[ANSWER]NUR620 Psychiatric Management I

Psychiatric Management I

TASK DESCRIPTION

COURSE SYLLABUS   Psychiatric Management I                   

ST. THOMAS IS A CATHOLIC UNIVERSITY WITH RICH CULTURAL AND INTERNATIONAL DIVERSITY COMMITTED TO THE ACADEMIC AND PROFESSIONAL SUCCESS OF ITS STUDENTS WHO BECOME ETHICAL LEADERS IN OUR GLOBAL COMMUNITY. Psychiatric Management I

1. GENERAL COURSE INFORMATION

Term:                           Spring 1

Course Title:                Psychiatric Management l

Course Number           NUR 620

Credit Hours:              3

Prerequisites:

  • NUR 520 Psychopharmacology
  • NUR 530 Psychopathology

2. INSTRUCTOR CONTACT

Facilitator:                   Dr. Wilson-Romans

Office Location:          Online (remote)

Office Hours:              By appointment (remote)

Office Phone:              (786)592-8868

E-mail Address:          awilson-romans@stu.edu

3. COURSE DESCRIPTION

This course provides didactic experiences in the assessment, diagnosis, treatment, and evaluation of clients across the lifespan with acute and/or chronic Psychiatric Management I disorders. Evidenced-based practice is used. Emphasis is given to promoting, maintaining, and restoring wellness to patients across the lifespan. A holistic therapeutic approach is used to enhance the functioning of diverse individuals across the lifespan.

4. COURSE OBJECTIVES

Upon successfully completing this course, learners will be able to:

  • Apply evidence-based clinical practice guidelines to manage screening activities and identify health promotion needs on clients with mental health issues.
  • Provides anticipatory guidance and counseling addressing environmental, lifestyle, and developmental issues on clients with mental health issues.
  • Implement critical thinking and build collaborative, interdisciplinary relationships to provide optimal care to the patient with mental health diseases in a culturally appropriate manner that is age specific.
  • Management of the patient with mental illness and psychiatric disorder
  • The student will implement the role of the psychiatric-mental health nurse practitioner applying current evidence-based practice across lifespan of mental health clients.
  • Manage the Diagnostic Statistical Manual to better understand a client’s potential needs, as well as a tool for assessment and diagnosis of mental illnesses.

5. INSTRUCTIONAL AND TECHNOLOGY INFORMATION

Textbook(s)

Required

  • American Psychiatric Nurses Association, & American Nurses Association. (2022). Psychiatric-mental health nursing: Scope and standards of practice. (3rd ed.) ISBN: 9781947800977
  • American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). ISBN: 9781433832154
  • Nussbaum, A. M. (2022). The pocket guide to the DSM-5 TR diagnostic exam. American Psychiatric Pub. ISBN 978615373574
  • MacKinnon, R. A., Michels, R., & Buckley, P. J. (2015). The psychiatric interview in clinical practice (3rd ed.). American Psychiatric Pub. ISBN 9781615370344
  • Tusaie-BC, K., & Fitzpatrick, J. J. (2022). Advanced practice Psychiatric Management I nursing: Integrating psychotherapy, psychopharmacology, and complementary and alternative approaches across the life span (3rd ed.). Springer Publishing Company. ISBN 9780826185334

Recommended

  • Ansari, A. & Osser, D.N. (2020) Psychopharmacology (3rd ed.) ISBN 97801975737046 

Other Resources

  • All other resources (videos, Ted Talks, YouTube, etc.) are assigned in each module.

For issues or problems related to University email, My Bobcat, or other internet related issues, don’t hesitate to contact STU Help Desk.

STU Help Desk

  1. Dial (305) 628-6610 (On campus, dial 6610)
  2. By email at stuhelpdesk@stu.edu
  3. Use the Live Chat function via MyBobcat
  4. Stop by Mimi Dooner Hall, Room 111 on the first floor.

6. GRADING POLICY / SCALE

Assignments, projects, quizzes, and/or exams with brief descriptions of expectations with points/weights assigned to each activity.

Learning OutcomesDiscussionsGroup Case Video StudyTherapeutic Communication VideoMuddy PointsQuiz or Exam
1xXxXx
2x  Xx
3    x
4xXXXx
5xXXXx
6XXxXx

Grading Scale

LetterPercentage
A93-100
A-90-92
B+87-89
B83-86
B-80-82
C+77-79
C73-76
C-70-72
D+67-69
D60-66
F0-59

Grading scheme and weights

AssignmentsPercentage/Points
Discussions (7 X 10 pts each)15%/70
Assignments-Muddy Points (2 @ 10 points each)10%/20
Quizzes (6 X 40 pts each)25%/240
Assignment-Group Presentation @ 100 points25%/100
Comprehensive Final Exam @ 100 points25%
  
TOTAL100%

7. COURSE POLICIES AND PROCEDURES

  • Late Work / Make-Up Assignment(s): TBA
  • Attendance policy (absences and tardiness for a traditional course), please refer to the Student Policies and Standards and Student Handbook
  • Academic integrity statement
    • Academic dishonesty is considered to be the representation of another’s work as one’s own, either directly or through complicity in falsification; cheating; plagiarism; facilitation of academic dishonesty; or infringement on the academic rights of others. For further details, please refer to Section 7.1.1 in the Student Handbook.
  • Netiquette statement
    • Communication in this course may take place online, in discussion boards, and/or through email. Netiquette is a set of rules for behaving properly online and here are some guidelines for online communication:
      1. Be sensitive to different cultural and linguistic backgrounds and political and religious beliefs.
      2. Use good taste when composing your responses. Swearing and profanity should be avoided. Also, consider that slang terms can be misunderstood or misinterpreted.
      3. Don’t use all capital letters when composing your responses. This is considered “shouting” on the Internet and impolite or aggressive. It can also be stressful on the eye when trying to read your message.
      4. Be respectful of others’ views and opinions. Avoid “flaming” (publicly attacking or insulting) others.
      5. Be careful when using acronyms. If you use an acronym, it is best to spell out its meaning first, then put it in parentheses afterward, such as Frequently Asked Questions (FAQs). After that, you can use the acronym freely throughout your message.
      6. Use good grammar and spelling and avoid using text messaging shortcuts.
      7. In emails, always identify yourself and what class and section you are in. Putting your course and section in the subject line is good practice. This helps your instructor identify course-related emails.
    • Learning Management System (Canvas)
    • Students are provided with guides and online ticketing services when an LMS issue arises. To access the 24/7 help desk and resources, access the Help option by clicking on the question mark icon in the global navigation bar on the left side of your course page.
    • Computer/Technology Requirements
    • Students must possess basic computer skills, including using Internet browsers to navigate the internet successfully. Students are also expected to exhibit basic skills in Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. In addition, students should be able to:
      • Use the eLearning environment.
      • Email your instructor and attach files to emails using the Inbox.
      • Verify your browser is the most current version and the browser privacy settings are correct.
      • Create files using MS Word, MS Excel, and MS PowerPoint and attach these files to your assignment submissions.
      • Manage your files. We suggest you create a folder for each course you are taking under My Documents on your computer and then create a folder for each week. Save your files often and with Lastname_WeekX-assignmentX.docx. It’s recommended that you save several versions to revert to by adding -v1, -v2, etc. to the end of your filename, for example, Lastname_Week1-assignment1-v1.docx and Lastname_Week1-assignment1-final.docx.
      • Able to upload MS Word, MS PowerPoint, MS Excel, and PDFs in order to complete assignments.
      • You may also be asked to use a webcam, upload videos or audio files, use social media to communicate with your peers or collaborate electronically.
      • Research information in the Library or use the Library databases. Make sure to include citations to avoid plagiarism.
      • Copying and pasting (Control C for copying and Control V for pasting on a PC, Command C for copying and Command V for pasting on a Mac) into an MS Word document or PowerPoint file.
      • Downloading and installing software and applications.
    • Classroom Decorum
      • STU has a standard that students are always supposed to conduct themselves professionally. For further details regarding classroom decorum, please refer to Section 8.2.2 in the Student Policies and Standardsand StudentHandbook
    • Title IX Compliance Policy
      • Title IX – protects people from discrimination based on sex, sexual assault, dating violence, domestic violence, or stalking. Please refer to Section 8.2.8 in the Student Handbook for the entire policy
    • Non-Discrimination Statement
      • St. Thomas University is committed to providing an environment where all persons are safe from discrimination and adheres to all federal and state laws banning discrimination. (For details, please refer to the Student Handbook)
    • Disability Services
      • St. Thomas University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. (For further details, please refer to the Student Handbook)

8. STUDENT SUPPORT RESOURCES

  • Student Success Center
    • The Student Success Center is located at the west end of Dooner Hall on the first floor, and it is designed to eliminate gaps from admission to placement to academic advising and provide students with a single point of contact.
    • Contact Information:
    • Local (305) 474-6900
    • Toll-Free (US)(800) 367-9010
    • StudentSuccessCenter@stu.edu
  • Counseling
    • The Virtual Care Group allows full access to their telehealth platform, so you can get the care you need anytime, from anywhere. This service includes unlimited 50-minute mental health visits, life coaching, and on-demand crisis counseling. For any questions or concerns about the platform, please email their Care Team at care@thevirtualcaregroup.com.
  • Career Services
    • Career Services is dedicated to assisting students and alumni in attaining their career goals. The office combines one-on-one career advising with the latest career-related technology, including an Internet-based system for job openings and résumé writing/referrals. The center is located in Dooner Hall #107.
  • Respondus LockDown Browser and Monitor
    • St. Thomas University uses Respondus Lockdown Browser and Respondus Monitor as anti-cheating software. Students are required to download Respondus Lockdown Browser when prompted and use it for all tests, quizzes and exams in the course. Watch the required Student Introduction Video and go to the Online Learning Tools page in your course to get a basic understanding of how the software works. Take the practice quiz on the device you will be using well in advance of your first exam/quiz, as you will not have time to troubleshoot the system while taking the exam. Students will not be allowed another attempt at taking the exam for any reason.
  • Turnitin
    • Turnitin is the leading originality checking, AI detection, and plagiarism prevention service. When submitting an assignment via Turnitin, a similarity report is generated. A similarity score or AI percentage of more than 20% will not be accepted. Student will obtain a zero for the assignment. Student has the opportunity to resubmit assignments before the due date to check their similarity score.
  • Brainfuse
    • Brainfuse is a 24-hour, online tutoring service that St. Thomas University offers for free to its students. How to access Brainfuse:
      1. Login to MyBobcat
      2. Click on the CANVAS link
      3. Click on any of your courses
      4. Click the Brainfuse link on the bottom left-hand side menu.
      5. Please select an option from the services menu
  • The Writing Center
    • The Writing Center, located in on the second floor of Dooner in room #224, allows students to engage with excellent academic writers actively willing to support students in their writing assignments. To find out more and access additional resources, please go to: https://www.stu.edu/library/services/learning-center/
  • Grammarly

9. COURSE OUTLINE/SCHEDULE*

Discussions: Please post your initial responses by 11:59 PM ET Thursdays, and comment on the posts of two classmates by 11:59 PM ET Sundays.Assignments: Complete and submit all assignments by 11:59 PM ET on Sundays.

    Module 1Topic: Legal Aspects of Psychiatry and the Role of the Psychiatric Mental Health Nurse Practitioner (PMHNP)  
Discussion: The unlawful restraint of a patient can be a legal pitfall for the PMHNP.  K.W. was found eating hamburgers out of a McDonalds dumpster and drinking water from an old water hose.  She had not taken a bath in weeks. She refused to live in an apartment because she wants to “live off the fat of the land.”  1. Cite the Baker Act law to defend your position.  2. Find one newspaper article written in the last 5 years that supports your position.  Summarize the details of the case and the laws cited  
Assignment: Quiz 1 Chain of Command Policy Practice Quiz   Readings: Tusaie & Fitzpatrick- Chapter 8 American Psychiatric Nurses Association & American Nurses Association, 2022, Pages 1-92  
    Module 2Topic: The Diagnostic and Statistical Manual of Mental Disorders (DSM) and Psychiatric Interviewing  
Discussion: It is very important for all mental health professionals to take very detailed and thorough historical information from their patients. This information should include an adequate social history, complete medical history, and a full mental status examination with a probable treatment plan.   Describe three reasons it is important to gather detailed and extensive information from any patient before you counsel him/her or make medication suggestions.  Use evidence-based research to support your position.Define malingering.  Discuss two ways to differentiate between malingering and a DSM5 diagnosis.  Use evidence-based research to support your position.  
Assignment: Quiz 2 Muddy Points discussion #1   Readings: MacKinnon, Michels & Buckley, Chapter 15    
    Module 3Topic: Anxiety and Related Disorders  
Discussion: Ms. JN is a 24-year-old law student who presents to an outpatient psychiatry clinic accompanied by her husband. She feels “worried about everything!” She is “stressed out” about her academic workload and upcoming exams. She feels fatigued and has difficulty concentrating on her assignments. She also complains of frequent headaches and associated neck muscle spasms, as well as difficulty falling asleep.   The patient’s husband describes her as “a worrier. She’ll worry about me getting into an accident, losing my job, not making enough money—the list goes on and on.”   Ms. JN reports that she has always had some degree of anxiety, but previously found that it motivated her. Over the last year, her symptoms have become debilitating and beyond her control.  
Assignment: Quiz 3   Readings Tusaie & Fitzpatrick- Chapter 10 MacKinnon, Michels & Buckley, Chapters 8 & 10  
    Module 4Topic: Depression and Related Disorders  
Discussion: Ms. Z is a 28-year-old assistant store manager who arrives at your outpatient clinic complaining of sadness after her boyfriend of 6 months ended their relationship 1 month ago. She describes a history of failed romantic relationships, and says, “I don’t do well with breakups.” Ms. Z reports that, although she has no prior Psychiatric Management I treatment, she was urged by her employer to seek therapy. Ms. Z has arrived late to work on several occasions because of oversleeping. She also has difficulty in getting out of bed stating, “It’s difficult to walk; it’s like my legs weigh a ton.” She feels fatigued during the day despite spending over 12 hours in bed, and is concerned that she might be suffering from a serious medical condition. She denies any significant changes in appetite or weight since these symptoms began.   Ms. Z reports that, although she has not missed workdays, she has difficulty concentrating and has become tearful in front of clients while worrying about not finding a significant other. She feels tremendous guilt over “not being good enough to get married,” and says that her close friends are concerned because she has been spending her weekends in bed and not answering their calls. Although during your evaluation Ms. Z appeared tearful, she brightened up when talking about her newborn nephew and her plans to visit a college friend next summer. Ms. Z denied suicidal ideation.  
Assignment: Quiz 4 Assignment 4:  Draft Group Case Study   Readings:  MacKinnon, Michels & Buckley, Chapter 7 Tusaie & Fitzpatrick – Chapter 9  
    Module 5Topic: Bipolar and Impulse Control Disorders  
Discussion: Jill, a 24 y/o Hispanic female arrives in the emergency room where her parents brought her for evaluation. They are worried because she is giving away all of her possessions and says she is planning to move to the South Pole so she can “save the world.” Her parents say that she has hardly been sleeping at all for the last 7 days, but she seems very energetic. They say she has appeared to be “in a frenzy” lately. When you interview Jill you notice that she speaks very rapidly and is laughing uncontrollably. It is hard to get her to be quiet long enough for you to ask questions. She seems agitated and has difficulty sitting still.  
Assignment: Quiz 5 Muddy Points #2 Group Case Study Video Presentation   Readings:  MacKinnon, Michels & Buckley, Chapter 5 & 6 Tusaie & Fitzpatrick- Chapter 15 https://www.nice.org.uk/guidance/cg185  
    Module 6Topic: Suicide and Psychiatric Management I Emergencies
Discussion: A 74 year old African American woman, Ms. Richardson, was brought to the hospital emergency room by the police.  She is unkempt, dirty, and foul smelling.  She does not look at the interviewer and is apparently confused and unresponsive to most of his questions.  She knows her name and address, but not the day or the month. She is unable to describe the events that led to her admission.  The police reported that they were called by neighbors because Ms. Richardson had been wandering around the neighborhood and not taking care of herself.  The medical center mobile crisis unit went to her house twice but could not get in and presumed she was not home. Finally the police came and broke into the apartment, where they were met by a snarling German shepherd.  They shot the dog with a tranquilizing gun, and then found Ms. Richardson hiding in the corner, wearing nothing but a bra. The apartment was filthy, the floor littered with dog feces.  The police found a gun, which they took into custody. The following day, while Ms. Richardson was awaiting transfer to a medical unit for treatment of her out-of control diabetes, the psychiatric provider attempted to interview her.  Her facial expression was still mostly unresponsive, and she still didn’t know the month and couldn’t say what hospital she was in.  She reported that the neighbors had called the police because she was “sick,” and indeed she had felt sick and weak, with pains in her shoulder; in addition, she had not eaten for 3 days.  She remembered that the police had shot her dog with a tranquilizer and said the dog was now in “the shop” and would be returned to her when she got home.  She refused to give the name of a neighbor who was a friend, saying, “he’s got enough troubles of his own.” She denied ever being in a psychiatric hospital or hearing voices, but acknowledged that she had at one point seen a psychiatrist “near downtown” because she couldn’t sleep.  He had prescribed medication that was too strong, so she didn’t take it.  She didn’t remember the name, so the interviewer asked if it was Thorazine.  She said no, it was “allal.”  ‘Haldol?”, ask the interviewer.  She nodded.  The interviewer was convinced that was the drug, but other observers thought she might have said yes to anything that sounded remotely like it, such as “Elavil.”  When asked about the gun, she denied, with some annoyance, that it was real and said it was a toy gun that had been brought to the house by her brother, who had died 8 years ago.  She was still feeling weak and sick, complained of pain in her shoulder, and apparently had trouble swallowing.  She did manage to smile as the team left her bedside.  
Assignment: Quiz 6 Group Case Study Video Presentation Peer reviews   Readings: Tusaie & Fitzpatrick- Chapters 13-14 MacKinnon, Michels & Buckley Chapter 17
    Module 7Topic: Schizophrenia Spectrum Disorders  
Discussion: Mr. T is a 21-year-old man who is brought to the ER by his mother after he began talking about “aliens” who were trying to steal his soul. Mr. T reports that aliens left messages for him by arranging sticks outside his home and sometimes send thoughts into his mind. On exam, he is guarded and often stops talking while in the middle of expressing a thought. Mr. T appears anxious and frequently scans the room for aliens, which he thinks may have followed him to the hospital. He denies any plan to harm himself but admits that the aliens.  sometimes want him to throw himself in front of a car, “as this will change the systems that belong under us.” The patient’s mother reports that he began expressing these ideas a few months ago, but that they have become more severe in the last few weeks. She reports that during the past year, he has become isolated from his peers, frequently talks to himself, and has stopped going to community college. He has also spent most of his time reading science fiction books and creating devices that will prevent aliens from hurting him. She reports that she is concerned because the patient’s father, who left while the patient was a child, exhibited similar symptoms many years ago and has spent most of his life in a psychiatric Psychiatric Management I
Assignment: Comprehensive Final Exam   Readings: MacKinnon, Michels & Buckley Chapters 13-14 Tusaie & Fitzpatrick – Chapter 11 https://psychiatryonline.org/doi/book/10.1176/appi.books.9780890424841
*Course schedule is tentative. The instructor reserves the right to change the course outline throughout the term to best fit the content of the lecture material. Announcements will be made in class regarding outline adjustments as needed.

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