UNIVERSITY OF ARKANSAS FOR `MEDICAL SCIENCES COLLEGE OF NURSING SYLLABUS NUSC 5463: GEROPSYCHIATRIC NURSING THEORY Master of Nursing Science Program Elaine Souder, PhD, RN Professor of Nursing Office: COPH 5254 Office Phone: (501) 296-1893 Office Hours: By Appointment Email: esouder@uams.edu Claudia P. Barone, EdD, RN, LNC, CPC, CCNS, APRNBC Dean & Professor Office: ED II, 5/104 Office Phone: (501) 6867997 Office Hours: By Appointment Email: BaroneClaudiaP@uams.edu SUMMER, 2011
Summer, 2011 2 Copyright,. Reuse with written permission only. UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES COLLEGE OF NURSING NUSC 5463: GEROPSYCHIATRIC NURSING THEORY CATALOG DESCRIPTION: Provides an overview of the sociocultural context of aging, promotion of mental health in older adults, diagnostic methods, and content on major mental health problems, their treatment, and legal issues for nurse practitioners treating older adults. COURSE CREDIT: Three (3) semester hours PRE-REQUISITES: NUSC 5403: Managing Health of Older Adults Theory I NUSC 5413: Managing Health of Older Adults Practicum I Or consent CO-REQUISITE (for GNP students): NUSC 5462: Geropsychiatric Nursing Practicum CLASS SCHEDULE: Summer session course conducted via face-to-face and Web-based classes. COURSE OVERVIEW: This course builds upon baccalaureate nursing education and reflects the College of Nursing mission and philosophy by providing opportunities for students to apply theory to advanced practice nursing in a variety of settings with elders who have mental health needs. The philosophy and organizing framework are reflected through course content on health
Summer, 2011 3 promotion, alterations in health patterns, legal and ethical practice standards, therapeutic advanced practice nursing interventions, and role development. The course addresses the outcome criterion of critical thinking through continued development of advanced knowledge and skills necessary to assess, plan, and manage commonly occurring acute and chronic cognitive and emotional changes that occur with normal aging and disease. Additionally, skills in selecting and developing appropriate advanced therapeutic nursing interventions are enhanced by examinations, case study analyses, and discussion of topics. The outcome criterion of communication is addressed through online discussion and analyses of case studies. Course content and experiences are based on: Specific standards for geropsychiatric nursing are lacking. Standards that refer to gerontological and psychiatric nursing are listed below. Additionally, students should refer to competency enhancement statements available on POGOE. ANA (2010). Gerontological nursing practice: Scope and standards of practice. (2nd ed.). Available at http://www.nursesbooks.org The American Nurses Association (2007). Psychiatric-mental health nursing: Scope and standards of practice. Available at http://www.nursesbooks.org Beck, C., Buckwalter, K., & Evans, L. Geropsychiatric nursing competency enhancements. Portal of Geriatric Online Education (POGOe). Available at http://pogoe.org/productid/20660 COURSE OBJECTIVES: Upon completion of this course, the student will be able to: 1. Analyze the interface among normal aging, bio-psychosocial problems, and selected mental illness in older adults. 2. Apply critical thinking skills necessary to assess, diagnose, and treat the older adult with selected mental illness. 3. Plan care for the older adult with a cognitive or mental disorder using pertinent research findings, theory-based interventions, and recommendations from guidelines. 4. Examine selected mental health problems and their legal implications in older adults. 5. Recognize and examine intervention strategies with individuals experiencing caregiver stress.
Summer, 2011 4 TEACHING METHODS: Lecture, seminar discussion, written papers, self-directed learning, and examinations will be used to aid student achievement of class and course objectives. The class schedule provides information on topics. CONFERENCE WITH INSTRUCTOR: Individual and/or small group conferences with instructor(s) are scheduled as needed, and may be initiated by either student(s) or instructor(s). EVALUATION: A = 90-100% B = 80-89.99% C = 75-79.99% D = 70-74.99% F = below 70% ATTENDANCE: See the CON Student Handbook for policy on class attendance. Students are expected to participate in all web-based and classroom-based activities. FOR ALL SCHOLARLY WORKS AND PAPERS, STUDENTS WILL BE EXPECTED TO FOLLOW THE GUIDELINES AS LISTED IN: American Psychological Association (2010). Publication manual of the American Psychological Association. (6th ed.). Washington DC: Author. REQUIRED TEXTBOOKS: Melillo, D., & Houde, S. (2005). Geropsychiatric and mental health nursing. New York: Jones & Bartlett. Sarton, M. (1973). As we are now. New York: W. W. Norton. (book available from course faculty) OTHER RESOURCES: Burnside, I. & Schmidt, M. G. (1994). Working with older adults: Group process & techniques (3rd ed.). Boston, MA: Jones and Bartlett Publishers. Coffey, C. E., & Cummings, J. L. (2000). Textbook of geriatric neuropsychiatry (2nd ed.). Washington, DC: American Psychiatric Press, Inc.
Summer, 2011 5 Kennedy, Gary J. (2000). Geriatric mental health care: A treatment guide for health professionals. New York: The Guildford Press. Sadock, B. J. & Sadock, V. A. (2003). Kaplan and Sadock s synopsis of psychiatry: Behavioral sciences/clinical psychiatry. Philadelphia, PA: Lippincott, Williams, & Wilkins. Salzman, C. (2004). Clinical geriatric psychopharmacology (4th ed). Philadelphia, PA: Lippincott, Williams, & Wilkins. TOPICAL OUTLINE: I. Introductory Concepts A. Normative aging B. Biophysical perspective, including genetics C. Social, economic and minority status risk factors for mental illness II. Assessment and Diagnostic Concepts A. Clinical interview B. Clinical scales C. Neuroimaging and other diagnostic methods D. Neuropsychological evaluation E. Use of the Diagnostic and Statistical Manual IV (DSM (IV) III. Major Mental Health Problems of the Older Adult A. Mood disorders B. Schizophrenia/delusional disorders C. Cognitive disorders D. Anxiety disorders E. Personality disorders F. Alcohol and substance abuse All of the above will be systematically addressed in terms of: 1. Risk factors, including genetics 2. Clinical presentation and findings 3. Treatment a. Nursing and non-pharmacologic approaches b. Pharmacologic interventions c. Ethical and legal issues IV. Promotion of Mental Health A. Bereavement and losses B. Crises and response patterns
Summer, 2011 6 C. Promotion of cognitive health V. Caregiving Issues A. Myths and realities B. Signs and symptoms of overload C. Self-help strategies D. Elder neglect and abuse E. Institutional care issues EVALUATION DUE WEIGHT Reflection Paper: The Soloist June 21 15% Reflection Paper: As We Are Now Discussion/Participation Seminar Leadership Final Exam July 12 15% ----- 20% July 26 20% August 2 30% TOTAL 100% Exams/Quizzes: The examination will assess knowledge of assigned readings and classroom presentations. The questions will be in multiple choice, short answer, and essay format. The midterm exam must be taken at UAMS at the assigned time in the classroom. The instructor must be contacted by pager and receive a verbal excuse for a missed exam. Unexcused absence from exams will result in a zero. The final exam will consist of several essay questions, and will be administered as a take-home examination. Reflection Papers: 1. A brief paper will provide an opportunity to reflect on your reactions, questions, and learning after viewing the movie, The Soloist. Please develop a short reflection paper (five double-spaced pages) addressing the following questions for The Soloist.
Summer, 2011 7 Based solely on the film, how did the protagonist (Nathaniel) meet or not meet the criteria for diagnosis of schizophrenia? What does the literature say about the relationship between schizophrenia and homelessness? What are the automatic negative thoughts that occur in the protagonist? What appears to trigger them? Discuss the variables affecting the lack of treatment for the protagonist. Many people are fearful of schizophrenics and view them as dangerous. What influence do you think the film had on this concern? 2. Please read the short book, As We Are Now by May Sarton. Please develop a short reflection paper (five double-spaced pages): Discuss your personal response to the protagonists, including nursing staff. (20%) Identify and describe mental health issues that were apparent. (20%) This book was written several decades ago. Discuss why these events would or would not be likely to occur today? (20%) How might a GNP with gero-mental health skills intervene? (20%) What is your take-away message from this assignment? (10%) Writing clarity, grammar, APA documentation (10%) Discussion Questions/Responses: Discussion questions will be posted on the discussion board for consideration and discussion. Each week of discussion is worth a maximum of ten points. Participation in WebCT and classroom discussions will be evaluated using the following criteria: Participation Grading Criteria: I. Organization/Presentation (2 points) Well-organized (major and minor points are clear) Discussion reflects current resources and evidence-based information
Summer, 2011 8 References are current, evidence-based, appropriately cited II. Content Mastery/Critical Thinking (6 points) Demonstrates application of knowledge and process appropriate to advanced practice role Comments and questions in a manner that demonstrates critical analysis of reading III. Discusses application to practice in a thoughtful and professional manner Style (2 points) Discusses issues in a scholarly manner Appropriately asks questions, shares insights, and supports peers. Maximum of 10 points possible per discussion x 10 weeks= 100 points Seminar Leadership (2 points each): Consults with course faculty regarding coverage of topic Develops topical outline for seminar Guides and encourages discussion by all students, and stays on focus Comments and questions in a manner that demonstrates critical reading of assigned material Summarizes key points COMPUTERIZED WEB-BASED EVALUATIONS FOR COURSES/FACULTY MEMBERS: Web-based evaluations are conducted to assist the faculty in improving their courses and teaching strategies. Students have a professional responsibility and obligation to complete these evaluations. COURSE/FACULTY EVALUATION POLICY:
Summer, 2011 9 All students registered for a course in the College of Nursing each semester or summer session, as a part of the course requirements, must complete the course/faculty evaluation form to ensure ongoing quality improvement in the educational program. As members of the student body enrolled in a professional program of study, all students are required to complete the course/faculty evaluations as a part of their preparation for their professional role. The College of Nursing Scholastic Non-Cognitive Performance Standards guides the student in an understanding of these expectations. Failure to complete the evaluation process will result in a review, based on these standards, of the students performance by administration. DATE CLASS TOPICS Tuesday, June 1 Class 10-12 Class 1-4 Aging and Mental Health Issues Assessment/Classification of Disorders Monday, June 27 WebCT* Psychosis Monday, June 14 Class 1-4 Interventions/Psychopharmacology Dr. Hutchison Monday, June 21 Monday, June 28 Class 10-12 Class 1-4 Class 10-12 Class 1-4 Depression Depression (continued) Depression Depression (continued) Monday, June 29 July 5 WebCT* Anxiety Disorders Monday, July 6-12 WebCT* Issues in Long-Term Care (LTC facilities/caregivers) Monday, July 13-19 WebCT* Crisis Monday, July 26 Class 10-12 Class 1-4 Elder Abuse (Pam Tabor) Student Presentations/Group Leadership PTSD Substance abuse and alcoholism Personality disorders, etc. Monday, August 2 Class 1-4 FINAL EXAM
Summer, 2011 10 * WebCT classes count as 4 hours. Legal Aspects (Mary Trentham, GNP) ES/ jw Revised: 4/11/2011