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 recognize and describe the most common mental disorders and substance-related conditions, explain typical signs and symptoms, acute warning signs, and challenges that may arise when encountering patients with mental health difficulties, as well as explain how these may affect the patient’s functioning and need for acute follow-up
• 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
• 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, but individual assessment may be given in special cases.

In clinical emergency medicine, a paramedic is dependent on good basic knowledge about the structure and functions of the body and the interaction between them. Skills in anatomy and physiology form the basis for independent assessment of the seriousness and need for intervention in acutely ill and injured patients. The course provides the students with knowledge of normal physiological processes, which are decisive in order to understand disease processes and injury mechanisms.

Skills acquired in this course provide an important basis for further acquisition of knowledge in general pathology, emergency medicine and pharmacology. It is also important that the paramedic learns to use medical terminology to describe different conditions and communicate in a structured, objective manner with other healthcare workers.

The course also provides an introduction to the structure and function of different microbes, and their interaction with the individual. This provides a basis for assessment and treatment of patients with acute conditions caused by infection.

The student must have been admitted to the study programme.

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 name key anatomical structures and organs in the human body
• can describe where organs are located in relation to each other
• can describe the anatomical structure of organs and organ systems, cells and tissue
• can describe the function of different organs and organ systems in the body
• can describe key biochemical processes in a healthy body
• can explain physiology in the different organs and organ systems, with particular emphasis on the nervous, circulatory and respiratory system
• can describe regulation mechanisms and homoeostasis in a healthy body
• can distinguish between different types of microorganisms’ structures and properties
• can describe how different microorganisms affect health and disease
• can describe preventive measures to avoid antibiotic resistance

Skills

The student

• can apply and disseminate broad knowledge about human anatomy and physiological processes
• can convey knowledge about biochemical processes
• can identify and recognise anatomical structures on the surface of the body
• can collect and assess vital physiological parameters

General competence

The student

• acknowledges the importance of knowledge in the subject for professional clinical practice
• applies fundamental hygienic and ethical principles in patient examinations

Lectures, group work, seminars, simulation and skills training, written assignments, guidance, multiple-choice tasks, and self-study. Parts of the teaching are organised as flipped classroom. Digital learning resources will be made available in advance.

Parts of the teaching are shared with the bachelor’s degree in nursing.