F.A. DAVIS PSYCHIATRIC MENTAL HEALTH

2022–2023

Psychiatric Mental Health NURSING

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How do you teach Psychiatric Mental Health Nursing?

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Across a Learn-Apply-Assess continuum, Davis Advantage for Psychiatric Mental Health Nursing and Davis Advantage for Townsend’s Essentials of Psychiatric Mental Health Nursing deliver the must-know information students need to care for patients with mental health disorders and complex behaviors in all care settings. Both solutions combine the power of a student-focused textbook with personalized learning, clinical judgment, and quizzing experiences to engage students and prepare them for class, clinical, and practice. Flexible for all class models, Davis Advantage equips you with the tools you need to create a course that aligns with your unique needs and actionable analytics to help you monitor performance.

“Davis Advantage has taken my course to a whole new level of interaction and engagement with students. It has helped with teaching and learning!”

—Melanie M., Maysville Community and Technical College

NEW EDITION!

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Karyn I. Morgan, RN, MSN, APRN-CNS Mary C. Townsend, DSN, PMHCNS-BC

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

Course

Comprehensive coverage Information-rich, narrative format

Designed for a shorter course with focused coverage Streamlined, must-know format

Approach

In-depth coverage of the theoretical concept of stress adaptation

Introductory coverage of theory with an emphasis on practical application

Nursing Interventions

In-depth coverage Chapters dedicated to interventions with families, assertiveness training, self-esteem, anger management, behavior therapy, cognitive therapy, and electroconvulsive therapy

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

Care Plans

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

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”

Online Teaching & Learning

Davis Advantage (Personalized Learning | Clinical Judgment | Quizzing) Integrated eBook Instructor and Student Resources

Davis Advantage (Personalized Learning | Clinical Judgment | Quizzing) Integrated eBook Instructor and Student Resources 3

CONTENTS — Davis Advantage for Psychiatric Mental Health Nursing, 10th Edition

Two comprehensive options to meet your course needs.

Whether your choice is Psychiatric Mental Health Nursing, 10th Edition or Townsend’s Essentials of Psychiatric Mental Health Nursing, 9th Edition, your students will have a text that provides the evidence-based, foundational knowledge they need for classroom, clinical, and professional success.

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

NEW EDITION! Instructor Resources Davis Advantage

(Personalized Learning | Clinical Judgment | Quizzing)

Integrated eBook + Bonus Chapters Implementation Guide Test Bank with 25 new Next Gen NCLEXformat questions—Coming Late 2022 PowerPoint Presentations Clinicals Toolkit

NEW CHAPTER! Psychosocial Interventions and Spiritual Care NEW FEATURE! “Real Nurses, Real Advice” REVISED CHAPTER! Survivors of Abuse and Neglect NEW! Bonus chapters online UPDATED! Includes new content published in the DSM-5-TR

III. Therapeutic Approaches in Psychiatric Nursing Care 6. Relationship Development 7. Therapeutic Communication 8. The Nursing Process in PsychiatricMental Health Nursing 9. Therapeutic Groups 10. Intervention with Families 11. Milieu Therapy—The Therapeutic Community 12. Crisis Intervention 13. Assertiveness Training 14. Promoting Self-Esteem 15. Anger and Aggression Management 16. Suicide Prevention

required to fulfill the initiative’s competencies

Emphasis on holistic nursing to show the physical, spiritual, and cultural aspects of psychiatric mental health nursing ANA standards for clinical practice for DSM diagnoses and therapeutic interventions, as well as for aging individuals,

bereaved individuals, and victims of abuse and neglect

Care Plans for clients with DSM-5 diagnoses featuring interventions and rationales for commonly observed nursing diagnoses

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Behavior Therapy Cognitive Behavioral Therapy Electroconvulsive Therapy The Recovery Model

IV. Nursing Care of Clients 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 BONUS CHAPTERS in eBook 38. Theoretical Models of Personality Development 39. Cultural and Spiritual Concepts Relevant to Psychiatric-Mental Health Nursing 40. Complementary and Psychosocial Therapies 41. Relaxation Therapy 42. Issues Related to Human Sexuality and Gender Dysphoria 43. Forensic Nursing APPENDICES A. Answers to Chapter Review and Clinical Judgment Questions B. Examples of Answers to Communication Exercises C. Mental Status Assessment

NEW EDITION!

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

Taxonomy and diagnostic criteria from the DSM-5 with references for each DSM-5 diagnosis Quality Safety Education for Nurses (QSEN) activities with guidelines for attaining the knowledge, skills, and attitudes

17.

18.

19.

20.

Contents subject to change upon publication

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

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

tical Manual of Mental Disorders, Fifth Edition (DSM-5),

various theories of predisposing factors implicated in the development of schizophrenia. Symptomatology associated with different diagnostic categories of the disorder is discussed. Nursing care is presented in the context of the six steps of the nursing as a neurodevelopmental disorder (Álvarez et al., process. Various dimensions of medical treatment The patient: 2015), schizophrenia spectrum disorders may have are explored.

■ Demonstrates an ability C toHrelate to A P T E Rsatisfactorily 15 ■ Schizophrenia Spectrum and Other Psychotic 373 several etiological influences, including genetic pre- Disorders others disposition, biochemical dysfunction, physiological Nature of the Disorder ■ Recognizes distortions of reality and other psychotic disorders factors, and psychosocial stress.

Tripathi, Kar, andhas been identified.

Communication Exercises ■ Has not harmed self or others These (on a gradient of psychopathology Shukla (2018) believe thatinclude the neurodevelopmental ■ Perceives selfonrealistically hypothesis in explaining thesevere): magnitude from least to most schizotypal personal1.

Hal, a patient the psychiatric unit, has a diagnosis of falls short CORE CONCEPT Core Concepts listed at disorder, ■ Demonstrates the ability to perceive of the environbrain changes that occur in schizophrenia.

They ity disorder, delusional brief psychotic schizophrenia. He lives in a halfway house, where last Psychosis the beginning of eachexplainedpsychotic disorder, ment correctly suggest can be better disorder, substance-induced evening he began yelling that “aliens were on the waythat these changes A severe mental condition in which there is disorganichapter and defined in abnor-with another medi■ Maintains anxiety at a manageable level “as the cumulative effect neurodevelopmental psychotic disorder associated zation of the personality, deterioration in social functionto take over our bodies! The message is coming through throughout the mality, change plasticity and alteration in ■ Relinquishes the need for delusions and in neural ing, and loss of contact with, or distortion of, reality. calboxes condition, catatonic disorder associated with loud and clear!” The residence supervisor became frighttext emphasize important neuronal maturation.” hallucinations There may be evidence of hallucinations and delusional another medical condition, schizophreniform disened and called 911. As Hal was being admitted to the takeaways. clinicians agree is that there ■ Demonstrates the ability to trust others One factor with which thinking.

Psychosis can occur with or without the schizoaffective disorder, and schizophrenia. psychiatric unit, he told the nurse, “I’m special!

I getnow mes-and mayorder, presence of organic impairment. is not never be a single treatment that ■ Uses appropriate verbal communication in inter■■ Nursing care of the patient with schizophrenia is acsages from a higher being! We are in for bigcures trouble!” schizophrenia. Effective treatment currently actions with others complished using the six steps of the nursing process.

How would the nurse respond appropriately to this a comprehensive, requires multidisciplinary effort, ■ Performs self-care activities independently ■■ Nursing assessment is based on knowledge of statement by Hal? including pharmacotherapy and various forms of Schizophrenia is a disabling psychological disorder. symptomatology related thought content and disturbances in thought processes, 2.

The nurseand notices that Hal is sitting off to himself in a cor- care, such Planning Implementation psychosocial as living skills and socialto skills Characteristically, processes, perception, affect, volition, interperof the dayroom.

He appears to be talkingtraining, to cognitive remediation therapy, rehabilitation perception, and affect invariably result in a severe Thenerfollowing section presents a group ofhimself selected sonal functioning and relationship to the external and recovery, and family therapy.

Emerging evidence deterioration of social and occupational functioning. and tilts his head to the side as if listening to something.

Communication Exercises let students practice their nursing diagnoses, with short- and long-term goals Movie Connections world, and psychomotor behavior. indicates that a comprehensive, patient-centered The lifetime prevalence of schizophrenia is about communication skills with vignettes and questions How would the nurse intervene with Hal in this situation? and nursing interventions for each. In general, nursing list films that & ■hope ■ Symptoms of schizophrenia are categorized as posiapproach offers for a recovery process and 1% in the general population (Sadock, Sadock, that prepare them for clinical and practice.

3.

Hal says to the nurse, “We must choose to take a ride.

All interventions should be directed toward establishing improved oftive life(an in this population.

Ruiz, 2015). Symptoms generallydemonstrate appear in late excess or distortion of normal functions) or alone we slip suspiciousness and slide. Now it’sistime to take a bride. ” quality trust, because a common symptom 9967_Ch24_441-478 28/03/20 2:22 pm Page 442 relevantthey conditions Of all the mental illnesses, schizophrenia is likely adolescence or early adulthood, although may negative (a diminution or loss of normal functions).

Howdisorder. would the nurse respond appropriately to this in this and behaviors. responsible for longer hospitalizations, greater chaos occur in middle or late adult life.

Early-onset schizo■ ■ Antipsychotic medications remain the mainstay of statement by Hal? Use of a passive rather than a directive in family life, moretreatment exorbitant to individuals to symptoms that begin in childhood forcosts psychotic disorders. phrenia Atypicalrefers antipsycommunication approach, which offers the and governments, and more fear than any other. and adolescence chotics have become the first line of therapy andbefore age 18 years. This condition, patient the opportunity to make hisStudies or her also have shown that people with a severe although rare, is recognized as a progressive neurodetreat both positive and negative symptoms of schizodecisions about activities, treatment goals,mental and other illness (SMI) such as442 schizophrenia on Care velopmental with in a Psychosocial chronic and severely U N I T 4 have, ■ Nursing of Patients disorder With Alterations Adaptation MOVIE CONNECTIONs

Outcome Criteria supports this concept by describing schizophrenia The following criteria may be used for measureas one of the schizophrenia spectrum disorders ment of outcomes in the care of the (American patient withPsychiatric Association [APA], 2013). schizophrenia.

Although current consensus points to schizophrenia

Build a solid foundation with either text.

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 assumpures.

ocking (a slow, ying of the trunk are common psyh schizophrenia.

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, 356 U N I T 3 ■ Care of Patients With Psychiatric Disordersthe plan of care may take the form of a critical pathway.

and family members? the patient able to verbalize feelings and behaviors associated with each stage of the grieving process and recognize own position in the process?

■■ Have obsession with and idealization of the lost TABLE 15–2 | CARE PLAN FOR THE PATIENT WITH SCHIZOPHRENIA—cont’d object subsided?

Concept Care Mapping Therapeutic Communication Icon identifies helpful ■■ Is anger toward the lost object expressed approNURSING DIAGNOSIS: DIsTuRbED THOugHT PROCEssEs interventions and guidance on how to speak with The concept map care an approach to plan-factors priately?

RELATED TO: Inability to trust, panicplan anxiety,ispossible hereditary or biochemical ning and BY: organizing nursing care (see Chapter 6). Itinability EVIDENCED Delusional thinking; inability to concentrate; impaired volition; problem solve, abstract, or ■■ to Does the patient set realistic goals for self? patients. Look for this icon in Care Plan sections. extreme suspiciousness of others isconceptualize; a diagrammatic teaching and learning strategy that ■■ Is the patient able to verbalize positive aspects allows of interrelationships between RaTIONaLE OuTCOMEvisualization CRITERIa NuRsINg INTERVENTIONs 360 andUfuture N I T 3 ■prosCare of Patients With Psychiatric Disorders about self, past accomplishments, medical diagnoses, nursing diagnoses, assessment pects, including a desire to live?

1.

Patient must understand that you do 1.

Convey acceptance of patient’s need Short-Term Goal data, and treatments. ofbelief a concept not view the ideapatient as real. identify areas ofReal for the false but indicatemap that ■■ By the end of 2 weeks, patientAn example Realthat Stories: Dr. Fred Frese ■ ■ Can the life People, situation do not share the will recognize and a verbalize that withyou care plan for patient depression isbelief. presented are controllable?

2.

Do not argue or deny the belief. 2. Arguing with the patient or denying me. During the last attempt to hospitalize me, I actually false ideas occur at times of inin creased Figure 16–3.

■ ■ Is theserves patient able to participate in usual religious escaped and ran away, even though I was in pretty bad the belief no useful purpose, Use “reasonable doubt” as a theraanxiety. shape. because delusional ideas are satisfaction not peutic technique: “I understand that practices and feel and support from Long-Term Goals Patient and Family Education Karyn: So since you were knowledgeable about the laws, eliminated by this approach, and the you believe this is true, but I person■■ By time of discharge from them? you could essentially be your own self-advocate and development of a trusting relationship find it hard to accept.” treatment, verbaliza-teacherally The role patient’s of patient is important in the psy- ■may argue your case, so to speak?

■ Isbethe patient seeking interaction with others in an impeded. tions will reflect reality-based Dr. frese: Yes, and by that time, I was in grad school and chiatric area, as it is in all3.areas of and nursing.

A list of 3. Discussions that focusmanner? on the false Reinforce focus on reality. appropriate thinking with no evidence of had secured a job at what is now the Department of Menare purposeless and useless and Discourage long ruminations about topics forideation. patient and family education relevant to ■ideas delusional ■ Does the patient maintain reality orientation with tal Health and Addiction Services. I remember I was living may even aggravate the psychosis. the irrational thinking. Talk about real ■■ By time of discharge from depression is presented in Box 16–5. in the hallway of some university housing, and one of the no evidence of delusional thinking? events and real people. treatment, the patient will be students, who saw me day after day just hanging around To■ decrease suspiciousness: 4. If patient is highly suspicious, the 4. ■ Is the patient’s patient able to concentrate and make deciable to differentiate between and not really doing anything, suggested that I might be Evaluation of Care for the Depressed following interventions may be helpful: delusional thinking and reality. eligible for a government job because of my military backsions concerning own self-care? a. Familiar staff and honesty proa. Use same staff as much as ground. When I applied, the receptionist saw my history Patient ■■ motes Is thetrust. patient selecting and consuming foods suffipossible; be honest and keep all of mental health commitments and said I would never People with schizophrenia continue to be disenfranchised, promises.

In the final step of the nursing process, a reassessciently high in nutrients and calories to maintain get the job, but I did. The last time I went to the hospital, misunderstood, and stigmatized.

Even within healthcare, with suspicious ideation b. Avoid physical contact; ask the paI went voluntarily because I knew I needed more medicament is conducted to determine whether the nursing b. Patients weight and nutritional status? evidence has shown that some settings have been very often perceive touch as threatening tient before touching to perform a tion, but they thought I needed to be hospitalized and I hostile to people with severe mental illnesses.

One way ■ ■ Does the patient sleep without difficulty and wake didn’t; so I ran away. and may respond in an aggressive procedure, such as taking a blood to begin combating stigmatization of people with mental or defensiverested? manner. pressure.

Karyn: Sounds like you were managing a lot of stuff—grad feeling illness is to get to know them personally.

Dr. Fred Frese Real Nurses, Real Advicec. Avoid laughing, whispering, or talk- ■c. ■ Patient ideas of referschool, working—and, at the same time, episodically strugDoes may thehave patient attend to personal hygiene andand an internationally renowned is a licensed psychologist gling with symptoms of illness. You were working in the ence and believe he or she is ing quietly where patient can see speaker, writer, and advocate in the field of mental illness. grooming? field of mental health, too. Was the work environment “The anhedonia, being talked about. but cannot hearpsychomotor what is being said.

Real Nurses, Real supportive?

Karyn: Could you share a little bit about your history with Provideanergia canned food can retardation,d. and in with acute ■■ Have somatic complaints subsided? the illness of schizophrenia? openermake or serve food family style. depression can assessment a challenge. It’s important to offer hope to a client who may uncere. Mouth checks maybe be necessary tain about how tomedication navigate their following administration to deep verify whether the patient present state of depression andis actually swallowing the pills. to remain diligent while not making the patient feel pressured f.toProvide speak.

Paraphrasing activities that encourage what the patient has said to you conveysrelationship understanda one-to-one with the nurse or ended therapist. questions ing and provides validation. Openg. Maintain an assertive, matter-ofencourage the patient to elaborate rather than just fact, yet genuine approach. answer ‘yes’ or ‘no.’”

—Larry Johnson, RN

Advice shares helpfulModalities tips from Treatment practicing nurses Interpersonal Psychotherapy to help students navigate clinical situations and provide the best possible care to their patients.*

Dr. frese: Not always. It seemed like even among my cowd. Suspicious patients may believe orkers, when something strange happened, they thought Dr. frese: I was 25 when I had my first episode. I was they are being poisoned and reit was something wrong with me. in the Marines and—I know I had seen the movie The fuse to eat food from an individuManchurian Candidate previously—and I began to think Karyn: What do you mean by “something strange”? ally prepared tray. that the Vietnamese were using the same strategies from Dr. frese: Like one time when they perceived I was spende. Suspicious patients may believe the movie to control us. When I let my commanding ofing too much time interacting with patients, they assumed they are being poisoned with their ficer know my theories, I was hospitalized involuntarily, I was again,” ISBN # “going off Author Author's reviewand next thing I knew, they called medication and attempt to discard Research has documented the importance of close, and for the next 10 years I was in and out of hospitals— (if needed) Townsend 7678 a “blue alert” and wanted to me. But that time, OKhospitalize Correx the tablets or capsules.

Fig. # Document name mostly involuntarily—taking living satisfactory attachments in the prevention of depres- various medications, the medical director just told me to take some time off. I f. Competitive activities are very 7678_C_UF15_01.eps Date many different places, and not employed.UF15_01 never did find out why they called that blue alert.

Initials sion with toover double those with Artist Date threatening suspicious patients. the risk among 11/19/18 Karyn: Were you getting any treatments or intervention that Karyn: So you Editor's haven’t been hospitalized for a very long review Check if revision the lowest quality of social relationships (Teo ethelpful al., to your recovery?GW-CO you thought were time,2nd and you are internationally renowned for all of your OK color Correx g. Patients with suspicious ideation are B/W 4/C X 2/C PMS frese: Well, at thatpsytime it was thought that schizophre2013).

With this concept in mind, Dr. interpersonal work and advocacy in the field of mental health. What do Final Size (Width X Depth in Picas) prone to distrust and are hypervigiDate nia was not an illness from which one could recover. Even you think has contributed most to your recovery?

Initials chotherapy on the client’s current interper19p x 12p8 lant of peoples’focuses behavior and comrecently, I’ve heard some folks who have a family member Dr. frese: No, I haven’t been hospitalized since I got marmunication.

Approaches that are sonal relations.

Interpersonal psychotherapy withsay, the“There’s no way that anyone with with schizophrenia ried. I think that has been central in my recovery: having overly directive or cheerful may inillnessphases. can get better.” But that’s starting to change, a person who you trust to give you feedback and let me depressed person proceeds through this three and now that the government, through SAMHSA (Subcrease the patient’s suspiciousness. know when I need more medication.

Text continued on page 428 stance Abuse and Mental Health Services Administration) Karyn: What role do medications play in recovery? is backing the recovery model approach, I think healthcare will improve. I remember being told that my brain was Dr. frese: It’s very individual. We need more research to identify who, among people with schizophrenia, will going to progressively deteriorate and that I would never benefit most by continuous medication versus episodic, be able to function on my own. All in all, I probably spent reduced doses, or no medication. Genetic research is about a year of my life in hospitalizations. Once the laws 04/03/19 2:55 PM hopeful, but we’re not there yet. It’s hard to advise any changed and I knew you had to be of7:55 imminent harm to 31/01/22 PM individual what to do without knowing their individual ciryourself or others in order to be hospitalized involuntarily, cumstances, and even knowing, it can be very hard.

I talked some of the health professionals out of admitting

phrenia. They have a more favorable side-effect profile than the conventional (typical) antipsychotics.

HO M Eschizophrenia WORK ASSIG NMEN T ■■ Individuals with require long-term Please read the chapter and answer the following integrated treatment with pharmacological and questions: other interventions.

Some of these include indi3. How do delusions differ from hallucinations?

1. Describe the neurotransmitters theorized 4. What was the first atypical antipsychotic to be to be involved in group various symptoms of behavior vidual psychotherapy, therapy, schizophrenia. therapy, social skills training, milieu therapy, fam-developed? Why is it no longer considered a first-line treatment for schizophrenia?

2. What is schizoaffective disorder? ily therapy, and assertive community treatment.

For the majority of clients, the most effective treatQuality and Safety Education for Nurses (QSEN) Activities help Real People, Real Stories features interviews with patients and ment appears to be a combination of psychotropic Summary andknowledge, Key Points The term schizophrenia was coined in 1908 by the Swiss average, a 25-year shorter life span than the general 4576_Ch16_p402-444.indd 422 students attain the skills, and attitudes required to provides a model for effective therapeutic communication. medication and psychosocial therapy. psychiatrist Eugen Bleuler, derived fromofthe Greek Goodwin, & Fazel, 2014; Druss Homework Assignments at the beginning each chapterpopulation encourage(Chesney, critical reading. fulfill the initiative’s quality and safety competencies.

■■ Of all of the mental illnesses, schizophrenia un- ■■ Some clinicians are choosing course of therapy skhizo (“split’) and phren a (“mind”). et al., 2011; Roberts et al., 2017). Because it is such doubtedly results in the greatest amount of perbased on aOver model of recovery, somewhat like that the an enormous threat to life and happiness and bethe years, much debate has surrounded concept schizophrenia. definitions sonal, emotional, and social costs. It presents an which has beenofused for many Various years with prob- of the cause its causes are an unsolved puzzle, it has also*Included with Davis Advantage for Townsend’s Essentials of Psychiatric Mental Health Nursing, 9th Edition. disorder have evolved, and numerous treatment probably been studied more than any other mental enormous threat to life and happiness. lems of addiction. The basic premise of a recovery Request preview access • Schedule a walkthrough • Learn more | Contactstrategies us at Hello@FADavis.com ornone visit has FADavis.com/DavisAdvantage Request preview access • Schedule a walkthrough • Learn more | Contact us at Hello@FADavis.com or visit FADavis.com/DavisAdvantage been proposed, but proven model is empowerment of the consumer. The re- to be disorder.

■■ For many years, there was little agreement as to a uniformly effective or sufficient.

Risk for suicide is a major concern among patients covery model is designed to allow consumers pridefinition of the concept of schizophrenia. The

er level of develanism of schizoempt to reduce of the behaviors

aspects of care, helps establish trust while incorporatIing Never Promised You a Rose Garden For (Schizophrenia) a patient-centered approach. example, saying, •“Would A Beautiful Mind (Schizophrenia) • The Fisher you like to attend group now?” is aKing less (Schizophrenia) • Bennie & Joon (Schizophrenia) Outtoof directive approach than saying “You need to•go Darkness (Schizophrenia) • Conspiracy Theory (Paranoia) • group now.”

The Fan (Delusional disorder) • The Soloist (Schizophrenia) • Of Two Minds (Schizophrenia)

7678_Chapter_15_339-377.indd 356

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7678_Chapter_15_339-377.indd 360

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STUDENT EXPERIENCE Davis Advantage uses a unique and proven approach across a Learn-Apply-Assess continuum to engage students and help them make the connections to key topics. Aligned with their textbook, 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.

!

After completing each video and activity, a Post-Assessment quiz evaluates mastery of the content within the topic. Each student’s results feed into their Personalized Learning Plan, documenting their progress through each topic and highlighting areas for additional study.

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

LEARN Building a student-centered and student-driven approach

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

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.

The Student Dashboard provides quick snapshots of performance, time spent, participation, and strengths and weaknesses at a glance.

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

DID YOU KNOW? 94% of students

Depressive Disorders Bereaved Individuals

using Davis Advantage said it improved their scores.

Online content subject to change upon publication.

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APPLY

!

Preparing for Next Gen NCLEX®

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.

Clinical Judgment elevates students’ clinical reasoning to the next level by challenging them to think critically and make informed decisions that achieve the best patient outcomes. Real-world case studies mirror the complexities they will encounter in a variety of healthcare settings, helping them to build the skills they need to practice safe and effective nursing care and to prepare for the Next Generation NCLEX® with confidence.

Case Study Topics ¡ ¡ ¡ ¡ ¡ ¡

Neurocognitive Disorders Substance Abuse and Addictive Disorders Bipolar Disorders 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 & 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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Complex questions that align with the cognitive areas of the NCSBN’s 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.

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ASSESS

Bringing it all together

Improving Comprehension & Retention Quizzing uses NCLEX®-style Q&A to provide the additional practice students need to master must-know content and improve their scores on classroom and certification exams. NCLEX®-style questions cover the same topics and concepts as the textbook and align with Personalized Learning and Clinical Judgment to provide another way to assess how well students understand the course material.

High-quality questions, including more difficult question types like select-all-that-apply, challenge students to think at higher cognitive levels.

New, stand-alone questions mimic the format of the Next Generation NCLEX® to further prepare students for certification and practice.*

Comprehensive rationales provide students with immediate feedback for 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.

Crisis Intervention Ethical and Legal Issues

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.

*Included with Davis Advantage for Townsend’s Essentials of Psychiatric Mental Health Nursing, 9th Edition.

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Request preview access • Schedule a walkthrough • Learn more | Contact us at Hello@FADavis.com or visit FADavis.com/DavisAdvantage

Personalized Learning Plans monitor students’ performance on each Personalized Learning, Clinical Judgment, and Quizzing assignment to highlight areas of strength and weakness.

Students can toggle between Personalized Learning, Clinical Judgment, and Quizzing tabs to view their analytics for all assignments.

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

DID YOU KNOW? 98% of students

said Davis Advantage helped them make the connections to key topics.

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

Recovery Models Chapter 10

10/5/2022

Suicide Prevention Chapter 11

10/10/2022

Neurocognitive Disorders Chapter 13

10/12/2022

Bipolar and Related Disorders Chapter 17

10/14/2022

Eating Disorders Chapter 21 Personality Disorders Chapter 22

Online content subject to change upon publication.

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INSTRUCTOR EXPERIENCE

!

Engage students for higher level learning. Use your Personalized Teaching Plans to turn classroom time into an active, hands-on learning experience that focuses on improving their areas of weakness.

DID YOU KNOW? 99% of instructors

would recommend Davis Advantage to a colleague.

Supporting you in any classroom setting.

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.

Teaching Online?

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

Track participation and performance on each Personalized Learning, Clinical Judgment, and Quizzing assignment.

Recovery Models

Psychotic Disorders

Suicide Prevention

Crisis Intervention

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.

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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.

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.

Request preview access • Schedule a walkthrough • Learn more | Contact us at Hello@FADavis.com or visit FADavis.com/DavisAdvantage

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POCKET REFERENCES “Great book.... Helped me to do my concept maps in less than 5 minutes... Well worth the money...”

—Charlene E.

With DSM-5 & NANDA-I 2018-2020 Morgan & Townsend

Pocket Guide to Psychiatric Nursing, 11th 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.

752 pages | Soft cover | 2021 $51.95 (US) ISBN-13: 978-0-8036-9995-3

EXAM PREP

NCLEX®-Prep

Curtis & Baker

Are your students stressed about the

Pedersen

PsychNotes Clinical Pocket Guide, 6th Edition

Psychiatric Mental Health Nursing Success NCLEX-Style Q&A Review, 4th 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.

Perfect prep for classroom and the NCLEX!®

NCLEX ? ®

Here’s everything they need to pass the exam NEW EDITION!

258 pages | 5 illustrations | Soft cover, spiral bound | 2022

Build your students’ comprehension with over 750 questions—all with rationales for both correct and incorrect responses.

$39.95 (US) ISBN-13: 978-1-7196-4545-4

“A whole lot of info in a small package! I appreciate the comprehensible tools that are included in this pocket guide. It is organized, easy to read, labeled and color coordinated for quick access.”

—Online Reviewer

Kathleen A. Ohman EdD, MS, RN

New! Free 30-day access to Davis Edge NCLEX-RN® with 10,000+ questions

COMING SOON! Coming Spring 2023

Emphasis on alternate-format questions, including fill-in-the-blank, select-all-that-apply, ordered responses exhibit labeling, and graphic questions

About 1,045 pages l 389 illustrations Soft cover l Spring 2023 Print + 1-year access to Davis Edge NCLEX-RN®

416 pages | Soft cover | 2021 $55.95 (US) ISBN-13: 978-1-7196-4061-9

Available Now! 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 $41.95 (US) ISBN-13: 978-0-8036-7578-0

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Davis’s Q&A Review for NCLEX-RN® 3rd Edition $73.95 (US) | ISBN-13: 978-0-8036-8985-5

“…this book has been a LIFESAVER.” “Perfect size and reference. Absolutely great pocket reference.”

—Online Reviewer

Davis’s Q&A Review for NCLEX-RN® 4th Edition

About $73.95 (US) ISBN-13: 978-0-8036-8985-5 Or purchase online access at FADavis.com

—Jessica L.

“I truly think all of these ‘Success Q & A’ books are essential study tools for me and my nursing school family. All of us who had this book did exceptionally well on our first Mental Health Nursing exam last week!!”

—Kris A.

OVER 12,500 QUESTIONS 2,500 in book | 10,000 online All with comprehensive rationales that explain exactly why a response is correct or incorrect.

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PHARMACOLOGY “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.”

Taber’s 24 COMPLETE your COURSE

– Jen S.

#1 Drug Guide for nursing students!

NEW EDITION!

ADOPTION SERVICES

TABERS®

Trusted definitions your students can rely on.

Vallerand & Sanoski

Davis’s Drug Guide for Nurses, 18th Edition 1,504 pages | 70 illustrations | 2023 Soft cover book + 1-year access to DrugGuide.com $52.95 (US) ISBN-13: 978-1-7196-4640-6

2,784 Pages 852 Illustrations | Soft Cover

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

ISBN-13: 978-1-7196-4285-9 | $54.95 (US)

“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.”

YOUR PARTNER IN SUCCESS! Direct access to a specialist to answer any questions Personalized onboarding to help set up your course Resource library with support materials to make implementation easy Collaboration on curriculum strategies to ensure the best outcomes

Learn how Davis Advantage can be customized to meet your needs and the needs of your class.

—Melanie M., Instructor, Maysville Community and Technical College, Licking Valley Campus

FREE, ONLINE CONSULTATIONS are available for instructors using our products. You will have access to a dedicated Digital Implementation Consultant who can suggest the best ways to use our products in your course and share best practices and strategies for success.

Let us help!

Email Hello@FADavis.com or visit FADavis.com/DavisAdvantage

DAVIS ADVANTAGE

across the nursing curriculum Drive students success and prepare for Next Gen NCLEX®

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.

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

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Interested in integrating Davis Advantage throughout your curriculum?

Email Hello@FADavis.com or visit FADavis.com/DavisAdvantage NEW EDITION!

NEW EDITION!

NEW EDITION!

Ask your Educational Consultant about pricing and packaging opportunities.

Hello@FADavis.com • FADavis.com • Tabers.com

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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 meet your challenges.

Plan

Discuss your program needs with our expert team to find the customized solutions that will achieve your curriculum goals.

Adopt

Receive 1:1 training that makes course set-up easy, saves you time, and improves student retention.

Discover

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

Connect

As a family-owned company, your program is important to us and we are committed to providing exceptional customer service.

Interested in integrating Davis Advantage throughout your curriculum?

CONTACT US

Hello@FADavis.com FADavis.com/DavisAdvantage

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.

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. 2022-2023