Instructor Manual for Psychiatric Mental Health Nursing , Concepts of Care in Evidence-Based Practice 8th Edition by Mary C. Townsend

Teacher Guidebook for Psychiatric Mental Health Nursing, Concepts of Care in Evidence-Based Practice 8th Edition by Mary C. Townsend

ISBN-13: 978-0803640924, ISBN-10: 9780803640924

Academic Objective

1. Students need to cover the following in their responses:

– Entitlement to decline treatment or therapy
– Entitlement to privacy
– Entitlement to the least restrictive environment
– Entitlement to leave the medical facility, except in cases where there is a risk to themselves or others
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Team Tasks

Academic Objective(s)

1. Students should include the following in their answers:

The use of temporary restraint or seclusion is authorized only if the client is imminently violent and poses a threat to themselves or others.
It requires a physician’s directive every 8 hours, examination by the nurse every 2 to 4 hours, constant supervision, and face-to-face assessment by a licensed independent practitioner within 1 hour of restraint or seclusion.
2

2. Students should provide their perspective concerning this ethical predicament and their justification of the stance taken.
4

3. Students should discuss:

Duty, breach of duty, harm or injury, and causation.
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Clinical Assignment

Academic Objective

1. Students should address the following:

Adherence to state laws and nursing practice regulations
Utilization of established practice standards to inform decisions and actions
Always prioritizing the rights and well-being of the client
3

Web Assignment

Academic Objective

1. Students should include:

– A summary of the ANA’s Scope and Standards of Psychiatric–Mental Health Nursing Practice.
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Suggested Solutions to Tasks, Chapter 10, Grief and Loss

Written Tasks

Academic Objective(s)

1. Students should cover the following:

– Going through numbness and denial of the loss
– Emotionally yearning for the departed loved one and resisting the permanence of the loss
– Experiencing cognitive disarray and emotional distress, struggling to function in everyday life
– Reorganizing and reintegrating their self-perception to rebuild their life
2

2. Students should include:

Denial, anger, bargaining, despair, and acceptance
3

Team Tasks

Academic Objective(s)

1. Students should discuss:

Common responses such as shock, social disorientation, anger, and grief
Guidance provided by religious or spiritual beliefs and practices toward mourning, with cultural bereavement rituals having origins in major religions.
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2. Students should analyze how the protagonist in the movie, “The Final Best Year,” copes with her mortality and past experiences.
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Clinical Assignments

Academic Objective(s)

1. Students should determine if the losses experienced by the assigned client were tangible or intangible, the nature of the loss endured, and the associated grieving behaviors.
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2. Students should address:

Characteristics of individuals prone to complicated grieving, including low self-esteem, lack of trust in others, history of psychiatric disorders, prior suicide attempts, absence of family, and dependent or insecure attachment to the deceased.
Risk factors creating vulnerability, such as the loss of a spouse or child, loss of a parent, sudden or premature demise, multiple deaths, and death by suicide or homicide.
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3. Students should note instances where a relationship lacks recognition, the grief itself is disregarded, or the mourner is unacknowledged.
Nurses might face disenfranchised grief when their need to mourn is not acknowledged, with strong bonds formed from the daily interactions between nurses and clients or families.
5

Web Assignment

Academic Objective

1. Students should provide a summary of the information and utility offered by a webpage on how the nursing process aids in facilitating grieving for clients and families.
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Suggested Solutions to Tasks, Chapter 11, Anger, Hostility, and Aggression

Written Tasks

Academic Objective(s)

1. Students should mention:

Depression, antisocial personality disorder, dementia, delirium, head trauma, intoxication, and borderline personality disorder.
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2. Students should elaborate on:

Stages like triggering, escalation, crisis, recovery, and post-crisis.
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Team Project

Academic Objective

1. Students should suggest that interventions are most effective and least restrictive when implemented early in the aggression cycle.
1

Clinical Project

Academic Objective

1. Students should elaborate on interventions suitable for each phase of the aggression cycle (triggering, escalation, crisis, recovery, and post-crisis).

– Triggering – employing a non-threatening approach
– Escalation – taking charge of the situation; initiating a time-out
– Crisis – utilizing restraints if necessary
– Recovery – encouraging the client to communicate about the situation or triggers leading to aggressive behavior.
– Post-crisis – releasing the client from restraint or seclusion once they meet the behavioral criteria.
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Web Project

Academic Objective

1. Students should summarize nursing challenges and interventions when dealing with an angry, hostile, or aggressive client.

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