Acute & Community Psychoeducation and psychosocial interventions encompass a broad range of nurse led activities. The primary therapeutic focus is for clients to learn practical and positive emotional and behavioral skills to improve life adjustment, management of emotions and self-awareness. Patients groups also serve to provide information about health and wellness, illness, treatment, symptoms, resources and services. A psychoeducation approach appreciates the importance of education in changing unhealthy or negative emotional and behavioral patterns. In groups tools such as handouts, worksheets, activities and games are helpful. In both the acute and community setting nurse led psychosocial and psychoeducational groups provide clients the opportunity to learn life skills, feel empowered, improve their health and effectively manage their illness. Pre Group Planning Group Facilitator Student Names: Kelsy and Graham Title of Group: Psychosocial or Psychoeducational: Psychoeducational Rationale: To have self-esteem means to evaluate the self positively and hold the self in a high regard. If these patients have an adequate self-esteem, then they will have confidence in their own worth and abilities. Goal(s): To have the patients understand what self-esteem is and why it is important. Purpose: To promote adequate self-esteem. Setting: Acute mental health unit Target Population: Adolescents Group Activity Steps: Activity 1: Each person gets a piece of paper and an envelope. On the piece of paper, each person will write their name in a vertical position. They will then write positive, appropriate, adjectives about themselves starting with the corresponding letters in their name. After they are done, they will put this paper in the envelope and address it to themselves. Activity 2: There is a piece of paper taped to everyones backs, and everyone has a pen. The members will go around the room and write compliments on the papers. At the end, members will look at the paper and read what others had to say about them. Supplies Needed: Paper, markers, tape
Post Group Write up:
Number of Participants in Attendance: 5 Outcome: What worked, what didnt and why? Overall, we believe that our approach to promote positive self-esteem was successful. All participants in the group were engaged and focused on the activities; and their enjoyment was evident by smiles, laughter, and constructive social interaction. Suggestions for Improvement: Upon the completion of our activities, weve identified considerable flaws within our design. For example, we did not consider how a willing participant with post-traumatic stress disorder might perceive, differently, the experience of having other participants repeatedly approaching from behind to write a complement. Although seemingly innocent, these repeated approaches from behind may perhaps be perceived as intrusive or threatening. Another design flaw that weve identified in the same activity, is that it did not reinforce the physical boundaries firmly established on the unit for the sake of the therapeutic milieu. Again, we had appropriate intentions to promote positive self-esteem and the acquisition of social skills; but with hindsight, we probably should have avoided proposing an activity that facilitated close physical contact which could have been easily misinterpreted. A simple solution would be to redesign the activity in a way that not only removes the potential for anxiety development, but also in a way that reinforces the physical boundaries established in the therapeutic milieu. As a nurse engaged in patient education what was learned? Through this patient education opportunity, my partner and I have furthered our experiences in cooperative planning and lesson development. Initially, our ideas were very limited and our personal schedules, very tight. Kelsy took a proactive lead and narrowed our attention onto the theme of self-esteem promotion. In addition, she proposed several, solid delivery approaches. From decision making, planning, executing, and evaluatingwe worked as a team. The concepts of leadership and collaborative team work are two essential threads that make the fabric of quality healthcare and so should not be overlooked. These are the most valuable takeaways from our psychoeducational group project.
NURS 360 Psychiatric Mental Health
Psychosocial & Psychoeducational Group Template Acute & Community Psychoeducation and psychosocial interventions encompass a broad range of nurse led activities. The primary therapeutic focus is for clients to learn practical and positive emotional and behavioral skills to improve life adjustment, management of emotions and self-awareness. Patients groups also serve to provide information about health and wellness, illness, treatment, symptoms, resources and services. A psychoeducation approach appreciates the importance of education in changing unhealthy or negative emotional and behavioral patterns. In groups tools such as handouts, worksheets, activities and games are helpful. In both the acute and community setting nurse led psychosocial and psychoeducational groups provide clients the opportunity to learn life skills, feel empowered, improve their health and effectively manage their illness. Pre Group Planning Group Facilitator Student Names: Chelsea and Kelsy Title of Group: Pictionary Psychosocial or Psychoeducational: Psychosocial Rationale: Patients that work together increase their social skills while working on their problem solving abilities Goal(s): To have patients work together and collaborate to correctly guess the picture and win points/prizes Purpose: Patients interact with each other towards a common goal Setting: Acute/residential adult unit Target Population: Adults Group Activity Steps: State the rules of the game. Split the unit into two teams and have them sit on their respective sides of the white board. Have them come up with a team name. One resident from each team will hold a dry erase marker and walk to coordinator of event who will show them a word or phrase that they will need to draw. They will walk up to the board, and then when coordinator says go they may start to draw on the board in order to get their teammates to name the word or phrase that the person is trying to draw. The team that identifies the word or phrase first wins a point. We will keep track of team points. The game will end once every player has drawn on the board twice. Whichever team has the most points will win prizes. Supplies Needed: White board, expo pens, timer
Post Group Write up:
Number of Participants in Attendance: 10 Outcome: What worked, what didnt and why? Some things that worked were the patients abilities to draw and guess the given word, active participation from a couple of the patients, and the positive feedback from the patients and staff that participated. Some things that did not go as planned was the level of excitement, the unforeseen side effects of the patients medications, and giving out snacks as prizes. They had just received their medications and were a little sleepy during the activity. Because if this, some patients went into their rooms for a nap and opted out of the activity. It was a little difficult to get the patients to volunteer for their turn to draw on the board. We had to selectively call patients by their names to get them to participate. A few patients only went once and a couple patients went several times. We did not divide the group into 2 teams and instead had everyone participate as individuals. Therefore, there were no team names and we did not keep track of points. We did not utilize a timer because we wanted to open up the guessing time. Creating a time limit would have made it very restricted and limited, which wouldve led to less participation. Suggestions for Improvement: If we were to recommend this activity to future students, we would suggest their do this activity before medications are given. That way, the patients would be more energetic. We also suggest checking with the staff ahead of time about giving snacks out as prizes. Some patients are diabetic and there are certain restrictions on each unit. As a nurse engaged in patient education, what was learned? What we learned is that group activities are vital for social interaction. The activities help to facilitate their social interaction skills and boost self-confidence. We also learned that adult patients are not as energetic as adolescents. Especially after medications are given, adult patients are very sleepy and tend to go into their rooms to lay down and nap.