Fall 2010

NURS 3275-001 Psychiatric and Mental Health Nursing: Clinical Application

All students are responsible for checking their UTHSCSA Livemail account regularly (i.e., daily or several times every week) to obtain Official University Communication regarding their courses, program and student status.

NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.

This course is Web Enhanced with WebCT icon
Please be sure to check the Current Computer Requirements

Review Blackboard Tutorials prior to first day of class

Please note that Groups 3,4,5 & 6 will meet for clinical orientation on October 4th at 9:00 am in Room 4.419S. Please wear professional business attire and your school identification. You will have an opportunity to visit the clinical site following our orientation. We are looking forward to this clinical rotation!


Bonugli, Rebecca Phd, RN, PMHCNS
E-mail: bonuglir@uthscsa.edu
Office Phone: (210) 567-5871
Office Fax: (210) 567-5822
Cell Phone: (210) 421-2891
Office Room: NS 2.508
Office Hours: TBA
_________ Nursing Care Department


This course provides clinical experience for nursing intervention development for promoting, maintaining, and restoring mental health across the lifespan integrating principles of professional relationships, therapeutic communication, and concepts of psychopathology.


2 semester hours (2 hours clinical)


Corequisite: NURS 3274-Psychiatric and Mental Health Nursing: Theoretical Foundations. 


  1. Apply theories and concepts from a variety of disciplines and cultures in providing care for diverse individuals, families, and communities living with mental health problems. (Essential I)
  2. Apply factors that create a culture of caring and advocacy while providing care for groups of diverse individuals, families, and communities experiencing mental health problems. (Essential V)
  3. Provide safe, high quality, and consumer-centered mental healthcare. (Essential II, IV, V)
  4. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing and evaluating comprehensive mental healthcare. (Essential III, VI)
  5. Apply self knowledge gained through reflection on one’s own beliefs and values while providing mental healthcare to diverse individuals, families, and communities experiencing mental health problems. (Essential VIII)
  6. Practice therapeutic use of self while promoting recovery with diverse individuals, families, and communities experiencing mental health problems. (Essential IX)


Clinical Expectations

Evaluation is a method for making instructional decisions and is an ongoing process which involves both the instructor and student.  Students are expected to submit written clinical self evaluations at mid-term and at the end of the semester.

Clinical performance is graded pass/fail and is evaluated on the basis of the written clinical objectives.  Students will complete 1 Clinical Data form that includes a mental status exam and plan of care.  Students will also submit 1 written process recording that reflects therapeutic use of self. In addition, weekly self-reflective journals, attendance at a consumer group meeting (e.g., Alcoholics Anonymous, Prosumer Group), and completion of a self-care activity will be required. Written work must be submitted by the designated time on the date it is due (to be determined by the clinical instructor).  In order to pass the course clinical component a students must receive a pass grade on all clinical objectives and clinical assignments.  If a student fails the clinical component, a grade of F in the course (regardless of the grade in theory) will be given.

Reflective Practice Activities: A Strategy to Develop the Art, Science, and Practice of Reflection in Nursing

Reflective activities have been used as a critical educational strategy in Psychiatric-Mental Health (P-MH) nursing and other nursing and elective courses.  These reflective activities are geared to increase awareness of meanings in human experience of self and others.


Students will keep a weekly clinical journal. Journaling is particularly helpful in explicating biases, preunderstanding, and impressions about mental illness and treatment that are not knowledge based. Journaling is a critical activity in developing a habit of reflection, using informal, disciplined writing. It is a strategy to create awareness and understanding.  It is useful to students establishing therapeutic relationships with people who experience serious psychiatric disorders in hospital and community settings.

Reflecting on Family Experiences: Constructing a Multigenerational Family Genogram

Students will construct a multigenerational genogram of their own family going back three generations using a family systems theory framework. Issues related to health and illness, stress and coping patterns, family structure, and family dynamics.  Through focusing on issues and process in their own family, it is hoped that students will become more self-aware and understanding of the issues in their own lives that need attention and also develop an understanding of family process that is applicable to nursing practice. Research and clinical literature will be used as background to discuss and explicate the issue or issues chosen to be examined by students. Written work must be APA format and 2 copies submitted by the designated time on the date it is due (per clinical instructor).  All papers submitted late without prior consent of the instructor will have 3 points subtracted for each day or portion thereof that the paper is late.  In the event that extenuating circumstances prevent the completion of a graded item within the allocated time, the student may petition the instructor, prior to the due date for consideration of an extension.  The petition should be submitted in writing.  The instructor will notify the student of his/her decision.



Attendance in class is an expectation of each student.


  1. If written assignments are made in a course they are required.
  2. Students are expected to submit written work on the scheduled date and time.
  3. The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
  4. If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
  5. Each student is responsible for making sure that he or she has completed the written work prior to submission.
  6. Late work will be accepted with consequences as outlined per course syllabi.


The APA Publication Manual 6th edition is required for use in all nursing school programs.

Assessment Technologies Institute®, LLC (ATI) RN CONTENT MASTERY SERIES®

UTHSCSA School of Nursing utilizes the ATI RN Content Mastery Series®, RN Comprehensive Predictor® practice and proctored exams, and the ATI Virtual "greenlight" program to assist students in preparing for the NCLEX-RN® exam. Through practice and proctored examinations, students are able to assess their own knowledge and receive feedback and direction for content review throughout the program of study.

The proctored exams are administered in specific courses in both undergraduate tracks.

In order for a student to take the course related proctored exam, students will take the non-proctored (Practice A and B) tests individually, as often as they wish with a minimum of a 24 hour wait period between attempts. The student should engage in a minimum of one hour focused review on missed topics and/or identify three critical points to remember. Achievement of a 90% or higher individual score is required prior to taking the proctored test. Students may be required to show documentation by submitting a printed copy of the individual student transcript to the faculty prior to testing. Non-proctored tests are pass/fail.

To strengthen the review method, if students did not achieve a 90% or greater on the practice exam, students should understand the rationales for each distracter. It is recommended that students review 5-15 questions at a time with ample time given to review each of the rationales. When the student logs in again, the exam will continue from where the student had stopped previously.

Content Mastery Exams will comprise 15% of the total course grade. The following provides guidelines for inclusion of the CME in the course grade.

                   Content Mastery Examinations Requirements


 1st ATI Exam  (15% of Course Points)

2nd ATI Exam      (15% of Course Points)


100% of points  

85% of points


90% of points

80% of points    


*0% of points, develop focused review** and must retake exam

0% of points

Less than Level 1

*0% of points, develop focused review** and must retake exam

0% of points

*Level 1 and below: An individualized student success plan will be developed and implemented in conjunction with faculty to help student attain content mastery.

* Focused review consists of printing out the specific proctored “report” and using either the available ATI templates or a plain piece of paper to handwrite all of the missed items under “Topics to Review” and label each missed item with the topic descriptors. This handwritten remediation will be stapled with the student’s proctored “report”. 

The RN Comprehensive Predictor will be given in Nurs 4420 (traditional BSN program) or Nurs 4423 accelerated BSN program).


Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.


Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.


Kneisl, C.K., & Trigoboff, E. (Eds) (2009).  Contemporary Psychiatric-Mental Health Nursing, 2nd edition. New Jersey; Prentice Hall.

Townsend, M. (2008) Psychiatric Nursing Diagnosis, 7th Edition; Oklahoma City; FA Davis






CALENDAR - 1st Day Only

Please check the schedule for recent updates on Class Dates & Room.

Date: September 27, 2009

Please note the first day of clinical consists of a community experience with the Head Start Program. The following week clinical activities will take place at one of the following sites: Laurel Ridge Treatment Center, Clarity Child Guidance Center, University Health System, and various community locations. Clinical days will vary according to the assigned location.

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