Convenient, customizable and affordable onsite training

Equip your staff for successful interactions with patients experiencing psychiatric symptoms.

  • Our educational sessions provide new tools for care and interaction with patients.
  • Confidence in interaction with agitated or severely depressed patients can be built.
  • Training programs can be tailored for large and small groups.
  • Our training staff are seasoned psychiatric nurses skilled in the care of these patients and in training others in these skills.
Nurse bedside

Training Sessions

General Training

We offer general behavioral health training to medical/surgical departments, emergency departments and other non-behavioral health facilities.

Education programming is developed based on research, evidence-based practice, and best practices as established by the American Psychiatric Nurses Association.

Select the session below for more details.

Intended Audience

Non-behavioral health nurses, CINAs, Respiratory Therapists, and others working in any healthcare setting

Education Length

Approximately eight (8) hours. Delivered in one day or broken into multi-day series of education sessions.

Summary

Overview of educational series

  • Introduction to series
  • Check in on needs of the group (what are they hoping to get from sessions)

Prevalence of Mental Illness

  • Size/scope of problem
  • Relevant Statistics
  • Stigma
  • Perceptions

Length: One (1) hour

Methods:Didactic, short video clip, small group discussion, group exercise

Objectives: At the end of this presentation, the participant will be able to:

  • Recall the prevalence of mental illness in the United States
  • Define stigma
  • List 3 ways stigma impacts individuals
  • Discuss how personal perceptions impact care of patients

Summary

Medical conditions can impact or contribute to mental health conditions

Common diagnoses in adult patients

  • Definition
  • Clinical presentation/symptoms

Specific interventions when providing care

Length: One (1) hour

Methods: Didactic, question/answer, large group discussion, case studies

Objectives: At the end of this presentation, the participant will be able to:

  • Identify how medical conditions can exacerbate a mental health condition
  • List at least 5 common mental health diagnoses
  • Demonstrate effective interventions for various mental health conditions

Summary

Define evidence-based skills in providing care to patients with a mental health condition

  • Observation
  • Awareness
  • Listening
  • Unconditional positive regard/empathy
  • Connection
  • Leadership
  • Advocacy

Discuss practical application of each skill

Length: One (1) hour

Methods: Didactic, question and answer, reflection/journaling, group discussion

Objectives: At the end of this presentation, the participant will be able to:

  • List the seven (7) skills needed for working with patients with a psychiatric diagnosis
  • Provide at least three (3) examples of ways to use these skills in the work setting

Summary

Core components to patient and staff safety

  • Environment – space and equipment
  • Culture of Safety
  • Engagement
  • Patient assessment and monitoring
    • Skin assessment
    • Contraband
  • Staff resources/education
  • Limit setting/rule
  • Managing emergencies

Small group work

  • What can we do to promote safety

Length: One (1) hour

Methods: Didactic, group exercise (find the contraband), video clip, small group discussion (how to make our area safer)

Objectives: At the end of this presentation, the participant will be able to:

  • Explain three (3) key terms related to safety
  • Identify seven (7) core components to patient safety
  • Discuss ways to promote safety in our work area

Summary

Define therapeutic communication

Tools of therapeutic communication

  • Open ended questions
  • Listening
  • Reflection, paraphrasing, validation
  • Non-verbal Communication
  • Environment

Interventions for violent and aggressive patients

Special populations and communication

Skill development strategies and practice

Barriers to therapeutic communication

Length: One (1) hour

Methods: Didactic, role-playing

Objectives: At the end of this presentation, the participant will be able to:

  • Define therapeutic communication
  • List the tools of therapeutic communication
  • Share methods to develop skills
  • Identify barriers to therapeutic communication

Summary

Define relationships

Discuss transference and counter-transference

Complete boundary index (self-assessment)

Managing Relationship-Changing Behaviors

Length: One (1) hour

Methods: Didactic, question/answer, self-assessment, role play

Objectives: At the end of this presentation, the participant will be able to:

  • Define the three types of relationships
  • Explain the meaning of transference and counter-transference
  • Formulate responses to relationship-changing behaviors

Behavioral Health Facility Training

We offer trainings customized to behavioral health facilities.

Select the session below for more details.

Summary

Working with patients in an inpatient behavioral health unit requires specific skills that need to be intentionally developed. This presentation dives into defining the roles of specialized psychiatric nurses and behavioral health workers. Skills are defined and participants can learn about specific ways to develop those skills.

Target Audience: Psychiatric RNs and Behavioral Health Workers

Length: One (1) hour

Methods: Didactic, journaling, small group discussion, reflection

Objectives: At the end of this presentation, the participant will be able to:

  • Define the role of the psychiatric RN and/or the behavioral health worker
  • List 7 skills of nurses and behavioral health workers in the inpatient behavioral health setting
  • List at least 3 methods to further develop the skills
  • Discuss 3 challenges to excellent care and ways to overcome the challenges.

Summary

Safety is a primary concern when caring for patients with a behavioral health diagnosis. In addition to concerns about patient safety, many individuals working with psychiatric patients report being fearful for their own safety. This presentation explores the core components to unit safety, barriers to safety, and practical ways to break through those barriers.

Target Audience: Anyone working with patients with a behavioral health diagnosis

Length: One (1) hour

Methods: Didactic, journaling, small group discussion, question and answer

Objectives: At the end of this presentation, the participant will be able to:

  • Explain 3 key terms related to safety
  • Describe 4 specific skills for staff working in behavioral health units
  • Discuss how those skills contribute to patient and milieu safety
  • Identify the 8 core components of patient and milieu safety
  • Describe important safety processes in units

Summary

One of the most important tools needed to work with patients in any setting is therapeutic communication. While some people are naturally skilled in this area, it is important to intentionally practice and hone our therapeutic communication skills. We will also discuss and practice how to engage in verbal de-escalation with patients who are angry and agitated. This presentation will list the skills and allow participants time to evaluate their skill level and practice therapeutic communication.

Target Audience: Anyone working in any setting

Length: One (1) hour

Methods: Didactic, discussion, role playing

Objectives: At the end of this presentation, the participant will be able to:

  • Define therapeutic communication
  • Identify 3 barriers to effective use of therapeutic communication
  • Identify at least 3 ways to further develop therapeutic communication skills

Summary

The Broset Violence Checklist (BVC) is an evidence-based tool used to predict whether a patient is likely to act out aggressively. The Broset is a quick, easy assessment that enables those working in behavioral health units to plan for and prevent escalation and violence. This training will share the research behind the tool, educate on how to use the tool and provides practice time.

Target Audience: Anyone working in behavioral health inpatient units

Length: 45 minutes –  one (1) hour

Methods: Didactic, video, practice, question/answer

Objectives: At the end of this presentation, the participant will be able to:

  • Explain 3 uses of the Broset Violence Checklist
  • Define the 6 descriptors of the BVC
  • List interventions for each of the scores
  • Differentiate b/w low and high risk

Summary

Maintaining safety when patients at risk for harm to self or others is a major concern in behavioral health units. While provide constant observation for patients is a tool that helps keep the unit and patients safe, it can often create anxiety, stress, and frustration to patients. Two evidence-based nursing tools will be provided and nurses will have time to practice using these tools. Both tools have been shown in the research to prevent 1:1 use, decrease the length of time a patient is on 1:1, and promote safety and RN/Patient engagement.

Target Audience: Behavioral Health RNs

Length: One (1) hour

Methods: Didactic, reading, practice, role playing, questions/answer

Objectives: At the end of this presentation, the participant will be able to:

  • Demonstrate use of 2 RN protocols
  • Discuss when each protocol should be used
  • Define times that the protocol should not be used and 1:1 should be used instead

Summary

All individuals working in a behavioral health unit will at times find difficulty in managing emotional reactions to patients. They key is to identify when one is reacting, be able to respond appropriately, and set therapeutic boundaries. This presentation will define the therapeutic relationship, help the participant understand various reactions, and provide practical ways to respond therapeutically in challenging situations.

Target Audience: Anyone working in a behavioral health unit, PHP, or access/triage centers

Length: One (1) hour

Methods: Didactic, self-assessment, question and answer, group discussion

Objectives: At the end of this presentation, the participant will be able to:

  • Define 3 types of relationships
  • Explain the definition of transference/countertransference
  • Describe at least 5 reactions to patients
  • List at least 2 solutions to each reaction to patients
  • Practice responses to texting behaviors

Summary

PRN medications are a valuable resource in a psychiatric/behavioral health crisis. Just as pain medication provides relief for physical pain and discomfort, psychotropic PRN medication provides relief for patients suffering with a psychiatric illness. This presentation offers education for nurses on decision making, alternative interventions to attempt, communication in a crisis, and appropriate follow-up after giving PRN medications.

Target Audience: RNs

Length: 45 minutes

Methods: Didactic, question and answer, case study

Objectives: At the end of this presentation, the participant will be able to:

  • Discuss use of psychotropic medications in the inpatient behavioral health setting
  • Be able to describe decision making process of the “When, what, and route” of PRN medication administration
  • Demonstrate thorough documentation
  • List how and what to monitor after PRN medication administration

Summary

Some nurses feel uncomfortable leading educational sessions in a group setting. This presentation provides tools for nurses so they can feel more comfortable providing education to patients in a group setting.

Target Audience: RNs working in behavioral health units or any setting where leading educational sessions with patients

Length: 30 minutes

Methods: Didactic, question and answer

Objectives: At the end of this presentation, the participant will be able to:

  • Describe the goals of nurse-led educational groups
  • List at least 5 types of learning methods
  • Explain at least 3 educational challenges a nurse may face in the group setting
  • List 2 ways to address each challenge

Summary

Completing a skin assessment on admission is an important way to promote safety by discovering any existing injuries that need to be treated, observing for any signs/symptoms of abuse, and removal of any contraband that may be hidden on the person. Yet skin assessments can be uncomfortable for employees and patients alike, and can even re-traumatize patients. This session prepares individuals to safely, thoroughly, and therapeutically provide an admission skin assessment.

Target Audience: RNs and Behavioral Health Workers

Length: 30 minutes

Methods: Video, discussion, post-test

Objectives: At the end of this presentation, the participant will be able to:

  • List 3 reasons why we complete an admission skin assessment
  • Explain which unit staff should complete the skin assessment
  • Discuss plan of action if a patient refuses a skin assessment

To schedule training for your staff or for questions, please call us at 616.281.6380 or email scott.wagner@pinerest.org.

“I appreciated the group learning experience and the prepared quality presentation.” – A BHS client