EDUCATION FILE

SESSION 2023-24

SIGNATURE OF PRINCIPAL SIGNATURE OF EXTERNAL

SIGNATURE OF SIGNATURE OF INTERNAL

COORDINATOR
 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
PSYCHOANALYTIC THEORY

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO ANITANJALI SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Psychoanalytic Theory
Subject: Mental Health Nursing
Group: Students and Teachers
Name of the Evaluator: Priyanka Sahoo
Name of the Student Teacher: Anitanjali Sahoo
Teaching Method: Lecture, Explanation, Discussion
Place: Netaji College of Nursing
Time Duration: 20 Minutes
Number of Students: 50
Previous Knowledge: The group having a little knowledge regarding
the disease.
General Objectives: Student will be able to understand the
foundational concepts of Psychoanalytic Theory and apply them in
psychiatric nursing practice.
Specific Objectives: After the lesson plan the students and teacher
will be able to:

 Define Psychoanalytic Theory and its origin.

 Describe the structure of personality – Id, Ego, and
Superego.
 Explain the levels of consciousness – conscious,
preconscious, and unconscious.
 List the psychosexual stages of development according to
Freud.
 Identify commonly used defense mechanisms and their
functions.
 Discuss the applications of psychoanalytic principles in
psychiatric nursing.
Sl. Time Specific Objective Content (Theory Points) Teaching & Learning A.V. Evaluation
No. Activity Aids

- Teacher introduces self to

students. Teacher greets class, Student
1 5 mins Self Introduction - Establishes rapport and sets a introduces self, asks None participation
friendly tone. students their and
- Outlines purpose and learning names/interests. attentiveness.
outcome of the session.
- Introduction to Psychoanalytic
Theory
- Definition: A psychological Teacher explains Oral
To introduce the theory developed by Sigmund definition with simple PPT, questioning to
2 5 mins topic Freud that emphasizes example Whitebo- check
unconscious processes and ard understanding
childhood experiences in shaping .
behavior.

- Id: Instinctual drives Students

To enlist the - Ego: Reality principle Chart recall
3 5 mins structure of - Superego: Moral conscience Lecture with illustration showing conditions
personality (Id, - Dynamics between the three Id-Ego- suited for
Ego, Superego) Superego behavioral
therapy.
Sl. Time Specific Objective Content (Theory Points) Teaching & Learning A.V. Evaluation
No. Activity Aids

- Conscious: The thoughts and

feelings we are currently aware of.
- Preconscious: Information that
is not currently in awareness but
To describe the can be recalled. Teacher explains using Whitebo Q&A or short
4 5 mins levels of - Unconscious: Deep-seated real-life cases ard, PPT reflective
consciousness drives, memories, and traumas question.
that influence behavior without
awareness.
- These levels are often compared
to the iceberg model: only a small
part is visible (conscious), while
most lies beneath (unconscious).
- Freud proposed 5 stages: Oral
(0–1 yr), Anal (1–3 yrs), Phallic
To explain the (3–6 yrs), Latency (6–12 yrs), PPT, Match-the-
5 10 mins psychosexual Genital (12+ yrs). Story-based narration, Real-life following or
stages of - Each stage involves gratification timeline flow examples Q&A session.
development from different body zones;
unresolved conflict leads to
fixation.
- For example, fixation in the oral
stage may lead to dependency or
 smoking behavior in adulthood.
- The theory highlights the long-
term effects of early childhood
experiences.

- Defense mechanisms are

unconscious strategies used by the
ego to protect from anxiety or
unacceptable thoughts.
- Common defenses: Repression Students
(blocking painful thoughts), Video, identify
6 10 mins To define defense Denial (refusing reality), Group discussion, Case techniques
mechanisms Projection (attributing one’s faults scenarios Handout- used in
to others), Sublimation s video/case.
(channeling unacceptable urges
into acceptable activities).
- They are natural but may
become maladaptive if overused.
- Understanding unconscious
motives helps nurses respond
empathetically to patient behavior. Whitebo Ask: 'When
7 5 mins To describe the - Helps in recognizing Lecture, nursing examples ard, should we
application in transference and resistance Chart avoid BT?'
nursing during therapeutic
communication.
- Enhances therapeutic
relationships and improves patient
 trust and cooperation.

- Recap: Freud’s theory explains

personality development, structure Flowchar Rapid fire
8 5 mins To summarize the of mind, and defense mechanisms. Teacher-led summary. t on questions
topic - Emphasis on early experiences nurse's
and unconscious drives in role
psychiatric assessment.
- Encourage students to relate
concepts to clinical practice. Whitebo- Verbal
9 5 mins To conclude the - Provide motivation for further Verbal wrap-up ard Feedback
topic reading and critical thinking.
 BIBLIOGRAPHY
1. Freud S. The Ego and the
Id. London: Hogarth Press; 1923.

2. Corey G. Theory and Practice of

Counseling and Psychotherapy. 10th ed. Boston: Cengage
Learning; 2017.

3. Sadock BJ, Sadock VA, Ruiz P. Kaplan and

Sadock’s Synopsis of Psychiatry. 12th ed. Philadelphia:
Wolters Kluwer; 2022.

4. Black J, Andreasen N. Introductory Textbook of Psychiatry. 7th ed.

Washington, DC: American Psychiatric Publishing; 2022.

5. Hall CS, Lindzey G, Campbell JB. Theories of Personality. 4th ed.

New York: Wiley; 1998.

6. Nolen-Hoeksema S. Abnormal Psychology. 8th ed. New York:

McGraw-Hill Education; 2014.

7. Ewen RB. An Introduction to Theories of Personality. 7th ed.

New York: Psychology Press; 2013.

8. American Psychiatric Association. Diagnostic and Statistical

Manual of Mental Disorders (DSM-5). 5th ed. Arlington:
APA Publishing; 2013.

9. Varcarolis EM. Foundations of Psychiatric Mental Health Nursing:

A Clinical Approach. 8th ed. St. Louis: Elsevier; 2021.

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

Care in Evidence-Based Practice. 9th ed. Philadelphia: F.A.
Davis; 2021.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

LESSON PLAN
ON
STRESS

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO ANITANJALI SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Stress
Subject: Mental Health Nursing
Group: Students and Teachers
Name of the Evaluator: Priyanka Sahoo
Name of the Student Teacher: Anitanjali Sahoo
Teaching Method: Lecture, Explanation, Discussion
Place: Netaji College of Nursing
Time Duration: 20 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 of stress, its types, causes, effects, coping strategies, and
apply this knowledge in maintaining personal and patient mental well-
being.
Specific Objectives: After the lesson plan the students and teacher
will be able to:

 Define the concept of stress and explain its significance in

health and illness.
 Differentiate between types of stress including eustress,
distress, acute, chronic, and traumatic stress.
 Identify various physical, psychological, and social stressors
affecting individuals.
 Describe the physiological and psychological effects of stress
on the body and mind.
Sl. Time Specific Objective Content Teaching & A.V. Evaluation
No. Learning Activity Aids

- Teacher introduces self to

students. Student
1 5 mins Self Introduction - Establishes rapport and sets Teacher greets class None response and
learning objectives. and shares brief engagement.
- Outlines relevance of the background.
topic.
- Definition: Stress is a
physical, mental, or emotional
response to external or internal
pressures or demands. PPT, Students
2 5 mins Introduction of - Stress is not always negative; Brief discussion and Whiteboa understand and
topic some stress (eustress) can be question posing rd respond to the
motivating, while chronic definition.
stress is harmful.
- Nurses must understand
stress as both a psychological
and physiological
phenomenon.
- Eustress: Positive stress that
enhances performance.
3 5 mins To explain types of - Distress: Negative stress that Lecture and real-life Chart, Spot quiz
stress causes anxiety and poor examples PPT
outcomes.
 - Acute stress: Short-term
stress with immediate
response.
- Chronic stress: Long-term
stress that can lead to health
problems.
- Traumatic stress: Caused by
severe emotional shock.
- Physical stressors: Injury,
pain, illness, environmental
extremes.
4 10 mins To describe causes - Psychological stressors: Brainstorming and Mindmap Short Q&A to
(stressors) Exams, pressure, negative case examples. , poster evaluate
thoughts, trauma. understanding.
- Social stressors: Peer
pressure, relationship conflicts,
financial issues.
- Physical effects: Headache,
fatigue, muscle tension, sleep
issues.
- Emotional effects: Anxiety, Students match
5 10 mins To describe the irritability, depression. Chart explanation and Comparis types with
effects of stress - Behavioral effects: Smoking, example matching on chart features.
overeating, withdrawal.
- Cognitive effects: Poor focus,
indecision.
 - Describes the ―Fight or
Flight‖ response regulated by
the sympathetic nervous
To explain the system. Animated video, Whiteboa True/false quiz
6 10 mins stress response - Involves release of Lecture. -rd, Chart
mechanism adrenaline and cortisol,
increased heart rate and
alertness.
- Chronic activation can cause
long-term damage.
- Problem-focused coping:
Tackling the cause directly.
- Emotion-focused coping: PPT,
7 5 mins To describe coping Managing emotional response Group activity or Case Student
strategies (relaxation, talking to friends). discussion discussio participation
- Adaptive strategies: Exercise, n and questions.
mindfulness, time
management.
- Maladaptive strategies:
Avoidance, substance use.
- Key points: definition, types,
causes, effects, response, Rapid-fire review or Student
coping. mind map creation Whiteboa response in
8 5 mins Summary - Importance of recognizing with student inputs. rd summary
and managing stress in nursing activity.
and daily life.
Sl. Time Specific Objective Content Teaching & A.V. Evaluation
No. Learning Activity Aids

- Encourage students to reflect

on their own stress levels and Teacher ends session Feedback or
9 5 mins Conclusion coping styles. with final takeaways None reflective
- Link topic to mental health and Q&A. questions from
and well-being. students.
 BIBLIOGRAPHY
1. Selye H. The Stress of Life.
New York: McGraw-Hill; 1976.
2. Lazarus RS, Folkman S. Stress, Appraisal, and
Coping. New York: Springer Publishing Company;
1984.
3. Smeltzer SC, Bare BG, Hinkle JL, Cheever KH. Brunner and
Suddarth’s Textbook of Medical-Surgical Nursing.
14th ed. Philadelphia: Lippincott Williams & Wilkins;
2018.
4. Townsend MC. Psychiatric Mental Health Nursing: Concepts of
Care in Evidence-Based Practice. 9th ed.
Philadelphia: F.A. Davis; 2021.
5. Varcarolis EM. Foundations of Psychiatric Mental Health
Nursing: A Clinical Approach. 8th ed. St. Louis:
Elsevier; 2021.
6. Potter PA, Perry AG, Stockert P, Hall A. Fundamentals of
Nursing. 10th ed. St. Louis: Elsevier; 2020.
7. American Psychological Association. APA Stress in America
Survey. Washington, DC: APA; 2023.
8. Porth CM. Pathophysiology: Concepts of Altered Health States.
9th ed. Philadelphia: Lippincott Williams & Wilkins;
2014.
9. WHO. Mental Health and Stress-Related Disorders. Geneva:
World Health Organization; 2022.
10. Sharma N, Singh A. Stress and Coping Strategies among
Nursing Students. Indian J Psychol Nurs.
2021;18(2):45–51.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

MICROTEACHING
ON
PSYCHOANALYTIC THEORY

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO ANITANJALI SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Psychoanalytic Theory
Subject: Mental Health Nursing
Group: Students and Teachers
Name of the Evaluator: Priyanka Sahoo
Name of the Student: Anitanjali Sahoo
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 –

 Define the concept of Psychoanalytic Theory.

 Understand the structural model of personality (Id, Ego,
Superego).
 Describe the different levels of consciousness.
 List and explain the psychosexual stages of development.
 Identify commonly used defense mechanisms in clinical settings.
 Recognize the application of psychoanalytic principles in
psychiatric nursing care.
Sl. Time Specific Content Teaching/Lear AV Aids Evaluation
No. Objective ning Activity
Name, course, topic Did the
Self- teacher
1 1 min Self Introduction introduction to None introduce
class herself
clearly?
- Developed by Sigmund
Freud. Short PPT slide Oral
2 1 min To introduce the - Emphasizes unconscious explanation with with Freud's questioning
topic mind and early childhood definition photo
experiences.
- Id: Instincts and drives. Chart Name 2
To explain - Ego: Rational self, reality Brief discussion showing Id, indications of
3 1.5 min structure of principle. with examples Ego, behavioral
personality - Superego: Moral values, Superego therapy.
conscience.
- Conscious: Current
awareness.
To describe - Preconscious: Recallable Real-life Board or Fill in the
4 2 min levels of memories. analogies picture blanks
consciousness - Unconscious: Deep-rooted
drives.
- Oral, Anal, Phallic,
To list Latency, Genital stages. Description of Development Oral
5 2 min psychosexual - Fixation due to unresolved each in 1–2 lines al chart questioning
stages conflicts.
 To explain - Repression, Denial,
6 2 min defense Projection, Sublimation, etc. Group activity Charts, role Group quiz
mechanisms - Used by ego to reduce play demo
anxiety.
To describe - Understanding patient
nursing behavior. Short Nurse-patient Case-based
7 1.5 min applications - Helps in handling explanation visual aids Q&A
resistance, transference.
- Recap of major points
To summarize discussed Teacher-led Blackboard Rapid oral
8 2 min the topic recap questions

- Encourage reflection and Motivation and Chart with Informal

9 1 min Conclusion real-world relevance. wrap-up keywords feedback
 REFERENCE

1. Freud S. An Outline of Psychoanalysis.

New York: Norton; 1949.
2. Freud S. The Ego and the Id. London:
Hogarth Press; 1923.
3. Hall CS, Lindzey G. Theories of Personality.
4th ed. New York: Wiley; 1998.
4. Corey G. Theory and Practice of Counseling and Psychotherapy.
10th ed. Boston: Cengage Learning; 2017.
5. Sadock BJ, Sadock VA, Ruiz P. Kaplan & Sadock’s
Synopsis of Psychiatry. 12th ed. Philadelphia: Wolters Kluwer; 2022.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

MICROTEACHING
ON
STRESS

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO ANITANJALI SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

Topic: Stress
Subject: Mental Health Nursing
Group: Students and Teachers
Name of the Evaluator: Priyanka Sahoo
Name of the Student: Anitanjali Sahoo
Teaching Method: Lecture, Explanation, Discussion
AV Aids: Blackboard, LCD
Place: Netaji College of Nursing
Time Duration: 15 Minutes
Number of Students: 50

General Objectives: The student will be able to:

 Define the concept of stress and its relevance in nursing.

 Differentiate between various types of stress (eustress, distress,
acute, chronic).
 Identify common physical, psychological, and social stressors.
 Describe the physiological and psychological effects of stress on
the individual.
 Explain the stress response mechanism, including the role of the
autonomic nervous system.
 List effective coping strategies used to manage stress.
 Apply stress management concepts in nursing practice and
personal self-care.
 Specific Teaching &
Sl. Time Objective Content Learning AV Aids Evaluation
No. Activity
- Greet the class and introduce Self-
yourself. introduction None Oral
1 2 min Self Introduction - Briefly introduce the topic and response
"Stress" and its relevance in interaction
nursing and personal life.
- Stress is the body’s physical and
psychological response to
2 3 min To define stress external or internal pressures. Brief lecture Whiteboard, Ask students
- It can be positive (eustress) or and Q&A chart to define
negative (distress). stress

- Physical stressors: pain, illness,

fatigue. Explanation
3 3 min To list causes - Psychological stressors: and Poster, Match-the-
(stressors) pressure, guilt, anxiety. discussion mindmaps following
- Environmental stressors: noise,
crowding.
- Social stressors: peer pressure,
relationship conflict.
 - Physical: headache, fatigue,
sleep disturbance.
To describe - Emotional: irritability, Guided
4 3 min effects of stress depression, anger. discussion Stress effect True or false
- Cognitive: poor concentration, with wheel/chart questions
forgetfulness. examples
- Behavioral: nail biting,
overeating, smoking.
- Eustress: Positive stress that
motivates.
- Distress: Harmful stress that Explanation
5 3 min To classify types leads to anxiety. with Chart with types Match type
of stress - Acute stress: Short-term. comparison to features
- Chronic stress: Long-term and chart
damaging.
- Traumatic stress: Arises from
major events like accidents or
loss.
- Adaptive: exercise, time
management, mindfulness,
To explain seeking support. Case
6 3 min coping strategies - Maladaptive: avoidance, examples, Chart/flashcards Group quiz
substance abuse, denial. storytelling
- Importance of choosing healthy
strategies.
 - Recap: Definition, types,
To summarize causes, effects, coping strategies. Teacher-led Blackboard or Rapid-fire
7 3 min the topic - Emphasis on stress management summary quick recap slide questioning
in nursing and personal life.
- Encourage reflection on
personal stress triggers and Verbal
8 2 min Conclusion coping mechanisms. motivation None Informal
- Motivate students to apply and closure feedback
knowledge in clinical practice.
 REFERENCE

1. Selye H. The Stress of Life.

New York: McGraw-Hill; 1976.
2. Lazarus RS, Folkman S. Stress,
Appraisal, and Coping. New York: Springer Publishing Company; 1984.
3. Townsend MC. Psychiatric Mental Health Nursing:
Concepts of Care in Evidence-Based Practice. 9th ed. Philadelphia: F.A. Davis; 2021.
4. Varcarolis EM. Foundations of Psychiatric Mental Health Nursing:
A Clinical Approach. 8th ed. St. Louis: Elsevier; 2021.
5. American Psychological Association.
Stress in America™ Survey. Washington, DC: APA; 2023.
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

COURSE PLAN
OF
MENTAL HEALTH NURSING I
(GNM 2ND YEAR)

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO ANITANJALI SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

 INDIAN NUSING COUNCIL
SYLLABUS AND REGULATIONS
GNM
MENTAL HEALTH NURSING I

NAME OF THE COURSE – GNM

COURSE TITLE – MENTAL HEALTH NURSING I

PLACEMENT - GNM 2ND YEAR

INC RECOMMENDED TOTAL HOUR - 70 Hrs

COURSE DESCRIPTION:
This course is designed to help students develop the concept of mental health and mental illness, its causes,
symptoms, prevention, treatment modalities and nursing management of mentally ill for individual, family
and community.

OBJECTIVES:
Upon completion of this course, the students shall able to:
1. Describe the concept of mental health and mental illness and the emerging trends in psychiatric
nursing.

2. Explain the causes and factors of mental illness, its prevention and control.

3. Identify the symptoms and dynamic of abnormal human behavior in comparison with normal human
behavior.

4. Demonstration a desirable attitude and skills in rendering comprehensive nursing care to the mentally
ill
 Time Learning Teaching/ Teaching Assessment
Unit (Hrs) Outcomes Content Learning Aids Methods
Activities
Describe the Introduction Lecture Blackboar Short
concept of mental a) Concept of mental health and cum d, answers,
health and mental mental illness discussion, Projector Objective
illness in relation b) Misconceptions related to Structured for videos type
to providing mental illness discussion, on
I 5 comprehensive c) Principles of Mental Health Group substance
care to the patients nursing interaction use
d) Definition of terms used in symptoms
psychiatry
e) Review of defense mechanisms
f) Mental Health Team
Narrate the History of Psychiatry Lecture Blackboar Short
historical a) History of Psychiatric Nursing - cum d, LCD answer,
development of India and at international level discussion slides, Objective
Psychiatry and b) Trends in Psychiatric Nursing Video type
II 4 psychiatric c) National mental health demonstra
nursing. programme tion
 Describe mental Mental Health Assessment Lecture Projector,
Short
health assessment a) Psychiatry history taking cum Education
answer,
b) Mental status examination c) discussion, al video,
Objective
III 4 Interview technique Demonstra Blackboar type,
tion d Return
Demonstrati
on
Describe Therapeutic nurse-patient Lecture LCD, Short
therapeutic relationship: cum Video on answers,
relationship a) Therapeutic nurse patient discussions dementia Return
relationship: Definition, , Role play care, demonstrati
IV 5 Demonstrate skills components and phases, Videos, Blackboar on
in process Importance Demonstra d
recording b) Communication skills tion of
Definition elements, types, factors process
influencing communication, recording
barriers (therapeutic impasse)

List various mental Mental Disorders and Nursing Lecture Video- Short
V 25 disorders and Interventions cum based answers,
describe their a) Psycho-Pathophysiology of discussions scenario Essay types,
mental and human behavior , Case analysis, Case Study,
psychiatric and b) Etiological theories (genetics, study, Case Blackboar Case
nursing biochemical, psychological etc) Presentatio d Presentation
management. c) Classification of mental n, Process
disorders. recording
d) Disorders of thought, motor Videos,
activity, perception, mood, Role plays,
speech, memory, concentration, Field visits
judgment De-
e) Prevalence, etiology, signs and addiction
symptoms, prognosis, medical and centers,
Nursing management Alcohol
f) Personality & types of Anonyms
personality related to psychiatric group,
disorder Adolescent
g) Organic mental disorders: clinics,
Delirium, Dementia Child
f) Psychotic disorders: guidance
- Schizophrenic disorders centers etc
- Mood (affective) disorders:
Mania depression, Bipolar
affective disorders(BPAD)
h) Neurotic disorders: Phobia,
anxiety disorders,obsessive
compulsive disorders, depressive
neurosis, conversion disorders,
dissociative reaction,
 psychosomatic disorders, post
traumatic stress disorder
i) Substance use and de-addiction:
alcohol, tobacco and other
psychoactive substance
j) Child and adolescent psychiatric
disorder;
- Sleep disorder
- Eating disorders
- Sexual disorders
k) Nursing Management: Nursing
process and process recording in
caring for patients with various
psychiatric disorders

Describe the Bio – Bio – Psycho & Social Therapies Lecture LCD Short
psychosocial a) Psychopharmacology – cum presentati Answers
VI 12 therapies and Definition, classification of drugs discussions on, Govt. Essay types
explain the role of antipsychotic, Antidepressant, , act copies Return
the nurse antimanic, antian xiety agents, anti Seminar as demonstrati
parkinsons Videos, handouts on
b) Psychosocial therapies – Demonstra Quiz
individual therapies, group tion, Field Drug study
therapy, behavior therapy, visits
 occupational therapy, family Rehabilitat
therapy, melieu therapy ion centre,
c) Role of nurse in these therapies. Day care
d) Somatic therapy – Electro centres,
Convulsive Therapy, insulin Role plays
therapy,
e) Role of nurse in these therapies.

Describe the Community Mental Health Lecture Projector, Short

concept of a) Concept, importance, scope cum Communi answers
VII 5 preventive b) Attitudes , Stigma and discussion ty visit- Essay type
community discrimination Role play based Assignment
mental health related to the mentally ill Videos visuals,
services. c) Prevention of mental Blackboar
Enumerate the illness(Preventive d
nurse’s role Psychiatry) during childhood,
in National adolescent,
mental health adult hood and old age.
programme d) Community Mental Health
Services.
e) Role of Nurse in national
mental health
programme and Psychiatric care in
Community
 Explain different Psychiatric Emergencies and Lecture Projector, Short
psychiatric Crisis cum Communi answers
VIII 5 emergencies Intervention discussion ty visit- Objective
and their a) Types of Psychiatric Videos based Type
management emergencies: Over Role plays visuals, Essay type
Demonstrate Active, under active patient, Demonstra Blackboar
skills in crisis Violent tion d
intervention behaviour,
b) Suicide, adverse drug reactions,
withdrawal
symptoms, Acute psychosis etc
c) Crisis and its intervention:
AIDS,
Adolescent Crisis
Describe the Forensic Psychiatry / Legal Lecture Blackboar Short
IX 5 legal aspects Aspects cum d, LCD, answers
to be kept in a) India Lunatic Act 1912 discussions projector Essay type
mind in the care b) Narcotic Drugs and Demonstra Objective
of mentally ill psychotropic Act 1965, tion Quiz
patients. 1985
c) Mental Health Act 1987, 2014
d) Admission and discharge
procedures
e) Standards of psychiatric nursing
practice.
f) Rights of Mentally ill patients
g) Legal responsibilities in the
care of mentally
ill patients
ODISHA UNIVERSITY OF HEALTH SCIENCES

NETAJI COLLEGE OF NURSING

UNIT PLAN
OF
MENTAL HEALTH NURSING I
UNIT I,II
(GNM 2ND YEAR)

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO ANITANJALI SAHOO

ASST. PROFESSOR M.Sc. NURSING 1ST YEAR

NAME OF THE COURSE: GNM
COURSE TITLE: Mental Health Nursing
UNIT NO. - I,II
UNIT TITLE: Introduction, History of Psychiatry
PLACEMENT: GNM 2ND Year
INC RECOMMENDED HOUR: 9 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. Hours Specific Content Focus Teaching/Learning Teaching Aids Assessment
Learning Activities Methods
Outcomes
1 1.5 Define mental - Definitions Lecture cum Blackboard, Oral
health and illness - Concepts of discussion Projector questioning,
normal & Short answer
abnormal
behavior

2 1 Identify - Emotional, Group discussion Poster/chart Short written

characteristics of social, with examples test
mentally healthy psychological
person traits

3 1.5 Explain causes - Biological, Lecture with case Flowchart, Case-based

of mental illness psychological, examples diagrams questions
and social
causes

4 1 Recognize myths - Stigma and Brainstorming and Poster, situation Group

and false beliefs role play cards presentation
misconceptions - Impact on
about mental society
illness
Sl. No. Hours Specific Content Focus Teaching/Learning Teaching Aids Assessment
Learning Activities Methods
Outcomes
1 1 Describe ancient - Supernatural Lecture cum Timeline chart Oral
approaches to and religious discussion questioning
mental illness beliefs
- Early
treatment
methods

2 1 Identify key Philippe Pinel, Slide presentation & Flashcards, PPT Quiz
figures in Freud, storytelling
psychiatry Kraepelin

3 1 Explain - Early asylums Lecture and India map, Spot

development of - Role of discussion visual aids questions
psychiatry in NIMHANS &
India NMHP

4 1 List major - MHA 1987 Group discussion & Act printouts Oral QnA
mental health - MHCA 2017 summary
legislations and patient
rights
EDUCATION FILE
SESSION 2023-2024

SUBMITTED BY

SUBRAT NAYAK

REG. NO. - 23MN331024

MSC NURSING 1ST YEAR

NETAJI COLLEGE OF NURSING

 INDEX
SL. NO. CONTENT PAGE NO.

1 PHILOSOPHY A

2 LESSON PLAN B

3 MICROTEACHING C

4 COURSE PLAN D

5 UNIT PLAN E

6 AV AIDS ( CARTOON ) F

7 MASTER ROTATION PLAN G

8 CLINICAL ROTATION PLAN H

9 TOOLS I

10 EDUCATIONAL PROGRAMME J
 CHECKLIST AND LIKERT SCALE

(NURSING EDUCATION)

SUBMITTED TO SUBMITTED BY

MRS. PRIYANKA SAHOO ANITANJALI SAHOO

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