Applied Psychology for Nurses R Sreevani
INDEX
Page numbers followed by b refer to box, f refer to figure, fc refer to flowchart, and t refer to table
A
Ability 232, 269
Acceptance 77
Achievement test 227, 269
Acquired immunodeficiency syndrome 217
Adaptability 232
principle of 115
Adaptation 206, 208, 240, 269
Adaptive coping styles 212t
Adler's individual psychology 86
Adrenal glands 26
Adrenal medulla 210
Adrenaline 196
Adrenocorticotropin hormone 210, 211
Agnosia 168
Alarm reaction 210, 211fc, 269
Albert Bandura's social learning theory 140f
Alcohol 145
All-or-none law 269
Allport's classification 85, 85t
Allport's theory 86
Altruism 269
Alzheimer's disease 145, 168
Amnesia 168, 269
Anaccurate perception, causes for 117, 117f
Anal stage 269
Anesthesia 166
Anger 76, 197, 203, 204
Antisocial personality disorder 103, 269
Anxiety 69, 187, 203, 269
Anxious personality disorder 103
Apathy 54
Applied psychology, branches of 7
Approach-approach conflict 55, 55f, 269
Approach-avoidance conflict 55, 55f, 269
Aptitude 161, 269
concepts 161
measurement of 163
nursing implications of 172
test 165, 227
types of 162, 163, 165
Army alpha test 227
Army general classification test 227
Arousal, levels of 192
Arthritis 207
Aspiration, levels of 189
Asthma 207
Attention 109, 140, 269
alterations in 113, 165
deficit hyperactive disorder 145, 165
degree of 112
determinants of 110, 110t
division of 113
duration of 112
major conditions of 112f
nursing implications of 169
span of 112
types of 109, 109fc
Attitude 213, 214, 269
development of 214
effects of 214, 218
formation of 214, 217
learning 126
measurement of 219
nature of 213
nursing implications of 217
psychometric assessment of 218, 219
role of 216
scales 219
towards treatment 216
Attribution 269
Auditory attention, span of 112
Auditory defects 38
Autocratic leadership 269
Autonomic nervous system, sympathetic division of 210
Autonomy 42, 261
Avoidance-avoidance conflict 55, 55f, 269
B
Background stressors 206
Balwadis 47
Bandura and Walter's social learning theory 86, 95
Bargaining 76
Basic social etiquette rules 249
Behavior 1, 10, 25, 214, 270
abnormal 269
analysis of 10
biology of 19
changes 101f
expressive 196
glandular controls of 26
harmful 208
instigator of 186
modification 270
observation of 9
pattern 280
verbal 280
withdrawn 100
Benzodiazepines 145
Biopsychology 6
Blood
pressure, high 145
vessels supplying blood 210
Bloom's taxonomy 156
revised 156
Bodily movement and gestures 196, 199
Bodily-kinesthetic intelligence 120
Body-mind relationship 19, 20f
Borderline personality disorder 103
Brain 25, 32f, 116, 200, 243
functions 158
injury 20
left sides of 32f
lobes of 31f
major structures in 33f
rhythmic activity 219
right sides of 32f
structures 203
tumors 145
Bride burning 262
Brief psychiatric rating scale 227
Bruner's theory 124
Building time management skills 241
C
Cannon-Bard theory 200, 270
Cardiac muscle 26
strength of 210
Cardinal disposition 93
Catastrophic events 206
Catharsis 270
Central nervous system 29, 270
Cerebellum 270
Cerebral cortex 270
role of 95
Cerebrospinal fluid 33
Cerebrum 30, 270
Chemical 243
Child marriage 259, 262
Chromosomes 270
Classical conditioning theory, educational implications of 135
Clerical aptitude 162, 165
Clinical neuropsychology 6
Cognitive development 61, 270
across lifespan 65t
Piaget's four stages of 160f, 161t
Cognitive disorders 168
Cognitive processes 109
alterations in 165, 166f
psychometric assessment of 163
Cognitive social learning theory 270
Collaboration 48
Communication 233, 239, 254, 263, 271
components of 234
importance of 234
process 233f, 240
skills 233, 235
types of 233
Community
activities 258
based programs 48
living, training in 48
Compensation 52
Computer-assisted tests 226
Confidence, levels of 249
Conflict 55, 271
types of 55
Conformity 271
Consciousness 271
Context, principle of 115
Continuous distraction 113
Continuous reinforcement schedule 136, 271
Controlled thinking 154
Convergent thinking 271
Conversion 52
Coping 271
strategies
classification of 213
types of 212f
styles 212
Corticotropin releasing-hormone 210, 211
Counseling 271
COVID vaccine 67
Creative thinking 153, 155
stages of 155f
Criminology, field of 13
Crisis intervention 47
Critical thinking 153, 232
Cultural barriers 239, 239t
Curiosity 190
Curriculum planning 217
D
Day dreaming 156
Daytime activities 205
Decay theory 152
Deductive reasoning 154
Defense mechanism 50, 271
purpose of 51
types of 51
Delirium 168
Dementia 168
Dendrites 27, 271
Denial 51, 76, 203, 204
Dependent personality disorder 103
Depression 20, 77, 203, 204, 207
Hamilton rating scale for 227
Devadasi system 259
Diabetes 207
Differential aptitude test 165, 227
Direct aggression 54
Discontinuous distraction 113
Discrimination 261
Displacement 51, 271
Dissocial personality disorder 102
Dissociative amnesia 271
Distraction
sources of 113
types of 113
Dizziness 38
Dollard and Miller's learning theory 95, 95f
Double approach-avoidance conflict 272
Down syndrome 21, 272
Dowry 262
harassment 259
Dress code 266
Drive theories 191, 191f, 272
Duct glands 26
Ductless glands 26
Dynamic personality theories 86
Dyscalculia 167
E
Economic development 261
Education 261
Effective team work, advantages of 253
Ego 87f, 272
defense mechanisms 50
integrity 272
Eisenhower matrix 242f
Electrocardiogram 219
Electrocardiography 219
Electroencephalogram 219
Elimination pattern 205, 220
Emotion 128, 195, 204, 272
Cannon-Bard theory of 270
characteristics of 197
cognitive theory of 201
components of 196, 196f
development of 198
eliciting events 244
focused coping 212
handling 204, 205, 220
James-Lange theory of 275
psychometric assessment of 218, 219
rise of 150
Schachter-Singer theory of 278
theories of 200, 201f
types of 197, 197f
understand source of 204
Emotional awareness 204
Emotional development 198
Emotional disorders 199
Emotional equilibrium 203
Emotional reactions 199, 199f, 200f
Emotional stability 203
Empathy 232, 235, 272
Empowerment 272
Endocrine gland 26, 272
Environment, types of 23, 23f
Environmental barriers 238
Epinephrine 196
Etiquette, aspects of 265
Exercise, law of 131
Exhaustion stage 212
Experimental manipulation 272
Experimental method 10
essential features of 10
steps in 11fc
Experimentation, steps in 10
Explicit volitional attention 110
Extinction 134, 272
Extrasensory perception 273
Extrinsic motivation 252, 273
Eysenck's hierarchical theory 86
Eysenck's personality questionnaire 95
Eysenck's theory 94, 94f
F
Facial 196
expressions 199
Factors affecting perception 115, 116f
Factual disorders 37
Fantasy 54
Fatigue, physical 20
Fear 187, 190, 197, 203, 204
Feelings, facilitate verbalization of 205, 220
Female infanticide 262
Fertility 60
Figure-ground relationship 114f, 273
principle of 114
Fixation 273
Fixed-ratio reinforcement schedule 137
Flexibility 232
Fluid intelligence 273
Forebrain 29
Forgetfulness, general 150
Forgetting 150, 273
causes for 150, 150f
interference theory of 274
theories of 151
types of 150
Foster healthy attitude 48
Frame mental processes 9
Fraternal twins 273
Frequency, law of 131
Freud's theories 87
Frustration 53, 54, 54f, 273
causes for 54
characteristics of 53
sources of 54
Funnel approach 148
G
Galvanic skin response 219, 273
Gardner's multiple intelligence 119
Gastric glands 26
Gender
discrimination 262
equality 261
General adaptation syndrome 208, 210, 273
three-stage model of 210f
General aptitude test battery 165, 227
General intelligence theory 123
General memory functions, theory of 145
Genes 273
Genital stage 273
Geopsychology 7
Gestalt psychology 2, 138, 273
Gestalt therapy 273
Glands 26, 34
types of 26
Good nutritional quality food 206
Gordon Allport's
personality dispositions 93f
theory 92
Grief, stages of 77f
Group
intelligence tests 121
non-verbal intelligence tests 121
therapy 273
verbal intelligence tests 121
Growth 60
hormone-releasing hormone 210, 211
Gustatory disorders 37
H
Habits 129
branches of 129
characteristics of 129
force of 190
formation of 129
role of 130
Hair set up 266
Halfway homes 49
Hallucination 117
Hans Eysenck's theory 94
Happiness 197
Happy life, workplace rules for 248, 248b
Hard skills 231
concept of 231
Head injury 145
Health 261
and digital literacy 264
education 215
personnel, training of 47
Hearing 35, 38
Heart
problems 207
rate 200
Hemispheres
left 30
right 30
Hindbrain 32
Hippocrates classification 83, 83t
Histrionic personality disorder 103
Homeostasis 186, 274
Horizontal vertical illusion 167
Hormones 203, 274
discharge of 196
Horney's psychoanalytic interpersonal theory 86
Hostility 102
Human growth hormone 211
Humanistic approach theory 86, 88, 89
Humanistic psychology, development of 193f
Hunger motive 188
Hyperanesthesia 166
Hyperthymestic syndrome 168
Hypnosis 274
Hypothalamus 30, 203
Hypothesis, formation of 154
Hypothyroidism 145
I
Id 85f, 274
Illusions, types of 167
Incentive 187, 274
Incoming calls, types of 251
Individual intelligence tests 121
Information
processing theory 124, 146, 146f
technology tests 164
Insightful learning, theory of 138, 141
Insomnia, taking care of 205, 220
Integration 42, 129
Integrity 274
Intellectualization 52, 274
Intelligence 118, 145, 274
alterations in 168
classification of 119, 119f
concrete 119
crystallized 271
emotional 120, 272
factor theories of 123
Gardner's eight major kinds of 119, 120t
interpersonal 120
linguistic 120
measurement of 121
naturalist 120
nursing implications of 171
process-oriented theories of 124
quotient 119, 231, 274
social 119
spatial 120
tests 227, 274
classification of 121fc
limitations of 122
uses of 122
theories of 123
type of 120
uses of 120
Intensity 35
Intercellular environment 23, 24
Interest
and attention 111, 145
and attitudes 190
tests 227
Interference theory 151, 152, 152f, 274
International Statistical Classification of Diseases and Related Health Problems 102
Interneurons 27
Interpersonal relationship 236, 238b
Interview method 96
Intrapsychic coping 213
Intrauterine environment 24
Intrinsic motivation 252, 275
Introspection method, steps in 8, 8f
Introvert 275
Involuntary attention 110
IQ
classification 120
range 120
Isolation 53, 110, 111
J
James-Lange theory 200, 201fc, 272, 275
Jung's analytical psychology 86
Jung's classification 83, 84t
K
Kidneys 26
Kinesthetic disorders 38
Kinesthetic sense 38
Kretschmer's classification 83, 84t
L
Lacrimal glands 26
Laissez-Faire leadership 275
Languages 158, 275
Lazarus theory 202, 202f
Learner's mental health 127
Learner's physical health 127
Learning 124, 143, 275
alterations in 167
concept 126
experience
nature of 128
type of 128
factors influencing 126, 127t
laws of 131
methodology of 128
nature of 125
nursing implications of 170
observational 140, 141, 276
paired-associate 126
problem-solving 126
process 128
situation 129
stimulus response 125
theories of 132, 141, 141t
trial and error theory of 132, 141
types of 125127
verbal 125
Libido 275
Likert scale 219
Limbic system 30, 95, 203, 275
part of 200
Listening skills 250
Loci, method of 149
Logical-mathematical intelligence 120
Long-term memory 143, 275
classification of 143fc
M
Magnification 159
Mahilamandals 47
Major endocrine glands, localization of 27f
Maladaptive coping styles 213t
Male sex glands 26
Manual aptitude 162, 165
Maslow's hierarchy of needs 92, 192, 194, 194f
Maslow's self-actualization theory 86
Mathematics disorders 167
Maturation 127, 275
Maturity 144
Mechanical aptitude 162, 165
Medicine, field of 13
Medulla 275
Memory 142, 275
alterations in 168
declarative 271
episodic 272
explicit 272
factor 124
influencing 144, 144t
images 116
involves input 144
long-term 143, 275
nature of 143
nursing implications of 170
peg system 149
semantic 279
sensory 142, 279
short-term 142, 279
stages of 142, 145f
theories of 145
three stage model of 143fc
trace 275
types of 142, 142fc
working 280
Menopause 60
Mental
conditions, effects of 20
coping skills 244
deficiency 122
filter 159
functions, localization of 32f
health 42, 151, 245, 248
agencies 49
care, sources of 221
concepts of 42, 43f
education 46
non-governmental organizations 49
professionals, seek help of 206, 221
services 48, 48f, 50
strategies 45t
hygiene 42, 43
concepts of 43, 43f
retardation 275
set-up 111
subnormality 122
Mentally healthy person, characteristics of 44
Midbrain 31, 275
Minimization 159
Minnesota multiphasic personality inventory 97, 275
Misconception 217
Mnemonic link system 148
Morbid forgetting 150
Motivation 141, 185, 187, 218, 276
arousal theory of 192, 192f
cognitive approaches of 270
concepts of 187
external 252
incentive theory of 192, 193f
instinct theory of 190
internal 252
level of 127
psychometric assessment of 218
pull theory of 192
push theory of 191
skills 252
theories of 190
types of 252
Motivational cycle 191, 192f, 276
Motives 111, 128, 194
nursing implications of 195
types of 187, 188f
Motor
learning 126
neurons 27, 276
reproduction 140
Multifactor theory 123
Multiple approach-avoidance conflict 55, 56f, 276
Muscles 26
Musical intelligence 120
Myelin sheath 27, 276
N
Nails 267
Narcissistic personality disorder 103
Naturalistic observation 276
Nausea 38
Neo-Freudian psychoanalysts 276
Nerve fiber 276
Nervous system 25, 29, 276
branch of 196
integrative function of 34
knowledge of 34
parts of 30fc
Neural impulse 28
Neural stimulus 276
Neurological tests 164t
Neuron 25, 27
structure of 27f
Neuropsychological tests 227
Neurotransmitters 28, 29f, 276
Neutral stimulus 134
Non-verbal communication 233
Noradrenaline 196
Norepinephrine 196
Nurse
positive attitude for 217, 218
role of 45t, 46, 47, 56, 65, 6772, 74, 78, 102, 229, 262, 264, 264b
time management for 242
Nutrition 205
inadequate 262
Nutritional deficiency 145
O
Observation method 9, 97
steps in 9, 9f
Obsessive compulsive personality disorder 103
Occupational tests 227
Oedipus conflict 276
Olfactory disorders 37
Operant conditioning theory, educational implications of 138
Opinion surveys 219
Organ system 207
Organization, Gestalt laws of 273
Otis-Lennon school ability test 121
Overgeneralization 159
Oxygen 210
P
Pain, severe 20
Pancreas 26
Paper-pencil and performance tests 227
Paranoid personality disorder 102
Parapsychology 7
Parasympathetic nervous system 203, 276
Parathyroid gland 26
Paresthesia 166, 277
Perception 113, 277
alterations in 166
nursing implications of 169
principle of 113, 114f
Perceptual learning, types of 126f
Peripheral nervous system 29, 33, 277
Personal interests and mind set 116
Personality 82, 277
abnormal 103
Allport's classification of 85t
alterations in 100, 102
assessment 96
balanced development of 44
behavioral theories of 86
characteristics of 82, 85t
classification of 83, 83f
development 92
Freud's stages of 88, 89t, 90f
theories of 86
disorder 102, 103, 277
classification of 102
Dollard and Miller's learning theory of 95, 95f
dynamics of 88
evaluation of 96
Eysenck's trait-type theory of 94f
Freud's structure of 88f
Hippocrates classification of 83t
inventory 97, 277, 219
Jung's classification of 84t
Kretschmer's classification of 84t
learning theories of 95
measurement of 96
questionnaire 97t
Sheldon's classification of 84t
tests 227
traits, measurement of 96f
trait-type theory of 86, 92, 94
type A 85
type B 85
Phallic stage 277
Phobias 277
Physical health 245
Piaget's theory 124
Pituitary gland 26, 277
Poor mental health, warning signs of 44, 45f
Posture 265
Practice relaxation and stress reducing techniques 246
Presentation skills 248, 249
Primacy, law of 131
Primary care provider 73
Proactive interference 152, 277
Processing theory, levels of 146, 147f
Professionalism 232
Projective personality test 277
Projective techniques 98, 98t, 219
Promotive and preventive mental health strategies 44
Proximity 277
principle of 114, 115f
Psychoanalysis 4
Psychoanalytic theory 86, 87, 277
founder of 87f
Psychological assessment 226, 229
Psychological barriers 239
Psychological forgetfulness 150
Psychological needs 67, 70, 71, 75
Psychological problem 145
Psychological tests 229
characteristics of 228, 228t
development of 227
interpretation of 229
limitations of 229
principle of 228
types of 226
uses of 228
Psychology 1, 2, 5, 34, 185, 277
abnormal 6
application of 13f, 15t
applied 7
branches of 6, 7fc, 15
caregivers 75
child 72
clinical 7, 16, 270
cognitive 6, 16, 270
community 271
counseling 6
criminal 16
cross-cultural 6
development of 2, 3f
developmental 7, 16, 60, 271
educational 7, 15
environmental 6
evolution of meaning of 1fc
evolutionary 6, 272
experimental 6, 7
forensic 6
general 6
health 6, 16, 273
humanistic 193f
industrial 7
law of 5
legal 8
major perspectives of 4, 4f
methods of 8, 8f
military 8
occupational 15
personality 6
physiological 6, 19
political 8
predicts human behavior 5
relationship of 12
school 6
scope of 5
significance of 13
social 6, 16, 279
sports 6, 16
subject 4, 5f
uses scientific methods 4
Psychosexual stages 277
Psychosocial development 61, 277
across lifespan 63t
Erikson's eight stages of 90t, 91f
theory of 88
Psychosocial environment 24
Psychosocial needs 186
Psychosocial theory 86
founder of 90f
Psychosomatic illness 278
Psychotherapy 278
Puberty 60
Public opinion polling 219
Pulse rate 200
Punishment 136, 278
types of 136t
Pure psychology, branches of 6
Q
Quarter way homes 49
R
Rationalization 52, 278
Raymond Cattell's theory 93, 94f
Reaction formation 51, 278
Readiness, law of 131
Reading disorders 167
Recall 143, 278
Recitation 148
Recognition 143, 278
Red blood cell 210
Reflex 278
Regression 52, 54, 278
Reinforcement 129, 136, 278
schedules of 136, 137, 137t, 278
types of 136t
Relationships, types of 236, 236f
Reliability 228
Remedies 207, 208
Repression 51, 278
theory 152
Resilience 245, 278
development of 246
Resistance reaction 210, 211fc
Respiratory motive 188
Retention 140, 143, 278
Reticular activating system 31, 95, 278
Retina 37
Retroactive interference 152
Retrograde amnesia 278
Roger's self-theory 86
Rogers Person-centered approach 92
Rorschach test 98, 99f, 278
S
Sadness 197
Salivary glands 26
Schachter-Singer theory 201, 202, 278
theoretical model of 202f
Schizoid personality disorder 102
Scientific method 278
Self-actualized individual, characteristics of 195b
Self-empowerment 258
development 259
phase of 259f
dimensions of 258
Self-esteem 194, 279
dissatisfaction of 194
satisfaction of 194
Self-help groups 49
Self-observation method 8
Self-perception theory 216
Self-report methods 97, 219
Semantic barriers 239
Sensation 34, 279
abnormal 36
alterations in 166
general characteristics of 35
normal 36
psychology of 25
Sense organs 25, 60, 115
defective functioning of 117
Sensorimotor 160
Sensory 34
disorders, types of 37f
experience 35fc
neurons 27
process 35
nursing implications of 38, 169
Sentence completion test 99
Sex
drive 188
glands 26
motive 188
Sexual health 60
Shame and guilt feelings 102
Sheldon's classification 83, 84t
Shock 203, 204
Sickness, emotion in 203
Situational tests 218, 219
Sixteen personality factor questionnaire 94
Skeletal muscles 26
Skills 279
types of 231
Skin 36, 207
Skinner's radical behaviorism 86
Smell 35, 37
Smooth muscles 26
Social barriers 239, 239t
Social etiquettes 249
importance of 250
Social learning theory 95f, 140
Social motives 189, 279
Society-centered preventive measures 47
Socio-psychological drive 187
Soft skills 231, 235, 279
application of 231, 232t
components of 232
concept of 231
use of 232
Somatoform disorder 279
Specific clinical tests 227
Spinal cord 33
Spontaneous non-volitional attention 110
Stanford-Binet intelligence scale 227
Stereotypes 54, 279
Stimulus 279
conditioned 134, 271
discrimination 279
generalization 135, 279
inadequate 117
intensity of 110
isolation of 110, 111
localization of 110, 111
movement of 110, 111
removal of 136
repetition of 110, 111
size of 110
unconditioned 134, 280
variability 279
Stress 206208, 212, 243, 279
concepts of 206
cycle 207, 207f
effects of 208, 209f
Stressors 206, 207
personal 206
Stretching 243
Structuralism 2, 279
Study habits 130
Sublimation 52, 279
Suicide prevention centers 50
Superego 87f, 279
Suppression 52, 279
Surprise 197
Survey method 12
Sweat glands 26
Symmetry, principle of 115, 115f
Sympathetic nervous system 203
Synapse 25, 28, 28f, 279
T
Tasks, achievement of 42
Taste 36, 37
Teamwork 232, 253
essential components of 253
importance of 254
Telephone etiquettes
importance of 252
techniques 251
Temporal lobes 280
Tetanus vaccine 67
Thalamus 29, 280
Thematic apperception test 98, 99f, 219, 280
Thinking 152, 280
alterations in 168
Bloom's levels of 157f
development of 159
levels of 156
nursing implications of 171
two main types of 153, 153f
types of 153, 153f
Thirst motive 188
Thyroid
gland 26, 280
stimulating hormone 211
Thyrotropin-releasing hormone 210, 211
Time management, benefits of 241b
Time scale error 159
Tissue deprivation, physiological state of 186
Touch 36
Trace decay theory 151
Trait theory 86, 280
Transactional analysis 280
Transduction 280
Transference 280
Trial and error theory, educational implications of 133
Trisomy 21 anomaly 21
Two-factor theory 123
U
Unconscious motives 190
V
Variable-interval reinforcement schedule 137
Verbal communication 233, 265
Vestibular disorders 38
Vestibular senses 38
Violence 261
domestic 259, 262
gender based 262
Vision 35, 37
Visual accommodation 269
Visual acuity 280
Visual attention, span of 112
Visual disorders 37
Vocational ambitions 189
Voice disturbances 199
Voluntary behavioral methods 220
W
Wernicke-Korsakoff syndrome 168
Whole and part method 147
Women empowerment 260
components of 261
dimensions of 260, 260f
in society 261
parameters of 261
Word association test 98
Written expression, disorders of 168
Y
Yoga 243
Z
Zygote 280
×
Chapter Notes

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Applied Psychology for NURSES
Applied Psychology for NURSES
As per the Revised BSc Nursing Syllabus
FIFTH EDITION
R Sreevani PhD (Psychiatric Nursing) Professor and Head Department of Psychiatric Nursing Dharwad Institute of Mental Health and Neurosciences (DIMHANS) Dharwad, Karnataka, India Foreword K Reddemma
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Applied Psychology for Nurses
First Edition: 2009
Second Edition: 2013
Reprint: 2015
Third Edition: 2018
Fourth Edition: 2022
Fifth Edition: 2024
9789356966963
Printed at
My Husband
FOREWORD
It is a matter of immense pleasure that Dr R Sreevani has again put her efforts together for the student community by compiling a comprehensive textbook titled Applied Psychology for Nurses and requested me to write foreword for the same. Her previous publication A Guide to Mental Health and Psychiatric Nursing has been a phenomenal success and gained much recognition with the student community in particular.
The present book broadly covers fundamentals of psychological concepts for the undergraduate and graduate nurses with special focus on nursing implications making it unique. The text is presented in line with the revised nursing syllabus for GNM, BSc (N) and PC BSc (N) students.
The author has used simple language and presented the subject in her own lucid style. A right mix of tables, flowcharts and figures has been used to make the concept comprehensible and aid learning. Units on Sensation and Perception, Learning, Memory, Thinking, Intelligence, Motivation, Emotions, Attitudes, Personality, Developmental Psychology, Social Psychology, Guidance and Counseling and Psychological Assessment have been dealt with in-depth and incorporated nursing implications making it a must-buy for the nursing community.
I wish her success in all her future endeavors.
K Reddemma
Nodal Officer
National Consortium for PhD in Nursing
St John's College of Nursing
Bengaluru, Karnataka, India
Indian Nursing Council
Formerly
Dean, Behavioral Sciences
Professor, Department of Nursing
National Institute of Mental Health and Neurosciences (NIMHANS)
Bengaluru, Karnataka, India
PREFACE TO THE FIFTH EDITION
The concept of psychology in nursing education is by no means “new”. Despite coming from a different discipline, psychology has a huge relevance to nursing practice. For those aspiring nurses who have ever wondered the need for them to devote hours in studying psychology, they have not probably realized that both are interrelated to each other. If you are still wondering how a nursing career is related to psychology, think about a time you have ever had a nurse tend to you. If you felt that your nurse was caring, compassionate, and good at making you feel comfortable, then your nurse was using psychology. Without it, there is no trust and no bond created, which can sometimes be the difference between a patient healing and getting worse.
Nurses work in a setting where they are required to interact with other professionals and caregivers in an effort to bring the best quality care for their patients. While managing patients, they are required not only to understand the physical pain associated with the illness but also change their thoughts and attitudes to improve the well-being. They need to fully understand how other people behave and act in certain situations—this is where psychology comes into play. Nurses who study psychology extensively are trained to understand a wide range and depth of emotions and what those emotions can cause in an ill or injured patient. It is the knowledge of psychology that enables nurses to gain the trust of their patients and learn how to interact with patients based on different factors such as gender and age. For instance, during illness, young patients experience greater fear than adults. They may have difficulties in understanding their illness. A nurse can apply her knowledge of child development and psychology and relate to the young patients in a way their apprehensions are alleviated. Thus, psychology can help improve the nurse–patient relationship. As the nurses perform under unthinkable stress, they also need to use psychology on themselves so as to navigate through all the emotions of a patient. Without psychology and nursing careers coming together, it would be hard for a nurse to do his or her job.
The sustained interest and enthusiasm that the students and faculty have evinced in the fourth edition of Applied Psychology of Nurses has prompted me to come out with the latest edition. The fifth edition, as the previous one, is strictly aligned with the revised Nursing syllabus. While retaining the strengths of the fourth edition, an effort has been made to give the latest edition a new look and make it more student friendly. In this direction, the existing figures, flowcharts, and tables have been thoroughly revised and newer illustrations added where necessary.
Each chapter is followed by a synopsis to give a bird view of the important aspects dealt in the respective chapter. Long essays, short essays, short notes, and multiple choice questions (MCQs) have been included at the end of each chapter so as to serve as an active learning exercise. An exhaustive glossary of various terms used has also been provided at the end of the textbook for gaining a broad understanding of the subject.
Students of General, BSc, MSc Nursing, and other health professionals interested in getting an overview of psychology may also find the textbook useful. All constructive suggestions from readers in making this edition more valuable and useful will be earnestly solicited. I am confident that this new edition reflects what instructors want and need, a book that motivates students to understand and apply psychology to their own lives as well.
R Sreevani
PREFACE TO THE FIRST EDITION
As per the Indian Nursing Council (INC) syllabus for GNM, BSc (N), PC BSc (N) students, psychology is prescribed as a subject in their academic curriculum. During my teaching experience I have always found that though many books have been published on the subject they do not really cater to the specific needs of the student community, nurses in particular. The students have often sought recommendations for a publication which caters to their complete syllabus. For lack of such a textbook there was always a high demand for prepared notes which they could use during their examinations. This edition is a genuine effort to mitigate their hardship and also to stimulate academic interest and build an appreciation of the relevance of psychology, motivating and engaging the students.
This edition of Psychology for Nurses though will add to the Psychology section in the book shelves, it will definitely be a special one for the nurse community. In this edition a concerted effort has been made to cover the basic principles of psychology and also focus on applied topics in units such as Sensation and Perception, Learning, Memory, Thinking, Intelligence, Motivation, Emotions, Attitudes, Personality, Developmental Psychology, Social Psychology, Guidance and Counseling and Psychological Assessment. The matter has been produced in a simple language with tables, figures and flowcharts so as to directly support learning, easy understanding and retention of the concept. Learning new concepts and theories is of no much value unless the same can be put to use in real-life situations. In a unique effort to bridge the gap between theory and practice, special care has been exercised to incorporate Nursing Implications at all appropriate places, providing ample opportunity for the intelligent nurse to conceptualize her role.
An exhaustive glossary has been provided at the end of the text to aid the student nurse understand the meaning of the keywords and their usage. To facilitate the students from examination point of view, a set of review questions—long essays, short essays and short answers type have been included at the end of each unit. To assess the level of understanding gained on various topics, a unit-wise question bank (objective) has been provided at the end of the text.
I will be deriving immense satisfaction if the nursing personnel apply psychological principles described in the textbook in their day-to-day learning and practice. I am confident that this book will provide good teaching material for the instructor and moreover motivate the students towards understanding and applying psychology in their job and personal lives as well. Suggestions for improvement will be gratefully acknowledged.
R Sreevani
ACKNOWLEDGMENTS
I would like to begin by thanking the Almighty God, who bestowed upon me the spiritual strength and perseverance to make it all happen.
I would like to thank the publishers M/s Jaypee Brothers Medical Publishers (P) Ltd, New Delhi, for being supportive all through. I would like to extend my special thanks to Shri Jitendar P Vij (Group Chairman), Mr Ankit Vij (Managing Director), and Mr MS Mani (Group President) for continuing to repose strong faith in me.
Nobody has been more important to me in the pursuit of this title than the members of my family. I would like to thank my grandparents, parents, and in-laws, whose love and guidance are with me in whatever I pursue. They are the ultimate role models. While I wish to thank my loving and supportive husband Mr Giridhar who has been a source of constant support, I would also like to specially acknowledge the contribution made by my elder son Master Pranith Ambati in organizing and conceptualizing the visual material and reading through the complete text during the manuscript preparation and proofing stage. A word of appreciation is due to my younger son Master Daivik Ambati for exhibiting keen interest in the complete process from beginning to end.
I extend my sincere thanks to Dr Madhu Choudhary (Director–Educational Publishing), Ms Pooja Bhandari [Director–Production (Books and Journals)], Ms Sunita Katla (Executive Assistant to Group Chairman and Publishing Manager), Mr Ajay Kumar Sharma [DGM–Production (Books and Journals)], Ms Samina Khan (Executive Assistant to Director–Educational Publishing), Ms Alisha Talwar (Team Lead–Nursing), Mr Rajesh Sharma (Production Coordinator), Ms Seema Dogra (Cover Visualizer), Ms Geeta Barik (Proofreader), Ms Uma Adhikari (Typesetter), Mr Nitin Bhardwaj (Graphic Designer), and their team members for the wonderful back office support.
I wish to present my special thanks to Mr Venugopal (Regional Head-Business Development, DigiNerve) for his small talks which have been a huge inspiration in over a decade of association with him.
Applied Psychology Syllabus
PLACEMENT: I semester
THEORY: 3 credits (60 hours)
DESCRIPTION: This course is designed to enable the students to develop understanding about basic concepts of psychology and its application in personal and community life, health, illness and nursing. It further provides students opportunity to recognize the significance and application of soft skills and self-empowerment in the practice of nursing.
COMPETENCIES: On completion of the course, the students will be able to:
COURSE OUTLINE
T – Theory
Units
Time (hours)
Learning outcomes
Contents
Teaching/ learning activities
Assessment methods
I
2 (T)
Describe scope, branches and significance of psychology in nursing
Introduction
  • Meaning of psychology
  • Development of psychology—scope, branches and methods of psychology
  • Relationship with other subjects
  • Significance of psychology in nursing
  • Applied psychology to solve everyday issues
Lecture-cum- discussion
  • Essay
  • Short answer
II
4 (T)
Describe biology of human behavior
Biological basis of behavior
  • Introduction
  • Body mind relationship
  • Genetics and behavior
  • Inheritance of behavior
  • Brain and behavior
  • Psychology and sensation
    • Sensory process
    • Normal and abnormal
  • Lecture
  • Discussion
  • Essay
  • Short answer
III
5 (T)
Describe mentally healthy person and defense mechanisms
Mental health and mental hygiene
  • Concept of mental health and mental hygiene
  • Characteristic of mentally healthy person
  • Warning signs of poor mental health
  • Promotive and preventive mental health strategies and services
  • Defense mechanism and its implication
  • Frustration and conflict—types of conflicts and measurements to overcome
  • Role of nurse in reducing frustration and conflict and enhancing coping
  • Dealing with ego
  • Lecture
  • Case discussion
  • Role play
  • Essay
  • Short answer
  • Objective type
IV
7 (T)
Describe psychology of people in different age groups and role of nurse
Developmental psychology
  • Physical, psychosocial and cognitive development across life span—prenatal through early childhood, middle to late childhood through adolescence, early and mid-adulthood, late adulthood, death and dying
  • Role of nurse in supporting normal growth and development across the life span
  • Psychological needs of various groups in health and sickness— infancy, childhood, adolescence, adulthood and older adult
  • Introduction to child psychology and role of nurse in meeting the psychological needs of children
  • Psychology of vulnerable individuals—challenged, women, sick, etc.
  • Role of nurse with vulnerable groups
  • Lecture
  • Group discussion
  • Essay
  • Short answer
V
4 (T)
Explain personality and role of nurse in identification and improvement in altered personality
Personality
  • Meaning, definition of personality
  • Classification of personality
  • Measurement and evaluation of personality—Introduction
  • Alteration in personality
  • Role of nurse in identification of individual personality and improvement in altered personality
  • Lecture
  • Discussion
  • Demonstration
  • Essay and short answer
  • Objective type
VI
16 (T)
Explain cognitive process and their applications
Cognitive process
  • Attention—definition, types, determinants, duration, degree and alteration in attention
  • Perception—meaning of perception, principles, factor affecting perception
  • Intelligence—meaning of intelligence—effect of heredity and environment in intelligence, classification, introduction to measurement of intelligence tests— mental deficiencies
  • Learning—definition of learning, types of learning, factors influencing learning—learning process, habit formation
  • Memory—meaning and nature of memory, factors influencing memory, methods to improve memory, forgetting
  • Thinking—types, level, reasoning and problem solving
  • Aptitude—concept, types, individual differences and variability
  • Psychometric assessment of cognitive processes—introduction
  • Alteration in cognitive processes
  • Lecture
  • Discussion
  • Essay and Short Answer
  • Objective Type
VII
6 (T)
Describe motivation, emotion, attitude and role of nurse in emotionally sick client
Motivation and emotional processes
  • Motivation—meaning, concept, types, theories of motivation, motivation cycle, biological and special motives
  • Emotions—meaning of emotions, development of emotions, alteration of emotion, emotions in sickness—handling emotions in self and other
  • Stress and adaptation—stress, stressor, cycle, effect, adaptation and coping
  • Attitudes—meaning of attitudes, nature, factor affecting attitude, attitudinal change, Role of attitude in health and sickness
  • Psychometric assessment of emotions and attitude—introduction
  • Role of nurse in caring for emotionally sick client
  • Lecture
  • Group discussion
  • Essay and short answer
  • Objective type
VIII
4 (T)
Explain psychological assessment and tests and role of nurse
Psychological assessment and tests
  • Introduction
  • Types, development, characteristics, principles, uses, interpretation
  • Role of nurse in psychological assessment
  • Lecture
  • Discussion
  • Demonstration
  • Short answer
  • Assessment of practice
IX
10 (T)
Explain concept of soft skill and its application in work place and society
Application of soft skill
  • Concept of soft skill
  • Types of soft skill—visual, aural and communication skill
  • The way of communication
    • Building relationship with client and society
    • Interpersonal relationships (IPR): Definition, types, and purposes, interpersonal skills, barriers, strategies to overcome barriers
  • Survival strategies—managing time, coping stress, resilience, work—life balance
  • Applying soft skill to workplace and society
    • Presentation skills, social etiquette, telephone etiquette, motivational skills, teamwork, etc.
  • Use of soft skill in nursing
  • Lecture
  • Group discussion
  • Role play
  • Refer/complete soft skills module
Essay and short answer
X
2 (T)
Explain self- empowerment
Self-empowerment
  • Dimensions of self-empowerment
  • Self-empowerment development
  • Importance of women‘s empowerment in society
  • Professional etiquette and personal grooming
  • Role of nurse in empowering others
  • Lecture
  • Discussion
  • Short answer
  • Objective type