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115 Cards in this Set
- Front
- Back
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When is somebody considered mentally ill?
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when symptoms are causing distress and interfering with your functioning
(inability to function from distress) |
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when is somebody considered mentally healthy?
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when they are in a state of well-being, realized their potential, coped with normal daily stresses, worked productively, and contributed to the community
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what is the concept that is characteristic of mental health and helps people adapt to severe stressors?
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mental health continuum/well-being
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what does a person need to experience to move from mentally healthy to mental illness on the mental health continuum?
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marked distress or suffer from impairment or inability to function in our everyday lives
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the root of most mental disorders lie in what?
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intercellular abnormalities
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mental health provides people with the capacity for:
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rational thinking, communication skills, learning, emotional growth, resilience (process of adapting and helping people face stress), and self-esteem
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mental health continuum
-well being -emotional problems/concerns -mental illness which has no impairment |
well-being
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mental health continuum
-well being -emotional problems/concerns -mental illness characterized by adequate to high level functioning in response to routine stress as a result of anxiety or distress. |
well-being
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mental health continuum
-well being -emotional problems/concerns -mental illness what has occasional stress to mild distress |
well-being
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mental health continuum
-well being -emotional problems/concerns -mental illness mild to moderate distress, mild or temporary impairment |
emotional problems/concers
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mental health continuum
-well being -emotional problems/concerns -mental illness we may feel lousy temporarily but signs and symptoms are not of sufficient duration or intensity. |
Emotional problems or concerns
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mental health continuum
-well being -emotional problems/concerns -mental illness we may spend a day or two in a gray cloud of self-doubt and recrimination over a failed exam, sleepless night filled with worry and obsessing about concerns, or months of genuine sadness and mourning after the death of a loved one. |
Emotional problems or concerns
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mental health continuum
-well being -emotional problems/concerns -mental illness during this times we are fully or vaguely aware that we are not functioning optimally. |
Emotional problems or concerns
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mental health continuum
-well being -emotional problems/concerns -mental illness these problems may be alleviated by time, exercise, balanced diet, rest, talking with others, mental reframing, or even early intervention and treatment. |
Emotional problems or concerns
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mental health continuum
-well being -emotional problems/concerns -mental illness marked distress |
Mental illness
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mental health continuum
-well being -emotional problems/concerns -mental illness moderate to disabling or chronic impairment |
Mental illness
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mental health continuum
-well being -emotional problems/concerns -mental illness -it’s not until we experience marked distress or suffer from impairment or inability to function in our everyday lives that the line is crossed |
Mental illness
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mental health continuum
-well being -emotional problems/concerns -mental illness can testify to the existence of change sin functioning |
Mental illness
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DSM-IV-TR five axis diagnosis
-list the 5 axis |
axis 1: Clinical disorder/ major psychiatric disorder
axis 2: personality disorders (PD)/ mental retardation axis 3: general medial conditions that may be having an impact on the psychiatric disorder axis 4: psychosocial and environmental problems / stressors axis 5: global assessment of functioning |
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what does the global assessment of functioning gives an indication of?
what do you make sure not to include? |
the person’s best level of psychological, social, and occupational functioning during the preceding year
impairment in functioning that is a result of physical or envt limitations |
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DSM-IV-TR five axis diagnosis, which axis includes:
environmental and economic problems |
axis 4: psychosocial and environmental problems / stressors
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DSM-IV-TR five axis diagnosis, which axis includes:
financial problems |
axis 4: psychosocial and environmental problems / stressors
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DSM-IV-TR five axis diagnosis, which axis includes:
martial problems |
axis 4: psychosocial and environmental problems / stressors
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DSM-IV-TR five axis diagnosis, which axis includes:
interpersonal difficulties with family members |
axis 4: psychosocial and environmental problems / stressors
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DSM-IV-TR five axis diagnosis, which axis includes:
feelings or perceptions |
axis 4: psychosocial and environmental problems / stressors
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DSM-IV-TR five axis diagnosis, which axis includes:
job abstinences /potential job loss, and occupational problems |
axis 4: psychosocial and environmental problems / stressors
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DSM-IV-TR five axis diagnosis, which axis includes:
educational problems |
axis 4: psychosocial and environmental problems / stressors
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DSM-IV-TR five axis diagnosis, which axis includes:
diabetes |
axis 3: general medial conditions
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DSM-IV-TR five axis diagnosis, which axis includes:
neurological dysfunction |
axis 3: general medial conditions
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DSM-IV-TR five axis diagnosis, which axis includes:
learning disabilities |
axis 2: personality disorders (PD)/ mental retardation
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DSM-IV-TR five axis diagnosis, which axis includes:
dependent personality disorder, |
axis 2: personality disorders (PD)/ mental retardation
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DSM-IV-TR five axis diagnosis, which axis includes:
obsessive compulsive disorder |
axis 2: personality disorders (PD)/ mental retardation
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DSM-IV-TR five axis diagnosis, which axis includes:
paranoid |
axis 2: personality disorders (PD)/ mental retardation
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DSM-IV-TR five axis diagnosis, which axis includes:
antisocial |
axis 2: personality disorders (PD)/ mental retardation
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DSM-IV-TR five axis diagnosis, which axis includes:
classification of abnormal behavior |
axis 2: personality disorders (PD)/ mental retardation
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DSM-IV-TR five axis diagnosis, which axis includes:
narcissistic and histrionic |
axis 2: personality disorders (PD)/ mental retardation
Narcissistic personality disorder is a condition in which there is an inflated sense of self-importance and an extreme preoccupation with one's self. Histrionic personality disorder is a condition in which a person acts very emotional and dramatic in order to get attention |
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DSM-IV-TR five axis diagnosis, which axis includes:
borderline disorder |
axis 2: personality disorders (PD)/ mental retardation
Borderline personality disorder is a condition in which a person makes impulsive actions, and has an unstable mood and chaotic relationships |
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DSM-IV-TR five axis diagnosis, which axis includes:
dependent disorder |
axis 2: personality disorders (PD)/ mental retardation
Dependent personality disorder is a long-term (chronic) condition in which people depend too much on others to meet their emotional and physical needs |
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DSM-IV-TR five axis diagnosis, which axis includes:
schizoid |
axis 2: personality disorders (PD)/ mental retardation
Schizoid personality disorder is a psychiatric condition in which a person has a lifelong pattern of indifference to others and social isolation. |
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DSM-IV-TR five axis diagnosis, which axis includes:
anxious / avoidant |
axis 2: personality disorders (PD)/ mental retardation
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DSM-IV-TR five axis diagnosis, which axis includes:
antisocial |
axis 2: personality disorders (PD)/ mental retardation
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DSM-IV-TR five axis diagnosis, which axis includes:
refers to the collective of signs and symptoms that together constitute a particular disorder |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
schizophrenia |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
disorders diagnosed in infancy, childhood, or adolescence |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
delirium |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
dementia |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
cognitive disorders (amnestic) |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
substance-related disorders |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
mood disorders |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
anxiety disorders |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
eating disorders |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
somatoform disorders |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
factitious disorders (disorders involving 'faking') |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
dissociative disorders (multiple personality disorder) |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
sexual and gender identity disorders |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
sleep disorders |
axis 1: Clinical disorder/ major psychiatric
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DSM-IV-TR five axis diagnosis, which axis includes:
adjustment disorders |
axis 1: Clinical disorder/ major psychiatric
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Global assessment of functioning
-explain what the numbers mean: 1- 50- 100- |
-1 = persistent danger of severely hurting oneself or others
-50 = serious symptoms (SI, obsessional rituals) OR any serious impairment in social, occupational, or school functioning (unable to keep a job, no friends) - 100 = superior functioning in a variety of activities at the time of evaluation and the highest level of |
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what is the diathesis-stress model?
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it is the most accepted explanation for mental illness
-this argument says that most psychatric disorders result from a combination of genetic vulnerability and negative enviornmental stressors a gene predisposes you |
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recovery model:
-what is it? -who created it? |
that people can recover from MIs.
people are able to live, work, learn, and participate fully in their communities craeted by: NAMI --national alliance on mental illness (formed by people with MI and their families. they rebelled and demanded increased involvement in decisions concering their treatment |
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what are the 10 fundamental components of the recovery process?
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1. self directed (consumers control their own path of recovery)
2. individual and person centered (recovery is based on strengths, resiliences, needs, experiences, culture) 3.empowering (consumers have authority to choose from many options and be educated and supported in doing so) 4. holistic (recovery empasses a persons whole life) 5. nonlinear (recovery is based on continual growth, set backs, and learning) 6. strength based (recovery is focused on valuing and bulding on the worth of the pt) 7. peer supported 8. respect 9. responsibility 10. hope |
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DSM-IV-TR five axis diagnosis:
you often see the word "deferred" |
axis 2: personality disorders (PD)/ mental retardation
meaning: I defer making the diagnosis at this time |
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what is "evidence based practice"
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care based on scientific reserach
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What does resilience mean?
what 3 things is resilience characterized by? |
it means rather than falling victim to negative emotions, people recognize the feelings, readily deal with them, and learn from the experience (it's a process of adapting)
-people still develop stressors optimism, a sense of mastery, and competence |
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What does research suggest with respect to early experiences and coping with difficult situations later?
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that early experiences in mastering difficult situations enhance the prefrontal cortexes resiliency in coping with difficult situations later in life
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Epidemiology:
Incidence: Prevalence: |
e: quantitative study of the distribution of mental disorders in human populations
i: # of new cases of mental disorders in a health population given a period of time p: total # of cases, new and existing, in a given population |
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Comorbid condition:
Clinical epidemiology: |
c: indivudals who have more than 1 mental disorder at a time
ce: a braod field that addresses what happens after people with illnesses are seen by doctors |
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What do nurse treat when caring for a client with a psychiatric disorder such as depression?
Provide an example. |
they do not treat the depression, but the problems associated with depression.
they treat the causes the lead to depression such as insomnia and hopelessness |
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Assessment of children
-who is the best source in determining inner feelings and emotions? -who can often best describe the behavior, performance, and conduct of the child? |
-the child
-the parents (they also help in interpreting the child's words and responses) |
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Assessment of children
-what have studies shown that made children more comfortable during assessment? |
if their health care provider was the same gender
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Assessment of children
how should assessment of children by accomplished? |
a combination of interview and observation
-watching children play provides clues to their functioning (play is a safe area for them to act out thoguhts and emotions and a safe way to release build up emotions) -asking the child to draw a picture or tell a store can be helpful in determining painful issues a child may have a hard time expressing |
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Assessment of adolescence
what is the main concern? |
is confidentiality and they don’t like being told what to do.
-they think they are adults. -they may act invulnerable, but inside they may feel vulnerable. |
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Assessment of adolescence
what is the nursing responsibility when assessing them? |
you reassure them about confidentiality and you are clear when confidentiality is not respected (suicidal, dangerous behavior, drugs, sexual abuse, and homicide)
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Assessment of older adults
-what should the nurse never assume? -what is a major issue with older adults? |
don’t assume they have deficits.
-sometimes brain function begins to diminish but sometimes it doesn’t. -major issue with older adults is medication. they can be on multiple meds that interact. know med list. |
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what is the purpose of the mental status examination?
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to evaluate an individuals current cognitive processes?
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mental status exam
-objective or subjective? mood |
subjective (m&s)
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mental status exam
-objective or subjective? affect |
mood
objective (a & o are vowels) it's what you observe |
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
grooming and dress |
appearance
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
level of hygiene |
apperance
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
pupil dilation or constriction |
apperance
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
facial expression |
apperance
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
height, ewight, nutritional status |
apperance
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
presence of body piercing or tattooes |
apperance
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
scars |
apperance
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
relationship between apperance and age |
apperance
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
excessive or reduced body movements |
behacior
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
level of consciousness |
cognition
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
balance and gait |
behavior
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
abnormal movements (tardive dyskinesia, tremors) |
behavior
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
level of eye contact |
behavior
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
rate: slow, rapid, normal |
speech
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
volume: loud, soft, normal |
speech
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
articulation problems |
speech
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
slurring or mumbling |
speech
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
stuttering |
speech
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
affect |
mood
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
flat or bland |
mood
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
animated or angry |
mood
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
what goes under mood: |
sad
labile (likely to change) euphoric (happiness) |
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
thought process -which includes? |
disorders of the form of thought
-disorganized, coherent, flight of ideas, neologisms (new words), thought blocking) |
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
thought content -which includes? |
disorders of the form of thought
delusions and obsessions |
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
hallucinations |
perceptual disturbances
auditory and visual |
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
illusions |
perceptual disturbances
something that deceives by producing a false or misleading impression of reality |
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
what is under cognition: |
orientation- time, place, person
level of consciousness memory: remote, recent attention: performance on serial 7s abstraction: tests involving similarities, proverbs insight judgement |
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
suicidal or homicidal thoughts |
ideas of harming self or others
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
delusions and obsessions always have to do with ____ |
thought content (disorders of the form of thought)
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
what always has to do with the senes (seeing, hearing, smelling, feeling, tasteing) |
perceptual disturbances
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
you ask "people in glass houses don't throw stones" -sbtract response -concrete resposne why is that important to know? |
cognition
helps with teaching |
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-mental status exam (appearance, behavior, speech, mood, disorders of the form of thought, perceptual disturbances, cognition, ideas of harming self or others)
-insight objective or subjective? what is an example? who does not have this? |
objective
-when the pt knows the cause and effect (i stopped taking my meds and i developed symptoms) pepole with severe mental illnesses don't have insight (bipolar) |
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psychosocial history
-objective or subjective? -what is the focus of the history? |
-subjective
-the patients perceptions and recollections of current lifestlye and life in general |
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NCLEX questions
-primary goal in the assessment phase for nursing process? -when you see "priority," think ____ when you see "initially" think ______ |
collect and organize information
safety assessment |
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What should the nurse do if the patient becomes upset, defensive, or embarrassed regarding a specific assessment topic?
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topic should be abdonded
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The mental status exam is primarily (objective or subjective)
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objective
(the psychosocial history is subjective and the focus is on the pts perceptions of currenty lifestyle and life in general) |
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What were the results of a research analysis that examined the relationship between spirituality and religion and many physical and mental conditions?
-what is the percentage? |
Spirituality and religion have the potential to exert a positive influence on patients’ views of themselves and how they interact and respond to others.
There is 60-80% is linked with a correlation of better health and religion or spiritual beliefs. |
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According to Psychiatric-Mental Health nursing: Scope and Standards of Practice identify the four interventions performed by the basic level nurse.
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coordiantion of care
health teaching and health promotion milieu therapy pharmacological, biological and integrative therapies |
