Psychiatric Mental Health Nursing Brochure 2024-2025

2024–2025

Psychiatric

Mental Health NURSING

FADavis.com

How do you teach Psychiatric Mental Health Nursing?

Printed Text 968 pages | 80 illustrations Hard cover | 2024 + eBook

Printed Text 896 pages | 60 illustrations Soft cover | 2023 + eBook + Davis Advantage $100.95 (US) ISBN-13: 978-1-7196-4576-8 Access Card + eBook + Davis Advantage $80.95 (US) ISBN-13:978-1-7196-4578-2 Or purchase directly at FADavis.com

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Karyn I. Morgan , RN, MSN, APRN-CNS

Course

Information-rich, narrative format

Streamlined, must-know format

In-depth coverage of the theoretical concept of stress adaptation

Introductory coverage of theory with an emphasis on practical application

Approach

In-depth coverage Chapters dedicated to interventions with families, assertiveness training, self-esteem, anger management, behavior therapy, cognitive therapy, and electroconvulsive therapy The first care plan appears in a table and additional care plans presented “in text” Detailed interventions and rationales address “how” to approach a problem or “why” to take a specific action

Introductory coverage Nursing interventional therapies are included as a component of all care plans

Nursing Interventions

All care plans appear in tables Tables show how the Diagnosis, Goals, Interventions and Rationales work together to make a cohesive plan Interventions and rationales emphasize “what to do”

Care Plans

Davis Advantage Integrated eBook Instructor and Student Resources

Online Teaching & Learning

Two comprehensive options to meet your course needs. Davis Advantage for Townsend’s Psychiatric Mental Health Nursing, 11th Edition Karyn I. Morgan, RN, MSN, APRN-CNS Davis Advantage for Townsend’s Essentials of Psychiatric Mental Health Nursing, 9th Edition

Karyn I. Morgan, RN, MSN, APRN-CNS Great for visual learners, this engaging and informative text offers a holistic approach to mental health nursing that explores nursing diagnoses for both physiological and psychological disorders and focuses on practical application in real-life practice.

More narrative in nature, this text provides students with a comprehensive grounding in therapeutic approaches as well as must-know DSM-5-TR disorders and nursing interventions.

NEW CHAPTER! Psychosocial Interventions and Spiritual Care NEW FEATURE! “Real Nurses, Real Advice,” tips from practicing nurses to help student navigate clinical situations EXPANDED! Content on forensic nursing UPDATED! Consistent with DSM-5-TR Hallmark features including”Real People, Real Stories,” “Communication Exercises,” QSEN Activities and more Concept map care plans for all major psychiatric diagnoses

UPDATED & REVISED! Case studies in most chapters that reflect the NCSBN Clinical Judgment Measurement Model. UPDATED & REVISED! End-of-chapter questions featuring both a review of general concepts and Next Gen Clinical Judgment questions. NEW FEATURE! “Real Nurses, Real Advice,” helpful tips from practicing nurses to help students navigate clinical situations. NEW CHAPTER! Psychosocial Interventions and Spiritual Care UPDATED & REVISED! All content thoroughly reviewed, revised, and updated to incorporate the new knowledge in the field and the practice of mental health nursing today, including changes to the DSM-5-TR, new psychotropic drugs, and current research articles for evidence-based practice. Hallmark features including “Real People, Real Stories,” “Communication Exercises,” QSEN Activities, and more Care plans for all major psychiatric disorders

Instructor Resources § eBook § Davis Advantage

§ Test Bank with Next Gen NCLEX-format questions § PowerPoints § Implementation Guide § Clinical Judgment Debriefing Guidelines § Bonus Chapters § Clinicals Toolkit § AACN Essentials Mapped to Davis Advantage

• Personalized Learning • Clinical Judgment • Quizzing • Sims—Coming in 2025!*

Instructor Resources § eBook § Davis Advantage

§ Test Bank with Next Gen NCLEX-format questions § PowerPoints § Implementation Guide § Clinical Judgment Debriefing Guidelines § AACN Essentials Mapped to Davis Advantage § Bonus Chapters

• Personalized Learning • Clinical Judgment • Quizzing • Sims—Coming in 2025!*

*Sims will be added to the next edition of this textbook.

CONTENTS — Davis Advantage for Townsend’s Psychiatric Mental Health Nursing, 11th Edition

I. Basic Concepts in Psychiatric Mental Health Nursing 1. The Concept of Stress Adaptation 2. Mental Health and Mental Illness: Historical and Theoretical Concepts II. Foundations for Psychiatric Mental Health Nursing 3. Concepts of Psychobiology 4. Psychopharmacology 5. Ethical and Legal Issues III. Therapeutic Approaches in Psychiatric Nursing Care 6. Relationship Development 7. Therapeutic Communication 8. The Nursing Process in Psychiatric-Mental Health Nursing 9. Therapeutic Groups 10. Intervention with Families 11. Psychosocial Interventions and Spiritual Care 12. Crisis Intervention

18. Cognitive Behavioral Therapy 19. Electroconvulsive Therapy 20. The Recovery Model V. Nursing Care of Patients with Alterations in Psychosocial Adaptation 21. Caring for Patients with Mental Illness and Substance Use Disorders in General Practice Settings 22. Neurocognitive Disorders 23. Substance-Related and Addictive Disorders 24. Schizophrenia Spectrum and Other Psychotic Disorders 25. Depressive Disorders 26. Bipolar and Related Disorders 27. Anxiety, Obsessive-Compulsive, and Related Disorders 28. Trauma and Stressor-Related Disorders 29. Somatic Symptom and Dissociative Disorders 30. Eating Disorders 31. Personality Disorders V. Psychiatric/Mental Health Nursing of Special Populations 32. Children and Adolescents 33. The Aging Individual 34. Survivors of Abuse or Neglect

35. Community Mental Health Nursing 36. The Bereaved Individual 37. Military Families

Appendices

A. Answers to Chapter Review and Clinical Judgment Questions B. Examples of Answers to Communication Exercises C. Mental Status Assessment Glossary BONUS CHAPTERS in eBook 38. Theoretical Models of Personality Development 39. Cultural Concepts Relevant to Psychiatric Mental Health Nursing 40. Complementary Therapies and Integrative Health 41. Issues Related to Human Sexuality and Gender Dysphoria

13. Assertiveness Training 14. Promoting Self Esteem 15. Anger and Aggression Management

16. Suicide Prevention 17. Behavior Therapy

CONTENTS — Davis Advantage for Townsend’s Essentials of Psychiatric Mental Health Nursing, 9th Edition

I. Introduction to Psychiatric Mental Health Concepts 1. Mental Health and Mental Illness 2. Biological Implications 3. Ethical and Legal Issues 4. Psychopharmacology II. Psychiatric Mental Health Nursing Interventions 5. Relationship Development and Therapeutic Communication 6. The Nursing Process in Psychiatric Mental Health Nursing 7. Psychosocial Interventions and Spiritual Care 8. Intervention in Groups

III. Care of Clients with Psychiatric Disorders 12. Caring for Patients with Mental Illness and Substance Use Disorders in General Practice Settings 13. Neurocognitive Disorders 14. Substance Use and Addictive Disorders 15. Schizophrenia Spectrum and Other Psychotic Disorders 16. Depressive Disorders 17. Bipolar and Related Disorders 18. Anxiety, Obsessive-Compulsive, and Related Disorders 19. Trauma- and Stressor-Related Disorders 20. Somatic Symptom and Dissociative Disorders 21. Eating Disorders 22. Personality Disorders IV. Psychiatric Mental Health Nursing of Special Populations 23. Children and Adolescents 24. The Aging Individual 25. Survivors of Abuse and Neglect

26. Community Mental Health Nursing 27. The Bereaved Individual 28. Military Families

BONUS CHAPTERS in eBook

29. Concepts of Personality Development 30. Complementary Therapies and Integrative Care 31. Cultural Concepts Relevant to Psychiatric Mental Health Nursing 32. Issues Related to Human Sexuality and Gender Dysphoria APPENDICES A. Mental Status Assessment B. Glossary C. Answers to Review Questions D. Examples of Answers to Communication Exercises

9. Crisis Intervention 10. The Recovery Model 11. Suicide Prevention

Communication Exercises 1. Hal, a patient on the psychiatric unit, has a diagnosis of schizophrenia. He lives in a halfway house, where last evening he began yelling that “aliens were on the way to take over our bodies! The message is coming through loud and clear!” The residence supervisor became fright- ened and called 911. As Hal was being admitted to the psychiatric unit, he told the nurse, “I’m special! I get mes- sages from a higher being! We are in for big trouble!” How would the nurse respond appropriately to this statement by Hal? 2. The nurse notices that Hal is sitting off to himself in a cor- ■ Recognizes distortions of reality ■ Has not harmed self or others ■ Perceives self realistically ■ Demonstrates the ability to perceive the environ- ment correctly ■ Maintains anxiety at a manageable level ■ Relinquishes the need for delusions and hallucinations ■ Demonstrates the ability to trust others ■ Uses appropriate verbal communication in inter- actions with others ■ Performs self-care activities independently Planning and Implementation ner of the dayroom. He appears to be talking to himself and tilts his head to the side as if listening to something. How would the nurse intervene with Hal in this situation? 3. Hal says to the nurse, “We must choose to take a ride. All alone we slip and slide. Now it’s time to take a bride.” How would the nurse respond appropriately to this statement by Hal? The following section presents a group of selected nursing diagnoses, with short- and long-term goals and nursing interventions for each. In general, nursing interventions should be directed toward establishing trust, because suspiciousness is a common symptom in this disorder. Use of a passive rather than a directive Communication Exercises let students practice their communication skills with vignettes and questions that prepare them for clinical and practice. planning care for patients with psychotic disorders. Outcome Criteria The following criteria may be used for measure- ment of outcomes in the care of the patient with schizophrenia. The patient: ■ Demonstrates an ability to relate satisfactorily to others

tical Manual of Mental Disorders, Fifth Edition (DSM-5), supports this concept by describing schizophrenia as one of the schizophrenia spectrum disorders (American Psychiatric Association [APA], 2013). Although current consensus points to schizophrenia as a neurodevelopmental disorder (Álvarez et al., 2015), schizophrenia spectrum disorders may have several etiological influences, including genetic pre- disposition, biochemical dysfunction, physiological factors, and psychosocial stress. Tripathi, Kar, and Shukla (2018) believe that the neurodevelopmental hypothesis falls short in explaining the magnitude of brain changes that occur in schizophrenia. They suggest that these changes can be better explained “as the cumulative effect neurodevelopmental abnor- mality, change in neural plasticity and alteration in neuronal maturation.” One factor with which clinicians agree is that there is not now and may never be a single treatment that cures schizophrenia. Effective treatment currently requires a comprehensive, multidisciplinary effort, including pharmacotherapy and various forms of psychosocial care, such as living skills and social skills training, cognitive remediation therapy, rehabilitation and recovery, and family therapy. Emerging evidence indicates that a comprehensive, patient-centered approach offers hope for a recovery process and improved quality of life in this population. Of all the mental illnesses, schizophrenia is likely responsible for longer hospitalizations, greater chaos in family life, more exorbitant costs to individuals and governments, and more fear than any other. Studies also have shown that people with a severe mental illness (SMI) such as schizophrenia have, on

373 various theories of predisposing factors implicated in the development of schizophrenia. Symptomatol- ogy associated with different diagnostic categories of the disorder is discussed. Nursing care is pre- sented in the context of the six steps of the nursing process. Various dimensions of medical treatment are explored. Nature of the Disorder Movie Connections list films that demonstrate relevant conditions and behaviors. Schizophrenia is a disabling psychological disorder. Characteristically, disturbances in thought processes, perception, and affect invariably result in a severe deterioration of social and occupational functioning. The lifetime prevalence of schizophrenia is about 1% in the general population (Sadock, Sadock, & Ruiz, 2015). Symptoms generally appear in late adolescence or early adulthood, although they may occur in middle or late adult life. Early-onset schizo- phrenia refers to symptoms that begin in childhood and adolescence before age 18 years. This condition, although rare, is recognized as a progressive neurode- velopmental disorder with a chronic and severely A severe mental condition in which there is disorgani- zation of the personality, deterioration in social function- ing, and loss of contact with, or distortion of, reality. There may be evidence of hallucinations and delusional thinking. Psychosis can occur with or without the presence of organic impairment. CORE CONCEPT Psychosis

retations of the on to an earlier bstract thinking uals with schizo- h schizophrenia ing the abstract mbing the walls”

CHAPTER 15 ■ Schizophrenia Spectrum and Other Psychotic Disorders Build a solid foundation with either text.

and other psychotic disorders has been identified. These include (on a gradient of psychopathology from least to most severe): schizotypal personal- ity disorder, delusional disorder, brief psychotic disorder, substance-induced psychotic disorder, psychotic disorder associated with another medi- cal condition, catatonic disorder associated with another medical condition, schizophreniform dis- order, schizoaffective disorder, and schizophrenia. ■■ Nursing care of the patient with schizophrenia is ac- complished using the six steps of the nursing process. ■■ Nursing assessment is based on knowledge of symptomatology related to thought content and processes, perception, affect, volition, interper- sonal functioning and relationship to the external world, and psychomotor behavior. ■■ Symptoms of schizophrenia are categorized as posi- tive (an excess or distortion of normal functions) or negative (a diminution or loss of normal functions). ■■ Antipsychotic medications remain the mainstay of treatment for psychotic disorders. Atypical antipsy- chotics have become the first line of therapy and treat both positive and negative symptoms of schizo- phrenia. They have a more favorable side-effect pro- file than the conventional (typical) antipsychotics. ■■ Individuals with schizophrenia require long-term integrated treatment with pharmacological and other interventions. Some of these include indi- vidual psychotherapy, group therapy, behavior therapy, social skills training, milieu therapy, fam- ily therapy, and assertive community treatment. For the majority of clients, the most effective treat- ment appears to be a combination of psychotropic medication and psychosocial therapy. ■■ Some clinicians are choosing a course of therapy based on a model of recovery, somewhat like that which has been used for many years with prob- lems of addiction. The basic premise of a recovery model is empowerment of the consumer. The re- covery model is designed to allow consumers pri- Core Concepts listed at the beginning of each chapter and defined in boxes throughout the text emphasize important takeaways.

on in which the ody parts to be positions. This . Once placed in s in that position uncomfortable it rse may position n to take a blood cuff is removed, osition in which

oluntary assump- ures.

ocking (a slow, ying of the trunk are common psy- h schizophrenia. er level of devel- anism of schizo- empt to reduce of the behaviors

communication approach, which offers the patient the opportunity to make his or her

MOVIE CONNECTIONs I Never Promised You a Rose Garden (Schizophrenia) • A Beautiful Mind (Schizophrenia) • The Fisher King (Schizophrenia) • Bennie & Joon (Schizophrenia) • Out of Darkness (Schizophrenia) • Conspiracy Theory (Paranoia) • The Fan (Delusional disorder) • The Soloist (Schizophrenia) • Of Two Minds (Schizophrenia) Summary and Key Points ■■ Of all of the mental illnesses, schizophrenia un- doubtedly results in the greatest amount of per- sonal, emotional, and social costs. It presents an enormous threat to life and happiness. ■■ For many years, there was little agreement as to a definition of the concept of schizophrenia. The decisions about activities, treatment goals, and other aspects of care, helps establish trust while incorporat- ing a patient-centered approach. For example, saying, “Would you like to attend group now?” is a less directive approach than saying “You need to go to group now.”

Quality and Safety Education for Nurses (QSEN) Activities help students attain the knowledge, skills, and attitudes required to fulfill the initiative’s quality and safety competencies.

Case Studies challenge your students’ clinical judgment and critical-thinking skills to prepare them for real-world practice and certification.

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UNIT 3 ■ Care of Patients With Psychiatric Disorders interventions, and rationales for each. Some institutions use a case management model to coordinate care (see Chapter 6 for more detailed explanation). In case management models, the plan of care may take the form of a critical pathway. Concept Care Mapping NURSING DIAGNOSIS: DIsTuRbED THOugHT PROCEssEs RELATED TO: Inability to trust, panic anxiety, possible hereditary or biochemical factors EVIDENCED BY: Delusional thinking; inability to concentrate; impaired volition; inability to problem solve, abstract, or conceptualize; extreme suspiciousness of others OuTCOME CRITERIa NuRsINg INTERVENTIONs RaTIONaLE Short-Term Goal TABLE 15–2 | CARE PLAN FOR THE PATIENT WITH SCHIZOPHRENIA—cont’d

1. Patient must understand that you do not view the idea as real. ■■ Is the patient able to verbalize positive aspects about self, past accomplishments, and future pros- pects, including a desire to live? ■■ Can the patient identify areas of life situation that are controllable? 2. Arguing with the patient or denying the belief serves no useful purpose, because delusional ideas are not eliminated by this approach, and the development of a trusting relationship may be impeded. 3. Discussions that focus on the false ideas are purposeless and useless and may even aggravate the psychosis. ■■ Is the patient able to participate in usual religious practices and feel satisfaction and support from them? ■■ Is the patient seeking interaction with others in an appropriate manner? ■■ Does the patient maintain reality orientation with no evidence of delusional thinking? ■■ Is the patient able to concentrate and make deci- sions concerning own self-care? 4. To decrease patient’s suspiciousness: a. Familiar staff and honesty pro- motes trust. ■■ Is the patient selecting and consuming foods suffi- ciently high in nutrients and calories to maintain weight and nutritional status? ■■ Does the patient sleep without difficulty and wake feeling rested? ■■ Does the patient attend to personal hygiene and grooming? ■■ Have somatic complaints subsided? Treatment Modalities Interpersonal Psychotherapy b. Patients with suspicious ideation often perceive touch as threatening and may respond in an aggressive or defensive manner. c. Patient may have ideas of refer- ence and believe he or she is being talked about. Real Nurses, Real Advice shares Research has documented the importance of close, satisfactory attachments in the prevention of depres- sion with over double the risk among those with the lowest quality of social relationships (Teo et al., 2013). With this concept in mind, interpersonal psy- chotherapy focuses on the client’s current interper- sonal relations. Interpersonal psychotherapy with the depressed person proceeds through three phases. 360 and family members? ■■ Is the patient able to verbalize feelings and behav- iors associated with each stage of the grieving pro- cess and recognize own position in the process? ■■ Have obsession with and idealization of the lost object subsided? ■■ Is anger toward the lost object expressed appro- priately? ■■ Does the patient set realistic goals for self?

356

Therapeutic Communication Icon identifies helpful interventions and guidance on how to speak with patients. Look for this icon in Care Plan sections.

■■ By the end of 2 weeks, patient will recognize and verbalize that false ideas occur at times of in- creased anxiety. Long-Term Goals ■■ By time of discharge from treatment, patient’s verbaliza- tions will reflect reality-based thinking with no evidence of delusional ideation. ■■ By time of discharge from treatment, the patient will be able to differentiate between delusional thinking and reality. The role of patient teacher is important in the psy- chiatric area, as it is in all areas of nursing. A list of topics for patient and family education relevant to depression is presented in Box 16–5. Evaluation of Care for the Depressed Patient 3. Reinforce and focus on reality. Discourage long ruminations about the irrational thinking. Talk about real events and real people. 4. If patient is highly suspicious, the following interventions may be helpful: a. Use same staff as much as possible; be honest and keep all promises. In the final step of the nursing process, a reassess- ment is conducted to determine whether the nursing b. Avoid physical contact; ask the pa- tient before touching to perform a procedure, such as taking a blood pressure. c. Avoid laughing, whispering, or talk- ing quietly where patient can see but cannot hear what is being said. d. Provide canned food with can opener or serve food family style. “The anhedonia, psychomotor retardation, and anergia in acute depression can make assessment a challenge. It’s important to offer hope to a client who may be uncer- tain about how to navigate their present state of deep depression and to remain diligent while not making e. Mouth checks may be necessary following medication administration to verify whether the patient is actually swallowing the pills. f. Provide activities that encourage a one-to-one relationship with the nurse or therapist. g. Maintain an assertive, matter-of- fact, yet genuine approach. the patient feel pressured to speak. Paraphrasing what the patient has said to you conveys understand- ing and provides validation. Open-ended questions encourage the patient to elaborate rather than just answer ‘yes’ or ‘no.’” —Larry Johnson, RN The concept map care plan is an approach to plan- ning and organizing nursing care (see Chapter 6). It is a diagrammatic teaching and learning strategy that allows visualization of interrelationships between medical diagnoses, nursing diagnoses, assessment data, and treatments. An example of a concept map care plan for a patient with depression is presented in Figure 16–3. Patient and Family Education 1. Convey acceptance of patient’s need for the false belief but indicate that you do not share the belief. 2. Do not argue or deny the belief. Use “reasonable doubt” as a thera- peutic technique: “I understand that you believe this is true, but I person- ally find it hard to accept.” Real Nurses, Real Advice

UNIT 3 ■ Care of Patients With Psychiatric Disorders

Real People, Real Stories: Dr. Fred Frese

Author's review (if needed) Dr. frese: Like one time when they perceived I was spend- ing too much time interacting with patients, they assumed I was “going off again,” and next thing I knew, they called a “blue alert” and wanted to hospitalize me. But that time, the medical director just told me to take some time off. I never did find out why they called that blue alert. Initials Date OK Correx ISBN# 2/C Karyn: So you haven’t been hospitalized for a very long time, and you are internationally renowned for all of your work and advocacy in the field of mental health. What do you think has contributed most to your recovery? Date Check if revision 7678 11/19/18 Editor's review Initials Date OK Correx 2nd color PMS Dr. frese: Not always. It seemed like even among my cow- orkers, when something strange happened, they thought it was something wrong with me. Karyn: What do you mean by “something strange”? me. During the last attempt to hospitalize me, I actually escaped and ran away, even though I was in pretty bad shape. Karyn: So since you were knowledgeable about the laws, you could essentially be your own self-advocate and argue your case, so to speak? Dr. frese: Yes, and by that time, I was in grad school and had secured a job at what is now the Department of Men- tal Health and Addiction Services. I remember I was living in the hallway of some university housing, and one of the students, who saw me day after day just hanging around and not really doing anything, suggested that I might be eligible for a government job because of my military back- ground. When I applied, the receptionist saw my history of mental health commitments and said I would never get the job, but I did. The last time I went to the hospital, I went voluntarily because I knew I needed more medica- tion, but they thought I needed to be hospitalized and I didn’t; so I ran away. Karyn: Sounds like you were managing a lot of stuff—grad school, working—and, at the same time, episodically strug- gling with symptoms of illness. You were working in the field of mental health, too. Was the work environment supportive? Dr. frese: No, I haven’t been hospitalized since I got mar- ried. I think that has been central in my recovery: having a person who you trust to give you feedback and let me know when I need more medication. Karyn: What role do medications play in recovery? Dr. frese: It’s very individual. We need more research to identify who, among people with schizophrenia, will benefit most by continuous medication versus episodic, reduced doses, or no medication. Genetic research is hopeful, but we’re not there yet. It’s hard to advise any individual what to do without knowing their individual cir- cumstances, and even knowing, it can be very hard.

Author Dr. frese: I was 25 when I had my first episode. I was in the Marines and—I know I had seen the movie The Manchurian Candidate previously—and I began to think that the Vietnamese were using the same strategies from the movie to control us. When I let my commanding of- ficer know my theories, I was hospitalized involuntarily, and for the next 10 years I was in and out of hospitals— mostly involuntarily—taking various medications, living many different places, and not employed. Karyn: Were you getting any treatments or intervention that you thought were helpful to your recovery? Fig. # Artist B /W 4/C Dr. frese: Well, at that time it was thought that schizophre- nia was not an illness from which one could recover. Even recently, I’ve heard some folks who have a family member with schizophrenia say, “There’s no way that anyone with this illness can get better.” But that’s starting to change, and now that the government, through SAMHSA (Sub- stance Abuse and Mental Health Services Administration) is backing the recovery model approach, I think healthcare will improve. I remember being told that my brain was going to progressively deteriorate and that I would never be able to function on my own. All in all, I probably spent about a year of my life in hospitalizations. Once the laws changed and I knew you had to be of imminent harm to yourself or others in order to be hospitalized involuntarily, I talked some of the health professionals out of admitting Townsend UF15_01 GW-CO X People with schizophrenia continue to be disenfranchised, misunderstood, and stigmatized. Even within healthcare, evidence has shown that some settings have been very hostile to people with severe mental illnesses. One way to begin combating stigmatization of people with mental illness is to get to know them personally. Dr. Fred Frese is a licensed psychologist and an internationally renowned speaker, writer, and advocate in the field of mental illness. Karyn: Could you share a little bit about your history with the illness of schizophrenia? 31/01/22 7:55 PM

d. Suspicious patients may believe they are being poisoned and re- fuse to eat food from an individu- ally prepared tray. e. Suspicious patients may believe they are being poisoned with their medication and attempt to discard the tablets or capsules. f. Competitive activities are very threatening to suspicious patients. helpful tips from practicing nurses to help students navigate clinical situations and provide the best possible care to their patients. g. Patients with suspicious ideation are prone to distrust and are hypervigi- lant of peoples’ behavior and com- munication. Approaches that are overly directive or cheerful may in- crease the patient’s suspiciousness.

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Real People, Real Stories features interviews with patients and provides a model for effective therapeutic communication.

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STUDENT EXPERIENCE

Davis Advantage uses a unique and proven approach across a Learn-Apply-Assess-Simulate continuum to engage students and help them make the connections to key topics. Aligned with our content, this innovative online solution meets each student’s individual needs with Personalized Learning Plans that reflect their learning styles and areas of strength and weakness.

LEARN Engaging today’s student beyond the book

Each Personalized Learning assignment begins with a Pre-Assessment quiz that gauges the student’s comprehension of the content. Topic by topic, students then work through their assignments by watching videos and completing dynamic activities to reinforce learning and practice applying their knowledge.

Animated mini-lecture videos connect with all learning styles to make must-know concepts more relatable and easier to understand.

HHHHH “My grades have improved; my understanding about topics is much clearer; and overall, it has been the total package for what a nursing student needs to succeed.” — Hannah, Student, Judson University

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After students have watched the video and completed the activity, a Post-Assessment evaluates how well they understood the content. The results feed into their Personalized Learning Plan to track their progress and highlight areas that need additional study. !

Interactive learning activities check students’ understanding and expand their knowledge.

Comprehensive rationales help students understand why their responses are correct or incorrect.

The Student Dashboard provides an at-a-glance look into performance, time spent, and participation for all assignment types. It also provides a snapshot of the student’s strengths and the topic areas where they need to focus their study time.

DID YOU KNOW? 94% of students using Davis Advantage said it improved their scores.

Depressive Disorders Bereaved Individuals

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APPLY Developing clinical judgment skills with Next Gen NCLEX ® cases Clinical Judgment assignments challenge students to think critically and make informed decisions to achieve the best patient outcomes. Real-world case studies mirror the complexities they will encounter in a variety of settings, helping them to build the skills they need to be practice-ready nurses and prepare for the Next Gen NCLEX ® .

Case Study Topics ¡ Neurocognitive Disorders ¡ Substance Abuse and Addictive Disorders ¡ Bipolar and Related Disorders ¡ Schizophrenia Spectrum and Other Psychotic Disorders

¡ Personality Disorders ¡ Bereaved Individual

Each case study presents all the information students need to assess the situation and the client data; synthesize their knowledge and experience; prioritize and take action; and evaluate outcomes.

The Patient Chart displays tabs for History and Physical Assessment, Nurses’ Notes, Vital Signs, and Laboratory Results. As the case progresses, the chart expands and populates with additional data.

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Students are guided through an analysis of their responses that includes detailed rationales . The feedback encourages them to consider what data is important and how to prioritize the information, while reinforcing thought patterns that result in safe and effective nursing care . !

NGN-format questions that align with the cognitive areas of the NCSBN Clinical Judgment Measurement Model require careful analysis, synthesis of the data, and multi-step thinking.

Test-taking tips provide important context for the higher levels of knowledge and understanding that underlie clinical judgment. They also offer strategies for how to consider the structure of each question type when answering. Each question identifies the cognitive skills practiced according to the NCSBN Clinical Judgment Measurement Model and includes page references to the text for further remediation.

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ASSESS Improving scores and building confidence with NCLEX ® -style questions Quizzing assignments provide the additional practice students need to improve their scores on classroom and certification exams. Questions cover the same topics and concepts as the textbook to assess students’ comprehension of course material.

High-quality, NCLEX-style questions challenge students to think critically and test their knowledge.

Immediate Feedback with comprehensive rationales provide students with on- the-spot remediation that explain why their responses are correct or incorrect. Page-specific references direct them to relevant content in their text, while Test-Taking Tips improve exam skills.

Bowtie and trend questions prepare students for the individual, stand-alone item types on the Next- Gen NCLEX®.

Students can easily create their own practice quizzes to focus on the topic areas where they are struggling or to use as a study tool to prepare for an upcoming exam.

Crisis Intervention

Ethical and Legal Issues

COMING SOON!

SIMULATE Preparing students for clinical and real-world experiences with video-based simulations Coming in 2025!

Sims immersive, video-based assignments require students to observe patients, assess situations, and make important clinical judgments about patient care that have real impact on patient outcomes.

Realistic videos provide verbal and nonverbal cues about the patient and the situation, allowing students to recognize cues, analyze cues, and prioritize hypotheses. The immersive scenarios also help students understand the importance of therapeutic communication and proper skill technique.

EHRs evolve based on the choices students make as they progress through the simulation.

Each question is a decision point . The questions require students to have a strong foundational understanding, assess the individual patient’s needs and specifics, and exercise careful clinical judgment. Each question is mapped to the cognitive skills in the Clinical Judgment Measurement Model.

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Four assignment types. One personalized plan. Personalized Learning Plans monitor students’ performance on each assignment to highlight areas of strength and weakness.

DID YOU KNOW? 98% of students said Davis Advantage helped them make the connections to key topics.

Students can toggle between Personalized Learning, Clinical Judgment, Quizzing and Sims (Coming Soon!) tabs to view their analytics for all assignments.

Psych Start Date: 10/1/2022 • End Date: 12/31/2022

Recovery Models Chapter 10 Suicide Prevention Chapter 11 Neurocognitive Disorders Chapter 13 Bipolar and Related Disorders Chapter 17 Eating Disorders Chapter 21 Personality Disorders Chapter 22

10/5/2022

Personalized Learning Plans provide students with a snapshot of their progress across all their assignments, track- ing their successes and identifying areas where they need to focus their studies.

10/10/2022

10/12/2022

10/14/2022

Online content subject to change.

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INSTRUCTOR EXPERIENCE

Supporting educators with tools to ensure success. Whether you are teaching in-person or virtually, Davis Advantage makes teaching personal, responding to the unique challenges you face and the needs of your students. Actionable analytics enable you to track your students’ progress, assess their strengths and weaknesses, and provide content-focused remediation in real time while promoting an active and engaging learning environment.

Track participation and performance on each Personalized Learning , Clinical Judgment , Quizzing, and Sims (Coming Soon!) assignment .

Recovery Models

Psychotic Disorders

Crisis Intervention

Suicide Prevention

Eating Disorders

Personality Disorders

Depressive Disorders

Use your Dashboard to track your class’s overall performance . View average participation , time spent , and strengths and weaknesses . You can also quickly access individual assignments and your teaching plans.

Monitor mastery of content at both the individual and classroom levels. View your class’s performance at a glance, or drill down to see individual student progress .

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Engage students for higher level learning. Use Personalized Teaching plans to save time and achieve an active learning environment that focuses on improving their areas of weakness. !

Personalized Teaching Plans for each topic provide everything you need to save time and ensure student success, including turnkey learning activities, discussion topics, small group work, and case studies.

Online Application tips provide strategies for applying activities in a virtual learning environment.

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POCKET REFERENCES

Best book for clinical. “Very good book! Extremely helpful when in clinical. Super easy to look up nursing diagnoses and very helpful to refer to when creating my care plans. Great reference to go to for quick definitions and clinical manifestations. Fits in my scrub and lab coat pocket easily.” —Miller H., Online Reviewer

Pedersen PsychNotes Clinical Pocket Guide, 6th Edition

Perfect to use in class, clinical, and any practice setting! This handy guide delivers quick access to need-to-know information on DSM-5 disorders and treatments, psychotropic drugs, documentation, and patient education. No other resource delivers as much information in a format that’s as easy to read, easy to access, and fits in your pocket.

With D SM-5-TR & NANDA -I 2021-2023 Morgan Pocket Guide to Townsend’s Psychiatric Nursing 12th Edition

258 pages | 5 illustrations | Soft cover, spiral bound | 2022 $41.95 (US) ISBN-13: 978-1-7196-4545-4

Two books in one! The first half provides the diagnostic information needed to create a care plan for any setting; the second half covers the safe prescription and administration of psychotropic medications. 736 pages | Soft cover | 2024 About $52.95 (US) ISBN-13: 978-1-7196-4850-9

Best psych source “This pocket guide is very helpful for psychiatry rotations. It has all the important information inside. It is a great reference when on rounds to quickly look up drugs or disorders. I am very happy with my purchase.” —Hannah, Online Reviewer

Pedersen Pocket Psych Drugs Point-of-Care Clinical Guide, 2nd Edition

Perfect Pocket Books. “This book was very helpful during my mental health clinicals. I love the fact that I can just drop it in my pocket and have the information I need right at my fingertips. Well written with more than enough information for each medication. I paired it with her [Darlene D. Pedersen] pocket Psych Notes and it was perfect!” —Online Reviewer

Crucial, on-the-go drug information! From alprazolam to zolpidem—this handy guide delivers quick access to the important pharmacologic content for 80 psychotropic drugs. Organized by generic name, each monograph covers indications (including off-label use) pharmacokinetics, dosages, adverse reactions, and drug interactions, including herbal and food interactions.

234 pages | 5 Illustrations | Soft cover, spiral bound | 2018 $41.95 (US) ISBN-13: 978-0-8036-7578-0

NCLEX ® -Prep

EXAM PREP

Are your students stressed about the NCLEX ® ? Here’s everything they need to pass the exam

Curtis, Fegley & Tuzo Psychiatric Mental Health Nursing Success NCLEX-Style Q&A Review, 4th Edition Perfect prep for classroom and the NCLEX!®

Davis’s Q&A Review for NCLEX-RN, ® 4th Edition Kathleen A. Ohman EdD, MS, RN

Build your students’ comprehension with over 750 questions—all with rationales for both correct and incorrect responses. Emphasis on alternate-format questions, including fill-in-the-blank, select-all-that-apply, ordered responses, exhibit labeling, and graphic questions 416 pages | Soft cover | 2021 $58.95 (US) ISBN-13: 978-1-7196-4061-9

960 pages l 400 illustrations Soft cover l 2023 Print + 1-year access to Davis Edge NCLEX-RN® $62.95 (US) ISBN-13: 978-1-7196-4473-0 Or purchase online access at FADavis.com

OVER 12,575 QUESTIONS 2,575 in book | 10,000 online All with comprehensive rationales that explain exactly why a response is correct or incorrect. Tons of SATA questions to prepare you for the NCLEX. “...WAY more questions than any other NCLEX review book I saw. There are tons of SATA questions, which is what I’m most nervous for so that was really helpful. On top of that, the rationales are really comprehensive. —Sarah R., Online Reviewer

So helpful!! “I struggled with being able to decide what questions could be asked on my psych exams and this book was so helpful!!” —Hailee, Online Student Reviewer Great study practice questions! “Love this book! Great for review!” —Maria B., Online Student Reviewer

PHARMACOLOGY

TABERS ®

COMPLETE YOUR COURSE Taber’s 25

“As a student nurse, I spend more time with this book than I do with my family. Easy to read, good layout, informative, to the point. It was required by my program and I have found it to be a wonderful resource.” – Jen S.

NEW EDITION!

#1 Drug Guide for nursing students!

NEW EDITION!

Vallerand & Sanoski Davis’s Drug Guide

for Nurses, 19th Edition

Trusted definitions your students can rely on. 75,000+ terms put the language of health care at your students’ fingertips in class and clinical.

1,480 pages | 70 illustrations Summer 2024 | Soft cover book + 1-year access to DrugGuide.com* $55.95 (US) ISBN-13: 978-1-7196-5003-8

About 2,784 Pages | 852 Illustrations | Soft Cover About $59.95 (US) | ISBN-13: 978-1-7196-5067-0

Better than Google! “I could have googled a lot of the terms instead of buying this, but I really like having a physical reference material. It is better than google because you don’t pull up 14 different things with similar names ONLY the medical definition.” —R.M.C.

AVAILABLE NOW! Tabers 24 $57.95 (US) | ISBN: 978-1-7196-4285-9

*Available only with purchase of print book.

Ask your Educational Consultant about pricing and packaging opportunities.

Looking to access this content in a mobile app and online? Ask your Educational Consultant for details.

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DAVIS ADVANTAGE across the nursing curriculum Drive student success and prepare for Next Gen NCLEX ® Interested in integrating Davis Advantage throughout your curriculum? Email Hello@FADavis.com or visit FADavis.com/DavisAdvantage

Curriculum Analytics For adopters of multiple Davis Advantage products, Curriculum Analytics offers valuable insights into meaningful aggregate and cross-course data. These institutional-level analytics allow programs to easily track performance throughout the curriculum and identify trends over time by monitoring cohorts of students across their courses, as well as individual student performance in multiple course areas. Monitor student performance at an institutional level

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PARTNERING FOR SUCCESS We have helped thousands of educators build more engaging and active courses to drive student success in class, on exams, and in their careers. Whether you are looking to start a new program, new to education, or an experienced instructor—you can count on us to help you meet your goals and support you every step of the way.

Discuss your program needs with our expert team to find the customized solutions that will achieve your curriculum goals. Receive 1:1 training that makes course set-up easy, saves you time, and improves student retention.

Plan Adopt

F.A. Davis is dedicated to your success and eager to discuss how we can make a difference in your program. Visit FADavis.com or email Hello@FADavis.com to start a conversation.

Access powerful tools to stay on top of new standards and test plans, evidence-based educational trends, and effective teaching strategies.

Discover Connect

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Interested in integrating Davis Advantage throughout your curriculum? CONTACT US Hello@FADavis.com

FADavis.com ©F.A. Davis. Printed in the U.S.A. Content is subject to change and intended for promotional use only. Content and product availability may be subject to change based on location. Pricing and special offers are in U.S. dollars and intended for individual orders in the U.S. only and subject to change. Psych Brochure. 2024-2025

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