DISCLAIMER: This content is designed to enhance the study of nursing. This content is generic and is not designed to take into account the specific objectives, needs, and/or circumstances of any particular region or country. To become a nurse, learners must successfully complete a program of study approved by the government or state-regulatory agency in their place of residence. We cannot guarantee that the successful completion of these materials will enable you to practice in your place of residence. Make sure that you are in compliance with the scope of practice of your regulatory body before attempting to put into use or practice any of the knowledge gained.

Instructions:

The course consists of six (6) learning units. Included in the units are individual lessons with accompanying assigned reading resources, PowerPoint presentations with speaker notes, learner self-assessment, and interactive clinical judgment learning activities. A passing grade of 80% is required on quizzes and unit exams, as well as submission of the required activities for all case studies/reflection activities, to gain access to the next lesson or section.

There is a 50-question multiple-choice exam at the end of the course. A grade of 80% is required. If a grade of 80% is not achieved, the learner may self-remediate and take another exam. The second exam is of comparable content, and 80% is required for a passing grade. 

A certificate of completion may be downloaded upon successful completion of the course

Engaging with this Course:

Learners may take this course at no cost for personal enrichment. There are no course prerequisites. 

To obtain a certificate, the learner must successfully complete:

• All the reading requirements;
• All quizzes and unit exams with a passing grade of 80%;
• All activities and case studies;
• The final exam with a minimum of 80% and a maximum of 2 attempts, and
• The self and course evaluation forms.

NextGenU.org is happy to provide your institution with:

• A link to, and, a description of the course training, so they can see all its components, including the co-sponsoring universities and other professional organization co-sponsors; 
• Your grade on the final exam;
• Your work products (e.g. case study activities), and any other required or optional shared materials that you produce and authorize to share with them;  
• Your evaluations -- course, and self-assessments;
• A copy of your certificate of completion.

To obtain a degree:

NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org please feel free to contact us.

We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

For Nurse Educators:

• There are teacher resources for this course including didactic and clinical syllabi, a teacher’s guide, and suggested teaching activities. 

• Nurse educators may contact info@nursesinternational.org with queries/permission to access faculty files for this course.

This course meets nationally approved standards of education developed for the addiction/substance use disorders counseling profession. This course's participants are assured that the continuing education (CE) credits provided will be accepted toward national credentialing by the NAADAC Certification Commission for Addiction Professionals (NCC AP), as well as by many of the individual state licensing/certification bodies in the addiction and other helping professions.

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Technical Support for Learners and Educators:

If you experience difficulties with technical aspects of the course or access to any course activities, please contact support@nextgenu.org for assistance.

• Determine the significance of a wellness approach to the delivery of mental health/psychiatric care to individuals and families within the context of their environment and community.
  
• Examine the effects of serious mental illness on daily functioning, interpersonal relationships, and quality of life. 
  
• Interpret social and legislative influences on psychiatric/mental health care of individuals and families within the context of their environment and community.

• Define mental wellness as it relates to individual health, family, and community health.
  
• Explain the nurse's role in the promotion of mental health wellness and disease prevention.
  
• Identify mental health concerns as they relate to culture, barriers to treatment, and stigma.
  

Click here to start this lesson

Student Learning Outcomes:

• Define personality.
• Explain the theories of personality development and their relationship to nursing care (Freud, Sullivan, Object Relations).
  
• Discuss the role of the nurse in personality development.

Student Learning Outcomes:

• Define mental illness.
• Describe mental illness disease classification according to the DSM 5 manual.
  
• Discuss the role of stress as it relates to mental and physical health.
  
• Identify risk factors for mental illness.
  
• Define the role of the nurse in the treatment and prevention of mental illness.
  

Student Learning Outcomes:

• Discuss the social influences on the prevalence and management of mental health.
  
• Discuss the legislative influences on the management of mental health.
  
• Detail the global perspectives related to identification management, diagnosis, and treatment of mental health.
  
• Describe the nurse’s role in the advancement of mental health identification and treatment in communities.
  

Click here to start this lesson

Student Learning Outcomes:

• Outline the key features of the Biologic model.
• Outline the key features of the Psychodynamic model.
• Outline the key features of the Behavioral model.
• Outline the key features of the Epidemiology and age of onset model.
• Explain the relevance of the Etiology models related to nursing care.

Student Learning Outcomes:

• Define the therapeutic relationship, including purpose and phases.
• Explain the phases of the therapeutic nurse-client relationship.
  
• Compare barriers & facilitators of verbal & non-verbal communication.
  

Student Learning Outcomes:

• Discuss the essential communication techniques used in the nurse-patient therapeutic relationship when caring for a client with a mental health condition
• Identify the nursing factors that foster a therapeutic nurse-client relationship when caring for a client with a mental health condition.

Unit Objectives:

• Identify the gross anatomical functions of the brain and describe their functions.
• Discuss the physiology of neurotransmission within the central nervous system.
• Describe the role of neurotransmitters in human behavior.
• Discuss the association of endocrine function in the development of psychiatric disorders.
• Discuss the integration of biological and behavioral concepts into nursing practice.
• Explore the role of psychotropic drugs in the treatment of mental illness.

Student Learning Outcomes:

Student Learning Outcomes:

Student Learning Outcomes:

• Describe the non-pharmacological management therapies used in psychiatric treatment.
• Describe the indications for non-pharmacological treatments of various conditions.
• Describe the nurses role in the use of nonpharmacological treatment methods.

Student Learning Outcomes:

Student Learning Outcomes:

Student Learning Outcomes:

Unit Objectives:

• Discuss the behavior models that explain the etiology of mental health disorders.
• Discuss the various mental/psychiatric disorders related to clinical manifestations.
• Discuss mental/psychiatric disorders related to prognosis.
• Explore the nursing process as it applies to treatment of clients with psychiatric disorders.
• Explore the nurse’s role in patient and family education related to various mental/psychiatric disorders.

Student Learning Outcomes:

• Describe anxiety and the etiology of anxiety.
• Outline the 4 stages of anxiety and their manifestations.
• Describe the various defense mechanism for anxiety.
• Understand the treatment and interventions for the client with anxiety.
• Describe the nurse’s role in the care of the client with anxiety.

Student Learning Outcomes:

• Describe the types of anxiety disorder.
• List the diagnostic criteria for anxiety disorders.
• Describe the clinical manifestations of Anxiety disorders.
• Describe the nursing implications for anxiety disorders.

Student Learning Outcomes:

• Describe the types of anxiety disorders.
• Understand the diagnostic criteria for anxiety disorders.
• Describe the clinical manifestations of anxiety disorders.
• Discuss the nursing implications for anxiety disorders.

Student Learning Outcomes:

• Name the symptoms that are reported by clients with Somatoform, Factitious and Dissociative Disorders.
• Discuss the evidence-based management for Somatoform, Factitious, and Dissociative Disorders.
• Identify the appropriate nursing interventions Somatoform, Factitious and Dissociative Disorders.

Student Learning Outcomes:

• Define Mood Disorder.
• Identify the types of Mood disorders.
• Define Depression.
• Explain genetic, biological, psychological, & cultural factors contributing to depressive disorders.
• Examine the connection of the genetic clusters on functional behaviors related to depressive disorders.
• Explain the influence of the prefrontal lobe, hippocampus, anterior cingulate, &  amygdala on the functional and dysfunctional behaviors of individuals experiencing depression.

Student Learning Outcomes:

• Identify the symptoms that are reported by clients with depressive disorder.
• Identify the clinical manifestations of depressive disorder.
• Discuss evidence-based management of depressive disorder.
• Identify the appropriate nursing interventions for depressive disorder.

Student Learning Outcomes:

Student Learning Outcomes: