Mental Health Nursing

• To Know the most relevant mental health problems, valuing the importance of adequate information for the patient and family.
• To Identify the decision-making capacity of the patient, her family and those close to her, knowing their limits and exceptions.
• To Identify the different areas of care provision for children, adolescents, adults and the elderly with mental health problems.
• To Identify behaviors related to mental health problems that begin in childhood and acquire their maximum expression in later stages of development.
• To Apply the Nursing Care Process in the main mental disorders to provide and guarantee quality and safety to the people cared for.
• To Have a cooperative attitude with the different members of the team.
• To Develop those learning skills necessary to undertake further studies with a high degree of autonomy.

MODULE I: Introduction to Mental Health Nursing and theoretical bases for establishing a therapeutic relationship.
MODULE II: Basic psychopathological processes.
MODULE III: Psychiatric emergencies. Nursing care for people with mental disorders and their families.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Editorial Médica Panamericana.
American Psychiatric Association. (2014). Casos Clínicos DSM-5. Editorial Médica Panamericana.
Arias, M.T. & Reyes, L. (2006). Drogas información y Enfermería. Neos.
Bobes, J. Bousoño, M. González; M.P. López, J.L. & Sáiz, P.A. (2002). Enfermería Psiquiátrica.Síntesis. Madrid.
Donna, M. & Womble, M. (2011). Introducción a la enfermería de la salud mental.Wolters Kluwer.Barcelona
Eby, L.N. & Brown, J. (2010). Cuidados de enfermería en Salud Mental. Pearson. Madrid.
Fornés, J. (2005). Enfermería de Salud Mental y Psiquiátrica. Planes de cuidados. Panamericana. Madrid.
Frances, A., & Paredes, J. (2014). ¿Somos todos enfermos mentales? Barcelona: Ariel.
Gail, W., Stuart, M. & Laraia, T. (2006). Enfermería Psiquiátrica. Principios y práctica.Elsevier.Mosby Madrid
Galiana Roch, J. (2016). Enfermería psiquiátrica. Recuperado de https://www-elsevierelibrary-es/pdfreader/enfermera-psiquitrica
Megías-Lizancos, F. & Serrano, M.D. (2002). Enfermería en Psiquiatría y Salud Mental. Dae. Madrid.
O`Brien, Kennedy & Ballard. (2000). Enfermería psiquiátrica. McGraw-Hill Interamericana.
Rigol, A. & Ugalde, A. (2001). Enfermería de Salud Mental y psiquiátrica. Salvat. Barcelona
Schoen, B. (2000) Enfermería psiquiátrica y de salud mental. Tomos I y II. McGraw-Hill Interamericana. Madrid.
Shives, L.R. (2005) Enfermería Psquiátrica y de Salud Mental: Conceptos básicos.McGraw-Hill Interamericana. Madrid
Webgrafía
Página Fisterra: https://www.fisterra.com/
Bibliografía de apoyo (disponible acceso en campus virtual):
Akdemir, D., Çengel Kültür, S.E., Saltık Temizel, İ.N., Zeki, A., & Şenses Dinç, G. (2015). Familial psychological factors are associated with encopresis. Pediatrics International, 57(1), pp. 143-148.
Alcalá, V., Camacho, M., Romero, S. L., & Blanco, N. (2013). La falta de empatía: ¿Un síntoma específico de la esquizofrenia? Revista de Psicopatología y Psicología Clínica, 18(1), pp. 73-80.
Alvarado Díaz, C. (2017). El trastorno de despersonalización y desrealización desde el punto de vista de la psicoterapia fenomenológica-existencial. Revista profesional de investigación, docencia y recursos didácticos, 86, pp. 180-196.
Alvarado, P. M. (2019). Los trastornos disociativos. Cuadernos Fronterizos, (9).
Álvarez.Mon González, M., & Ortuño, F. (2016). Tratamiento del insomnio. Medicine-Programa de Formación Médica Continuada Acreditado, 12(23), pp. 1359-1368.
Andreasen, N.C., Flaum, M., Swayze, V.W., Tyrrell, G., & Arndt, S. (1990). Positive and negative symptoms in schizophrenia: A critical reappraisal. Archives of General Psychiatry, 47(7), pp. 615-621.
Antomás, J., Huarte, S., & Gárriz, C. (2011, December). Registros de enfermería sobre el sueño y percepción de los pacientes en una unidad psiquiátrica: estudio comparativo. In Anales del Sistema Sanitario de Navarra (Vol. 34, No. 3, pp. 373-381).
Antomás Osés, J., Gárriz Murillo, C., Huarte Del Barrio, S., Cambra, K., & Ibáñez, B. (2016, December). Insomnio en pacientes que ingresan en unidades de hospitalización psiquiátricas. In Anales del Sistema Sanitario de Navarra (Vol. 39, No. 3, pp. 399-404). Gobierno de Navarra. Departamento de Salud.
Resto en Campus Virtual.

BASIC SKILLS
- CB4. That students can transmit information, ideas, problems and solutions to both a specialized and non-specialized audience.
GENERAL COMPETENCES:
- CG2. Plan and provide nursing care aimed at individuals, families or groups, oriented towards health results, evaluating their impact, through clinical and care practice guides, which describe the processes by which a problem is diagnosed, treated or cared for. of health.
- CG6. Base nursing interventions on scientific evidence and available preventive and therapeutic means.
TRANSVERSAL COMPETENCES:
- CT2. Teamwork capacity.
- CT11. Interpersonal skills.
SPECIFIC COMPETENCES:
- CE17. Know the health changes in adults, identifying the manifestations that appear in their different phases. Identify care needs derived from health problems. Analyze the data collected in the assessment, prioritize the adult patient's problems, establish and execute the care plan and carry out its evaluation. Perform nursing care techniques and procedures, establishing a therapeutic relationship with patients and family members. Select interventions aimed at treating or preventing problems derived from health deviations. Have a cooperative attitude with the different members of the team.
- CE24. Know the most relevant mental health problems at different stages of the life cycle, providing comprehensive and effective care in the field of nursing.

EXPOSITIVE TEACHING (20 hours)
The teacher will explain the contents with the support of digital resources.

INTERACTIVE TEACHING (16 hours)
There will be 8 seminar sessions lasting two hours each.
The seminars are intended to reinforce or expand the contents of expository teaching through the active participation and autonomous work of the student, promoting the acquisition of different skills. The specific activities will be indicated at the beginning of the academic activity through the virtual campus of the subject and will be based on problem-based learning, collaborative learning, case studies and gamification.
Institutional tools will be used to monitor the subject and communicate with students.

The evaluation system will aim to assess the acquisition of knowledge, skills and abilities that students will achieve throughout the TEACHING-LEARNING process.
The final grade for the subject will be broken down as follows:
A.- Theoretical exam.
The weighted value is 60%
It will consist of an objective test, multiple choice, composed of 40 questions with 5 possible answers and only one true one. The pass mark will be established at 70% of the total number of questions, calculating the score for failures using the rule of 3 and for those passing through the equation of the straight line whose formula is reflected below: 5/X*(A-Y )+5
- X= number of questions that remain above the approved one.
- Y= number of questions that remain below the approved level.
- A= number of students' correct answers.
Its value is 60%.
Attendance at classes, both expository and interactive, whether in person or online, is mandatory.
To achieve a favorable assessment it will be necessary to achieve 50% in each of the activities and tasks/tests.
B- Continuous evaluation.
40% corresponds to the sum of the grades obtained in the different tasks that will be proposed during the course (interactive).
The delivery periods for each task will be communicated throughout the academic activity with sufficient advance notice. No assignment will be accepted that is not delivered through the indicated medium (virtual campus, teams, etc.), within the indicated period (day and time) and in the required format (.pdf, .doc, etc.)
Attendance at classes, both expository and interactive, whether in person or online, is mandatory.
Exemption or waiver students must contact the subject coordinator to schedule continuous evaluation activities.

The subject consists of 4.5 ECTS.
Each ECTS credit is equivalent to 25 hours, of which 16.5 correspond to the student's autonomous work, so the assigned study and personal work time is 74 hours.

- Management of the recommended bibliography for the study of the contents.
- Search and preparation of complementary information.
- Use of in-person or distance tutoring to resolve doubts and receive guidance.
- Consistency in the study and monitoring of the subject, to improve the learning process, favoring a better understanding and assimilation of concepts.

The use of institutional communication tools is mandatory (USC email, virtual campus, etc.). Identify yourself in the body of the email and make reference to the matter for which you are contacting.