Peplau phases of nurse client relationship ati

west coast university - N & NL Psychiatric / Mental Health

Home» Foundational» Establishing Therapeutic Relationship» Framework For Therapeutic Relationships. Framework For Therapeutic Relationships. To view. by: Lhynnelli. nurse client relationship. Nurse-Client Relationship – the nurse and the client work together to assist client to grow and solve his. Stilwell, KS: Assessment Technologies Institute, LLC. Class .. Identify Peplau's framework for the nurse-patient relationship. Serious Identify basic concepts related to group work and phases of group development. 2.

The skin around the wound softens and is damaged. Selecting a dressing individualized to the type of wound. The skin around the wound dries out and hardens. A Periwound maceration, also classified as moisture associated skin damage, is the softening of the skin and damaging of connective fibers which leads to the wound drying out and hardening. Dressing selection can help prevent this complication, and negative pressure may reduce it by reducing edema. Which patient is at greatest risk for cholelithiasis and choledocholithiasis?

B The 70 year old female patient who has liver disease is at the greatest risk because the female gender, advancing age and the liver disease are known risk factors for cholelithiasis and choledocholithiasis. Other risk factors include obesity, oral contraceptive use, diseases and disorders of the ileum, hypercholesterolemia and races like the Hispanic, Native American and Caucasian races.

Select the method of special precautions that is accurately paired with the personal protective equipment that is minimally required in order to prevent the spread of infection. Gowns, gloves and mask Droplet precautions: Face mask Airborne transmission precautions: Negative pressure room Contact precautions: B The minimal personal protective equipment that is required for droplet precautions is a face mask.

Contact precautions minimally require the use of gloves and gowns; and airborne transmission precautions minimally require the use of a negative pressure room, a HEPA mask, gowns and gloves.

Which of these patients is affected with a healthcare acquired infection? A The 18 year old male patient who developed a intravenous line infection two days after insertion is affected with a healthcare related, or nosocomial, infection.

These infections include all infections that occur while the patient is receiving healthcare services. The patient who was admitted with a urinary tract infection and the pediatric patient who develops the measles rash 3 days after admission acquired these infections prior to receiving healthcare services so they are not considered healthcare related, or nosocomial, infections. The stages of infection in correct sequential order are: Psychosocial treatments for individuals with schizophrenia.

Homelessness and mental illness: A literature review and a qualitative study of the perception of the adequacy of care. International Journal of Social Psychiatry, 53 2Psychiatric mental health nursing success: From psychiatric ward to the streets and shelters. Journal of psychiatric Mental Health Nursing, 13 3 Hartford Institute for Geriatric Nursing Try this and how to try this resource. Retrieved January 14,from http: Reducing seclusion and restraints use in mental health settings: Core strategies for prevention.

Journal of psychosocialnursing and mental health services, 49 9. Trust as foundation for the therapeutic intervention for patients with borderline personality disorder. Journal of Psychiatric and Mental Health Nursing. American Journal of Nursing, 12 Mental Illnesses, Support and Programs. Manual of psychiatric nursing care planning assessment guides, diagnoses, psychopharmacology 4th ed.

Related community experiences and pharmacology of psychotropic drugs are included. Updated per course reflecting the instructional strategies appropriate to the subject area. Describe the ethical role of the nurse in the holistic care of the client who is mentally ill, including concepts of: Illustrate application of psychiatric nursing concepts to clients and their families utilizing the nursing process and Gordon' Functional Health Pattern and identify methods of promoting wellness.

Identify the etiology of growth and development across lifespan and methods of detection of developmental disabilities, mental illness, mental retardation, and child psychiatric disturbances. Analyze group and leadership dynamics and issues of multidisciplinary collaboration, and evaluate the effectiveness of group interactions.

Demonstrate knowledge of culturally sensitive management of clients with diverse psychiatric diagnoses, as related to continuity of care psychopharmacological, somatic treatments, and other therapies including milieu, electroconvulsive therapy, individual, group, etc.

Demonstrate the utilization of information technology resources and describe the use of evidence based nursing practice in the care of the mentally ill clients by defining reliability and validity of research information. February, Page 4 Page 4 January 26, Teaching strategies: Students will be encouraged to participate in classroom discussions, so proper time devoted to course preparation will be necessary to actively participate.

Formative Assessment of Student Learning: Mental Health Quiz Section Examinations 1 and 2 Summative Final Examination Due Date Points see below see below see below see below 5 5 10 60 8th and 9th week 10 2nd through 8th week 0.

Framework For Therapeutic Relationships | Nursing Best Practice Guidelines

Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources, and submit original work. West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps towards seeking the accommodation. The faculty may assign additional make-up work to be completed for each absence. Students are required to be present when an examination is given.

If unexpectedly absent for a documented emergency situation i. The make-up work must be completed within five 5 school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a nursing or dental hygiene make-up examination is passing grade e.

Students are expected to dress professionally during class time. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or any other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action.

A student responsible for disruptive behavior may be required to leave the class. The university testing policy stipulates that no phones or other electronic devices, food or drink, papers or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed. Once the exam results are available, students may schedule reviews of their exams with their instructors.

Once the exam results are available, the instructor may review the test with students. This review is intended to help students learn, and is not intended for further distribution to other students.

Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method s approved by the instructor.

Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor. AACN Essentials for Baccalaureate Education for Professional Nursing Practice The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.

Promoting Wellness in Mentally Ill Clients include the following: Which topics are intended to be covered each week?

Describe the continuum of mental Wed: Discuss future challenges and opportunities for mental health care in the United States. Relevant Theories and Therapies for Nursing Practice: Evaluate the premises behind the Revision Date: Describe common problems and the effects of serious mental illness on daily functioning, interpersonal relationships, and quality of life.

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. Discuss the causes of treatment non-adherence, and plan interventions to promote treatment adherence.

Identify basic concepts related to group work and phases of group development. Define task and maintenance roles of group members. Discuss the therapeutic factors that Revision Date: Discuss four types of groups commonly led by basic level registered nurses. Describe a group intervention for 1 a member who is silent or 2 a member who is monopolizing the group.

Legal and Ethical Guidelines for 1. Compare and contrast the terms Safe Practice Ch. Provide explanations for situations - Violence in the in which health care professionals Psychiatric Setting have a duty to break patient confidentiality.

Identify legal terminology e. Describe the process for involuntary clients in the state of California according to the Lanternman-Petris-Short Act. Compare and contrast procedures for voluntary admission, Consecutive 14 day hold, 30 day hold, day hold.

Describe criteria and powers for LPS conservatorship. Compare and contrast the three phases of the nurse-patient relationship. Compare and contrast a social relationship and a therapeutic relationship regarding purpose, Revision Date: Class Objectives focus, communications style, and goals.

Explore qualities that foster a therapeutic nurse-patient relationship and qualities that contribute to a non-therapeutic 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.

Analyze what is meant by boundaries and the influence of transference and countertransference on boundary blurring.

Understand the use of attending behaviors eye contact, body language, vocal qualities, and verbal tracking. Discuss the influences of disparate values and cultural beliefs on the therapeutic relationship. Communication and Clinical Interview: Identify personal and environmental factors that can impede communication.

Four Phases of the Therapeutic Relationship

Discuss the differences between verbal and nonverbal communication, and identify examples of nonverbal communication. Identify attending behaviors the - The Communication nurse might focus on to increase Process communication skills. Demonstrate the use of techniques nurses that can enhance communication, highlighting what makes them effective.

Demonstrate the use of techniques that can obstruct communication, highlighting what makes them ineffective. The Nursing Process and Standards: The Nursing Process and Standards Ch. Compare the different approaches you would consider when - Standard 1: Assessment performing an assessment with a - Standard 2: Diagnosis child, an adolescent, and an older - Standard 3: Explain three principles a nurse - Standard 4: Planning follows in planning actions to reach - Standard 5: Demonstrate basic nursing - Standard 6: Student Assignments Quiz 1 Varcarolis: Describe the progression of symptoms, focus of care, and intervention needs for the prepsychotic through maintenance phases of schizophrenia.

Discuss the neurobiologicalanatomical-genetic findings that indicate that schizophrenia is a brain disorder. Differentiate among the positive and negative symptoms of schizophrenia in terms of psychopharmacological treatment and effect on quality of life. Discuss how to deal with common reactions the nurse may experience while working with a patient with schizophrenia. Compare and contrast the conventional antipsychotic medications with atypical antipsychotics.

Role-play intervening with a patient who is hallucinating, delusional, and exhibiting disorganized thinking. Class Objectives Discuss functions of the brain and the way these functions can be altered by psychotropic drugs. Describe how a neurotransmitter functions as a neuromessenger. Identify how specific brain functions are altered in certain mental disorders e.

Describe how the use of imaging techniques can be helpful for understanding mental illness. Describe the effects of dopamine blockage that may result in motor abnormalities.

Describe the result of blockage of the muscarinic receptors. Identify the main neurotransmitters affected by the following psychotropic drugs and their subgroups: Anticholinesterase drugs Identify special dietary and drug restrictions in a teaching plan for a patient taking a monoamine oxidase inhibitor. Identify specific cautions you might Revision Date: Explain the importance of culturally relevant care in psychiatric mental health nursing practice.

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. Anger, Aggression, and Violence: Compare and contrast three theories that explore the determinants for anger, aggression, and violence.

Compare and contrast interventions for a patient with healthy coping skills with those for a patient with marginal coping behaviors. Apply principles of deescalation with a moderately angry patient. Describe criteria for the use of Revision Date: Discuss types of assessment and their value in the nursing process. Compare and contrast major depressive disorder and dysthymic disorder. Discuss the links between the stress model of depression and the biological model of depression.

Identify behaviors in patients with depression in regard to each of the following areas: Identify nursing diagnoses for patients with depression, and include outcome criteria. Identify principles of communication useful in working with patients with depression. Describe the types of depression for which electroconvulsive therapy ECT is most helpful. Class Objectives Identify nursing diagnoses appropriate for a patient with mania, and include supporting data.

Identify methods of communication that may be used with a patient experiencing mania. 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. Review items presented in the patient and family teaching plan see Box with a patient with bipolar disorder.

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. Describe the profile of suicide in the United States, noting psychosocial and cultural factors that affect risk.

Identify three common precipitating events. Describe risk factors for suicide, including coexisting psychiatric disorders. Identify the most frequent coexisting psychiatric disorders. Describe possible reactions a nurse may have when beginning work with suicidal patients. Discuss examples of primary, secondary, and tertiary postvention interventions.