PMED2110 Mental Health, Substance Abuse and Communication Course description

The course concerns communication and the management of challenging situations, particularly when dealing with patients with mental health disorders and/or substance abuse issues. The subject also focuses on crisis reactions, conflict management, and ethical reflection, as well as domestic violence, neglect, and abuse. The topic of children as relatives is an important theme within the subject. There is an emphasis on legislation specifically related to consent, coercion, and power. Additionally, the subject addresses public health aspects and evidence-based practice as the foundation for professional decision-making.

The students must have passed the first year of the programme or equivalent, except the second part of the exam in drug calculations in the course PMED1300.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• can recognise and describe different challenges relating to patients’ mental health
• can explain the effects´ of pharmaceuticals in the treatment of mental illness
• has knowledge of pharmaceuticals and drugs that can lead to addiction
• can recognise patients with substance abuse issues
• can explain conflict management and relevant de-escalation techniques when interacting with patients and their relatives
• can describe signs of neglect, violence, abuse and substance use in adults when encountering patients and next of kin
• can recognise stress and crisis reactions in patients, next of kin and health care workers and explain how to respond to such reactions
• can describe communicative challenges in dealings with patients with serious mental health issues
• can describe conflict management in situations involving threats and violence
• can describe conflict management in dealings with people under the influence of intoxicating substances
• can describe self-defence, the principle of necessity and the interface between paramedics and the police
• can describe and explain factors that influence disease, health, and quality of life in groups or the population as a whole.
• can describe the epidemiological and demographic basis for public health work.
• can describe social inequality in health and is aware of the national and global consequences of inequality.
• can describe the purpose, organisation, and coordination of health and social services.
• is familiar with relevant laws and regulations for health and social services, including the Public Health Act.
• can describe the relationship between work, education, social participation, inclusion, stigmatisation, and the experience of health.
• can justify the need for evidence-based practice and shared decision-making.
• is familiar with epidemiological and statistical measures and terms that describe effects and relationships.
• can explain how prejudices can create challenges in communication and understanding when dealing with patients with mental health disorders and substance abuse problems.

Skills

The student

• can use knowledge of laws, regulations and rules relating to health care workers and patients, with particular focus on patients with mental illness, substance abuse, the duty of confidentiality and the duty to report
• can use knowledge about mental health and suicide in dealings with patients
• can use knowledge about substance abuse in dealings with patients
• can identify and take care of patients with mental health challenges
• can identify and take care of patients with substance and addiction issues
• can assess patients’ mental capacity and ability to consent in clinically complex situations
• can, based on simulated situations, break bad news in a respectful and caring manner
• can identify and take care of children as next of kin
• can communicate in a safe, effective, and relationship-promoting manner when interacting with patients, relatives, and others, especially including children as relatives, people with multicultural backgrounds, and patients with minority language backgrounds.
• can reflect on ethical challenges related to public health work aimed at changing behaviour.
• can find, assess, and refer to health-promoting and preventive strategies, organisations, and measures in light of the sustainability goals.
• can reflect on the status of the Sami as indigenous people in relation to the design of health and social services.
• can identify different types of professional and clinical questions, such as questions about treatment, diagnosis, prognosis, experiences, and etiology.
• can, for each type of clinical question, identify the preferred order of study designs.

General competence

The student

• can recognise and reflect on ethical and communicative challenges in dealings with patients in distress
• can reflect on their own prejudices and attitudes when dealing with patients with mental health challenges and substance abuse issues, and demonstrate a respectful and empathetic approach in communication and interaction with patients and their relatives
• can recognise turbulent situations and prevent them from escalating
• can apply different models for decision-making, communication and interaction

The work and teaching methods vary between lectures, simulation and skills training, seminars, study groups, written work and self-study.

Simulation and skills training is linked to challenging communication, conflict situations and breaking bad news.

The following must have been approved in order for the student to take the exam:

• Minimum attendance of 80% in student groups and seminars
• Minimum attendance of 90% in simulation and skills training.
• Individual study assignment, 2500 words (+/- 10%)

Oral exam in groups of 2-3 students.

The examination consists of a joint presentation (approximately 30 minutes) followed by an examination (approximately 10-20 minutes). Students receive the examination assignment two weeks before the examination. The examination group is normally assessed together (pass/fail), but individual assessment may be given in special cases.

All aids are permitted, as long as the rules for referencing are complied with.

Grade scale A-F.

All answers are assessed by two examiners. An external examiner is used regularly, at a minimum of every third completion of the course. If selecting answers for external evaluation, the external examiner’s assessment of the selected answers shall benefit all students.

Bachelorstudiet i sykepleie er en treårig profesjonsutdanning (180 studiepoeng). Fullført studium kvalifiserer til bachelor i sykepleie (Bachelor of Nursing). Fullført studium gir grunnlag for autorisasjon som sykepleier i henhold til lov om helsepersonell.

Formålet med sykepleie er å fremme helse, forebygge, behandle, mestre sykdom og lindre lidelse. Sykepleie er basert på humanistiske verdier og er både et kunnskapsområde og en profesjon. Sykepleie omfatter kunnskap om fysiske, psykiske, sosiale og eksistensielle dimensjoner ved mennesket. OsloMet har det største sykepleiefaglige forskningsmiljøet i Norge. Forskning om pasienters opplevelser og reaksjoner på sykdom og lidelse står sentralt, sammen med hva som kan støtte pasienter til en sunn livsstil og til å mestre sykdom. Pasientsikkerhet vil være et sentralt område i utdanningen.

Sykepleieutdanningens kunnskapsgrunnlag er sammensatt av sykepleievitenskap, naturvitenskap, samfunnsvitenskap og humanistiske fag. Utdanningen bygger på et helhetlig menneskesyn med humanistiske verdier. Kravet til deg etter endt bachelorutdanning er at du handler faglig og etisk forsvarlig. Gjennom studietiden får du erfaring med pasienter i spesialisthelsetjenesten, i kommuner og i bydeler. OsloMet samarbeider med landets mest kompetente behandlingsmiljøer og våre hovedsamarbeidspartnere er Oslo universitetssykehus, Akershus universitetssykehus og Oslo kommune og kommunene på Romerike.

Sykepleiere møter mennesker i alle aldre, med ulike sykdomstilstander, skader og funksjonsnivå. I storbyen og dens nærområder er det et rikt mangfold med en etnisk og kulturelt sammensatt befolkning. I studietiden vil du møte dette mangfoldet og lære å yte helsehjelp i samsvar med pasientenes kulturelle og språklige bakgrunn. Sykepleie omfatter blant annet sykepleiefaglige og medisinske prosedyrer, pleie og omsorg, helseveiledning og informasjon, samt tilrettelegging i et helsefremmende miljø. Sykepleiere arbeider individrettet, på gruppenivå og tverrsektorielt på systemnivå.

Personsentrert sykepleie utøves gjennom kunnskapsbaserte og resonnerende prosesser hvor både kartlegging, vurdering, beslutning og evaluering inngår. Yrkesgruppen bidrar i tverrprofesjonelt samarbeid og har medansvar for å sikre at habilitering- og rehabiliteringsprosesser ivaretar brukerens behov for koordinerte og sammenhengende tjenester.

Programplanen for studiet bygger på forskrift om felles rammeplan for helse- og sosialfagutdanninger fastsatt av Kunnskapsdepartementet og forskrift om nasjonal retningslinje for sykepleierutdanning fastsatt av Kunnskapsdepartementet med hjemmel i lov om universiteter og høyskoler og forskrift om studier og eksamen ved OsloMet - storbyuniversitetet.

Relevans for arbeidsliv

Bachelorgraden i sykepleie kvalifiserer for arbeid i alle deler av helsetjenesten: sykehus, helsehus, sykehjem, hjemmesykepleie, forebyggende helsearbeid, bedriftshelsetjeneste, offshore, ambulansetjenesten og internasjonale hjelpeorganisasjoner. Utdanningen er også relevant for stillinger i næringslivet.

Relevans for videre studier

Bachelorutdanningen kvalifiserer også til videre studier på masternivå.