Download Unit I – Professional Issues and Nursing Practice

BAKERSFIELD COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
NURSING B25: CURICULLIM OBJECTIVES AND ACTIVITIES GUIDE
INTRODUCTION update Spring 2012
Course expectations and level objectives are established to help guide the student to successful completion. The student will be building on the
content received in their first semester of the nursing program. The focus, as we begin Psychiatric Mental Health Nursing, for level 2 is to
develop a theoretical and technical knowledge base to care for individual clients and families in a variety of psychiatric settings across the
lifespan. Clinical experiences correlate with theoretical concepts from Nursing B25.
OBJECTIVES
Upon completion the student will be able to:
A.
Activity:
Theory
1. Review the level objectives introduced in first semester courses.
2. Discuss course objectives and course student learning outcomes for Psychiatric Mental Health Nursing.
3. Define course activities, policies and testing procedures for Nursing B25.
4. Relate grading procedures to successful outcome.
5. Discuss participation in B25 remediation.
6. Recognize student participation and responsibility in learning.
7. Describe the use of the unit objectives as a guide in their study.
8. Evaluate theory course at the end of the semester
Print syllabi from instructor web page
Review student handbook
Obtain required texts
Consider recommended text
Participate in Community Project
1
Journal weekly
Insure access to ATI
Attend at least one (1) NAMI Meeting prior to final exam: general meeting
Bakersfield Chapter meeting 3rd Monday each month scheduled Feb. 20, March 19 and April 16
OR NAMI Frontline Conference
Clinical
9. Examine the specific learning activities as well as the evaluation criteria used to measure the student's competence in
performing nursing skills for the Psychiatric Mental Health clients.
10. Maintain the Performance Checklist.
11. Actively journal during clinical rotation
12. Maintain portfolio
Activity:
Print clinical manual from web page
Review student handbook regarding clinical guidelines
Participate in orientation
Complete communication workshop per schedule for clinical group
Attend 12-Step CD meeting time and date of choice during clinical rotation
Attend 1 other CD meeting time and date of choice during clinical rotation
Facilitate 2 groups with at least 3 clients within scope of nursing practice
2
Complete 1 individual teaching project
Complete 1 mini psychosocial assessment on a client daily
Complete 1 process on a client intervention pass with at least 80%
Complete 1 psychosocial assessment on a client with at least 80%
Journal each clinical day with focus on perception, communication and feelings
Participate in pre and post clinical conference
Make up all missed clinical hours
Participate in clinical evaluation
3
Unit I – Professional Issues and Nursing Practice
The goal of this unit will be to define, describe and apply the legal, ethical and professional principles by utilization of the nursing process for
clients with mental health disorders. The focus of this unit is to prepare students so they will be less fearful and more open to the psychiatric
experience. The unit contains multiple patient situations to establish relevance in applying the nursing process to clinical practice. The role of the
Psychiatric Mental Health nurse as provider of care, manager of care and member of a profession will be explored.
Column I
Column II
Column III
Column IV
Theory Objective/ Outcomes
Learning Activities
Clinical Objectives/ Outcomes
Clinical Activities (Expected
Competencies/ Skills)
 Read chapter 27 prior to
1st clinical experience
 Tour facility
 Begin to
journal/document
thoughts and feelings
from experience
 Practice a mental status
exam
 Practice a concept map
 Participate with patient’s
rights advocate
 Refer to Patient’s Rights
Handbook
 Participate in HIPPA
review
1. Define and describe
psychiatric mental health
nursing including role and
practice standards.
2. Introduce and define
Advocacy, Caregiver,
Delegation, Teacher, and
Communicator.
3. Compare mental health to
mental illness.


Complete chapter reviews

Read & begin to learn
coping mechanism:
study guide from syllabi

4. Describe treatment settings
for individuals with mental
illness.
5. Describe experiences,
feelings, beliefs and
attitudes on issues related to
mental illness.

1. Demonstrate openness to
new experiences through
self-evaluation.
Read chapters 1,, 2, 5, 25
assessment pg 499 &
communication pgs 510
to 512 and 26
2. Begin to utilize self as a
therapeutic tool in an
interpersonal context
through expanding selfawareness.
3. Describe the treatment
modalities of each clinical
setting.
Begin to recall past
experiences and how they
might effect PMHN
learning
4. Identify professional, legal
and ethical guidelines in the
mental health setting and
function within these
standards.
ATI (RN 7tthedition) unit
1-1; unit 1-2
5. Demonstrate nursing
practice that reflects an
understanding of and
6. Discuss the legal basis for
4
mental health treatment as it
relates to the role of the
nurse in mental health.
sensitivity to the advocacy
role of the Psychiatric
Mental Health nurse.
7. Describe different members
of multidisciplinary mental
health team.
6. Maintain client
confidentiality at all times.
8. Discuss the purpose and use
of the Diagnostic and
Statistical Manual of Mental
Disorders, 4th edition, Text
Revision.
9. Describe the multiaxial
classification system.
10. Discuss cultural and
spiritual considerations
11. Discuss leadership &
management applications
5
Unit 2A – Biopsychosocial Concepts Related to Health Care
INTRODUCTION: Unit 2 A: Unit 2 A reviews the Central Nervous System, brain imaging techniques and introduces psychiatric medications
prescribed for mental health disorders. Psychiatric medications are categorized by type, disorders treated by each type, and the action, use and
adverse effects of these medications. Nursing responsibilities and teaching opportunities are identified when administering psychiatric
medications. The roles of the provider of care, manager of care, and member of the profession are integrated to promote success in transitioning
student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/
Outcomes
Column II
Learning Activities
 Read chapter 4 pages 45 to antipsychotics
page 57
1. Review and discuss
structures, process and
functions of the CNS.
2. Identify pertinent
teaching for clients and
families about brain
imaging techniques.
3. Describe how
psychotropic
medications are used in
the collaborative
management of mental
illness.
4. Explain the common
psychiatric medications
including: action, use,
and adverse reactions.
5. Explain the nursing
responsibility related to
Column III
Clinical Objectives/ Outcomes
1. Recognize commonly
prescribed psychotropic
medications
 Begin chapter review
`
 CM Medications Issues in Mental Health
636 series
o Pre tests
o View videos
o Complete post test with 80%
competency
Complete “brain” drawing assignment per
instructor guidelines
Recall legal and ethical information from
chapter 26
Complete 3 medication case profiles from
packet as assigned in group
Serotonin syndrome
Hypertensive crisis
Neuroleptic Malignant syndrome
6
2. Observe reactions and evaluate
response of selected clients to
prescribed medications
3. Observe and discuss side
effects of psychotropic
medications
4. Observe and discuss difference
between behavioral symptoms
of mental and side effects of
psychotropic medications
5. Participate in patient teaching
about prescribed psychotropic
medications
6. Discuss under what
circumstances clients may or
may not refuse prescribed
Column IV
Clinical Activities
(Expected
Competencies/ Skills)
 Recall CM
Movement
Disorders
 Observe and/or
perform AIMS test
on peer or faculty
 Review conservator
ship and voluntary
and involuntary
admissions as
related to
medication
administration
 Pass medication test
100% prior to
giving medication
in clinical
 Observe and discuss
psychopharmacologic
treatment modalities.
medication
7. Master leveled medication
exam
6. Discuss cultural and
identified
movement do of
clients with pees
and instructor
 Participate in safety
lecture and
demonstration of
IM & Z track
procedure for the
psych client
spiritual considerations.
7. Evaluate own
experiences, feelings,
attitudes and beliefs.
8. Acknowledge evidence
 Demonstrate recall
of these IM
proceduress & state
rationale for
procedure
based information as
presented.
9. Discuss leadership &
management
applications
7
Unit 2B - Biopsychosocial Concepts Related to Health Care
INTRODUCTION: Unit 2 B: Unit 2 B provides an overview of therapeutic communications, the use of the mental status exam as a tool for
assessing mentally disordered clients and utilization of the nursing process in the mental health setting. This unit also introduces the nursing
student to various theories and treatment modalities including group and milieu therapy and the value of the therapeutic relationship.
Column I
Theory Objective/ Outcomes
1. Demonstrate components of
the therapeutic
communication process.
2. Contrast effective and
ineffective communication
techniques.
3. Discuss the use of the
nursing process in the
psychiatric setting including
assessment, outcome
identification, nursing
diagnoses, intervention and
evaluation.
4. Describe and discuss
therapeutic non
pharmocological treatment
in the mental health setting.
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
1. Demonstrate increasing
 Read chapters 3, 6, 7, 25 pgs
499-501
effectiveness in the use of
therapeutic communication
techniques.
 Complete chapter reviews

2. Demonstrate healthy personal
and professional boundaries
as a student nurse in the
psychiatric health care
setting.
Recall concepts of CM
Communication
Techniques from clinical
workshop
3. Obtain and organize
psychosocial assessment data
to use as a basis for planning
nursing care and document
findings.
Review cultural assessment
In back of text
Review spiritual assessment
4. Perform a mental status
 ATI 1-3; 1-4; 1-6; 1-7; 1-8
assessment on selected
clients.
5. Identify the psychosocial
5. Apply the nursing process to
theory on which treatment
strategy is based.
6. Discuss key ingredients of a
therapeutic relationship.
the care of selected clients in
the psychiatric/mental health
setting.
6. Identify components of
8
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review scope and standards
of care
 Begin using communication
strategies to complete a
mental status exam

CM Communication
series
o Take pre tests
o View videos
o Complete
communication
workshop
w/faculty
o participate in
debriefing
o Post test with
80% competency
 Role play with peers/faculty
 Participate by discussion of
observations of milieu in Post
Clinical Conference
therapeutic milieu.
7. Describe phases of
therapeutic relationship.
7. Identify the use of therapeutic
modalities in treatment while
attending various clinical
settings.
8. Identify cultural and
spiritual considerations as it
relates to care.
8. Describe the effect the
9. Evaluate own experiences,
environment has on people
including self.
feelings, attitudes and
beliefs
9. Identify role/ responsibilities
10. Discuss leadership &
of inter multidisciplinary
team (IDT) and
paraprofessional personnel.
management applications
10.
Evaluate the milieu of
various clinical sites.
Identify safety and boundary
issues and be prepared to
discuss in clinical conference.
11.
Interact and communicate
effectively as an extension of
the Inter Disciplinary
Treatment Team.
9
 Role play group process with
faculty & peers
 Recall chapter 3 group
reading & demonstrate ability
to facilitate clinical group
with clients
 Participate in discussion after
viewing Mary Moller video
on communicating with
Clients suffering with
hallucinations
Unit 2C – Biopsychosocial Concepts Related to Health Care
INTRODUCTION: Unit 2 C: Unit 2 C will provide direction to assist the student in identification of sources and stages of conflict, conflicts
unique to healthcare and resolution and problem solving related to this conflict in a healthy constructive way. As member of the profession the
student will be directly involved with leadership activities that conflict resolution is needed.
Column I
Theory Objective/ Outcomes
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
1. Review positive and
negative aspects of conflict
and four levels of conflict.
2. Discuss seven common
sources of conflict.
5. Identify and observe
1. Read chapter 21 in
Marquis & Huston
2. Participate in learning
exercises in group as
assigned
3. Recall anger &
aggression techniques
from Unit 2E
and dynamics of each stage.
5. Demonstrate strategies for
4. review study guide
from instructor’s web
page
conflict resolution.
6. Resolve conflict, applying
problem solving technique.
7. Discuss leadership &
management applications
10

7. Practice and role play
scenarios.
4. List five stages of conflict

6. Identify and discuss
impact conflict may have
on clients.
3. Discuss four sources of
conflict unique to health
care.
conflict in clinical
settings and discuss this
conflict in clinical
conference.
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review reading prior to
clinical
8. Function as team leader

Complete Journal
thoughts and feelings
related to conflict with
family, peers, instructors
and co workers
Debrif with instructor in
post conference
Recall anger &
aggression techniques
from Unit 2E.
Unit 2D – Biopsychosocial Concepts Related to Health Care
INTRODUCTION: Unit 2 D: Unit 2 D introduces student to definitions of anxiety, levels of anxiety, and identifies the differences in stress, fear
and anxiety, as well as adaptive and maladaptive coping.
Column I
Theory Objective/ Outcomes
1. Define anxiety and
Column II
Learning Activities

differentiate among stress,
fear and anxiety.
2. Discuss anxiety levels and

physiological response.
3. Discuss adaptive/
maladaptive behavioral
responses to stress, fear and
anxiety.
4. Discuss adaptive coping
strategies in the
management of stress.


Column III
Clinical Objectives/ Outcomes
1. Recognize
Read chapter 8 to anxiety
do page 135 - 6
adaptive/maladaptive
behavioral responses to
stress, fear and anxiety.
Use defense mechanism
handouts in syllabi as
study guide for exam
2. Interact with a client
exhibiting signs of anxiety
and identify the level of
anxiety observed.
Role play with peers and
faculty how to work &
communicate with an
anxious client
3. Identify any coping
ATI 1-5; 2-11; 4-32
feelings, attitudes and
beliefs.
 Identify and document
defense mechanisms used
by client in psychosocial
assessment.
mechanism the client might
be using to decrease
anxiety.
 Discuss your own defense
mechanisms used with
day’s clinical experience
4. Identify own behaviors that
 Recall role play activity
from theory in relationship
to anxious clients
might increase the client’s
anxiety.
5. Evaluate own experiences,
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Compare stress and anxiety
of peers, staff faculty with
clients and discuss defense
mechanisms used by each in
post clinical conference
.
6. Discuss cultural and
spiritual considerations.
7. Discuss leadership &
management applications
11
Unit 2E – Biopsychosocial Concepts Related to Health Care
INTRODUCTION: Unit 2 E: Unit 2 E will introduce the student to anger, aggression, violence and assaultive behavior, therapeutic methods to
manage this behavior and safety issues relevant to nursing practice when caring for the client who is exhibiting anger, aggression and violence.
The student will be introduced to altered family patterns and effects on individuals in these families and factors that are thought to contribute to
sexual assault, rape and abuse. The roles of the provider of care, manager of care, and member of the profession are integrated to promote success
in transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
1. Identify psychiatric
disorders that may be
associated with increased
risk of hostility and physical
aggression.
2. Describe cycle of violence
3. Describe issues for nurses
when working with angry,
hostile or aggressive clients.
4. Discuss characteristics, risk
factors and family dynamics
of abusive and violent
behavior.
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
 Read chapters 18, 19 and 21
with children & 24 pgs 482-5
(impulse)
1. Apply the nursing process to
 Complete chapter reviews
2. Identify and promote
survivors of abuse, violence
and sexual assault.
education for prevention and
intervention of abuse,
violence and sexual assault.
 Classroom case
 Participate in internet search of
domestic violence statistics
and local services
 Participate in classroom
research on Bullying
Column IV
Clinical Activities (Expected
Competencies/ Skills)

Participate in role play
about angy, manipulative
and aggressive clients

Read chapter 21 prior to
attending clinical
orientation and be
prepared to role play with
faculty & peers

Observe in clinical anger
and/or aggression of
peers, clients or staff &
note impact on milieu

Observe & identify in
clinical any factors of
manipulation and discuss
with faculty
3. Participate in IDT meeting or
legal proceedings related to
domestic violence or sexual
assault.
 ATI 4-32; 4-33; 4-34
5. Examine incidence and
trends in domestic violence,
elder and child abuse.
6. Compare characteristics of
12
the batterer and the battered.
7. Define rape trauma
syndrome.
8. Recall reporting
requirements.
9. Discuss cultural and
spiritual considerations.
10. Evaluate own experiences,
feelings, attitudes and
beliefs.
11. Acknowledge evidence base
information as presented.
12. Discuss leadership &
management applications
13
Unit 2F – Biopsychosocial Concepts Related to Health Care
INTRODUCTION: Unit 2 F: Unit 2 F introduces the student to clients in crisis and clients at risk for suicide and/or self harm and the
interventions implemented to protect these clients. The student will be involved with a team charged with the care of clients in crisis, the nurse
delegating roles. The roles of the provider of care, manager of care, and member of the profession are integrated to promote success in
transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
1. Recognize clients at risk for
suicide and/or self harm and
implement interventions to
protect these clients.
2. Recognize clients
experiencing crisis and
interventions needed
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
 Read chapters 17, 20 and 25
pages 504 to 506
1. Perform lethality assessment
on an assigned client.
2. Apply the nursing process to
 Role play with faculty & peers
on how to work &
communicate with suicidal
client.
the care of individuals and
families affected by suicide.
3. Apply the nursing process to
the care of individuals and
families affected by crisis.
3. Discuss types and phases of
crisis
4. Define and discuss lethality
ATI 4-30; 4-31
Participate in classroom case on
crisis in packet handout
5. Recall ethical and legal
responsibilities of the nurse in
caring for a suicidal
individual.
6. Recognize cultural and
spiritual considerations.
7. Evaluate own experiences,
feelings, attitudes and beliefs.
14
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review lethality from
reading

Complete a concept map
in post conference on
client interviewed
admitting to SI or in
crisis.
8. Acknowledge evidence base
information as presented
9. Discuss leadership &
management applications
15
Unit 2G – Biopsychosocial Concepts Related to Health Care
INTRODUCTION: Unit 2 G: Unit 2 G focuses on the needs of individuals and families who are homeless or have HIV and the relationship these
issues have to mental illness. The student will describe de institutionalization, problems of homelessness of the mentally ill, and through use of the
nursing process will be able to utilize community resources for treatment of the mentally ill living in the community. The roles of the provider of
care, manager of care, and member of the profession are integrated to promote success in transitioning student from level 1 to level 2 meeting
outcome criteria.
Column I
Theory Objective/ Outcomes
1. Describe the concept of
Column II
Learning Activities

deinstitutionalization.
2. Describe factors that

contribute to homelessness
and/or HIV.
3. Recognize cultural and
spiritual considerations.
4. Evaluate own experiences,
feelings, attitudes and beliefs.
6. Discuss leadership &
management applications
the psychiatric care when
encountering a homeless or
HIV inflicted individual or
family.
Participate in internet
search project individually
or in a group looking for
data on individuals
suffering with mental
illness that also have HIV
Classroom case

Participate in internet
search of homelessness
and the relationship to
mental illness

Participate in internet
search of individuals with
HIV and the relationship
to mental illness
information as presented.
1. Apply the nursing process to
Read chapter 24 to page
482, 25 pg 509 & 27

5. Acknowledge evidence base
Column III
Clinical Objectives/ Outcomes
2. Assess the needs of a
homeless mentally ill person
in the community and
formulate an appropriate
referral list of support
services.
16
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Based on knowledge from
study, comprise a concept
map as a group in post clinical
conference ( if a client on unit
has housing in axis IV use
them as model)
 In post conference discuss
appropriate referrals for
homeless and/or HIV effected
individuals
17
Unit 3A – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 A: Unit 3 A introduces the prevalence, co morbidity, diagnostic criteria, theories and treatment of the anxiety
disorders. The nursing process is applied. The roles of the provider of care, manager of care, and member of the profession are integrated to
promote success in transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
1. Identify the major anxiety
 Read chapter 8 starting page
135 anxiety do, chapter 4 page
63; chapter 23 page 465
1. Apply the nursing process
 Complete chapter review
2. Form a therapeutic
disorders across the life
span and recognize the
common symptoms
associated with each.
2. Evaluate treatment for the
client with an anxiety
disorder.
to a client experiencing an
anxiety disorder.
relationship with a client
diagnosed with an anxiety
disorder.
 View CM videos on anxiety
disorders
 Complete classroom
3. Prepare and administer
3. Discuss three classes of
medication appropriate for
anxiety disorders.
medication to an individual
diagnosed with an anxiety
disorder and document
appropriately.
 Continue to recall levels of
anxiety and defense/coping
mechanisms
4. Evaluate own experiences,
feelings, attitudes and
beliefs.
5. Identify cultural and
 Participate in research project
Trichotillomania
 ATI 2-11; 3-13; 4-19
spiritual considerations.
6. Acknowledge evidencebased practice material as
presented.
18
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review reading

Review coping mechanisms
learned earlier and identify
with assigned patients

Review treatment options
including medication
management

Recall communication
techniques when working
with anxious clients

Complete concept map on a
client diagnosed with an
anxiety do
7. Discuss leadership &
management applications
19
Unit 3B – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 B: Unit 3 B introduces the prevalence, co morbidity, diagnostic criteria, theories and treatment of the mood disorders.
The nursing process is applied. The roles of the provider of care, manager of care, and member of the profession are integrated to promote success
in transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
1. Identify the mood disorders
across the life span and
recognize the common
symptoms associated with
each.
2. Evaluate treatment for the
client with a mood
disorders.
3. Evaluate own experiences,
feelings, attitudes and
beliefs.
4. Identify cultural and
spiritual considerations.
Column II
Learning Activities
 Chapter 12 & 13; chapter 23
page466-7; chapter 25 page
502-4; 4 pages 60 to 63
1. Apply the nursing process
to a client experiencing a mood
disorder.
 Complete chapter review
2. Prepare a teaching plan for a
client taking a MAOI including
foods and drugs that are
contraindicated.
 View CM videos
Mood disorders
 Complete case
 Recall lecture on suicide
from Unit 2F
 Participate in research
project ECT
5. Acknowledge evidencebased information as
presented.
Column III
Clinical Objectives/ Outcomes
 ATI 2-12;3-14; 3-15; 4-24;
4-25;4-36;4-37
3.Establish a therapeutic
relationship with a client
diagnosed with a mood disorder.
4.Prepare and administer
medication to an individual
diagnosed with a mood disorder
and document appropriately.
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review medications from
reading and video
 Complete appropriate
documentation in a clinical
setting of a client suffering
from a mood disorder
 Complete concept map on
client diagnosed with a
mood disorder
 Present MAOI teaching
plan in pre or post
conference
5. Review other treatment
options for clients suffering from a
mood disorder
6. Discuss leadership &
management applications
7.


20
21
Unit 3C – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 C: Unit 3 C introduces the prevalence, co morbidity, diagnostic criteria, theories and treatment of the Schizophrenias.
Adverse effects of the antipsychotic agents are discussed. The nursing process is applied. The roles of the provider of care, manager of care, and
member of the profession are integrated to promote success in transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
1. Define schizophrenia and
differentiate distinguishing
characteristics.
2. Describe the symptoms and
the chronic course of this
illness.
3. Differentiate between
Column II
Learning Activities

Column III
Clinical Objectives/ Outcomes
1. Assess the client diagnosed
Read chapter 14; chapter 4
page 57 to 60

Complete chapter review

View CM videos on
schizophrenia

Complete classroom

Role play with faculty and
peers on working &
communicating with a
hallucinating, confused
and/or psychotic client
with schizophrenia for
therapeutic effects, side
effects & adverse effects of
antipsychotic medications.
2. Using therapeutic
communication, interact with
a client who is experiencing
hallucinations, delusions or
other psychotic behavior.
negative and positive
symptoms.
4. Evaluate treatment for the
schizophrenias.
5. Evaluate own experiences,
feelings, attitudes and
beliefs.

3. Perform a mental status exam
on an individual diagnosed
with schizophrenia or
schizoaffective disorder.
4. Analyze and interpret
ATI 3-16; 4-26
assessment data and infer the
appropriate nursing
diagnoses.
6. Identify cultural and
spiritual considerations.
7. Acknowledge evidence-
Participate in internet search of
nicotine r/t mental illness
5. Apply the nursing process to
the care of a client diagnosed
with schizophrenia or
based information as
presented.
22
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Recall Mary Moller video on
Communicating with
Hallucinating Individuals
from clinical orientation
 Role play with faculty and
peers
 Review medication
management from reading &
videos viewed
 Recall information seen on
CM video of Managing
Movement Disorders from
clinical orientation
 Complete concept map on
individual with schizophrenia
schizoaffective disorder.
8. Discuss leadership &
management applications
6. Establish a therapeutic
relationship with a client
diagnosed with schizophrenia
or schizoaffective disorder.
9. Compare schizoaffective
disorder to schizophrenia
23
Unit 3D – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 D: Unit 3 D introduces the nursing student to individuals across the life span who has issues related to substance use
and abuse. Addictions are also introduced. DSM IV-TR criteria for substance abuse and substance dependence and treatment modalities is
presented. The roles of the provider of care, manager of care, and member of the profession are integrated to promote success in transitioning
student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
1. Differentiate between
substance abuse and substance
dependence, using criteria
identified in the DSM-IV-TR.
2. Discuss the nurse’s
responsibility related to an
impaired colleague.
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
 Read chapters 16; 25 pages
506 to 509
1. Apply the nursing process to
clients across the life span
with substance-related
disorders.
 Complete chapter review
 View Hazelton video Medical
Aspects of Addiction in class
substance abuse and mentally
illness
4. Compare and contrast the
nursing care given to
individuals who have
overdosed, are withdrawing
from or have major health
problems related to substance
abuse.

Complete a group concept
map of a sub stance abusing
client in post clinical
conference

Attend 2 chemical
dependency meetings
At least 1-12 step
2. Read 12-Step Program &
principles & rationale behind
process
 Complete classroom case
3. Discuss the co-morbidity of
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review detox information
from chapter reading
3. Assess an individual’s use,
 Participate in research project
Fetal Alcohol Syndrome &/or
Chemically Impaired nurse
abuse or dependence on
substances. Include data
from health history,
demographics, physical
exam, screening instruments,
and laboratory tests.
 ATI 4-29
4. Assess the effects of alcohol
or other drugs on the
biological, psycho-social,
cultural, cognitive & spiritual
dimensions of clients.
5. Review and discuss case
studies of impaired nurses.
5. Acknowledge appropriate
24
community resources for
individuals with substancerelated disorders.
6. Discuss common nurse
reactions (attitudes and
resulting behaviors) to caring
for clients with substance
abuse.
6. Care for a client with a
substance-related disorder in
one of the treatment/clinical
settings.
7. Evaluate own experiences,
7. Prepare and administer
feelings, attitudes and beliefs.
medication to a client in a
treatment setting and
document appropriately.
8. Identify cultural and spiritual
considerations.
9. Acknowledge evidence-based
information as presented.
10. Discuss leadership and
management issues
25
Week 10: Oct 25 & 26
Unit 3E – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 E: Unit 3 E introduces the nursing student to personality disorders. Treatment modalities and nursing interventions
are identified for patients with personality disorders. The roles of the provider of care, manager of care, and member of the profession are
integrated to promote success in transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
1. Compare the personality
Column II
Learning Activities

1. Assess and care for a client
Read chapter 10
disorders using DSM IV –
TR diagnostic criteria.

Complete chapter review
2. Discuss co morbid conditions

View CM video
diagnosed with personality
disorders.
Column III
Clinical Objectives/ Outcomes


Complete classroom case
Recall Unit 3D

Roll play with faculty &
peers on how to work with
& communicate with the
manipulative client
with a personality disorder in
a clinical setting.
2. Analyze your own reactions
to caring for clients with
personality disorders and the
influence of these reactions
on client care.
3. Describe the current
treatment modalities in
managing the care of clients
with personality disorders.
3. Analyze & interpret
assessment data & infer the
appropriate nursing
diagnoses.
4. Discuss common nurse
reactions (attitudes and
resulting behaviors) to caring
for clients with personality
disorders.


Participate with Self
Mutilation/SIB research
project
4. Apply the nursing process to
the care of a client diagnosed
with a personality disorder,
focusing primarily on nursing
diagnoses of ineffective
coping, chronic low self-
ATI 4-22
5. Evaluate own experiences,
feelings, attitudes and beliefs.
26
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review principles of
manipulation and splitting
 Complete concept map of an
individual diagnosed with a
personality do in a group at
post clinical conference
 Role play manipulation &
splitting with faculty and
peers
esteem, impaired social
interactions, & risk for selfdirected or other directed
violence. Include rationales
for nursing actions.
6. Identify cultural and spiritual
considerations.
7. Acknowledge evidencebased information as
presented.
8. Discuss leadership &
management applications
5. Implement nursing
interventions for ineffective
coping, chronic low selfesteem, impaired social
interactions, and risk for selfdirected and other directed
violence; and evaluate
whether the identified
outcomes have been met.
6. Refer clients with personality
disorder to appropriate
community resources.
27
Unit 3F – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 F: Unit 3 F introduces the student to eating disorders and the major health problems related to eating disorders.
Current treatment modalities and nursing interventions by use of the nursing process are introduced. The roles of the provider of care, manager of
care, and member of the profession are integrated to promote success in transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
1. Compare the clinical
symptoms of eating disorders
using DSM IV-TR criteria.
2. Describe the current
treatment modalities in
managing the care of
individuals with eating
disorders.
3. Recall own experiences,
feelings, attitudes and beliefs.
4. Identify cultural and spiritual
considerations.
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
 Read chapter 11
1. Assess a person diagnosed
with an eating disorder for
clinical symptoms.
 Complete chapter review
 View DVD ABCs of Eating
Disorders in class
2. Analyze & interpret
assessment data and infer the
appropriate nursing
diagnoses.
 Complete classroom case
 Recall SIB information from
research project; suicide and
defense mechanisms from
previous units
3. Apply the nursing process to
the care of a client diagnosed
with an eating disorder,
focusing primarily on the
nursing diagnoses:
Imbalanced nutrition < body
requirements, disturbed body
image, ineffective coping.
Include rationales for nursing
actions.
 ATI 4-23
5. Acknowledge evidencebased information as
presented.
6. Discuss leadership &
management applications
28
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 As a group project in post
clinical conference construct a
concept map of an individual
diagnosed with an eating
disorder
Unit 3G – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 G: Unit 3 G introduces student to somatoform disorders with an overview of onset, prevalence and etiology. . The
roles of the provider of care, manager of care, and member of the profession are integrated to promote success in transitioning student from level 1
to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
Column II
Learning Activities

Read chapter 9

Complete chapter review
2. Discuss characteristics and

Complete case
dynamics of specific
somatoform disorders.

ATI 4-20; 4-21
1. Compare somatoform
disorders using DSM IV-TR
criteria and identify three
central features.
Column III
Clinical Objectives/ Outcomes
1. Recognize individuals
exhibiting somatoform
symptoms.
2. Apply the nursing process to
the care of clients with
somatoform disorders.
3. Define malingering and
factitious disorder.
4. Evaluate own experiences,
feelings, attitudes and
beliefs.
5. Identify cultural and
spiritual considerations.
6. Acknowledge evidencebased information as
presented.
29
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review chapter material
including potential
medication management
 Assess pain of a client
suffering from a somatic
disorder
 Complete concept map on
client diagnosed with a
somatoform do
7. Discuss leadership &
management applications
Unit 3H – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 H: Unit 3 H introduces the student to alterations in sexuality. Possible etiologies, clinical manifestations, medical and
nursing management of these disorders are presented. Nursing process is applied to assist individuals and families affected by alterations in
sexuality. The roles of the provider of care, manager of care, and member of the profession are integrated to promote success in transitioning
student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
1. Review the developmental
 Read chapter 24 pages 485-8
1. Apply the nursing process
stages of human sexuality
through the life cycle.
to the care of individuals or
couples manifesting sexual
needs.
 View videos on sexuality &
discuss in class
2. Discuss the normal human
sexual response.
3. Differentiate between
2. Demonstrate ability to
 Participate in research project
Gender Identity DO
conduct a sexual
assessment and form a
nursing diagnosis &
interventions for the client.
sexuality, sensuality, sex
role, sex identity and gender
identity.
3. Be aware of appropriate
community resources
available to individuals or
families manifesting sexual
needs.
4. Describe common sexual
problems and intervention
methods for men and
women who seek therapy
for sexual concerns.
5. Describe impact of medical
surgical procedures which
alter perception of sexuality
and discuss anticipatory
30
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review sexual assessment
guidelines and questions
 recall feelings and biases in
regards to sexuality, sex and
relationships
 manage a client that is
sexually inappropriate &
discuss feelings in post
conference
guidance of individuals and
family teaching.
6. Recall own experiences,
feelings, attitudes and
beliefs.
7. Identify cultural and
spiritual considerations.
8. Acknowledge evidencebased information as
presented.
9. Discuss leadership &
management applications
31
Unit 3I – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 I: Unit 3 I describe the aging population in the United States and introduce the student to psycho-geriatrics.
Alzheimer’s disease is discussed. Use of the mental status assessment is introduced as part of the nursing process when assessing and planning
nursing care for the psycho-geriatric client. The roles of the provider of care, manager of care, and member of the profession are integrated to
promote success in transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
Column II
Learning Activities
1.Discuss demographics of US
 Read chapter 15 & 25 pgs 497
- 501
aging population and the
impact on mental health care.
2.Compare and contrast
developmental tasks of aging
with tasks of younger
cohorts.
3.Differentiate between
dementia, delusion and
delirium
Column III
Clinical Objectives/ Outcomes
1. Perform a mental status
assessment on healthy and
cognitively impaired elders.
 Complete chapter review
2. Apply the nursing process to
 Recall clinical experiences in
1st semester in Geri in
relationship to behaviors of
clients dx with Alzheimer’s
Dementia (LVN to RN-recall
any previous experiences in
relationship to Alzheimer’s
Dementia)
the individual diagnosed with
Alzheimer’s Disease.
3. Attend a family/caregiver
support group or prepare a
teaching plan for a family
caring for a psycho-geriatric
client.
4.Discuss various theories of the
nature and development of
Alzheimer’s disease and the
most currently accepted
theories.
4. Prepare and administer
 ATI 3-17; 4-27; 4-37
medication to a psychogeriatric client and document
appropriately.
5.Compare the signs and
symptoms occurring in the
four stages of Alzheimer’s
32
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review medication
management of medication
prescribed to client taking in
to consideration status and
age
 Complete a concept map on a
psychogeriatric individual and
present in post conference
Disease
6.Recall own experiences,
feelings, attitudes and beliefs.
7.Identify cultural and spiritual
considerations.
8.Acknowledge evidence-based
information as presented.
9.Discuss leadership &
management applications
33
Unit 3J – Nursing Practice for Psychiatric Disorders
INTRODUCTION: Unit 3 J: Unit 3 J introduces the nursing student to mental health disorders seen in children and adolescents and the legal
aspects of treating a minor with a psychiatric diagnosis.
Treatment modalities and nursing interventions by utilizing the nursing process is covered. The roles of the provider of care, manager of care, and
member of the profession are integrated to promote success in transitioning student from level 1 to level 2 meeting outcome criteria.
Column I
Theory Objective/ Outcomes
1. Identify DSM-IV
psychiatric disorders in
childhood and their
characteristics.
2. Identify DSM-IV
psychiatric disorders in
adolescence and their
characteristics.
Column II
Learning Activities
Column III
Clinical Objectives/ Outcomes
 Read chapters 23; 24
pages490-2, 27 pg 542
1. Apply the nursing process to
the child and/or adolescent
and their family with
psychiatric disorders.
 Complete chapter study guide
 View CM videos ADHD , MR
& Autism
2. Prepare and administer
medication to a child or
adolescent in a treatment
setting.
 Review & discuss process for
completing a genogram
3. Identify treatment
modalities for the child or
adolescent and their family
with psychiatric disorders.
4. Discuss variations in the
assessment process when
working with this
population.
5. Evaluate own experiences,
3. Attend, participate or
facilitate a group for children
or adolescents and/or their
families in a treatment
setting.
 Complete case
 Participate in research project
autism
4. Assess interactions between
patient and family members
and evaluate whether these
interactions are adaptive or
maladaptive.
 ATI 3-18; 4-28; 4-36
 Review all previous material
34
Column IV
Clinical Activities (Expected
Competencies/ Skills)
 Review previous learning on
childhood depression, anxiety
disorders and suicide.
 Review your personal family
genogram and discuss post
clinical conference when
completing children’s clinical
rotation.
 Complete a simple genogram
with a client during
assessment.
 Recall information from CM
videos viewed
feelings, attitudes and
beliefs.
learned on child & adolescent
disorders
5. Plan interventions to increase
family function based on
assessment findings.
6. Identify cultural and
spiritual considerations.
7. Acknowledge evidencebased information as
presented.
8. Discuss leadership &
management applications
***Prior to ATI Proctored exam Instructor recommends covering ATI 4-35, recalling research group project Grief
and Loss.
35
36