Phase 1: Psychiatric-Mental Health Nursing Clinicals Psycho-Educational/Psycho-Social Group Assessment, Pre-proposal 1. Assessment- Detail the assessment of your clients below. The following are suggestions: a. Clients i. Health history ii. Mental health iii. Common Medications (consider intended effects and side effects as well.) iv. Physical activity level v. Cognitive level vi. Engagement ability vii. Learning needs 1. Preferred learning style 2. Modalities available to provide education b. Environment i. Safety ii. Resources iii. Location to complete group 2. Diagnosis/diagnoses-Provide two nursing diagnoses related to the clients served on this unit. Consider your psychosocial group proposal when developing these diagnoses. a. Diagnoses b. Short-term goal i. SMART ii. Time c. Long-term goal i. SMART ii. Time 3. Connect Jesuit concepts to this assignment. How do these relate to your project? (Include no less than 3 in your description.) Which is your primary focus? a. Mission b. Discernment c. Solidarity and Kinship d. Service Rooted in Justice and Love e. Cura Personalis f. Magis 4. Prospective activity proposal for client engagement: 5. One supportive evidence-based journal or scholarly article (summary). 6. Identify the course outcome to which this will connect.
This pre-proposal assesses the clients and their needs, outlines nursing diagnoses, connects Jesuit concepts, proposes client engagement activities, and identifies evidence-based sources related to a psycho-educational/psycho-social group in a psychiatric-mental health nursing clinical setting.
a. Clients
i. Health History: Clients have varied health backgrounds, including a range of psychiatric disorders such as depression, anxiety, bipolar disorder, and schizophrenia.
ii. Mental Health: Clients exhibit varying degrees of mental health, from stable and controlled to acute exacerbations of symptoms.
iii. Common Medications: Medications include antidepressants, antipsychotics, anxiolytics, and mood stabilizers. Side effects and medication adherence vary.
iv. Physical Activity Level: Activity levels range from sedentary due to depression to higher activity levels in clients managing anxiety.
v. Cognitive Level: Cognitive functioning varies, with some clients experiencing cognitive impairment due to their mental health conditions.
vi. Engagement Ability: Engagement abilities differ, with some clients willing and eager to participate, while others may be withdrawn or resistant.
vii. Learning Needs
1. Preferred Learning Style: Client learning styles vary, with some preferring visual materials, while others respond better to auditory or kinesthetic approaches.
2. Modalities Available: The clinical setting offers access to visual aids, group discussions, and online resources for education.
b. Environment
i. Safety: The clinical environment prioritizes safety through crisis intervention training and monitoring.
ii. Resources: Resources include therapy rooms, a library with educational materials, and access to mental health professionals.
iii. Location to Complete Group: Group sessions can be conducted in a designated therapy room, ensuring privacy and comfort.
a. Diagnoses
i. Nursing Diagnosis 1: Ineffective Coping related to chronic mental health conditions.
ii. Nursing Diagnosis 2: Knowledge Deficit related to mental health self-management.
b. Short-term goal
i. SMART: By the end of each group session (weekly), clients will demonstrate improved coping skills as evidenced by active participation in group activities and sharing their experiences.
c. Long-term goal
i. SMART: Over the course of six months, clients will exhibit increased knowledge of mental health self-management strategies, leading to improved symptom management and overall well-being.
a. The primary focus is on the Jesuit concept of “Cura Personalis,” which emphasizes holistic care for each person’s mind, body, and spirit. The psycho-educational/psycho-social group aligns with this concept by addressing clients’ mental health needs while considering their individuality and unique experiences.
Implement a weekly psycho-educational group that combines evidence-based cognitive-behavioral therapy techniques, mindfulness exercises, and peer support discussions. Topics will include stress management, coping skills, and self-care practices.
“Effectiveness of Group Cognitive-Behavioral Therapy in Reducing Symptoms of Depression and Anxiety among Adolescents: A Systematic Review and Meta-Analysis” (Summers et al., 2020).
This meta-analysis demonstrates the effectiveness of group therapy in reducing symptoms of depression and anxiety, highlighting the potential benefits of group interventions for our client population.
This pre-proposal connects to the course outcome related to “Developing and implementing evidence-based interventions in psychiatric-mental health nursing practice” by proposing a psycho-educational group grounded in evidence-based strategies to address clients’ mental health needs effectively.
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