Short Course in Mental Health Nursing for Registered Nurses | Module 1: Psychiatric Nursing Methods and Skills

R4,640.00 incl. Vat

Date: 22 – 26 June 2020

Time: 07:00 – 16:00

Venue: Baobab Room, Vista Clinic, 135 Gerhard Street, Centurion

CPD points: The content of this workshop is presented in line with SANC’s proposed CPD guidelines.  Once SANC has ratified its CPD guidelines and opened applications, Vista Academy will apply to have all workshops and short courses accredited for CPD points.

16 in stock

4669.

NB: Should delegates wish to attend only certain themes/days, they may contact us to make a special booking arrangement. A certificate will be received for each day attended.

THEME 1 (DAY 1)
THE THERAPEUTIC RELATIONSHIP

Introduction

The one-to-one relationship is a dynamic, collaborative, therapeutic interactive process between the nurse and the mental healthcare user (MHCU).  The purpose is to create a safe climate where in MHCUs feel free to reveal themselves and their concerns and feel comfortable to try out new ideas and behaviours.

Specific outcomes

  • Describe and demonstrate the attitudes essential to the therapeutic relationship namely: empathy, unconditional acceptance, congruence, respect, trust and positive regard.
  • Debate the importance of self-awareness and therapeutic use of the self in the nurse-client relationship.
  • Distinguish between the attitudes, beliefs and values that the mental health nurse brings to the therapeutic relationship.
  • Explain rapport and demonstrated the use thereof in the establishment, development and maintenance of a therapeutic relationship.
  • Explain the setting of limits with the focus on the meaning of behaviour.
  • Explain the common characteristics of the therapeutic relationship.
  • Explain and demonstrated the three phases of the therapeutic relationship.
  • Demonstrated the use of supportive one-on-one sessions with a mental healthcare user
  • Describe barriers to the therapeutic relationship.
  • Explain the possible roles of the nurse (teacher, caregiver, advocate, and parent surrogate) in the nurse-client relationship.
THEME 2 (DAY 2)
FACILITATIVE COMMUNICATION

Introduction

Facilitative communication is one of the resources mobilised in the interaction process between the mental health nurse and the client.  Communication skills are the foundation for all effective mental health nursing interventions.  Self-awareness and reflection are essential for the development of communication skills and the enhancement of professional practice.  Communication is the main method for implementation of the nursing process in mental health nursing.

Specific outcomes

  • Distinguish between affective and cognitive messages.
  • Interpret verbal and non-verbal messages in a culturally sensitive manner.
  • Respond verbally and non-verbal to mental health care user’s messages.
  • Demonstrate how facilitative communication skills as essential components of therapeutic relationships can be used in clinical practice.
THEME 3 (DAY 3)
CRISIS INTERVENTION IN THE MENTAL HEALTH CARE ENVIRONMENT

Introduction

“It is imperative that all mental health clinicians – counselling psychologist, mental health counsellors, clinical psychologist, psychiatrist, psychiatric nurses, social workers and crisis hotline workers – be well versed and knowledgeable in the principles and practices of crisis intervention.  Several million individuals encounter crisis-inducing events annually and crisis intervention seems to be the emerging therapeutic method of choice for most individual” (Roberts & Ottens 2005:331)

Specific outcomes

  • Describe the concepts stress, stressors, crisis, crisis intervention and the types of crisis people may experience.
  • Distinguish between ‘stress’ and ‘crisis’
  • Trace the characteristics of a crisis and discuss its significance for nursing interventions for clients in crisis.
  • Explain the importance o crisis origins and balancing factors in the assessment phase of crisis management.
  • Demonstrate crisis intervention skills and methods through using the:
  • Relationship phase: Making contact with the person, assessing the balancing factors, attempting to clarify and enlighten the problem and to determine structure.
  • Working phase: Intervening in an appropriate way with the person in crisis in order to facilitate problem solving.
  • Termination phase: Evaluation and arranging follow up or referral and integration with the support system.
THEME 4 (DAY 4)
THERAPEUTIC GROUPS

Introduction

Groups are complex human systems whose whole is greater than the sum of their parts.  Individuals can learn, grow and change more in groups due to opportunities for feedback and consensual validation.  Each person in a group is in a position to influence and to be influenced by other group members (Videbeck 2001)

Specific outcomes

  • Define the concept therapeutic groups
  • Demonstrate and understanding of group dynamics
  • Differentiate between overt and covert group norms
  • Describe and give examples of group roles
  • Compare the stages of group development
  • Define and give examples of the following types of therapeutic groups:
  • Activity groups
  • Psychoeducational groups
  • Psychotherapy groups
  • Support groups
  • Explain and use the therapeutic factors in therapeutic groups
  • Demonstrate the role of the psychiatric nurse in creating a therapeutic group with reference to the following:
  • Group duration, frequency and composition
  • Selection of group members
  • Demonstrate the role of the psychiatric nurse in conducting a therapeutic group during the following phases:
  • Relationship phase
  • Work phase
  • Termination phase
  • Explain how to manage problematic MHCU behaviours in the group.
THEME 5 (DAY 4, CONT.)

MENTAL HEALTH EDUCATION

Introduction

Mental health education is another resource in facilitating the promotion of mental health of the individual, family and community.  It entails the imparting of knowledge regarding mental illness and interventions.

Specific outcomes

  • Assess the needs of an individual, group/family and community relating to mental health education
  • Plan, implement and evaluate mental health education for the individual, group and community.
  • Describe the objectives of mental health education and distinguish between the different approaches to and methods of mental health education.
  • Conduct mental health education in a culture sensitive way.
  • Empower individuals, groups and the community through mental health education by applying the principles of adult education and the problem-solving process.
ASSIGNMENT (DAY 5 – ONLY FOR INDIVIDUALS WHO HAVE ATTENDED ALL OTHER DAYS)