It is the intent of the faculty to facilitate student learning, foster ways of knowing, and promote critical thought through a variety of teaching/learning methods including: lecture, laboratory, demonstration and return demonstration, group discussion, role-playing, case study analysis, computer assisted learning programs, audio visual aids, and group or individual research and presentation.
Content presented will be evidenced based. Exemplars may vary.
I. VARIABLES
II. CURRICULUM THREADS
III. PHARMACOLOGY
IV. THERAPEUTIC RELATIONSHIPS
V. CARING PRACTICE
C Professional Context of Practice
Exemplars:
CRPNBC Standards of Practice
CRPNBC Code of Ethics
professional competencies
legislation relevant to Mental Health Nursing
Best Practices
psychiatric nursing scope of practice
health care system changes
labour representation
strategies for career planning
C Leadership
Exemplars:
leadership styles
decision making
delegation
C Organizational Context
Exemplars:
organizational structure & function
organizational culture
attaining optimal health care outcomes
quality assurance
accreditation
power & empowerment
C Change & Transition
Exemplars:
change theory
This course content includes integration of all the previous semesters knowledge, skills and attitudes pertaining to competent psychiatric nursing practice. This course content builds on all previous PNUR courses to promote further integration of knowledge, skills and attitudes to assume the professional role of a psychiatric nurse at entry to practice level.
This course is intended to prepare the student to successfully assume the professional role of a psychiatric nurse at entry to practice level. In this course the student will use the Psychiatric Nursing curricular threads (professionalism, health promotion, and caring), concepts (crisis, comfort, hope, loss, power, resiliency, integrity) and variables (psychosocial, physiological, cultural, spiritual, developmental) to integrate knowledge, skills and attitudes related to nursing theory, therapeutic relationships, caring practices and pharmacological interventions when caring for the person and family experiencing episodic, ongoing and complex health challenges.
The course evaluation is consistent with Douglas College evaluation policy. An evaluation schedule is presented at the beginning of the course.
This is a graded course.
Textbooks and Materials to be Purchased by Students
A list of required and optional textbooks and materials is provided for students at the beginning of each semester.