COURSE DESCRIPTION
NURS 5368 Integrated Mental Health Care I
Duration: 14 weeks | Credit Hours: 3:
This course integrates theory and research in the clinical application of the care of adults/geriatrics by nurse practitioners. Students will provide care to adults/older adults in the clinical setting under the guidance of a clinical preceptor. Emphasis is on applying theory and research to adults and older adults experiencing complex health problems. Related professional issues will be explored in this clinical course. (125 clinical hours)
Prerequisite
NURS 5365
STUDENT LEARNING OUTCOMES:
Upon successful completion of this course, the student will be able to:

1. Demonstrate ability to apply theory and research to children, adolescents, and families experiencing complex health problems
2. Develop an age-appropriate treatment plan for mental health problems and psychiatric disorders based on biopsychosocial theories, evidence-based standards of care, and practice guideline
3. Apply and integrate appropriate mental health theory and research in the clinical application of the care of adults/geriatric
4. Demonstrate provision of ethical, evidence-based mental health care to Pedi/Adolescent/Family populations.

5. Generate appropriate differential diagnoses for mental health problems and psychiatric disorders
6. Assess the impact of acute and chronic medical problems on psychiatric treatment.
7. Demonstrate ability to conduct individual and group psychotherapy.
8. Apply supportive, psychodynamic principles, cognitive-behavioral, and other evidence-based psychotherapy/-ies to both brief and long-term individual practice.
9. Plan care to minimize the development of complications and promote function and quality of life.
10. Demonstrate ability to develop treatment plans for acute and chronic psychiatric disorders and mental health prob
11. Demonstrate understanding of the importance of providing consultation to health care providers and others to enhance quality and cost-effective services
12. Facilitate the transition of patients across levels of care, as appropriate.
13. Demonstrate understanding of the importance of attending to the patient-nurse practitioner relationship as a vehicle for therapeutic change.
14. Demonstrate ability to therapeutically conclude the nurse-patient relationship when transitioning the patient to other levels of care.
15. Demonstrate ability to address sexual/physical abuse, substance abuse, sexuality, and spiritual conflict across the lifespan.

16. Apply principles of self-efficacy/empowerment and other self-management theories in promoting relationship development and behavior change.
17. Identify and maintain ethical and professional boundaries to preserve the integrity of the therapeutic process
18. Teach patients, families, and groups about treatment options with respect to developmental, physiological, cognitive, cultural ability and readiness
19. Demonstration of the provision of psychoeducation to individuals, families, and groups regarding mental health problems and psychiatric disorders
20. Modify treatment approaches based on the patient’s ability and readiness to learn.

21. Consider motivation and readiness to improve self-care and healthy behavior when teaching individuals, families, and groups of patient

Overview: Integrated Mental Health Care II – Pedi/Adolescent/Family
This course integrates theory and research in the clinical application of the mental health care of Pedi/Adolescent/Family clients by nurse practitioners. Students will provide care to Pedi/Adolescent/Family clients in the clinical setting under the guidance of a clinical preceptor. Emphasis is on applying mental health theory and research to families, pediatrics, and adolescents, experiencing complex health problems. Related professional issues will be explored in this clinical course. (125 clinical hours)
The content of this course is web-based and may be subject to change at the discretion of the faculty according to current learning needs. Therefore, it is wise to review assigned readings and assignments on Canvas at the beginning of each week for possible updates. Notify the faculty immediately if there are issues that would delay submission of assignments.
Please refer to the online Course Calendar and online Course Schedule for weekly assignments and Due Dates.
You are expected to be self-directed in your learning and to approach every learning opportunity with a clear understanding of the learning objectives.
INSTRUCTIONAL METHODS
This course is taught in a web-enhanced format with online readings as well as scheduled on-campus labs throughout the semester. The following learning venues are included:

Online learning activities and website media will be used. Students will access posted online coursework related to the required course textbook. Pertinent YouTube video lectures will enhance the modules.
There will be several required assignments to be turned in under the Assignments tab on Canvas.
Optional readings and videos may be offered to enhance your learning.

Should you miss an exam for an excusable reason, the make-up exam may consist of essay and fill-in-the-blank type questions or a clinical challenge assignment. Be aware that an excuse for make-up exams primarily consists of emergency situations only and not requests for personal vacations or scheduling conveniences.
Work excuses or failure to adequately connect to the internet during exams are not necessarily considered reason enough to permit scheduling a make-up exam and may be evaluated on a case-by-case basis.
If you have difficulties with an internet connection, contact Proctor U, the online proctored testing platform, and then contact your faculty right away, so as to limit the delay time in starting an exam. Students should always notify the instructor prior to a foreseeable absence.
Required Materials and Textbooks:

1. American Nurses Association (2010). Nursing: Scope and standards of practice, 2nd Ed. Silver Springs, MD: Nursingbooks.org. ISBN: 9781558102828

2. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders Fifth Edition Paperback (DSM-5). American Psychiatric Association. ISBN 978-0-89042-555-8

3. E.H.R. GO access

APEA PMHNP Package

1. Go to: https://apea.com/products/collection/ut-tyler-88/
2. Select UT Tyler PMHNP Bundle and Add to Cart
3. Click on your shopping bag at the top of the page.
4. Enter Promo Code: UTTbundle
5. Your discounted total is $394.95
6. Log in or create an account using your university email addre Enter your account information, billing information, and payment information. The total for the package required by your university is $394.95. This total reflects your discounts.

You must purchase the required materials to receive access. Purchases made after normal business hours (8 am-4:30 pm CST), on weekends or on holidays are processed on the next business day. Materials purchased through our store, (www.apea.com) do not satisfy university requirements. Promo code applies to this university purchase only. You only need to purchase this once in your year three at UT Tyler. If you purchased this last semester then talk to your faculty before purchasing.
SUGGESTED MATERIALS:

4. Sadock, B. J., & Sadock, V. A. (2007). Kaplan & Sadock’ s Synopsis of psychiatry: Behavioral sciences/Clinical psychiatry, 10th Ed. Philadelphia: Lippincott Williams & Wilkin ISBN: 978-0-7817-7327-0

5. Stahl, (2011). The Prescriber’s guide, 4th Edition. New York, Cambridge University Press. ISBN: 978-0521173643
6. Wheeler, (2013). Psychotherapy for the advanced practice psychiatric nurse: A how to guide for evidence-based practice 2nd Edition Springer Publishing. ISBN: 9780826110008

Reference (optional):

1. Jameson, L., Fauci, A. S., Kasper, D. L., Hauser, S. L., Longo, D. L., Loscalzo, J. (2018). Harrison’s principles of internal medicine (20th). New York, NY: McGraw-Hill

REQUIRED COURSE EQUIPMENT

Lab coat
UT Tyler student name badge ($15.00)
UT Tyler patch – purchased locally at CR Scrubs
Cell phone with internet access

Web Cam for your computer

REQUIRED COURSE TECHNOLOGY
Please see the Canvas Page that discusses this specifically.

Estimated Time Commitment Required for Assignments:
Reading of professional materials (books, journals, etc.) is an integral aspect of role development as a nurse practitioner. It is recommended that students spend a minimum of 2- hours daily for materials related to assigned readings, clinical topics, and professional issues associated with the NP role and competencies. As a rough guide, you should plan to spend six to eight hours per week on this course, and more hours may likely be necessary, depending on the individual. This estimate includes the time you will spend reading, researching items for more information, and completing assignments. Note that considerably more additional hours may be necessary to fully comprehend the didactic content as well as the clinical skills.
Every student is responsible for completing the recommended reading, completing the course module components, assignments, quizzes, and exams according to due dates in the course calendar. Reading assignments consist of associated materials in the course textbooks and this list may be viewed on the course calendar and in each module. All assignments are made with the assumption that required reading assignments will be completed prior to completion of the assignments
COURSE EVALUATION
Course Grading Scale:  Grades will not be rounded when calculating the average (79.5 is not rounded to 80 and 89.5 is not rounded to 90).
A = 90 to 100%
B = 80 to 89%           B is Passing
C = 70 to 79% D = 60 to 69% F = Below 60%
GRADING ELEMENTS:                                                                       POINTS
Midterm CPE                                                                                              5%
Final CPE                                                                                                     5%
Clinical Schedule                                                                                      10%
Clinical Hours Documentation with preceptor signature                   5%
Case Presentation (Debrief)                                                                    20%
Clinical Hours – 125 hours must be completed satisfactorily
P/F Domain Quizzes – (Must have 80% or higher on quizzes)                 50%
OSCE Clinical Evaluation                                                                           15%
100%
Domain quizzes will account for 50% of your grade. *You must make an 80 or above on the Q banks quizzes to submit the results to the class. The Domains quizzes will be open for the entire week or longer. You will access the Domain quizzes through the APEA website. You will submit your highest Domain score weekly.
CLINICAL PARTICIPATION: Each student must log 125 hours of precepted clinical time in this class.  Observation is NOT ACCEPTABLE in the clinical setting. You must be actively assessing patients and planning care for them. Clinical time will be awarded for OSCE’s and for selected other experiences offered by the instructor throughout the semester. You must attend clinical debrief meetings via zoom as scheduled.
All hours must be logged in to InPlace and all CPE’s completed in order to fulfill the clinical requirements of this course.
You must submit a Preceptor Signature Document in the assignment link along with CPE’s (Clinical Performance Evaluations) and Summary of Clinical hours.
Spring 2022 COURSE CALENDAR

Zoom number and link all
Meetings are on
Wednesday 6pm-
8pm.

 
Topic: Zoom Meeting Room
Time: This is a recurring meeting
 
Weekly:

01/10/22
Intro to course requirements
Zoom Meeting   1/12

Course expectations and Syllabus review –

Zoom attendance STRONGLY recommended.

Syllabi Quiz topics will be reviewed.

Weekly APEA Domain assignments
Weekly
50%
Minimum submission grade is an 80%

01/30/22
Full Clinical schedule due
10%
You may not start your clinical rotations until you have submitted your Full Clinical schedule

03/01/22
Final Filing Deadline for Spring 2022
Graduation

03/07-
03/12/22
Spring Break

03/16/22
Mid-term CPE by preceptor due
5%
Use course template

03/21/22
LAST DAY TO WITHDRAW

04/10/22
OSCE’s
15%

4/13/22
Clinical Schedule
Hours
Signature page
10%

04/15/22
Final Preceptor CPE
5%

04/1/22
Site Evaluation/Preceptor evaluation
5%
Use course template

04/23/22
End of 14 Week
Session Hours

05/07/22
Spring
Commencement

All students are required to have an active InPlace subscription.

 

NURS 5370 PMHNP Practicum 2
COURSE DESCRIPTION
Duration: 14 weeks | Credit Hours: 3:
This course is foundational for advanced practice nurses caring for individuals with mental disorders as well as substance use disorders. The course focuses on key mental disorders across the lifespan. Multifactorial causes for various disorders are explored, including developmental, genetic, injury, trauma, infection, and neurodegeneration. Maintenance of homeostasis within the mind-body relationship will be examined with respect to mental disorders in a precepted setting.
Prerequisites:
NURS 5350 Pathophysiology, NURS 5354 Advanced Pharmacology, NURS 5321Advanced Health
Assessment; NURS 5357 Neurobiology Overview; NURS 5359 Psychopharmacology; NURS 5356
Psych Theory/Modalities; NURS 5367 Practicum I; NURS 5368 integrated mental health care I Adult/Gerontology. Concurrent or successful completion of 5370.
STUDENT LEARNING OUTCOMES:
Upon successful completion of this course, the student will be able to:

1. Demonstrate ability to apply theory and research to children, adolescents and families experiencing complex health problems
2. Develop an age-appropriate treatment plan for mental health problems and psychiatric disorders based on biopsychosocial theories, evidence-based standards of care, and practice guidelines
3. Apply and integrate appropriate mental health theory and research in the clinical application of the care of adults/geriatric
4. Demonstrate provision of ethical, evidence-based mental health care across the lifespan
5. Generate appropriate differential diagnoses for mental health problems and psychiatric disorders
6. Assess the impact of acute and chronic medical problems on psychiatric treatment.
7. Demonstrate ability to conduct individual and group psychotherapy.
8. Apply supportive, psychodynamic principles, cognitive-behavioral, and other evidence-based psychotherapy/-ies to both brief and long-term individual practice.
9. Plan care to minimize the development of complications and promote function and quality of life.
10. Demonstrate ability to develop treatment plans for acute and chronic psychiatric disorders and mental health problems
11. Demonstrate understanding of the importance of providing consultation to health care providers and others to enhance quality and cost-effective services
12. Facilitate the transition of patients across levels of care, as appropriate.
13. Demonstrate understanding of the importance of attending to the patient-nurse practitioner relationship as a vehicle for therapeutic change.
14. Demonstrate ability to therapeutically conclude the nurse-patient relationship when transitioning the patient to other levels of care.

15. Demonstrate ability to address sexual/physical abuse, substance abuse, sexuality, and spiritual conflict across the lifespan
16. Apply principles of self-efficacy/empowerment and other self-management theories in promoting relationship development and behavior change.
17. Identify and maintain ethical and professional boundaries to preserve the integrity of the therapeutic process

18. Teach patients, families, and groups about treatment options with respect to developmental, physiological, cognitive, cultural ability and readiness
19. Demonstration of the provision of psychoeducation to individuals, families, and groups regarding mental health problems and psychiatric disorders
20. Modify treatment approaches based on the patient’s ability and readiness to learn
21. Consider motivation and readiness to improve self-care and healthy behavior when teaching individuals, families, and groups of patient

COURSE OUTLINE:  PMHNP Practicum I
This course provides clinical training in the full role of the psychiatric mental health nurse practitioner. Emphasis is placed on the integration of two content areas: the knowledge and skills for PMHNP practice; and the specific mental health needs across the lifespan. Clinical experiences, lectures, case discussions, and projects allow students the opportunity to develop competencies in the ethical, safe, collaborative, and evidence-based provision of mental health care to adults and older adults in the context of a changing health care system.
The content of this course is web-based and may be subject to change at the discretion of the faculty according to current learning needs. Therefore, it is wise to review assigned readings and assignments on Canvas at the beginning of each week for possible updates. Notify the faculty immediately if there are issues that would delay the submission of assignments.
Please refer to the online Course Calendar and online Course Schedule for weekly assignments and Due Dates.
You are expected to be self-directed in your learning and to approach every learning opportunity with a clear understanding of the learning objectives.
INSTRUCTIONAL METHODS
This course is taught in a web-enhanced format with online readings as well as scheduled on-campus labs throughout the semester. The following learning venues are included:

Online learning activities and website media will be used. Students will access posted online coursework related to the required course textbook. Pertinent YouTube video lectures will enhance the modules.
There will be several required assignments to be turned in under the Assignments tab on Canvas.
Optional readings and videos may be offered to enhance your learning.

Should you miss an exam for an excusable reason, the make-up exam may consist of essay and fill-in-the-blank type questions or a clinical challenge assignment. Be aware that an excuse for make-up exams primarily consist of emergency situations only and not requests for personal vacations or scheduling conveniences.
Work excuses or failure to adequately connect to the internet during exams are not necessarily considered reason enough to permit scheduling a make-up exam and may be evaluated on a case-by-case basis.
If you have difficulties with internet connection, contact Proctor U, the online proctored testing platform, and then contact your faculty right away, so as to limit the delay time in starting an exam. Students should always notify instructor prior to a foreseeable absence.
Required Materials and Textbooks:

1. American Nurses Association (2010). Nursing: Scope and standards of practice, 2nd Ed. Silver Springs, MD: Nursingbooks.org. ISBN: 9781558102828

2. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders Fifth Edition Paperback (DSM-5). American Psychiatric Association. ISBN 978-0-89042-555-8

4. Johnson, & Vanderhoef, D. (2016). Psychiatric-mental health nurse practitioner, 4th Edition, Maryland, Silver Spring. ISBN: 9781935213826

5. Stahl, (2021). The Prescriber’s guide, 7th Edition. New York, Cambridge University Press. ISBN: 9781108926010

APEA PMHNP Package
APEA PMHNP Package (WAIT FOR FACULTY DIRECTION AT BEGINNING OF SEMESTER TO PURCHASE!!! ).

1. Go to: https://apea.com/products/collection/ut-tyler-88/
2. Select UT Tyler PMHNP Bundle and Add to Cart
3. Click on your shopping bag at the top of the page.
4. Enter Discount (Promo) Code: (Promo code will be given in class, do not purchase early)
5. Your discounted total is $TBD
6. Log in or create an account using your university email addre Enter your account information, billing information, and payment information. The total for the package required by your university is $TBD. This total reflects your discounts.

You must purchase the required materials to receive access. Purchases made after normal business hours (8 am-4:30 pm CST), on weekends or on holidays are processed on the next business day. Materials purchased through our store, (www.apea.com) do not satisfy university requirements. Promo code applies to this university purchase only. You only need to purchase this once in your year three at UT Tyler. If you purchased this last semester then talk to your faculty before purchasing.
SUGGESTED MATERIALS:

6. Sadock, B. J., & Sadock, V. A. (2022). Kaplan & Sadock’ s Synopsis of psychiatry: Behavioral sciences/Clinical psychiatry, 12th Ed. Philadelphia: Lippincott Williams & Wilkin ISBN:97819751455697.

7. Wheeler, (2022). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice 3rd Edition Springer Publishing. ISBN: 9780826193797
8. Zimmerman, Mark (2013). Interview guide for evaluating DSM-5 psychiatric disorders and the mental status examination. East Greenwich, RI: Psych Products Pre ISBN 9780963382115
9. Do not purchase until discussing with instructors: EHRGO access

Reference (optional):

1. Jameson, L., Fauci, A. S., Kasper, D. L., Hauser, S. L., Longo, D. L., Loscalzo, J. (2018). Harrison’s principles of internal medicine (20th). New York, NY: McGraw-Hill

REQUIRED COURSE EQUIPMENT

Lab coat
UT Tyler student name badge ($15.00)
UT Tyler patch – purchased locally at CR Scrubs
Cell phone with internet access
Web Cam for your computer

REQUIRED COURSE TECHNOLOGY
Please see the Canvas Page that discusses this specifically.

Estimated Time Commitment Required for Assignments:
Reading of professional materials (books, journals, etc.) is an integral aspect of role development as a nurse practitioner. It is recommended that students spend a minimum of 2- hours daily for materials related to assigned readings, clinical topics, and professional issues associated with the NP role and competencies. As a rough guide, you should plan to spend six to eight hours per week on this course, and more hours may likely be necessary, depending on the individual. This estimate includes the time you will spend reading, researching items for more information, and completing assignments. Note that considerably more additional hours may be necessary to fully comprehend the didactic content as well as the clinical skills.
Every student is responsible for completing the recommended reading, completing the course module components, assignments, quizzes, and exams according to due dates in the course
calendar. Reading assignments consist of associated materials in the course textbooks and this list may be viewed on the course calendar and in each module. All assignments are made with the assumption that required reading assignments will be completed prior to completion of the assignments
COURSE EVALUATION
Course Grading Scale:  Grades will not be rounded when calculating the average (79.5 is not rounded to 80 and 89.5 is not rounded to 90).
A = 90 to 100%
B = 80 to 89%           B is Passing
C = 70 to 79% D = 60 to 69% F = Below 60%
GRADING ELEMENTS:                                                                       POINTS
Exams:
Clinical Challenge 1                                                                          15%*
Clinical Challenge 2                                                                          15%*
Clinical Challenge 3                                                                          15%*
Clinical Challenge 4                                                                          15%*
GENOGRAM Assignment                                                                20%
Weekly BIRP Notes (at least 10)                                                    10%
Clinical Documents (Clinical Schedule, Mid-term and Final CPE, Clinical Hour documentation with preceptor signature)                                                                                          10%
CLINICAL PARTICIPATION: Each student must log 125 hours of precepted clinical time in this class.  Observation is NOT ACCEPTABLE in the clinical setting. You must be actively assessing patients and planning care for them. Clinical time will be awarded for OSCE’s and for selected other experiences offered by the instructor throughout the semester. You must attend clinical debrief meetings via zoom as scheduled.
All hours must be logged into InPlace and all CPE’s completed in order to fulfill the clinical requirements of this course.
You must submit a Preceptor Signature Document in the assignment link along with CPE’s
(Clinical Performance Evaluations) and Summary of Clinical hours. COURSE ELEMENTS
Achievement of the course objectives is evaluated based on the following activities:

Clinical Challenges (60% of total grade; 100 possible points per challenge):

Clinical Challenges in the course will be given ONLINE, using a proctored service called ProctorU (Links to an external site.). Please see pages 9 and 16 of these documents for more information about ProctorU.

Clinical Challenges, like exams, must be taken during the time specifically designated unless other arrangements are made with instructors prior to the test. As previously stated, special arrangements must be decided on an as-needed basis. There is no guarantee that your request will be approved.
Students must achieve an AVERAGE of 80 on all four Clinical Challenges to pass the course. Even though you may have enough percentage in other areas to raise your overall grade, you still will not pass the course without an 80 overall AVERAGE on all Clinical Challenges.

Each Clinical Challenges may be opened during the designated hours listed within Canvas, but you will only have 240-minutes to complete the exam— including the verified time with ProctorU. And, you must finish the exam by the end time established for the exam. Please pay strict attention to this time limit!

Absolute integrity is expected from every student in all aspects of the course and students may be dismissed from the program for violations. Cheating on clinical challenges will not be tolerated.  All persons involved in Academic Dishonesty

will be disciplined in accordance with University Regulations and Procedures. You are responsible for reading and following the student guidelines on academic integrity in the Handbook of Operating Procedures (Links to an external site.) for UT Tyler.

Clinical Challenges Item Appeals:

o    Students who wish to submit an item appeal need to do so within 24 hours of receiving their grade.  Appeals need to provide rational(es) as to why the student provided answer is the correct answer.  Appeals need to be APA formatted and sourced with course required materials.
Do not disconnect from ProctorU until you are given specific permission to do so. You will have the option to review your exam once after it is submitted. This must be done before disconnecting with ProctorU.  Otherwise, an incident report will be issued, and an investigation will be pursuant. There will not be a second look at the exam itself. Do not copy materials, take screen shots, or copy the challenge questions by any other method.

When your Clinical challenge is completed, you must disconnect from the challenge in Canvas PRIOR TO disconnecting from proctor U for test security purposes. Any attempts to copy the examination will be viewed as cheating. If you want to challenge a question this can be done via the appropriate mechanism described on Canvas, and at the posted time.
Instructions may be given to email an instructor with your exam challenges.

Please review instructions in Canvas for this.

All question challenges should contain a pertinent rationale with reference and page number. Only those challenges supported by a rationale and reference will be reviewed.
Any adjustment to challenge grades will be at the discretion of the faculty.
Grades will be posted on Canvas but should not be considered the official grade for the course until all exams have been taken and final grades have been posted.

GENOGRAM (20% of total grade)

A genogram is structurally like a family tree but serves a very different purpose. Imagine a genogram as a family tree with much more detail about how the family members interact with one another. For example, a family tree might show us that “Emily and Kevin are married”, while a genogram could tell us that “Jon and Jenny are married, but they are emotionally distant from one another”.
A genogram becomes most valuable when it includes information about several generations. Patterns that are usually hard to decipher seem to jump out once they’ve been mapped on paper. Upload your assignment in the assignment.
III.       Weekly BIRP Notes (10% of total grade)-MUST SUBMIT 10 NOTES.

1. Clinical Documents (Submission of clinical documents) – (10% of grade)

Attendance/Class Participation/Professionalism, (P/F)

Graduate students at The University of Texas at Tyler are held to a high standard of professionalism. The UT Tyler student represents not only themselves, but the University as well.
Nurse Practitioner students are to wear their Name Badges whenever they are in the clinical setting.
Please use proper Netiquette (proper online decorum) in the online classroom.

Be aware of the Academic Honesty policy of UT Tyler and read through the course syllabus thoroughly.
Please notify the faculty about personal issues that would preclude timely posting of assigned work.
Lack of class participation may result in deductions from the Professionalism grade.

SUMMER 2022 COURSE CALENDAR: 5370 & 5373

MAY NOT BEGIN CLINICAL ROTATION(S) UNTIL CLINICAL SCHEDULE IS SUBMITTED IN CANVAS

Courses begin 05/09/2022
 
Zoom link will be posted in the course: all meetings are on Wednesday 6pm-
8pm.
 
Topic: Zoom Meeting Room
Time: This is a recurring meeting

 

 

 
05/11/22
Intro to course requirements Zoom Meeting
05/11/2022
 
Course expectations and Syllabus review
 

–Discussion of course requirements,
 

course materials, and grading
 

expectations
 

Zoom attendance STRONGLY
 

recommended.
 

Weekly:
Wednesday 6pm-8pm Mandatory attendance with Cameras ON
Case Presentation
10%
Debriefing Case Time

Weekly: All domains must be complete 8/06
Weekly
50%
APEA Domain assignments. Minimum submission grade is an 80%

Weekly:
First note due by 5/29/22, and weekly thereafter
BIRP NOTES
10%
Total of 10 BIRP Notes

Weekly:
First submission by 5/29/22, and weekly thereafter
InPlace
*%
Record clinical hours and patients seen in InPlace. This is required to earn clinical hours.

5/22/2022
Genogram
20%
Per course Rubric: genogram & reflective paper from a child/adolescent patient

5/22/2022: MAY NOT BEGIN CLINICAL ROTATION(S) UNTIL CLINICAL SCHEDULE IS SUBMITTED IN CANVAS
Full Clinical schedule due
*%
*All required clinical documents constitute 10% of the grade
Use course template in WORD

05/29/22
Clinical Challenge 1
15%
Course exam: Clinical Challenge 1
Opens at 12:01 AM and closes at 1159PM**

 

06/15/22
Final Filing Deadline for Summer 2022
Graduation
 
 

06/19/22
Clinical Challenge 2
15%
Course exam: Clinical Challenge 2
Opens at 12:01 AM and closes at
1159PM**

07/04/22
Fourth of July holiday
 
 

07/01/22
Mid-term CPE by preceptor due
5%
*All required clinical documents constitute 10% of grade
Download from InPlace and Upload the PDF into the appropriate assignment tab

07/12/22
LAST DAY TO WITHDRAW
 
 

07/17/22
Clinical Challenge 3
15%
Course exam: Clinical Challenge 3
Opens at 12:01 AM and closes at 1159PM**

07/24//22
Clinical Challenge four
15%
Course exam: Clinical Challenge four
Opens at 12:01 AM and closes at
1159PM**

NOTE:
 

do NOT schedule clinicals on finals week (8/7-8/13) without prior permission from course professor
 

08/07/22
OSCE’s
10%
Plan for the full day: do not work or schedule clinical on this day.

08/07/22
Clinical Schedule
Hours
Signature page
*%
*All required clinical documents constitute 10% of grade Download WORD doc and follow
directions, upload complete PDF into course assignment tab

08/07/22
Final Preceptor CPE
*%
*All required clinical documents constitute 10% of grade
Download from InPlace and upload
PDF into course assignment tab

08/12/22
End of 14 Week Session
 
 

All students are required to have an active InPlace subscription.
** strongly advised you do not work on clinical challenge days as they can take up to 6 hours to complete

 

COURSE TITLE: NURS 5373 Integrated Mental Health Care II-Pediatrics/Family
COURSE DESCRIPTION:
This course integrates theory and evidence-based practice in the clinical application of the care of families by nurse practitioners. Students will provide care to children within their family context in one clinical setting under the guidance of a clinical preceptor. Emphasis is on applying theory and research to families with members experiencing complex health problems. Related professional issues will also be explored in this clinical course. (125 clinical hours)
Prerequisites
NURS 5365
STUDENT LEARNING OUTCOMES: 
Upon successful completion of this course, the student will be able to:

Demonstrate integration of theory and research in the clinical application of the mental health care of families, including the care of children within their family context in one clinical setting under the guidance of a clinical preceptor.
Demonstrate application of mental health theory and research to families with members experiencing complex health problems.
Demonstrate understanding of the importance of providing consultation to health care providers and others to enhance quality and cost-effective services.
Facilitate the transition of patients across levels of care, as appropriate.
Demonstrate understanding of the importance of attending to the patient-nurse practitioner relationship as a vehicle for therapeutic change.
Demonstrate ability to therapeutically conclude the nurse-patient relationship when transitioning the patient to other levels of care.
Demonstrate ability to address sexual/physical abuse, substance abuse, sexuality, and spiritual conflict across the lifespan.
Apply principles of self-efficacy/empowerment and other self-management theories in promoting relationship development and behavior change.
Identify and maintain professional boundaries to preserve the integrity of the therapeutic process.
Teach patients, families, and groups about treatment options with respect to developmental, physiological, cognitive, cultural ability, and readiness.
Demonstration of the provision of psychoeducation to individuals, families, and groups regarding mental health problems and psychiatric disorders.
Modify treatment approaches based on the patient’s ability and readiness to learn.
Consider motivation and readiness to improve self-care and healthy behavior when teaching individuals, families, and groups of patients.

Integrated Mental Health Care II-Pediatrics/Family
This course integrates theory and research in the clinical application of the mental health care of families by nurse practitioners. Students will provide care to children within their family context in one clinical setting under the guidance of a clinical preceptor. Emphasis is on applying mental health theory and research to families with members experiencing complex health problems. Related professional issues will also be explored in this clinical course. (125 clinical hours)
Welcome to NURS 5373: Integrated Mental Health Care II Pediatrics/Family! We look forward to meeting with you in class sessions as well as in our virtual classroom online.
Please refer to the information contained in this Syllabus any time you have a question regarding the basic course information.  A pdf of the purpose of the syllabi can be found at this link:   Syllabus Policy
Total Credits: 3 semester credit hours.
In order to be successful, you should read assigned materials and complete all assignments in a timely fashion.  Components of this course will include four exams, 12-module quizzes, and two case study assignments, including documentation.
COURSE PREREQUISITES

Admission to the PMHNP program.
Minimum grade point average of 3.0 for last 60 semester credit hours of undergraduate work.
A Bachelor of Science in nursing degree from a nationally accredited school.
Current licensure as a Registered Nurse.

The content of this course is web-based and may be subject to change at the discretion of the faculty according to current learning needs. Therefore, it is wise to review assigned readings and assignments on Canvas at the beginning of each week for possible updates. Notify the faculty immediately if there are issues that would delay submission of assignments.
Please refer to the online Course Calendar and online Course Schedule for weekly assignments and Due Dates.
 You are expected to be self-directed in your learning and to approach every learning opportunity with a clear understanding of the learning objectives.
INSTRUCTIONAL METHODS
This course is taught in a web-enhanced format with online readings as well as scheduled on-campus labs throughout the semester. The following learning venues are included:
·       Online learning activities and website media will be used. Students will access posted online coursework related to the required course textbook.  Pertinent YouTube videos and Tegrity lectures will enhance the modules.
·       There will be several required assignments to be turned in under the Assignments tab on Canvas.
·       Optional readings and videos may be offered to enhance your learning.
Should you miss an exam for an excusable reason, the make-up exam may consist of essay and fill-in-the-blank type questions.  Be aware that an excuse for make-up exams primarily consist of emergency situations only and not requests for personal vacations or scheduling conveniences.
Work excuses or failure to adequately connect to the internet during exams are not necessarily considered reason enough to permit scheduling a make-up exam and may be evaluated on a case by case basis.
If you have difficulties with internet connection, contact ProctorU, the online proctored testing platform, and then contact your faculty right away, so as to limit the delay time in starting an exam. Students should always notify instructor prior to a foreseeable absence.
REQUIRED TEXTBOOKS:
American Nurses Association (2010). Nursing: Scope and standards of practice, 2nd Ed. Silver Springs, MD: Nursingbooks.org. ISBN: 9781558102828
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders Fifth Edition Paperback (DSM-5). American Psychiatric Association. ISBN 978-0-89042-555-8
Beck, J. S. (2011). Cognitive Behavioral Therapy: Basics and Beyond 2nd Edition. Guilford Press. ISBN: 978-1-60918-504-6Blazer, D. G., Steffens, D. G., & Busse, E. W. (2009). The American Psychiatric Publishing Textbook of Geriatric Psychiatry. 4th ed. Washington, DC: American Psychiatric Publishing.Goldberg, H., & Goldberg I. (2008). Family Therapy: An Overview 7th Ed. Belmont CA: Thomsom Higher Education. ISBN: 9788-0-495-09759-4
Goldenberg, I., Stanton, M., & Goldenberg, H. (2017). Family therapy: An overview (9th ed.). Boston MA: Cengage Learning.
Longo, D. L., Fauci,  A.S., Kasper, D. L., Hauser, S. L., Jameson, J.L., & Loscalzo, J., eds. Harrison’s Principles of Internal Medicine.18th ed. New York, NY: McGraw-Hill
Jameson, J. L., Fauci, A. S., Kasper, D. L., Hauser, S. L., Longo, D. L., Loscalzo, J. (2018?). Harrison’s principles of interntal medicine (20th ed.). New York, NY: McGraw-Hill.Martin, A., & Volkmar, F. R., eds. (2017). Lewis’s Child and Adolescent Psychiatry: A Comprehensive Textbook. 5th ed. Philadelphia PA: Lippincott Williams &Wilkins; 2017   ISBN-13: 978-1496345493; ISBN-10: 1496345495
Perese, E. F. (2012) Psychiatric Advanced Practice Nursing: A Biopsychosocial Approach. F.A. Davis. ISBN 98-0-8036-2247-0Sadock, B. J., & Sadock, V. A. (2007). Kaplan & Sadock’ s Synopsis of psychiatry: Behavioral sciences/Clinical psychiatry, 10th Ed. Philadelphia: Lippincott Williams & Wilkins. ISBN: 978-0- 7817-7327-0Stahl, S. (2011). The Prescriber’s guide, 4th Edition. New York, Cambridge University Press. ISBN: 978-0521173643Wheeler, K. (2013). Psychotherapy for the advanced practice psychiatric nurse: A how to guide for evidence based practice 2nd Edition Springer Publishing. ISBN: 9780826110008
REQUIRED COURSE EQUIPMENT
·       Lab coat
·       UT Tyler student name badge ($15.00)
·       UT Tyler patch – purchased locally at CR Scrubs

Cell phone with internet access
Web Cam for your computer

 

To prepare for this Discussion, you will be required to read the assigned chapters in your Stanhope and Lancaster text. Then, call the Department of Health or your local Public Health Department and speak to a nurse. Find out the top health concern(s) for your community. Please focus your attention on the unique tools that nurses who work in the community utilize to care for populations, including the Intervention Wheel.
Please listen to Dr. Attia’s Ted Talk in the resources for this week and then respond to the following questions:
Pick a top health issue in your community and describe some ways in which a nurse might improve this issue at the population level.Are the problems that your colleagues are sharing the same as you are seeing in your communities, or are they different?Help each other consider different aspects of intervention(s) at the system and community levels of care to address health problems in their own communities. Consider Dr. Attia’s profound message as you respond to your peers and think outside the box.By Day 3Post your response to this Discussion.
Support your response with references from the professional nursing literature.
Notes Initial Post: This should be a 3-paragraph (at least 250–350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).

a. The purpose of this assignment is to think critically about the powerful and prevalent cultural texts that surround us in our daily lives, by working to better understand what our culture is saying to us through the cultural texts we consume, as well as what our cultural texts say about us as a society. You will accomplish this by writing a “4-6 pages” APA formatted paper.
b. Answer the following questions:
1. Describe three ways that sociology can help us in our lives
2. What skills and perspectives do sociologists bring to their work?
3. Why should sociologist be concerned about the exploitation of the people that they study?
Book required as a reference is: Introduction to Sociology 9th edition. by Anthony Giddens…