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| Essentials of Psychiatric Mental Health Nursing - Townsend |
TO THE INSTRUCTOR
TO THE INSTRUCTOR The fifth edition of Essentials of Psychiatric/Mental Health Nursing is published at a time of continued change and turmoil in the nursing profession. The United States is in the midst of a nursing shortage that is expected to intensify as baby boomers age and the need for health care grows. Compounding this prob- lem is a shortage of nursing faculty. Qualified appli- cants to nursing schools are being turned away because of insufficient numbers of faculty. In 2005, the U.S. Department of Labor awarded several million dollars in grants to address the nurse faculty shortage. These new faculty members need assistance in transitioning to the role of nursing educator.The target audience for Essentials 5e includes both associate degree and baccalaureate programs. The duration of most psychiatric nursing rotations is 5 to 10 weeks. This leaves little time for extraneous mate- rial, and faculty must concentrate on the "essential" concepts related to nursing of psychiatric clients. This textbook is a presentation of those essential concepts.
Because most psychiatric nursing students feel uncomfortable and somewhat insecure with the com- munication aspects of psychiatric nursing, a new em- phasis on therapeutic communication is included in the Essentials 5e. Communication strategies have been expanded within the interventions included in the care plans. These "communication interventions" are iden- tified by the icon (%).
It is our goal to stay on the cutting edge of nursing education. So with this in mind, the topic of Quality and Safety Education for Nurses (QSEN) is addressed in this edition. In February 2007, The Robert Wood Johnson Foundation (RWJF) awarded a grant to the University of North Carolina at Chapel Hill School of Nursing to develop a curriculum on quality and safety for nursing schools. The Institute of Medicine (IOM), in its 2003 report, Health Professions Education: A Bridge to Quality, challenged faculties of medicine, nurs- ing, and other health professions to ensure that their graduates have achieved a core set of competencies in order to meet the needs of the 2 1st century health-care system. These competencies include providing patient- centered care, working in interdisciplinary teams, employing evidence-based practice, applying quality improvement, and utilizing informatics.
Educational associations and accrediting bodies are recommending the inclusion of these competencies
in the curricula of nursing schools. Historically, qual- ity care and patient safety have been core concepts of nursing and nursing education. However, it has been suggested that ideas for teaching quality and safety competencies has been sorely lacking. Under the lead- ership of Principal Investigator Linda R. Cronenwett, the IOM competencies have been adapted for nurs- ing in the hope that they can serve as guidelines to curricular development, and ultimately to "provide a framework for regulatory bodies that set standards for licensure, certification, and accreditation of nursing education programs." The work of Cronenwett and her associates, including competency definitions and an outline of required knowledge, skills, and attitudes associated with each, was published in Nursing Outlook, 55(3), and may be found on the website http://www .qsen.org.
Definitions of the quality and safety competencies as they apply to nursing include the following:
1. Patient-centered care. Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient's preferences, values, and needs.
2 . Teamwork and collaboration. Function effectively within nursing and inter-professional teams, foster- ing open communication, mutual respect, and shared decision making to achieve quality patient care.
3. Evidence -based practice. Integrates best cur- rent evidence with clinical expertise and patient/ family preferences and values for delivery of opti- mal health care.
4. Quality improvement. Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continu- ously improve the quality and safety of health-care systems.
5. Safety. Minimizes risk of harm to patients and pro- viders through both system effectiveness and indi- vidual performance.
6. Informatics. Use information and technology to communicate, manage knowledge, mitigate error, and support decision making. Within selected chapters, this textbook includes a number of boxes entitled "QSEN Teaching Strategy." These activities arm the instructor and the student
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