COMPLEX MENTAL ILLNESS PROGRAM 1

GRYAN GARCIA, MSN RN CPMHN

LEARNING PLAN
EDUCATION IN-SERVICE ROLL OUT DATE: MAY 23 - 26, 2016

Course Details

TOPIC Dynamic Assessment of Situational Aggression (DASA)
PARTICIPANTS CAMH STAFF: Nurses (RNs, RPNs, NPs), Physicians, Social Workers,
Recreation/Behavioral Therapist, Registered Dieticians, and Occupational Therapist

This educational session introduces a risk assessment tool used within inpatient
Teaching mental health. A lecture-type discussion class, with an interactive Prezi
Methodologies

presentation will be used. Sample patient scenarios and exercise activities will be
introduced to participants.
A. Learning Objectives: To provide suggested control interventions for different
patient populations to manage moderate and high or imminent risk of patients
Overview
(10 minutes)
exhibiting violent behavior.

B. Get Acquainted/Opening Activity: Ask participants to answer question: How

would you identify a violent-risk patient? Remind participants the current
assessment tool associated with violence used in Mental Health settings.
I. An understanding of aggression and violence at work

II. Terminology around Patient Aggression and Responsive Behaviors

a. DASA - Risk Rating Scale
i. Score the patient at agreed times, as outlined in the CAMH

clinical policy (e.g. on every shift or prior to home visit etc.).

Outline of Content Absence of behavior is scored a 0. Presence of a behavior is
(20 minutes) scored a 1.
b. How to determine level of risk?

III. Preventive Approach

a. Individual patient assessment tool is to be administered at or prior to the
first point of contact or within 24 hours of first point of contact.
b. The appropriate Individual Patient Risk Assessment Tool is to be repeated
when a change of patient behavior warrants a reassessment.
c. Patient with a history of violence will be flagged as outlined by CAMH
written policies and procedures.
The participant will:

Evaluation a. Verbalize the importance of DASA tool in their clinical practice.

considerations b. Understand CAMH written policies and procedures about aggression and
(10 minutes) violence in the clinical environment.
c. If necessary: write one or two things they learned, how they will use what they
learned, and what else they would like to learn in the future.