Syllabus for HNG 537 ( Fall 2014) Advanced Theory and Clinical Practice in Psychiatric/Mental Health Nursing III

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1 Courses --> HNG > Syllabus print Syllabus for HNG 537 ( Fall 2014) Advanced Theory and Clinical Practice in Psychiatric/Mental Health Nursing III Faculty Name: Office Hours: Office Phone: Lisa Nelson Lisa.Nelson@stonybrook.edu Additional Faculty for this course: Faculty, Frances FacultySprung, Barbara Sprung, Barbara Section: 01 Credits: 05 Diadactic hrs: 30 Clinical hrs: 180 Pre-requisites: HNG 517, HNG 527, HNG 540 Co-requisites: Discussion Board: No Required Text(s): All required texts from HNG 517 and HNG 527 should be used as needed. American Nurses Association. (2014). Psychiatric-Mental health nursing: Scope and standards of practice. Washington DC: ANA. American Psychiatric Association (2013). Diagnostic & statisical manual of mental disorders 5. Washington, D.C.: APA Press. Axline, V. (1978). Play therapy. NY: Ballantine Books. Beck, J. S., & Beck, A. T. (2011). Cognitive behavioral therapy: Basics & beyond (2nd ed.). NY: Guilford Press. Elbe, D., Virani, A. S., Bezchlibnyk-Butler, K. Z., Jeffries, J. J., & Procyshyn, R. M. ( 2014). Clinical handbook of psychotropic drugs for children and adolescents (20th Ed.). Cambridge: Hogrefe Publishing Engel, S. (1999). Stories children tell: Making sense of the narrativesof children. NY: WH Freeman Co. Mahler, M. (1975). The psychological birth of the human infant. NY: Basic Books. Perese, E. F. (2012). Psychiatric advanced practice nursing: A biopsychosocial foundation of practice. Philadelphia: F.A. Davis Company Piaget, I. & Inhelder, B. (1969). The psychology of the child. NY Basic Books. Sadock, B & Sadock, V. (2007). Kaplan and Sadock's synopsis of psychiatry. 10th edition. NY: Lippincott, Williams & Wilkins. PLEASE ORDER THE 11TH EDITION OF THIS TEXT WHEN IT IS PUBLISHED FALL 2014

2 Sullivan, H.S. (1954). The psychiatric interview. NY: WW Norton Virani, A. S., Bezchlibnyk-Butler, K. Z., Jeffries, J. J., & Procyshyn, R. M. ( 2014). Clinical handbook of psychotropic drugs (20th Ed.). Cambridge: Hogrefe Publishing Winnicott, D.W. (1965). The maturational process and the facilitating environment. NY: UP. Yalom, I. (2002) The gift of therapy: an open letter to a new generation of therapists and their patients. Harper Perenial Publisher, NY, NY Yalom, I. & Leszcz, M. (20005). Theory and practice of group psychotherapy. 5th Ed. NY: Basic Books. Recommended Text(s): Recommended Text(s): Bowlby, J. (1973). Attachment and loss. NY: Basic Books, Inc. Bowlby, J. (1973). Separation. NY: Basic Books, Inc. Bowlby, J. (1980). Loss. NY: Basic Books, Inc. Bradshaw, J. (1988). Healing the shame that binds you. FL: Health Communications, Inc. Brenner, C. (1974). An elementary textbook of psychoanalysis. NY: Doubleday Co. Brenner, C. (1982). The mind in conflict. NY: IUP. Engel, S. (1999). Play therapy with children in crisis. NY: Guilford. Erikson, E. (1963). Childhood and society. 2nd Ed. NY: WW Norton Co. Freud, A. (1936). The ego and mechanisms of defense. NY: IUP Freud, S. (1959). Collected papers. Translated by Joan Riviera I-V. NY: Basic Books. Gay, P. (1985). Freud for historians. NY: Oxford University Press. Holt, R.R. (1989). Freud reappraised. NY: Guilford. Klein, M. (1984). Love, guilt and reparation and other works, I, NY: Free Press. Klein, M ( 1984). Envy, & gratitude & other works, III, NY: Free Press. Klein, M. (1987). Our need for others & its roots in infancy. NY: Methum. Kohut, H. (1971). The analysis of the self. NY: IUP. Kratochwill & Morris,R. (1991). The practice of child therapy. NJ: Jason Aronson. Lax, R.F., Bach, S., Burland, J.S. (1980). Rapprochement. NY: Jason Aronson. Pine, F. (1990). Drive, ego, object & self. NY: Basic Books.

3 Pine, F. (1985). Developmental theory and clinical process. New Haven: Yale University Press. Rogers, C. (1965). Client centered therapy. Boston: Houghton, Miflin, Co. Skinner, B. (1953). Science and human behavior. NY: MacMillan. Stern, D. (1986). The interpersonal world of the infant. NY: Basic Books. Sullivan, H (1953). The interpersonal theory of psychiatry. NY: WW Norton Winnicott, D.W. (1971). Playing and reality. NY: Basic Books, Inc. Winnicott, D.W. (1986). Through pediatrics to psychoanalysis. NY: Basic Books, Inc Winnicott, D.W. (1986). Holding and interpreting. NY: Grove Press. Yalom, I (1993). Inpatient group psychotherapy. NY: Basic Books Purpose: To acquire knowledge and analytical skills to provide, direct, and reform health care necessary for advanced nursing practice in psychiatric/mental health settings. Course Description: Provides the knowledge and skills in the nursing diagnosis and therapeutic nursing interventions of psychiatric/mental disorders in special populations in a multicultural society. The variey of therapeutic roles for the NP/CNS in Psychiatric/Mental Health nursing will be analyzed to provide a framework for advanced practice. Prerequisite: HNG 517, HNG 527 This is the third of four sequential courses and is designed to provide the knowledge & skills in the diagnosis and therapeutic interventions of mental disorders in special populations in a multicultural society. The variety of therapeutic roles for the NP/CNS in Psychiatric/Mental Health nursing will be analyzed to provide a framework for advanced nursing practice. Student Evaluation: Clinical Hours: 180 plus graded as pass/fail On-site intensive (Mandatory clinical day) Octber 20th Assignment: evaluation of simulation lab experience and critique of videotape: worth 10% of grade due by October 27th 2014 Psychiatric Evaluation and Treatment Plan of Child/Adolescent/Young Adult 25% Due no later then November 3, 2014 Child, Adolescent or Young Adult Case Study/Psychotherapy Paper 25% Due no later then December 1, 2014 Mid-Semester Self Evaluation 5% of grade due October 24, 2014 End-Semester Self Evaluation 5% of grade due December 8, 2014 Midterm Exam 15% of grade Monday November 10th Final Exam 15% Tuesday Dec. 16th 2014 Successful completion of the clinical component is required in order to pass this course. In order to recieve a grade, the student must submit a completed clinical evaluation and log of clinical hours.. *** All course work must be submitted on due dates unless previously negotiated with the Course instructor.

4 Due dates for assignments will be in the course welcome letter. One point will be taken off for each day that an assignment is late. Curriculum Objectives for Graduate Students Upon completion of this program the student will be able to: 1. Integrate clinical prevention and population health concepts in the provision of evidence-based, culturally relevant healthcare. 2. Incorporate knowledge from nursing and related sciences into the delivery of advanced nursing care across diverse 3. Translate relevant research to improve practice and associated health outcomes for diverse 4. Demonstrate leadership skills in the provision of high quality health care and within the context of an interprofessional team. 5. Integrate current and emerging technologies into the delivery of safe, quality care. 6. Interpret the effect of legal and regulatory processes on nursing practice, healthcare delivery, and outcomes. 7. Apply ethical analysis and social responsibility to delivery of advanced nursing care across diverse 8. Demonstrate cultural competence to improve patient and population outcomes. 9. Demonstrate behaviors of professional engagement and life-long learning in the provision of quality health care. Course Objectives Upon completion of this course the student will be able to: 1.1 Critically analyze clinical findings to determine mental health status of clients and their famiies who are identified as a special population. 1.2 Design therapeutic interventions for individuals and their families who as part of a special population, are experiencing acute or chronic maladaptive behavioral responses. 1.3 Analyze the role that culture, ethnicity, social values and role behavior contribute to mental health patterns of individuals and families in special 2.1 Develop an advanced therapeutic role for the NP/CNS in psychiaric/mental health nursing. 3.1 Critically analyze research findings related to mental health issues of special 4.1 Integrate concepts of leadership & change in your clinical setting. 5.1 Collaborate with other health care providers to improve management of psychiatric/mental health care for special 5.2 Collaborate with the interdisciplinary mental health team to design and implement creative therapeutic intevention strategies for mental health clients and families in the institutional and community settings. 5.3 Communicate effectively with professional and community agencies to positively impact on mental health care delivery in society. 6.1 Critically analyze professional issues relating to mental health promotion and health maintenance in psychiatric/mental health nursing. 6.2 Assess alternative models of holistic care for nursing practice in psychiatric/mental health settings. 7.1 Critically analyze current ethical, social and legal issues for the NP/CNS in psychiatric/mental health nursing. 8.1 Participate in advanced education to enhance knowledge of the role of NP/CNS. 8.2 Participate in professional activities relevant to advanced practice. 9.1 Discuss and formulate a set of professional values that support ongoing learning and excellence in practice. ALL MATERIAL CONTAINED IN THIS DOCUMENT IS PROTECTED BY COPYRIGHT. YOU MAY NOT REPRODUCE OR DISTRIBUTE THIS MATERIAL, IN WHOLE OR IN PART, ELECTRONICALLY OR OTHERWISE. HIPAA - Health Insurance Portability and Accountability Act All Health Sciences students are required to respect the confidential nature of all information that they have access to including the personal health information of patients. The Health Insurance Portability and Accountability Act (HIPAA) of 1996 provides significant new privacy protections for the health information of patients and research participants. Students in the Health Sciences programs are required to comply with the training requirements related to privacy and security provisions of HIPAA and to abide by the University s policies and procedures related to HIPAA. AMERICANS WITH DISABILITIES ACT STATEMENT If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, 128 ECC Building (631) They will determine with you what accommodations are necessary and

5 appropriate. All information and documentation is confidential. Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following web site: and search Fire Safety and Evacuation and Disabilities. ACADEMIC INTEGRITY Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report and suspected instances of academic dishonesty to the Academic Judiciary. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at CRITICAL INCIDENT MANAGEMENT Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn.