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NRNP 6560 – Advanced Care of Adults in Acute Settings III Course Assignments & Discussions Study Guide

NRNP 6560 – Advanced Care of Adults in Acute Settings III Course Description

3 credits

Students in this course will advance their clinical competence in the care of patients in acute care settings. Students will build confidence as they begin the transition from student to advanced practice nurse. Classroom activities and case studies will enable students to explore resources and support systems available to acutely ill adolescents, adults, and older adults. The  application of knowledge in the management of patients and the collaboration between the advanced practice nurse and the patient, family, and multi-disciplinary healthcare team are emphasized.

Prerequisites

• NRNP 6550

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NRNP 6560 – Advanced Care of Adults in Acute Settings III Course Syllabus & Assignments Summary

Wk 2 6560 – it a I-Human

WK2 Assignment 6540 SOAP NOTE

I-Human – Exercises – Herniated disk

I-Human Gloria Jenkins- Rank Differential Diagnosis

NRNP 6560 Nancy Penn Week9 I-Human

Midterm 6560 Winter 23 Concepts

I-Human – Diagnosis – Advanced Practice Care of Adults in Acute Care Settings II (NRNP 6550)

I-Human Walter Sobchak- History Questions Case Feedback

NRNP 6560 Alignment Chart

You can also read another study guide on nursing assignments for students from another post on NRNP 6568 – Synthesis in Advanced Nursing Practice of Patients in Family Care Settings Course Assignments & Discussions.

Course Specific Requirements

• PRAC 6560: Advanced Care of Adults in Acute Settings III Practicum
• Types of Patients: Ages 13 and older with acute, critical, or significant exacerbation of preexisting disease states
• Types of Services: Assessment and management of acute or critical disease states which may require airway management, pulmonary support, cardiovascular intervention, intravenous medication management, infection disease intervention, renal intervention, neurologic/neurosurgical management, or abdominal pathology management
• Possible Preceptor Choices: ACNP, AGACNP, ANP, AGPCNP, MD, DO, PA, intensivist, or hospitalist
• Unacceptable Preceptor Choices: CNS
• Possible Site Choices: Acute care hospital setting, critical care units, EDs 
• Note: The following in-hospital specialty rotations will be considered based on the services provided: Cardiology, endocrinology, gastroenterology, hematology/oncology, infectious disease, nephrology (excluding dialysis units), neurology/neurosurgery, pulmonology, surgery, transplant, and trauma
• Nonacceptable Sites: Dialysis units, palliative care units, Cancer Centers of America, urgent care, outpatient clinics, and family practice clinics/offices or retail health clinics
• Requirements: 160 hours; minimum 80 patients

Important Note for Preceptor and Site Requirements

To learn the role of the nurse practitioner, it is required that at least two preceptors be NPs in an area of practice clearly relevant to meeting the objectives of the NP program/specialty. The two NP preceptors must cover two separate practicum courses. Having two NP preceptors for one course does not meet this requirement. Following are additional preceptor requirements:

• Students may only use the same preceptor for two of their four practicum courses.
• Students cannot use the same preceptor at the same practicum site when they are doubling up practicum courses during the same quarter.

• Physicians (MDs, DOs) and physician assistants (PAs) may serve as preceptors but must be credentialed and licensed to practice in the population-focused and/or specialty area of practice in the state where the practicum will occur. In addition, this area of practice should be clearly relevant to meeting the course objectives of the student’s NP program and meet the course specific guidelines. Students are not allowed to use MDs or PAs for all four courses as at least two preceptors must be NPs.
• Special notes about Physician Assistants (PAs) as preceptors:
  • PAs do not count as meeting the requirement of having two NPs as preceptors.
  • PAs may not serve as preceptors in the PMHNP program.
  • PAs may not serve as preceptors in some states due to specific state board of nursing regulations. Students should verify with their state Board of Nursing for requirements. Examples of some states that do not allow PAs as preceptors:  Alaska, Arizona, Florida, and Alabama.
  • Preceptors who are an APRN or MD/DO are the best options. However, if you are considering using a PA or other professional as a preceptor, it is helpful to contact your Board of Nursing and the Office of Field Experience to determine whether the preceptor is acceptable.

Note: Approval of the preceptor must occur prior to the student starting the practicum course and logging hours. Students cannot begin logging practicum hours until their practicum application is fully approved, and they have been registered for the course.

NRNP 6560 – I-Human – Exercises – Herniated disk

Spinal Conditions: Herniated Disc, Compression Fracture, and Spondylolisthesis, Assignments of Nursing

A detailed analysis of three common spinal conditions: herniated disc, vertebral compression fracture, and spondylolisthesis. It includes visual aids, multiple-choice questions, and feedback to help students understand the differences between these conditions, their symptoms, and how they are diagnosed. This resource is ideal for medical students studying anatomy and pathology, particularly those focusing on the musculoskeletal system.

Download Spinal Conditions: Herniated Disc, Compression Fracture, and Spondylolisthesis and more Assignments Nursing in PDF only on Docsity! i-Human – Exercises 1 of 2 7/14/2023, 1:06 PM Gloria Jenkins: Ana Criselda Ballesta, Attending Learning Mode Histor y Physic al Exam Assessme nt Test Result s Diagnosi s Pla n Summary 1 of 1 Index of Exercises Correct Missed Incorrect Feedback Discussion This image depicts a herniated disc between the L2 and L3 vertebral bodies. The nucleus pulposus is extruded and is impinging on the nerve route and, to some degree, impinging on the cauda equina/spinal cord. • A single vertebral compression fracture would manifest as diminished height of one of the vertebral bodies. • Metastatic disease would be associated with discrete bony lesion(s) or a mass. • Spondylolisthesis would be demonstrated an anterior shifting of one vertebral body relative to its inferior counterpart. Proceed Choice Yours Graded Vertebral compression fracture Herniated nucleus pulposus (herniated disc) Spinal metastatic disease Spondylolisthesis

NRNP 6560 – Midterm 6560 Winter 23 Concepts

Midterm 6560 Winter 23 Concepts

Week 1

1. Know protein requirements for the critically ill.
2. Be familiar with enteral and parenteral nutrition.
3. Discuss recommended preoperative testing based on patient age and co-morbid conditions.
4. Describe the management of common medications in the preoperative period. (anti-hypertensives, anti-coagulants, and diabetic management agents)
5. Describe the components of risk stratification be able to determine a patient’s risk based on testing and co-morbid decisions.
6. Describe components of focused, comprehensive, and consultation notes.
7. Describe recommendations for preoperative infection prevention based on SCIP.
8. Describe methods to prevent post operative complications.
9. Be familiar with Mallampati scores.
10. Know reversal agents for neuromuscular blockades, benzos and narcotics.
11. Know the different types of monitoring.
12. Know doses of lidocaine.
13. Be familiar with malignant hyperthermia and the treatment.
14. Be familiar with types of wound healing.
15. Know about regional anesthesia. Contraindications to spinals and epidurals

Week 2

1. Describe common symptoms, diagnostics, and treatment (meds) for osteoarthritis.
2. Describe common symptoms, diagnostics, and treatment (meds) for rheumatoid arthritis.
3. Be able to differentiate between rheumatoid, osteoarthritis, septic arthritis.
4. Describe common symptoms, diagnostics, and treatment (meds) for compartment syndrome.
5. Recognize the six Ps associated with compartment syndrome.
6. Be familiar with symptoms, diagnostics and treatment for rhabdomyolysis.
7. Know symptoms, diagnostics and treatment for osteomyelitis.
8. Describe common symptoms, diagnostics, and treatment (meds) for back pan, joint pain.a. Know the different types of back and red flags.

Week 3

1. Differentiate between HIV and AIDS. Specifically what labs would assist in making this distinction?
2. Describe common symptoms by stage of HIV / AIDS
3. Describe strategies to prevent HIV.
4. Discuss the initiation and management of antiretroviral therapy in HIV.
5. Describe common symptoms and treatment of opportunistic infections related to HIV/AIDS
6. Describe common symptoms, diagnostics, and treatment (meds) for SLE (lupus)
7. Describe the absolute and relative contraindications to receive organs.
8. Describe common symptoms, diagnostics, and treatment (meds) of immunosuppression and organ rejection.
9. Describe common medical complications for solid organ transplant (Lung, heart, liver, kidney, intestine, pancreas.

Week 4

1. Describe common symptoms, diagnostics, and treatment (meds) for hepatitis.
2. Differentiate between Hepatitis A B C and D
3. Interpret the type of hepatitis based on the serologic testing results (IgG, IgM, etc).
4. Describe common symptoms, diagnostics, and treatment (meds) for alcoholic liver disease.a. Describe common symptoms, diagnostics, and treatment (meds) for acute liver failure.b. Describe common symptoms, diagnostics, and treatment (meds) for chronic liver disease.c. Be familiar with treatment for hepatic encephalopathy, ascites, variceal bleeding.
5. Describe common symptoms, diagnostics, and treatment (meds) for cholecystitis/cholangitis.
6. Describe common symptoms, diagnostics, and treatment (meds) for acute pancreatitis.a. Be familiar with the Ransom score system and its interpretation.
7. Describe common symptoms, diagnostics, and treatment (meds) for small bowel obstruction.
8. Describe common symptoms, diagnostics, and treatment (meds) for large bowel obstruction.
9. Describe common symptoms, diagnostics, and treatment (meds) for mesenteric ischemia/bowel infarction.
10. Know how to manage a bowel obstruction.

Week 5

1. Describe common symptoms, diagnostics, and treatment (meds) for diverticulitis.
2. Describe common symptoms, diagnostics, and treatment (meds) for inflammatory bowel diseasea. UC/Crohns-be familiar with medications for remission and steroid use. Know the different symptoms associated with UC and Crohns. What makes them different from each other.
3. Describe common symptoms, diagnostics, and treatment (meds) for peritonitis.
4. Describe common symptoms, diagnostics, and treatment (meds) for appendicitis.
5. Apply common abdominal assessment signs (McMurphy, Rovsing, etc) appropriate associated disease.
6. Describe common symptoms, diagnostics, and treatment (meds) for PUD.
7. Describe common symptoms, diagnostics, and treatment (meds) for GERD.
8. Know the mainstay of treatment for appendicitis.
9. Describe common symptoms, diagnostics, and treatment (meds) for upper GI bleeding.
10. Describe common symptoms, diagnostics, and treatment (meds) for lower GI bleeding.

NRNP 6560 – WK2 Assignment 6540 SOAP NOTE

1SOAP NOTE WK 2 Assignment Sample

Walden University

Student Name

RN BSN

Advanced Practice Care of Older Adults

NRNP 6540 Dr. Ann Krriebel

Date

Focused SOAP Note Template

Patient Information: MW 67-year-old African American female S (subjective) Chief Complaint (CC):  forgetfulness, short-term memory lossHPI (history of present illness): M. W. is a 67-year-old black female brought into the clinic by herdaughter. She reports that over the last three months, her mother has been repeating herself, often laughing off her symptoms or becoming agitated when others try to correct her. Her mother’s confusion is worsening, and she is becoming unsafe. She recently got lost in their localWalmart. The client has a history of Osteoporosis, Hyperlipidemia, and Hypertension, which sheis medicated for. Her clean and neat appearance, her speech is clear, and her eye contact is appropriate. Oriented to herself, she recognizes her daughter but cannot recall the date, time, and place and is unaware of her situation. She is cooperative with today’s physical exam and clinical interview. However, she cannot recall making an appointment for today and became upset when her daughter reminded her, they had made the date together. Ms. W.’s conversation is correct, but it can sometimes become erratic. She has no unusual body movements, tics, headaches, dizziness, or vision changes. She denies any hallucinations or suicidal ideations. Ms. W. is physically active without any mobility changes. She reports walking her dog twice daily. She denies an increase in pain, scoring 1/10 on the pain scale with activity and no pain at rest. Her daughter says that her mother has been sleeping more and eating less. The patient denies chills, fever, nausea, diarrhea, or any changes in urination. When asked about her daily routine, she laughed and said she works part-time at a school. The client’s daughter says her mother retired over seven years ago. Current Medications:Amlodipine 10 mg daily for hypertensionHydrochlorothiazide 12.5 mg daily for hypertension Atorvastatin 40 mg daily for hyperlipidemiaMultivitamins daily supplementAlendronate 70 mg by mouth once weekly for osteoporosisAllergies: Lisinopril – cough, penicillin – rash PMH:   The daughter reports that her mother has had her influenza vaccine this season. She received her. She received her second COVID-19 booster in July and received her Tdap and pneumonia two years ago. She has no history of significant illnesses.Surgical Hx: Tonsillectomy in childhood, one c-sectionSoc and Substance Hx: The daughter reports that until recently, her mother enjoyed attending the local senior center. She also went out with family and friends and attended online religious activities. Both deny smoking or drinking; there are no signs and symptoms of drug use. She lives with her daughter in a two-story home with a dog. Her daughter is a police officer and keeps her service weapon in a secure safe. They both wear seatbelts, and the house has working smoke detectors.

Fam Hx:Father deceased at 70 CVA, mother deceased at 55 M. I., brother deceased at 60 sarcoidosis. One daughter, 40 YO, has asthma and hypertension, both controlled with medication.Mental Hx:Cognitive impairment – The patient’s CT scan shows cerebral atrophy, short-term memory loss, and forgetfulness. GDS score is 8/ 30, with no reports of self-harm or symptoms of neglect. MMSE IS 18/ 30 scorings moderate level dementia with a decline in orientation, recall, attention calculation, and registration. Violence Hx: No historical daughter is advised to obtain caretaking services as the mother should not be left alone. Reproductive Hx: Post-menopausal and not currently sexually activeROS (review of symptoms): General:    The daughter reports that the patient has been eating less and sleeping long periods. Denies night sweats or chills. Head   :  appears intact EENT   : Eyes intact no changes in hearing, nose dry, throat intact, mucus membranes moist and pink SKIN: PT has a faded bruise left leg and denies fallingCARDIOVASCULAR/CV: denies chest pain, no edema palpation or fluttering, no recent echo or EKG. RESPIRATORY: Lungs are clear and diminished; denies shortness of breath, cough, or sputum. CXR is negative. GASTROINTESTINAL: No abdominal pain, nausea, constipation, bloody stools, or diarrhea. Her abdomen appears soft and non-distended. The daughter reports pt is eating lessGENITOURINARY: No changes in urine frequency or outputNEUROLOGICAL: No dizziness, headaches, syncope, paralysis, ataxia, tingling, or numbness in the extremities.  There are no reports of change in bowel or bladder control. MUSCULOSKELETAL: No stiffness or joint pain, no changes in mobility, denies back pain HEMATOLOGIC: faded bruise to left leg unable to recall etiology, no excessive bleeding or unusual fatigueLYMPHATICS: Lymph nodes intact, no swelling to extremities PSYCHIATRIC: No symptoms of anxiety or depression. No suicidal thoughts or hallucinationsENDOCRINOLOGIC: No increased sweating or changes in cold or heat intolerance. ALLERGIES: denies rash, hives, or itchy eyes, runny nose O (objective)Physical exam:   Vital Signs/VS:  p 120/55 HR 65 Temp 99 oral Resp 16 Wt. 135 HT 5’ 6 BMI 21.8GENERAL: Appearance is neat, clean, well-groomed in no physical distressHEENT:  *Eyes pupils equal reactive to light sclera white pale, conjunctiva pink lids uniform  * Head atraumatic normocephalic        * Ears tympanic membrane intact grey         * Nose symmetrical, no swelling or redness        * Throat supple intact, no swelling pink         * Mucus membranes moist pink        * Neck/thyroid no lymph swelling ROM intact         * Skin intact moist, no abnormal rashes         *  CARDIOVASCULAR/CV:   HR 70 rate regular S1 and S2 heart sounds heard no murmur no          edema RESPIRATORY:  Lung sounds clear and diminishedGASTROINTESTINAL:  abdomen is soft Non distended bowel sounds all four quads activeNEUROLOGICAL: Upper and lower extremity motor strength intact, cranial nerves II – XIIintact

5MUSCULOSKELETAL:  full ROM upper and lower extremities, good muscle strength and tone, able to sit and stand with no difficulty, gait intact PSYCHIATRIC: Mood/affect fluctuates; smiling at times, alert, and oriented to self.  I performed MMSE 18/ 30. Cognition is impaired, and forgetfulness increases (Grossman & Irwin, 2016). Ms. W. is cooperative with exams. GDS is 8 /30 and answers questions readily with no s/s of depression (Sultana et al., 2022). ENDOCRINOLOGIC: No malaise, fever, or chills; thyroid is midline; lymph nodes are non-painful, soft, and intact during palpation. Diagnostic results: 1. CXR – no abnormal findings2. CT of head– Cerebral Atrophy3. MMSE – 18/30 – moderate cognitive impairment 4. GDS score 8 / 30. Negative for depression symptoms5. CMP – protein 6.4 g/ dl creatinine 0.68 mg/ dl sodium of 136 mmol/L glucose 74 K+ 3.9CO2 25 albumin 5.0 g /dl 6. Urine culture and sensitivity – negative for nitrites PH 5.8 negative for leukocytes, no bacteria growth in 48 hours. 7. CBC- Show no abnormality in WBC at 6.4 / ml. HGB 11.4 g/dl platelets 22/UL. Vit d 38.7 ng/ml B12 8158. COVID 19 – NEGATIVE A (Assessment)1. Primary diagnosis – Alzheimer’s Dementia – characterized by a decline in self-performance of ADLs, independence, and complex thinking, Alzheimer’s is observed as a degeneration of brain cells (Breijyeh & Karaman, 2020). AD affects 5.8 million people in the United States. The burden and impact of the disease are projected to triple in thenext 25 years. The client, Ms. W., is exhibiting signs and symptoms of AD; her short-term memory loss, increased agitation, and forgetfulness are symptoms of the disease (Arvanitakis et al., 2019)—an MMSE score of 18/30 shows mild to moderate cognitive

6decline, which cannot be diagnosed alone. Brain atrophy is seen in 15 % of cases of AD. This was evident on MS. W.’s CT scans. 2. Urinary tract infection-induced delirium- UTIs are common in the elderly who are at riskdue to multiple co-morbidities, including malnutrition, urinary incontinence, vaginal atrophy, constipation, increased temp, and changes in mental states. Women are more at risk due to anatomy. More than 12 % of women develop UTIs versus less than 8 % of men. Often accompanied by acute changes in mood and increased confusion, early symptoms include elevated temp, pain when urinating, burning urination, decreased urine output, and or increased urine frequency (Dutta et al., 2022). Delirium is exhibited in the elderly as fluctuations in attention and changes in awareness and cognition. Many elderly may show all or one of these symptoms, but culture and sensitivity should be completed for a diagnosis. 3. Malnutrition induced cognitive decline – A decreased food intake and nutrient-poor diet are other risks for AD. Research revealed a link between malnutrition and acute and chronic disease. Long-term changes in dietary patterns cause changes in nutrient values like Vitamin D and B12. Many elderly show signs of confusion, forgetfulness, anda decline in performing ADLs. Although tools exist for screening nutrient intake, they often lead to overdiagnosis, and more reliable tests involve examining nutrient values (Sun et al., 2021). Diagnosing malnutrition is completed by reviewing weight and nutrient values. The imbalance is caused by low food intake and choices. Ms. W.’s weight falls in the normal range, with no weight loss above 10 lbs. in a month. Her Vit B12 is 815 pg./ml, and her Vit D is 38.7 ng/ml. These values reveal that she is not currently deficient and needs further examination for diagnosis. P (plan) Final diagnosis:  Alzheimer’s Dementia Labs and procedures: MRI of the brain to examine for progression of any neural changes observed in AD.CBC and BMP in six months to assess liver function and nutrient levels.Aricept 10 mg daily for dementia

7Multivitamins with minerals a tab dailyEnsure to drink 240 ml 3 times a day with meals.Non-Pharmacologic interventions – Referrals – Social services – to assist in making long-term care plans such as insurance, finances, end-of-lifedecisions.Adult services – including a daycare center or other caregivers’ services.Cognitive behavioral therapy – to maintain functioning memory. and tasks management. Occupational therapy to adapt the environment for Ms. W. to be safe and engage in activities.daily care, reducing risks and slowing decline. Physical therapy – for a safe, adapted exercise regimen.  Education: Caregiver burden – daughter is becoming a full-time caregiver and should be educated on the  need to seek support to avoid burnout. Safety- home should be altered, stove disabled, sharp objects removed, door locks changed the patient should not be alone,  Nutrition- mealtimes should be consistent, and the caregiver should offer nutritious snacks and supplements often to avoid changes in weight and deficits in nutrition (Sun et al., 2021). Medication Management – The caregiver must ensure the patient takes medication daily and monitor for side effects.    Reflection: Culture and race play essential roles in caregiver selection. Studies support the idea that in black communities, a spouse or child is most likely to care for a person living with dementia. Along with the challenge of taking care of a parent, a significant imbalance in healthcare access and support persists amongst older African Americans. Providers need to be aware of all

8barriers in care. SDOH, or Social Determinants of Health, is the imbalances in the structures of access to care, cultural beliefs, and socioeconomic deficits that directly impact a patient’s health outcome and should be reviewed and considered in every case (Rhee et al., 2021). As our nation ages and more older individuals will have caregivers, providers will need to be educated on the needs of caregivers and older patients with dementia. ReferencesArvanitakis, Z., Shah, R. C., & Bennett, D. A. (2019). Diagnosis and management of dementia: Review. JAMA, 322(16), 1589–1599. HYPERLINK “https://doi.org/10.1001/jama.2019.4782″https://doi.org/10.1001/jama.2019.4782Breijyeh, Z., & Karaman, R. (2020). Comprehensive review on alzheimer’s disease: Causes and treatment. Molecules (Basel, Switzerland), 25(24). HYPERLINK “https://doi.org/10.3390/molecules25245789″https://doi.org/10.3390/molecules25245789Dutta, C., Pasha, K., Paul, S., Abbas, M. S., Nassar, S. T., Tasha, T., Desai, A., Bajgain, A., Ali, A., & Mohammed, L. (2022). Urinary tract infection induced delirium in elderly patients:A systematic review. Cureus, 14(12), e32321. HYPERLINK “https://doi.org/10.7759/cureus.32321″https://doi.org/10.7759/cureus.32321Grossman, M., & Irwin, D. J. (2016). The mental status examination in patients with suspected dementia. Continuum (Minneapolis, Minn.), 22(2 Dementia), 385–403. HYPERLINK “https://doi.org/10.1212/CON.0000000000000298″https://doi.org/10.1212/CON.0000000000000298Rhee, T., Lee, K., & Schensul, J. J. (2021). Black-white disparities in social and behavioral determinants of health index and their associations with self-rated health and functional limitations in older adults. The journals of gerontology. Series A, Biological sciences andmedical sciences, 76(4), 735–740. HYPERLINK “https://doi.org/10.1093/gerona/glaa264″https://doi.org/10.1093/gerona/glaa264

Sultana, N., Nguyen, T. P., Hossain, A., Asaduzzaman, M., Nguyen, M. H., Jahan, I., Nguyen, K. T., & Duong, T. (2022). Psychometric properties of the short-form geriatric depressionscale (gds-sf) and its associated factors among the elderly in bangladesh. International journal of environmental research and public health, 19(13). HYPERLINK “https://doi.org/10.3390/ijerph19137935″https://doi.org/10.3390/ijerph19137935Sun, B., Zhao, Y., Lu, W., & Chen, Y. (2021). The relationship of malnutrition with cognitive function in the older chinese population: Evidence from the chinese longitudinal healthy longevity survey study. Frontiers in aging neuroscience, 13, 766159. HYPERLINK “https://doi.org/10.3389/fnagi.2021.766159″https://doi.org/10.3389/fnagi.2021.766159

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NRNP 6541 – Primary Care of Adolescents and Children Course Assignments & Discussions Study Guide

NRNP 6541 – Primary Care of Adolescents and Children Course Description

3 credits

How can a nurse practitioner master the art and science of clinical decision making among pediatric populations? This course provides students with the opportunity to answer this question as they examine content related to the primary healthcare of pediatric patients, from newborn through adolescence (up to age 21), while focusing on growth and development, health promotion, and common primary care health problems. Students learn how to identify, diagnose, and manage these problems. They also gain confidence in clinical experience in a primary healthcare setting that provides opportunities to assess, diagnose, plan, implement, and evaluate therapeutic regimens for acute and chronic illnesses commonly found in children and adolescents.

Prerequisites

• NRNP 6531

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NRNP 6541 – Primary Care of Adolescents and Children Course Syllabus & Assignments Summary

NRNP 6541 – Week 1: Overview of Growth and Development and Genetic Conditions

NRNP 6541 – Discussion: Getting Started with Pediatrics

NRNP 6541 – Week 1 Discussion

NRNP 6541 – Assignment: i-Human Case Studies

NRNP 6541 – Assignment 2

NRNP 6541 – Practicum Manual Acknowledgment

NRNP 6541 – i-Human Case Study

NRNP 6541 – Week 2: Infants, Toddlers, and Preschoolers

NRNP 6541 – Assignment: i-Human Case Study: Evaluation and Management of Growth and Development Issues

NRNP 6541 – Week 3: School-Age Children and Adolescents

NRNP 6541 – Knowledge Check: Module 1: Evaluation and Management of Growth and Development Issues

NRNP 6541 – i-Human Case Study Assignment on Eye, Ear, Nose, and Throat conditions

NRNP 6541 – Module 2: EENT, Respiratory and Cardiovascular, and Dermatological Conditions

NRNP 6541 – Week 4: Evaluation and Management of EENT Conditions

NRNP 6541 – Assignment: i-Human Case Study: Evaluation and Management of EENT Conditions

NRNP 6541 – Week 5: Evaluation and Management of Respiratory and Cardiovascular Conditions

NRNP 6541 – Midterm Exam

NRNP 6541 – Week 6: Evaluation and Management of Dermatological Conditions

NRNP 6541 – Knowledge Check: Module 2: EENT, Respiratory and Cardiovascular, and Dermatology

NRNP 6541 – Midterm Exam

NRNP 6541 – i-Human Case Study addressing gastrointestinal conditions in pediatric patients

NRNP 6541 – Week 7: Evaluation and Management of Gastrointestinal Conditions

NRNP 6541 – Assignment: i-Human Case Study: Evaluation and Management of Gastrointestinal Conditions

NRNP 6541 – i-Human Case Study on renal and GU conditions in children and adolescents

NRNP 6541 – Week 8: Evaluation and Management of Renal and Genitourinary Conditions

NRNP 6541 – Assignment: i-Human Case Study: Evaluation and Management of Renal and Genitourinary Conditions

You can also read another study guide on nursing assignments for students from another post on NRNP 6565 – Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings Course Assignments & Discussions.

Week 1

Week 1: Overview of Growth and Development and Genetic Conditions

How many times have you wished you had a crystal ball? How often have you thought, If only I had known…in relation to personal and professional decisions? We all wish we always had the best information and advice available for charting the best path forward.

Sometimes we have the information we need—and sometimes we are that crystal ball for others. Specifically, as a nurse practitioner engaged in pediatric care, you have a significant role in setting young people on a healthy path through life. Certainly, a crystal ball is not among your professional tools. (And how much easier would your work be if it were?) Rather, your knowledge of factors for optimal growth and development, and guidance for families in establishing habits that help children thrive, can support longer, happier, and more productive lives for your pediatric patients.

Understanding what impacts growth and development in positive or adverse ways enables you to both treat specific conditions and promote wellness. Here, too, knowledge is key. Not only in terms of information such as a family’s genetic history, but in working closely with families to learn their ideas of what matters for children’s growth and development. Appreciating and respecting cultural perspectives is vital in creating a foundation of trust for encouraging healthful choices and decisions for children and, as they age into adolescence, by them as well.

This week you will begin with an overview of human growth and development that continues with more depth in the weeks that follow. Through the Week 1 text readings and other Learning Resources, you will also examine fundamentals of pediatric care and analyze the challenges and opportunities this course provides in meeting your career goals. No crystal ball required—just thoughtful consideration of the path you aim to follow in advanced nursing as a Family Nurse Practitioner.

Learning Objectives

Students will:

• Analyze strengths and challenges related to advanced nursing in pediatric care
• Analyze career goals and objectives in pediatrics

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Discussion: Getting Started with Pediatrics

Photo Credit: Seventyfour / Adobe Stock

Primary care of children from newborns to those on the cusp of adulthood requires considerable knowledge, as well as the finesse to manage parents and families of all types, and the changing needs, attitudes, and independence of young people as they grow and mature. Considering that this week—in fact, this entire first module—is focused on growth and development, it is fitting for you to reflect on your current and anticipated

growth and development in advanced nursing, and specifically, in pediatric care. When you made your decision to pursue training as a Family Nurse Practitioner, how did pediatrics factor in your thinking? Is the opportunity to work with children and adolescents a strong motivator, or does it rank for you as more of a concern?

As you get started with this course, take time to reflect on your present capacity as you prepare to immerse yourself in the requirements of pediatric care as a nurse practitioner. How can you benefit most from this course, and how can it further you along the professional path you have chosen or in achieving your career goals?

This Discussion can be a catalyst for self-assessment and offer valuable insights from your colleagues. It is also an opportunity to get to know them and to introduce yourself, in anticipation of further interaction as you engage in the course i-Human Assignments.

To prepare:

• Review this week’s Learning Resources, and particularly Chapters 5, 6, 8, and 14 of the Burns’ Pediatric Primary Care text.
• Consider the roles and responsibilities of a nurse practitioner providing pediatric primary care. Work to define the strengths you bring to the position of Family Nurse Practitioner and the challenges you face.
• Reflect on this course and what you expect to learn and do, such as by reviewing the course description, outcomes, and course introduction. Consider how the next 11 weeks can help build your strengths and address your challenges.
• Also consider your career goals and objectives and how this course can support and/or further them. Be detailed in your thinking.

By Day 3 of Week 1

Post a brief introduction of yourself that includes an explanation of your strengths and challenges as they apply to pediatrics and the role of a Family Nurse Practitioner. Also explain your career goals and objectives, and how your work in this course can help to accomplish those goals and objectives as a Family Nurse Practitioner. Use your research to support your explanations by providing credible and scholarly sources.

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues’ posts on two different days by offering suggestions or resources to help your colleagues in addressing their professional strengths, challenges, or career goals and objectives. Use your research to support your suggestions. Provide at least 3 credible and current scholarly sources.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

Assignment: i-Human Case Studies

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In the weeks ahead, you will be required to complete assignments addressing specific health conditions through a virtual patient encounter using the i-Human simulation software. You will have a total of six i-Human Case Study Assignments throughout the course, which you will complete in the i-Human Patients platform.

In preparation for your first assignment, ensure that you are able to login to the software. Refer to the Student Manual in the Learning Resources for this week for support in navigating i-Human.

In addition, you are highly encouraged to explore the practice case, available in the Week 1 Learning Resources. No grade will be assigned for this practice case, but it must be completed in Week 1 to receive feedback.

No Assignment submission required for this week. 

Assignment 2

Practicum Manual Acknowledgment

The Practicum Manual describes the structure and timing of the classroom-based and practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties.

• Field Experience: MSN Nurse Practitioner Practicum Manual

Click here and follow the instructions to confirm you have downloaded and read the entire MSN Nurse Practitioner Practicum Manual and will abide by the requirements described in order to successfully complete this program.

What’s Coming Up in Week 2?

Practicum – Upcoming Deadline

In the Nurse Practitioner programs of study (FNP, AGACNP, AGPCNP, and PMHNP) you are required to take several practicum courses. If you plan on taking a practicum course within the next two terms, you will need to submit your application via Meditrek .

For information on the practicum application process and deadlines, please visit the Field Experience: College of Nursing: Application Process – Graduate web page.

Please take the time to review the Appropriate Preceptors and Field Sites for your courses.

Please take the time to review the practicum manuals, FAQs, Webinars and any required forms on the Field Experience: College of Nursing: Student Resources and Manuals web page.

• Field Experience: College of Nursing Quick Answers
  
• Field Experience: MSN Nurse Practitioner Practicum Manual
• Student Practicum Resources: NP Student Orientation

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Next week, you will continue your focus on growth and development with a detailed exploration of the first years of life. In considering primary care of infants, toddlers, and preschoolers, you will explore issues that can affect young children’s growth and development.

i-Human Case Study

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In Week 2, you will complete your first i-Human Case Study Assignment on evaluation and management of growth and development issues. Be sure you have your i-Human login and password, and contact your Instructor if you are missing this information.

To go to the next week:

Week 2

 

 

 

Week 2: Infants, Toddlers, and Preschoolers

When we think of human growth and development, perhaps no age comes to mind more vividly than the youngest children. Tracking the extraordinary changes that occur with often amazing speed from birth to the advent of formal schooling around age 5 is exciting, awe-inspiring, and frequently, anxiety producing for families. The spectrum of where children may fall in growth and development is particularly wide in these years. And recognizing when extra attention is needed or a condition is present to be addressed can be made more complicated by family interpretations or expectations, and the limited capacity of infants, toddlers, and preschoolers to convey what they are, or are not, experiencing.

Primary care of infants, toddlers, and preschoolers requires both detective and diplomatic skills on the part of nurse practitioners. Assessing very young children involves employing knowledge of child development and developmental milestones with what you can observe and interpreting red flags that may signal developmental issues. As to diplomacy, families can hold beliefs, notably resistance to vaccines and immunization protocols, which impact young children’s health and well-being. Working with families to understand and address their ideas, preferences, and possible misconceptions is vital for developing a solid care team of key adults and you.

This week you will prepare for your youngest patients with Learning Resources on topics related to care and development of infants, toddlers, and preschoolers, as well as recognizing and responding to developmental concerns. Through your first i-Human Case Study Assignment this week, you will assess, evaluate, diagnose, treat, and manage patients with potential growth and development issues. Keep in mind that considering the unique needs of the family is an essential element of this and every pediatric visit in the course, and your future practice.

Learning Objectives

Students will:

• Assess growth and development in pediatric patients
• Evaluate health conditions of pediatric patients
• Formulate differential diagnoses for pediatric patients
• Analyze socio-cultural needs of pediatric patients and families
• Formulate evidence-based treatment and management plans
• Recommend evidence-based care strategies and wellness education for pediatric patients and families

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Assignment: i-Human Case Study: Evaluation and Management of Growth and Development Issues

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Imagine this is your first day or perhaps your 500th day as a Family Nurse Practitioner. You enter the examination room where a young child—infant, toddler, preschooler—and one or more family members, who may be a parent, grandparent, or other caregiver, are waiting for you. Imagine the child and family are new patients, and this is your first time meeting them.

That introduction sets the stage for this Assignment. You will use the i-Human technology to meet and treat your avatar pediatric patient. Pay particular attention to the socio-cultural details that are provided for the featured family. Consider what would be important for you to know and to ask in order not only to assess, evaluate, and diagnose a young child, but also to develop evidence-based treatment and management plans and recommend specific activities and routines to promote health and wellness.

To prepare:

• Review the Learning Resources. Consider how to apply understanding of developmental milestones and socio-cultural family needs in assessing, diagnosing, and treating pediatric patients.
• Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
• Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.
• Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
• Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients and families.

Assignment:

As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.

By Day 7 of Week 2

Complete your Assignment in i-Human.

Grading Criteria

To access your rubric:

Week 2 Assignment Rubric

What’s Coming Up in Week 3?

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Next week, you will focus on growth and development of school-age children and adolescents up to age 21, when young people transition to adult care. Although you will not have an i-Human Case Study Assignment next week addressing this specific age group, looking ahead to other modules in the course, you will have i-Human Assignments that feature patients ages 5 and older. Careful attention to key aspects of growth and development for school-age children and adolescents will support your work in future weeks.

Knowledge Check

Next week, you will take the Module 1 Knowledge Check. This formative assessment will include questions pertaining to content from Weeks 1–3. Plan your time accordingly to allow adequate time to read and review all Module 1 Learning Resources to prepare for the Knowledge Check, which must be completed by Day 7.

To go to the next week:

Week 3

Week 3: School-Age Children and Adolescents

Consider the range of pediatric patients you may see in an average day as a Family Nurse Practitioner. Some may be the little ones you examined previously. Some may be young school-age children whose stages of growth and development are closer to preschoolers and not yet transitioning to middle childhood. Yet as your patients increase in chronological age, growth and development take more conspicuous turns. It is no coincidence that teachers of young children and teachers of young adolescents have many parallel experiences. Both early childhood and young adolescence are significant periods of physical, cognitive, social, and emotional development.

Although aspects of pediatric care for school-age and adolescent patients can be easier—most, at least theoretically, are able to answer questions—the need for both detective and diplomatic skills continues. Physical changes in children can trigger all kinds and degrees of emotional response. Concerns about body image are central in this time, and “early bloomers” and “late bloomers” can struggle as they compare themselves to some concept of “normal.” Blooming sexuality can raise issues of confidentiality, such as when teens and parents are in conflict over sexual activity or identification. Your role requires understanding rights on all sides and negotiating help, when you can.

This week, the Learning Resources are selected to help you prepare for both the mundane and dramatic aspects of monitoring growth and development, and resulting care needs, of school-age children and adolescents. There is no assignment pertaining to this age group, in order to allow sufficient time to review for your Module 1 Knowledge Check. However, keep in mind that as you move on to the next modules on specific conditions, your foundational knowledge of growth and development in children and teens will aid in assessing and evaluating your i-Human pediatric patients, and of course, your very human ones ahead.

Learning Objective

Students will:

• Identify key terms, principles, and concepts related to growth and development of infants, toddlers, preschoolers, school-age children, and adolescents, and primary care of pediatric patients

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Knowledge Check: Module 1: Evaluation and Management of Growth and Development Issues

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Throughout the course you will have 4 Knowledge Check assessments, one in each module. These exercises are situated to provide you with formative practice, help you gauge your understanding of each module, and prepare for the Midterm in Week 6 and the Final Exam in Week 11. Looking ahead, each Knowledge Check also helps to ready you for the exam that will count most, for your Family Nurse Practitioner certification.

This week, be sure to allot plenty of time for reviewing key concepts and information from Weeks 1–3. A list of topics is included to help you focus your preparation. You will have 20 questions to answer.

To prepare:

• Review Weeks 1–3 Learning Resources, using the topic list, below, as a guide.
• Module 1 Knowledge Check topics will include the following:

• • Developmental milestones of infants, toddlers, preschoolers, school-age children, and adolescents
  • Developmental issues and red flags
  • Genetic conditions
  • Preventative care and wellness
  • Vaccines and immunizations
  • Age/stage-appropriate healthy nutrition/elimination, physical activity, sleep and rest
  • Age/stage-appropriate healthy sexual development and sexuality
  • Socio-cultural considerations in treating/working with patients and families
  • Evidence-based strategies for patient/family health promotion and education

Knowledge Check

You are required to answer 20 questions, randomly selected. You will have 1 attempt for each question. Each question is worth 1 point.

By Day 7 of Week 3

Complete and submit your Knowledge Check.

Submission Information

Submit Your Knowledge Check by Day 7

To submit your Knowledge Check:

Week 3 Knowledge Check

What’s Coming Up in Module 2?

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Next week you will move on to Module 2 and the introduction of specific health conditions to address in children and adolescents.

i-Human Case Study

In Week 4, you will complete a i-Human Case Study Assignment on Eye, Ear, Nose, and Throat conditions. As needed, consult the i-Human Manual to answer questions or in other ways strengthen your preparation for the week ahead.

Photo Credit: Getty Images/iStockphoto

To go to the next module:

Module 2

Module 2: EENT, Respiratory and Cardiovascular, and Dermatological Conditions

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Think of all the common sayings that use parts of the body to convey strong emotions, even though, taken literally, they make little sense. For example, “I’m all ears!”, meaning you’re very eager to hear what somebody has to say. But everyone has only two ears and when those two ears are working properly, in most situations, two is enough. Imagine how loud and chaotic the world would sound to be listening with 10 ears, or 20!

Or we talk, and often with great drama, about eyes being like windows that let us look inside another person and know that person deeply. But eyes are designed to see out, and not for others to see in.

Lungs and heart are also favorites. When we’re very enthusiastic or very mad, we “yell at the top of our lungs!” Not at the bottom of the lungs, always the top. If “you wear your heart on your sleeve,” you’re letting everyone know how you feel. And overall, we speak of the heart as where emotions are found, as though love and courage, anger, sadness and fear, are all crammed inside that pumping muscle.

Here’s one more example: when something “gets under our skin,” we’re truly upset! How that saying evolved is certainly a mystery. Because, well, there is something under our skin: muscle, bone, blood and a whole amazing set of organs and array of systems that make up the human body.

The point here is not how nonsensical language can be, but how connected we are emotionally to our bodies and, in particular, to certain parts. As a nurse practitioner you will have varying opportunities to explore eyes, ears, heart, lungs, skin—and conditions that can go wrong with each in children and adolescents. It’s good to remember how special those parts are, not just in function but in feeling too.

What’s Happening This Module?

Module 2: EENT, Respiratory and Cardiovascular, and Dermatological Conditions is a 3-week module. In each week of the module, you will focus on specific structures or systems of the body and consider conditions that children and adolescents may present. Specifically, in Week 4, your attention is eye, ear, nose, and throat (EENT) conditions and includes an i-Human Case Study Assignment to complete. In Week 5, you move on to the respiratory and cardiovascular systems, with the third i-Human Case Study Assignment. In Week 6, your focus is dermatological conditions, with Learning Resources on skin issues and ailments in childhood and adolescence. There is no i-Human Assignment in Week 6, to allow ample time to prepare for two key assessments: The Module 2 Knowledge Check and the Midterm Exam.

 

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7, Weeks 4, 5, 6
Week 4 i-Human Case Study: Evaluation and Management of EENT Conditions	By Day 7 of Week 4 Complete and submit your i-Human Case Study Assignment
Week 5 i-Human Case Study: Evaluation and Management of Respiratory and Cardiovascular Conditions	By Day 7 of Week 5 Complete and submit your i-Human Case Study Assignment
Week 6 Module 2 Knowledge Check	By Day 5 of Week 6 Complete and submit your Module 2 Knowledge Check
Week 6 Midterm Exam	By Day 7 of Week 6 Complete and submit your Midterm Exam

 

Go to Weekly Content

Week 4

Week 5

Week 6

 

Week 4: Evaluation and Management of EENT Conditions

It is the first thing you observe as you meet a young patient—the child’s face: eyes, ears, nose, mouth. So, as this course on primary care shifts from a focus on a child’s whole-body growth and development to specific body structures and systems, it is natural to start with those defining features.

Close observation is among your most important tools in caring for children and adolescents. Eyes, ears, nose, and throat (EENT) exams are all part of a well-child visit. Your knowledge of what is normal and what is not will support you in identifying conditions and disorders that can impact children’s sight and hearing, their normal breathing, and restful sleep.

Assessing and evaluating EENT conditions may require your detective skills of observing, listening, and careful questioning. Or, in cases of injury to eyes, an object in a child’s ear or nose, or an obvious throat issue, the problem and your needed response may be immediately clear. The Learning Resources this week provide knowledge and recommendations for preparing for pediatric patients with a range of possible EENT conditions and emergencies, and for making diagnoses and determining treatments.

Keep in mind the importance of your relationship with parents and guardians. The more you understand about a family and the greater the cooperative bond you form, the more effective the management strategies you can provide.

This week you will further your preparation in all of these aspects of pediatric care as you complete your i-Human Case Study in evaluating and managing EENT conditions.

Learning Objectives

Students will:

• Assess pediatric patients for eye, ear, nose, and throat conditions
• Evaluate health conditions of pediatric patients
• Formulate differential diagnoses for eye, ear, nose, and throat conditions in pediatric patients
• Analyze socio-cultural needs of pediatric patients and families
• Formulate evidence-based treatment and management plans for eye, ear, nose, and throat conditions in pediatric patients
• Recommend evidence-based strategies for educating patients and families on treatment and management of eye, ear, nose, and throat conditions

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Assignment: i-Human Case Study: Evaluation and Management of EENT Conditions

Photo Credit: Getty Images

Welcome to another i-Human Case Study. Take a moment to imagine a child and family you might meet. Based on the Learning Resources for this week, consider eye, ear, nose, and throat (EENT) conditions you may identify frequently as a Family Nurse Practitioner and those that may be more unusual. Also consider what aspects of the exam process might be more challenging for you—assessing, evaluating, providing multiple diagnoses, treatments, or offering the patient and family management advice. Work to be mindful of how to take best advantage of the simulated i-Human exam to prepare for pediatric patients with EENT conditions.

To prepare: 

• Review this week’s Learning Resources and consider how to apply knowledge of EENT conditions and understanding of socio-cultural family needs in assessing, diagnosing, and treating pediatric patients.
• Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
• Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.
• Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
• Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with EENT conditions and their families.

Assignment: 

As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.

By Day 7 of Week 4

Complete your Assignment in i-Human.

Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

What’s Coming Up in Week 5?

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Next week, you will address respiratory and cardiovascular health of children and adolescents and conditions related to these critical human systems. As a Family Nurse Practitioner, you may be the first to diagnose a child’s respiratory or cardiovascular condition or be part of an ongoing effort to treat and manage one. Needless to say, the Week 5 content is among the most significant for the well-being of pediatric patients.

To go to the next week:

Week 5

Week 5: Evaluation and Management of Respiratory and Cardiovascular Conditions

Respiratory disorders are a natural next focus from EENT, given the nostrils and epiglottis are part of the upper respiratory tract. And a stuffy or runny nose, and a scratchy or sore throat are among the symptoms of familiar upper respiratory conditions like the common cold.

Lower respiratory tract disorders such as pediatric asthma may also be common, particularly if you practice in an inner-city urban center (Asthma and Allergy Foundation of America, 2019). Helping families manage a child’s asthma and other respiratory conditions with environmental triggers, such as secondhand smoke, can involve astute diplomacy in recommending ways to provide healthier air at home.

As you anticipate what to expect in assessing cardiovascular conditions in children, consider that “most…are due to congenital heart disease (CHD), which affects nearly 1% of all live births—or about 40,000 babies per year” (Burns, 2017, p. 756). Whether you will care for a child with CHD, or be the first to recognize a child’s condition, your work requires “a high index of suspicion regarding any signs or symptoms of cardiovascular disease in young children” (Burns, 2017, p. 756).

While CHD may cause most pediatric heart ailments, cardiovascular disease can be acquired when children and adolescents develop hypertension. For many young people under stress or getting too little physical exercise and carrying too much body weight, high blood pressure is a dangerous outcome. In turn, understanding family history and habits is vital for managing the condition and helping the child or adolescent, and perhaps the entire family, to adopt different approaches, priorities, and routines.

This week, will be a “quiet” week in which you will take the time to review the Learning Resources and prepare for your Midterm Exam in Week 6. No Assignment submissions will be required for this week however, it will be important for you to continue to work through the topics for this week. The Learning Resources will prepare for your pivotal role as a primary care provider in evaluating and managing pediatric respiratory and cardiovascular conditions.

_Reference
Asthma and Allergy Foundation of America. (2019). Asthma capitals 2019. https://www.aafa.org/asthma-capitals/

Learning Objectives

Students will:

• Assess pediatric patients for respiratory and cardiovascular conditions (A)
• Evaluate health conditions of pediatric patients (A)
• Formulate differential diagnoses for pediatric respiratory conditions (A)
• Formulate differential diagnoses for pediatric cardiovascular conditions (A)
• Analyze socio-cultural needs of pediatric patients and families (A)
• Formulate evidence-based treatment and management plans for pediatric patients with respiratory conditions (A)
• Formulate evidence-based treatment and management plans for pediatric patients with cardiovascular conditions (A)
• Recommend evidence-based strategies for educating patients and families on treatment and management of respiratory conditions (A)
• Recommend evidence-based strategies for educating patients and families on treatment and management of cardiovascular conditions (A)

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

What’s Coming Up in Week 6?

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Next week you will focus on skin conditions that afflict children and adolescents. Although you will not have an i-Human Case Study to complete, you will be tested on your dermatological knowledge in two assessments. The Module 2 Knowledge Check will cover the Week 6 Learning Resources as well as those from Weeks 4 and 5.

Midterm Exam

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Week 6 marks the midpoint of the course and, accordingly, you will take the Midterm Exam. Plan carefully for next week, to ensure adequate time to study for both the Module 2 Knowledge Check, which you are encouraged to submit by Day 5, or at least 48 hours before completing the Midterm, which is due by Day 7.

To go to the next week:

Week 6

Week 6: Evaluation and Management of Dermatological Conditions

Whoever first coined the phrase, it’s only skin deep, meaning something of not great importance or consequence, either lived a charmed life of no dermatological disorders, or had a high tolerance for discomfort. From infancy to adolescence, skin rashes and eruptions can wreak havoc for children physically. Skin conditions can also affect appearance in ways that create embarrassment, particularly for older children and adolescents.

As the body’s largest organ, the skin is susceptible to many disorders with many causes, from bacterial to parasitic. Some dermatological conditions are temporary and some, such as eczema, can be chronic. With the natural variations in skin pigment, some dermatological disorders are specific to or present differently in children and adolescents with dark skin or of particular ethnic background.

Skin conditions, especially chronic ones, also require extra attention to child-family education and management. The plan “must be individualized using all the characteristics of the child and family that make them unique—age, education, health literacy, cultural background, family structure and function, economic status, stress, community support and resources, and others” (Burns, 2017, p. 430).

This week, the Learning Resources will support you in fulfilling that sizable requirement. Although there is no assignment, devote ample time to these resources on pediatric skin conditions. Your understanding will be tested in both the Module 2 Knowledge Check and the Midterm Exam this week.

Learning Objectives

Students will:

• Identify key terms, principles, and concepts related to the primary care of pediatric patients with ear, eye, nose, and throat conditions, respiratory and cardiovascular conditions, and skin conditions
• Synthesize key terms, concepts, and principles related to the primary care of pediatric patients

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Knowledge Check: Module 2: EENT, Respiratory and Cardiovascular, and Dermatology

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Module 2 comes to a close this week, and to gauge your understanding of the key topics in this module, you have your second Knowledge Check of 20 questions to answer. Recall your experience with the Module 1 Knowledge Check in Week 3 and, as needed, alter your approach to reviewing the Learning Resources or plan ahead to ensure you schedule the exercise for a time of day when you perform best. Keep in mind this formative practice is intended to help you prepare for the Midterm and Final exams in this course, and ultimately, your certification exam for Family Nurse Practitioner.

Note: With your Midterm Exam also this week, you are strongly encouraged to complete the Module 2 Knowledge Check at least 48 hours before you take the Midterm.

To prepare:

• Review Weeks 4–6 Learning Resources, using the topic list, below, as a guide.
• Module 2 Knowledge Check topics will include the following:

• • Types of ear, eye, nose, and throat (EENT) conditions
  • Diagnosis, treatment, and management of EENT conditions
  • Signs of respiratory conditions
  • Signs of cardiovascular conditions
  • Diagnosis, treatment, and management of respiratory conditions
  • Diagnosis, treatment, and management of cardiovascular conditions
  • Types of skin conditions
  • Diagnosis, treatment, and management of skin conditions
  • Socio-cultural considerations in treating/working with patients and families
  • Evidence-based strategies for patient/family health promotion and education

Knowledge Check

You are required to answer 20 questions, randomly selected. You will have 1 attempt for each question. Each question is worth 1 point.

By Day 5 of Week 6

Complete and submit your Knowledge Check.

Submission Information

Submit Your Knowledge Check by Day 5

To submit your Knowledge Check:

Week 6 Knowledge Check

Midterm Exam

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This 100-question exam will include topics covered in Weeks 1–6. It is designed to test your knowledge in preparation for your Family Nurse Practitioner certification exam and also simulates the conditions you will experience in that testing environment. No outside resources, including books, notes, websites, or any other type of resource, are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct.

In advance of the exam, review the Learning Resources from Weeks 1–6 and the study guide provided by your Instructor. Aim to create optimal conditions for you as a test-taker, such as being well rested, free of distractions, and in a comfortable environment.

This exam is timed with a limit of 150 minutes for completion.

By Day 7 of Week 6

Complete and submit your Midterm Exam.

Submission Information

Submit Your Midterm Exam by Day 7

To submit your Midterm Exam:

Week 6 Midterm Exam

What’s Coming Up in Module 3?

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Next week, you will begin Module 3. You will continue to focus on specific conditions that affect particular structures and systems of the body, with attention to those that affect children and adolescents. Week 7 addresses gastrointestinal conditions, which is likely to be a common complaint among your pediatric patients.

i-Human Case Study

You will have another i-Human Case Study next week, this time addressing gastrointestinal conditions in pediatric patients. By now you may be feeling very comfortable “seeing” patients in the i-Human platform. Focus on any differences that you expect to experience in working with actual human children, adolescents, and their families. Consider how you can maximize the i-Human experience to enhance your preparation. Also, if there are technical aspects of the i-Human platform that are still challenging, consult the i-Human Manual or colleagues for support.

Photo Credit: Getty Images/iStockphoto

To go to the next module:

Module 3

Week 7: Evaluation and Management of Gastrointestinal Conditions

Consider aspects of daily life that we focus on most, and certainly high on the list, if not at the very top of the chart, is food. Our first concern may be how to have adequate food or nourishing food or food that just tastes really good. Whatever the priority, food is pretty much understood by everyone to be a need worthy of our full attention at least three times a day.

Food, as well as water, are essential to life, and nutritious options in particular. But intake of food, water, and other liquids is not enough. The body also must have a well-functioning digestive system to extract the nutrients to feed the cells and produce the energy for all systems to operate. For children, this is especially critical to ensure optimum growth and development.

When it functions normally, the pediatric digestive system runs smoothly. However, for just about every child, there are days when it does not; for some children, disruptively often. Gastrointestinal (GI) disorders are common complaints in patients from babies to teens. Problems may range from an isolated illness, to chronic issues such as lactose or gluten intolerance, to injuries or malformations of the organs necessary for digestion.

Working with families to address GI conditions in children and adolescents can be particularly challenging when management interferes with family food and beverage preferences or involves extreme diligence in choice and preparation. Be mindful of the socio-cultural diversity of your pediatric families and the role that food, including amount, plays in a family’s understanding of “good care” of infants and toddlers, of physical and cognitive development as children grow. Also be aware of how deep stressors such as food insecurity can impact how well families can maintain GI treatment and management plans.

This week the Learning Resources and the i-Human Case Study Assignment will help you prepare for treating pediatric patients with gastrointestinal conditions and supporting their families with targeted advice or comprehensive education.

Learning Objectives

Students will:

• Assess pediatric patients with signs of gastrointestinal conditions
• Evaluate health conditions of pediatric patients
• Formulate differential diagnoses for pediatric gastrointestinal conditions
• Analyze socio-cultural needs of pediatric patients and families
• Formulate evidence-based treatment and management plans for pediatric patients with gastrointestinal conditions
• Recommend evidence-based strategies for educating patients and families on treatment and management of gastrointestinal conditions

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Assignment: i-Human Case Study: Evaluation and Management of Gastrointestinal Conditions

Photo Credit: Getty Images

Think ahead to the pediatric patients and families you may meet in this i-Human Case Study Assignment and, based on the Learning Resources, the types of gastrointestinal conditions that may be waiting for you in your virtual office on the i-Human platform. Have in mind GI conditions that you would particularly like to address in the avatar setting. Also reflect on your previous i-Human case studies and consider a child of an age, race, or ethnicity that you have not yet examined and would expand your experience to do so this week.

To prepare:

• Review this week’s Learning Resources. Consider how to apply knowledge of gastrointestinal conditions and understanding of socio-cultural family needs to assessing, diagnosing, and treating pediatric patients.
• Access i-Human Patients from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
• Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.
• Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
• Develop a treatment plan for the patient that includes health promotion and patient education strategies for pediatric patients with gastrointestinal conditions and their families.

The Assignment:

As you interact with the i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.

By Day 7 of Week 7

Complete your Assignment in i-Human.

Grading Criteria

To access your rubric:

Week 7 Assignment Rubric

What’s Coming Up in Week 8?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will investigate common renal and genitourinary (GU) conditions in pediatric patients. Take time to reflect on what you learned and experienced in Week 7 and how your understanding of GI conditions related to dehydration and elimination can support your work in Week 8.

i-Human Case Study

Photo Credit: Getty Images/iStockphoto

Next week, you will complete an i-Human Case Study Assignment on renal and GU conditions in children and adolescents. Be sure to address any continuing technical issues in using the i-Human platform, to get the most content and practical value from this Assignment.

To go to the next week:

Week 8

Week 8: Evaluation and Management of Renal and Genitourinary Conditions

As a nurse or as an individual, you may have topics that are easier to discuss than others. From your perspective, there may be body systems easier to examine and explain with pediatric patients and families than others. Much may depend on a patient’s age and the dynamic between family members. For older children and adolescents, talk of difficulty with urination, for males and females, can be awkward and getting necessary details to aid evaluation and diagnosis may take particular sensitivity and finesse.

Renal and genitourinary (GU) conditions can vary from easily treatable infections to more serious concerns with kidney function and the capacity of the genitourinary system to do its work of supporting metabolism and expelling toxins. Renal or GU issues can also cause hypertension in children, signaling trouble and compounding it too. Primary care providers are often the first to assess and diagnose renal and GU disorders that necessitate further attention.

In addition to GU conditions, the text reading also covers gynecologic disorders that may present in girls and young women among your primary care patients. Early or late onset of menstruation, vaginal infections, and sexually transmitted diseases may require delicate discussions with younger and older adolescents, to offer instruction and guidance.

This week your Learning Resources and i-Human Case Study Assignment address renal and GU conditions. Consider how to frame questions to gather health histories and clear understanding of symptoms, and how to explain treatment and management plans with clarity while easing potential embarrassment. Use the avatar patient and family to focus on both identifying conditions and building rapport.

Learning Objectives

Students will:

• Assess pediatric patients with signs of renal and genitourinary conditions
• Evaluate health conditions of pediatric patients
• Formulate differential diagnoses for pediatric renal and genitourinary conditions
• Analyze socio-cultural needs of pediatric patients and families
• Formulate evidence-based treatment and management plans for pediatric patients with renal and genitourinary conditions
• Recommend evidence-based strategies for educating patients and families on treatment and management of renal and genitourinary conditions

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Assignment: i-Human Case Study: Evaluation and Management of Renal and Genitourinary Conditions

Photo Credit: Photographee.eu / Adobe Stock

As you prepare for this i-Human Case Study, reflect on your prior case studies and feedback you have received. Focus on what to strengthen or improve in your examination process and procedures. As you consider possible renal and genitourinary conditions you may address, identify particular issues or patient ages of greatest interest or concern to you. In short, do the most to maximize this experience in any and all ways.

To prepare:

• Review this week’s Learning Resources. Consider how to apply knowledge of renal and genitourinary conditions and understanding of socio-cultural family needs to assessing, diagnosing, and treating pediatric patients.
• Access i-Human from this week’s Learning Resources and review the i-Human Case Study. Based on the provided patient information, think about the health history you would need to collect from the patient.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
• Identify 3–5 possible conditions that may be considered in a differential diagnosis for the patient.
• Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
• Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with renal and genitourinary conditions and their families.

Assignment:

As you interact with the i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Patients Case Player Student Manual in the Learning Resources.

By Day 7 of Week 8

Complete your Assignment in i-Human.

Grading Criteria

To access your rubric:

Week 8 Assignment Rubric

What’s Coming Up in Week 9?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week you will complete Module 3 as you explore pediatric hematological, and metabolic and endocrine conditions. Plan your time to devote sufficient attention these topics while also preparing for the Knowledge Check in Week 9.

Knowledge Check

Next week, you will take the Module 3 Knowledge Check. This formative assessment will include questions pertaining to content from Weeks 7–9. From the previous Knowledge Checks you may have developed an approach to review that works well. Reflect on your comfort and challenges with the content in Weeks 7 and 8 and plan accordingly.

To go to the next week:

Week 9

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NR-103: Transition to the Nursing Profession Course Assignments & Discussions Study Guide

NR-103: Transition to the Nursing Profession Course Description

Contact Hours: Lecture – 32, Lab – 0, Clinical – 0

Semester Hours: Theory 2

A success seminar designed to introduce the student to the culture of Chamberlain, active adult learning principles, and professional presentation through development of effective verbal communication skills and relationship building through the concepts of emotional intelligence, personal inventory and self-management. Students also develop scholarship, written communication, punctuation, and grammar skills through a blended-learning format. Course also includes adult learning principles and concepts related to active learning.

Prerequisite: None

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NR-103: Transition to the Nursing Profession Course Syllabus & Assignments Summary

NR 103 Week 1 Discussion: Introductions

NR-103 Week 1 Assignment: Mindfulness Reflection

NR 103 Week 1 Discussion

NR 103 Week 1 In Class Assignment: 3 Minute Paper

NR 103 Week 1 Small Group Discussion

NR 103 Week 2 Assignment: Professional Identity

NR-103 Week 2 Assignment: 3-Minutes Thoughts

NR 103 Week 2 Discussion: Community Café

NR 103 Week 2 Assignment: Critical Thinking Assessment

NR 103 Week 2 In Class Assignment: 3 Minute Paper

NR 103 Week 2 Small Group Discussion

NR 103 Week 3 Chamberlain Early Assessment Program (CEAP)

NR-103 Week 3 Assignment: 3-Minutes Thoughts

NR 103 Week 3 Assignment: Care for Self

NR-103 Week 3 Assignment: Mindfulness Reflection

NR 103 Week 3 Discussion

NR 103 Week 3 CEAP Assessment

NR 103 Week 3 In Class Assignment: 3 Minute Paper

NR 103 Week 3 Professional Writing Assessment

NR 103 Week 3 Small Group Discussion

NR 103 Week 4 Assignment: The Language of Healthcare

NR-103 Week 4 Assignment: 3-Minute Thoughts

NR 103 Week 4 Discussion

NR 103 Week 4 CEAP Focused Activity # 1

NR 103 Week 4 CEAP Focused Activity # 2

NR 103 Week 4 In Class Assignment: 3 Minute Paper

NR 103 Week 4 RUA Paper Draft: Safety Culture in Nursing

NR 103 Week 4 Small Group Discussion

NR 103 Week 5 Assignment: Communication and Collaboration

NR-103 Week 5 Assignment: 3-Minute Thoughts

NR 103 Week 5 Discussion

NR 103 Week 5 CEAP Focused Activity # 3

NR 103 Week 5 CEAP Focused Activity # 4

NR 103 Week 5 In Class Assignment: 3 Minute Paper

NR 103 Week 5 RUA Assignment: Safety with Mental Health Patients – SAFETY

NR 103 Week 5 RUA Assignment: Prioritizing Time in Nursing – PRIORITIZATION

NR 103 Week 5 RUA Assignment: Task Distribution as a Nurse – DELEGATION

NR 103 Week 5 RUA Submission Draft: Safety Culture in Nursing

NR 103 Week 5 Small Group Discussion

NR 103 Week 6 Assignment: RUA: Transitions Paper – Nurses Risk of COVID-19

NR-103 Week 6 Assignment: RUA: Transitions Paper – Safety in Healthcare

NR 103 Week 6 Assignment: Civility and Emotional Intelligence

NR-103 Week 6 Assignment: 3-Minutes Thoughts

NR 103 Week 6 Assignment: Mindfulness Reflection

NR 103 Week 6 CEAP Focused Activity # 5

NR 103 Week 6 In Class Assignment: 3 Minute Paper

NR 103 Week 6 Small Group Discussion

NR 103 Week 7 Assignment: Technology and Mindfulness

NR-103 Week 7 Assignment: Mindfulness Reflection

NR 103 Week 7 Discussion

NR 103 Week 7 In Class Presentation: Final Project

NR 103 Week 7 Small Group Discussion

NR 103 Week 8 Assignment: Career Readiness Activity

NR-103 Week 8 Assignment: Final Project

NR 103 Week 8 Assignment: Final Project Presentation

NR 103 Week 8 Assignment: Mindfulness Reflection

NR 103 Week 8 In Class Activity Assignment: Sympathy and Empathy

You can also read another study guide on nursing assignments for students from another post on NRNP 6531 – Primary Care of Adults Across the Lifespan Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR103
Course Title:	Transition to the Nursing Profession
Credit Hours:	2
Theory Hours:	2
Laboratory Hours:	0
Clinical Hours:	0
Place in Curriculum	Year 1, Semester 1
Prerequisite:	None
Corequisite:	None

Course Description

A success seminar designed to introduce the student to the culture of Chamberlain College of Nursing, active adult learning principles, and professional presentation through development of effective verbal communication skills and relationship building through the concepts of emotional intelligence, personal inventory and self-management. Students also develop scholarship, written communication, and punctuation and grammar skills through a blended-learning format. Course includes adult learning principles and concepts related to active learning.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

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2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

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Online

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Desktop

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Mobile

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Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Implement skills for successful scholarship including effective study skills, note taking, active listening, and learning preferences. (POs 5 and 7)
2. Identify characteristics of professional behavior, including emotional intelligence, communication, and conflict resolution. (POs 3, 5, and 6)
3. Demonstrate information literacy and the ability to utilize resources. (POs 3, 5, and 8)

Key Concepts

1. Chamberlain College of Nursing Mission, Vision, and Philosophy
2. Class Expectations and Learning Agreement
3. Characteristics and Behaviors of a Successful Student
4. Characteristics and Behaviors of a Successful Professional
5. Characteristics and Behaviors of a Successful Person
6. Self-Development and SMART Goals

Learning Plan

Download and review the NR103 Transition to the Nursing Profession Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Transition Paper guidelines and grading rubric to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1, 2, and 3Are You Up For a Challenge?	No reading assignments	3-Minute Paper Small Group Discussion
Unit 2 COs 1 and 2Successful Student: Study Skills	Success Seminars Note-Taking Test-Taking Test-taking PowerPoint presentation	3-Minute Paper Small Group Discussion
Unit 3 COs 1, 2, and 3Successful Student: Writing Skills	Success Seminar APA Basics	3-Minute Paper Small Group DiscussionCEAP Assessment
Unit 4 COs 1 and 2Successful Professional Nurse: Communication	Success Seminar Career Readiness	3-Minute Paper Small Group DiscussionTransitions Paper (draft)
Unit 5 COs 1 and 2Successful Professional Nurse: Professional Behaviors	No reading assignments	3-Minute Paper Small Group DiscussionTransitions Paper (Final)
Unit 6 COs 1 and 2Successful Person: Homeostasis and Balance	Success Seminars Time Management Stress Management	3-Minute Paper Small Group DiscussionCEAP Focused Activities (5)
Unit 7 COs 1 and 2Successful Person: Empathy and Caring	No reading assignments	3-Minute Paper Small Group Discussion
Unit 8 All COsYou ARE Up for the Challenge!	No reading assignments	3-Minute Paper Final Project

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item	Points	Weighting
Small Group Discussion Units 1-6 50 points each Unit 7 20 points	320	32%
3-Minute Papers 8 papers worth 25 points each	200	20%
CEAP Assessment	50	5%
CEAP Focused Activities 5 activities, each worth 31 points	155	15.5%
Transitions Paper	150	15%
Final Project	125	12.5%
Total	1,000	100%

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

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NR-222: Health and Wellness Course Assignments & Discussions Study Guide

NR-222: Health and Wellness Course Description

Contact Hours: Lecture – 48, Lab – 0, Clinical – 0

Semester Hours: Theory 3

This course introduces students to health promotion and preventive care activities throughout the life span. These activities are explored through biological, psychological, spiritual, environmental and sexual domains. A variety of theories emphasizing health and well-being are explored throughout the course. Healthy People objectives are examined. Health promotion assumptions basic to nursing practice are emphasized.

Prerequisites: BIOS-252, MATH-105N or MATH-114N, PSYC-110N

Corequisites: BIOS-255, NR-103

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NR-222: Health and Wellness Course Syllabus & Assignments Summary

NR 222 Unit 1

Discussion Question, Healthy People 2020

Study Questions, Chapter 10, 15, 17, 18, 19, 20, 21, 22, 22

NR222 Unit 2

Assignment, ATI Nurse’s Touch: Wellness & Self-Care: Wellness Health & Disease Prevention

Content Study Questions

Discussion Question, Scope & Standards of Nursing Practice

Discussion Question, Personal Values and Beliefs

NR-222 Unit 3

Exam 1, Fifty(50) Questions and Answers

Exam 1, Practice Questions Chapter 1, 6, 16, 22, 09, 10

Blueprint Exam 1, Chapters 1, 3, 6, 7, 10

Exam 1, Review of Knowledge

Content Study Questions

NR222 Unit 4

Content Study Questions

Reading, Chapter 10 Health Education, Pages 214-218

NR-222 Unit 5

Assignment, ATI Nurse’s Touch: Wellness & Self Care: Self Care & Physical Activity

Content Study Questions

Discussion Question, Person-centered Communication

Discussion Question, Barriers to Communication

RU Assignment, Health Promotion Project – Health Promotion for Homeless People

RU Assignment, Health Promotion Project – Leading Health Promotions & Healthy People

RU-Assignment, Health Promotion Project – Mental Health Depression and Suicides

RU Assignment, Health Promotion Project – Suicide Among the LGBTQ Community

NR222 Unit 6

Assignment, ATI Nurse’s Touch: Wellness & Self Care: Rest & Sleep Content Study Questions

Discussion Question, Life Span Nursing Considerations

Exam 2, 50 Questions & Answers

Test Bank, Chapter 4, 15, 21 – 24

Test Bank, Chapter 12 Conception Through Adolescence, pp. 141-158

NR-222 Unit 7

Assignment, ATI Wellness & Self Care Module – Stress: Cause, Effects and Management

Health Promotion Strategies: The Benefits of Robotic Surgeries in Gynecology

NR222 Unit 8

Discussion Question, Wrap-up

Final Exam: Key Concepts

Final Exam

You can also read another study guide on nursing assignments for students from another post on NR-110: Pathway to Professional Nursing for Military Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR222
Course Title:	Health and Wellness
Credit Hours:	3 credits
Theory Hours:	3
Laboratory Hours:	0
Clinical Hours:	0
Place in Curriculum	Year 1, Semester 3
Prerequisite:	BIOS252, MATH114, PSYC110
Corequisite:	BIOS255, NR101 or NR103

Course Description

This course introduces students to health promotion and preventive care activities throughout the life span. These activities are explored through biological, psychological, spiritual, environmental, and sexual domains. A variety of theories emphasizing health and well-being will be explored throughout the course. Healthy People 2020 objectives are examined. Health-promotion assumptions basic to nursing practice are emphasized.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Edelman, C. L., Kudzma, E. C., & Mandle C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby.

 

Access E-Book

Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier.

 

Access E-Book

Potter, P., Perry, A., Stockert, P., & Hall, A. (2017). Study guide and skills performance checklists for Potter/Perry fundamentals of nursing (9th ed.). St. Louis, MO: Mosby Elsevier.

 

American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. Washington, DC: Author.

 

American Nurses Association. (2015). Nursing: Scope and standards of practice. (3rd ed.). Silver Spring, MD: Author.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Discuss the professional nurse’s role in health-promotion activities. (POs 1 and 2)
2. Examine theories and concepts related to health-promotion behaviors. (POs 1 and 2)
3. Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (POs 1 and 2)
4. Discuss the influences of moral, ethical, and legal principles on professional nursing practice. (PO 6)
5. Identify effective communication with clients and other healthcare providers. (PO 3)
6. Discuss attitudes and actions that influence personal, educational, and professional development. (PO 5)
7. Identify health-promotion strategies throughout the life span. (POs 1 and 2)

Key Concepts

1. Nursing and Health Promotion: History and Theories

• • Nurses Promoting Health: Influences From Our Past
  • Chamberlain Care and Health Promotion
  • Definitions and Models of Health
  • Levels of Prevention
  • Cost of Health and Illness
  • Healthy People 2020

2. Nursing as a Healthcare Profession

• • The Ethics of Healthcare
  • The Nursing Process
  • The Practice of Nursing
  • Behaviors That Influence Health and Wellness

3. Culturally Competent Care

• • Health Variables of Individuals and Groups
  • Influence of Family on Health Choices
  • Chamberlain Care and Cultural Competence

4. Teaching and Learning

• • Health Education
  • The Nursing Process Versus the Learning Process
  • Barriers to Teaching in the Healthcare Setting
  • Barriers to Learning in the Healthcare Setting

5. Therapeutic Communication: Linking Nurses to Those in Their Care

• • Types of Communication
  • Mechanisms of Communication Strategies
  • Therapeutic Communication
  • Communication, Attitudes, and Values
  • Interprofessional Collaboration

6. Nursing and Wellness Across the Life Span

• • Theories of Development
  • Health Promotion Needs and Risks Across the Life Span
  • Nursing and Caring for all Ages

7. Health Promotion Strategies and Interventions

• • Defining Community Health and Wellness
  • Threats to the Health of Individuals Within Communities
  • Nursing’s Role in Community, Family, and Individual Health Promotion

Learning Plan

Download and review the NR222 Health and Wellness Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Health Promotion Project guidelines and grading rubric to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1, 2, and 3 Nursing and Health Promotion: History and Theories	Edelman, C. L., Kudzma, E. C., & Mandle C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 1: Health Defined: Objectives for Promotion and Prevention pp. 4–8 (Wellness-Illness Continuum through Healthy People 2020) pp. 10–15 (Levels of Prevention) Chapter 3: Health Policy and the Delivery System pp. 65–67 (Costs) Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 1: Nursing Today (All) Chapter 6: Health and Wellness pp. 65–73 Chapter 33: Complementary and Alternative Therapies pp. 688-691 (Complementary, Alternative, and Integrative Approaches to Health)	Study questions Graded discussion topics Exam affirmation
Unit 2 COs 1, 2, 3, and 4Nursing as a Healthcare Profession	American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author. Chapter 1: Scope of Nursing Practice, pp. 1–15 American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. Washington, DC: Author. Foreword: pp. iii-xiii (Contents, Preface, and Introduction) Provision 1: p. 1-4 Edelman, C. L., Kudzma, E. C., & Mandle C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 5: Ethical Issues Related to Health Promotion, pp. 109–125 Chapter 6: Health Promotion and the Individual, pp. 128–129 (Nursing Process) Chapter 9: Screening, p. 209, Box 9-9 (Pender’s Health Promotion Model) Chapter 10: Health Education, pp. 219–220 (Health Behavior Change) Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 16: Nursing Assessment, pp. 209–2011 (The Nursing Process) Chapter 22: Ethics and Values, pp. 292–293 (Basic terms, Nursing code, Values)	Alternate Style Exam Questions Tutorial Study questions Graded discussion topics Content questions
Exam 1 (Units 1 and 2)
Unit 3 COs 1, 2, 3, 6, and 7Cultural Competence	American Nurses Association. (2015). Nursing: Scope and standards of practice. (3rd ed.). Silver Spring, MD: Author. Chapter 1: Scope of Nursing Practice, pp. 30–33 (beginning with the last paragraph on p. 30 through Societal, Cultural, & Ethical Dimensions) and p. 69-70 (Standard 8: Culturally Congruent Practice) American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. Washington, DC: Author. Provision 8.3: Obligations: p. 32 Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 9: Culture and Ethnicity, pp. 101–105 (through Cultural Competency) Chapter 10: Caring for Families, pp. 117–122 (through Attributes of Healthy Families) Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span (8th ed.). St. Louis, MO: Mosby. Chapter 2: Emerging Populations and Health, pp. 22–34 (through “Selected Health-Related Aspects”) Chapter 7: Health Promotion and the Family, pp. 149–153 (Through “The Family From A Risk-Factor Perspective”) Chapter 10: Health Education, p. 221 (Diversity and Health Teaching)	Study questions Graded discussion topics
Unit 4 COs 1, 2, 3, 4 6, and 7Teaching and Learning	American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author. Standard 5B: Health Teaching and Health Promotion, p. 65. Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span (8th ed.). St. Louis, MO: Mosby. Chapter 10: Health Education, pp. 214–218 (Through “The Family From A Risk-Factor Perspective”) Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 25: Patient Education, pp. 336-355 U.S. Department of Health and Human Services. (2016). Educational and community-based programs. Healthy People 2020 website. Retrieved from http://www.healthypeople.gov/2020/topics-objectives/topic/educational-and-community-based-programs	Study questions Graded discussion topics
Exam 2 (Units 3 and 4)
Unit 5 CO 1, 2, 3, 5, 6, and 7Therapeutic Communication	American Nurses Association. (2015). Nursing: Scope and standards of practice. (3rd ed.). Silver Spring, MD: Author. Standard 5B: Health Teaching and Health Promotion, p. 65 Standard 5: Implementation, pp. 61–62 Standard 9: Communication, pp. 71–72 Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 4: The Therapeutic Relationship, pp. 88–102 (from Types of Communication) Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 24: Communication Pope, B., Rodzen, L., Spross, G. (2008). Raising the SBAR: How better communication improves patient outcomes. Nursing, 38(3), 41–43. doi:10.1097/01.NURSE.0000312625.74434.e8	Health Promotion Project (RUA) Study questions Graded discussion topics
Unit 6 CO 2, 3, and 7Nursing and Wellness Across the Life Span	Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 11: Developmental Theories, pp. 132-140 Chapter 12: Conception Through Adolescence, pp. 141–158 Chapter 13: Young and Middle Adults, pp. 159–172 Chapter 14: Older Adults, pp. 173–194 Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 15: Overview of Growth and Development Framework (all) Chapter 17: Infant, pp. 389-393 (through “Cognitive Development”), 409-418 (From “Environmental Processes” through “Cancer”) Chapter 18: Toddler, pp. 442-444 (From “Environmental Processes” through “Poisoning” Chapter 19: Preschool Child, pp. 467-469 (From “Environmental Processes” through “Mechanical Forces” Chapter 20: School-Age Child, pp. 484-485 (“Nutritional-Metabolic Pattern”), 498-501 (From “Environmental Processes” through “Mechanical Forces” , 506-508 (From “Health Services/Delivery System” through “Nursing Application”) Chapter 21: Adolescent, pp. 524-530 (From “Sexual-Reproductive Pattern” through “Cancer”) Chapter 22: Young Adult, pp. 536-537 (Through “Biology and Genetics” including Box 22-1 & Box 22-2); pp. 558-559 (“Nursing Application”) Chapter 23: Middle-Age Adult, pp. 562 (Introduction), 564-570 (“Life Expectancy” through “Alcohol Abuse), & 584-586 (“Nursing Application”) Chapter 24: Older Adult, pp. 592-593 (Through “Healthy People 2020”) & 607-612 (“Environmental Processes” through “Tobacco Use”)	Study questions Graded discussion topics
Exam 3 (Units 5 and 6)
Unit 7 COs 1, 3, and 7Health Promotion Strategies and Interventions	U.S. Department of Health and Human Services. (2016). 2020 LHI topics. Healthy People 2020 website. Retrieved from https://www.healthypeople.gov/2020/leading-health-indicators/2020-LHI-Topics 2020 LHI Topics Who’s Leading the Leading Health Indicators Healthy People 2020 Leading Health Indicators: Progress Update Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 45: Nutrition, pp. 1058-1061 (“Nursing Knowledge Base”), 1070-1072 (“Health Promotion”) Supplemental reading: Chapter 33: Complementary and Alternative Therapies Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 10: Health Education: pp. 219-220 (“Health Behavior Change” through “Transtheoretical Model”) Chapter 11: Nutrition Counseling for Health Promotion: pp. 231-234 (“Healthy People 2020: Nutrition Objectives” through “Nutrition Objectives”), 238-239 (“Food Guidance System”), 242-247 (“Food Safety through “Food & Nutrition Programs for Older Adults”), & 254-256 (“Obesity”) Chapter 13: Stress Management Chapter 14: Complementary and Alternative Strategies	Study questions Graded discussion topics
Unit 8 COs 1, 2, and 7Moving From Health Promotion to Health Maintenance	Review all readings, as needed.	Final Exam Graded discussion topics

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment			Points	Weighting
Examinations*
Exam 1			125	12.5%
Exam 2			125	12.5%
Exam 3			125	12.5%
Final Exam			150	15%
*Must achieve an average of 76% or higher to pass the course.
Assignments
Health Promotion Project (RUA)			100	10%
Discussion Units 1–7, two topics, 25 points each; Unit 8, 1 topic, 25 points			375	37.5%
Total Points			1,000	100%
Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

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