Post RN BSN Advance Concepts in Nursing-III – Unit II (A) Communication, Self and Anxiety-Related Disorders Solved Answers
 |
| Therapeutic Communication, MSE, Anxiety, OCD, PTSD Solved | Post RN BSN Use as a revision guide and verify with your course notes. |
Unit II (A): Communication, Self and Anxiety-Related Disorders
Course syllabus · Model exam answers
B.Sc NURSING (POST-RN), SECOND YEAR, SEMESTER-III
ADVANCE CONCEPTS IN NURSING-III – COURSE NO. 715
UNIT II (A): COMMUNICATION, SELF AND ANXIETY-RELATED DISORDERS
Syllabus topics: Therapeutic communication; self-awareness; self-concept and self-esteem; mental status examination; mental disorders and the nursing process; anxiety disorders and anti-anxiety medications; panic disorder; obsessive-compulsive disorder; post-traumatic stress disorder (PTSD).
Q-1. Define therapeutic communication. How is it different from social communication? State its principles.
Therapeutic communication is purposeful, goal-directed, client-centred communication used by the nurse to build trust, understand the client’s problems and help the client towards health and coping.
| Point | Social communication | Therapeutic communication |
|---|---|---|
| Purpose | Friendship, exchange of information | Help the client; achieve goals of care |
| Focus | Equal sharing by both people | On the client’s needs |
| Nurse’s self-disclosure | Freely shared | Limited and purposeful |
| Evaluation | Not planned | Planned and evaluated |
| Boundaries | Flexible | Professional boundaries |
Principles
- Accept the client as a person; be non-judgemental.
- Be honest and consistent; keep promises.
- Use client-centred, open and clear language.
- Maintain privacy and confidentiality.
- Respect personal space and culture.
- Use verbal and non-verbal skills together; observe the client’s non-verbal messages.
- Be aware of one’s own feelings and limits.
Q-2. Describe the techniques of therapeutic communication with examples.
| Technique | Purpose | Example |
|---|---|---|
| Broad opening | Allows client to start | “What would you like to talk about?” |
| Active listening | Shows interest; client feels heard | Eye contact, nodding, leaning slightly forward |
| Open-ended questions | Invite description | “How have you been sleeping?” |
| Clarification | Make meaning clear | “Do you mean you felt afraid or angry?” |
| Reflection | Return feelings to the client | Client: “Nobody visits me.” Nurse: “You feel lonely.” |
| Restating / paraphrasing | Confirms understanding | “You could not sleep because of worry about your son.” |
| Silence | Allows thinking and expression | Waiting quietly for a few moments |
| Focusing | Keeps to one topic | “Let us talk more about the argument at home.” |
| Offering self | Shows availability | “I will sit with you for a while.” |
| Giving information | Reduces fear of the unknown | Explain the ward routine, medicine purpose |
| Summarizing | Closes or reviews | “So, the main points we discussed are…” |
Q-3. What are the barriers (non-therapeutic responses) in communication with mentally ill clients?
| Barrier | Example | Why it harms |
|---|---|---|
| False reassurance | “Don’t worry, everything will be fine.” | Dismisses feelings; client stops sharing |
| Giving advice | “You should leave your job.” | Takes away the client’s decision-making |
| “Why” questions | “Why did you do that?” | Feels like blame; defensiveness |
| Changing the subject | Moving away from a painful topic | Shows the nurse is uncomfortable |
| Judging / disapproving | “That was wrong of you.” | Damages trust |
| Minimizing | “Everyone feels like that sometimes.” | Feelings not taken seriously |
| Challenging | “That is impossible.” (to delusions) | Increases suspicion |
| Closed questions only | “Are you fine?” | Short answers; little information |
| Defending | “The staff here are very good.” | Client feels unheard |
Other barriers: noise, lack of privacy, language and cultural differences, the nurse’s anxiety or hurry, and the client’s symptoms (hallucinations, disorganized speech).
Q-4. Explain the nurse–client relationship and its phases (Peplau).
The therapeutic nurse–client relationship is a professional, goal-directed relationship in which the nurse uses self and skills to help the client. Hildegard Peplau described it in phases.
| Phase | Main tasks |
|---|---|
| Pre-interaction | Nurse reviews records, examines own feelings and fears, plans the first meeting |
| Orientation | Introduction; establishing trust, rapport and roles; agreeing on the contract (time, place, goals, confidentiality); initial assessment |
| Working | Exploring problems; client develops insight and tries new coping; nurse supports, confronts gently, and maintains boundaries; resistance and transference may appear |
| Termination | Reviews progress; prepares the client for ending; handles feelings of loss; plans follow-up. Preparation starts from the first meeting |
Qualities of the helping nurse (Carl Rogers)
- Empathy: understanding the client’s feelings (different from sympathy).
- Genuineness: honest, real and consistent.
- Unconditional positive regard: acceptance without judging.
Boundaries: avoid personal gifts, favours, giving personal details, meeting outside the professional setting, or sharing confidences. Report any sign of boundary crossing to the supervisor.
Q-5. What is self-awareness? Explain the Johari window and its use for the nurse.
Self-awareness is knowing one’s own feelings, thoughts, values, strengths, weaknesses, biases and the effect of one’s behaviour on others. It is the base of therapeutic use of self.
- Open: known to self and others.
- Blind: known to others but not to self; reduced by feedback.
- Hidden: known to self but not shared; reduced by self-disclosure.
- Unknown: not known to anyone; may appear through new experiences.
How the nurse develops self-awareness
- Reflection and keeping a diary; process recordings.
- Asking for feedback from supervisors and peers.
- Clinical supervision and group discussion.
- Recognizing own triggers, values and biases.
- Practising stress management and self-care.
Importance: avoids imposing own values, helps manage anger and fear, prevents boundary problems and burnout, and improves empathy.
Q-6. Define self-concept. Describe its components and the factors that influence it.
Self-concept is the total set of beliefs and feelings a person has about himself or herself. It is learned through interaction with others and experience.
| Component | Meaning |
|---|---|
| Body image | How a person sees and feels about his or her body and its function |
| Personal identity | Sense of being unique and distinct from others |
| Role performance | How well the person fulfils roles (parent, student, nurse) |
| Self-esteem | The value the person places on himself or herself |
Factors influencing self-concept
- Family relationships and upbringing; parental acceptance.
- Peers, teachers, culture and religion.
- Success and failure experiences, health and body changes (surgery, illness).
- Society’s attitudes, gender roles, poverty, discrimination.
- Stressful events: loss, abuse, unemployment.
Q-7. Define self-esteem. Differentiate between high and low self-esteem. How can the nurse help a client with low self-esteem?
Self-esteem is a person’s overall evaluation of his or her own worth. It affects mood, relationships and coping.
| Feature | Healthy / high self-esteem | Low self-esteem |
|---|---|---|
| Self-view | Realistic acceptance | Worthless, inferior |
| Response to criticism | Can accept and learn | Over-sensitive, withdrawn or defensive |
| Behaviour | Assertive; tries new things | Passive or aggressive; avoids challenge; self-neglect |
| Relationships | Healthy, trusting | Dependent, isolated or manipulative |
| Statements | “I can try.” | “I am useless.” |
Low self-esteem may be chronic (long-standing) or situational (after a loss or illness). It is associated with depression, anxiety, eating and substance problems.
Nursing interventions
- Build trust; accept the client unconditionally and use the client’s name.
- Help the client identify strengths and past successes; give honest, specific praise (not false praise).
- Set small, achievable goals; encourage self-care and grooming.
- Encourage the client to express feelings; challenge negative self-talk gently (cognitive reframing).
- Involve in group activities and decision making.
- Teach assertive communication and problem solving.
- Involve the family; refer to counselling when needed.
- Evaluate: client makes positive statements, takes responsibility, participates.
Q-8. What is a mental status examination (MSE)? Describe its components with examples.
The mental status examination is a structured observation and interview that describes the client’s mental state at the time of the examination. It is like a “snapshot”, unlike the history, which describes the course over time. A helpful memory aid is ASEPTIC: Appearance and behaviour, Speech, Emotion (mood and affect), Perception, Thought, Insight and judgement, Cognition.
| Component | What to observe | Examples of findings |
|---|---|---|
| Appearance and behaviour | Grooming, dress, posture, eye contact, psychomotor activity, cooperation | Unkempt; restless; slowed movements; poor eye contact |
| Speech | Rate, volume, tone, amount, coherence | Pressured; slow; mute; soft |
| Mood and affect | Mood = what the client says he feels; affect = what the nurse observes (range and appropriateness) | “Sad”; flat, blunted, labile, inappropriate affect |
| Thought process (form) | How thoughts are connected | Logical; circumstantial; flight of ideas; loose association |
| Thought content | What the client thinks about | Delusions; obsessions; preoccupations; suicidal or homicidal thoughts |
| Perception | Hallucinations (without stimulus), illusions (misinterpretation) | Hearing voices; seeing shadows as people |
| Cognition | Level of consciousness, orientation (time, place, person), attention, memory, abstract thinking, general knowledge | Disoriented to time; poor recent memory |
| Insight | Awareness of own illness | Good, partial or absent |
| Judgement | Ability to make sound decisions | Intact or impaired |
Nursing notes: describe what you see and hear in objective words and, where useful, quote the client; avoid labels such as “crazy”. Include risk assessment (suicide, harm to others, self-neglect). Use simple screening such as asking the client to count backwards or recall three words for memory, as per local protocol.
Q-9. Explain the nursing process in the care of clients with mental disorders. Give a sample care plan.
| Step | In psychiatric nursing |
|---|---|
| Assessment | Health and psychiatric history, MSE, risk assessment (suicide, violence, self-neglect), physical health, strengths, support system, culture and spirituality; sources: client, family, records |
| Nursing diagnosis | Client’s response to illness, e.g. Anxiety; Ineffective coping; Risk for self-directed violence; Social isolation; Disturbed sleep pattern; Low self-esteem |
| Planning | Set measurable, realistic outcomes with the client; prioritize safety; involve the family |
| Implementation | Therapeutic communication, medication administration and teaching, milieu and group activities, safety measures, health education, family support |
| Evaluation | Compare behaviour with outcomes; revise the plan; document in objective terms |
Sample plan (made up case)
| Item | Entry |
|---|---|
| Assessment | Client says: “I can’t stop worrying; my heart pounds.” Restless, sweating, sleeps 3 hours |
| Nursing diagnosis | Anxiety (moderate) related to fear of job loss, as evidenced by restlessness, palpitations and poor sleep |
| Outcome | Within 3 days the client will report anxiety reduced from 8/10 to 4/10 and use two relaxation methods |
| Interventions | Stay with client; calm voice; teach slow breathing and progressive muscle relaxation; reduce stimulation; explore worries; encourage regular sleep routine; give prescribed medicines and observe |
| Evaluation | Rates anxiety 4/10; sleeps 5 hours; uses breathing independently |
Q-10. Define anxiety. Differentiate anxiety from fear. Describe its levels.
Anxiety is a vague, uneasy feeling of apprehension or dread, often without a clear object, accompanied by bodily and mental symptoms. It is a normal alert signal but becomes a disorder when it is excessive, long-lasting and disabling.
| Point | Fear | Anxiety |
|---|---|---|
| Cause | Known, external, specific threat | Unknown or vague, internal threat |
| Onset | Sudden, short | Gradual, longer |
| Example | Afraid of a snake | Constant worry that something bad may happen |
| Level | Perception and behaviour | Nursing care |
|---|---|---|
| Mild | Alert, enhanced learning, restlessness is slight | Use anxiety to help learning; encourage problem solving |
| Moderate | Narrowed attention; selective inattention; voice tremors, pacing; can be redirected | Stay with the client; keep language simple; encourage expression; relaxation |
| Severe | Perception greatly reduced; focus on details; headache, palpitations, trembling; cannot learn | Remain calm; reduce stimulation; move to quiet place; short clear sentences; give medicines if prescribed |
| Panic | Loss of control; terror; disorganized thinking; may be unable to speak; possible harm to self | Ensure safety; stay with the client; firm, calm voice; do not touch without warning; minimum stimuli; medicines/seclusion only as per policy |
Q-11. Classify anxiety disorders. Describe the signs and symptoms of generalized anxiety disorder (GAD).
Anxiety disorders include generalized anxiety disorder, panic disorder, phobias (specific phobia, social anxiety disorder, agoraphobia) and separation anxiety. In DSM-5, OCD and PTSD are in separate chapters but are traditionally taught with anxiety and are included in this unit.
| Category | Symptoms of anxiety |
|---|---|
| Physical | Palpitations, tremor, sweating, dry mouth, breathlessness, muscle tension, headache, nausea, frequent urination, fatigue, sleep problems |
| Emotional | Fear, irritability, feeling “on edge”, restlessness, sense of dread |
| Cognitive | Poor concentration, worry, mind “going blank”, catastrophic thoughts |
| Behavioural | Avoidance, pacing, seeking reassurance, withdrawal |
GAD: excessive, hard-to-control worry about many matters on most days for at least six months, with symptoms such as restlessness, fatigue, poor concentration, irritability, muscle tension and sleep disturbance, causing impairment. Medical causes (thyroid disease, anaemia, caffeine, drugs) must be excluded.
Treatment: psychotherapy (cognitive behavioural therapy), SSRIs/SNRIs, relaxation, lifestyle changes (reduce caffeine, regular exercise and sleep).
Q-12. What are the causes and risk factors of anxiety disorders?
- Biological: family history; imbalance of neurotransmitters (GABA, serotonin, noradrenaline); overactive fear circuits (amygdala); medical illness.
- Psychological: childhood fear and overprotection, trauma, learned avoidance, perfectionism, negative thinking.
- Social: stress, poverty, violence, family conflict, exam and work pressure.
- Substances: caffeine, stimulants, alcohol withdrawal, some medicines.
Q-13. Describe the anti-anxiety (anxiolytic) medications and the nursing responsibilities.
| Group | Examples | Key points |
|---|---|---|
| Benzodiazepines | Diazepam, lorazepam, alprazolam, clonazepam | Act quickly; short-term use; risk of drowsiness, falls, memory problems, tolerance, dependence and withdrawal; respiratory depression with alcohol/opioids |
| Azapirones | Buspirone | Not sedating; no dependence; takes 1–2 weeks to work; not for “as needed” relief |
| Antidepressants (SSRIs/SNRIs) | Sertraline, escitalopram, paroxetine, fluoxetine; venlafaxine | First-line for long-term control; effect after 2–4 weeks; early side effects: nausea, restlessness, insomnia, sexual problems; watch mood and suicidal thoughts, especially in young people |
| Others | Hydroxyzine (antihistamine); propranolol (beta-blocker for physical symptoms of performance anxiety) | Short-term; propranolol lowers heart rate and blood pressure |
Nursing responsibilities
- Check the order, allergies, pregnancy and other medicines; give as prescribed.
- Teach: do not stop benzodiazepines or SSRIs suddenly; avoid alcohol; avoid driving or operating machines when drowsy.
- Monitor sedation, blood pressure, pulse, respiration and falls risk, especially in older adults.
- Observe for dependence, misuse and withdrawal (tremor, sweating, insomnia, seizures).
- Antidote for benzodiazepine overdose is flumazenil, given by the physician/emergency team.
- Combine medicines with non-drug methods; teach relaxation and coping.
- Document response and side effects; report increased agitation or suicidal talk.
Q-14. Describe non-drug management and nursing interventions for anxiety.
- Safe, calm environment: low stimulation, privacy, steady routine.
- Presence and communication: stay with the client; simple sentences; listen without hurrying.
- Relaxation: slow diaphragmatic breathing (inhale through the nose for about four counts, exhale slowly for about six), progressive muscle relaxation, guided imagery, prayer or meditation if the client wishes.
- Grounding: name 5 things seen, 4 felt, 3 heard, 2 smelled, 1 tasted.
- Physical activity and sleep hygiene; reduce caffeine and tobacco.
- Cognitive methods: identify and test anxious thoughts; problem solving.
- Teach the client and the family about the nature of anxiety and treatment.
- Psychotherapy: CBT, exposure therapy for phobias (systematic desensitization).
Q-15. Define panic disorder. Describe the signs and symptoms, management and nursing care.
Panic disorder is characterized by recurrent unexpected panic attacks followed by at least a month of persistent worry about further attacks or changes in behaviour to avoid them. A panic attack is a sudden surge of intense fear that peaks within minutes (usually about 10 minutes).
Symptoms (several at once)
- Palpitations, chest pain or pressure, sweating, trembling.
- Shortness of breath, choking sensation, dizziness, nausea.
- Numbness or tingling, chills or hot flushes.
- Feeling unreal or detached (derealization/depersonalization).
- Fear of dying, going “crazy” or losing control.
Because the symptoms resemble a heart attack, the client may attend the emergency department repeatedly; medical causes must be ruled out (cardiac, thyroid, asthma, substances). Some clients develop agoraphobia (fear of places from which escape is difficult).
Management
- Psychotherapy: CBT with breathing retraining and gradual exposure to feared sensations and situations.
- Medicines: SSRIs/SNRIs for long-term; short courses of benzodiazepines in some cases.
- Lifestyle: avoid caffeine, alcohol, nicotine; regular sleep and exercise.
Nursing care during an attack
- Stay with the client; stay calm; speak in short, clear sentences: “You are safe. This will pass. I am here.”
- Move to a quiet place; reduce stimulation.
- Guide slow breathing; give medication if ordered.
- Do not leave the client alone, do not argue about fears, do not say “it is nothing”.
- After the attack: discuss what happened and teach that attacks are not harmful, and about the coping skills.
Q-16. What are phobias? Mention the types and treatment.
A phobia is an intense, irrational fear of a specific object or situation that is out of proportion to real danger, leads to avoidance, and causes impairment.
| Type | Example |
|---|---|
| Specific phobia | Animals, heights, injections, blood, flying |
| Social anxiety disorder | Fear of being judged in social or performance situations |
| Agoraphobia | Fear of crowds, open spaces, travelling alone |
Treatment: exposure therapy and systematic desensitization (gradual exposure while using relaxation), CBT, and SSRIs for social anxiety. The nurse should never force a client suddenly into the feared situation.
Q-17. Define obsessive-compulsive disorder (OCD). Describe the clinical features, treatment and nursing care.
OCD is characterized by obsessions (recurrent, intrusive, unwanted thoughts, images or urges that cause anxiety) and/or compulsions (repetitive behaviours or mental acts done to reduce the anxiety or according to rigid rules). The symptoms take much time (often more than one hour a day) or cause distress and impairment. The client usually knows the thoughts are excessive (insight may be good or poor).
| Common theme | Obsession | Compulsion |
|---|---|---|
| Contamination | Fear of germs or dirt | Repeated washing and cleaning |
| Doubt / harm | “Did I lock the door? Did I harm someone?” | Repeated checking |
| Order / symmetry | Things must be “just right” | Arranging, counting, repeating |
| Unwanted thoughts | Forbidden or blasphemous thoughts | Mental rituals, praying or repeating phrases |
Rituals give temporary relief but strengthen the cycle: obsession → anxiety → compulsion → short relief → obsession returns.
Treatment
- Exposure and response prevention (ERP), a form of CBT: exposure to the feared object while resisting the ritual.
- SSRIs (e.g. fluoxetine, sertraline, fluvoxamine) and sometimes clomipramine; improvement may take weeks, and a longer trial than for depression is often needed.
- Family education; severe cases may need specialist treatment.
Nursing care
- Accept the client; do not ridicule or criticize rituals.
- Do not forbid rituals suddenly; allow time at first, then gradually limit them in a planned way.
- Plan a structured daily routine with meaningful activities to reduce free time for rituals.
- Encourage expression of feelings; teach relaxation and thought-stopping/other coping methods.
- Protect the skin (hand care) from excessive washing; ensure nutrition, rest and hydration.
- Give positive reinforcement for reduced ritual time; teach the family not to take part in rituals or give repeated reassurance.
- Observe for depression and suicidal thoughts.
Q-18. Define post-traumatic stress disorder (PTSD). Describe its symptoms, treatment and nursing management.
PTSD is a disorder that may develop after exposure to actual or threatened death, serious injury or sexual violence (directly, witnessing, or learning that it happened to a close person). Symptoms last more than one month and cause distress or impairment. If the symptoms last from 3 days to 1 month, the diagnosis is acute stress disorder.
Traumatic events include: accidents, violence, assault, war and terrorism, natural disasters (earthquake, flood), sudden loss, abuse and serious medical events.
| Symptom group | Examples |
|---|---|
| Re-experiencing (intrusion) | Flashbacks, nightmares, intrusive memories, distress on reminders |
| Avoidance | Avoids places, people, thoughts or talk related to the event |
| Negative changes in thoughts and mood | Guilt, shame, detachment, loss of interest, inability to feel positive emotions, memory gaps for the event |
| Arousal and reactivity | Hypervigilance, startle response, irritability, anger, poor sleep and concentration |
PTSD often co-exists with depression, substance use and suicidal thoughts.
Treatment
- Trauma-focused psychotherapy: trauma-focused CBT, prolonged exposure, EMDR (eye movement desensitization and reprocessing).
- Medicines: SSRIs (sertraline, paroxetine) as one option; treatment of sleep and associated problems by the physician.
- Support groups; family education; treatment of substance misuse.
Nursing management
- Ensure physical and emotional safety first; assess suicide risk.
- Build trust slowly; be predictable; explain procedures and ask permission before touching.
- Allow the client to talk when ready; do not force retelling of the event.
- Use grounding during flashbacks: “You are in hospital. It is [day]. I am [name]. Look at me and breathe with me.”
- Teach relaxation and sleep hygiene; encourage routine and support from family.
- Normalize reactions: “These are common reactions to an abnormal event.”
- Refer for specialist therapy; follow up.
Q-19. Compare GAD, panic disorder, phobia, OCD and PTSD.
| Disorder | Key feature | Typical treatment |
|---|---|---|
| GAD | Excess worry about many things, 6 months or more | CBT, SSRI/SNRI |
| Panic disorder | Sudden attacks of intense fear; fear of further attacks | CBT, SSRI/SNRI |
| Phobia | Intense fear of a specific object or situation; avoidance | Exposure therapy |
| OCD | Obsessions and compulsions | ERP, SSRI |
| PTSD | Re-experiencing, avoidance, negative mood, arousal after a trauma | Trauma-focused therapy, SSRI |
Q-20. Solve these short cases (made up).
Case 1. A 28-year-old man, sweating and with chest tightness, says “I am dying”. Tests are normal. What should the nurse do?
Answer: Stay with him, stay calm, reassure that he is safe, guide slow breathing, reduce stimuli, give medication if ordered, rule out medical causes through the team, and later teach about panic attacks.
Case 2. A woman washes her hands for hours and her skin is cracked. What are the priorities?
Answer: Skin care and prevention of infection; build trust; planned, gradual reduction of rituals; structured activities; teach relaxation; help the family; ERP and medication by the team.
Case 3. A man who survived a road accident has nightmares and avoids vehicles for three months. What is the likely problem and what care helps?
Answer: Possible PTSD. Ensure safety; listen without forcing retelling; grounding; sleep routine; refer to a mental health professional; evaluate for depression and suicidal thoughts.
Case 4. A student says that she takes alprazolam “whenever I feel nervous” and wants to stop suddenly. What should the nurse advise?
Answer: Do not stop suddenly; consult the prescriber for a gradual plan; teach risks of dependence and withdrawal; teach non-drug skills; avoid alcohol and driving when sedated.
Q-21. Write the importance of this unit for a Post RN BSN nurse.
- Communication and self-awareness are the main “tools” of psychiatric nursing.
- The MSE and the nursing process give a systematic way to assess and plan care.
- Anxiety-related disorders are among the most common mental health problems seen in hospitals and communities.
- Safe medication practice and calm, skilled response to panic and flashbacks protect clients.
Conclusion: Therapeutic communication, self-awareness and careful assessment form the foundation of care; anxiety, panic, OCD and PTSD are treatable with medicines, therapy and compassionate nursing.
Suggested references (the syllabus page lists topics only): Videbeck, S. L. Psychiatric-Mental Health Nursing (latest edition). Lippincott Williams & Wilkins.
Townsend, M. C. Essentials of Psychiatric Mental Health Nursing (latest edition). F. A. Davis.
World Health Organization. Mental health fact sheets and the ICD-11 classification (current versions).
American Psychiatric Association. DSM-5-TR (2022).
Source syllabus: LUMHS Post RN BSN Advance Concepts in Nursing-III (course syllabus) (original post dated May 4, 2017).
Series (Advance Concepts in Nursing-III, Course No. 715): Part 1: Unit I – Mental Health and Mental Illness. Part 2: Unit II (A) – Communication, Self and Anxiety-Related Disorders. Part 3: Unit II (B) – Mood Disorders and Family Therapy. Part 4: Unit III – Schizophrenia and Personality Disorders. Part 5: Unit IV (A) – Therapeutic Interventions, Suicide and Crisis. Part 6: Unit IV (B) – Ethical, Legal and Community Mental Health. Part 7: Clinical Objectives. Part 8: Learning Psychiatric Nursing – facts, skills, uses, benefits and hurdles.
Independent educational resource: POST RN BSN Nursing Resources is not affiliated with, endorsed by or an official publication of LUMHS or PNMC. Model answers are study aids; verify against your course notes and textbooks.
POST RN BSN Nursing Resources
 Communication, Self and Anxiety-Related Disorders Solved Answers){kind=link}
0 Comments