Curriculum for General Practice - The Royal New Zealand College ...
Curriculum for General Practice - The Royal New Zealand College ...
Curriculum for General Practice - The Royal New Zealand College ...
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M <strong>Curriculum</strong> Mental Health <strong>for</strong> <strong>General</strong> <strong>Practice</strong><br />
Psychosis and Bipolar Affective Disorder<br />
<strong>The</strong> GP will demonstrate the ability to:<br />
• understand the spectrum of mood stability disorders,<br />
their diagnosis and assessment of severity<br />
• understand the principles of de-escalation and appropriate<br />
oral sedation when dealing with a manic and/or psychotic<br />
patient<br />
• diagnose and offer initial management of an episode<br />
of hypomania or mania<br />
• competently describe the Mental Health Act, the role of the<br />
duly authorised officer and local community mental health<br />
team protocols <strong>for</strong> compulsory assessment<br />
• prescribe the commonly used mood-stabilising<br />
medications, and understand potential side effects,<br />
follow-up and monitoring<br />
• recognise and manage safety issues around assessment<br />
of an acutely disturbed patient.<br />
Other conditions<br />
<strong>The</strong> GP will demonstrate the ability to:<br />
• show some knowledge of more commonly encountered<br />
personality problems<br />
• safely restrain and use emergency sedation and transport<br />
<strong>for</strong> compulsory assessment, complying with the Mental<br />
Health Act<br />
• manage self-harm, including risk assessment, in particular<br />
when isolated from emergency department and acute<br />
mental health services<br />
• recognise somatisation (bodily stress syndrome) as a<br />
common presentation in general practice<br />
• discuss the interaction between mental illness<br />
and substance misuse and how this may affect their<br />
management plan and referral pathways<br />
• make an early consideration of bodily stress syndrome as<br />
a ‘positive’ diagnosis when presented with functional or<br />
‘hard to explain’ symptoms<br />
• sensitively assess early warning signs that a patient is<br />
becoming distressed or agitated, and use strategies to<br />
manage this<br />
• introduce the possibility of bodily stress syndrome to the<br />
patient in an acceptable and understandable manner<br />
• use non-confrontational consultation skills to de-escalate<br />
and prevent an acute crisis and suitable oral medication<br />
choices <strong>for</strong> sedation<br />
• institute some potential management options <strong>for</strong><br />
somatisation, including psychological therapy and<br />
medication.<br />
100<br />
<strong>Curriculum</strong> <strong>for</strong> <strong>General</strong> <strong>Practice</strong>