be worn, and one band-style ring. All other visible piercings must be removed or
covered while in clinicals. Tattoos must be covered in the clinical setting. Students must wear
a watch with second hand.
Cell Phones: Follow the hospital’s policy on the use of cell phones in the facility.
Orientation to Practicum: Orientation will be provided at the beginning of each clinical
course. Students are responsible to ask questions for anything they do not understand.
Professional Portfolio: Students will continue the professional portfolio started in NUR 101.
The student will maintain the portfolio throughout the program. Guidelines for the portfolio
are found on Canvas.
Community Service: Each student is required to participate in one (two hour) community
service project during the 16 weeks of Spring semester. This community service project can
be individually selected but must be approved by the faculty.
Required for clinical settings: Criminal background checks and urine drug screens are
required prior to entering the clinical setting. Immunizations, CPR certification and
tuberculosis (PPD) testing must be completed prior to entering the clinical setting and must be
kept current.
Lab Requirements: College laboratory experiences that are missed are to be made up within
one week. Students must demonstrate proficiency of previously learned skills. Students must
log in and out for practice lab time to count; a total of 6 hours is required.
Paperwork: Students must submit required written work on time as indicated in the course
calendar. Weekly paperwork as assigned by your instructor is to be turned in within 72 hours
of the end of your clinical rotation that week. Late submission may result in a clinical failure
for the week. More than one instance of late written assignments could result in a clinical
failure for the course. Assignments may be turned in on Canvas or as directed by your clinical
instructor.
o Psychosocial Nursing: Please see assignment rubrics for further information.
 Psychosocial concept care map
 Process recording,
 Geriatric Assessment
 Twelve Step AA observation and paper,
 Psychiatric paper (APA),
 Facility summary report for mental health observations,
 Med profiles of NUR 103 medication list
 ADL teaching plan
 Resource file
 Paperwork as assigned in SIM # 1 and movie nights
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o Shadow Health: – successfully take a health history on Tina Jones client. Required
level – 50% objective and subjective data obtained. If this is not completed to required
level, it will result in an unsuccessful clinical week.
o Gerontological Nursing: Client assessment (a complete DAG), geriatric assessment,
and a mini-mental status exam all on one or more geriatric clients.
o Miscellaneous paperwork as assigned by instructor.
There will be no smoking at the clinical facilities. Students will remain in the clinical setting
for the entire time that is scheduled, unless released by the clinical instructor.
Standardized Kaplan testing will be completed as indicated in the course calendar; subsequent
remediation for the Kaplan testing will be completed before a student’s final grade is released.
Guidelines for the Clinical Setting:
 Students will not be administering medication or performing lab procedures in the clinical
setting for mental health rotations.
 Students will not be performing any “hands-on” procedures in the clinical setting for mental
health rotations.
 Students will receive permission from attending staff to attend therapy or group activities with
assigned client.
 Gifts are not allowed unless approved by the Clinical Director of the facility.
 Students should always have an instructor or nurse present with medication administration
including parenteral medications in the hospital setting.
 Students should always have an instructor or nurse present when performing an invasive
procedure.
 Students are not to utilize central line IV’s or provide central line care. Students may not
administer vasoactive drugs. Students will not administer blood or blood products.
 Students are not permitted to leave the hospital during clinical at any time for any reason
without express permission of the clinical instructor. This includes leaving the building to go to
a vehicle to retrieve an item forgotten. Any student who leaves the hospital without express
permission will receive a clinical failure for the day, and will meet with the faculty prior to the
next class period, to determine disciplinary action, which may include up to dismissal from the
program. Leaving the facility may be viewed as patient abandonment, and is against policy at
each institution that we use for our clinical experiences.
 Students are not permitted to carry cell phones or pagers during clinical. They may be stored
with your textbooks and personal items if your clinical location has a designated place for your
items.
 The following adult vital sign parameters must be reported to the Clinical Instructor and the
Charge RN within 5 minutes:
Systolic
If there is more than a 20 point
Always take a manual BP reading to
BP<100 or >140 change in systolic BP
verify the BP before reporting the
BP to the nurse
Diastolic
If there is more than a 10 point
Always take a manual BP reading to
BP<60 or > 90
change in diastolic BP
verify the BP before reporting the
BP to the nurse
Respiration
Also report difficult breathing or shortness of breath or any reported
<14 or >28
change in breathing pattern.
Any change in level of consciousness
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Temperature
< 96 or > 100
O2 Saturation
< 92%
Pain score of 3
or greater
Or as instructed by the nurse
Report any complaint of new pain, chest pain, pressure or
discomfort
Weight gain or loss of more
than 3 lbs.
Output < 240cc in 8 hours
Blood glucose < 70 or > 200
If you are unsure if you should report a result or not, REPORT it!
Clinical/Laboratory Performance Evaluation Methods:
In order to pass the laboratory and practicum portion of the course, the student will successfully
meet all practicum performance expectations listed in the practicum evaluation tool. Faculty
and/or students will complete an anecdotal note after each practicum experience using the
following grading scale.
Passing (P) performance is defined as practice that is safe, accurate, and consistent. The student
needs minimal cues in order to accomplish desired behavior. Demonstration of successful
performance in practicum/laboratory will be validated by:
 Safe, accurate, and consistent work of average or above quality.
 Requires minimal verbal cues to meet outcomes.
 Utilizes available learning opportunities.
 Demonstrates required knowledge base and accurate judgments.
 Improves performance with practice.
 Assumes accountability for learning outcomes.
 Improves behavior following constructive feedback.
 Recognize and communicate own learning and supervisory needs.
 Follows policies and procedures of the course, department and agencies.
 Completes required practicum and laboratory objectives.
Failing (F) performance is defined as practice that is unsafe and/or unsuccessful in demonstrating
desired behaviors. The student needs repeated verbal and/or nonverbal cues from the instructor
and is unable to meet one or more of the practicum/laboratory expectations. Failing performance
is validated by:
 Unsafe, inaccurate, and/or inconsistent work of below average quality.
 Requires repeated verbal cues to meet outcomes.
 Fails to engage in learning opportunities.
 Fails to demonstrate adequate knowledge base and/or inaccurate judgments.
 Fails to improve with practice to expected level.
 Lacks appropriate level of self-direction; requires unusual amount of supervision.
 Fails to accept responsibility for learning outcomes.
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Fails to change behavior following feedback.
Fails to communicate pertinent data and/or learning needs.
Fails to follow policies and procedures of the course, department and/or agencies.
Fails to complete required practicum and laboratory objectives.
A laboratory skills performance is included as part of the final practicum grade. The laboratory skills
performance is based on a pass/fail. Kaplan exams and remediation are required to successfully
complete the practicum portion of this course.
***Refer to the AAS Student Handbook for other information involving this course/program. The
student is responsible for the information in our departmental handbook.
Sexual Harassment
 In this classroom environment, we strive to provide a safe and healthy environment that
enhances the learning process. All students should be able to attend class, and/or participate in
discussions/activities with the feeling that they are in an environment that is safe and secure for
learning. This class is committed to upholding this policy prohibiting sexual harassment.
Violation of this policy may be grounds for class dismissal, or grade reduction. While it is the
purpose of this policy to protect all persons associated with this class from sexual harassment, it
is also a violation of this policy to knowingly make a false allegation of sexual harassment.
If you feel you have been subjected to sexual harassment and need information about what to
do, contact the Director of Human Resources at 573-681-5787, 820 Chestnut Street, Room 101
Young Hall, Jefferson City, MO 65102. All matters involving sexual harassment complaints
are taken seriously and will be investigated. Complaints will remain confidential to the extent
possible. Filing of a complaint or otherwise reporting sexual harassment will not reflect upon
the individual's work assignments, or grades. (2015)
Services for Students with Disabilities
Disability Services are coordinated through the Office of Access & Ability Services. Lincoln
University is committed to providing equal opportunities to persons with disabilities in accordance
with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act
(ADA) of 1990, as it relates to the physical infrastructure of all University property.
Upon admittance to the University, any person requiring reasonable accommodations must
register with the University before any accommodations will be afforded to them. Documentation
of a disability from a qualified medical and/or authorized professional must be submitted before
accommodations will be afforded to the individual requesting services. The types of
accommodations vary greatly, and are provided based on documented and expressed needs. The
University also provides on-campus housing accommodations for students with physical
disabilities. Requests for accommodations are provided in a timely manner.
If a student finds that a classroom is inaccessible, he/she should report this to the Coordinator
for Access and Ability Services or the academic dean of his/her college. Every effort will be made
to make programs accessible. Any informal or formal grievance should be filed with the Office of
Access & Ability Services. Grievance towards this office must be filed with the Dean of Students.
The procedure for doing so is outlined in print and electronically. (2016)
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Academic Integrity
Lincoln University holds its students to high standards of academic integrity and will not tolerate acts
of falsification, misrepresentation or deception. Such acts of intellectual dishonesty include, but are
not limited to, cheating or copying, fabricating data or citations, stealing examinations, taking an exam
for another student or having another student take an exam intended for oneself, tampering with the
academic work of another student, submitting another’s work as one’s own, facilitating other students’
acts of academic dishonesty, using internet sources without citation and plagiarizing.
Any student guilty of cheating will be reported in writing to the department head and the dean of the
college of the course involved and to the department head and the dean of the college in the student’s
major.
Any student found guilty of cheating may receive, at the discretion of the instructor, a failing grade in
the course.
Disciplinary action for cheating may include suspension for one or more semesters, exclusion from
selected programs of study or permanent expulsion from the University.
Title IX – Notice of Non Discrimination
Lincoln University prohibits discrimination on the basis of sex, including sexual harassment, in
education programs and activities. Title IX protects individuals from harassment connected to any of
the academic, educational, extracurricular, athletic and other programs, activities or employment of
schools, regardless of the location. Title IX protects all individuals from sexual harassment by any
school employee, student, and a non-employee third party. This policy applies equally to all students
and employees regardless of the sex, gender, sexual orientation, gender identity, or gender expression
of any of the individuals involved. No officer, employee, or agent of the institution participating in
any program under this title shall retaliate, intimidate, threaten, coerce, or otherwise discriminate
against any individual for exercising their rights or responsibilities under any provision of this policy.
Questions, concerns and/or complaints can be addressed to the Title IX Coordinator in the Office of
Human Resources.
Access & Ability Services
Students are hereby notified that Lincoln University does not discriminate on the basis of race, color,
national origin, sex, age, or disability in admission or access to its programs and activities. Questions
that may arise in regard to the University's compliance with Section 504 of the Rehabilitation Act and
the Americans with Disabilities Act should be directed to the Coordinator for Access & Ability
Services, 304 Founders Hall, Lincoln University, Jefferson City, Missouri 65102-0029. For more
information, contact the Coordinator of Access & Ability Services at: 304 Founders Hall; 573-6815162, email: [email protected].
Social Networking Policy:
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Social Networking Policy: Patient confidentiality is an integral part of the role of the nurse and
described in the “ ANA Code of Ethics for Nurses”. We believe the student is responsible for
maintaining patient confidentiality in all aspects of the students’ life. This includes social
networking sites (Twitter, MySpace, Facebook, etc.) as well as personal conversations, and
written work.
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Social networking sites can often reach further than a student might intend but the
consequences are the same regardless of intentional or unintentional nature of the breach of
confidentiality. Consequences include probation, departmental dismissal and up to university
dismissal. Breach of confidentiality agreement will be determined by nursing faculty.
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Nursing students, as representatives of Lincoln University, are expected to maintain professional
behavior as outlined in the AAS Student Handbook.
Program Objectives: The program objectives of the AAS in Nursing are to prepare successful students to:
1. Utilize the nursing process/clinical decision making to deliver accurate, safe and costeffective care.
2. Demonstrate effective written, verbal, and nonverbal communication including information
technology with the client, significant support person (s), members of the healthcare team
and community agencies.
3. Develop, modify and evaluate individualized teaching plans to promote and maintain health
and reduce risks to the client and significant support person (s). Utilize the teaching /learning
process with members of the healthcare team.
4. Collaborate with other healthcare providers in their approach to holistic, client-centered care
across health care settings to meet the clients’ needs.
5. Manage nursing care of a group of clients within and across healthcare settings to meet client
needs and support organizational outcomes.
6. Demonstrate professional behavior by showing accountability for his/her actions and by
practicing within the ethical, legal, and regulatory framework of nursing.
Course Unit Learning Objectives
The objective numbering system associates with the course objectives and program objectives. The first number
in 1.1.1a represents program objective 1. The second number in 1.1.1a represents the course objective, the third
number represents the unit of study, the letter following indicates the individual unit objective. This numbering
system demonstrates the association between the program, course and unit objectives.
Unit I: Basic Concepts in Psychiatric / Mental Health Nursing
Objectives:
1.1.1a Review the DSM-V criteria.
6.6.1b Recognize ANA’s standards of practice in psychosocial nursing.
6.6.1c Describe common student concerns about psychosocial nursing and self-awareness issues.
5.5.1d Describe the biologic stress response and possible triggers.
5.5.1e Review psychological adaptation to stress and assess a client in the psychosocial setting for
adaptation to stress.
6.6.1f Discuss the history of mental health and current trends in mental health care.
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Focus
Reading
Assignment
Videbeck
Ch. 1
Foundations of Psychiatric Mental Health
Nursing
 DSM V & Standards of Practice
 Discuss common student concerns
 Stress Adaptation
 Historical & theoretical concepts in
mental health nursing
Other Learning Experiences
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Orientation to NUR 103
Review of applicable
content from previous
nursing curriculum courses
Clinical Experience
College Laboratory
Experience
Assigned Periodical
Readings
Classroom Activities
Unit 2: Foundations for Psychiatric / Mental Health Nursing
Objectives:
1.1.2a Obtain and organize psychosocial assessment data to use as a basis for planning nursing care.
2.2.2b Describe the necessary components in a nurse-client relationship
6.6.2c Describe the role of the nurse in the psychosocial setting
6.6.2d Describe the importance of self-awareness issues and therapeutic use of self in the psychosocial
setting.
2.2.2e Apply therapeutic communication with the client experiencing unmet psychosocial needs.
1.1.2f Utilize the nursing process in the delivery of safe care to clients with unmet psychosocial needs.
4.4.2g Collaborate with peers and other members of the nursing staff in the psychosocial setting.
4.4.2h Collaborate with peers and other members of the psychosocial nursing staff recognizing various
theoretical approaches present in the clinical setting.
5.5.2i Manage select psychosocial nursing care to one client with unmet psychosocial needs.
6.6.2j Demonstrate professional behavior assuming accountability for own actions and identifying the
ethical and regulatory framework of nursing as related to the client with psychosocial needs.
5.5.2k Identify and provide culturally appropriate care to clients’ with unmet psychosocial needs.
Focus
Reading
Assignment
Videbeck
Ch. 3
Theoretical Approaches
 Psychoanalytic theory
 Erickson’s Stages of Personality
Development
 Cognitive Development theory
 Rogers theory of Client Centered
Care
 Nursing model - Peplau
 Roles of the nurse
 Concepts of psychobiology
 Neurotransmitters
 Psychopharmacology
1/15/17ss
Ch. 2
12
Other Learning Experiences
Ethical & Legal Issues
 ANA code of ethics
 Ethical decision making
 Confidentiality & Right to Privacy
 Commitment Issues
 Rights of the client, informed consent
 Issues related to seclusion and
restraint
Cultural & Spiritual Concepts
 Discuss common cultures
 Spiritual needs
 Discuss how spirituality can effect
mental health
o
Videbeck
Ch. 9
o
o
o
Discussed in
each chapter
o
o
Review of applicable
content from previous
nursing curriculum courses
Clinical Experience
College Laboratory
Experience
Assigned Periodical
Readings
Classroom Activities
Process Recordings
Unit 3: Therapeutic Approaches in Psychiatric Nursing
Objectives:
2.2.3a Apply therapeutic communication with the client who has experienced abuse, loss, and/or
aggression.
3.3.3b Identify teaching needs of a client who has experienced abuse, loss, and/or aggression.
4.4.3c Collaborate with peers and other members of the nursing staff in the psychosocial setting.
5.5.3d Manage select psychosocial nursing care to one client who has experienced abuse, loss, and/or
aggression.
Focus
Reading
Assignment
Videbeck
Nurse- Client Relationship
 Role of the Psychiatric nurse
 Therapeutic nurse – client
relationship
 Use of self
 Development of Therapeutic
relationship
 Phases of a Therapeutic
relationship
 Boundaries in Nurse Client
relationship
Ch. 5
Therapeutic Communication
 Nonverbal communication
 Therapeutic communication
techniques
 Non-therapeutic communication
 Active listening
Nursing Process in Psychiatric Nursing
 Nursing Process
 Nursing care management
 Documentation
1/15/17ss
Other Learning Experiences
Videbeck
Ch. 6
o
o
o
Videbeck
Ch. 8
Assessment
Nursing
Process each
Chapter
13
o
o
Review of applicable
content from previous
nursing curriculum courses
Clinical Experience
College Laboratory
Experience
Assigned Periodical
Readings
Classroom Activities
Therapeutic Groups
 Functions & types of groups
 Leadership Styles
Videbeck
Ch. 3
Handout on
Leadership
Styles
Milieu Therapy
 Skinner – therapeutic community
 Roles of the interdisciplinary team
Ch. 3
Crisis Intervention
 Phases in development of a crisis
 Types of crises
 Phases of crisis intervention
 Disaster nursing
Assertiveness Training
 Assertive communication
 Behaviors
 Components of Assertive behavior
Promoting Self Esteem
 Development of self esteem / self
efficacy
 Boundaries
Anger Management
 Anger & Aggression defined
 Predisposing factors to Anger &
Aggression
Suicidal Client
 Risk factors
 Nursing process with the suicidal
client
Behavior Therapy
 Techniques for modifying client
behavior
Cognitive Therapy
 Cognitive Techniques
Electroconvulsive therapy
 Indications & contraindications
 Role of the nurse
Videbeck
Ch. 3
Ch. 6
Ch. 7
Videbeck
Ch. 11
Ch. 17
*Discussion of specific
disorders will include
pathophysiology, etiology,
clinical manifestations,
collaborative care, nursing
management, and
pharmacology.
Videbeck
Ch. 3, 10
And each
chapter
Ch. 17
Unit 4: Nursing Care of Clients with Alterations in Psychosocial Adaptation
Objectives:
1.1.4a Utilize the nursing process in the delivery of safe care to a client with one of the following
psychosocial needs: anxiety disorders, schizophrenia, mood disorders, personality disorders,
substance abuse problems, eating disorders, somatoform disorders, child and adolescent
disorders, and cognitive disorders.
2.1.4b Apply therapeutic communication skills with a client experiencing one of the following
disorders: anxiety disorders, schizophrenia, mood disorders, personality disorders, substance
abuse problems, eating disorders, somatoform disorders, child and adolescent disorders, and
cognitive disorders.
3.3.4c Implement a teaching plan on an ADL need to a psychosocial client.
1/15/17ss
14
4.4.4d Collaborate with peers and other members of the nursing staff in the psychosocial setting when
assigned to a client with one of the following disorders: anxiety disorders, schizophrenia, mood
disorders, personality disorders, substance abuse problems, eating disorders, somatoform
disorders, child and adolescent disorders, and cognitive disorders.
5.5.4e Manage select psychosocial nursing care to a client with one of the following disorders: anxiety
disorders, schizophrenia, mood disorders, personality disorders, substance abuse problems,
eating disorders, somatoform disorders, child and adolescent disorders, and cognitive disorders.
6.6.4f Demonstrate professional behavior assuming accountability for own actions and identifying the
ethical and regulatory framework of nursing as related to the client with psychosocial needs.
Focus
Reading
Assignment
Videbeck
Ch. 19
Substance & Addictive Disorders
 Substance addiction & withdrawal
 Alcohol addiction
 Sedative, hypnotics, anxiolytic
disorders
 Stimulant use disorders
 Opioid use disorders
 Chemically impaired nurse
 Codependency
 Treatments
 Non Substance Addictions
Trauma & Stressor Related Disorders
 PTSD
 Adjustment Disorders
Drug Therapy for Substance Abuse
o
o
o
o
o
Ch. 13
Abrams Ch. 57
Eating Disorders
 Anorexia Nervosa
 Bulimia Nervosa
 Obesity
CNS Medications
Schizophrenia
 Psychosis – Phases
 Types of Schizophrenia
 Positive and negative symptoms
 Treatment modalities
 Pharmacology: Antipsychotics
Somatic & Dissociative disorders
 Dissociation
 Conversion disorder
 Dissociative Identity Disorder
 Dissociative Amnesia
1/15/17ss
Other Learning Experiences
Review of applicable content
from previous nursing
curriculum courses
Clinical Experience
College Laboratory
Experience
Assigned Periodical Readings
Classroom Activities
*Discussion of specific disorders
will include pathophysiology,
etiology, clinical manifestations,
collaborative care, nursing
management, and pharmacology.
Videbeck
Ch. 20
Abrams Ch. 56
Videbeck
Ch. 16
o
o
Abram’s
Ch. 55
Videbeck
Ch. 16, 21
o
o
o
o
15
Review of applicable
content from previous
nursing curriculum courses
Clinical Laboratory
Experience
College Laboratory
Experience
Assigned Periodical
Readings
Classroom Activities
Assigned Case Studies
Personality Disorders
 Types of Personality Disorders
 Paranoid, Schizoid, Schizotypal
 Antisocial, Borderline, Histrionic
 Narcissistic, Avoidant, Dependent
 Obsessive Compulsive Disorder
 Treatments
Videbeck
Ch. 18
Anxiety, Obsessive Compulsive Disorders
 Panic Disorder
 Generalized Anxiety Disorder
 Phobias
 Body Dysmorphic Disorder
 OCD
 Treatment modalities
Drug Therapy Reduce Anxiety, Hypnotics
Depressive Disorders
 Types of Depressive Disorders
 MDD, Dysthymia, PMD
 Predisposing Factors
 Treatment modalities
Drug Therapy for Depression & Mood
Stabilization
Bipolar Disorders
 Types of Bipolar Disorder
 Predisposing factors
 Stages
 Treatment Modalities
Neurocognitive Disorders
 Delirium
 Neurocognitive disorder – dementia
 Stages of dementia
 Alzheimer’s
 Mental status exam
Drug therapy Alzheimer’s & M. Gravis
Videbeck
Ch. 14
*Discussion of specific
disorders will include
pathophysiology, etiology,
clinical manifestations,
collaborative care, nursing
management, and
pharmacology.
Abram’s
Chapter 53
Videbeck
Ch. 17
Abrams Ch. 54
Videbeck
Ch. 17
Videbeck
Ch. 24
Handout for
Mini Mental
Geriatric Sim Lab and
Hospital clinical
Abrams Ch. 46
Cognitive Disorders
 Characteristics and risk factors
 Delirium
 Dementia
 Providing care to care-givers
Videbeck
Ch. 24
Unit 5: Psychiatric / Mental Health Nursing of Special Populations
Objectives:
5.5.5a Identify psychiatric disorders that most commonly have their onset in infancy, childhood, or
adolescence.
5.5.5b Manage treatment modalities relevant to selected disorders of infancy, childhood, and
adolescence.
1/15/17ss
16
5.5.5c Identify predisposing factors to abusive behaviors.
5.5.5d Describe physical and psychological effects on survivors of abuse or neglect.
2.2.5e Describe theoretical perspectives on loss & bereavement and demonstrate effective
communication.
1.1.5f Describe appropriate nursing interventions for individuals experiencing the grief response.
1.1.5g Differentiate normal and maladaptive response to loss.
5.5.5h Identify common cultural responses and customs related to death.
Focus
Reading
Assignment
Videbeck
Ch. 23
Children & Adolescents
 Autism
 ADHD
 Conduct Disorder
Bereaved Individual
 Stages of grief – Kubler-Ross
 Anticipatory grief
 Maladaptive response to loss
 Cultural issues related to death
 Hospice
Ch. 22
Videbeck
Ch. 10
Other Learning Experiences
o
o
o
o
o
Abuse & Neglect
 Abuse
 Predisposing factors
 Battering, cycles
 Neglect
 Incest / Rape
 Treatment modalities
Videbeck
Ch. 12
Review of applicable content
from previous nursing
curriculum courses
Clinical Experience
College Laboratory
Experience
Assigned Periodical Readings
Classroom Activities
*Discussion of specific disorders
will include pathophysiology,
etiology, clinical manifestations,
collaborative care, nursing
management, and pharmacology.
Unit 6: Gerontological Nursing: Current Theories and Practice
Objectives:
1.1.6a Describe the physical, psychological, and sociological changes associated with normal aging.
1.1.6b Describe the common well-defined health problems relating to aging.
1.1.6c Apply the nursing process to older adults with common well-defined health problems.
2.2.6d Utilize specific communication techniques with older adults.
3.3.6e Utilize principles of adult education as applied to an older population.
1.1.6f Research available resources to enhance the social, physical, and/or mental well-being of the
older adult population.
Focus
Reading
Assignment
Videbeck
Aging Individual
 Statistics & myths
 Normal Aging process by body system
=
Identify the normal physiologic changes
associated with aging for the following systems
and their implications for the individual
1/15/17ss
17
Other Learning Experiences
o
Potter & Perry
Chapter 14
o
o
o
Review of applicable
content from previous
nursing curriculum
courses
Clinical Experience
Laboratory Exp.
Assigned Periodical
 Senses
 Integumentary
 Respiratory
 Cardiovascular
 Musculoskeletal
 Genitourinary
 Gastrointestinal
 Endocrine system
 Nervous system
 Sexuality
Health Promotion
Psychological aspects of aging
 Memory functioning
 Intellectual Functioning
 Learning Ability
o
Potter & Perry
Chapter 14
Psychosocial health promotion
Adaptation to tasks of aging
 Loss & grief
 Maintenance of self- identity
 Dealing with death
Readings
Classroom Activities
Geriatric Sim Lab and
Hospital clinical
Potter & Perry
Chapter 14
Review psychiatric disorders in the elderly


Sociocultural aspects of aging
Discuss successful aging and societal
attitudes toward aging.
Special Concerns of the Elderly
 Retirement
 Housing, Long term care
 Elder Abuse
 Suicide
 Social Isolation
Older Adults in the Acute Care setting
Older Adults – Restorative Care
Describe the scope of gerontology and
geriatrics identifying resources which promote
programs pertinent to older adults.
Potter & Perry
Chapter 14
Potter & Perry
Chapter 14
o
Potter & Perry
Chapter 14
Resource manual
Identify factors of a functional assessment on
an older adult.
Perform a mini-mental status assessment
Handout
Plan and implement nursing care to meet
unmet psychosocial needs of the older adult,
individually and in groups
Clinical
1/15/17ss
18
Clinical
o
o
o
o
Review of applicable
content from previous
nursing curriculum
courses
Clinical Experience
College Laboratory
Experience
Assigned Periodical
Readings
Classroom Activities