SYKKPRA50 Nursing Persons with Mental Health Problems Course description

In this course, students will learn about mental health work, relational skills and factors that promote and harm the mental health of individuals and groups. People's resources and opportunities, but also their vulnerabilities as individuals, are areas of focus. The significance of close relationships and society's influence are important for mental health and are emphasised in the course. This includes patient phenomena such as hope and hopelessness, pain and pain relief, exhaustion and energy.

To start this course you must have passed:

• Passed the first year of study.
• SYKP/SYKP2100 Person Centered Care, 15 credits.
• SYKK/SYKPPRA21 Nursing Patients with Acute, Critical and Chronic Diseases 1, 15 credits.
• SYKK/SYKPPRA30K Nursing Patients with Acute, Critical and Chronic Diseases 2, 10 credits.

or equivalent.*

* For year group 2022 at OsloMet, the equivalent is:

• Passed the first year of study.
• SYKK/SYKPPRA20 Nursing Patients with Acute, Critical and Chronic Diseases 1, 20 credits.
• SYKP/SYKP1060 Evidence-Based Practice (EBP) in Health Care, 5 credits.
• SYKP/SYKK2000 Theory of Science and Research Methods, 5 credits.
• SYKK/SYKPPRA30 Nursing Patients with Acute, Critical and Chronic Diseases 2, 10 credits.

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

Knowledge

The student

• can present mental health work in a historical perspective
• can reflect on factors that inhibit and promote mental health at individual and group level
• can s discuss how psychosis, personality disorders, anxiety, mood disorder and drug addiction can influence the patients’ fundamental needs and self-understanding and what consequences this has for person-centred nursing
• can explain the psychological and psychosocial challenges faced by immigrants, refugees, Sami and other minority groups, as well as explain how stigma, alienation, discrimination and racism can affect mental and psychosocial health
• can describe strategies for mastery and concepts such as improvement processes, user participation, recovery, and empowerment
• can explain how framework factors such as current legislation and compulsory regulations can be of significance to the practice of nursing in mental health work
• can discuss the special needs of children and young people related to trauma, neglect, violence, abuse and drug and socio-economic problems

Skills

The student

• can apply key milieu therapeutic principles related to patients with mental disorders and can establish, maintain, and terminate relationships
• can apply knowledge about the main groups of psychotropic drugs and integrate knowledge from disease theory in assessing the effects and side effects of drugs
• can apply communication and interaction skills when encountering people with mental health issues and their next-of-kin in interdisciplinary collaboration
• can make a comprehensive survey of symptoms, risks and life history of people with various mental and drug-related disorders and conditions and use current documentation tools in the practice of nursing
• is capable of continuously assessing situations that entail a risk for patients and/or staff and preventing unwanted incidents

General competence

The student

• can reflect on his/her own professional practice and power structures when encountering people with mental health issues and drug addictions and and receive guidance and feedback
• can reflect on existing procedures and methods in the field of practice, and taking the initiative to engage in dialogue about the implementation of new knowledge and new work methods in person-centred nursing and in interdisciplinary collaboration

To start this course, you must have passed:

• Passed the first year of study.

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

Knowledge

The student

• can describe the purpose, organisation, and coordination of health and social services and be aware of relevant laws and regulations
• can describe the UN's Sustainable Development Goals (SDGs) and their significance for public health
• can explain how patients' health literacy affects lifestyle changes and shared decision-making
• can explain the relationship between work, social participation, and health
• can discuss factors influencing the environment in which children and young people grow up, and explain how activity and well-being affect health, well-being, and disease prevention for all population groups
• can describe key issues related to women's health
• can describe key issues related to sexual health and sexually transmitted diseases
• can explain how migration, displacement, and legal status can impact an individual's health
• can reflect on health promotion and prevention work at individual, group, and societal levels, emphasising how digital solutions can support preventive strategies and health-promoting measures
• can describe fundamental concepts, mechanisms, and tools behind digitalisation and explain how digitalisation shapes public and private life
• can describe the impact of digitalisation, technology availability, and the importance of digital competence on people's lives, public health, and social health disparities
• can describe social inequality in health and be aware of national and global consequences of inequality
• can explain how research can contribute to knowledge development to understand public health and societal needs, such as technological advancement
• have knowledge of how different issues guide relevant research methods

Skills

The student

• can reflect on ethical aspects related to public health efforts aimed at behavior change
• can identify various health promotion and preventive strategies and measures and evaluate them considering the Sustainable Development Goals
• can reflect on the Sami people's status as indigenous people related to the design of health and social services
• can provide examples of how digital solutions can affect social determinants related to health and lifestyle
• can apply professional knowledge and scientific methods to plan and execute a project in health promotion and preventive work
• can reflect on quality concepts in qualitative versus quantitative methods such as validity, reliability, validity, and reliability
• can reflect on ethical dilemmas related to the collection and use of health data in various contexts
• can identify ethical challenges in the use of health technology in the health service
• can master general first aid

General competence

The student

• can discuss factors influencing disease, health, and quality of life in groups or the population as a whole
• can discuss how technology and digital strategies can contribute to achieving the Sustainable Development Goals
• can reflect on health risks in individuals dealing with demanding caregiving tasks, family substance abuse problems, individuals who have experienced neglect and/or violence in close relationships
• can discuss how digital technologies can build and influence interprofessional collaboration in healthcare
• can reflect on how different methodological choices can yield different types of knowledge
• knows measures to preserve life and health in the event of major accidents and in crisis and disaster situations

Lectures, teaching programs from the University Library, project-based practical training (five weeks) group work, first aid course, self-study, and participation with presentations at seminars.

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

Part 1

• Project-based practical training, 90 % attendance of timetabled activity marked as compulsory.

Part 2

• Course i first aid

Part 1 Project assignment in group.

• 4-6 student in group.
• Scope of 5,000 words (+/- 10 %).

The assignment can be given in English or Scandinavian language. The individual group must deliver in the same language.

Part 1 must be passed before part 2 oral presentation of the project assignment can be carried out.

Resit exam: A student who fails the ordinary exam, may nevertheless submit a reworked version as a resit.

Part 2 Presentation of project assignment

• In seminar.

The presentation can be given in English or Scandinavian language. The individual group must deliver in the same language.

Part 1 and part 2 must have obtained a pass grade on both parts in order to pass the course as a whole and earn the credits. Part 1 and part 2 appear on the diploma.

In situations where group cooperation does not work as it should, it may be necessary to adjust the group composition. This can be done, for example, by reorganising the groups or letting certain members work with other groups. If collaboration problems cannot be resolved, it may also be an alternative for the individual student to complete the exam alone.

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

Part 1 Pass-fail.

Part 2 Pass-fail.