INTRODUCTION
Welcome to our mental health nursing pocket guide for students! We have designed this text to be a nuts-and-bolts type reference interspersed with activities to help you digest the information.
Should you have any comments or questions, you may contact us via email.
- Jake Bush, Ph.D., RN, CNE, Lecturer, jbush@uwf.edu
- Jill Van Der Like, DNP, MSN, RNC, Clinical Assistant Professor, jvanderlike@uwf.edu
ACKNOWLEDGMENTS
- Thank you to Drs. Bridley and Daffin for their work and sharing their resource! This text was adapted from Adapted from Fundamentals of Psychological Disorders 2nd Edition by Alexis Bridley, Ph.D. and Lee W. Daffin Jr., Ph.D. licensed under a Creative Commons Attribution 4.0 International License. Modifications: revised for clarity and flow.
- Thank you to Ms. Cindy Gruwell, Health Sciences Librarian, for her expertise and guidance on this project!
- Thank you to Dr. Karen White-Trevino and Dr. William Mikulas for being leaders in Nursing and Psychology, respectively. Also, thank you both for your mentorship and kindness.
- Cover Image: “Human Brain 1839” by Vintage Medical (Canva.com)
- Thank you to our readers for embarking on this mental health nursing journey with us. We hope you enjoy the book!
A few notes about organization and format:
- This text uses the APNA Undergraduate Education Toolkit (American Psychiatric Nurses Association Education Council, Undergraduate Branch, 2022) as a guiding framework for content organization.
- There is a focus on nursing problems, not nursing diagnoses, as this may help students prioritize patient needs and promote clinical reasoning. In addition, this shift to nursing problems is consistent with the National Council of State Boards of Nursing Clinical Judgment Measurement Model (NCJMM) (Ignatavicius & Silvestri, 2022).
- There is a variety of interactive elements. One of which is a glossary. Some key words are bolded in black font color to emphasize their role in mental health nursing. Other keywords are bolded in blue font color and are included in the glossary. To access the glossary, click the blue bolded word.
A few notes about the text’s activities:
- Various types of activities are included in this text to increase both short-term information processing and remote recall for applicational needs.
- Most learners are multi-modal learners. Hence, an emphasis on inclusion of various types of activities to meet your learning needs.
- At the end of each mental health diagnosis chapter (e.g., depression, anxiety, bipolar), you will be prompted to complete a concept map. Concept maps are an excellent way to digest information. See the short video below for a brief tutorial on concept map creation.
University of Guelph Library. (2017, April 27). How to create a concept map [Video]. YouTube. https://www.youtube.com/watch?v=sZJj6DwCqSU&t=1s
