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WCU Miami · College of Nursing

NURS 222 Mental Health/Psychiatric Nursing: Promoting Wellness in the Mentally Ill C 202008FAI VR-D01

202008FAI 2020
Section
08/24/2020 to 11/01/2020
Modified 08/23/2020

Meeting Times

Class Length: 10 weeks

For every 1 hour in a theory class, it is expected that students complete 2–3 hours of study in preparation for class. For this course, it is expected that a minimum of 10–15 hours of study outside of class is completed each week. Please check your Student Portal for specific class meeting times, dates, and locations.

In some courses, there is a required online Blackboard Collaborate Virtual Class Session in week 10. Please see course specifics below.

You are not required to complete any pre-work before Week 1, however, preparation for class is recommended.

Contact Information

Lead Faculty: Maria Maldonado MSN/ED, RN CHEP

Email: [email protected]
Phone: 786-797-5513 for emergency only
Use Remind app

Course Description

This course provides knowledge necessary to meet the nursing care needs of adults with mental-health/psychiatric health problems. Application of key concepts and the nursing process with adults and groups within a self-care framework is the focus.

Total Course Credits:

Total Course Hours:

Lecture Hours In-Class:

Lab Hours:

Supervised Clinical/Practicum Hours:

Externship/Internship Hours:

Requisites

Course Prerequisite: NURS 100 and 101L

Course Corequisite: NURS 223L

Course Learning Outcomes

Upon completion of the course, the student will be able to:

Describe the role of the nurse in the holistic care of patients with mental health problems and their families.
Apply the nursing process to the care of mental health patients and their families.
Interpret findings from physical, psychological, social, and mental status assessments and diagnostic tests to recognize signs and symptoms of common mental health problems.
Determine nursing diagnoses pertinent to patients with various mental health problems.
Identify evidence-based methods to promote wellness when planning care for mentally ill patients.
Adhere to the unique considerations of mental health patients including those related to patient safety, confidentiality, advocacy, informed consent, and patient’s rights.
Demonstrate culturally sensitive management of patients with mental health problems and their families.
Apply therapeutic communication skills and knowledge of group dynamics to the care of mentally ill patients and their families.
Apply teaching learning theories to the care of mental health patients.
Evaluate the effectiveness of care provided to patients with mental health problems.

Week	CLOs	PLOs	ILOs	AACN Essentials
1	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
2	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
3	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
4	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
5	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
6	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
7	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
8	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
9	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX
10	x	1, 2, 3, 4, 5, 6, 7, 9	1-4. 6, 7	I, II, III IV, V, VI, VII, IX

Program Learning Outcomes

College of Nursing Mission Statement

The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners, preparing nurses to provide quality and compassionate care responsive to the needs of the community and the global society.

College of Nursing Philosophy

The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual’s lifetime. Nurses are lifelong learners and critical thinkers.

Program Learning Outcomes

The following Program Learning Outcomes were selected to provide the essential body of knowledge and experience necessary to educate students to move directly into their new role. For the undergraduate, this role is as professional registered nurses according to the Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008).

Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences.
Plan preventative and population-focused interventions with attention to effectiveness, efficiency, cost, and equity.
Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using evidence-based practice.
Apply nursing process and critical thinking when providing holistic, patient-centered nursing care to diverse populations.
Design healthcare education for individuals, families, and communities.
Comply with the professional standards of moral, ethical, and legal conduct in practice.
Develop an effective communication style to interact with patients, families, and the interdisciplinary health team.
Model leadership when providing safe, quality nursing care, when coordinating the healthcare team, and when tasked with oversight and accountability for care delivery.
Use patient care technology and information systems when providing nursing care in a variety of settings.

Course Materials

Visit the West Coast University bookstore to purchase any required materials, including publisher access codes, as needed.

Please be aware that used textbooks may not include access codes, study guides and/or DVDs containing additional course materials that may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However, students will be held accountable for obtaining these materials in order to meet all course requirements.

Foundations of Psychiatric Mental Health Nursing: A Clinical Approach

Author: Varcarolis, E. M., & Halter, M. J.
Publisher: Saunders/Elsevier
Edition: 8th

Psychiatric Mental Health Nursing Success: A Course Review Applying Critical Thinking to Test Taking

Author: Curtis, C. M., Fegley, A. B., & Tuzo, C. N.
Publisher: F.A. Davis
Edition: 4th

Manual of Psychiatric Nursing Care Planning Assessment Guides, Diagnoses, Psychopharmacology

Author: Varcarolis, E. M.
Publisher: Saunders Elsevier
Edition: 5th
Optional

Publication Manual of the American Psychological Association

Author: American Psychological Association
Publisher: American Psychological Association
Edition: 7th
Optional

Learning Resources

Assessment Technologies Institute. (2019)

ATI product solutions

Optional

ATI

Assessment Technologies Institute. (2019)

ATI product solutions

ATI is required throughout the program.

Evaluation


West Coast University Grading Scale (Reflective of final course grade; see associated policy in Catalog)	Grade	Points	WCU Grading Scale
A	4	93–100
A-	3.7	90–92
B+	3.3	87–89
B	3.0	83–86
B-	2.7	80–82
C+	2.3	76–79
C	2.0	73–75
C-	1.7	70–72
D+	1.3	66–69
D	1.0	63–65
D-	0.7	60–62
F	0.0	59 or below
AU	0.0	Audit
CR	0.0	Credit
P	0.0	Pass
NP	0.0	Not Passed
I	0.0	Incomplete
TC	0.0	Transfer Credit
W	0.0	Withdrawal (Before Drop Deadline)
WF	0.0	Withdrawal (After Drop Deadline)
Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade Point Average (CGPA) A minimum passing grade is required for each course and varies by program. Earned grades below the minimum passing grade reflect that the course has not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section for additional information. Students should review the program specific grading scale in the University Catalog.

Evaluation Criteria

The evaluation criteria consists of Formative and Summative assessments of student learning.

Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an ongoing learning process. Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments, clinical or lab assignments, practice exams

Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been achieved. Examples: Final exam, term paper, or term project Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement of course and program learning outcomes.

Additional Information:

All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades and comments on graded items will be posted in the Blackboard Gradebook, unless otherwise specified. All assignments submitted for each course must be created for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and submitted for credit in any other course unless approved by the faculty or noted in the syllabus.
Please review all rubrics in the course for assignment grading criteria, found under the My Grades tab.
It is important that you save all of your completed assignments for your records.
Please ensure that you have saved copies of all your work on a drive such as Dropbox or a personal hard drive as you may be asked to recall these assignments as you near the end of your program.

Criteria

*Critical Assignments (where applicable)

If a student achieves 76% or more on each Critical Assignment, then the grades earned on the remaining course assignments will be included in the final course grade. If a critical assignment has multiple submissions, i.e. concept maps or weekly clinical reports, must achieve a 76% average grade to pass.
If a student achieves less than 76% on the Critical Assignments, then the grades earned on the remaining course assignments will not be included in the final course grade. A student’s final grade will be the percentage earned out of the Critical Assignment points.

It is your responsibility to complete all assignments in the course. It is possible to earn a failing grade even though you have met the minimum requirements for critical assignments. Some courses do not have critical assignments.

It is your responsibility to review the grading criteria for each course. Critical assignments are designated with an asterisk (*) in the course syllabus. Please see your instructor if you have questions about grading or assignment criteria.

Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course. Even assignments that will be late after 3 days and receive a zero score must be submitted.

Assignment	Weight / Points	Week Due	Details
Formative
ATI Learning System RN Quiz	20	1	10 Points each: ATI Learning Systems RN Mental Health Practice Quiz 1 ATI Learning Systems RN Mental Health Practice Quiz 2
ATI Nurse Logic Tutorial	10	2	Priority Setting Frameworks Spend 30 minutes or more on each ATI Assignment. Complete the post-test and earn grade of either a “Strong” or 90% or greater to earn the possible points toward to grade. Do not post any transcript with a score of less than 90%, or "Satisfactory."
ATI Communicator Case Study	10	2	Communicator 2.0: Video Interaction with clients displaying aggressive behavior
ATI Pharmacology Made Easy Tutorial	10	2	Neurologic System Part 2
ATI Real Life Mental Health Case Studies	80	2, 3, 4, 6	ATI Real Life Mental Health Case Studies 20 points each Week 2: Schizophrenia Week 3: Mood Disorder Week 4: Anxiety Disorder Week 6: Alcohol Abuse Spend 30 minutes or more on each ATI Assignment. Complete the post-test and earn grade of either a “Strong” or 90% or greater to earn the possible points toward to grade. Do not post any transcript with a score of less than 90%, or "Satisfactory."
ATI Practice Assessment	0	6	RN Mental Health Online Practice 2019 B
Focused Review Hours	60	7, 9	Focused Review Hours 30 points each Week 7: After ATI Practice Assessment Week 9: After ATI Proctored Exam
*Quizzes	450	2, 3, 4, 5, 6, 7	75 points each Week 2: Quiz 1 Week 3: Quiz 2 Week 4: Quiz 3 Week 5: Quiz 4 Week 6: Quiz 5 Week 7: Quiz 6
Nursing Evolution	10	9	This is a portfolio assignment that must be completed at the end of the course.The student will not be allowed to sit for the final without having completed the evolution for this course.
Active Learning Engagement	30	9
Blackboard Collaborate Virtual Class Session Summary	25	10	Attend the online Blackboard Collaborate session. Participation is required. Your instructor will post details regarding the session in the announcements. There is no in-class meeting during week 10. Directions for using Collaborate are located in your Blackboard Course. After attending the Collaborate session, submit a 1 paragraph (4-5 sentence) summary to Blackboard for grading. Details of the summary requirements will be presented during the Collaborate session.
Summative
*ATI Proctored Exam	120	8	RN Mental Health 2019
*Comprehensive Final Exam	175	9
Total	1,000 points total
*Total Critical Assignments Points	745

Course and Program Specific Policies

ATI Policy

Tutorials (where applicable)

Tutorials promote acquisition and application of information related to nursing concepts and skills. Students will be required to spend a minimum amount of time on most assigned tutorials. Times required will vary from tutorial to tutorial. Points awarded for tutorial assignments will be based on time spent (when applicable) and completion of activities (such as pre-tests and post-tests). You will submit evidence of tutorial hours and activities done to the course faculty as instructed to earn points toward the course grade.

Practice Assessments and Focused Reviews (where applicable)

Practice assessments help students to assess learning and prepare for proctored exams. Students should take the practice assessment the first time without prior knowledge of the questions and without looking answers up, as if it were a proctored exam. This will result in a focused review plan that accurately reflects learning needs and helps the students to prepare for proctored exams.

Proctored Exams and Focused Reviews (where applicable)

Proctored exams help students to assess content mastery and prepare for NCLEX-RN. The goal on these is to score at least a Level 2 on each proctored exam. This indicates the ability to meet NCLEX-RN standards in this content area.A focused review is always required after proctored exams.

Please see the grading criteria section of the syllabus and directions in your course regarding specific ATI directions and grading parameters.

Completion of ATI assignments are mandatory. ATI modules are assigned throughout the BSN program.

All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, and completed and submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course.

Nursing Program or Accreditation Requirements

Nursing students may repeat no more than one failed or unsuccessfully completed course. Any nursing student who fails or unsuccessfully completes any two courses or the same course twice, with the exception of NURS 493, will be dismissed from the program.

NURS 493: See details in course criteria.
NURS 340/342L: A student who has completed NURS 340/342L and fails any or all courses in the subsequent terms will not be dismissed. The student will be provided an opportunity to repeat the required coursework and any additional failures will result in dismissal from the university.

A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a student who fails a course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from a course being repeated before successfully completing the course, the student will receive a grade of “F” in the course.

Please see the University Catalog for more information under Course Withdraw and Dismissal Policies.

Students should review the RN Student Handbook for more information.

Each student is required to complete and turn in the End of Course Evaluation prior to sitting for the final exam.The student will not be allowed to sit for the final without having completed the evaluation for this course.

AACN Essentials of Baccalaureate Education

The Essentials of Baccalaureate Education for Professional Nursing Practice provides an important framework for designing and assessing baccalaureate education programs for professional nursing practice. You may access the full publication here: AACN Essentials

Late and Make Up Work

Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):

Students may be allowed to make up assignments and work missed as a result of absences with penalty. Assignments submitted after the established due date will be penalized at 10% per day. Late assignments will not be accepted more than 3 days after the due date unless preapproval from the instructor has been obtained in writing. Be sure to contact the instructor if you believe you must submit an assignment after the due date. Approvals outside the 3 days are generally provided for extenuating circumstances only.

Quizzes and Tests*

It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test and follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students may be able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not contact the faculty within 48 hours of the original examination date will earn a zero.

Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*

Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**, the student must complete and submit the Examination Date Change Request form with the required supporting documentation for the event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of the examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director, or designee for approval or denial of the request. The documentation must be submitted at the time of the request, and the decision based on the original request is final.

Extenuating Circumstances

An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason or scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time of the examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate form of make-up examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of healthcare provider documentation, a copy of obituary notice or death certificate, or a copy of police report for automobile accidents), the Dean, Director, or designee may permit an alternate form of a make-up examination. The student may earn up to 100% on this make-up examination based on the review of the supporting documentation of the extenuating circumstances.

The make-up examination must be taken within five (5) business days of the initial examination administration or before the date of the next class.
The make-up examination may not be the same examination but may be an alternative format such as an essay examination.
The student must take the make-up examination in a proctored environment.
If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance, the maximum score that the student may earn on the examination is 76%.
Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48 hours of missing the examination will receive a zero score for the examination.
One form is required for each request. Any future make-up requests require a new form.
Receiving the maximum amount of points on a make-up examination will be considered only for students who provide documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is supported by documentation. This does not apply for students who miss their regularly scheduled examinations due to student choice or error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion of the Academic Dean, Director, or designee.

*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to review each syllabus for assignment criteria.

** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required travel.

No work is accepted after the last scheduled class (on ground) or the last day of class (online).

Minimum Passing Grade

The minimum passing grade in the core nursing program is a C+.

"P" or "NP" are the grades issued for all nursing clinicals, Global Studies/Symposium, and capstone courses (e.g., NURS 497 and NURS 493).

SafeAssign Plagiarism Check

Each course has an open SafeAssign dropbox. Students can use this dropbox to submit drafts of assignments. SafeAssign will generate a report that checks for plagiarism and academic integrity. It is the student's responsibility to review the report and make any changes to the assignment before the final submission. It is the student's responsibility to ensure that the final submission aligns to West Coast University's academic integrity policy, located in the syllabus and the University Catalog.

When the final assignment is checked and complete you must submit to its respective assignment dropbox for grading. The SafeAssign draft area is for checking your assignment only and will NOT be graded.

Sigma Theta Tau Nurse Manager Certificate

Sigma Theta Tau Nurse Manager Certificate modules are to be completed following the ATI/STT instructions found in your courses. You must spend a minimum of 70 hours and score 80% or above to pass and receive credit. You must submit proof of completion and the grade to the course instructor in order to receive credit for the Nurse Manager Certificate as part of the NURS 497 portfolio.

The Nurse Manager Certificate is a requirement for the program.

Course Outline

The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This schedule is subject to change in the event of extenuating circumstances.

Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes.
Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to fulfill throughout the duration of the course.

*Refer to the assignment rubrics in your course for specific grading criteria, if applicable. Rubrics can be found in the My Grades section and/or in your assignment dropbox.

Week	Topic	Objectives	Activities & Assignments
1	Mental Health and Mental Illness	Mental Health and Mental Illness Compare and contrast the concepts of mental health and mental illness. Explore the role of resilience in preventing and recovering from mental illness. Identify personal coping strategies in response to stress. Identify how social and cultural influences view mental illnesses. Review how epidemiological studies can improve psychiatric care in the society. Identify how the criterion in the Diagnostic and Statistical Manual, 5th edition, (DSM 5) is utilized to diagnosed psychiatric conditions. Compare and contrast the scope of practice of a nurse generalist and an advanced practice psychiatric nurse. Discuss future challenges, opportunities and advocacy for mental healthcare. Theories and Therapies Identify the evolution of psychological theories and how they relate to psychiatric conditions. Identify the application of psychiatric theories and how they relate to current nursing practice. Identify the main components of Hildegard Peplau’s theory of interpersonal relationship in nursing. Apply development theories to patients across the lifespan. Treatment Settings Describe the process of obtaining care for psychiatric problems and care options available. Describe the nursing process as it pertains to outpatient settings. List the standard admission criteria for inpatient hospitalization. Discuss the purpose of identifying the rights of hospitalized psychiatric patients. Explain how the multidisciplinary treatment team collaborates to plan and implement care for the hospitalized patient. Discuss the process for preparing patients to return to the community for ongoing care and for promoting the continuation of treatment. Legal and Ethical Considerations Compare and contrast the terms ethics and bioethics, and identify five principles of bioethics. Identify the steps nurses are advised to take if they suspect negligence or illegal activity on the part of a professional colleague or peer. Apply legal considerations of patient privilege after a patient has died, if the patient tests positive for human immunodeficiency virus, or if the patient’s employer states a “need to know.” Provide explanations for situations in which health care professionals have a duty to break patient confidentiality. Discuss a patient’s civil rights and how they pertain to restraint and seclusion. Develop awareness of the balance between the patient’s rights and the rights of society with respect to the following legal concepts relevant in nursing and psychiatric mental health nursing: duty to intervene, documentation confidentiality Identify legal terminology (e.g., torts, negligence, and malpractice) applicable to psychiatric nursing, and explain the significance of each term. Describe patient’s rights to treatment, right to refuse treatment and the right to informed consent. Describe Voluntary Admission and Involuntary Hold according to your state law. Therapeutic Relationship Identify concepts of therapeutic nurse client relationship. Compare and contrast a social relationship and a therapeutic relationship regarding purpose, focus, communications style, and goals. Explore qualities that foster a therapeutic nurse- patient relationship and qualities that contribute to a non-therapeutic nursing interactive process. Discuss personal qualities of warmth, genuineness, openness, empathy, respect, autonomy in a nurse-patient relationship. Identify external factors that can impact communication. Analyze what is meant by boundaries and the influence of transference and counter transference on boundary blurring. Understand the use of attending behaviors (eye contact, positioning, observing, listening, body language, vocal qualities, and verbal tracking). Discuss the influences of disparate values and cultural beliefs on the therapeutic relationship.	Reading Varcarolis & Halter Ch. 1 Ch. 2 Ch. 4 Ch. 6 Ch. 8 ATI Review Modules (Complete application exercises at the end of each chapter) Ch. 1 Ch. 2 Ch. 3 Ch. 5 Ch. 6 Ch. 7 Content Outline Introduction to psychiatric mental health nursing (Chapter 1) Mental Health Mental Illness Resilience / Recovery Cultural influence Epidemiology Diathesis-stress model Generalist / APRN Advocacy National Alliance on Mental Illness DSM-5 Relevant Theories and Therapies for Nursing Practice (Chapter 2) Psychoanalytic Interpersonal Behavioral Cognitive Humanistic Biological Therapeutic Milieu Settings for Psychiatric Care (Chapter 4) Criteria for Inpatient Admission Clinical Pathway Community Resources Prevention Case Management Stabilization Patients' Rights Therapeutic Milieu Legal and Ethical Guidelines for Safe Psychiatric Care (Chapter 6) Ethical Concepts Mental Health Laws Admission and Discharge Procedures Patients' Rights Standard of Care Documentation of Care Violence Duty to protect and warn Tort Confidentiality Malpractice Negligence Conservatorship Medication Capacity Hearing Probable Cause Hearing Writ of Habeas Corpus Concepts of Nurse-Patient Relationship (Chapter 8) Nurse-Patient Relationship Personal qualities Attending skills External factors Values, beliefs and self-awareness Factors that encourage and promote patients' growth Transference Countertransference Rapport Boundaries Specific Course Activities Review course syllabus Discuss 5 or more NCLEX-style test questions related to class content Assignments ATI Learning System RN Quiz ATI Learning Systems RN Mental Health Practice Quiz 1 ATI Learning Systems RN Mental Health Practice Quiz 2
2	Psychiatric Disorders and Nursing Care	Therapeutic Communication Identify personal and environmental factors that can impede communication. Discuss the differences between verbal and nonverbal communication, and identify examples of nonverbal communication. Identify attending behaviors the nurse might focus on to increase communication skills. Relate problems that can arise when nurses are insensitive to cultural aspects of patients’ communication styles. Demonstrate the use of techniques that can enhance communication, highlighting what makes them effective. Demonstrate the use of techniques that can obstruct communication, highlighting what makes them ineffective. Provide examples of verbal and nonverbal communication of different cultural groups in the areas of a) style, b) eye contact, and c) touch. The Nursing Process and Standard of Care Compare the different approaches a Registered Nurse would consider when performing an assessment with a child, an adolescent, and an older adult. Explain the use of an interpreter and a translator when performing an assessment with a non- English speaking patient. Explain principles a nurse follows in planning actions to reach agreed-upon outcome criteria. Demonstrate basic nursing interventions and evaluation of care following the ANA’s Standards of Practice. Compare and contrast Nursing Interventions Classification (NIC), Nursing Outcomes Classification (NOC), and evidence-based practice (EBP). Review the content of the Mini Mental Status Examination (MMSE) Serious Mental Illness Describe common problems and the effects of serious mental illness on daily functioning, interpersonal relationships, and quality of life. Discuss evidence-based practices for the care of the person with serious mental illness. Explain the role of the nurse in the care of the person with serious mental illness. Discuss the causes of treatment non-adherence, and plan interventions to promote treatment adherence. Schizophrenia and Schizophrenia Spectrum Disorders Identify communication principle for patients who are expressing delusions hallucination and disordered thinking. Identify care for a client who has a Brief Psychotic Disorder. Evaluate the client’s understanding of the disease process. Evaluate Client Understanding of Education about Clozapine. Describe the progression of psychotic symptoms and interventions for patient through maintenance phases of schizophrenia. Discuss the neurobiological-anatomical-genetic findings that indicate that schizophrenia. Differentiate among the positive and negative symptoms of schizophrenia in terms of psychopharmacological treatment and effect on quality of life. Discuss how to deal with common reactions the nurse may experience while working with a patient with schizophrenia. Compare and contrast the first-generation, second generation and third-generation antipsychotic medications. Role-play intervening with a patient who is hallucinating, delusional, and exhibiting disorganized thinking. Discuss psychopharmacological interventions for psychosis. Discuss medications to treat EPS (antidystonics). Discuss role of Abnormal Involuntary Movement Scale (AIMS) when assessing tardive dyskinesia. Psychobiology and Psychopharmacology Discuss functions of the brain and how psychotropic medications can alter these functions. Describe how a neurotransmitter functions as a neural messenger. Identify how specific brain functions are altered in certain mental disorders (e.g., depression, anxiety, and schizophrenia). Describe how the use of imaging techniques can be helpful for understanding mental illness. Describe the effects of dopamine blockage that may result in motor abnormalities. Describe the result of blockage of the muscarinic receptors. Identify the main neurotransmitters affected by the following psychotropic drugs and their subgroups: Antianxiety agents Sedative-hypnotic agents Antidepressants Mood stabilizers Antipsychotic agents Anticholinesterase Identify special dietary and drug restrictions in a teaching plan for a patient taking a monoamine oxidase inhibitor (MAOI). Identify specific cautions you might incorporate into your medication teaching plan with regard to: Herbal medicine Genetic pharmacology Cultural Implications Explain the importance of culturally relevant care in psychiatric mental health nursing practice. Discuss potential problems in applying Western psychological theory to patients of other cultures. Compare and contrast Western nursing beliefs, values, and practices with the beliefs, values, and practices of patients from diverse cultures. Anger, Aggression, and Violence Identify risk factors for violent behavior. Compare and contrast three theories that explore the determinants for anger, aggression, and violence. Compare and contrast interventions for a patient with healthy coping skills with those for a patient with marginal coping behaviors. Apply principles of de-escalation with a moderately angry patient. Describe criteria for the use of seclusion or restraint over verbal intervention. Discuss types of assessment and their value in the nursing process.	Reading Varcarolis & Halter Ch. 9 Ch. 7 Ch. 12 Ch. 3 Ch. 5 Ch. 27 Ch. 32 ATI Review Modules (complete application exercises at the end of each chapter) Ch. 3 Ch. 15 Ch. 24 Ch. 31 Content Outline Communication and Clinical Interview (Chapter 9) Opening an interaction Factors that affect communication Closed ended versus open ended questions Nonverbal communication Reflecting Feeling Paraphrasing Summarizing Questioning Clarifying General leads Broad opening Acceptance Focusing Touch Silence Closing the interview Application of Nursing Process in Psychiatric Care (Chapter 7) Standard 1: Assessment Standard 2: Diagnosis Standard 3: Outcome Identification Standard 4: Planning Standard 5: Implementation Standard 6: Evaluation Mental Status Examination Psychiatric Care Plan Documentation Serious Mental Illness (Chapter 32) Mental Illness Across Lifespan Evidence-Based Treatment Anosognosia Stigma Deinstitutionalization Psychiatric advance directives Recovery model Social Skills Training Schizophrenia Spectrum Disorders (Chapter 12) Prevalence Course of the disease Application of the Nursing Process Communication Techniques Health Teaching and Health Promotion Milieu Management Promotion of Self-Care Activities Pharmacologic Interventions First-Generation antipsychotics Second and Third-Generation antipsychotics Extrapyramidal side effects (EPSs) Neuroleptic malignant syndrome (NMS) Tardive Dyskinesia (TD) Biological Treatment for Psychiatric Disorders (Chapter 3) Structure and Function of the brain Mechanism of Action of Psychotropic Drugs Pharmacodynamics Pharmacokinetics Therapeutic Index Cultural Implications for Psychiatric Mental Health Nursing (Chapter 5) Culture, Race, Ethnicity, and Minority Status Populations at Risk for Mental Illness and Inadequate Care Culturally Competent Care Management of Behavioral Crisis in the Clinical Setting (Chapter 27) Managing aggression in the Clinical Setting Epidemiology Comorbidity Etiology De-escalation techniques Criteria for Seclusion Criteria for Restraints Specific Course Activities Discuss 5 or more NCLEX-style test questions related to class content Assignments ATI Pharmacology Made Easy 4.0 Tutorial Neurologic System Part 2 ATI Communicator Case Study The Communicator 2.0 Video interaction: Client displaying aggressive behavior. ATI Real Life Mental Health Case Study Schizophrenia ATI Nurse Logic Tutorial Priority Setting Frameworks Quiz 1
3	Disorders and Interventions	Depressive Disorders Prioritize findings to collaborate with the treatment team. Compare and contrast major depressive disorder and dysthymic disorder. Explore disruptive mood dysregulation disorder and its impact on children. Identify behaviors in patients with depression in regard to each of the following areas: affect thought processes feelings physical behavior communication Identify nursing diagnoses for patients with depression, outcome criteria, interventions and evaluation. Identify unrealistic expectations a nurse may have while working with a patient with depression, and compare them to your own personal thoughts. Identify principles of communication useful in working with patients with depression. Compare the advantages of the selective serotonin reuptake inhibitors (SSRIs) over the tricyclic antidepressants (TCAs). Describe the use of electroconvulsive therapy (ECT) for Depressive Disorder. Describe the symptoms of Premenstrual Dysphoric Disorder. Identify the main neurotransmitters that are affected by antidepressant medications. Identify special dietary and drug restrictions in a teaching plan for a patient taking Monoamine Oxidase Inhibitors (MAOI). Bipolar and Related Disorders Prioritize interventions for a client during acute mania. Evaluate effectiveness of mood stabilizers and second generation antipsychotic agents. Identify signs and symptoms of patient with mania related to mood, behavior and thought process. Identify nursing diagnoses appropriate for a patient with mania, and include supporting data. Identify methods of communication that may be used with a patient experiencing mania. Distinguish between signs of early and severe lithium toxicity. Identify expected versus toxicity side effects of Lithium Therapy. Compare and contrast basic clinical conditions that may respond better to anticonvulsant therapy with those that may respond better to lithium therapy. Identify the use of electroconvulsive therapy for a patient with bipolar disorder. Review items presented in the patient and family teaching plan with a patient with bipolar disorder. Distinguish the focus of treatment for a person in the acute manic phase from the focus of treatment for a person in the continuation or maintenance phase. Suicide and Non-suicidal Self-Injury Identify advocacy for patients who are suicidal. Review safety plan for patients who are acutely suicidal. Describe the profile of suicide in the United States, noting psychosocial and cultural factors that affect risk. Identify common precipitating events for suicide attempts. Describe risk factors for suicide. Identify the most frequent coexisting psychiatric disorders. Identify the components of Columbia Suicide Rating Scale to assess suicide. Describe possible reactions a nurse may have when beginning work with suicidal patients. Discuss examples of primary, secondary, and tertiary prevention. Describe basic-level interventions that take place in the hospital or community. Identify key elements of suicide precautions and environmental safety factors in the hospital. Compare and contrast suicide versus self-injurious behavior (SIB). Explain the importance of the nurse’s role in psychoeducational family support. Therapeutic Groups Identify basic concepts related to group work and phases of group development. Define task and maintenance roles of group members. Discuss the therapeutic factors that operate in all groups. Discuss seven types of groups commonly led by basic level registered nurses. Describe a group intervention for (1) a member who is silent or (2) a member who is monopolizing the group.	Reading Varcarolis & Halter Ch. 14 Ch. 13 Ch. 25 Ch. 34 ATI Review Modules (complete application exercises at the end of each chapter) Ch. 8 Ch. 10 Ch. 13 Ch. 14 Ch. 22 Ch. 23 Ch. 30 Content Outline Depressive Disorders (Chapter 14) Dysthymic Disorder Vegetative signs Communication Techniques Health Teaching and Health Promotion Milieu Management Promotion of Self-Care Activities Pharmacological Interventions: SSRIs, TCAs, MAOIs, SNRIs, NDRIs Atypical antidepressants Complementary: St. John’s Wort, SamE Serotonin Syndrome Discontinuation Syndrome Electroconvulsive Therapy (ECT) Light therapy Exercise, Sleep, Healthy diet Vagus nerve stimulation Deep brain stimulation Transcranial Magnetic Stimulation (TMS) Bipolar Disorders (Chapter 13) Bipolar I and II Disorders Cyclothymic Disorder Mania, Hypomania Application of the Nursing Process Communication principles during acute mania Milieu Management Promotion of Self-Care Activities Lithium Anti-epileptics: Lamotrigine, Carbamazepine, Oxcarbazepine, Valproate Electroconvulsive Therapy (ECT) Support Groups Health Teaching and Health Promotion Suicide and Non-suicidal Self-Injury (Chapter 25) Risk Factors Etiology Application of the Nursing Process Verbal and Nonverbal cues Lethality of Suicide Plan Assessment Tool: Columbia-Suicide Severity Rating Scale (C-SSRS) Self-Assessment Suicide / Self-injurious behavior Milieu Management Health Teaching and Health Promotion Case Management Pharmacological Intervention Therapeutic Groups (Chapter 34) Therapeutic Factors Feedback Group Process Group Work / Content Planning Phases Group Member Roles Nurse as a Group Leader Specific Course Activities Discuss 5 or more NCLEX-style test questions related to class content Assignments ATI Real Life Mental Health Case Studies Mood Disorder Quiz 2
4	Stress; Anxiety Disorders; Abuse; Sexual Assault	Stress Response and Stress Management Recognize the short- and long-term physiological consequences of stress. Compare and contrast Cannon’s (fight-or-flight), Selye’s (general adaptation syndrome), and psychoneuroimmunological models of stress. Describe how responses to stress are mediated through perception, personality, social support, culture, and spirituality. Assess life change units using the classic Life- Changing Events Questionnaire. Identify and describe holistic approaches to stress management. Explain how cognitive techniques can help increase a person’s tolerance for stressful events. Anxiety and Obsessive-Compulsive Disorders Identify interventions for moderate, severe and panic level of anxiety. Compare and contrast the four levels of anxiety in relation to perceptual field, ability to learn, and physical and other defining characteristics. Identify defense mechanisms, and consider one adaptive and one maladaptive use of each. Identify genetic, biological, psychological, and cultural factors that may contribute to anxiety disorders. Describe clinical manifestations of each anxiety disorder and obsessive-compulsive disorders. Formulate appropriate nursing diagnoses that can be used in treating a person with an anxiety disorder and obsessive-compulsive disorders. Describe feelings that may be experienced by nurses caring for patients with anxiety disorders. Identify nursing outcome criteria for patients with a generalized anxiety disorder, panic disorder, and obsessive-compulsive disorder. Describe basic nursing interventions used for patients with anxiety and obsessive-compulsive disorders. Discuss classes of medications appropriate for anxiety and obsessive-compulsive disorders. Child, Older Adult, and Intimate Partner Violence Identify risk factors for child abuse. Identify the nature and scope of family violence and factors contributing to its occurrence. Identify indicators of physical abuse sexual abuse emotional abuse neglect Discuss the epidemiological theory of abuse in terms of stresses on the perpetrator, vulnerable person, and environment. Describe areas to assess when interviewing a person who has experienced abuse. Identify common emotional responses the nurse might experience when faced with a person subjected to abuse. Identify nursing diagnoses for the survivor of abuse, and list supporting data from the assessment. Identify a safety plan with the essential elements for a victim of intimate partner abuse. Describe the legal and ethical responsibilities of nurses when working with families experiencing violence. Sexual Assault Define sexual assault, sexual violence, rape, and attempted rape. Discuss the implications for the under-reporting of sexual assault. Describe the profile of the victim and the perpetrator of sexual assault. Distinguish between the acute and long-term phases of the rape-trauma syndrome, and identify some common reactions during each phase. Identify five areas to assess when working with a person who has been sexually assaulted. Analyze personal thoughts and feelings regarding rape and its impact on survivors. Identify six overall guidelines for nursing interventions related to sexual assault. Discuss the long-term psychological effects of sexual assault that might lead a patient to seek psychological care. Identify three outcome criteria that would signify successful interventions for a person who has suffered a sexual assault.	Reading Varcarolis & Halter Ch. 10 Ch. 15 Ch. 28 Ch. 29 ATI Review Modules (complete application exercise at the end of the chapter) Ch. 4 Ch. 9 Ch. 11 Ch. 21 Ch. 29 Ch. 32 Ch. 33 Content Outline Stress Responses and Stress Management (Chapter 10) Responses to and Effects of Stress Neurotransmitter Response Immune Response Mediators Nursing Management of stress Response. Anxiety and Obsessive-Compulsive Disorders (Chapter 15) Levels of Anxiety Defense Mechanisms Coping Mechanisms Panic Disorder Specific Phobias Agoraphobia Obsessive-Compulsive Disorder (OCD) Body dysmorphic Disorder Hoarding Disorder Trichotillomania Excoriation Disorder Generalized Anxiety Disorder (GAD) Panic Disorder Substance-Induced Anxiety Disorder Anxiety due to medical conditions Pharmacological Interventions: SSRIs, Buspirone, Benzodiazepines Child, Older Adult, and Intimate Partner Violence (Chapter 28) Types of Abuse Cycle of Abuse Epidemiology of Child, Intimate Partner and Older Adult Abuse Comorbidity Environmental Factors Application of the Nursing Process Mandated reporter Counseling Case Management Milieu Management Promotion of Self-Care Activities Prevention of Abuse Sexual Assault (Chapter 29) Profile of Sexual Perpetrators Relationships Between Victims and Perpetrators Psychological Effects of Sexual Assault Rape-Trauma Syndrome Application of the Nursing Process Reporting duties Specific Course Activities Discuss 5 or more NCLEX-style test questions related to class content Assignments ATI Real Life Mental Health Case Studies Anxiety Disorder Quiz 3
5	Somatic Disorders; Sexual Dysfunction; Therapeutic Groups; Childhood and Neurodevelopmental Disorders	Trauma, Stressor-Related and Dissociative Disorders Identify management of PTSD symptoms. Describe clinical manifestations of each disorder covered under the general category of trauma- related and dissociative disorders. Describe neurobiological changes that occur with trauma. Differentiate between the symptoms of post-traumatic stress, acute stress, and adjustment disorders in adults. Discuss common reactions the nurse may experience whole working with a patient who has suffered trauma. Identify dissociative disorders, including depersonalization/derealization disorder, dissociative amnesia, and dissociative identify disorder. Somatic Symptom Disorders Describe biological, psychological, behavioral, cognitive, environmental and cultural factors influencing the onset and course of the somatic symptoms disorder. Analyze the impact of childhood trauma on adult somatic preoccupation. Apply the nursing process to individuals with somatic symptom disorders. Evaluate the importance of assessing the patient’s coping skills and strengths. Describe psychosocial interventions for the care of the patient who has a somatic symptom disorder. Describe the problem of factitious disorders and their implications for care. Define malingering as a distinct but related problem with which health care providers are faced. Sexual Dysfunctions, Gender Dysphoria, and Paraphilias Describe the four phases of the sexual response cycle. Describe clinical manifestations of each major sexual dysfunction/disorder. Describe the impact of medical problems and medications on normal sexual functioning. Describe the biological, psychological, and environmental factors related. Examine the importance of nurses being knowledgeable about and comfortable discussing topics pertaining to sexuality. Describe treatments available for sexual dysfunction. Identify the problems of gender dsyphoria in children and adults. Identify sexual preoccupation considered to be sexual disorders. Discuss personal values and biases regarding sexuality and sexual behaviors. Childhood and Neurodevelopmental Disorders Identify the significance of psychiatric disorder in children and adolescents. Explore factors and influence contributing to neurodevelopmental disorder. Identify characteristics of mental health and factors that promote resilience in children and adolescents. Discuss the holistic assessment of a child or adolescent. Compare and contrast at least six treatment modalities for children and adolescents with neurodevelopmental disorders. Describe clinical features and behaviors of at least three child and adolescent psychiatric disorders. Formulate a nursing diagnosis, stating patient outcomes and interventions for patients with intellectual development disorder, autism spectrum disorder and attention deficit hyperactivity disorder.	Reading Varcarolis & Halter Ch. 11 Ch. 16 Ch. 17 Ch. 20 ATI Review Modules (complete application exercises at the end of each chapter) Ch. 12 Ch. 20 Ch. 21 Ch. 25 Ch. 28 Content Outline Trauma, Stressor-Related and Dissociative Disorders (Chapter 16) Acute Stress Disorder (ASD) Posttraumatic Stress Disorder (PTSD) Flashbacks Adjustment Disorder Alter Depersonalization Derealization Dissociation Dissociative Amnesia Dissociative Fugue Dissociative Identity Disorder (DID) Somatic-Symptom Disorder (Chapter 17) Somatic Symptom Disorder Illness Anxiety Disorder Conversion Disorder (Functional Neurological Disorder) Factitious Disorder imposed on self and on others Factitious Disorder with Psychological Symptoms Malingering Epidemiology Etiology (Biological and Psychological Factors) Sexual Dysfunctions, Gender Dysphoria, and Paraphilias (Chapter 20) Gender Dysphoria Gender Identity Paraphilic Disorder Pedophilia Sexual Disorders Sexual Dysfunction Childhood and Neurodevelopmental Disorders (Chapter 11) Autism Spectrum Disorders Pharmacologic Interventions for ADHD/ADD Separation Anxiety Disorder Post-traumatic Stress Disorder Specific Course Activities Discuss 5 or more NCLEX-style test questions related to class content Assignments Quiz 4
6	Substance and Cognitive Disorders	Substance-related and Addictive Disorders Identify and provide examples of Codependent Behaviors. Describe the terms substance use, intoxication, tolerance and withdrawal. Describe the neurobiological process that occurs in the brain and neurotransmitters involved with substance use. Describe symptoms of Wernicke –Korsakoff syndrome. Discuss components of assessment process to be used with a person who is chemically dependent such as the CAGE questionnaire, CIWA and RASS. Discuss the onset and peak of alcohol withdrawal and alcohol delirium. Identify recommended priority treatments for acute withdrawal, delirium tremens and alcohol poisoning Identify potential co-occurring medical and psychological disorder. Identify appropriate steps to take if one observes an impaired co-worker. Compare and contrast the signs and symptoms of intoxication, overdose, and withdrawal for cocaine and amphetamine. Distinguish between the symptoms of narcotic intoxication and those of narcotic withdrawal. Analyze the pros and cons of the following treatments for narcotic addictions: methadone or l-α-acetylmethadol (LAAM) therapeutic communities abstinence-oriented self-help program Describe the purpose of a 12-step program as it relates to relapse prevention. Neurocognitive Disorders Identify safety considerations for a Client who has Alzheimer's Disease. Recognize contributing Factors of Dementia. Identify purpose and therapeutic effect of Memantine. Compare and contrast the clinical picture of delirium with that of dementia. Discuss critical needs of a person with delirium, stated in terms of nursing diagnoses. Identify outcomes criteria for patients with delirium. Summarize the essential nursing interventions for a patient with delirium. Recognize the signs and symptoms occurring in the stages of Alzheimer’s disease. Give an example of the following symptoms assessed during the progression of Alzheimer’s disease: amnesia apraxia agnosia aphasia Identify nursing diagnoses suitable for patients with Alzheimer’s disease, and define outcomes. Identify a teaching plan for a caregiver of a patient with Alzheimer’s disease, including communication, health maintenance, and safe environment. Identify appropriate referrals in the community— including a support group, hotline for information, and respite services—for persons with dementia and their caregivers. Family Interventions Identify Prevention Strategies for Family and Community Violence. Describe the characteristics of a healthy family. Differentiate between functional and dysfunctional family patterns of behavior as they relate to universal family functions: management, boundaries, communication, emotional support, and socialization. Compare and contrast insight-oriented family therapy and behavioral family therapy. Identify family theorists and their contributions to the family therapy movement. Analyze the meaning and value of the family’s sociocultural context when assessing and planning intervention strategies. Distinguish between the nursing intervention.	Reading Varcarolis & Halter Ch. 22 Ch. 23 Ch. 35 ATI Review Modules (complete application exercises at the end of each chapter) Ch. 8 Ch. 17 Ch. 18 Ch. 26 Content Outline Substance-Related and Addictive Disorders (Chapter 22) Tolerance Withdrawal Synergistic Effects Antagonistic Effects Codependency Comorbidity Detoxification Sociocultural Factors Chemically Impaired Nurse Health Maintenance Pharmacological Interventions Relapse prevention Neurocognitive Disorders (Chapter 23) Delirium Dementia Epidemiology Comorbidity Etiology Biological Factors Environmental Factors Health Teaching and Health Promotion Pharmacologic Interventions for Alzheimer’s Disease: Cholinesterase Inhibitors; NMDA receptor antagonist Integrative Therapy Family Interventions (Chapter 35) Family Functions Family Cycle Working with the Family Communication Techniques Family Therapy Case Management Genogram Self-assessment Specific Course Activities Discuss 5 or more NCLEX-style test questions related to class content Assignments ATI Practice Assessment RN Mental health online practice 2019 B ATI Real Life Mental Health Case Study Alcohol use and abuse Quiz 5
7	Personality, Impulse Control Disorders, and Eating and Feeding Disorders	Personality Disorders Manifestations of Borderline Personality Disorder. Priority Strategy for Plan of Care. Identify recommended therapy for cluster B personality disorder. Identify characteristics of each of the 3 personality clusters. Analyze the interaction of biological determinants and psychosocial stress factors in the etiology of personality disorders. Describe the emotional and clinical needs of nurses and other staff when working with patients who meet criteria for personality disorders. Identify nursing diagnosis for each of the personality disorders. Discuss nursing outcomes for patients with borderline and antisocial personality disorder. Identify basic interventions for a patient with impulsive, aggressive, or manipulative behaviors. Impulse Control Disorders Describe clinical manifestations of oppositional defiant disorder, intermittent explosive disorder, and conduct disorder. Describe etiology and comorbidity of impulse control disorders. Describe biological, psychological and environmental factors related to the development of impulse control disorders. Compare feelings about working with someone with an impulse control disorder. Identify evidence-based treatments for oppositional defiant intermittent explosive and conduct disorders. Eating and Feeding Disorders Prioritize appropriate Nursing Interventions for anorexia nervosa, bulimia nervosa and binge eating disorder. Identify psychosocial findings between Anorexia nervosa and Bulimia nervosa. Identify diagnostic procedures for bulimia nervosa. Describe manifestation of anorexia nervosa, bulimia nervosa and binge-eating disorder. Describe the biological, psychological and environmental factors associated with eating disorders. Identify life-threatening conditions, stated in terms of nursing diagnoses, for a patient with an eating disorder. Identify outcome criteria for anorexia nervosa bulimia nervosa binge-eating disorder. Explain the basic premise of cognitive-behavioral therapy in the treatment of eating disorders. Describe three feeding disorders usually seen in childhood, including pica, rumination disorder, and avoidant/restrictive food intake disorder. Identify the elimination disorders, enuresis and encopresis.	Reading Varcarolis & Halter Ch. 18 Ch. 21 Ch. 24 ATI Review Modules (complete application exercises at the end of each chapter) Ch. 16 Ch. 19 Content Outline Personality Disorders (Chapter 24) Diathesis-stress model Emotional dysregulation Emotional variability Personality Clusters A, B and C Epidemiology Comorbidity Biological Factors Psychological Factors Environmental Factors Impulse Control Disorders (Chapter 21) Expressed emotion Intermittent explosive disorder Kleptomania Oppositional defiant disorder Pyromania Conduct Disorder Eating and Feeding Disorders (Chapter 18) Anorexia nervosa Bulimia nervosa Binge-eating Disorder Epidemiology Comorbidity (Psychiatric and Medical) Etiology (Biological, Psychological, Environmental and Sociocultural Factors) Acute Care Psychological Interventions Client teaching Pharmacological Interventions Health Teaching and Health Promotion Milieu Management Feeding Disorders Elimination Disorders Specific Course Activities Discuss 5 or more NCLEX-style test questions related to class content Assignments Quiz 6 Focused Review Hours After ATI Practice Assessment
8	Sleep-Wake Disorders; Psychiatric Care of Older Adults; Death, Dying, and Grieving; Crisis and Disaster	Sleep-Wake Disorders Discuss the impact of inadequate sleep on overall health and well-being. Describe the social and economic impact of sleep disturbance and chronic sleep deprivation. Recognize the risks to personal and community safety imposed by sleep disturbance and chronic sleep deprivation. Describe normal sleep physiology, and explain the variations in normal sleep. Identify the major categories and medical diagnoses for sleep disorders. Identify the predisposing, precipitating, and perpetuating factors for patients with insomnia. Identify and describe the use of two assessment tools in the evaluation of patients experiencing sleep disturbance. Identify nursing diagnoses for patients experiencing sleep disturbance. Apply the nursing process in caring for individuals with sleep disorder incorporating basic sleep hygiene principles. Older Adults Discuss facts and myths about aging. Describe mental health disorders that may occur in older adults. Analyze how ageism may affect attitudes and willingness to care for older adults. Explain the importance of a comprehensive geriatric assessment. Describe the role of the nurse in different settings of care. Identify the requirements for the use of physical and chemical restraints. Discuss the importance of pain assessment, and identify three tools used to assess pain in older adults. Identify legislation and legal documents that protect the rights of older patients, and describe their impact on nursing care. Recognize the significance of health care costs for older adults. Death, Dying, and Grieving Identify stages of the dying process as described by Kubler-Ross. Identify nursing care at the end of life including communication, presence and symptom management. Describe the inner emotional response to loss and how grief is exhibited. Differentiate the characteristics of normal bereavement and dysfunctional grieving. Describe palliative, or end-of-life, care in attempts to meet the client’s physical and psychosocial needs. Analyze the effects of specific interventions nurses can implement when working with a dying person and his or her family and loved ones. Describe Advance Directives that direct end-of-life issue such as Living Wills and Durable Power of Attorney for health care. Crisis and Disaster Identify adventitious crisis that may affect and entire community or population. Differentiate among the three types of crisis and provide examples. Delineate aspects of crisis that have relevance for nurses involved in crisis intervention. Describe common problems in the nurse-patient relationship that are frequently encountered by beginning nurses when staring crisis intervention. Compare and contrast the difference among primary, secondary, and tertiary intervention, including appropriate intervention strategies. Identify potential crisis situations that patients may experience in hospital settings. Identify resources in the community that could be used as referral for a patient in crisis. Integrative Care Define the terms integrative medicine, integrative care, and complementary and alternative medicine. Identify trends in the use of nonconventional health treatments and practices. Explore the category of alternative medical systems, along with the four domains of integrative care: mind-body approaches, biologically based interventions, manipulative approaches, and energy therapies. Discuss the techniques used in major complementary therapies and potential applications to psychiatric mental health nursing practice. Discuss how to educate the public in the safe use of integrative modalities. Discuss purpose of medication-reconciliation during admission and discharge.	Reading Varcarolis & Halter Ch. 19 Ch. 26 Ch. 30 Ch. 31 Ch. 36 ATI review modules (complete application exercises at the end of each chapter) Ch. 27 Ch. 29 Content Outline Managing Sleep-Wake Disorders (Chapter 19) Consequences of Sleep Loss Normal Sleep Cycle Regulation of Sleep Functions of Sleep Sleep Requirements Sleep Patterns Sleep Hygiene Clinical picture of dyssomnia and parasomnia Epidemiology Comorbidity Pharmacologic Interventions: Benzodiazepines (temazepam) and Non-benzodiazepines (zolpidem) Health Teaching and Health Promotion Psychiatric Care of Older Adults (Chapter 31) Mental Health Issues Related to Aging: Depression, Anxiety Disorder, Delirium, Dementia, Alcohol Abuse, Pain and Late-Onset Mental Illness. Health Care Concerns of Older Adults Health Care Decision Making Nursing Care of Older Adults Care of Those Who Are Dying and/or Grieving (Chapter 30) Types of Loss Theories of Grief: Kubler-Ross, Bowlby, Engel, Worden Factors Influencing loss, grief, and coping ability Types of Grief: normal, anticipatory, maladaptive Facilitating mourning Palliative Care Hospice Postmortem Care Living Wills Durable Power of Attorney Management of Crisis and Disaster (Chapter 26) Adventitious Crisis Maturational Crisis Crisis Interventions Critical Incident Stress Debriefing Situational Crisis Primary Care Secondary Care Tertiary Care Mitigation Application of Integrative Care in Nursing Practice (Chapter 36) Complementary and Alternative Medicine (CAM) Chiropractic Medicine Healing Touch Acupuncture Aromatherapy Herbal Therapy Holism Homeopathy Reiki Specific Course Activities Discuss 5 or more NCLEX-style test questions related to class content Assignments ATI Proctored Exam RN Mental Health 2019
9	Course Evaluation		Course Specific Activities Course evaluation Assignments Focused Review Hours After ATI Proctored Exam Active Learning Engagement Nursing Evolution Comprehensive Final Exam
10	Blackboard Collaborate Virtual Class Session		Participate in the online class session via Collaborate. There is no in-class session this week. Assignment Submit 1 paragraph (4-5 sentence) summary of Collaborate session to Blackboard.

Institutional Policies

University Mission At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

Institutional Learning Outcomes Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and student services play in contributing to a student’s success. Institutional learning outcomes assume achievement of the stated programmatic learning outcomes of one’s discipline. Upon graduating from a degree program offered by West Coast University, students will be able to:

Implement intellectual and practical problem-solving skills through information assessment and critical thinking.
Demonstrate effective written communication skills.
Demonstrate effective oral communication skills.
Demonstrate computer proficiency and information literacy.
Describe ethical standards and legal guidelines associated with one’s chosen career field.
Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality in one’s discipline.
Articulate the importance of working collaboratively with other healthcare providers in support of the client/patient.

Academic Integrity and Dishonesty Students should review the Academic Dishonesty Policy in the University Student Handbook. Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources and submit original work. Academic honesty is central to the institution/student partnership toward student success. Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the University Student Handbook.

Attendance Policy West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the University Catalog.

Reasonable Accommodations West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog and the Student Handbook.

Classroom Policies Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in your programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or any other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.

Grade Rounding At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest whole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring (e.g., Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination.

WCU Quiz, Test, and Exam Policies

Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a timed approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must follow the policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®) policies. Refer to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and Make-Up Work policy for specifics regarding missed quizzes, tests, and exams.

Late and Make-Up Work Policy

All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course syllabus. Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order to demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late work are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her or his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies. Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Blackboard outages, or third-party content providers.

Missed Quizzes, Tests, and Exams

All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documented emergency situation (e.g., death in the immediate family), it is the student’s responsibility to contact the faculty member within 48 hours of the original due date and follow the program policies for missed work. Students who do not make up the quiz, test, or assessment as scheduled or who do not contact the instructor within 48 hours will receive a zero score for that assessment.

Final Week of Term/Semester/Trimester

Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of class during the final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time, and room, or submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the University Attendance Policy for maximum absences and other details.

Technology

West Coast University utilizes the Blackboard Learning Management System. Technical support for Blackboard is offered 24 hours per day, 7 days per week. There are minimum system requirements to access not only Blackboard but also any resources that may be posted in Blackboard or utilized in a course. Please refer to the University Student Handbook. for minimum technical requirements. For tech support options, please click on the Support tab located at the top of your Blackboard home page. Blackboard can be accessed here: www.learn.westcoastuniversity.edu

Library Information You can access the library through the Library tab at the top of your Blackboard home page or here: https://westcoastuniversity.edu/academics/library-resources.html

Course Related Policies West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully completed, add/drop and withdrawal. Please see the University Catalog for course related policies.