Practice educators and mentors are now expected to have the skills and techniques needed to implement a ‘learning skills through simulation’ program into established curricula, yet using simulation to teach while of huge importance – requires careful and time-consuming planning. This valuable resource takes away some of that burden by providing clear, ready-made activities and guidance from leading practitioners in a range of fields, which healthcare and practice educators and mentors can use to enhance their teaching of all the essential and commonly-taught clinical and management skills and knowledge.
Dedicated chapters, which all follow a defined step-by-step format, provide simulation scenarios, alongside facilitator guidance, which will help develop confidence in the teaching of key skills such as:
Drug administration; Conflict management; Infection control; Breaking bad news; Catheter and bowel care
These scenarios and accompanying guidance can be used as a framework for teaching, promoting a greater understanding of the skill being taught, and providing a risk-free opportunity for the student to practice their clinical and managerial skills and judgment.
Chapter 13: Dealing with Mental Health Emergencies
Dealing with Mental Health Emergencies
The aim of this chapter is to give an overview of common mental health issues and basic assessment and management strategies of how to deal with them.
The learning objectives for this chapter are for the learner to be able to:
- Recognise the symptoms of common mental health (MH) problems - the learner will understand the symptoms of MH illnesses and be able to assess the mental state of the person while respecting that person, recognising the importance of the individual's experience and promoting person-centred and recovery-based practice (NMC standards for pre-registration education in mental health nursing 4.1, 2010)
- Predict the likelihood of and deal with MH emergencies - to demonstrate an understanding of patterns which indicate an increase ...