NCLEX-RN cheat sheet · Mental health
Therapeutic communication and crisis
Techniques and blocks, the relationship and boundaries, the milieu, anxiety levels, defense mechanisms and crisis
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In mental health care, the conversation is the treatment. Name the feeling and invite more. In severe anxiety, panic or crisis, ensure safety first.
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At a glance
Blocks, and better choices
| Instead of | Why it blocks | Try |
|---|---|---|
| "You'll be fine" | False reassurance | "It must be hard not knowing." |
| "Why are you upset?" | Sounds like an accusation | "You seem upset; tell me more." |
| "If I were you..." | Takes the decision away | "Let's explore your options." |
| Moving on to a new topic | Leaves what the client raised | Come back to what the client raised |
Other blocks: Sympathy, judging with should and shouldn't, getting defensive, arguing, personal questions to satisfy curiosity, stereotypes. Nonverbal: checking your watch, crossing your arms.
Therapeutic techniques
| Technique | What it sounds like |
|---|---|
| Open-ended question | "Tell me more about your concerns." |
| Acceptance | "I hear what you're saying." Not agreeing |
| Clarifying, restating | Ask what they mean; reflect their words back |
| Reflecting | "What do you think the pros and cons are?" |
| Silence | Quiet time to think, with nods |
| Presenting reality | "I see no spiders on the walls." No arguing |
| Giving recognition | "I noticed you took your medicines." |
| Confronting | Only after trust is built |
Listening, touch and space
- Therapeutic communication has a goal and a purpose, unlike social chat.
- Active listening shows interest, in words and body language, and checks understanding by restating.
- SOLER: sit squarely, open posture, lean in, eye contact, stay relaxed.
- Ask permission before touch: it may feel threatening after trauma.
- No touch when a client is becoming agitated, or is manic or psychotic: it can escalate things.
- Keep more personal distance with a client who is paranoid or psychotic.
- Sympathy focuses on the nurse's feelings; empathy stays with the client.
Four levels of anxiety (Peplau)
| Level | What you see | What helps |
|---|---|---|
| Mild | Sharpened perception; restlessness or fidgeting. Part of everyday life | Calm presence in a quiet place; acknowledge feelings; listen actively |
| Moderate | Narrowed attention; sweating, fast pulse. Learning is harder but possible | Open-ended questions, exploring, distraction; recall coping that worked before; a walk |
| Severe | Fixes on one detail or scattered details; can't learn or problem-solve | Stay with the client; focus on safety. Firm, short, simple statements in a slow, low voice |
| Panic | Can't process the surroundings; may lose touch with reality; may pace, shout or run | Safety; stay with them. Fluids, warmth, rest; finger foods if pacing. Not the time to teach |
Talking someone down: Validate ("I can see this is overwhelming"), rather than saying calm down. One question at a time. Grounding: "Tell me three things you see." Don't argue with irrational fears; offer support and safety.
Peplau's phases of the relationship
| Phase | Focus |
|---|---|
| Orientation | Brief: trust begins, privacy is ensured, the nurse gives their name and role |
| Working | Most of the time: setting goals and using the techniques |
| Termination | End of a shift, a transfer or discharge: review progress, strengths and follow-up. A new problem may delay the goodbye: acknowledge those feelings |
Boundaries
- Boundaries are the nurse's responsibility: limit self-disclosure; no personal or business ties with clients.
- Warning signs: keeping secrets with a client, favoritism, flirting, extra time with one client, believing you're the only one who can help.
- Meeting a client outside work, or speaking poorly of colleagues to them, crosses a line.
- In small communities, openly acknowledge any dual relationship.
Crisis intervention
- A crisis is when usual coping fails. It's time-limited: usually days, and no longer than 4 to 6 weeks.
- Goals: ensure safety, then help the person return to their prior level of functioning.
- Stay calm, hands open and visible. Keep your distance, avoid touch, approach from the side, don't joke.
- Escalating: set clear limits instead of threats. "Please sit down; I'll have to call for help if you can't control your emotions."
- Give space, don't argue or reason, and get help if you can't de-escalate. If there's no immediate danger, call a psychiatric clinician who knows the person.
- Restraint may be needed for safety, and any talk of suicide is taken seriously; 988 offers crisis support.
- Warning signs: rapid mood swings, sudden calm after depression, threats, isolation.
Defense mechanisms
| Mechanism | Example |
|---|---|
| Displacement | Angry at the boss, yells at the children |
| Projection | "I hate him" becomes "he hates me" |
| Denial | Insisting a cancer diagnosis is wrong |
| Rationalization | "Everybody cheats" |
| Reaction formation | Shows the opposite feeling |
| Sublimation | Aggression channeled into football |
| Repression, suppression | Forgets unconsciously; pushes thoughts away on purpose |
| Regression | A child wetting again after a divorce |
| Conversion | Anxiety turns into physical symptoms |
The milieu and motivational interviewing
- Orient clients to the unit, staff roles, schedules, expectations, and their rights. Round at varying times, often every 15 to 60 minutes, per policy and observation level, and remove cords and drawstrings.
- Advocate for the least restrictive environment. Restraint or seclusion only in an emergency, on a physician's or other licensed practitioner's order, never standing or as needed; stop restraints at the earliest possible time.
- Motivational interviewing draws out the client's own reasons to change: express empathy, highlight the gap between behavior and goals, roll with resistance, support confidence. Assess readiness first; resist giving advice.
Priority and safety calls
- ★ Screen an anxious client for suicide and self-harm. Any talk of suicide is taken seriously; 988 offers crisis support.
- ★ Possible hallucinations: ask what the client is hearing or seeing, and make sure it isn't telling them to harm anyone. Don't argue.
- Severe anxiety or panic: stay with the client and keep them safe. Leaving them alone isn't safe, and "calm down" dismisses the fear.
- Rule out medical causes of anxiety, like hyperthyroidism, low blood sugar, electrolyte problems and low oxygen, and check for substances.
- Benzodiazepines with opioids can cause profound sedation and stop breathing; avoid alcohol. Taper them; don't stop suddenly.
- Buspirone is taken daily and takes weeks to work: not for as-needed use. Never with an MAO inhibitor.
How the NCLEX tests it
- Traps: false reassurance, why questions, advice, arguing about a delusion, touching an agitated client.
- Best response: name the feeling and invite more. "It sounds like you're feeling hopeless; tell me more."
- Panic traps: teaching during panic, saying calm down, leaving the client alone, and buspirone as needed.
- Severe anxiety or panic: stay, keep safe, short and simple.
- Crisis: safety first, limits not threats.
- The milieu is safe, structured, and least restrictive.
Practice it next
This sheet comes from Therapeutic communication and the therapeutic environment and Anxiety, stress and crisis in our NCLEX-RN course. Try free practice questions, or see the lessons it was written from.
Quick self-quiz
- Peplau's phases: orientation, working and ___.
Show answer
termination - On a psychiatric unit, round at varying times, often every 15 to ___ minutes, per policy and observation level.
Show answer
60 - In ___ anxiety, learning is harder but possible.
Show answer
moderate - A crisis is time-limited: no longer than 4 to ___ weeks.
Show answer
6 - Moving anger from the boss to the children is ___.
Show answer
displacement
Sources
- Open RN Mental Health, 2.3 Therapeutic communication
- Open RN Mental Health, 1.5 Boundaries
- Open RN Mental Health, 2.4 Motivational interviewing
- Open RN Mental Health, 5.5 Patient rights
- Open RN Mental Health, 9.2 Basic concepts (anxiety)
- Open RN Mental Health, 9.7 Applying the nursing process (anxiety)
- Open RN Mental Health, 3.4 Defense mechanisms
- Open RN Mental Health, 3.5 Crisis and crisis intervention
More mental health cheat sheets
- Depression, bipolar disorder and psychiatric drugs NCLEX cheat sheet
- Psychosis and substance use NCLEX cheat sheet
- Delirium, dementia and older adults NCLEX cheat sheet
- Abuse, grief and end-of-life care NCLEX cheat sheet
Educational use only. This sheet is a study aid for the NCLEX-RN, not a substitute for clinical judgment, your facility’s policy or the provider’s orders. Where practice varies, follow facility policy and state law. NCLEX® and NCLEX-RN® are registered trademarks of NCSBN, which does not endorse these materials.
