Psychiatric Mental Health Nursing Brochure 2026-2027

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Psychiatric Mental Health Nursing

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Davis Advantage for Townsend’s Psychiatric Mental Health Nursing and Davis Advantage for Townsend’s Essentials of Psychiatric Mental Health Nursing are both student-friendly textbooks that each include Davis Advantage, a fully integrated online learning platform. Each textbook builds a strong foundation, while Davis Advantage delivers personalized learning modules, clinical judgment cases, quizzes, and simulations. ü Prepares students for the NCLEX® and real-world practice ü Delivers actionable analytics for both students and educators ü NEW! Built-in support and guidance with PAIGE, a smart, trustworthy AI tutor Choose the text that fits your course— each includes Davis Advantage.

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Dynamic activities and videos that help students master content and make connections

Realistic case studies that mirror the NCLEX® & NCSBN Clinical Judgment Measurement Model

NCLEX®-style questions to reinforce and evaluate understanding

Immersive scenarios that build decision-making skills and real-world clinical judgment

“F.A. Davis has great resources to use in the classroom. Between the physical book (or eBook) plus the Davis Advantage platform, this is a very holistic approach to attacking mental health content.” —Jennifer Terry, MSN, RN, Instructor, Itawamba Community College

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Choose the option that fits your course needs.

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

Information-rich, narrative format In-depth coverage of the theoretical concept of stress adaptation In-depth coverage Chapters dedicated to interventions with families, assertiveness training, self-esteem, anger management, behavior therapy, cognitive therapy, and electroconvulsive therapy Care plans appear in tables with more detail in surrounding text, including application of nursing process, interviewing strategies, interventions and demographics Detailed interventions and rationales address “how” to approach a problem or “why” to take a specific action

Streamlined, must-know format Introductory coverage of theory with an emphasis on practical application

Approach

Introductory coverage Nursing interventional

Nursing Interventions

therapies are included as a component of all care plans

Care plans appear in tables, which is ideal for visual learners 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

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Personalized Learning Clinical Judgment Quizzing Sims

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Two comprehensive texts to build a strong foundation.

Davis Advantage for Townsend’s Essentials of Psychiatric Mental Health Nursing, 10th Edition Karyn I. Morgan, RN, MSN, APRN, CNS

Davis Advantage for Townsend’s Psychiatric Mental Health Nursing, 11th Edition Karyn I. Morgan, RN, MSN, APRN, CNS

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. UPDATED & REVISED! Case studies in most chapters that reflect the NCSBN Clinical Judgment Measurement Model UPDATED & REVISED! End-of-chapter questions featuring a review of general concepts and Clinical Judgment questions NEW FEATURE! “Real Nurses, Real Advice,” shares 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, 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, care plans, and more

Great for visual learners, this engaging and informative text offers a holistic approach to mental health nursing that explores nursing diagnoses for both physiological DSM-5-TR and psychological disorders and focuses on practical application in real-life practice. STREAMLINED! Overall page count reduced to focus on need-to-know, essential content NEW FEATURE! “Clinical Judgment in Action” case studies highlight cues strategically anchored to the cognitive functions of the NCSBN Clinical Judgment Measurement Model NEW FEATURE! “Social Determinants of Health” addresses non-medical factors that affect health outcomes EXPANDED! “Real Nurses, Real Advice,” shares helpful tips from practicing nurses to help students navigate clinical situations UPDATED & REVISED! All content thoroughly reviewed, revised, and updated to incorporate new knowledge in the field Hallmark features include “Real People, Real Stories,” “Communication Exercises,” QSEN Activities, care plans, and more

Printed Text 968 pages | 80 illustrations Hard cover | 2024 + eBook + Davis Advantage $141.95 (US) ISBN-13: 978-1-7196-4824-0

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Printed Text 840 pages | 60 illustrations Soft cover | 2026 + eBook + Davis Advantage $105.95 (US) ISBN-13: 978-1-7196-5160-8

Access Card + eBook + Davis Advantage $85.95 (US) ISBN-13:978-1-7196-5161-5 Or purchase directly at FADavis.com

Instructor Resources online at

§ eBook § Davis Advantage § Test Bank with NCLEX®-format questions § PowerPoints § Implementation Guide

§ Clinical Judgment Debriefing Guidelines § Sims Debriefing Guidelines § Sims Implementation Recommendations § AACN Essentials Mapped to Davis Advantage § Bonus Chapters

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

Basic Concepts in Psychiatric Mental Health Nursing 1. The Concept of Stress Adaptation 2. Mental Health and Mental Illness: Historical and Theoretical Concepts

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 A. Answers to Chapter Review and Clinical Judgment Questions B. Examples of Answers to Communication Exercises C. Mental Status Assessment

II. Foundations for Psychiatric Mental Health Nursing 3. Concepts of Psychobiology

Appendices

4. Psychopharmacology 5. Ethical and Legal Issues III. Therapeutic Approaches in Psychiatric Nursing Care

Glossary BONUS CHAPTERS in eBook

6. Relationship Development 7. Therapeutic Communication 8. The Nursing Process in 9. Therapeutic Groups 10. Intervention with Families 11. Psychosocial Interventions and Spiritual Care 12. Crisis Intervention 13. Assertiveness Training 14. Promoting Self Esteem 15. Anger and Aggression Management Psychiatric Mental Health Nursing

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

16. Suicide Prevention 17. Behavior Therapy

CONTENTS Davis Advantage for Townsend’s Essentials of Psychiatric Mental Health Nursing, 10th Edition

Introduction to Psychiatric Mental Health Concepts 1. Mental Health and Mental Illness

BONUS CHAPTERS in eBook

13. Substance-Related and Addictive Disorders 14. Schizophrenia Spectrum and Other Psychotic Disorders 15. Bipolar and Related Disorders 16. Depressive Disorders 17. Gender Dysphoria 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

29. Concepts of Personality Development 30. Complementary Therapies and Integrative Care 31. Cultural Concepts Relevant to Psychiatric Mental Health Nursing 32. Paraphilic Disorders and Sexual Dysfunctions Appendix A. Answers to End-of-Chapter Review Questions Appendix B. Glossary Appendix C. Examples of Answers to Communication Exercises

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

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

9. Crisis Intervention 10. Suicide Prevention III. Care of Clients with Psychiatric Disorders 11. Caring for Patients with Mental Illness and Substance Use Disorders in General Practice Settings 12. Neurocognitive Disorders

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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? Communication Exercises let students practice their communication skills with vignettes and questions that prepare them for clinical and practice. 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 determined. Table 24–1 presents a list of patient behaviors and the NANDA nursing diagnoses that correspond to those behaviors, which may be used in 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

ne’s risk for

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 Unit 2 ■ Psychiatric Mental Health Nursing Interventions

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 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. 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 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. One study examining suicide trends among school-age children younger than age 12 (Bridge et al., 2015) found that suicide rates for Black chil- dren 5 to 11 years of age nearly doubled over the period from 1993 to 2012, while the overall suicide rate in this age group remained relatively stable during the same period. The use of hanging or suffo- cation as a means of taking one’s own life also signifi- cantly increased in this population. A more recent study (Sheftall et al., 2022) found that from 2003 to 2017 Black youth experienced a significant upward trend in suicide with the largest annual percentage change among girls in the 15- to 17-year age group. As of 2018, suicide became the second-leading cause of death in Black children ages 10 to 14, and the third-leading cause of death in Black adolescents ages 15 to 19 (Gordon, 2020). The contributing fac- tors to these trends are not well understood and will require further research, including a review of the impact of health-care disparities for select communi- ties or populations. Other Risk Factors ■■ 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- mary control over decisions about their own care and to enable persons with mental health problems to live a meaningful life in a community of their choice while striving to achieve their full potential. ■■ Families generally require support and education about psychotic illnesses. The focus is on coping with the diagnosis, understanding the illness and its course, teaching about medication, and learn- ing ways to manage symptoms. ■■ The most current, evidence-based approach to treatment, RAISE, demonstrates that early inter- vention at the first episode of psychosis can signifi- cantly improve outcomes. In the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision Movie Connections list films that demonstrate relevant conditions and behaviors. CORE CONCEPT Psychosis Core Concepts listed at the beginning of each chapter and defined in boxes throughout the text emphasize important takeaways. Ethnicity Ethnic/racial groups with disproportionately higher rates of suicide include non-Hispanic Native Ameri- can and non-Hispanic White people (CDC, 2023a). Within the Native American community, young adults are the highest-risk age group, and the rate of suicide is 2.5 times higher than the national average (National Indian Council on Aging, 2024). Social Determinants of Health highlights non-medical factors that affect health outcomes. The majority of people who die by suicide have a diagnosable mental illness with numbers at least 10 times that of the general population. Of those without a diagnosable mental illness, many suicides are related to crises associated with finances, rela- tionships, discrimination, violence, terror, and war (Bachman, 2018). The mental illnesses most com- monly associated with suicide include depression, bipolar disorder, or substance use disorder.

Student-friendly features throughout both texts engage learners.

ons of the an earlier t thinking with schizo- izophrenia he abstract g the walls”

CHAPTER 15 ■ Schizophrenia Spectrum and Other Psychotic Disorders

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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) 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. Assessing religion’s role in risk for suicide is compli- cated by variables such as degree of affiliation, partic- ipation, religious doctrine, and others. Most studies identify religion as a protective factor; associated with lower risks for suicide (Gearing & Alonzo, 2018; Poorolajal et al., 2022; Vitorino et al., 2023). A system- atic review of the research on religion and suicide risk (Lawrence et al., 2016) found that although religious affiliation is not protective against suicide ideation , it is protective against suicide attempts, and religious ser- vice attendance is possibly protective against suicide. The authors of another study (Rasic et al., 2009) found that religious affiliation is associated with a decreased risk of suicide attempts in both the general population and in those with a mental illness, independent of the availability of social support systems. Among studies that identify religion as a possible risk factor for sui- cide, researchers note that associated distress (such as anger toward God or shaming and stigmatization from an individual’s significant support systems) may be influential (Gearing &Alonzo, 2018). Socioeconomic Influences 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 DSM-5 (APA, 2013) identifies specific criteria for diagnosis of the disorder. Financial strain and unemployment have often been identified as risk factors for suicide. To ■■ The initial symptoms of schizophrenia most often occur in early adulthood. Development of the dis- order can be viewed in four phases: (1) the pre- morbid phase, (2) the prodromal phase, (3) the active psychotic phase (schizophrenia), and (4) the residual phase. ■■ The cause of schizophrenia remains unclear. Most likely no single factor can be implicated; rather, the disease probably results from a complex interac- tion of genetic, biochemical, psychological, and en- vironmental factors. A spectrum of schizophrenic Case Studies challenge your students’ clinical judgment and critical-thinking skills to prepare them for real-world practice and certification. communication approach, which offers the patient the opportunity to make his or her 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.” although statistics reveal degrees of risk in certain age-groups, screening for risk of suicide should be conducted for all individuals regardless of demo- graphic characteristics. Religion what extent these factors act alone (as opposed to a complex interaction of several variables) requires fur- ther study. In addition, the CDC (2022) identifies loss (including loss of employment), and lack of access to health care as risk factors for suicide that may be asso- ciated with socioeconomic influences.

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Request preview access • Schedule a walkthrough • Learn more Suicide rates are higher in rural areas and with a twofold greater use of firearms as the means (Ivey- Stephenson et al., 2017). Kim and associates (2016) studied the factors influencing a move from suicide ideation to suicide attempts and found that low edu-

Therapeutic Communication Icon identifies helpful interventions and guidance on how to speak with patients. Look for this icon in Care Plan sections. 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 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 In the final step of the nursing process, a reassess- ment is conducted to determine whether the nursing

priately? ■■ Does the ■■ Is the p about se pects, in ■■ Can the are cont ■■ Is the pa practices them? ■■ Is the pa appropr ■■ Does the no evide ■■ Is the pa sions con ■■ Is the pa ciently h weight a ■■ Does the feeling r ■■ Does the groomin ■■ Have som Treatmen Interpers Research h satisfactory sion with the lowest 2013). With chotherapy sonal relati depressed p

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UNIT 3 ■ Care of Patients With Psychiatric Disorders

TABLE 15–2 | CARE PLAN FOR THE PATIENT WITH SCHIZOPHRENIA—cont’d

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

1. Patient must understand that you do not view the idea as real.

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.” 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. 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. 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.

■■ 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.

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.

4. To decrease patient’s suspiciousness:

Real Nurses, Real Advice

a. Familiar staff and honesty pro- motes trust.

“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

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. 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.

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UNIT 3 ■ Care of Patients With Psychiatric Disorders

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

Real People, Real Stories: Dr. Fred Frese

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. 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. 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? 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: 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”? 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: 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.

Real Nurses, Real Advice shares helpful tips from practicing nurses to help students navigate clinical situations and provide the best possible care to their patients.

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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?

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

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Davis Advantage Across the Curriculum Across a Learn-Apply-Assess-Simulate continuum, Davis Advantage engages and challenges students, preparing them to become practice-ready nurses. This innovative online platform aligns seamlessly with our textbooks to deliver a complete, integrated solution and a consistent learning experience across the curriculum. Actionable analytics allow you to track student progress, target remediation, and foster an active learning environment. NEW! PAIGE, a smart and friendly AI tutor within Davis Advantage, provides instant explanations, step-by- step guidance and personalized support as students study.

Build Practice-Ready Nurses

Personalized Learning assignments immerse students in an online learning experience tailored to their needs. Students are assessed on their comprehension of key topics from the text, and then are guided through mini-lecture videos and dynamic activities to reinforce learning and bring concepts to life.

LEARN

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

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

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

Clinical Judgment assignments develop students’ critical thinking and clinical reasoning, helping them to build the clinical judgment skills they need to practice safe and effective nursing care and to prepare for the NCLEX® with confidence. Progressive case studies featuring real-life, complex clinical situations challenge students to apply knowledge, make informed decisions, and evaluate outcomes.

APPLY

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.

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

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.

ASSESS

Immediate Feedback with comprehensive rationales provides students with on-the-spot remediation that explains 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.

High-quality, NCLEX®-style questions challenge students to think critically and test their knowledge. Bowtie and trend questions prepare students for the individual, stand-alone item types on the NCLEX®.

Screenshots shown reflect content from Davis Advantage for Medical-Surgical Nursing , but functionality is identical in every course area. Online content subject to change.

Sims assignments challenge students to make clinical decisions based on simulation videos showing realistic portrayals of nurse-patient interactions in a hospital setting, enabling them to earn clinical hours while practicing clinical judgment in a safe space.

SIMULATE

Immersive videos provide verbal and nonverbal cues about the patient and the situation, and emphasize the importance of therapeutic communication and proper skill technique. Students must recognize cues, analyze cues, and prioritize hypotheses. A dynamic EHR with time stamps evolves and populates with additional data 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.

A smart, trustworthy AI Tutor within Davis Advantage* PAIGE P ERSONALIZED AI G UIDANCE & E NRICHMENT

Benefits for Instructors & Students § On-demand learning support built directly into Davis Advantage § Improved study efficiency with summaries, study guides, and practice quizzes § Stronger critical-thinking skills through guided problem-solving § Trustworthy AI with source validation, grounded in F.A. Davis materials § Can be enabled or disabled by instructors

*Added to Davis Advantage RN products on a rolling basis. Contact us to learn more.

Leverage Actionable Analytics Powerful, easy-to-use analytics give students and instructors clear insights into performance, highlight learning gaps, and support targeted actions to improve outcomes.

The Student Dashboard provides an at-a- glance look into performance, time spent, and participation for all assignment types.

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Fluid and Fluid Imbalances

Instructors can monitor performance at the classroom level or drill down to see individual student progress .

Personalized Teaching Plans provide instructors with turnkey learning activities, discussion prompts, and more to save time and support teaching.

Call on us today! Schedule time to discuss how we can partner with your program. Visit FADavis.com/DavisAdvantage or email Hello@FADavis.com today.

POCKET REFERENCES

Miller PsychNotes Clinical Pocket Guide, 7th Edition

NEW EDITION!

Best book for clinical. “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

Perfect to use in class, clinical, and any practice setting! This handy guide delivers quick access to need-to-know information on DSM-5-TR disorders and treatments, psychotropic drugs, documentation, and patient education. NEW! Highly experienced and nationally recognized author Dr. Sally Miller NEW! Nine additional drugs added, including daridorexant, viloxazine, and more NEW! Content on Biopsychosocial Theory of Mental Health, Transtheoretical Model of Change, and Piaget’s Theory of Sensorimotor Development NEW! PHQ-9, GAD-7, and BPRS Assessments EXPANDED! Coverage of antidepressants, ADHD drugs, anger management, domestic abuse, and more About 264 pages | 7 illustrations | Soft cover, spiral bound | Fall 2026 About $44.95 (US) ISBN-13: 978-1-7196-5168-4

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

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 $55.95 (US) ISBN-13: 978-1-7196-4850-9

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

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 $44.95 (US) ISBN-13: 978-0-8036-7578-0

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 Pocket PsychNotes and it was perfect!” —Online Reviewer

Request preview access • Schedule a walkthrough • Learn more

NCLEX ® -Prep

EXAM PREP

Curtis & Fegley Psychiatric Mental Health Nursing Success

Everything they need to pass the NCLEX ®

NCLEX-Style Q&A Review, 5th Edition

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

Perfect prep for classroom and the NCLEX!® Build your students’ comprehension with over 750 multiple-choice, alternate-format, and clinical judgment questions, organized by specific disorders— all with rationales for both correct and incorrect responses. NEW & UPDATED! Content that encompasses the evolution of technology, current standards of evidence-based practice, current pharmacology, and the latest terminology to reflect the 2023 NCLEX-RN® Test Plan NEW! Clinical Judgment case studies that test the six cognitive skills of the National Council of State Boards of Nursing’s Clinical Judgment Measurement Model: recognizing cues, analyzing cues, prioritizing hypotheses, generating solutions, taking actions, and evaluating outcomes, plus answers and rationales NEW! Medication questions 448 pages | Soft cover | 2025 $53.95 (US) ISBN-13: 978-1-7196-4974-2

960 pages l 389 illustrations | Soft cover l 2023 Print + 1-year access to Davis Edge NCLEX-RN® $66.95 (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

Good for nursing school. “This book helps you through mental health so much! If you are a nursing student, grab all the success books.” —Online Reviewer RN School. “Perfect addition to book for class. Great quizzing book that is very helpful.” —William B., Online Reviewer

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

PHARMACOLOGY

TABERS ®

Taber’s 25

Sanoski Davis’s Drug Guide for Nurses, 20th Edition

NEW EDITION!

2,704 Pages | 852 Illustrations | Soft Cover | 2025 $62.95 (US) ISBN-13: 978-1-7196-5067-0 Trusted definitions your students can rely on. 75,000+ terms put the language of health care at your students’ fingertips in class and clinical. 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.

1,592 pages | 70 illustrations | Soft cover book | 2027 $56.95 (US) ISBN-13: 978-1-7196-5387-9

#1 Drug Guide for nursing students!

“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.

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

ONBOARDING TRAINING

Support from day one—and every step after Work one-on-one with a dedicated Digital Implementation Consultant to set up your course and support you throughout the semester. Your consultant provides best practices and proven strategies to help you use Davis Advantage effectively and drive student success.

Direct access to a dedicated expert for questions and support

Personalized onboarding to help set up your course Guidance and resources to simplify implementation

Ongoing partnership to support your teaching and ensure the best outcomes

Let us help! Email Hello@FADavis.com or visit FADavis.com/DavisAdvantage

“I have always loved the top notch quick service from F. A. Davis and Davis Advantage is a game changer in the classroom, lab, and clinical.” —Melanie M., Instructor, Maysville Community and Technical College, Licking Valley Campus

THE BRIDGE TO SUCCESS

From foundational learning to practice readiness—partnering with educators and guiding students every step of the way.

Creating Better NURSES

Building Better STUDENTS

Supporting Better Experiences

Dedicated Support & Communication § A single point of contact to guide your adoption and provide ongoing support § Consultative sessions to understand your curriculum and course structure Onboarding & Training § 1:1 virtual faculty training tailored to your program’s goals § Asynchronous tutorials for flexible learning § Direct access to a specialist for quick support and questions § Student orientation sessions to ensure a smooth start

Curriculum Services & Professional Development § Curriculum mapping and alignment to program standards § Syllabi review and updates § Enrichment opportunities, including teaching strategies, new faculty onboarding, and topical workshops Ongoing Partnership & Engagement § Analytics and insights on student engagement and performance § Feedback collection through surveys and optional paid interviews

F.A. Davis is dedicated to your success. We look forward to discussing how we can make a difference in your program. Visit FADavis.com or email Hello@FADavis.com to start a conversation.

©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. 2026-2027

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