Mental Health Nursing Course syllabus

Mental Health Nursing Course syllabus

Course Title: Mental Health Nursing

Course Description: Nursing Students will be introduced to Psychiatric nursing care and the critical thinking required to care for this population. Students will build on concepts from past courses and learn to adapt them for mental health nursing.

Course Objective:

  1. Use Theoretic communication with a wide variety of patients.
  2. Use the nursing process in order to help develop care plans tailored to these patients.
  3. Learn how to promote mental health in the clinical and community setting.
  4. Identify diagnoses, medications, and therapy used to treat these patients and possible symptoms and side effects related to their care. Mental Health Nursing Course syllabus
  5. Promote safe and effective nursing care for this population.

 

Teaching Methodology:

Course will be a hybrid modality with both online and classroom teaching. Content will be available via Canvas. Group presentations, Video Blogs, discussions, and will be the primary source of learning.

Assignments

Exams: 3 (50%)

50 question timed exam based on content taught in lecture and readings.

Quizzes 6 (20%)

10 Question quizzes based on content taught in lecture and readings.

Group Discussions (10%)

Students will be divided into several groups which different topics, as chosen by the group, each week. Students are to discuss initial postings of two other groups in order to receive a full score.

Video Blogs Presentation (10%)

                Each discussion group of students are to create a mental health blog for community mental health nursing that can be used to benefit mental health patients. Each group is to create a Power Point presentation regarding the assigned clinical disorder and create a video helping t address the needs of these patients. Both components must be complete in order to receive full scores.

 

Required Textbook:

Varcarolis’ Foundations of Psychiatric-Mental Health Nursing 8th edition A Clinical Approach

ISBN:0323389678

ISBN-13:9780323389679

Authors: Margaret Jordan Halter

Policies:

Adhere to University Policies found in the student handbook.

 

 

 

 

Grading Scale:

 

A 93-100%

A- 91-92%

B+ 89-90%

B 85-88%

B- 83-84%

C+ 81-82%

C 77-80% PASSING

D 67-76%

F/F0 00-66% CONSULT ADVISOR

 

Innovative Classroom Teaching

 

Classroom response systems – Using devices such as cell phones and laptops to answers questions during lecture. This method can help to combat distractions in the classroom by utilizing personal technology in order to help facilitate learning (Sheng et al., 2019).

Video Based Simulation – A simulation through the use of a video presentation during the didactic portion of learning. The video will present a scenario that students must critically think about as a class to help treat and care for the presented patient. This method can help students as a cohort apply concepts learned in lecture and build teamwork among peers (Herron et al., 2019) Mental Health Nursing Course syllabus

References

Billings, D. M. G., & Halstead, J. A. (2020). Teaching in nursing: a guide for faculty. St. Louis: Elsevier.

 

Herron, E. K., Powers, K., Mullen, L., & Burkhart, B. (2019). Effect of case study versus video simulation on nursing students’ satisfaction, self-confidence, and knowledge: A quasi-experimental study. Nurse Education Today79, 129–134.

JACKSON COLLEGE ASSOCIATE IN APPLIED … – jetnet.jccmi.edu. (n.d.). Retrieved from https://jetnet.jccmi.edu/pluginfile.php/1019773/mod_forum/attachment/1646592/NUR.277.40.pdf

Sheng, R., Goldie, C. L., Pulling, C., & Luctkar-Flude, M. (2019). Evaluating student perceptions of a multi-platform classroom response system in undergraduate nursing. Nurse Education Today78, 25–31. https://doi-org.ezproxy.fiu.edu/10.1016/j.nedt.2019.03.008

 

Review and respond to classmate’s syllabus (please see attached file ) Please provide both positive feedback as well as a constructive critique of both content and format.
Using course syllabus rubric:
1.Course description and course objectives
2. Topical outline with readings and assignments Mental Health Nursing Course syllabus
3. Teaching strategies evaluation methods, grading scale and policies, guidelines for assignments
4. Required and recommended texts, other references, and course policies
5. Two innovative approaches to classroom teaching

 

Response to Classmate’s Syllabus

In nursing education, instructors must include pedagogical tools to renovate millennial classrooms. The majority of modern-day nursing students are millennial and they depend on technology to communicate with educators. Today’s students are collaborative, active learners and the role of the educator has transformed from being disseminators to being facilitators.  Engaging millennials in their learning is vital for their academic achievement (Billings & Halstead, 2019).   A Classroom response system (CSR) is one pedagogical tool that can enhance student engagement and learning. Pajarillo and Kaplan (2019) assert that as instructional technologies, CSR permit instructors to speedily collect and make an analysis of learners’ responses to queries posed in the class.  Typically, the instructor presents learners with questions along with multi-choice answer options, and the learners choose one of the options utilizing an electronic device such as a laptop or cell phone device the instructor then displays the results to the learners instantly.

The advantages of utilizing a CSR include improving attentiveness, improving the attitudes of learners towards classes, improving engagement of learners with the course as well as enhance interaction between the instructor and the learner by providing instant feedback even when this interaction is hindered by huge classes, social discomfort or student reluctance Mental Health Nursing Course syllabus.  A CSR also permits learners to remain unidentified, which prevents unnecessary humiliation if learners fail to understand the discussion, permitting for the targeted and timely fortification of topics and advancing the levels of understanding of subject matter covered in class (Pajarillo & Kaplan, 2019).

A video-based simulation is a pedagogical approach aimed at preparing and students to exercise intricate care giving decisions within an environment that is not harmful.   Simulation-based training offers learners an effective scheme of learning new skills and also enables them to attain experience and knowledge via learning by doing.   According to Herault et al (2018), the utilization of computer-based interactive technologies such as sensors and mobile devices, 360-degree videos and virtual reality is swiftly becoming a major tool in simulating an actual environment that can be utilized for training of nursing students.

One of the key benefits of computer-based, compared to the sole utilization of conventional simulation techniques such as mannequins is that it looks like an actual world environment and can train several students concurrently. The use of computer-based simulations also providers the educator with in-depth information about the performance of the students, and provides a secure learning environment where learners are permitted to make errors and augment their know-how via in-depth feedback.  Video simulation can be utilized in preparing learners for an actual clinical environment and enhance active learning. (Herault et al, 2018).

References

Billings, D., & Halstead, J. (2019). Teaching in Nursing: A Guide for Faculty, 6th Edition. St Louis, MO: Elsevier.

Herault, R., Lincke, A., Milrad, M. et al (2018).  Using 360-degrees interactive videos in patient trauma treatment education: design, development and evaluation aspects.  Smart Learning Environments, 5:26.

Pajarillo, E., & Kaplan, D. (2019). Usability of a classroom response system in an online course: Testing of a smartphone-downloadable technology enhanced learning tools for distance education. Journal of Nursing Education and Practice, 9(3), 14-23. Mental Health Nursing Course syllabus

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