RN Bridging and Re-Entry Programoll9.nscc.ca/RNPDCFileStore/RNPDC/Asset/44000... · RN Bridging and Re-Entry Program Psychiatric Mental Health Nursing . ... application of psychiatric

Sept 2010 © RN Professional Development Centre & Nova Scotia DOH, Halifax, NS 2

RN Bridging and Re-Entry Program

Psychiatric Mental Health Nursing

Psychiatric Mental Health Nursing: Introduction

May 2015 © RN Professional Development Centre & Nova Scotia DOH, Halifax, NS 2

RN BRIDGING/RE-ENTRY PROGRAM©


COURSE INFORMATION

Registered Nurses Professional Development Centre

& Nova Scotia Department of Health



Disclaimer and Acknowledgement

The RN Bridging/Re-Entry Program © is based on the Bridge to Canadian Nursing Program developed by Mount Royal College School of Nursing. This program introduces Internationally Educated Nurses (IENs) to nursing practice in Canada and helps them gain the knowledge and skills expected of registered nurses in Canada. This program has been adapted and further developed by the RN-PDC for use in Atlantic Canada. The Registered Nurses Professional Development Centre (RN-PDC) would like to thank Mount Royal College for the use of their materials with a special thanks to Dr. Pam Norstrom, Elaine Schow and Christine Boyle for their guidance during the piloting of the program.

Copyright 2012 Registered Nurses Professional Development Centre and Department of Health - Nova Scotia Government. No part of this course content may be reproduced or transmitted in any form by any means, electronic or mechanical without permission in writing from the: Registered Nurses Professional Development Centre Room 231C, Bethune Building 1276 South Park Street Halifax, Nova Scotia B3H 2Y9




Self-directed, online distance learning; 8 to 12 weeks

Pre-requisites

Educated as a Registered Nurse Pass on a RN regulatory body approved English Language Proficiency Test

Course Description This course offers an examination of concepts related to psychiatric and mental health nursing within the context of the therapeutic relationship. Aspects of primary, secondary, and tertiary prevention are intentionally addressed to enhance comprehension of “care” requisites, across a spectrum of needs, as a basis for promoting and sustaining optimum mental health functioning. Complex acute and chronic disorders are given focus, offering learners venue to explore clients’ “lived-experiences” of illness. Implementations of care are recognized through efforts to integrate knowledge with experiential translations applied to practice scenarios. This is a self-directed, online course that we recommend completing in 8 to 12 weeks, depending on your schedule and personal commitments. Your learning will be facilitated through written lessons with learning activities, textbook and journal readings. A course map will guide your online learning experience. You are required to complete readings from the course textbook, as well as from additional sources. Any readings that are not in your textbook will be provided for you. Each lesson contains learning objectives to help you organize your studying.



RN-PDC Competency Framework

The RN-PDC Competency Framework has five broad competency areas that will be used to guide your knowledge, skill, and performance expectations within this course. Competency Areas Critical Thinking The nurse analyzes, synthesizes, and evaluates knowledge for the practice of Canadian generalist nursing. Clinical Practice The nurse provides competent and safe nursing care that is responsive to changing situations of clients in Canadian generalist nursing. Relationship Centered Practice The nurse develops relationships that support the uniqueness of the client and builds client capacity within the Canadian generalist nursing setting. Professionalism The nurse follows ethical, legal, and professional standards within the practice of Canadian generalist nursing. Leadership The nurse promotes professional nursing practice in the Canadian generalist nursing setting. Language Development

The focus of this course is to assist the internationally educated nurse (IEN) in meeting specific entry-level competencies expected of the registered nurse in Canada. Faculty recognize that many IENs are also challenged with learning English as a new language. Therefore, learning activities used during this course will also focus on supporting language development in the areas of reading, writing, speaking and listening.



Overall Course Outcomes: By the end of this course the learner will: 1. Illustrate understanding the systemic aspects of mental health and illness and the role of

nursing related to health promotion and maintenance, and illness prevention. 2. Show comprehension of the holistic nature of mental health care and the need for nursing

to function within the eclectic framework of multi/interdisciplinary functioning. 3. Demonstrate interactive competence and therapeutic effectiveness in assisting

patients/clients within the context of the nursing process. 4. Give evidence of mastery related to incorporating evidence-based and “best” practices in

provided psychiatric and mental health nursing care. 5. Depict social recognition of related concerns with particular attentiveness to issues, such as

mental health advocacy, confidentiality, rights, marginalization, stigma, and pertinent legislation.

Required Resources: Textbook: You are required to purchase the following textbook; faculty sent you details regarding this process in your information package.

Austin, W. & Boyd, M. A. (2015). Psychiatric & mental health nursing for Canadian practice, (3rd ed.). Philadelphia: Wolters Kluwer

Materials: All written lessons, additional course readings and classroom handouts are available online.



Assessment: For more information on your assignment please see the

appropriate box on the course map.

Method Value

Mid term Theoretical Exam: This consists of multiple choice questions. You will complete this online, but you must have a proctor. Please review the attached policy.

30%

Assignment: You will have a written assignment regarding psychiatric mental health nursing. It consists of case studies and corresponding questions. You will be graded on your application of psychiatric mental health nursing knowledge, as well as spelling and grammar. See the course map for more information.

30%

Final Theoretical Exam: This consists of multiple choice questions. You will complete this online, but you must have a proctor. Please review the attached policy.

40%

Total

100%

Grading Scale:

Alpha

Grade

Percent

Range

Description

A+ 98.0-100

A 93.0-97.9 Excellent

A- 88.0-92.9

B+ 83.0-87.9

B 78.0-82.9 Good

B- 73.0-77.9

C+ 68.0-72.9

C 63.5-67.9 Satisfactory - Pass

C- 59.0-63.4 Failure

D+ 54.5-58.9

D 50.0-54.4

F 49.9 or less

NOTE: It is the student’s responsibility to be familiar with the guidelines and policies for academic study at the RN-PDC. To review the policies listed below, look in the “Resources” section online.



Academic Regulations The following regulations are governed by policies that may be found in the Policy Binder in the Resource Room. The related policy number is noted in brackets at the end of each regulation. Tests and Examinations Students are required to write all examinations. Failure to write an examination without prior approval from faculty will result in loss of marks towards the course grade. If a student is unable to write the examination on the specified date, faculty must be contacted with an acceptable excuse. Theoretical examinations will be proctored in an appropriate place for the student. Proctors must be approved by faculty; this policy is included at the end of this introduction. If you have any questions about this process please contact your faculty. Students who are unsuccessful in attaining the required grade in any course of the RN Bridging/Re-Entry Program© will be permitted one re-admission to that course. Assignments Students are required to submit all assignments to faculty by the end of class on the designated due date. Failure to submit an assignment on time will result in a loss of 0.5 points per weekday for every day late. Assignments will not be accepted 2 weeks past the due date and a mark of “0” will be given for that assignment. If unable to meet the assignment due date, faculty must be contacted at least 48 hours before the due date for an assignment extension. Only one extension per course will be granted. Due dates for each assignment can be found in the course outline. Note: The student’s name must be on all assignments.

Withdrawal Procedure A student who decides to stop participation in the RN Bridging/Re-Entry Program © without any immediate plan to return must complete a withdrawal form and submit it to the secretary. (Policy # 01-05).

Resource Room A resource room is available for IENs enrolled in RN Bridging/Re-Entry Program© courses.

It is a quiet, study area for IENs. Located on the second floor of the Bethune Building, Room 254. Has computer and printer access.

Reference textbooks, videos and DVDs are available for use in the room. Food is permitted in the resource room. A code is required to access the Resource Room, and is available from faculty



Overview of Course

Week Lessons Topics Readings

Week

One

1: Context of Mental Health

Nursing

Mental health

Mental illness

Determinants of

health Health promotion and

illness prevention

Context of Mental

Health care Legal Issues in

Mental Health

Continuum of Care

Standards of Practice

Austin, W., & Boyd, M.A. (2015). Psychiatric & mental health nursing for Canadian practice.

Philadelphia: Wolters Kluwer. 17-24; 25-35; 36-39; 42-51; 54-63.

Potter, P., Griffin-Perry, A., Ross-Kerr, J., &

Wood, M. (2009). Canadian Fundamentals of Nursing 4th Edition. Toronto, ON: Elsevier

Canada. P. 1-27. (Please read before starting this lesson)

For nurses applying through CRNNS:

Registered Nurses Professional Development

Center. (2007). Nova Scotia’s Mental Health Act Information. Halifax, NS: Author.

For nurses applying through ARNPEI:

Community Legal Association of Prince

Edward Island, (2005). Islander’s guide to the mental health act. Charlottetown: Author.

For nurses applying through NANB:

New Brunswick Mental Health Act (1994). Mental Health act. Chapter 10. New

Brunswick: Author.

www.gnb.ca/0062/PDF-acts/m-10.pdf

Week

Two

2: Theoretical

Basis of Mental

Health Nursing

Biopsychosocial

model Psychodynamic

Theories Family Social Science

Theories Family Centred Care Family and Trends Person-Centered

Model


Philadelphia: Wolters Kluwer, 115-117; 101-109; table 6.5, p. 74.

Barker, P., & Buchanan-Barker, P. (2009).

Getting personal: Being human in mental

health care. In P. Barker (Ed.). Psychiatric and mental health nursing: The craft of caring, 2nd Ed. London: Hodder Arnold, p. 12-20




Week

Three

3: Therapies Psychopharmacology

Antipsychotics

Mood Stabilizers

Antidepressants

Antianxiety and

Hypnotics

Stimulants

ECT

Milieu Therapy

Austin, W., & Boyd, M.A. (2015). Psychiatric & mental health nursing for Canadian practice. Philadelphia: Wolters Kluwer, 130-138; 191-

192; 198-200; 200-209; 209-213; 213-218;

218-221; 221-223;224-225.

Thibeault, C. A.; Trudeau, K.; d’Entremont, K. & Brown, T. (2010). Understanding the milieu

experiences of patients on an acute inpatient psychiatric unit. Archives of Psychiatric Nursing, 24(4), 216-226.

Webber, M. (2009). Electroconvulsive therapy.

BMJ; 2008;337(1998). Retrieved Feb 9, 2012 from

http://www.medscape.com/viewarticle/58629

4 4: Other

Therapies

Group Therapy

Cognitive Therapy


250; Table 14.1, 246;234-236;Figure 13.2 p.

235;Box 13.4 p.239;238-242.

Week

Four

5: Effective

Communication The

Therapeutic Relationship

and

The Clinical Interview

Helping Qualities

Communication

Anger/Aggressive

management

Stages of Violence

Cycle and Approaches

Austin, W., & Boyd, M.A. (2015). Psychiatric & mental health nursing for Canadian practice. Philadelphia: Wolters Kluwer,66-67; 318-320;

320-323; 323-335.

Varcarolis, E.M., & Halter, M.J. (2009). A communication approach to evidence-based

care. St. Louis, Missouri: Sanders Elsevier, 88-

123; 117-119, 428-430.






Week

Five

6: Comprehensive

Psychiatric Assessments

and Diagnosis

Biopsychosocial

Assessment Nursing Diagnosis

and Outcomes

Family Assessment


356; 317-337; 19-21; 263-264:266.

Week

Six

MIDTERM EXAMINATION: LESSONS ONE TO SIX

Week Seven

7: Stress and

Anxiety

Anxiety

Anxiety Disorders

Somatoform

Disorders


Philadelphia: Wolters Kluwer, 288-299; 480-

487; 489-497; 491-493; 497;498; 500-501;505-515

Murphy, K. (2007). Anxious moments:

Understanding common anxiety disorders. LPN, 3(2), 26-33.

Week

Eight

8: chizophrenia

Spectrum Disorders

Psychosis

Conceptual

Disorganization

Psychotic Disorders


412

White, R.F. (2004). How stigma interferes with mental health care: An expert interview

with Patrick W. Corrigan, PsyD. Medscape

Psychiatry & Mental Health 9 (2). Retrieved from

http://www.medscape.com/viewarticle/494548 May 15, 2006.

Week Nine

9: Mood Disorders

Mood Disorders

Safety Issues with

Depression Safety Issues with

Bipolar Disorder

Care of the Suicidal

Person


Philadelphia: Wolters Kluwer, 440-444; 445-456; 457-461; 461-479; 353-355; 355-360

Singh, T. (2008). Pediatric bipolar disorder: Diagnostic challenges in identifying symptoms

and course of illness. Psychiatry, 5(6), 34-42.

Week

Ten

10:

Personality Disorders

Personality Disorders:

Cluster A, B and C






11: Substance

Related Disorders

Substance Use

Disorders Substance Induced

Disorders

Concurrent Disorders


576; 576-578;585-586; 587-595;822-826 825-830

Varcarolis, E.M., & Halter, M.J. (2009). A communication approach to evidence-based

care. St. Louis, Missouri: Sanders Elsevier, 337,

338 Week

Eleven

12: Issues

across the

Lifespan

Problems of

Childhood and

Adolescence

Cognitive Disorders of

the Older Adult


Philadelphia: Wolters Kluwer, 678-715; 718-749;752-762.

Week

Twelve

FINAL EXAMINATION

ASSIGNMENT DUE

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