Nursing Care in Mental Health
Code: 106114 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500891 Nursing | OB | 3 |
Contact
- Name:
- David Gimenez Diez
- Email:
- david.gimenez@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
This subject does not have prerequisites but it is recommended to have taken the subjects:
- First year Communication and Tics
- First year Psychosocial Sciences
- Second year therapeutic communication
Objectives and Contextualisation
- Identify the continuum health - mental disorder.
- To know the main paradigms of understanding and treatment of people, groups, communities and families with mental health problems in Western culture.
- Assess the interrelationship between the biological, psychological, social and cultural components associated with mental health.
- To know the basic psychopathology that can occur throughout the life cycle of people, the required interdisciplinary treatment and the associated nursing care.
- Identify the role of the mental health nurse in the contexts of intervention of the public and private mental health network.
- Distinguish the therapeutic interventions (prevention, psychoeducational, psychotherapeutic and clinical follow-up) from the mental health nurse, both own and collaborative, to the individual, family, group and community according to current treatment devices.
- Analyze the ethical and legal framework involved in the practice of mental health nursing
Competences
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Design systems for curing aimed at people, families or groups and evaluate their impact, making any necessary changes.
- Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
- Offer technical and professional health care and that this adequate for the health needs of the person being attended, in accordance with the current state of scientific knowledge at any time and levels of quality and safety established under the applicable legal and deontological rules.
- Plan and carry out nursing care aimed at people, families and groups orientated to health results and evaluate the impact of them using clinical and care practice guides describing the processes for the diagnosis, treatment or cure of a health problem.
- Promote healthy life styles, self-treatment, giving support to the maintenance of preventative and therapeutic conducts.
- Protect the health and welfare of people or groups attended guaranteeing their safety.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Use scientific methodology in interventions.
Learning Outcomes
- Acquire and use the necessary instruments for developing a critical and reflective attitude.
- Analyse the problems, prejudices and discrimination in the short and long term in relation to certain people or groups.
- Apply knowledge of physiopathology and factors affecting health in nursing care.
- Critically analyse the principles and values that regulate the exercising of the nursing profession.
- Describe interventions aimed at the readaptation to daily life using local support resources.
- Describe the safety rules to be followed in cases of problems arising from clinical situations related to pharmacological administration in accordance with the current regulations.
- Develop skills for the application of the scientific method in nursing interventions.
- Identify guides for clinical and care practice related to caring for the health demands of people during the whole life cycle and in changes which may occur.
- Identify risk factors in the health-illness process on a physical, emotional, social and environmental level.
- Identify strategies to prevent gender violence.
- Identify the intersection between gender inequality and other types of inequality (age, class, race, ethnic group, sexuality and identity/expression, functional diversity, etc.)
- Identify the most prevalent mental health problems, their clinical manifestations and influencing factors, as well as specific nursing care.
- Identify the social, economic and environmental implications of academic and professional activities within the area of your own knowledge.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
Content
MENTAL HEALTH NURSING: CONCEPTUAL AND METHODOLOGICAL BASIS.
- Current and past understanding paradigms of mental illness processes in Western culture.
- Classification systems in mental health nursing: medical taxonomy, nursing taxonomy.
- Conceptual models of mental health nursing.
- Peculiarities of the process of nursing care in mental health.
- Introduction to nursing intervention in public and private mental health care networks.
- Psychological, sociocultural and spiritual context in the attention to the problems of mental health.
CHILD - YOUTH MENTAL HEALTH. BASIC PSYCHOPATHOLOGY AND NURSING CARE.
- Developmental disorders: attention deficit hyperactivity disorder, autism.
- Anxiety disorders.
- Behavioral disorders.
- Personality disorders.
MENTAL HEALTH OF THE ADULT AND THE ELDERLY. BASIC PSYCHOPATHOLOGY AND NURSING CARE.
- Anxiety and obsessive-compulsive disorder.
- Eating disorders.
- Addictive disorders.
- Affective disorders.
- Psychotic disorders.
- Organic mental disorders in mental health.
- Personality disorders.
GENERALITIES OF THE TYPES OF NURSING INTERVENTION IN MENTAL HEALTH
- The Role oh de Mental Health Nurse.
ETHICAL AND LEGAL FRAMEWORK OF MENTAL HEALTH INTERVENTION
- Human Rights in Mental Health Care Context.
- "Quality" Rights in Mental Health.
CURRENT INNOVATIVE PRACTICES IN MENTAL HEALTH
- Open Doors and Safewards Model.
- Others.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Group reflexive practice | 18 | 0.72 | |
| theoretical classes | 32 | 1.28 | |
| Type: Autonomous | |||
| Personal study and academic work | 92 | 3.68 |
The following training activities will be carried out:
- Theoretical classes: attendance is not mandatory but highly recommended to pass the final exam with guarantees.
- Seminars: Divided into 4 sessions, compulsory attendance. They promote mental health reflection and critical thinking.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Group reflexive practice | 15% | 2 | 0.08 | |
| Personal work at reflexive group practice | 20% | 2 | 0.08 | |
| Written evaluation through objective tests | 50% | 2 | 0.08 | 1, 4, 2, 3, 5, 6, 7, 9, 12, 10, 11, 8, 13, 15, 14 |
| Written reflexive job about a film | 15% | 2 | 0.08 |
This subject does not provide for the single assessment system.
SEMINARS.
- Attendance at the Seminars is 100% mandatory. Otherwise, the student will not be able to take the exam. The evaluation of the Seminars (participation, attitude, critical and reflective thinking) will be individual and represents 20% of the final grade. Consult the seminar evaluation section. The seminars will also be evaluated with a personal reflection that represents 15% of the final grade. Consult the corresponding section.
EXAM (Written assessment with restricted questions).
- The evaluation of the exam supposes 50% of the final mark. This evaluation will be carried out by means of the written answer to 50 closed questions, of unique answer, on the subjects worked in the theoretical classes.
ELABORATION OF A WORK RELATED TO A FILM.
The reflective work of the film accounts for 15% of the final grade. This evaluation will be carried out by means of the specific rubric of evaluation of the written work (consult the guide of elaboration of the written work).
RECOVERY TEST
Students who have not passed the subject through continuous assessment, ie students who have been suspended and cannot be assessed, will be able to take a resit test.
OBTAINING THE FINAL QUALIFICATION
The minimum grade to average and pass the course will be a 5 in all parts evaluated. The requirement for obtaining the final grade is to have been presented to all the evaluated parties. Students who do not attend 100% of the seminars or do not take the exam will be considered non-assessable. The student has the right to review the assessment tests. For this purpose, the date will be specified on the virtual campus. The assessment of special situations and particular cases will be carried out by an evaluation committee set up for this purpose. The final grade of the course will be the sum of the different parts that make it up.
According to agreement 4.4 of the Governing Council 11/17/2010 of the evaluation regulations, the grades will be: From 0 to 4.9=Suspended From 5.0 to 6.9 = Approved From 7.0 to 8, 9 = Notable From 9.0 to 10 = Excellent Honors => 9 According to the regulations on permanence in official undergraduate and master's degree studies at the Autonomous University of Barcelona, a "Non-assessable" will be recorded in those students who do not provide sufficient evidence of assessment. Criteria for assigning a "Non-Assessable" will be considered: Failure to meet the hours set out in this guide. Failure to present the work within the deadlines established by the teaching staff.
Bibliography
In line with the methodology used in previous courses, Problem-Based Learning (PBL) and, given that one of the competencies The general goal of the student is to develop strategies for in autonomous learning, no bibliography is specified. The student must be done competent in the search and management of information.
Software
Microsoft WORD and Microsoft TEAMS.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 301 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 302 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 303 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 304 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 501 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 502 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 503 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 621 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 622 | Catalan/Spanish | second semester | morning-mixed |
| (SEM) Seminars | 623 | Catalan/Spanish | second semester | morning-mixed |
| (TE) Theory | 301 | Catalan/Spanish | second semester | morning-mixed |
| (TE) Theory | 501 | Catalan/Spanish | second semester | morning-mixed |
| (TE) Theory | 601 | Catalan/Spanish | second semester | morning-mixed |