F.A. DAVIS PSYCHIATRIC MENTAL HEALTH

Psychiatric Mental Health NURSING

ENGAGING STUDENTS EMPOWERING EDUCATORS

Two comprehensive solutions to build a solid foundation in Psychiatric Mental Health Nursing

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

How do you teach Psychiatric Mental Health Nursing?

Printed Text 936 pages | 80 illustrations Hard cover | 2021 + eBook + Davis Advantage $129.95 (US) ISBN-13: 978-0-8036-9967-0 Access Card + eBook + Davis Advantage $109.95 (US) ISBN-13:978-1-7196-4190-6

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NEW EDITION!

Printed Text

About 896 pages | 60 illustrations Soft cover | Fall 2022 + eBook

+ Davis Advantage About $100.95 (US) ISBN-13: 978-1-7196-4576-8 Access Card + eBook + Davis Advantage About $80.95 (US) ISBN-13:978-1-7196-4578-2

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Course

Approach

Comprehensive coverage ƒ Information-rich, narrative format ƒ Designed for a shorter course with focused coverage ƒ Streamlined, must-know format ƒ

Nursing Interventions Care Plans

Online Teaching & Learning

ƒ Introductory coverage of theory with an emphasis on practical application ƒ

In-depth coverage ƒ Chapters dedicated to interventions with families, assertiveness training, self-esteem, anger management, behavior therapy, cognitive therapy, and electroconvulsive therapy ƒ The first care plan appears in a table and additional care plans presented “in text” ƒ Detailed interventions and rationales address “how” to approach a problem or “why” to take a specific action

In-depth coverage of the theoretical concept of stress adaptation ƒ

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

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

ƒ All care plans appear in tables ƒ Tables show how the Diagnosis, Goals, Interventions and Rationales work together to make a cohesive plan ƒ Interventions and rationales emphasize “what to do”

ƒ

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

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

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

Two comprehensive options to meet your course needs.

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

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NEW CHAPTER! Psychosocial Interventions and Spiritual Care ƒ

NEW FEATURE! “Real Nurses, Real Advice” ƒ

REVISED CHAPTER! Survivors of Abuse and Neglect ƒ

NEW! Bonus chapters online ƒ

UPDATED! Includes new content published in the DSM-5-TR

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. ƒ

Taxonomy and diagnostic criteria from the DSM-5 with references for each DSM-5 diagnosis ƒ Quality Safety Education for Nurses (QSEN) activities with guidelines for attaining the knowledge, skills, and attitudes required to fulfill the initiative’s competencies ƒ Emphasis on holistic nursing to show the physical, spiritual, and cultural aspects of psychiatric mental health nursing ƒ 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 ƒ Care Plans for clients with DSM-5 diagnoses featuring interventions and rationales for commonly observed nursing diagnoses

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

17. Behavior Therapy 18. Cognitive Behavioral Therapy 19. Electroconvulsive Therapy 20. 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

Examples of Answers to Communication Exercises

interpretations of the regression to an earlier Abstract thinking individuals with schizowith schizophrenia describing the abstract climbing the walls”

Outcome Criteria

The following criteria may be used for measurement of outcomes in the care of the patient with schizophrenia.

tical Manual of Mental Disorders, Fifth Edition (DSM-5), supports this concept by describing schizophrenia as one of the schizophrenia spectrum disorders (American Psychiatric Association [APA], 2013).

The patient:

■ Demonstrates an ability to relate satisfactorily to others

condition in which the body parts to be positions. This Once placed in in that position uncomfortable it nurse may position position to take a blood cuff is removed, position in which voluntary assumppostures. rocking (a slow, swaying of the trunk are common psyschizophrenia. earlier level of develmechanism of schizoattempt to reduce of the behaviors

■ Recognizes distortions of reality

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 process. Various dimensions of medical treatment are explored.

HAPTER 15 ■ Schizophrenia Spectrum and Other Psychotic Disorders 373

Nature of the Disorder

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, the plan of care may take the form of a critical pathway.

and family members?

■ Is the patient able to verbalize feelings and behav iors associated with each stage of the grieving pro cess and recognize own position in the process?

TABLE 15–2 CARE PLAN FOR THE PATIENT WITH SCHIZOPHRENIA—cont’d

Concept Care Mapping

NURSING DIAGNOSIS: DIsTu R b ED THOugHT PROCEssEs

Communication Exercises

■ Has not harmed self or others

■ Perceives self realistically

■ Demonstrates the ability to perceive the environment correctly

■ Maintains anxiety at a manageable level

■ Relinquishes the need for delusions and hallucinations

Although current consensus points to schizophrenia as a neurodevelopmental disorder (Álvarez et al., 2015), schizophrenia spectrum disorders may have several etiological influences, including genetic predisposition, biochemical dysfunction, physiological factors, and psychosocial stress. Tripathi, Kar, and Shukla (2018) believe that the neurodevelopmental hypothesis falls short in explaining the magnitude of brain changes that occur in schizophrenia. They suggest that these changes can be better explained “as the cumulative effect neurodevelopmental abnormality, change in neural plasticity and alteration in neuronal maturation.”

■ Have obsession with and idealization of the lost object subsided?

RELATED TO: Inability to trust, panic anxiety, possible hereditary or biochemical factors

■ Is anger toward the lost object expressed appro priately?

EVIDENCED BY: Delusional thinking; inability to concentrate; impaired volition; inability to problem solve, abstract, or conceptualize; extreme suspiciousness of others

■ Does the patient set realistic goals for self?

Therapeutic Communication Icon identifies helpful interventions and guidance on how to speak with patients. Look for this icon in Care Plan sections.

■ Demonstrates the ability to trust others

■ Uses appropriate verbal communication in interactions with others

1. Hal, a patient on the psychiatric unit, has a diagnosis of schizophrenia. He lives in a halfway house, where last evening he began yelling that “aliens were on the way to take over our bodies! The message is coming through loud and clear!” The residence supervisor became fright ened and called 911. As Hal was being admitted to the psychiatric unit, he told the nurse, “I’m special! I get mes sages from a higher being! We are in for big trouble!”

■ Performs self-care activities independently

How would the nurse respond appropriately to this statement by Hal?

2. The nurse notices that Hal is sitting off to himself in a corner of the dayroom. He appears to be talking to himself and tilts his head to the side as if listening to something. How would the nurse intervene with Hal in this situation?

Planning and Implementation

The following section presents a group of selected nursing diagnoses, with short- and long-term goals and nursing interventions for each. In general, nursing interventions should be directed toward establishing trust, because suspiciousness is a common symptom in this disorder.

Communication Exercises let students practice their communication skills with vignettes and questions that prepare them for clinical and practice.

3. Hal says to the nurse, “We must choose to take a ride. All alone we slip and slide. Now it’s time to take a bride.” How would the nurse respond appropriately to this statement by Hal?

One factor with which clinicians agree is that there is not now and may never be a single treatment that cures schizophrenia. Effective treatment currently requires a comprehensive, multidisciplinary effort, including pharmacotherapy and various forms of psychosocial care, such as living skills and social skills training, cognitive remediation therapy, rehabilitation and recovery, and family therapy. Emerging evidence indicates that a comprehensive, patient-centered approach offers hope for a recovery process and improved quality of life in this population.

CORE CONCEPT

Core Concepts listed at the beginning of each chapter and defined in boxes throughout the text emphasize important takeaways.

Psychosis

and other psychotic disorders has been identified. These include (on a gradient of psychopathology from least to most severe): schizotypal personal ity disorder, delusional disorder, brief psychotic disorder, substance-induced psychotic disorder, psychotic disorder associated with another medi cal condition, catatonic disorder associated with another medical condition, schizophreniform dis order, schizoaffective disorder, and schizophrenia.

A severe mental condition in which there is disorganization of the personality, deterioration in social functioning, and loss of contact with, or distortion of, reality. There may be evidence of hallucinations and delusional thinking. Psychosis can occur with or without the presence of organic impairment.

■ Nursing care of the patient with schizophrenia is accomplished using the six steps of the nursing process.

■ Nursing assessment is based on knowledge of symptomatology related to thought content and processes, perception, affect, volition, interper sonal functioning and relationship to the external world, and psychomotor behavior.

Schizophrenia is a disabling psychological disorder. Characteristically, disturbances in thought processes, perception, and affect invariably result in a severe deterioration of social and occupational functioning.

9967_Ch24_441-478 28/03/20 2:22 pm Page 442

■ Symptoms of schizophrenia are categorized as tive (an excess or distortion of normal functions) or negative

Of all the mental illnesses, schizophrenia is likely responsible for longer hospitalizations, greater chaos in family life, more exorbitant costs to individuals and governments, and more fear than any other. Studies also have shown that people with a severe mental illness (SMI) such as schizophrenia have, on

Movie Connections list films that demonstrate relevant conditions and behaviors.

OuTCOME CRITERIa Nu RsINg NTERVENTIONs RaTIONaLE

Short-Term Goal

■ By the end of 2 weeks, patient will recognize and verbalize that false ideas occur at times of in creased anxiety.

1. Convey acceptance of patient’s need for the false belief but indicate that you do not share the belief.

The concept map care plan is an approach to plan ning and organizing nursing care (see Chapter 6). It is a diagrammatic teaching and learning strategy that allows visualization of interrelationships between medical diagnoses, nursing diagnoses, assessment data, and treatments. An example of a concept map care plan for a patient with depression is presented in Figure 16–3.

■ Is the patient able to verbalize positive aspects about self, past accomplishments, and future pros pects, including a desire to live?

1. Patient must understand that you do not view the idea as real.

■ Can the patient identify areas of life situation that are controllable?

■ Care of Patients With Psychiatric Disorders Real People, Real Stories: Dr. Fred Frese

Patient and Family Education

Long-Term Goals

■ By time of discharge from treatment, patient’s verbaliza tions will reflect reality-based thinking with no evidence of delusional ideation.

2. Do not argue or deny the belief. Use “reasonable doubt” as a thera peutic technique: “I understand that you believe this is true, but person ally find it hard to accept.”

The role of patient teacher is important in the psy chiatric area, as it is in all areas of nursing. A list of topics for patient and family education relevant to depression is presented in Box 16–5.

■ By time of discharge from treatment, the patient will be able to differentiate between delusional thinking and reality.

3. Reinforce and focus on reality. Discourage long ruminations about the irrational thinking. Talk about real events and real people.

Evaluation of Care for the Depressed Patient

4. If patient is highly suspicious, the following interventions may be helpful: a. Use same staff as much as possible; be honest and keep all promises.

In the final step of the nursing process, a reassess ment is conducted to determine whether the nursing

b. Avoid physical contact; ask the pa tient before touching to perform a procedure, such as taking a blood pressure.

Real Nurses, Real Advice

c. Avoid laughing, whispering, or talk ing quietly where patient can see but cannot hear what is being said. d. Provide canned food with can opener or serve food family style.

2. Arguing with the patient or denying the belief serves no useful purpose, because delusional ideas are not eliminated by this approach, and the development of a trusting relationship may be impeded.

■ Is the patient able to participate in usual religious practices and feel satisfaction and support from them?

■ Is the patient seeking interaction with others in an appropriate manner?

3. Discussions that focus on the false ideas are purposeless and useless and may even aggravate the psychosis.

■ Does the patient maintain reality orientation with no evidence of delusional thinking?

me. During the last attempt to hospitalize me, actually escaped and ran away, even though was in pretty bad shape.

Karyn: So since you were knowledgeable about the laws, you could essentially be your own self-advocate and argue your case, so to speak?

■ Is the patient able to concentrate and make deci sions concerning own self-care?

4. To decrease patient’s suspiciousness:

a. Familiar staff and honesty pro motes trust.

■ Is the patient selecting and consuming foods suffi ciently high in nutrients and calories to maintain weight and nutritional status?

b. Patients with suspicious ideation often perceive touch as threatening and may respond in an aggressive or defensive manner.

■ Does the patient sleep without difficulty and wake feeling rested?

Dr. frese: Yes, and by that time, was in grad school and had secured a job at what is now the Department of Men tal Health and Addiction Services. remember was living in the hallway of some university housing, and one of the students, who saw me day after day just hanging around and not really doing anything, suggested that might be eligible for a government job because of my military back ground. When applied, the receptionist saw my history of mental health commitments and said would never get the job, but did. The last time went to the hospital, went voluntarily because knew needed more medica tion, but they thought needed to be hospitalized and didn’t; so ran away.

MOVIE CONNECTION s

I Never Promised You a Rose Garden (Schizophrenia)

Use of a passive rather than a directive communication approach, which offers the patient the opportunity to make his or her decisions about activities, treatment goals, and other aspects of care, helps establish trust while incorporating a patient-centered approach. For example, saying, “Would you like to attend group now?” is a less directive approach than saying “You need to go to group now.”

• A Beautiful Mind (Schizophrenia) • The Fisher King (Schizophrenia) • Bennie & Joon (Schizophrenia) • Out of Darkness (Schizophrenia) Conspiracy Theory (Paranoia) • The Fan (Delusional disorder) The Soloist (Schizophrenia)

• Of Two Minds (Schizophrenia)

■ Antipsychotic medications remain the mainstay of treatment for psychotic disorders. Atypical antipsy chotics have become the first line of therapy and treat both positive and negative symptoms of schizophrenia. They have a more favorable side-effect profile than the conventional (typical) antipsychotics.

442 UNIT 4 ■ Nursing Care of Patients With Alterations in Psychosocial Adaptation

The lifetime prevalence of schizophrenia is about 1% in the general population (Sadock, Sadock, & Ruiz, 2015). Symptoms generally appear in late adolescence or early adulthood, although they may occur in middle or late adult life. Early-onset schizophrenia refers to symptoms that begin in childhood and adolescence before age 18 years. This condition, although rare, is recognized as a progressive neurodevelopmental disorder with a chronic and severely

HOMEWORK ASSIGNMENT

Please read the chapter and answer the following questions:

1. Describe the neurotransmitters theorized to be involved in various symptoms of schizophrenia.

2. What is schizoaffective disorder?

3. How do delusions differ from hallucinations?

4. What was the first atypical antipsychotic to be developed? Why is it no longer considered a first-line treatment for schizophrenia?

Summary and Key Points

■ Individuals with schizophrenia require long-term integrated treatment with pharmacological and other interventions. Some of these include indi vidual psychotherapy, group therapy, behavior therapy, social skills training, milieu therapy, fam ily therapy, and assertive community treatment. For the majority of clients, the most effective treat ment appears to be a combination of psychotropic medication and psychosocial therapy.

Quality and Safety Education for Nurses (QSEN) Activities help students attain the knowledge, skills, and attitudes required to fulfill the initiative’s quality and safety competencies. Homework Assignments at the beginning of each chapter encourage critical reading.

■ Of all of the mental illnesses, schizophrenia un doubtedly results in the greatest amount of per sonal, emotional, and social costs. It presents an enormous threat to life and happiness.

The term schizophrenia was coined in 1908 by the Swiss psychiatrist Eugen Bleuler, derived from the Greek skhizo (“split’) and phren (“mind”).

■ For many years, there was little agreement as to a definition of the concept of schizophrenia. The

■ Some clinicians are choosing a course of therapy based on a model of recovery, somewhat like that which has been used for many years with problems of addiction. The basic premise of a recovery model is empowerment of the consumer. The re covery model is designed to allow consumers pri

Over the years, much debate has surrounded the concept of schizophrenia. Various definitions of the disorder have evolved, and numerous treatment strategies been proposed, but none has proven to be uniformly effective or sufficient.

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average, a 25-year shorter life span than the general population (Chesney, Goodwin, & Fazel, 2014; Druss et al., 2011; Roberts et al., 2017). Because it is such an enormous threat to life and happiness and because its causes are an unsolved puzzle, it has also probably been studied more than any other mental disorder.

Risk for suicide is a major concern among patients

e. Mouth checks may be necessary following medication administration to verify whether the patient is actually swallowing the pills.

Provide activities that encourage a one-to-one relationship with the nurse or therapist. g. Maintain an assertive, matter-offact, yet genuine approach.

“The anhedonia, psychomotor retardation, and anergia in acute depression can make assessment a challenge. It’s important to offer hope to a client who may be uncer tain about how to navigate their present state of deep depression and to remain diligent while not making the patient feel pressured to speak. Paraphrasing what the patient has said to you conveys understand ing and provides validation. Open-ended questions encourage the patient to elaborate rather than just answer ‘yes’ or ‘no.’”

—Larry Johnson, RN

■ Does the patient attend to personal hygiene and grooming?

c. Patient may have ideas of refer ence and believe he or she is being talked about.

Real Nurses, Real

People with schizophrenia continue to be disenfranchised, misunderstood, and stigmatized. Even within healthcare, evidence has shown that some settings have been very hostile to people with severe mental illnesses. One way to begin combating stigmatization of people with mental illness is to get to know them personally. Dr. Fred Frese is a licensed psychologist and an internationally renowned speaker, writer, and advocate in the field of mental illness.

■ Have somatic complaints subsided?

Karyn: Sounds like you were managing a lot of stuff—grad school, working—and, at the same time, episodically strug gling with symptoms of illness. You were working in the field of mental health, too. Was the work environment supportive?

Treatment Modalities

d. Suspicious patients may believe they are being poisoned and re fuse to eat food from an individu ally prepared tray.

Karyn: Could you share a little bit about your history with the illness of schizophrenia?

Interpersonal Psychotherapy

e. Suspicious patients may believe they are being poisoned with their medication and attempt to discard the tablets or capsules.

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

Research has documented the importance of close, satisfactory attachments in the prevention of depres sion with over double the risk among those with the lowest quality of social relationships (Teo et al., 2013). With this concept in mind, interpersonal psy chotherapy focuses on the client’s current interper sonal relations. Interpersonal psychotherapy with the depressed person proceeds through three phases.

f. Competitive activities are very threatening to suspicious patients.

g. Patients with suspicious ideation are prone to distrust and are hypervigi lant of peoples’ behavior and com munication. Approaches that are overly directive or cheerful may in crease the patient’s suspiciousness.

Dr. frese: was 25 when had my first episode. was in the Marines and—I know had seen the movie The Manchurian Candidate previously—and began to think that the Vietnamese were using the same strategies from the movie to control us. When let my commanding of ficer know my theories, was hospitalized involuntarily, and for the next 10 years was in and out of hospitals— mostly involuntarily—taking various medications, living many different places, and not employed.

Karyn: Were you getting any treatments or intervention that you thought were helpful to your recovery?

Dr. frese: Not always. It seemed like even among my cow orkers, when something strange happened, they thought it was something wrong with me.

Karyn: What do you mean by “something strange”?

Dr. frese: Like one time when they perceived was spend ing too much time interacting with patients, they assumed was “going off again,” and next thing knew, they called a “blue alert” and wanted to hospitalize me. But that time, the medical director just told me to take some time off. never did find out why they called that blue alert.

Real People, Real Stories features interviews with patients and provides a model for effective therapeutic communication.

Dr. frese: Well, at that time it was thought that schizophre nia was not an illness from which one could recover. Even recently, I’ve heard some folks who have a family member with schizophrenia say, “There’s no way that anyone with this illness can get better.” But that’s starting to change, and now that the government, through SAMHSA (Sub stance Abuse and Mental Health Services Administration) is backing the recovery model approach, think healthcare will improve. remember being told that my brain was going to progressively deteriorate and that would never be able to function on my own. All in all, probably spent about year of my life in hospitalizations. Once the laws changed and knew you had to be of imminent harm to yourself or others in order to be hospitalized involuntarily, talked some of the health professionals out of admitting

Karyn: So you haven’t been hospitalized for very long time, and you are internationally renowned for all of your work and advocacy in the field of mental health. What do you think has contributed most to your recovery?

Dr. frese: No, haven’t been hospitalized since got mar ried. think that has been central in my recovery: having a person who you trust to give you feedback and let me know when need more medication.

Karyn: What role do medications play in recovery?

Dr. frese: It’s very individual. We need more research to identify who, among people with schizophrenia, will benefit most by continuous medication versus episodic, reduced doses, or no medication. Genetic research is hopeful, but we’re not there yet. It’s hard to advise any individual what to do without knowing their individual cir cumstances, and even knowing, it can be very hard.

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Build a solid foundation with either text.

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.

LEARN

Building a student-centered and student-driven approach

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.

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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.

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

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.

Depressive Disorders Bereaved Individuals

Online content subject to change upon publication.

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DID YOU KNOW?

94% of students using Davis Advantage said it improved their scores.

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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.

Preparing for Next Gen NCLEX®

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

62

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.

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.

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.

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.

ASSESS

Improving Comprehension & Retention

Quizzing uses NCLEX®-style Q&A to provide the additional practice students need to master must-know content and im prove 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.

Bringing it all together

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

DID YOU KNOW?

98% of students said Davis Advantage helped them make the connections to key topics.

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

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

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

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

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

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

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.

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

Recovery Models Chapter 10

Suicide Prevention Chapter 11 Neurocognitive Disorders Chapter 13

Bipolar and Related Disorders Chapter 17

Eating Disorders Chapter 21 Personality Disorders Chapter 22

10/5/2022 10/10/2022 10/12/2022 10/14/2022

Online content subject to change upon publication.

INSTRUCTOR EXPERIENCE

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.

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

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.

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.

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.

Teaching Online?

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

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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.

Pedersen PsychNotes

Clinical Pocket Guide, 6th Edition

Perfect to use in class, clinical, and any practice setting!

With D SM-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

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.

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

Curtis & Baker Psychiatric Mental Health Nursing Success NCLEX-Style Q&A Review, 4th Edition

Perfect prep for classroom and the NCLEX!®

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

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

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

416 pages | Soft cover | 2021

$55.95 (US) ISBN-13: 978-1-7196-4061-9

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

“Perfect size and reference. Absolutely great pocket reference.”

—Online Reviewer

“…this book has been a LIFESAVER.”

—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.

Are your students stressed about the

NCLEX

®

?

Here’s everything they need to pass the exam

NEW EDITION!

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

Kathleen A. Ohman EdD, MS, RN

COMING SOON!

Coming Spring 2023

About 1,045 pages 389 illustrations Soft cover Spring 2023

Print

+ 1-year access to Davis Edge NCLEX-RN® About $73.95 (US) ISBN-13: 978-0-8036-8985-5

Available Now!

Davis’s Q&A Review for NCLEX-RN® 3rd Edition

$73.95 (US) | ISBN-13: 978-0-8036-8985-5

Or purchase online access at FADavis.com

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.

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 Adopt Discover Connect

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

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

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

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

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