PHILOSOPHY OF EDUCATION

AIMS:

The aim of education is to nurture the holistic development of individuals by

fostering intellectual, emotional, social, and ethical growth. In nursing, the core
aim is to prepare students to become compassionate, knowledgeable, and
skillful healthcare providers who are capable of making evidence-based
decisions and promoting the well-being of individuals and communities.

OBJECTIVES:

1. To promote critical thinking, problem-solving, and decision-making abilities

in learners.
2. To integrate theoretical knowledge with practical skills for real-life
application in healthcare settings.
3. To encourage ethical and professional values among students.
4. To foster lifelong learning and a commitment to continuous professional
development.
5. To develop effective communication and interpersonal skills.
6. To create a student-centered, inclusive, and engaging learning environment.
7. To encourage self-reflection and emotional intelligence in clinical practice.
8. To empower learners to become autonomous, confident, and responsible
professionals.

PHILOSOPHY:

Education is a transformative process that shapes individuals into competent

and responsible members of society. In nursing, education holds a critical
role—not only in delivering knowledge and skill, but also in nurturing empathy,
integrity, and professionalism. According to the Indian Nursing Council (INC),
the primary objective of nursing education is to prepare nurses who are able to
function effectively in various healthcare settings, both independently and as
members of the healthcare team.

I believe that education should be learner-centered and responsive to the

changing needs of society and healthcare. The Medical Council of India (MCI)
emphasizes the importance of competency-based education, which focuses on
the integration of knowledge, attitude, communication, and skill. Similarly, the
World Health Organization (WHO) advocates for transformative and evidence-
based education models in nursing and midwifery to meet global health
demands.

Education must be dynamic, promoting inquiry, critical thinking, and

application of knowledge to real-world situations. It should create a safe and
inclusive environment where students feel encouraged to question, reflect, and
learn from both success and failure. Emotional intelligence, ethics, and cultural
sensitivity must be deeply embedded in the curriculum to prepare future nurses
for compassionate and holistic care.

I also believe that the role of the educator is not merely to instruct but to
inspire—to serve as a mentor who guides learners toward intellectual growth
and personal development. Nursing education must bridge the gap between
classroom learning and clinical realities by incorporating simulations, case
studies, role-plays, and evidence-based practices.

Ultimately, education must shape nurses not only as competent professionals

but also as lifelong learners, advocates for patients’ rights, and contributors to
health policy and reform. It is this holistic and socially responsible approach
that forms the foundation of my philosophy of education.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

LESSON PLAN
ON
THERAPEUTIC NURSE
PATIENT RELATIONSHIP

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO SUBRAT NAYAK

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Therapeutic Nurse Patient Relationship
Subject: Mental Health Nursing
Group: Students and Teachers
Name of the Evaluator: Priyanka Sahoo
Name of the Student Teacher: Subrat Nayak
Teaching Method: Lecture, Explanation, Discussion
Place: Netaji College of Nursing
Time Duration: 60 Minutes
Number of Students: 50
Previous Knowledge: The group having a little knowledge regarding
the disease.
General Objectives: The student will be able to understand the
concept, phases, goals, and importance of a therapeutic nurse-patient
relationship in mental health settings and apply it effectively in
clinical practice.
Specific Objectives: After the lesson plan the students and teacher
will be able to:

 Define the concept of therapeutic nurse-patient relationship.

 State the goals and characteristics of a therapeutic
relationship.
 Explain the phases of the nurse-patient relationship as per
Peplau’s theory.
 Describe the roles and responsibilities of a nurse during each
phase.
 Identify barriers and ways to overcome them in therapeutic
communication.
Sl. No. Time Specific Objective Content Teaching Teaching Assessment
Learning Aids Method
Activities

• Greeting the class and

introducing the topic.
1 5 min Introduction and • Explain session Interactive talk Chalkboard Oral questioning
rapport building objectives and outline.
• Establish relevance to
mental health nursing.
• Definition by Hildegard
Peplau.
• Therapeutic relationship Ask for student
2 5 min Define the concept as a goal-directed, Lecture PPT slide definitions
professional interaction.
• Focus on patient growth
and well-being.
• Social: mutual sharing,
Differentiate informal.
3 5 min between social & • Therapeutic: purposeful, Brainstorming Comparative Group response
therapeutic structured, one-directional. chart
relationship • Key differences in intent,
boundaries, and outcome.
 • Build trust, support
expression of feelings.
• Promote independence,
4 5 min State the goals & decision-making, and Lecture with Chart or Quiz
importance coping. examples mind map
• Aid in achieving mental
health recovery.
• Empathy, genuineness,
List characteristics respect, confidentiality. Group Ask examples
5 5 min of a therapeutic • Patience and cultural discussion Flashcards from students
nurse sensitivity.
• Professional boundaries
and consistency.
• Orientation: introduction,
trust-building.
• Identification: patient
explores problems. Case scenario Flowchart, Ask questions on
6 10 min Identify and • Exploitation: using discussion case cards phases
explain phases resources/assistance.
• Termination: ending the
relationship once goals are
met.
• Nurse as stranger,
Discuss nurse’s teacher, resource person, Role play, Role cue Observation
7 5 min role in each phase counselor. explanation cards checklist
• Helps in communication,
planning care, goal
 achievement.
• Maintains professional
boundaries throughout.
• Language/cultural
Identify barriers, personal bias. Poster on List barriers in
8 5 min communication • Time constraints, Group activity barriers pairs
barriers emotional fatigue.
• Lack of awareness or
training.
• Active listening,
empathy, open-ended
questions.
9 5 min Suggest coping • Non-verbal cues and Demonstration Short video, Group feedback
strategies feedback. or role-play checklist
• Reflective
communication
techniques.
• Recap: definition, goals,
Summarize the phases, barriers, strategies. Quick summary, Flashcards, Reflective
10 5 min topic and conclude • Invite student Q&A recap board questioning
reflections/questions.
• Clarify any doubts.
 BIBLIOGRAPHY
1. Peplau HE. Interpersonal Relations in
Nursing. New York: G.P. Putnam’s Sons; 1952.

2. Townsend MC. Psychiatric Mental Health Nursing: Concepts of

Care in Evidence-Based Practice. 9th ed. Philadelphia:
F.A. Davis; 2017.

3. Videbeck SL. Psychiatric Mental Health Nursing. 8th ed.

Philadelphia: Wolters Kluwer; 2020.

4. Basavanthappa BT. Psychiatric Mental Health Nursing. 1st ed.

New Delhi: Jaypee Brothers Medical Publishers; 2007.

5. Kaplan HI, Sadock BJ. Synopsis of Psychiatry: Behavioral

Sciences/Clinical Psychiatry. 11th ed. Philadelphia:
Wolters Kluwer; 2015.

6. Morgan S, Muir-Cochrane E. Therapeutic alliance: Considerations

for mental health nurses. International Journal of
Mental Health Nursing. 2015;24(4):263-7.

7. Stuart GW. Principles and Practice of Psychiatric Nursing. 10th ed.

St. Louis: Mosby Elsevier; 2013.

8. American Nurses Association. Code of Ethics for Nurses with

Interpretive Statements. Silver Spring: ANA; 2015.

9. Varcarolis EM. Essentials of Psychiatric Mental Health Nursing.

4th ed. St. Louis: Elsevier; 2021.

10. Keltner NL, Steele D. Psychiatric Nursing. 8th ed. St. Louis:
Mosby Elsevier; 2011.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

LESSON PLAN
ON
SELF ESTEEM

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO SUBRAT NAYAK

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Self Esteem
Subject: Mental Health Nursing
Group: Students and Teachers
Name of the Evaluator: Priyanka Sahoo
Name of the Student Teacher: Subrat Nayak
Teaching Method: Lecture, Explanation, Discussion
Place: Netaji College of Nursing
Time Duration: 60 Minutes
Number of Students: 50
Previous Knowledge: The group having a little knowledge regarding
the disease.

General Objectives: The student will understand the concept of

self-esteem, its types, influencing factors, and the role of nurses in
promoting healthy self-esteem among patients

Specific Objectives: After the lesson plan the students and teacher
will be able to:

 Define the term "self-esteem."

 List the components and types of self-esteem.
 Identify factors affecting self-esteem.
 Describe the consequences of low and high self-esteem.
 Discuss assessment tools used to evaluate self-esteem.
 Explain the role of nurses in enhancing self-esteem in clients.
Sl. Time Specific Content Teaching Teaching Assessment
No. Objective Learning Aids Method
Activities

• Welcome & warm-up

Introduction questions. Interactive Chalkboard Oral
1 5 min to the session • Relevance of self- introduction questioning
esteem in mental health.

• Definition: Self-esteem
Define the as an individual’s overall Lecture PPT slide Ask for
2 5 min term 'self- sense of worth or definitions
esteem' personal value.

• Components: Self-
Explain worth, self-respect, self- Group Chart or Class
3 5 min components confidence. discussion infographic response
and types • Types: High, low,
inflated.
 • Biological:
Temperament,
Identify appearance. Scenario-based Flashcards, Q&A session
4 10 min influencing • Environmental: discussion case
factors Parenting, peer group. examples
• Sociocultural: Media,
education.

• Low self-esteem:
Depression, social
Discuss withdrawal. Role-play, Videos, Group activity
5 5 min consequences • High self-esteem: examples poster feedback
Confidence, resilience.
• Inflated: Arrogance,
poor relationships.

• Rosenberg Self-Esteem
Scale.
6 10 min Assessment • Coopersmith Self- Demonstration Sample Demo-based
tools Esteem Inventory. of scales tools, PPT checklist
• Nurse-led interviews
and observations.
 • Counseling, support,
psychoeducation. Lecture Case Oral viva
7 5 min Role of nurse • Encouraging handout
independence and self-
expression.

• Affirmations, praise,
achievable goals. Brainstorming Group Individual
8 5 min Strategies to • Peer support, feedback, worksheet reflection
promote resilience building.

• Student reflects on their

Self- own self-esteem. Guided Reflection Peer feedback
9 5 min reflection & • Recap and take-home reflection, recap sheet & observation
summary message. Q&A
 BIBLIOGRAPHY
1. Rosenberg M. Society and the Adolescent Self-Image.
Princeton: Princeton University Press; 1965.

2. Mruk CJ. Self-Esteem and Positive Psychology: Research, Theory,

and Practice. 4th ed. New York: Springer Publishing
Company; 2013.

3. Branden N. The Psychology of Self-Esteem.

New York: Bantam Books; 2001.

4. Baumeister RF. Self-Esteem: The Puzzle of Low Self-Regard. New

York: Springer; 1993.

5. American Psychological Association. Publication Manual of the

American Psychological Association. 7th ed.
Washington, DC: APA; 2020.

6. Videbeck SL. Psychiatric Mental Health Nursing. 8th ed.

Philadelphia: Wolters Kluwer; 2020.

7. Townsend MC. Psychiatric Mental Health Nursing: Concepts of

Care in Evidence-Based Practice. 9th ed. Philadelphia:
F.A. Davis; 2017.

8. Varcarolis EM. Essentials of Psychiatric Mental Health Nursing: A

Communication Approach to Evidence-Based Care. 4th
ed. St. Louis: Elsevier; 2021.

9. Kaplan HI, Sadock BJ. Synopsis of Psychiatry: Behavioral

Sciences/Clinical Psychiatry. 11th ed. Philadelphia:
Wolters Kluwer; 2015.

10. Coopersmith S. The Antecedents of Self-Esteem. San Francisco:

W.H. Freeman; 1967.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

MICROTEACHING
ON
THERAPEUTIC NURSE
PATIENT RELATIONSHIP

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO SUBRAT NAYAK

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Therapeutic Nurse Patient Relationship
Subject: Mental Health Nursing
Group: Students and Teachers
Name of the Evaluator: Priyanka Sahoo
Name of the Student: Subrat Nayak
Teaching Method: Lecture, Explanation, Discussion
AV Aids: Blackboard, LCD
Place: Netaji College of Nursing
Time Duration: 15 Minutes
Number of Students: 50
General Objectives: Students will be able to –

 Understand the concept and theoretical basis of the therapeutic

nurse-patient relationship.
 Appreciate the significance of building a professional and goal-
oriented relationship with patients.
 Recognize the nurse's professional roles in various phases of the
therapeutic relationship.
 Apply principles of effective communication and empathy in
therapeutic settings.
 Understand how therapeutic relationships promote mental health
recovery and patient empowerment.
 Identify the personal and environmental factors influencing nurse-
patient interactions.
 Analyze common communication barriers in clinical practice and
explore ways to overcome them.
 Reflect on their own communication style and interpersonal skills
in therapeutic settings.
Sl. Time Specific Content Teaching/Learn AV Aids Evaluation
No. Objective ing Activities
- Greet students
Self- - Introduce self and set the Greetings, smile, Observation
1 1 min introduction stage small talk to None of attention
& rapport - Share purpose of the reduce anxiety and student
building microteaching session comfort

- Topic: Therapeutic Nurse- Ask an opening

Patient Relationship question like:
- Importance in nursing ―What makes a Students
To practice nurse-patient Chalkboard/ respond or
2 1 min introduce - Relevance to mental health relationship Whiteboard nod, show
the topic care therapeutic?‖ readiness
State the
objectives of the
session
- Definition: A professional, Interactive Ask 1–2
To define interpersonal alliance where explanation Chart with students to
3 3 min and the nurse supports the Ask reflective definition & explain the
describe the patient’s well-being question: ―Can key terms definition in
concept - Purpose: Build trust, empathy be their words
provide support, enable taught?‖
 coping
- Characteristics: Goal-
directed, time-bound,
patient-centered
- Phases: Diagram
1. Pre-interaction: Nurse explanation
prepares mentally using case PPT slide or Ask: ―Which
To discuss 2. Orientation: Meeting, example chart with phase do you
4 3 min phases of building trust Invite students phase find most
the 3. Working: Problem- to share a diagram challenging
relationship solving, interventions clinical example and why?‖
4. Termination: Ending the
relationship therapeutically
- Trust, empathy,
genuineness, respect, active Role-play short Role-play
To describe listening nurse-patient cards Observation
5 3 min essential - Role of communication: dialogue Poster on of role-play,
components Verbal & non-verbal Facilitate a short components Q&A
- Setting boundaries discussion
professionally
To - Recap of key points: Summarize Student
6 2 min summarize Definition, phases, content verbally Blackboard summarization
the session components Ask students to in 1 sentence
 - Reinforce significance in highlight 1
mental health nursing takeaway
- Ask 3–4 short oral
questions:
1. What are the 4 phases?
2. Name any two core None or PPT
7 2 min To evaluate components. Question-answer with Oral responses
learning 3. Why is termination phase session questions
important?
4. Define therapeutic
relationship
 REFERENCE
1. Peplau, H. E. (1991). Interpersonal relations in nursing: A conceptual frame of reference for
psychodynamic nursing. Springer Publishing Company.
(Classic foundational text on therapeutic nurse-patient relationships.)

2. Arnold, E. C., & Boggs, K. U. (2020). Interpersonal relationships: Professional communication skills
for nurses (8th ed.). Elsevier.
(Comprehensive guide on communication skills and therapeutic relationships in nursing.)

3. Varcarolis, E. M. (2021). Essentials of psychiatric mental health nursing: A communication approach

to evidence-based care (4th ed.). Elsevier.
(Focused on mental health nursing and includes key concepts of therapeutic communication.)

4. Balzer Riley, J. (2019). Communication in nursing (9th ed.). Elsevier.

(Detailed resource on effective therapeutic communication strategies in nursing practice.)

5. Nursing and Midwifery Council (NMC). (2018). The code: Professional standards of practice and
behaviour for nurses, midwives and nursing associates.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

MICROTEACHING
ON
SELF ESTEEM

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO SUBRAT NAYAK

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Self Esteem
Subject: Mental Health Nursing
Group: Students and Teachers
Name of the Evaluator: Priyanka Sahoo
Name of the Student: Subrat Nayak
Teaching Method: Lecture, Explanation, Discussion
AV Aids: Blackboard, LCD
Place: Netaji College of Nursing
Time Duration: 15 Minutes
Number of Students: 50
General Objectives: Students will be able to –

 Understand the concept and definition of self-esteem.

 Recognize the components and types of self-esteem (high, low,
healthy).
 Identify the factors influencing self-esteem, including personal,
social, and cultural aspects.
 Describe the effects of low and high self-esteem on mental health
and behavior.
 Explain various strategies to enhance self-esteem in self and
others.
 Apply knowledge of self-esteem in personal development and
nursing practice.
 Develop a positive attitude towards self-assessment and self-
worth.
Sl. Time Specific Content Teaching/Learning AV Aids Evaluation
No. Objective Activities
Self- - Greet students
introducti - Introduce self and Greetings and brief None Student
1 1 min on & purpose of session warm-up talk attentiveness
rapport - Build rapport with , eye contact
building friendly tone

- Introduce topic: Self-

To Esteem Ask: ―How do you Student
2 1 min introduce - Importance in mental feel when someone Whiteboard/Bl participation,
the topic health, personality compliments you?‖ ackboard verbal
development, and State session responses
professional life objectives

- Definition: Self-esteem
= overall self-worth or Explain definition Ask 1-2
To define personal value with relatable Chart with students to
3 3 min and - Key terms: self- example (e.g., praise keywords/defin explain in
explain respect, confidence, vs criticism) itions their own
the self-acceptance Engage student input words
concept
 - Influencing Factors:
To 1. Family & Use real-life
describe upbringing examples, ask PPT slide or Ask students
4 3 min factors 2. Peer group students to reflect poster on to list 2–3
affecting 3. Media portrayal Short brainstorming factors factors orally
self- 4. Personal success or discussion
esteem failure experiences

- Types:
• High
To • Low Case example or mini Students
explain • Inflated role-play Flashcards/Rol identify type
5 3 min types and - Effects: Comparison e-play cues in the
effects • Positive = discussion of types scenario
confidence, resilience presented
• Negative = anxiety,
social withdrawal
- Recap: Definition,
To factors, types, effects Students
summariz - Emphasize healthy Verbal recap summarize
6 2 min e the self-esteem for Invite 1–2 students to Blackboard in one
session personal/professional share key takeaways sentence
growth
 - Sample questions:
To 1. Define self-esteem Oral quiz/discussion None or Accuracy of
7 2 min evaluate 2. Name two Quick round-robin whiteboard student
learning influencing factors Q&A responses
3. What is inflated self-
esteem?
 REFERENCE

1. Branden, N. (1994). The six pillars of self-esteem. Bantam Books.

2. Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
(Classic research work introducing the Rosenberg Self-Esteem Scale — widely used in
nursing and psychology.)

3. Santrock, J. W. (2019). Life-span development (17th ed.). McGraw-Hill Education.

(Covers development of self-concept and self-esteem across the lifespan, useful for
understanding patient variations.)

4. Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2021). Fundamentals of nursing (10th ed.).
Elsevier.
(Includes nursing interventions that support positive self-esteem in patients.)

5. American Psychological Association. (2020). Publication manual of the American Psychological

Association (7th ed.).
(Guidelines for ethical use of psychological principles, including self-esteem in clinical
settings.)
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

COURSE PLAN
OF
MENTAL HEALTH NURSING I
(BSC NURSING 5TH SEMESTER)

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO SUBRAT NAYAK

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

 INDIAN NUSING COUNCIL
SYLLABUS AND REGULATIONS
BSC NURSING
MENTAL HEALTH NURSING I

NAME OF THE COURSE – BSC NURSING

COURSE TITLE – MENTAL HEALTH NURSING I

PLACEMENT - V SEMESTER

INC RECOMMENDED TOTAL HOUR - 60 Hrs

COURSE DESCRIPTION:
This course is designed to develop basic understanding of the principles and
standards of mental healthnursing and skill in application of nursing process in assessment and care
of patients with mental health disorders.

OBJECTIVES:
On completion of the course, the students will be competent to
1. Trace the historical development of mental health nursing and discuss its scope.
2. Identify the classification of the mental disorders.
3. Develop basic understanding of the principles and concepts of mental health nursing.
4. Apply the Indian Nursing Council practice standards for psychiatric mental health nursing
in supervised clinicalsettings.
5. Conduct mental health assessment.
 Time Learning Teaching/ Teaching Assessment
Unit (Hrs) Outcomes Content Learning Aids Methods
Activities
Describe the Introduction Lecture Blackboar Essay,
historical  Perspectives of Mental Health cum d, Short
development & and Mental Discussion Projector answer
current trends in  Health Nursing, evolution of for videos
mental health mental on
nursing  health services, treatments and substance
Discuss the scope nursing use
of  practices symptoms
mental health  Mental health team
I 6 nursing  Nature & scope of mental
Describe the health nursing
concept  Role & functions of mental
of normal &
health nurse
abnormal
 in various settings and factors
behaviour
affecting
 the level of nursing practice
 Concepts of normal and
abnormal
 behaviour
 Define the various Principles and Concepts of Lecture Blackboar Essay, Short
terms used in Mental Health Nursing cum d, LCD answer
mental  Definition: mental health Discussion, slides,
health Nursing nursing and Explain Video
II 10 Explain the  terminology used using demonstra
classification of  Classification of mental Charts tion
mental disorders disorders: ICD11, Review of
Explain the  DSM5, Geropsychiatry manual personality
psychodynamics  classification developme
of  Review of personality nt
maladaptive development,
behaviour
 defense mechanisms
Discuss the
 Etiology bio-psycho-social
etiological factors
factors
&
 Psychopathology of mental
psychopathology
disorders:
of
mental disorders  review of structure and
Explain the function of brain,
principles  limbic system and abnormal
and standards of  neurotransmission
Mental health  Principles of Mental health
Nursing Nursing
Describe the  Ethics and responsibilities
 conceptual models  Practice Standards for
of Psychiatric Mental
mental health  Health Nursing (INC practice
nursing standards)
 Conceptual models and the role
of nurse:
-Existential model
-Psychoanalytical models
-Behavioural model
-Interpersonal model
 Preventive psychiatry and
rehabilitation

Describe nature, Mental Health Assessment Lecture Projector, Essay

purpose and  History taking cum Education Short
process  Mental status examination Discussion, al video, answer
III 6 of assessment of  Mini mental status examination Demonstra Blackboar Assessment
mental health  Neurological examination tion d of
status  Investigations: Related Blood Practice mental
chemistry, session health
 EEG, CT & MRI Clinical status
 Psychological tests practice
 Identify Therapeutic Communication Lecture LCD, Essay
therapeutic and Nurse- cum Video on Short
communication &  Patient Relationship Discussion dementia answer
techniques  Therapeutic communication: Demonstra care, OSCE
IV 6 Types, tion Blackboar
 techniques, characteristics and Role Play d
Describe barriers Process
therapeutic  Therapeutic nurse-patient recording
relationship relationship Simulation
 Interpersonal relationship- (video)
 Elements of nurse patient
contract,
Describe  Review of technique of IPR-
therapeutic
Johari
impasses and its
 window
interventions
 se and its
management
Explain treatment Treatment modalities and Lecture Video- Essay
V 10 modalities and therapies used in mental cum based Short
therapies used in disorders Discussion scenario answer
mental disorders  Physical therapies: Demonstra analysis, Objective
and  Psychopharmacology, tion Blackboar type
role of the nurse  Electro Convulsive therapy Group d
  Psychological Therapies: work
Psychotherapy, Practice
 Behaviour therapy, CBT session
 Psychosocial: Group therapy, Clinical
Family practice
 therapy, Therapeutic
Community,
 Recreational therapy, Art
therapy (Dance,
 Music etc), Occupational
therapy
 Alternative & Complementary:
Yoga,
 Meditation, Relaxation
 Consideration for special
populations
Describe the Nursing management of patient Lecture LCD Essay, Short
etiology, psycho- with Schizophrenia, and other and presentati answer,
VI 8 dynamics/ psychotic disorders Discussion on, Govt. Assessment
pathology, clinical  Prevalence and incidence Case act copies of
manifestations,  Classification discussion as patient
diagnostic criteria  Etiology, psychodynamics, Case handouts managemen
and management clinical manifestation, presentatio t
 of patients with diagnostic criteria/formulations n Clinical problems
Schizophrenia, and practice
other psychotic
disorders
Describe the Nursing management of patient Lecture Projector, Essay
etiology, with mood disorders and Communi Short
VII 6 psycho-dynamics,  Prevalence and incidence Discussion ty visit- answer
clinical  Mood disorders: Bipolar Case based Assessment
manifestations, affective discussion visuals, of
diagnostic criteria  disorder, mania depression and Case Blackboar patient
and management dysthymia presentatio d managemen
of  etc. n t
patients with mood  Etiology, psycho dynamics, Clinical problems
disorders clinical practice
 manifestation, diagnosis
 Nursing Assessment History,
Physical and
 mental assessment
 Treatment modalities and
nursing
 management of patients with
mood
 disorders
  Geriatric considerations/
considerations
 for special populations
 Follow-up and home care and
 rehabilitation
Describe the Nursing management of patient Lecture Projector, Essay
etiology, with neurotic, stress related and and Communi Short
VIII 8 psycho-dynamics, somatisation disorders Discussion ty visit- answer
clinical  Prevalence and incidence Case based Assessment
manifestations,  classifications discussion visuals, of
diagnostic criteria  Anxiety disorders – OCD, Case Blackboar patient
and management PTSD, presentatio d managemen
of patients with  Somatoform disorders, n t
neurotic, stress Phobias, Clinical problems
related and  Disassociative and Conversion practice
somatization disorders
disorders  Etiology, psychodynamics,
clinical
 manifestation, diagnostic
criteria/
 formulations
 Nursing Assessment: History,
Physical
 and mental assessment
 Treatment modalities and
nursing
 management of patients with
neurotic and
 stress related disorders
 Geriatric considerations/
considerations
 for special populations
 Follow-up and home care and
 rehabilitation
 BIBLIOGRAPHY

1. Gail Wiscars Stuart.Michele T. Laraia. ―Principles and practice of psychiatric nursing‖, 8th edition,
Elseveir, India Pvt.Ltd. New Delhi 2005
2. Michael Gelder, Richard Mayou, Philip Cowen, Shorter oxford text book of psychiatry, Oxford
medical publication, 4 the ed. 2001.
3. M.S. Bhatia, A concised text Book of Psychiatric Nursing, CBS publishers and distributors, Delhi
2nd ed. 1999.
4. M.S. Bhatia, Essentials of Psychiatry, CBS publishers and distributors, Delhi
5. Mary C Townsend. ―Psychiatric Mental Health Nursing‖. Concept of care, 4th edition. F.A.Davis
Co. Philadelphia 2003.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

UNIT PLAN
OF
MENTAL HEALTH NURSING I
UNIT I,II
(BSC NURSING 5TH SEMESTER)

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO SUBRAT NAYAK

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

NAME OF THE COURSE: BSC NURSING
COURSE TITLE: Mental Health Nursing
UNIT NO. - I,II
UNIT TITLE: Introduction, Principles and Concepts of Mental Health Nursing
PLACEMENT: V SEMESTER
INC RECOMMENDED HOUR: 16 hrs

General Objective:
By the end of this unit, the students will be able to:
1. Define the concepts of mental health and mental illness.
2. Identify the characteristics of a mentally healthy individual.
3. Describe various causes and risk factors contributing to mental illness.
4. Recognize and correct common myths and misconceptions related to mental illness.
5. Outline the historical development of psychiatry from ancient to modern times.
Sl. No. Time Specific Learning Content Teaching-Learning Assessment
Objective Activities Method
To explain the - History of mental health
1 1.5 hrs evolution of services Lecture with Short
mental health - Evolution of treatment and discussion answer, Oral
services and nursing practices Video on history quiz
treatment trends
To describe the - Nature & scope of MH
role and scope of nursing Role play Written test
2 1.5 hrs the mental health - Role & functions in various Brainstorming
nurse settings
To introduce the - Members of the MH team
3 1.5 hrs mental health - Collaborative Group discussion Group
team and inter- responsibilities Flowchart presentation
professional roles
To differentiate - Definitions
4 1.5 hrs normal and - Characteristics of normal Case-based Case
abnormal vs abnormal behaviour discussion scenario
behaviour Q&A
Sl. No. Time Specific Learning Content Learning Assessment
Objective Activities Method

To define basic - Definition of MHN

terms and - ICD-11, DSM-5, Lecture Short answer,
1 2.5 hrs classification Geropsychiatry classification with charts Quiz
systems in MHN Flashcards

To explain - Erikson's stages

personality - Major defense mechanisms Interactive Chart-based
2 2.5 hrs development and discussion quiz
defense Storytelling
mechanisms
To describe - Bio-psycho-social factors
etiological factors - Brain structure, limbic system, Video + Worksheet,
and brain structure neurotransmitters diagram Diagram quiz
3 2.5 hrs in mental illness labeling
Lecture
To outline - Principles and standards of Case Written test,
4 2.5 hrs principles, ethics, MHN examples Oral Q&A
and conceptual - Ethical considerations Concept
models in MHN - Models: Psychoanalytic, mapping
Behavioral etc.
 BIBLIOGRAPHY

1. Niraj Ahuja, A short textbook of pstchiatry, Jaypee brothers,new delhi, 2002.

2. The ICD10, Classification of mental and behavioural disorders, WHO, A.I.T.B.S. publishers,
Delhi,2002
3. De Souza Alan, De Souza Dhanlaxmi, De Souza A, ―National series – Child psychiatry‖ 1st ed,
Mumbai, The National Book Depot, 2004
4. Patricia, Kennedy, Ballard, ―Psychiatric Nursing Integration of Theory and Practice‖,
USA, Mc Graw Hill 1999.
5. Kathernic M. Fort in ash, Psychiatric Nursing Care plans, Mossby Year book. Toronto
6. Sheila M. Sparks, CynthiaM. Jalor, Nursing Diagnosis reference manual 5 th edition, Spring
house, Corporation Pennsychiram’s
7. R. Sreevani, A guide to mental health & psychiatric nursing, Jaypee brothers, Medical
Publishers (ltd)_, New Delhi 1st edition.
 CHECKLIST AND LIKERT SCALE

(NURSING EDUCATION)

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO SUBRAT NAYAK

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

 CHECKLIST
INTRODUCTION
A checklist is a list of things that an observer is going to look at when
observing a class. This list may have been prepared by the teacher or
the observer or both.Observation checklists also serve as a contract of
understanding with the teacher, who may as a result be more
comfortable and will get specific feedback on aspects of the class.A
checklist is the most commonly used instrument for performance
evaluation. An observation checklist enables the observer to note only
whether a trait is present or not. It consists of listing of behaviors the
observer records when an incident occurs.Observational checklist is
simply a list of the performers' behaviors associated with particular
nursing interventions within a space for the assessors to check or tick
off whether or not that particular behavior occurs.

DEFINITION
A checklist is a simple instrument consisting of a prepared list of
expected items of performance or attributes, which are checked by an
evaluator for their presence or absence.
Checklist is constructed by breaking a performance or quality of a
product, which specifies the presence or absence of an attribute or
trait which is then checked by the rater or observer.

CHARACTERISTICS

 Observe one respondent at one time.

 Specify the characteristics of the behavior.
 Use only carefully prepared checklist.
 The observer should be trained how to observe, what to observe
and how to record.

CONSTRUCTION OF CHECKLIST

1. Keep them short, simple, clear and complete.

2. Use task checks for dumb but critical stuff.
3. Use communication checks for complex stuff.
4. Pick the right type of list.
 5. Test and adapt.
6. Avoid negative statements whenever possible.
7. Ensure each item has a clear response; yes or no…
8. List of items are formulated on the basis of the judgment of
experts.
9. Intensive survey of the literature.

ADVANTAGES OF CHECKLIST

 It allows inter individual comparisons.

 It provides a simple method to record observations.
 They are adaptable to subject matter areas.
 It is useful in evaluating learning activities expected to be
performed.
 They are helpful in evaluating procedure work.
 Decrease chances of errors in observation.

DISADVANTAGES OF CHECKLIST

 Checklist does not indicate quality of performance.

 Only a limited component of overall clinical performance can be
evaluated.
 Only behavior or performance parameter can be assessed.
 The degree of accuracy of performance can be assessed.
 It has limited use in qualitative observation.
 It is not easy to prepare.
CHECKLIST OF BASIC PLAY BEHAVIORS
 LIKERT SCALE
The Likert scale is an ordered, one-dimensional scale from which
respondents choose one option that best aligns with their view. It is a
bipolar scaling method, measuring either positive or negative
response to a statement

Objectives of Likert Scale

1. To measure attitudes and opinions

The primary objective is to quantify how strongly individuals

agree or disagree with specific statements related to a topic.

2. To assess perceptions and beliefs

It helps in evaluating how people perceive various issues,

products, services, teaching methods, or behaviors.

3. To enable easy comparison of responses

The Likert scale standardizes responses, making it easier to

compare attitudes across different individuals or groups.

4. To gather data for statistical analysis

It provides ordinal data that can be analyzed quantitatively

for trends, averages, or group comparisons.

5. To evaluate the effectiveness of programs or interventions

Used in pre- and post-tests to determine changes in attitudes

or satisfaction levels over time.
To what extent do you agree with the I strongly I agree I disagree I strongly
following statements? agree. somewhat. somewhat. disagree.

1. Learning university-level ⭘ ⭘ ⭘ ⭘
course content is effectively
done through lectures.
2. Learning university-level ⭘ ⭘ ⭘ ⭘
course content is effectively
done through reading.
3. Learning university-level ⭘ ⭘ ⭘ ⭘
course content is effectively
done through discussions with
the instructor.
4. Learning university-level ⭘ ⭘ ⭘ ⭘
course content is effectively
done through discussions with
other students.
5. Online courses do not ⭘ ⭘ ⭘ ⭘
require students to do things
off-line.
6. Online courses require less ⭘ ⭘ ⭘ ⭘
time than face-to-face (in-class)
courses.
7. Online courses require ⭘ ⭘ ⭘ ⭘
students to do all course-related
activities (such as reading,
writing papers, etc.) online.

8. Doing class projects in ⭘ ⭘ ⭘ ⭘

groups with other students is an
effective way to learn.
9. Doing class projects in ⭘ ⭘ ⭘ ⭘
groups with other students
means less work for individual
students.
ATTITUDE
SCALE
 ATTITUDE SCALE
An attitude scale measures how the participant feels about a subject at
the moment when he or she answers the questions.

A. LIKERT SCALE
The Likert scale is an ordered, one-dimensional scale from which
respondents choose one option that best aligns with their view. It is a
bipolar scaling method, measuring either positive or negative
response to a statement
 B. SEMANTIC DIFFERRENTIAL SCALE
Semantic differential scale is a type of rating scale designed to
measure the connotative meaning of objects, events and concepts.
These connotations are used to derive the respondents’ attitude
towards the objects, events and concepts
OBSERVATIONAL
CHECKLIST
 OBSERVATIONAL CHECKLIST

Checklist is basically a method of recording whether a characteristic

is present or absent or whether an action had or had not taken place.
Thus, it provides a simple yes-no judgment. In Nursing, checklists
are useful in evaluating performance skills that can be divided into a
series of specific actions. In addition to its use in procedure
evaluation, the checklist can also be used to evaluate products.

SL BEHAVIOURS YES NO REMARKS

NO

1 Explains procedure

2 Collects necessary equipment

3 Arranges equipment for convenient

use

4 Prepares patient

5 Washes hands

6 Follows aseptic technique

7 Removes previous dressing

8 Inspects condition of wound

9 Cleans wound

10 Applies dressing

11 Removes equipment

12 Makes patient comfortable

13 Completes charting

14 After care of equipment

INTELLIGENT
TEST
APTITUDE
TEST
PERSONALITY
TEST