9:00 AM TO 3:30 PM Clinical Location : Meridian Behavioral ...expresstrainingservices.com/.../02/NR-204-Mental-Health-Syllabus.pdf · Varcarolis’ Foundations of Psychiatric Mental

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Date Credits 4.0

Course Title Mental Health Course Number NR 204 Pre-requisite (s) Co-requisite (s)

Hours Class : 30 Clinical : 40 hours

Out of class hours 12

Place and Time of Class Meeting Classroom Location: Express Training Services, 3911 Newberry Road, Gainesville, FL.,

32607 Time: Classroom: 9:00 AM TO 3:30 PM Clinical Location: Meridian Behavioral Healthcare, Inc., 4300 SW 13th Street, Gainesville, Fl. 32608 Clinical hours: 8:00 AM – 4:30 PM Class and Clinicals will meet on Tuesdays, Thursdays and Fridays. Schedule TBA. Name and Contact Information of Instructor Sharon Lauter RN [email protected] Book required (Express Training Services recognizes the use of the textbook in the classroom as part of the

educational methodology and strategy applied in diverse materials. The textbook is part of the curriculum and is used to reach the student in an effective manner in the classroom. Every student is expected to acquire and use the textbook.) This text is available at https://evolve.elsevier.com/

Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach

7th Edition By Margaret Jordan Halter PhD PMHCNS Published Date: 2014 ISBN: 9781455753581 Kaplan online program

Classroom expectations for students Attendance Policy Students are responsible for following school policy on attendance. Students must

attend 90% of their class. Students who miss 10% of their class must meet with their

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instructor before attending the next class session. Students who miss more than 10% of their classes will be dropped from the class, forfeit all equipment fees, and must have written approval from the Director of Admissions to re-enroll. The tuition will be refunded in accordance with the refund policy in the catalog.

Clinical days may not be missed and must be made up. Two make up clinical days will be permitted per class unless there are extenuating circumstances. Students with extenuating circumstances, including but not limited to, hospital confinement, personal problems, and extended illness, may appeal to the Director of Admissions for any exceptions to the absence rule. Documentation of the extenuating circumstances may be required.

Student Tardiness Policy A student is considered tardy/late if he/she comes to class 05 minutes late. With three tardies

the student accumulates one full absence. If the student misses half of the class period, it is a full absence. When a student has mor3e than 3 tardies, the instructor will contact the Director of Education and request and intervention session with the student. The goal of the intervention session is to develop and implement an intervention program to help students learn new ways to save and manage time.

NOTE: Plagiarism is defined as the use, without proper acknowledgment, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyright laws. Students who commit plagiarism will obtain a grade of “Failure” on their exam or assignment.

Course Description This course looks at mental health through the life cycle using the concepts of primary,

secondary and tertiary prevention. Theoretical approaches to mental health, behavior of the child, adolescent and adult and the related nursing care will be examined as well as psychiatric assessment. Concepts concerning ethical / legal, community and teaching will be applied. Students will build on the interpersonal component of the nursing process and use therapeutic and effective communication with clients while learning to display unconditional acceptance and applying evidence based practice in the clinical setting. Learning Objectives Upon completion of the course, students are able to:

1. Differentiate between activities that are and are not within the scope of mental health nursing practice

2. Implement a safe, caring, holistic nursing approach to meet healthcare needs of patients with mental illness.

3. Plan and implement individualized teaching plans for mentally oil adults to facilitate health promotion, maintenance, and restoration.

4. Formulate goals and outcomes using evidence-based data to reduce psychiatric patient risks and promote quality care and a safe environment.

5. Demonstrate knowledge of safe medication and treatment administration, including evaluation of risks, to patients with mental illness.

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6. Practice confidential interaction with patients and healthcare team members to meet needs of patients with mental illness.

7. Differentiate between activities that can and cannot be delegated and how and to whom they can be delegated.

8. Discuss the effects of serious mental illness on daily functioning, interpersonal relationships, and quality of life.

9. Describe common problems associated with serious mental illness. 10. Discuss evidence-based practices for the care of the person with serious mental illness. 11. Discuss the causes of treatment nonadherence, and plan interventions to promote treatment

adherence. Topical Outline and Schedule

DATE Classroom DAY 1 SPECIFIC

OBJECTIVES

Library Orientation Textbook: Chapter1 Mental Health and Mental Illness - Chapter 2 Relevant Theories and Therapies for Nursing Practice - Chapter 3 Biological Basis for Understanding Psychiatric Disorders and Treatments - Chapter 4 Settings for Psychiatric Care - Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed From each chapter the student will have an understanding and be able to respond

to Course Objectives regarding: Chapter1 Mental Health and Mental Illness • Describe the continuum of mental health and mental illness. • Explore the role of resilience in the prevention of and recovery from mental

illness and consider resilience in response to stress. • Identify how the Diagnostic and Statistical Manual, 5th edition (DSM‐5) is

used for diagnosing psychiatric conditions. . • Compare and contrast a DSM‐5 medical diagnosis with a nursing diagnosis. Chapter 2 Relevant Theories and Therapies for Nursing Practice • Evaluate the premises behind the various therapeutic models discussed in this

chapter. • Provide responses to the following based on clinical experience:

a. An example of how a patient’s irrational beliefs influenced behavior; b. An example of countertransference in your relationship with a patient; c. An example of the use of behavior modification with a patient.

• Identify Peplau’s framework for the nurse‐patient relationship. Chapter 3 Biological Basis for Understanding Psychiatric Disorders and Treatments • Discuss major functions of the brain and how psychotropic drugs can alter

these functions. • Identify how specific brain functions are altered in certain mental disorders

(e.g., depression, anxiety, schizophrenia).

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• Describe how a neurotransmitter functions as a chemical messenger. • Identify the main neurotransmitters that are affected by the following

psychotropic drugs and their subgroups: a. Antianxiety and hypnotic drugs b. Antidepressant drugs c. Mood stabilizers d. Antipsychotic drugs e. Psychostimulants f. Acetyl cholinesterase Inhibitors

• Identify special dietary and drug restrictions in a teaching plan for a patient taking a monoamine oxidase inhibitor.

Chapter 4 Settings for Psychiatric Care • Analyze the continuum of psychiatric care and the variety of care options

available. • Evaluate the role of community mental centers in the provision of

community‐based care. • Discuss other community‐based care providers including assertive community

treatment (ACT) teams, partial hospitalization programs, and alternate delivery of care methods such as telepsychiatry.

• Describe the nursing process as it pertains to outpatient settings. • 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. TOPIC (S) Syllabus/Library/Discuss List of Topics/Objectives of each chapter

Chapter1 Mental Health and Mental Illness pp 1-17 • Describe the continuum of mental health and mental illness. • Explore the role of resilience in the prevention of and recovery from mental

illness and consider resilience in response to stress. • Identify how the Diagnostic and Statistical Manual, 5th edition (DSM‐5) is

used for diagnosing psychiatric conditions. . • Compare and contrast a DSM‐5 medical diagnosis with a nursing diagnosis. Chapter 2 Relevant Theories and Therapies for Nursing Practice pp 19-35 • Evaluate the premises behind the various therapeutic models discussed in this

chapter. • Provide responses to the following based on clinical experience:

a. An example of how a patient’s irrational beliefs influenced behavior; b. An example of countertransference in your relationship with a patient; c. An example of the use of behavior modification with a patient.

• Identify Peplau’s framework for the nurse‐patient relationship. Chapter 3 Biological Basis for Understanding Psychiatric Disorders and Treatments pp 37-63

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• Discuss major functions of the brain and how psychotropic drugs can alter these functions.

• Identify how specific brain functions are altered in certain mental disorders (e.g., depression, anxiety, schizophrenia).

• Describe how a neurotransmitter functions as a chemical messenger. • Identify the main neurotransmitters that are affected by the following

psychotropic drugs and their subgroups: a. Antianxiety and hypnotic drugs b. Antidepressant drugs c. Mood stabilizers d. Antipsychotic drugs e. Psychostimulants f. Acetyl cholinesterase Inhibitors

• Identify special dietary and drug restrictions in a teaching plan for a patient taking a monoamine oxidase inhibitor.

Chapter 4 Settings for Psychiatric Care pp 65-81 • Analyze the continuum of psychiatric care and the variety of care options

available. • Evaluate the role of community mental centers in the provision of

community‐based care. • Discuss other community‐based care providers including assertive community

treatment (ACT) teams, partial hospitalization programs, and alternate delivery of care methods such as telepsychiatry.

• Describe the nursing process as it pertains to outpatient settings. • 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. LEARNING ACTIVITIES

Discussion of Syllabus and assignments for Classroom Day 2 Cover assignments for Classroom Day 2 Lecture over Chapter 1- 4 topics Open discussion over Chapter 1 - 4 topics and assignment for Classroom Day 2 Review Key terms and be able to define them Discuss chapter Key points to remember section Review and Discuss Critical thinking section Discuss Tables Discuss Boxes Discuss Figures Discuss Vignette on Jeff

OUT OF CLASS WORK &

ASSIGNMENTS

Homework: • Review readings from Textbook covered in class today Chapter 1 through

Chapter 4 pp 1 – 81 for QUIZ next classroom day:

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• Read and be prepared for classroom Day 2 discussion: Textbook Chapter 5 through Chapter 8 pp 83-145 of Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed Kaplan online as assigned

DATE DAY 2 SPECIFIC

OBJECTIVES Textbook: Chapter 5 Cultural Implications for Psychiatric Mental Health Nursing - Chapter 6 Legal and Ethical Guidelines for Safe Practice - Chapter 7 The Nursing Process and Standards of Care for Psychiatric Mental Health Nursing - Chapter 8 Therapeutic Relationships - Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed From each chapter the student will have an understanding and be able to respond

to Course Objectives regarding: Chapter 5 Cultural Implications for Psychiatric Mental Health Nursing • 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. • Perform culturally sensitive assessments that include risk factors and barriers

to quality mental health care that culturally diverse patients frequently encounter.

• Develop culturally appropriate nursing care plans for patients of diverse cultures.

Chapter 6 Legal and Ethical Guidelines for Safe Practice • Apply legal considerations of patient privilege

(a) after a patient has died, (b) if the patient tests positive for human immunodeficiency virus, or (c) 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:

(a) Duty to intervene, (b) Documentation, and (c) Confidentiality.

Chapter 7 The Nursing Process and Standards of Care for Psychiatric Mental Health Nursing

• Compare the different approaches you would consider when performing an assessment with a child, an adolescent, and an older adult.

• Conduct a mental status examination (MSE). • Perform a psychosocial assessment, including brief cultural and spiritual

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components. • Explain three principles a nurse follows in planning actions to reach

agreed‐upon outcome criteria. • Construct a plan of care for a patient with a mental or emotional health problem. • 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). • Chapter 8 Therapeutic Relationships • Explain the three phases of the nurse‐patient relationship. • Explore qualities that foster a therapeutic nurse‐patient relationship and

qualities that contribute to a nontherapeutic nursing interactive process. • Define and discuss the roles of empathy, genuineness, and positive regard on

the part of the nurse in a nurse‐patient relationship. • Identify two attitudes and four actions that may reflect the nurse’s positive

regard for a patient. • Analyze what is meant by boundaries and the influence of transference and

countertransference on boundary blurring. TOPIC (S) QUIZ # 1 Chapter1 Mental Health and Mental Illness pp 1-17 - Chapter 2

Relevant Theories and Therapies for Nursing Practice pp 19-35- Chapter 3 Biological Basis for Understanding Psychiatric Disorders and Treatments pp 37-63 - Chapter 4 Settings for Psychiatric Care pp 65-81- Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed Discuss List of Topics/Objectives of each chapter Chapter 5 Cultural Implications for Psychiatric Mental Health Nursing pp 83-96 • 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. • Perform culturally sensitive assessments that include risk factors and barriers

to quality mental health care that culturally diverse patients frequently encounter.

• Develop culturally appropriate nursing care plans for patients of diverse cultures.

Chapter 6 Legal and Ethical Guidelines for Safe Practice pp 98-114 • Apply legal considerations of patient privilege

(a) after a patient has died, (b) if the patient tests positive for human immunodeficiency virus, or (c) 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.

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• 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:

(a) Duty to intervene, (b) Documentation, and (c) Confidentiality.

Chapter 7 The Nursing Process and Standards of Care for Psychiatric Mental Health Nursing pp 115-130

• Compare the different approaches you would consider when performing an assessment with a child, an adolescent, and an older adult.

• Conduct a mental status examination (MSE). • Perform a psychosocial assessment, including brief cultural and spiritual

components. • Explain three principles a nurse follows in planning actions to reach

agreed‐upon outcome criteria. • Construct a plan of care for a patient with a mental or emotional health problem. • 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). • Chapter 8 Therapeutic Relationships pp 131-145 • Explain the three phases of the nurse‐patient relationship. • Explore qualities that foster a therapeutic nurse‐patient relationship and

qualities that contribute to a nontherapeutic nursing interactive process. • Define and discuss the roles of empathy, genuineness, and positive regard on

the part of the nurse in a nurse‐patient relationship. • Identify two attitudes and four actions that may reflect the nurse’s positive

regard for a patient. • Analyze what is meant by boundaries and the influence of transference and

countertransference on boundary blurring. LEARNING ACTIVITIES

Discussion of Syllabus and assignments for Classroom Day 3 Cover assignments for Classroom Day 3 Lecture over Chapter 5 - 8 topics Open discussion over Chapter 6 – 8 topics and assignment for Classroom Day 3 Review Key terms and be able to define them Discuss chapter Key points to remember section Review and Discuss Critical thinking section Discuss Tables Discuss Boxes Discuss Figures

OUT OF CLASS Homework:

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WORK & ASSIGNMENTS

• Review readings from Textbook covered in class today Chapter 5 through Chapter 8 pp 83 – 96 for QUIZ next classroom day:

• Read and be prepared for classroom Day 3 discussion: Textbook Chapter 9, pp 147-164 Chapter 12 through Chapter 14 pp 200-276 of Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed Kaplan online as assigned

DATE DAY 3 SPECIFIC

OBJECTIVES Textbook: Chapter 9 Communication and the Clinical Interview - Chapter 12 Schizophrenia and Schizophrenia Spectrum Disorders - Chapter 13 Bipolar and Related Disorders - Chapter 14 Depressive Disorders - Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed From each chapter the student will have an understanding and be able to respond

to Course Objectives regarding: Chapter 9 Communication and the Clinical Interview • Describe the communication process. • Discuss the differences between verbal and nonverbal communication. • Compare and contrast the range of verbal and nonverbal communication of

different cultural groups in the areas of (a) communication style, (b) eye contact, and (c) touch. Give examples.

• Identify and give rationales for suggested (a) setting, (b) seating, and (c) methods for beginning the nurse‐patient interaction

Chapter 12 Schizophrenia and Schizophrenia Spectrum Disorders • Identify the schizophrenia spectrum disorders. • Discuss at least three of the neurobiological‐anatomical‐genetic findings that

indicate that schizophrenia is a brain disorder. • Develop teaching plans for patients taking first‐generation (e.g., haloperidol

[Haldol]) and second‐ generation (e.g., risperidone [Risperdal]) antipsychotic drugs.

• Create a nursing care plan incorporating evidence‐based interventions for symptoms of psychosis, including hallucinations, delusions, paranoia, cognitive disorganization, anosognosia, and impaired self‐care.

• Role‐play intervening with a patient who is hallucinating, delusional, and exhibiting disorganized thinking

Chapter 13 Bipolar and Related Disorders • Assess a patient with mania for

(a) mood, (b) behavior, and

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(c) thought processes, and be alert to possible dysfunction. • Distinguish between signs of early and severe lithium toxicity. • Compare and contrast basic clinical conditions that may respond better to

anticonvulsant therapy with those that may respond better to lithium therapy. • Evaluate specific indications for the use of seclusion for a patient experiencing

mania. • 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. Chapter 14 Depressive Disorders • Compare and contrast major depressive disorder and dysthymic disorder. • Discuss the complex origins of depressive disorders. • Assess behaviors in a patient with depression in regard to each of the following

areas: (a) affect, (b) thought processes, (c) feelings, (d) physical behavior, and (e) communication.

• Formulate five nursing diagnoses for a patient with depression and include outcome criteria.

• Evaluate the advantages of the selective serotonin reuptake inhibitors (SSRIs) over the tricyclic antidepressants (TCAs).

• Explain the unique attributes of two of the atypical antidepressants for use in specific circumstances.

• Write a medication teaching plan for a patient taking a tricyclic antidepressant, including

(a) adverse effects, (b) toxic reactions, and (c) other drugs that can trigger an adverse reaction.

• Write a medication teaching plan for a patient taking a monoamine oxidase inhibitor, including foods and drugs that are contraindicated.

TOPIC (S) QUIZ # 2 Chapter 5 Cultural Implications for Psychiatric Mental Health Nursing pp 83-96 - Chapter 6 Legal and Ethical Guidelines for Safe Practice pp 98-114 - Chapter 7 The Nursing Process and Standards of Care for Psychiatric Mental Health Nursing pp 115-130 - Chapter 8 Therapeutic Relationships pp 131-145 - Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed

Discuss List of Topics/Objectives of each chapter Chapter 9 Communication and the Clinical Interview pp 147-164 • Describe the communication process. • Discuss the differences between verbal and nonverbal communication. • Compare and contrast the range of verbal and nonverbal communication of

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different cultural groups in the areas of (a) communication style, (b) eye contact, and (c) touch. Give examples.

• Identify and give rationales for suggested (a) setting, (b) seating, and (c) methods for beginning the nurse‐patient interaction

Chapter 12 Schizophrenia and Schizophrenia Spectrum Disorders pp 200-225

• Identify the schizophrenia spectrum disorders. • Discuss at least three of the neurobiological‐anatomical‐genetic findings that

indicate that schizophrenia is a brain disorder. • Develop teaching plans for patients taking first‐generation (e.g., haloperidol

[Haldol]) and second‐ generation (e.g., risperidone [Risperdal]) antipsychotic drugs.

• Create a nursing care plan incorporating evidence‐based interventions for symptoms of psychosis, including hallucinations, delusions, paranoia, cognitive disorganization, anosognosia, and impaired self‐care.

• Role‐play intervening with a patient who is hallucinating, delusional, and exhibiting disorganized thinking

Chapter 13 Bipolar and Related Disorders pp 227-247 • Assess a patient with mania for

(a) mood, (b) behavior, and (c) thought processes, and be alert to possible dysfunction.

• Distinguish between signs of early and severe lithium toxicity. • Compare and contrast basic clinical conditions that may respond better to

anticonvulsant therapy with those that may respond better to lithium therapy. • Evaluate specific indications for the use of seclusion for a patient experiencing

mania. • 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. Chapter 14 Depressive Disorders 249-276 • Compare and contrast major depressive disorder and dysthymic disorder. • Discuss the complex origins of depressive disorders. • Assess behaviors in a patient with depression in regard to each of the following

areas: (a) affect, (b) thought processes, (c) feelings, (d) physical behavior, and

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(e) communication. • Formulate five nursing diagnoses for a patient with depression and include

outcome criteria. • Evaluate the advantages of the selective serotonin reuptake inhibitors (SSRIs)

over the tricyclic antidepressants (TCAs). • Explain the unique attributes of two of the atypical antidepressants for use in

specific circumstances. • Write a medication teaching plan for a patient taking a tricyclic antidepressant,

including (a) adverse effects, (b) toxic reactions, and (c) other drugs that can trigger an adverse reaction.

• Write a medication teaching plan for a patient taking a monoamine oxidase inhibitor, including foods and drugs that are contraindicated.

LEARNING ACTIVITIES

Discussion of Syllabus and assignments for Classroom Day 4 Cover assignments for Classroom Day 4 Lecture over Chapter 9, 12, 13, & 14 topics Open discussion over Chapter 9, 12, 13, & 14 topics and assignment for

Classroom Day 4 Review Key terms and be able to define them Discuss chapter Key points to remember section Review and Discuss Critical thinking section Discuss Tables Discuss Boxes Discuss Figures

OUT OF CLASS WORK &

ASSIGNMENTS

Homework: • Review readings from Textbook covered in class today Chapter 9, pp 147-164

Chapters 12 through Chapter 14 pp 200 – 276 for QUIZ next classroom day: • Read and be prepared for classroom Day 4 discussion: Textbook Chapter 15-16, pp 278-321 Chapter 18-19 pp 343-378 of

Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed

Kaplan online as assigned DATE DAY 4

SPECIFIC OBJECTIVES

Textbook: Chapter 15 Anxiety and Obsessive-Compulsive Related Disorders - Chapter 16 Trauma, Stressor-Related, and Dissociative Disorders - Chapter 18 Feeding, Eating, and Elimination Disorders - Chapter 19 Sleep-Wake Disorders - Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed From each chapter the student will have an understanding and be able to respond

to Course Objectives regarding: Chapter 15 Anxiety and Obsessive-Compulsive Related Disorders

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• Compare and contrast the four levels of anxiety in relation to perceptual field, ability to problem solve, and physical and other defining characteristics.

• Identify defense mechanisms and consider one adaptive and one maladaptive (if any) use of each.

• Describe clinical manifestations of each anxiety and obsessive‐compulsive disorder.

• Identify genetic, biological, psychological, and cultural factors that may contribute to anxiety and obsessive‐compulsive disorders.

• Formulate four appropriate nursing diagnoses that can be used in treating a person with anxiety and obsessive‐compulsive disorders.

• Describe five basic nursing interventions used for patients with anxiety and obsessive‐compulsive disorders.

• Discuss four classes of medications appropriate for anxiety and obsessive‐compulsive disorders.

Chapter 16 Trauma, Stressor-Related, and Dissociative Disorders • Differentiate between the symptoms of posttraumatic stress, acute stress, and

adjustment disorders in adults. • Discuss how to deal with common reactions the nurse may experience while

working with a patient who has suffered trauma. • Develop a teaching plan for a patient who suffers from posttraumatic stress

disorder. Chapter 18 Feeding, Eating, and Elimination Disorders • Compare and contrast the signs and symptoms (clinical picture) of anorexia

nervosa and bulimia nervosa and binge‐eating disorder. • Apply the nursing process to patients with anorexia nervosa, patients with

bulimia nervosa, and patients with binge‐eating disorder. • Identify three life‐threatening conditions, stated in terms of nursing diagnoses,

for a patient with an eating disorder. • Identify two realistic outcome criteria for a patient with anorexia nervosa, a

patient with bulimia nervosa, and a patient with binge‐ eating disorder. Chapter 19 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. • Describe normal sleep physiology and explain the variations in normal sleep.

TOPIC (S) QUIZ # 3 Chapter 9 Communication and the Clinical Interview pp 147-164- Chapter 12 Schizophrenia and Schizophrenia Spectrum Disorders pp 200-225- Chapter 13 Bipolar and Related Disorders pp 227-247 - Chapter 14 Depressive Disorders pp 249-276- Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed

Discuss List of Topics/Objectives of each chapter Chapter 15 Anxiety and Obsessive-Compulsive Related Disorders pp 278-302

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• Compare and contrast the four levels of anxiety in relation to perceptual field, ability to problem solve, and physical and other defining characteristics.

• Identify defense mechanisms and consider one adaptive and one maladaptive (if any) use of each.

• Describe clinical manifestations of each anxiety and obsessive‐compulsive disorder.

• Identify genetic, biological, psychological, and cultural factors that may contribute to anxiety and obsessive‐compulsive disorders.

• Formulate four appropriate nursing diagnoses that can be used in treating a person with anxiety and obsessive‐compulsive disorders.

• Describe five basic nursing interventions used for patients with anxiety and obsessive‐compulsive disorders.

• Discuss four classes of medications appropriate for anxiety and obsessive‐compulsive disorders.

Chapter 16 Trauma, Stressor-Related, and Dissociative Disorders pp 304- 321 • Differentiate between the symptoms of posttraumatic stress, acute stress, and

adjustment disorders in adults. • Discuss how to deal with common reactions the nurse may experience while

working with a patient who has suffered trauma. • Develop a teaching plan for a patient who suffers from posttraumatic stress

disorder. Chapter 18 Feeding, Eating, and Elimination Disorders pp 343-363 • Compare and contrast the signs and symptoms (clinical picture) of anorexia

nervosa and bulimia nervosa and binge‐eating disorder. • Apply the nursing process to patients with anorexia nervosa, patients with

bulimia nervosa, and patients with binge‐eating disorder. • Identify three life‐threatening conditions, stated in terms of nursing diagnoses,

for a patient with an eating disorder. • Identify two realistic outcome criteria for a patient with anorexia nervosa, a

patient with bulimia nervosa, and a patient with binge‐ eating disorder. Chapter 19 Sleep-Wake Disorders pp 364-378 • 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. • Describe normal sleep physiology and explain the variations in normal sleep

LEARNING ACTIVITIES

Discussion of Syllabus and assignments for Classroom Day 5 Cover assignments for Classroom Day 5 Lecture over Chapter 15, 16, 18 & 19 topics Open discussion over Chapter 15, 16, 18 & 19 topics and assignment for

Classroom Day 5 Review Key terms and be able to define them

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Discuss chapter Key points to remember section Review and Discuss Critical thinking section Discuss Tables Discuss Boxes Discuss Figures

OUT OF CLASS WORK &

ASSIGNMENTS

Homework: • Review readings from Textbook covered in class today Chapter 15 through

Chapters 16 pp 278 – 321, and Chapters 18 through Chapters 19 pp 343-378 for QUIZ next classroom day:

• Read and be prepared for classroom Day 5 discussion: Textbook Chapter 21-22, pp 400-429 Chapter 24-25 pp 457-496 of Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed Kaplan online as assigned

DATE DAY 5 SPECIFIC

OBJECTIVES Textbook: Chapter 21 Impulse Control Disorders - Chapter 22 Substance Related and Addictive Disorders - Chapter 24 Personality Disorders - Chapter 25 Suicide and Non-Suicidal Self-Injury - Chapter 27 Anger, Aggression, and Violence - Chapter 30 Psychosocial Needs of the Older Adult - Chapter 31 Serious Mental Illness - Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed From each chapter the student will have an understanding and be able to respond

to Course Objectives regarding: Chapter 21 Impulse Control Disorders • Describe impulse control disorders. • Identify evidence‐based treatments for oppositional defiant, intermittent

explosive, and conduct disorders. Chapter 22 Substance Related and Addictive Disorders • Describe the terms substance use, intoxication, tolerance, and withdrawal. • Describe the neurobiological process that occurs in the brain and

neurotransmitters involved with substance use. • Apply the nursing process to caring for an individual who is using substances. Chapter 24 Personality Disorders • Discuss two nursing outcomes for patients with borderline personality disorder. • Plan basic interventions for a patient with impulsive, aggressive, or

manipulative behaviors. Chapter 25 Suicide and Non-Suicidal Self-Injury • Give examples of primary, secondary, and tertiary interventions. • 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. • Describe the problem of non‐suicidal self‐injury.

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Chapter 27 Anger, Aggression, and Violence • Apply at least four principles of de‐escalation with a moderately angry patient. • Describe two criteria for the use of seclusion or restraint over verbal

intervention. Role‐play with classmates by using understandable but unhelpful responses to

anger and aggression in patients; discuss how these responses can affect nursing interventions.

Chapter 30 Psychosocial Needs of the Older Adult • Describe mental health disorders that may occur in older adults. • Discuss the importance of pain assessment, and identify three tools used to

assess pain in older adults. • Explain the importance of a comprehensive geriatric assessment. • Identify the requirements for the use of physical and chemical restraints. Chapter 31 Serious Mental Illness • Describe three common problems associated with serious mental illness. • Discuss five 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. • Develop a nursing care plan for a person with serious mental illness. • Discuss the causes of treatment non‐adherence, and plan interventions to

promote treatment adherence TOPIC (S) QUIZ # 4 Chapter 15 Anxiety and Obsessive-Compulsive Related Disorders pp

278-302 - Chapter 16 Trauma, Stressor-Related, and Dissociative Disorders pp 304-321 - Chapter 18 Feeding, Eating, and Elimination Disorders pp 343-363 - Chapter 19 Sleep-Wake Disorders pp 364-378 - Varcarolis’ Foundations of Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed

Discuss List of Topics/Objectives of each chapter Chapter 21 Impulse Control Disorders pp 400-410 • Describe impulse control disorders. • Identify evidence‐based treatments for oppositional defiant, intermittent

explosive, and conduct disorders. Chapter 22 Substance Related and Addictive Disorders pp 412-429 • Describe the terms substance use, intoxication, tolerance, and withdrawal. • Describe the neurobiological process that occurs in the brain and

neurotransmitters involved with substance use. • Apply the nursing process to caring for an individual who is using substances. Chapter 24 Personality Disorders pp 457-478 • Discuss two nursing outcomes for patients with borderline personality disorder. • Plan basic interventions for a patient with impulsive, aggressive, or

manipulative behaviors. Chapter 25 Suicide and Non-Suicidal Self-Injury pp 480-496

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• Give examples of primary, secondary, and tertiary interventions. • 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. • Describe the problem of non‐suicidal self‐injury. Chapter 27 Anger, Aggression, and Violence pp 515-529 • Apply at least four principles of de‐escalation with a moderately angry patient. • Describe two criteria for the use of seclusion or restraint over verbal

intervention. Role‐play with classmates by using understandable but unhelpful responses to

anger and aggression in patients; discuss how these responses can affect nursing interventions.

Chapter 30 Psychosocial Needs of the Older Adult pp 565-582 • Describe mental health disorders that may occur in older adults. • Discuss the importance of pain assessment, and identify three tools used to

assess pain in older adults. • Explain the importance of a comprehensive geriatric assessment. • Identify the requirements for the use of physical and chemical restraints. Chapter 31 Serious Mental Illness pp 584-598 • Describe three common problems associated with serious mental illness. • Discuss five 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. • Develop a nursing care plan for a person with serious mental illness. • Discuss the causes of treatment non‐adherence, and plan interventions to

promote treatment adherence LEARNING ACTIVITIES

Lecture over Chapter 21, 22, 24, 25,27,30,31 topics Open discussion over Chapter 21, 22, 24,25,27,30,31 topics and assignment for

Classroom Day 6 Discussion of Syllabus and FINAL for Classroom Day 6 Review for FINAL to be given on Classroom Day 6 Review Key terms and be able to define them Discuss chapter Key points to remember section Review and Discuss Critical thinking section Discuss Tables Discuss Boxes Discuss Figures

OUT OF CLASS WORK &

ASSIGNMENTS

Homework: • Review for FINAL EXAM Classroom DAY 6 –– Varcarolis’ Foundations of

Psychiatric Mental Health Nursing: A Clinical Approach 7th Ed Read and be prepared as these chapters are part of the final on classroom

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Day 6 FINAL EXAM is cumulative Kaplan online as assigned

DATE DAY 6 SPECIFIC

OBJECTIVES FINAL EXAM

TOPIC (S) . FINAL EXAM TODAY

Instructional Methods The following strategies may be used in this class:

• Lecture/Discussion • Textbook Assignments • Performance Objectives • Audio/visuals with study guides • Worksheets • Power point presentations (ppt) • Return demonstration

Instructional Materials and References

• Nursing 2014 Drug Handbook (Nursing Drug Handbook) by Lippincott Williams & Wilkins – Published @2013 - ISBN/ISSN: 9781451186352

• Mosby’s Dictionary of Medicine, Nursing and Health Professions, 8th ed., Mosby-Year Book, Inc., St. Louis, MO, 2009

• Adams, M. & Urban, C. Pharmacology: connections to nursing practice., 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc. – Published Feburary 4, 2012 - ISBN-13: 978-0132814423 | ISBN-10: 0132814420

• Huether, S. & McCance, K. (2008). Understanding pathophysiology, 5th ed.. St. Louis, MO: Mosby Elsevier – Published December 19, 2011 - ISBN-13: 000-0323078915 | ISBN-10: 0323078915

• Laboratory Diagnostic Textbook – current – your choice

Assessment Criteria and Methods of Evaluating Students A= 90-100 % B= 80-89% C= 70-79% D= 60%-69% F=50-59% W= Withdrawn I= Incomplete

Generally, the grades “A” through “B” are considered passing grades. Grades "W" and "I" indicate that no grades were earned for the course. A "W" grade indicates that the student withdrew from the course. An "I" grade indicates that the student was passing

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the course, but failed to complete all the required course work. The instructor, in his/her discretion may grant an "I" grade instead of an "F" , pending completion of the course work by the student within a specified time arranged by the instructor and told to the student. It is the student's responsibility to follow-up with the instructor to complete the course work. If the course work is not completed by the arranged time, the “I” grade becomes an “F". Clinical skills will be evaluated through faculty observation, verbal communication with the student, written work and facility staff reports. After the clinical instructor has observed the student and determined competency in a skill and evaluated written work and staff reports, the instructor will document successful clinical performance. Attendance and participation will be taken into account.

Distribution of Grade Elements Quizzes 50% of total grade Final 50% of total grade Clinical experience is graded on a Satisfactory-Unsatisfactory basis. Students will be evaluated on meeting clinical objectives listed in this syllabus and the clinical evaluation tool. See the clinical evaluation for further clarification. Students who receive an unsatisfactory grade for one or more objectives have not demonstrated the necessary knowledge, skills or abilities for the established level of practice. Students who receive an unsatisfactory grade for the clinical practice portion of the course receive a grade of “F” for the course.

Evaluation of Clinical Performance

The objectives represent the expected minimal outcomes for the student upon completion of the clinical components of the nursing program . The outcomes are based on the student’s ability to apply the nursing process to clinical practice and reflect continuing growth and improvement

Evaluation Criteria

4. Pass- Self-directed independent level

3. Pass- Moving toward independent level

2. Unsatisfactory- Needs improvement

1. Failure- Dependent level

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A student must receive a “Pass “criteria on all objectives for the current clinical course in order to pass on to the next class. An “Unsatisfactory/failure” criterion on any clinical objective means an unsatisfactory grade regardless of the ratings on other items.

Clinical Ethics and Conduct

Students will be going to community agency to visit. It is assumed that students are familiar with the Student Policies. Academic misconduct or disruptive behavior will not be tolerated. Examples of disruptive behavior include: Cheating, plagiarism, excessive talking, excessive late arrivals or early departures, leaving for unscheduled breaks, break in confidentiality, failure to be prepared for class activities or discussion, inappropriate language, lack of respect for diversity, use of cellular phones or any behavior that can disrupt class. No text messaging during clinical. Cell phones need to be off or vibrate at all sites. You may answer calls on break or at lunch. Smoking is allowed only in a pre-determined area by the site. Students are to report to clinical in uniforms which are neat and clean. Name badges are mandatory. Please bring a stethoscope, watch with a second hand, necessary books, pen and paper and any food items for lunch. Please be advised that there may not be a place for storage of perishable food.

Mental Health Clinical Skills

Students must satisfactorily demonstrate competence on the following skills. The clinical instructor will evaluate skills upon observation.

• Respond to emotional needs of patient and family • Discuss Coping Mechanisms as seen in the performance of healthcare • Recognize signs and symptoms of the various mental health disorders • Discuss treatment modalities for the various mental health disorders • Recognize the potential for suicide attempts in the depressed person and initiate appropriate

intervention • Describe treatments and resources for the addicted client • Describe drug seeking behaviors • Identify an individual in crisis and describe appropriate interventions. • Describe the enabling personality in mental health and addictive treatment

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• Create alternative courses of action and develop new solutions to problems • Develop an awareness of personal values and feelings • Evaluate credibility of sources used to justify beliefs • Seek out evidence and give rationale when questioned • Effectively use communication skills during nursing process • Express oneself effectively using a variety of media • Adapt communication methods to clients with special needs • Use therapeutic communication • Effectively communicate with diverse groups • Evaluate dynamics of family interactions • Maintain confidentiality • Provide emotional support to client and family • Communicate data concerning client to appropriate members of the health-care

team. • Communicate the need for referral to interdisciplinary care team. • Collaborate with health-care members to provide nursing care. • Accurately document data according to agency’s policies and procedures • Maintain privacy of client’s record

Clinical Assignment Guidelines

This clinical requires the completion of two careplans, one for an adult patient and one for a child.

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ASSESSMENT DATA (Appropriate data to support nursing

diagnosis, include subjective and objective

data)

NURSING DIAGNOSIS (Must include scientific rationale for

this diagnosis, include references)

PLANNING A. Goals (include realistic short

and long term client-centered goals) • Short Term • Long Term B. Nursing Interventions

NURSING IMPLEMENTATION (What actually was done: must

include scientific rationale and

references) *Delegated

EVALUATION (Actual outcomes of care and

appropriate follow-up actions)

• Objective • Subjective

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MEDICINE (Brand & Generic Name, Route, Dose and Times)

CLASSIFICATION MECHANISM OF ACTION

REASON FOR GIVING (Specific

to this client)

SIDE EFFECTS NURSING INTERVENTION

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Student Name:_______________________________________Clinical Evaluation

Date 202 203 204 205 206 208 Nursing Process: The Student will:

A. Demonstrate psychosocial assessment skills in collection and analysis of data to identify the needs of the client. 1. Has difficulty in observing and assessing data despite guidance and supervision from instructor.

2. Needs frequent direction in order to assess needs of client.

3. Observes and assesses data with minimal assistance from the instructor.

4. Independently observes and assesses data

B. Formulate goals based on data.

1. Has difficulty formulating patient behavioral objectives.

2. Requires frequent input in order to formulate client behavioral objectives. 3. Formulates patient behavioral objectives with minimal assistance from the instructor. 4. Independently formulates patient behavioral objectives correctly based on data

C. Uses critical thinking to formulate a plan of care based on client oriented behavioral objectives.

1. Unable to use critical thinking to formulate a plan of care.

2. Requires frequent direction from instructor to use critical thinking to formulate a plan of care. 3. Applies critical thinking while formulating a plan of care with occasional support from instructor.

4. Applies critical thinking while formulating a plan of care

D. Write a plan of care based on patient oriented behavioral objectives.. 1. Has difficulty identifying nursing diagnosis in priority, planning nursing actions, identifying scientific rationale and evaluating the plan, despite guidance and supervision of instructor. 2. Needs frequent direction in order to write a plan of care based on client behavioral objectives. 3. Identifies nursing diagnosis in priority, plans nursing actions, identifies scientific rationale and evaluates the plan with minimal assistance from instructor.

4. Independently identifies nursing diagnosis in priority, plans nursing actions, identifies scientific rationale and evaluates the plan

E. Implement nursing measures to meet prioritized client need.

1. Some planning but does not take into consideration patient data; and/or is not able to establish priorities.

2. Wastes energy due to poor planning in order to implement nursing measures to meet prioritized client need.

3. Assignment planned, priorities established, and usually carried through as intended except for unexpected circumstances. 4. Assignment planned and organized so as to afford patient and family maximum comfort

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

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Date 202 203 204 205 206 208F. Evaluate the effectiveness of nursing interventions and adapts plan of care accordingly. 1. Requires constant support to evaluate effectiveness of interventions. 2. Requires frequent support to evaluate effectiveness of interventions. 3. Requires minimal assistance to evaluate effectiveness of interventions.

4. Correctly evaluates effectiveness of interventions

G. Report and record nursing process.

1. Has difficulty in observing and recording data, despite guidance and supervision from instructor: database is incomplete. 2. Needs frequent direction from instructor during reporting and recording of nursing process. 3. Able to observe and record data, with minimal assistance from instructor: database is complete, descriptive and accurate. 4. Independently observes and records data; database is complete, descriptive and accurate

H. Performs technical aspects of care.

1. Makes errors, recognizes and corrects a few of them, requires much supervision and/or prompting from instructor. 2. Demonstrates partial lack of dexterity while performing technical aspects of care.

3. Makes minimal errors or omissions, recognizes and corrects most of them; requires little supervision and/or prompting from instructor

4. Consistently performs skills accurately and efficiently without requiring prompting from instructorI. Explain rationale for performing basic nursing skills and technical procedures. 1. Seldom applies previously learned principles; requires much guidance. 2. Occasionally applies previously learned principles; requires frequent guidance. 3. Usually applies previously learned principles; requires minimal guidance. 4. Consistently and independently applies previously learned principlesJ. Calculate, prepare and administer medications accurately. 1. Makes errors in securing correct medications, calculating dosages; preparing and administering medications; and requires prompting to correct errors. 2. Performs safely and accurately with frequent direction or cues from the instructor during the performance. 3. Makes minimal errors in securing correct medication; calculating dosages; preparing and administering medications; and, recognizes and corrects errors with minimal assistance. 4. Is accurate and efficient in securing correct medication, calculating dosages, preparing and administering medications

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

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Date 202 203 204 205 206 208K. Discuss relevant data regarding medications.

1. Unable to state physiologic action of drugs, recognize behavior and physiologic changes due to drugs, and adapt nursing care according to effects of drugs. 2. Needs frequent direction from instructor in order to state physiologic action of drugs, etc.

3. Usually able to state physiologic action of drugs, recognize behavior and physiologic changes due to drugs, and adapt nursing care according to effects of drugs. 4. Is accurate and efficient in stating physiologic action of drugs, recognizing behavior & behavioral changes to drugs, and adapting nursing care according to the effect

TEACHING-CLIENT/FAMILY - The Student will : L. Perform appropriate teaching with clients and/or families applying principles of learning and teaching. 1. Rarely able to apply principles of teaching and learning, requires much guidance.

2. Sometimes able to apply principles of teaching and learning, requires frequent guidance. 3. Usually able to apply principles of teaching and learning, requires minimal guidance. 4. Consistently and independently able to apply principles of teaching and learning.

COMMUNICATION - The student will

M. Collaborate effectively with other members of the health team to promote continuity of care. 1. Communication is rarely effective and requires much guidance.

2. Communication is occasionally effective and requires frequent prompting.

3. Communication is usually effective and requires minimal guidance. 4. Communication is consistently effective and is done independently

N. Present appropriate and therapeutic responses to patient situations, including appropriate facial expressions, body language and responses. 1. With guidance, unable to adapt to patient’s circumstances; little insight into personal behaviors and responses; no change in behaviors. 2. With frequent guidance, is able to adapt to patient’s circumstances; occasional insight into personal behaviors and responses; occasional change in behaviors.

3. With minimal guidance, able to adapt to patient’s circumstances; insight into personal behaviors and responses; shows change in behavior. 4. Adapts readily to patient circumstances. Good insight into personal behavior

O. Establish purposeful interpersonal relationships and demonstrate effective communications with the client and/or family members.

1. Communication is rarely effective and requires guidance. 2.Communication is occasionally effective but requires guidance.

3. Communication is usually effective and requires minimal guidance.

4. Communication is effective and independent

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

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Date 202 203 204 205 206 208JUDGEMENT, RESPONSIBILITY, & ACCOUNTABILITY - The student will P. Perform nursing measures with respect to client’s dignity, safety and confidentiality. 1. Client’s dignity, safety and confidentiality over-looked; error(s) made were actually or potentially dangerous to the welfare to the patient. 2. Client’s dignity, safety and confidentiality occasionally over-looked; error(s) made were not actually or potentially dangerous to the welfare of the patient. 3. Client’s dignity, safety and confidentiality usually considered and demonstrated; error(s) made were not dangerous to the welfare of the patient. 4. Client’s dignity, safety and confidentiality consistently considered and demonstrated

Q. Display judgment and objectivity in situations. Makes decisions that reflect both knowledge of fact and sound judgment. 1. Has difficulty functioning after initial direction; needs repeated explanations. 2. Requires frequent directions; occasionally demonstrates acceptable use of judgment and objectivity in some situations. 3. Able to follow initial directions; demonstrates acceptable use of judgment and objectivity in most situations. 4. Rarely needs direction; is consistently able to make judgments independently and with objectivity

R. Oral and/or written assignments meet established criteria as stated in course syllabus. 1. Preparations/assignments that contain spelling and grammar errors, lack depth, are incomplete and unsatisfactory. 2. Preparations/assignments are occasionally done that meet established criteria.

3. Preparations/assignments are usually complete and satisfactory.

4. Preparations/assignments display consistent in-depth content and usually go beyond the requirements for the assignment

S. Accept and profit from constructive criticism.

1. Rarely accepts and profits from constructive criticism.

2. Occasionally accepts and profits from constructive criticism.

3. Usually accepts and sometimes profits from constructive criticism.

4. Accepts and profits from constructive criticism

T. Actively participate in clinical conferences.

1. Seldom participates in post conferences or displays inappropriate behavior.

2. Occasionally participates with frequent cues from instructor.

3. Usually participates in post conferences.

4. Consistently contributes to post conferences

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

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Date 202 203 204 205 206 208U. Correlate classroom theory to clinical practice. 1. Shows little or no knowledge beyond immediately defined nursing care. 2. Occasionally correlate theory to clinical practice.

3. Usually correlates theory to clinical practice to implement care. 4. Consistently correlates theory to clinical practice to implement careV. Demonstrate self-direction and assume responsibility for his/her own growth and learning. 1. Lacks initiative; is non-assertive and does not follow through with responsibility. 2. Needs direction in order to move toward assuming responsibility for his/her own growth and learning. 3. Usually demonstrates initiative and assertiveness, and usually follows through with responsibility.4. Consistently demonstrates initiative, assertiveness, self-direction and creativity; goes beyond required tasksW. Organize assignments so that completed in a specified amount of time. 1. Does not complete assignment on time. 2. Occasionally completes assignments on time. 3. Usually completes assignment on time. 4. Consistently completes assignment on timeX. Adhere to the nursing department’s and course standards regarding professional behavior. 1. Does not adhere to these standards. 2. Occasionally adheres to these standards. 3. Usually adheres to these standards. 4. Consistently adheres to standards.Y. Utilize an appropriate assertive approach to clients, family, health care team, visitors and faculty. 1. Approach is often inappropriate. 2. Approach is occasionally appropriate. 3. Approach is usually appropriate.4.Uses appropriate assertive approach.4. Uses appropriate assertive approach.

202 Student Signature______________________________Instructor Signature____________________Date___________

203 Student Signature______________________________Instructor Signature____________________Date___________

204 Student Signature______________________________Instructor Signature____________________Date___________

205 Student Signature______________________________Instructor Signature____________________Date___________

206 Student Signature______________________________Instructor Signature____________________Date___________

208 Student Signature______________________________Preceptor Signature____________________Date___________

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

Critical to all courses

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Evaluation of Clinical Performance

The objectives represent the expected minimal outcomes for the student upon completion of the clinical components of the nursing program . The outcomes are based on the student’s ability to apply the nursing process to clinical practice and reflect continuing growth and improvement

Evaluation Criteria

4. Pass- Self-directed independent level

3. Pass- Moving toward independent level

2. Unsatisfactory- Needs improvement

1. Failure- Dependent level

A student must receive a “Pass”criteria on all objectives for the current clinical course in order to pass on to the next class. An “Unsatisfactory/failure” criteria on any clinical objective means an unsatisfactory grade regardless of the ratings on other items.

Syllabus Reviewed on : April 5, 2016