Increasing Psychiatric Mental Health Nursing HESI Grade Allocation Percentage in a Psychiatric Nursing Course

OBJECTIVE: To disseminate knowledge to mental health nurse educators regarding a course that is successfully preparing registered nurse (RN) students to pass the psychosocial integrity portion of the National Council Licensing Exam for Registered Nurses (NCLEX-RN). METHOD: Following the implementation of a new concept-based nursing program curricular design, faculty teaching in a psychiatric mental health nursing course embarked on converting lecture-based, content-saturated teaching strategies into active learning strategies. In this article, the overall conceptual framework for the course and specific examples of active learning teaching strategies related to nursing concepts in mental health are described. Information on objectives, clinical placements, testing, class organization, and curricular content are provided. Outcomes are shared revealing success in helping students pass the psychosocial integrity section of the NCLEX-RN. RESULTS: Predictive scores on the HESI RN Psychiatric Mental Health Specialty Exam have been consistently higher than the national average for the United States, and the NCLEX-RN pass rate for the cohort of 90 students was 97%. The majority of student evaluations of the course were positive. CONCLUSIONS: Results suggest that the integration of conceptual and active learning in a psychiatric mental health nursing course may increase the likelihood of student success.

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The classroom comes alive: Team-based active learning in an undergraduate psychiatric mental health nursing course

Journal of Nursing Education and Practice ◽

10.5430/jnep.v7n11p107 ◽

2017 ◽

Vol 7 (11) ◽

pp. 107

Author(s):

Joy Ann Lauerer ◽

Berry Anderson ◽

Teresa Atz ◽

Kimbi Marenakos

Keyword(s):

Mental Health ◽

Active Learning ◽

Learning Strategies ◽

Undergraduate Students ◽

Flipped Classroom ◽

Educational Interventions ◽

Mental Health Nursing ◽

Health Nursing ◽

Psychiatric Mental Health Nursing ◽

Nursing Course

Many undergraduate students enter psychiatric mental health nursing with anxiety, fear, and negative attitudes related to the patient population and their complex care. This issue is further complicated by the unique learning needs of an increasingly diverse group of students who require innovative, multi-modal teaching strategies. Faculty strive to provide active learning strategies to help students practice mental health nursing skills within a safe and non-threatening environment. These educational interventions can further develop self-confidence in student nurses to provide safe and therapeutic nursing care. This article discusses integrating components of flipped classroom and active, team-based learning into an undergraduate psychiatric mental health-nursing course.

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Community service-learning in an undergraduate psychiatric mental health nursing course

Archives of Psychiatric Nursing ◽

10.1016/s0883-9417(99)80036-3 ◽

1999 ◽

Vol 13 (5) ◽

pp. 261-268 ◽

Cited By ~ 13

Author(s):

Susan Gallier White ◽

Laura Meeks Festa ◽

Paula Norton Allocca ◽

Isaac Abraham

Keyword(s):

Mental Health ◽

Service Learning ◽

Community Service ◽

Community Service Learning ◽

Mental Health Nursing ◽

Health Nursing ◽

Psychiatric Mental Health Nursing ◽

Nursing Course

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Letters From Peplau

Journal of the American Psychiatric Nurses Association ◽

10.1177/1078390318763943 ◽

2018 ◽

Vol 24 (5) ◽

pp. 444-451 ◽

Cited By ~ 3

Author(s):

Ann R. Peden

Keyword(s):

Mental Health ◽

Leisure Time ◽

Psychiatric Nursing ◽

Professional Life ◽

Next Generation ◽

Mental Health Nursing ◽

Nursing Leaders ◽

Professional Network ◽

Health Nursing ◽

Psychiatric Mental Health Nursing

BACKGROUND: Dr. Hildegard Peplau, considered to be our first modern Nurse theorist and the Mother of Psychiatric Nursing, was a prolific writer, engaging in correspondence with colleagues and students who sought her professional and theoretical expertise. Through these letters, she influenced psychiatric nursing while maintaining a broad international network of professional colleagues. OBJECTIVES: An analysis of letters, written between 1990 and 1998, provides insights into Peplau’s last decade of professional life and a model of how to support the next generation of nurse scholars. DESIGN: Using content analysis, 24 letters received between 1990 and 1998 were read, reread, and coded. Recurring themes were identified. RESULTS: Three themes were identified. These include Peplau, the Person: Living a Life of Professional Balance; Lighting a Spark: Investing in the Next Generation; and Work in the Vineyards of Nursing: Maintaining a Life of Scholarship. The letters depict Peplau’s keen intellect, her wide professional network, her leisure time spent with family and friends, and her own work to assure that her theoretical legacy continued. CONCLUSIONS: Peplau’s insights continue to be relevant as psychiatric mental health nursing leaders engage in activities to support the next generation of scholars and leaders.

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