NURS 5411 - Theory Concepts Across Life
Spring 2025 Syllabus, Section 280, CRN 26992
Instructor Information
Dr. Carol Gunnoe, DNP, APRN, FNP-BC, PMHNP-BC
Clinical Assistant Professor
Email: carol.gunnoe@tamiu.edu
Office: College of Nursing and Health Sciences, CSON 312B
Office Hours:
Tuesdays 4:00 - 7:00 pm (face to face or virtual) Wednesday 4:00 - 6:00 pm (face to face or virtual) Thursday 10:30 - 11:30 am (virtual by appointment) Other times available by appointment
Office Phone: 9563262458
Times and Location
Does Not Meet Face-to-Face
Course Description
Additional Course Information
GenAI Policy
In this course, students may leverage generative artificial intelligence (GenAI) tools (e.g., ChatGPT, Gemini, Microsoft Copilot, writing tools) to assist with assignments specified by the instructor. The use of GenAI is intended to support [specific learning objectives, e.g., critical analysis, creative thinking, or productivity in content creation], with the following guidelines in place to ensure academic integrity:
Permissible Uses: Students are welcome to use AI tools for tasks such as brainstorming, creating outlines, exploring different perspectives on a topic, data visualization, data analysis or drafting ideas. However, for assignments requiring critical analysis or personal reflections, AI tools are not permitted unless explicitly allowed by instructor.
Documentation of AI Use: For each assignment where GenAI is utilized, please provide:
· Tool Used: Specify the AI application or tool (e.g., ChatGPT, Microsoft Copilot).
· Purpose: Describe how GenAI contributed to your work (e.g., idea generation, grammar improvement).
· Evaluation: Reflect briefly on the AI output’s accuracy and relevance.
· Integration: Explain how you incorporated and refined the GenAI content into your final submission.
Students are responsible for maintaining academic integrity by ensuring all GenAI use is properly documented and credited. When AI contributes significantly to the development of an assignment, students are required to cite the tool in APA format (e.g., “ChatGPT, OpenAI”). This citation should explain how the tool was used.
Students are responsible for ensuring the accuracy of all content submitted, as AI-generated content may contain inaccuracies. Review and verify all information independently.
Failure to disclose the use of GenAI tools or presenting AI-generated content as one’s original work constitutes academic misconduct and may result in disciplinary action.
Student Learning Outcomes
Upon completion of the MSN post-master's PMHNP program, graduates will:
1. Critically analyze, interpret and utilize appropriate knowledge, research and theories to meet the health care needs of diverse client populations
across the lifespan.
2. Collaboratively plan the delivery of culturally sensitive health care with organizations and the community.
3. Contribute to the advancement of nursing profession through evidenced-based research and practice.
4. Synthesize the leadership management, negotiating, teaching/coaching and consulting roles to foster continual improvement in order to meet
changing societal and environmental needs.
5. Operationalize ethical, legal, political, and economic principles in application to management of healthcare delivery across the lifespan.
Student Learning Outcomes
1. Utilize evidence-based knowledge to validate knowledge relevant to the psychiatric mental health care of individuals and families throughout the
lifespan.
2. Integrate cultural, spiritual, ethnic, age, gender, and sexual orientation components in development of patient-centered plans of care for individuals
with complex acute and chronic psychiatric disorders and mental health problems.
3. Integrate data obtained from patient history and mental health assessment to develop a diagnosis and customize a plan of care for individuals with
acute or chronic psychiatric disorders and mental health problems across the lifespan.
4. Evaluate patient and family outcomes for the purpose of monitoring and modifying care ensuring patient safety.
5. Collaborate with other health care professional to provide comprehensive health services to individuals and families with psychiatric disorders and
mental health problems across the lifespan.
6. Implement the psychiatric mental health nurse practitioner role in the diagnosis and management of common acute and chronic psychiatric mental
health illness across the lifespan.
7. Educate individuals and families with psychiatric disorders and mental health problems in community skills and behaviors to promote, maintain or
restore health.
8. Appraise the association of access to care, cost, quality and safety elements and the effect on the delivery of health care to individuals and families
with psychiatric disorders and mental health problems.
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
Group | Title | Author | ISBN |
---|---|---|---|
Required | Psychiatric-Mental Health Nursing Scope and Standards of Practice. | American Nurses Association | 9781558105553 |
Required | Code of ethics for nurses with interpretative statements. | American Nurses Association | 9781558105997 |
Required | Diagnostic and statistical manual of mental disorders, Text revision Dsm-5-Tr: 5th Ed. | American Psychiatric Association | 9780890425770 |
Required | Kaplan & Sadock's synopsis of psychiatry: Behavioral sciences/Clinical psychiatry. 12th Ed. | Boland, R. & Verduin, M. et al. | 9781975175733 |
Required | The Psychiatric Interview 5thEd. | Carlat, D.J. | 978-197512988 |
Required | Psychiatric advanced practice nursing: A biopsychosocial foundation for practice. | Perese, E.F. | 9780803629998 |
Required | Stahl’s Prescribers Guide, 7thEd. | Stahl, S. M. | 9781108922500 |
Required | Stahl’s Essential Psychopharmacology: Neuroscientific Basis and Practical Applications 5th Edition. | Stahl, S.M. | 9781108981217 |
Required | Advanced practice psychiatric nursing: Integrating psychotherapy, psychopharmacology, and complementary and alternative approaches across the life span, 3nd Ed. | Tusaie, K.R. & Fitzpatrick, J.J. | 9780826185341 |
Required | Psychotherapy for the advanced practice psychiatric nurse: A how to guide for evidence-based practice. 3rd Edition | Wheeler, K. | 9780826193896 |
Optional | DSM 5 Handbook of Differential Diagnosis | First, M.B. | 9781585624621 |
Optional | Pocket guide to psychiatric nursing | Morgan, K.I. & Townsend, M. C | 978-0803699953 |
Optional | Psychiatric Interviewing: The Art of Understanding | Shea, S.C. | 978-1437716986 |
Optional | Davis' comprehensive manual of laboratory and diagnostic tests with nursing implications | Van Leeuwen, A.M. & Bladh, M.L. | 978-0803674950 |
Other Course Materials
To go to the bookstore, click here.
Symptom Media’s DSM-5-TR Guided Film Library (in books included program)
Grading Criteria
In determining the final course grade, the following scale is used in percentage value.
- Graduate students must maintain a GPA of 3.0 or above to progress and graduate from the MSN program in the CNHS.
GRADE | PERCENTAGE |
A | 90-100 |
B | 80-89 |
C | 75-79 |
F | Below 74 |
Grade Breakdown
ASSIGNMENT | VALUE |
Class & Online Participation (6 Discussion Forums, 4 Quizzes, & 3 reflection journals = 100 points each) | 14% |
Written MH Assessment paper - 100 points | 8% |
Written Midterm Case Studies (1 paper with 4 cases worth 100 points) | 8% |
Exams (3 @15% each) & Final 15% | 60% |
OSCE Psychiatric Interview Synchronous Simulation & Written Report (1 interview & 1 Written paper each worth 100 points | 10% |
Total Percentage of Course | 100% |
Schedule of Topics and Assignments
Week of | Agenda/Topic | Reading(s) | Due |
---|---|---|---|
1/20 | Course Overview Role of Advanced Practice Nurse, PMHNP & Primary Care Issues of Mental Health Foundational Theories & Concepts, Therapeutic Use of Self & Communication |
Syllabus American Nurses Association Code of ethics for nurses; American Nurses Association PMH Nursing Scope and Standards of Practice 3rd Ed. Perese: Ch1 Framework of Practice, Ch 4 Communicating & Interviewing; Tussaie: Ch 1-4 Theoretical understanding, shared decision making, integrative treatment, overview of psychotherapy; Wheeler: Ch 1 Nurse psychotherapist & a Framework for practice; Boland: Ch 31 Global & Cultural issues in Psychiatry |
Jan 21-26, 2025 #1 DB post 1/24/24, respond #2 1/27/25, response #3 1/29/25 |
1/27 | Ethical and Legal Issues Neurobiology Review |
Boland & Verduin: Ch 27 & Ch 28 Tussaie: Legal issues Boland & Verduin: Ch 32 -34.4 Section D Contributions from Sciences & social sciences to psychiatry, Ch 34.2 Normality & Mental Health; Perese: Ch 2 Brain Functioning, Ch 3 Prenatal, perinatal, Postnatal influences on brain development & function |
Jan 27-Feb 2, 2025 1/31/25 Neurodevelopment Quizz Reflection Journal #1 due 2/2/25 |
2/3 | The Psychiatric Interview & Assessment of Mental Health DSM-5 Tr Classification |
Boland & Verduin: Ch 1 Examination & diagnosis of Psychiatric patients; Wheeler: Ch 3 Assessment & Diagnosis, Ch 4 The initial contact & maintaining the frame; Perese: Ch 5 case formulation, Dx., plan of care; Carlat: Section I &, Section II DSM-5 Tr: p. xiii -xliv, DSM-5 basics, DSM cultural Formulation |
Feb 3 -9, 2025 Assignment: view video & written MHA of standardized patient due 2/9/25 |
2/10 | Mood Disorders & Psychopharmacology |
Boland & Verduin Ch 6 Bipolar DO, Ch 7 Depressive DO; Perese Ch 13 Depressive DO; Ch 14 Bipolar DO; Carlat: Assessing Mood Disorders Ch 23 & 24; Article: Management of Major Depressive Disorder MDD; DSM-5 Tr: Bipolar & Related DO; Depressive DO; Medication Induced Movement Disorders & Other Adverse Effects of Medication; Tussaie: Ch 8 Integrative management of Disordered mood. Stahl’s: Ch 1 Chemical Neurotransmission, Ch 2 Transporters, Receptors & Enzymes, Ch 3 Ion Channels as Targets of psychopharmacologic drug action, Ch 6 Mood Disorders, Ch 7 Antidepressants, Ch 8 Mood Stabilizers |
Feb 10 -16, 2025 Exam I (module 1-3) on 2/11/25 Mood Disorders/RX Quiz 2/14/25 DSM5-Tr video 2/16/25 |
2/17 | Anxiety Disorders Trauma & Stressor Related Disorders |
Boland & Verduin Ch 8 Anxiety, Ch 9 OCD & related DO; Perese Ch 10 Anxiety Do., Ch 12 OCD; DSM-5 Tr: Anxiety, OCD; Tussaie Ch 9 Integrative management of Anxiety Related conditions; Stahl: Ch9 Anxiety Disorders & anxiolytics Boland & Verduin: Ch 10 Trauma, Ch 11 Dissociative DO; Perese: Ch 3 Adverse childhood Experiences, Ch 9 Stress Related Responses (Adaptive Behaviors, Bereavement & Adjustment DO), Ch 11 Acute Stress & PTSD; DSM-5 Tr: Trauma & Stressor; Carlat: Assessing Anxiety, Obsessive & Trauma Disorders Ch 25 & 24; Wheeler Ch 32 Neurophysiology of Trauma & Psychotherapy |
Feb 17 -23, 2025 Module Quiz 2/21/25 DSM5 TR video 2/23/25 |
2/24 | Mental Disorders in Older Adults | Boland & Verduin: Ch 3 neurocognitive DO, Ch 25.2. Perese: Ch 16 Dementia & Delirium; DSM-5 Tr: Neurocognitive DO; Tussaie: Ch 13 Integrative management of Disordered cognition; Carlat: Ch 28 Assessing Neurocognitive Disorders; Wheeler Ch18 Psychotherapy with Older Adults | Feb 24 – March 2, 2025 #2 DB initial post 2/28/25, respond #2 3/3/25, response #3 3/5/25 |
3/3 | Substance-Related Disorders | Boland & Verduin: Ch 4, Ch 2.17 Adolescent; Perese: Ch 17 Co-occurring SU & Psychiatric Disorders; DSM-5 Tr: Substance Related & Addictive DO; Tussaie: Ch 18 Co-Occurring Substance Misuse & Psychiatric Syndromes; Carlat: Assessing Alcohol Use Disorder Ch 26; Wheeler: Ch 16 Psychotherapeutic Approaches for addictions & related disorders | March 3 -9, 2025 #3 DB initial post due 3/7/25, 2nd response 3/17/25, 3rd response 3/19/25 Written Mid-term case syudies due 3/9/25 DSM5-Tr video 3/16/25 |
3/10 | SPRING BREAK - No Classes | March 10 -14, 2025 | |
3/17 | Psycho-pharmacology | Boland & Verduin: Ch 21 Psychopharmacology; Perese: Ch 6 Psychopharmacotherapy; DSM-5 Tr: Medication Induced Movement Disorder & other Side effects; Tussaie: Ch 5 Overview of psychopharmacology; Stahl: Ch 1 Chemical Neurotransmission, Ch 2 Transporters, Receptors & Enzymes, Ch 3 Ion Channels as Targets of psychopharmacologic drug action, Ch 5 Antipsychotic agents, Ch 6 Mood Disorders, Ch 7 Antidepressants, Ch 8 Mood stabilizers; Wheeler: Ch 15 Psychopharmacotherapy & Psychotherapy | March 17 -23, 2025 Exam II (module 4 -7) on 3/18/25 Psychopharmacology quiz 3/21/25 |
3/24 | Child & Adolescents Mental Health Disorders | Boland & Verduin: Ch 2 Neurodevelopmental DO & Other Childhood DO; DSM-5 Tr: Neurodevelopmental DO; Tussaie: Ch 14 Integrative management of Disordered attention; Carlat: Assessing Attention Deficit Disorders Ch 30; Wheeler: Ch 17 Psychotherapy with Children; Article: The role of PMHNP...for children & adolescents | March 24 -30, 2025 #4 DB initial post due 3/28/25, 2nd response 3/31/25, 3rd response 4/2/25 DSM5-Tr video |
3/31 | Schizophrenia, Psychosis & Related Disorders | Boland & Verduin: Schizophrenia spectrum & other psychotic DO; Perese: Ch 15 Schizophrenia; DSM-5: Schizophrenia & Psychotic DO; Tussaie: Ch 10 Integrative Management of Psychotic Sx.; Stahl: Ch 5 Antipsychotic agents; Carlat: Assessing Psychotic Disorders Ch 27 | March 31 -April 6, 2025 #5 DB initial post due 4/4/25, 2nd response 4/7/25, 3rd response 4/9/25 DSM5-Tr video |
4/7 | Crisis Intervention Suicide & Non-suicidal Self Injury Behavior |
Perese: Ch 4 interview; National Institute of Mental Health – Coping With Traumatic Events website. Boland & Verduin: children, alcohol related, interviewing; Perese: Ch 15 Suicide; DSM-5 Tr: Suicidal Behavior Disorder & Non-suicidal self- injury; Carlat: Ch 22 Assessing suicide & Homicidal Ideations; Tussaie: Ch 15 Integrative Management of Self-Directed Violence; National Institute of Mental Health – Suicide Prevention website |
April 7 -13, 2025 #6 DB initial post due 4/11/25, 2nd response 4/14/25, 3rd response 4/16/25 |
4/14 | Violence Psychiatric Emergencies |
Boland & Verduin: Ch25.3 Psychiatric emergencies p. 812-815, 821--823; Perese: Ch 15 p. 95-100, 305-306, 314-318; DSM-5 Tr: Other Conditions; Tussaie: Ch 16 Integrative Management of other-directed violence. Boland & Verduin: Ch 25.3 p. 809 -824, Ch 26 p.825 -827 |
April14 -20, 2025 Reflection Journal paper #2 |
4/21 | Complementary, Alternative & other therapies | Boland & Verduin: Ch 21.11 Nutritional supplements, other somatic therapies; Perese: Ch 7 Psychotherapies, Ch 8 Psychosocial Interventions; Tussaie: Ch 4 Overview of psychotherapy; Ch 6 Synergy of Integrative treatment; Ch 6 Complementary/ Integrative approaches; Dietary measures..; Wheeler: Ch 15 Psychopharmacotherapy National Alliance on Mental Illness - Complementary Health Approaches website |
April 21 -27, 2025 Exam III (module 8-12) on 4/22/25 Reflection journal #3 CAM due 4/27/25 |
4/28 | Assessment of Mental Health | Standardized Patient Interview -Simulation in person – on campus Carlat: How to educate, Negotiate plan, Writing results of interview Ch 32 - 34 Review all chapters except 29 &31 Last day 5/3/25 |
April 28- May 3, 2025 OSCE standardized in person simulation due 4/28/25 OSCE Written paper due 5/3/25 |
5/5 | Reading Day Final Exam |
5/5/25 Reading Day no Classes Comprehensive Final Exam |
May 7,2025 |
University/College Policies
Please see the University Policies below.
COVID-19 Related Policies
If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.
Required Class Attendance
Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:
- Participation in an authorized University activity.
- Death or major illness in a student’s immediate family.
- Illness of a dependent family member.
- Participation in legal proceedings or administrative procedures that require a student’s presence.
- Religious holy day.
- Illness that is too severe or contagious for the student to attend class.
- Required participation in military duties.
- Mandatory admission interviews for professional or graduate school which cannot be rescheduled.
Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible.
Classroom Behavior (applies to online or Face-to-Face Classes)
TAMIU encourages classroom discussion and academic debate as an essential intellectual activity. It is essential that students learn to express and defend their beliefs, but it is also essential that they learn to listen and respond respectfully to others whose beliefs they may not share. The University will always tolerate different, unorthodox, and unpopular points of view, but it will not tolerate condescending or insulting remarks. When students verbally abuse or ridicule and intimidate others whose views they do not agree with, they subvert the free exchange of ideas that should characterize a university classroom. If their actions are deemed by the professor to be disruptive, they will be subject to appropriate disciplinary action (please refer to Student Handbook Article 4).
TAMIU Honor Code: Plagiarism and Cheating
As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at https://www.tamiu.edu/scce/studenthandbook.shtml.
We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.
Plagiarism is the presentation of someone else’s work as your own. It occurs when you:
- Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
- Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
- Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.
Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):
“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due. Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254). This same principle applies to the illicit use of AI.
Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.
TAMIU has penalties for plagiarism and cheating.
- Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
- Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
- Caution: Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
- Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
- Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
- Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.
Use of Work in Two or More Courses
You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once.
AI Policies
Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.
TAMIU E-Mail and SafeZone
Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.
Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students. SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents. Go to https://www.tamiu.edu/adminis/police/safezone/index.shtml for more information.
Copyright Restrictions
The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.
Students with Disabilities
Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Student Counseling and Disability Services located in Student Center 126. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Student Counseling and Disability Services office.
Student Attendance and Leave of Absence (LOA) Policy
As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: http://www.tamiu.edu/studentaffairs/StudentHandbook1.shtml).
Pregnant and Parenting Students
Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student’s physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student’s status beyond what would be required for other medical conditions. If a student would like to file a complaint for discrimination due to his or her pregnant/parenting status, please contact the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU’s anonymous electronic reporting site: https://www.tamiu.edu/reportit.
TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student’s completion of missed coursework or assignments. The Office of Equal Opportunity and Diversity (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodations. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students at the University, contact the Title IX Coordinator. In the event that a student will need a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook. As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule. Both rules can be found in the TAMIU Student Handbook (https://www.tamiu.edu/scce/studenthandbook.shtml).
Anti-Discrimination/Title IX
TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, sexual orientation or gender identity in admissions, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt, at https://www.tamiu.edu/reportit, and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.
Incompletes
Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:
- The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
- The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
- The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
- The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.
WIN Contracts
The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.
Student Responsibility for Dropping a Course
It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.
Independent Study Course
Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.
Grade Changes & Appeals
Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.
Final Examination
All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.
Mental Health and Well-Being
The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.
Distance Education Courses
Online Courses and On-Campus Meetings
Texas Administrative Code (TAC), Title 19, Part 1, Chapter 2, Subchapter J, Section 2.202, defines distance education as the formal educational process that occurs when students and instructors are not in the same physical setting for the majority (more than 50%) of instruction. Distance education includes hybrid and 100% online courses and programs as defined by the Texas Higher Education Coordinating Board (THECB):
- Hybrid Course - A distance education course in which more than 50 percent but less than 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations.
- 100-Percent Online Course - A distance education course in which 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations. Requirements for on-campus or in-person orientation, testing, academic support services, internships/fieldwork, or other non-instructional activities do not exclude a course from this category.
In this online course, there will be two synchronous meetings required: one at beginning of semester (virtual orientation) & one at end of the semester to perform the OSCE simulation on campus in person.
Course Structure
The course is divided into 14 module areas by weeks. Begin by reviewing the objectives for each module. Then, the student may approach the readings &/or video for each topic lesson in the module for each week. Complete the readings, activities & assignments for each week. Students will be accountable to participate weekly in discussions in a scholarly ongoing manner with other students in the course. The Power Point lectures and videos will contain information relevant to the topics listed on the reading list. Review both each week before starting the written or verbal discussion preparations. There will be some online activities, quizzes, reflection papers, discussion forums, case studies, mental health assessment, exams & synchronous OSCE evaluation of a standardized patient. These are intended to evaluate your learning as you progress through the course.
The discussion forum for each module will contain questions related to the module topic. Weekly discussion modules will be opened on Monday. The initial scholarly post is due on Friday at 11:00 pm but can be submitted before due date. Be sure to complete the weekly response to discussion thread posts by no later than 11:00 p.m. of each Monday evening. Final response posts will be accepted by Wednesday after the week is completed. A 5% deduction for posts turned in after the due date will be assessed. (Refer to rubric for discussion forum). Use evidenced based articles from the TAMIU online library or google scholar to support & cite your responses.
Each student is expected to become familiar with the assigned articles and books and other evidence-based literature pertinent to this course. The course readings and textbooks will provide a foundation for selecting literature of interest to the student. Readings from the public domain will be posted directly or linked to the Blackboard website.
Course Expectations:
Class and Online Participation will be evaluated regarding the extent to which the student:
1. Extracts meaningful concepts from literature & completes the assigned readings & activities for each module.
2. Attaches significance to concepts studied and considers application of these concepts in care of persons experiencing mental disorders, other stress or adaptive dysfunction while completing written work.
3. Seeks validation for interpretation and adequacy of data from research, literature, faculty and peers.
4. Presents understandings of relationships between theory and practice in psychiatric mental health nursing and in the psychosocial treatment of mental and physical disorders.
5. Assumes major responsibility for achieving knowledge appropriate to class participation.
6. Examines attitudes, values, and beliefs which determine his/her philosophy of psychiatric/mental health nursing.
7. Complete discussion forums, written assignments using reputable evidence-based resources & citations consistent with the guidelines/rubric that are presented for each assignment using APA format guidelines (7th edition) or Owl Pardue APA formatting and style guide 7th (owl.purdue.edu).
8. Use reputable evidence-based resources, health care websites, journals through the TAMIU library, google scholar for information and class assignments (e. sites with Health-on-the Net [HON] approval). Note: Wikipedia is not considered a primary source and any information obtained from Wikipedia needs to be verified using other sources.
9. Any written work that is posted on Blackboard should reflect the student’s ideas related to readings or other student posts, not AI generated (specifically discussion board). All posts should be courteous and respectful of the other class members.
10. Submit written work electronically to the Drop Box and the on-line discussions as .doc, docx or .pdf files. Do not use alternate file formats without checking with the instructor to ensure that the files can be opened.
11. Preparation for course exams is based on content from readings, presentations & module activities.
Instructions for the Written Mental Health Assessment: Students will document a Written Mental Health Assessment on a standardized patient interview. The Written Mental Health Assessment will include chief complaint, reason for visit, history of the present illness, past psychiatric history, past medical history current medications, current pertinent laboratory data, substance use, allergies, family history, social history, mental status examination to make accurate principal diagnosis/diagnoses using the DSM-5Tr.
OSKE Simulation: Students are expected to attend a Face-to-face simulation with a standardized patient. The student will perform a complete psychiatric evaluation, mental health assessment and submit a written report of the evaluation. The purpose of the simulation is for the student to demonstrate the skills required to be able to proceed into the following course of theory and application.
Written assignments (Written Mental Health Assessment, Written Midterm Case Studies, DSM5-Tr videos, Written Reflective Journals & Written OSCE Patient Evaluation Paper) must be submitted by the designated time on the due date online.
Discussion Boards Discussion board requires initial scholarly post & two response posts to other student on a question based on the module readings. I will respond to posts in content-related discussions when learners post something particularly interesting, and when learners post something incorrect that needs correction.
Student-Instructor Communication Policy and Response Time
Announcements/Course Messages/Emails
Announcements that include reminders and information pertinent to the course will be posted weekly and as a needed basis. Typically, an email response can be expected within 24 – 48 hours, Monday – Friday (except holidays & weekends). There will be a Question/Comment discussion board where students are encouraged to ask about anything that may be confusing or need clarification.
Regularly scheduled virtual office hours via Blackboard virtual space will be on Tuesday from 4 pm-7 pm central time. If another time is needed, send an email with your request & availability. You can contact me by phone (956-326-2458) during these hours. You can expect to receive a return phone call within 24- 48 hours.
Assignments and Assessments
Assignment and assessment turnaround time for feedback will be within 7 days but may vary depending on the type of assignment. Some assignments may receive summary feedback. Depending on the assignment, grades will be posted once the quiz, exam or paper has been graded.
Course Communication Guidelines (Netiquette)
There are course expectations concerning etiquette or how we should treat each other online. We must consider these values as we communicate with one another. Visit Instructional Technology and Distance Education Services’ web page on Netiquette for further instruction.
Accommodations/Accessibility Policy
Texas A&M International University seeks to provide reasonable accommodation for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodation. For more information, contact the online at Office of Disability Services for Students (DSS), via phone at 956.326.3086 or by visiting the staff at the Student Center, room 118. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.
Student Support Resources
The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit the Instructional Technology and Distance Education Services page on University Resources and Support Services.
Computer/Technology Requirements
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Online students will need regular access to a personal computer that runs on a broadband Internet connection.
It is recommended that you meet the technical requirements listed on the Instructional Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.
Additional Hardware. For this class, you will need the following additional hardware: a webcam and microphone for VoiceThread discussions. Recently purchased laptops may have these built-in web cameras. If you do not have this equipment, it is recommended to purchase a stand-alone webcam, microphone, or a webcam with a built-in microphone from your local electronic store or any online store.
NOTE: Instructional Technology and Distance Education Services may check out available webcams to students on a first-come, first-served basis. To check out a webcam, please stop by Killam Library, Room 259, and request an available webcam.
Additional Software. You will need the following additional software: Microsoft PowerPoint for viewing lesson presentations and Microsoft Word for viewing course files and submitting assignments. TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.
Note: Students, if you do not own the required hardware or software or do not have access to the Internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you in finding solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, classrooms, and available computer labs. Visit Media Services’ web page on the availability of on-campus computer labs. In addition, you may also purchase any of these items at any electronic store.
Learning Management System (Blackboard)
Students are provided with an orientation (*eLearning (Blackboard) Student Orientation*) and access to guides on how to use the Blackboard LMS. Guides may be available at Instructional Technology and Distance Education Services' Student eLearning Tutorial Videos page or by contacting the eLearning team at elearning@tamiu.edu.
Minimum Technical Skills Expected
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technology and Distance Education Services’ webpage.
Technical Support Services
Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.
Web Conferences/Synchronous sessions
There will be a synchronous session for orientation & demonstration of clinical skills in OSKE simulation interview in person at end of the course.
Rubrics
Each assignment will have a rubric to be used for grading criteria. The rubric will provide an understanding of how you will be assessed on the assignments. The rubrics will be located along with the assignment instructions in the assignment folder in Blackboard.
Late Work Policy
Papers that are not submitted by the designated time on the due date in the designated manner will receive the following deductions: 5% the first day late, 10% for the second day late. All subsequent submissions will be graded 0 for the assignment.
In the event of an emergency situation, in which a written assignment cannot be submitted by the due date in the designated manner, the student may petition the professor for consideration of an extension. All petitions must be in writing (e-mail is acceptable). The student must petition the professor prior to the assignment due date. All petitions must be received no later than 5:00pm the day prior to the due date of the assignment.
Student challenges: Any student having questions regarding assignments, exams, papers or course grade, must schedule an appointment to see the lead faculty to review the matter no later than TWO DAYS after grade is received. Open communication between students and course faculty is highly encouraged. Students are highly encouraged to seek assistance from the faculty.
Course Evaluation
At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link.
Proctoring
This course requires the use of LockDown Browser and Respondus Monitor (webcam) for online exams. There is a $15 fee for the webcam feature that's used with LockDown Browser (sometimes referred to as Respondus Monitor). This is a one-time fee, valid for 12 months (365 days) for all courses or exams that use Respondus Monitor. You will be prompted to make the purchase the first time an exam requires the use of LockDown Browser's webcam feature. Payment can be made with PayPal, Visa or Mastercard.
Guidelines
When taking an online exam that requires LockDown Browser and a webcam, remember the following guidelines:
- Select a location where you won't be interrupted
- Before starting the test, know how much time is available for it, and also that you've allotted sufficient time to complete it
- Turn off all other devices (e.g. tablets, phones, second computers)
- Clear your area of all external materials — books, papers, other devices
- Remain at your computer for the duration of the test
- To produce a good webcam video, do the following:
- Avoid wearing baseball caps or hats with brims
- Ensure your computer or tablet is on a firm surface (a desk or table) — not on your lap, a bed, or other surface that might move
- If using a built-in webcam, avoid tilting the screen after the webcam setup is complete
- Take the exam in a well-lit room and avoid backlighting, such as sitting with your back to a window
- LockDown Browser will prevent you from accessing other websites or applications; you will be unable to exit the test until all questions are completed and submitted.
Getting Help
Several resources are available if you encounter problems with LockDown Browser:
- The Windows and Mac versions of LockDown Browser have a "Help Center" button located on the toolbar. Use the "System & Network Check" to troubleshoot issues.
- If you have problems downloading, installing, or taking a test with Respondus LockDown Browser, email the TAMIU eLearning Team at elearning@tamiu.edu.
Accessibility and Privacy Statements on Course Technologies
At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. You may find the accessibility and privacy policies of the technologies used in this class on the following pages: Accessibility Statements and Privacy Statements.
Syllabus Subject to Change
While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.