This course examines the student’s personal meaning of health and relationships in relation to the individual, family and groups. Health assessment & promotion, roles & responsibilities within the profession of psychiatric nursing will be introduced. Health care trends related to primary health care, determinants of health and wellness are examined. The Douglas College Psychiatric Nursing Conceptual Framework will be introduced. A review of human physiology and an introduction to the concepts of pathophysiology will be presented. Basic principles of pharmacology will also be integrated within this course. Concepts of crisis, comfort, hope, loss, power, resiliency and integrity will be introduced.
In this course, within the context of the Douglas College Psychiatric Nursing philosophy and conceptual framework, students will first focus on developing the psychiatric nursing role and promoting health in clients through an understanding, acquisition and utilization of psychiatric nursing theory. Students will next begin exploring variances of wellness and learn to develop the Psychiatric Nursing role in promoting health in clients experiencing chronic conditions.
Specific concepts that will be addressed are:
- Physiological Variable
- Cellular Dynamics
- Alzheimers, dementia
- Psychosis, hallucinations, delusions
- Early psychosis intervention
- Psychological Variable
- Self-concept (self-esteem, body image, identity, self-ideal, roles, sexuality)
- Emotion (affect, mood)
- Communication (verbal/non-verbal, speech patterns, use of gestures, language proficiency, accent)
- Cognition (thinking processes, insight, judgment, intelligence, abstraction, orientation, memory)
- Perception (perceptual abilities/deficits, meaning-making, alterations: hallucinations, delusions, illusions)
- intro to anxiety, withdrawal, stigma, crisis and Mental Status Exam (as tool for assessment).
- Sociocultural Variable
- Relationships; significant others
- Social history: family, education, work
- Awareness of diversity issues, into to culture, sub-culture
- Genogram, ecomap, lifeline (as tools for assessment)
- Spiritual Variable
- Wellness-Illness Continuum
- Determinants of Health
- Variance from Wellness
- Prevention as Intervention--Primary, Secondary, Tertiary
- Universal experiences: Crisis, Comfort, Hope, Loss, Power, Integrity, Resiliency
- Professional Values
- Professional attributes: Compassion, Comportment, Commitment, Conscience, Competence, Confidence, Collegiality
- Legal & Ethical issues & guidelines
- Professional Standards for Psychiatric Nursing
- Professional Role
- Cultural Competence
- Professional Caring
- Therapeutic Use of Self
- Clinical Skills
- Teaching & Learning
- Group Process
- Health Care Delivery System
- Psychosocial Rehabilitation
- Case Management
- Interprofessional Collaboration
- Information Technology (Infomatics)
- Program Management
- Cursory application of pharmacological principles to exemplars
Douglas College Psychiatric Nursing Conceptual Framework
- Adaptation from Neuman Systems Model
- Client system
- Basic structure, process, function
- Lines of Defense & Lines of Resistance
- Health, Wellness-Illness continuum
- Prevention as Intervention
- Stressors, stability
Methods of Instruction
It is the intent of faculty to facilitate student learning, foster ways of knowing and promote critical thinking through a variety of teaching/learning methods including lecture, audio-visual aids, group discussion, case study analysis, computer assisted learning programs and group and/or individual research and presentations.
Means of Assessment
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.
In this course students will use the Psychiatric Nursing Curricular Threads (wellness-illness continuum, professional values, professional caring & health care delivery system), and in the context of the environmental, health and psychiatric nursing domains, will integrate the care of the person domain (client system, psychological, physiological, sociocultural, spiritual & developmental variables).
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.