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NR-512: Fundamentals of Nursing Informatics Course Assignments & Discussions Study Guide

NR-512: Fundamentals of Nursing Informatics Course Description

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

Semester Hours: Theory 3

This course provides foundational and introductory knowledge regarding informatics with an emphasis on developing an understanding of concepts

of nursing informatics (NI) and becoming knowledgeable and competent with basic skills needed in person-centered care and educational settings.

Basic NI skills support the application and distribution of data/information to generate knowledge used in decision-making to plan, design, analyze

and facilitate the nursing process to enhance safe, quality holistic healthcare. The NI synthesizes and integrates nursing science with computer, Information and cognitive sciences. Students will explore informatics-based health applications in a virtual learning environment (VLE) developed to improved informatics skills and knowledge in order to better support decision making in the areas of nursing such as: clinical, administrative, research, quality and safety, health policy and education.

Prerequisites: NR-500, NR-501

NR-512: Fundamentals of Nursing Informatics Course Syllabus

NR 512 Week 1 TD 1 Impressions of Nursing Informatics

NR 512 Week 1 TD 2 Integration of Nursing Informatics Skills and Competencies

NR 512 Week 2 TD 1 DIKW

NR 512 Week 2 TD 2 Wisdom Versus Judgement

NR 512 Week 3 TD 1 Adoption of Standardized Terminologies in Practice

NR 512 Week 3 TD 2 Impact of Standardized Terminologies on Practice

NR 512 Week 4 TD 1 Transitioning From a Task Focus to Knowledge Work

NR 512 Week 4 TD 2 Reflection on Nursing Informatics Competencies

NR 512 Week 5 TD 1 Knowledge Generation Through Informatics

NR 512 Week 5 TD 2 EHR – Pros and Cons

NR 512 Week 6 TD 1 Key Legislation Shaping HIT Use and Impacting Nursing Practice

NR 512 Week 6 TD 2 Issues Surrounding Personal Health Information (PHI) Ownership

NR 512 Week 7 TD 1 Ethical Use of Information

NR 512 Week 7 TD 2 Safeguarding Health Information and Systems

NR 512 Week 8 TD Application of Knowledge

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Syllabus Overview

Course Number:	NR512
Course Title:	Fundamentals of Nursing Informatics
Course Credits:	3 credits
Prerequisite:	NR500

Course Description

This course provides foundational and introductory knowledge regarding informatics with an emphasis on developing an understanding of concepts of nursing informatics (NI) and becoming knowledgeable and competent with basic skills needed in patient care and educational settings. Basic nursing informatics (NI) skills support the application and distribution of data/information to generate knowledge used in decision-making to plan, design, analyze, and facilitate the nursing process to enhance safe, quality health care. The NI synthesizes and integrates nursing science with computer, information, and cognitive sciences. Students will explore informatics-based health applications in a virtual learning environment (VLE) developed to improved informatics skills and knowledge in order to better support decision making in the areas of nursing such as: clinical, administrative, research, quality and safety, health policy and education.

You can also read another study guide on nursing assignments for students from another post on NR-524: Curriculum Development Course Assignments & Discussions.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett.

 

Access E-Book

Sipes, C. (2016). Project management for the advanced practice nurse. Retrieved from https://online.vitalsource.com

.

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

eBook Details

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Textbooks and Resources

Required Textbooks

The following books are required for this course:

Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.

Information regarding supplementary material, software, etc.

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.

 

Physical Books and Supplies

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

Program Outcomes

Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.

The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:

1. Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
2. Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
3. Use contemporary communication modalities effectively in advanced nursing roles.
4. Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
5. Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
6. Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
7. Design patient-centered care models and delivery systems using the best available scientific evidence.
8. Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
9. Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
10. Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
11. Apply principles of informatics to manage data and information in order to support effective decision making.

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. The COs that will be covered in detail each week can be found in the Overview page in that particular week. 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. Define key terms in informatics, healthcare informatics, and nursing informatics. (PO 3)
2. Demonstrate synthesis of nursing and non-nursing science with information and computer technologies. (PO 1, 11)
3. Examine the ethical/legal issues arising in NI practice while using, designing, managing, upgrading, and building information systems. (PO 4, 6)
4. Exemplify professional values and scholarship to support professional and personal development. (PO 5)
5. Explore the roles, competencies and skills associated with nursing informatics while collaborating as part of the healthcare team. (PO 2, 11)
6. Describe the information and knowledge needs of nurses in all practice domains and settings, electronic health records (EHRs), and patient-care information technology (IT). (PO 4)
7. Explore trends and issues in NI and their impact on nursing practice in all domains. (PO 9, 11)
8. Discuss the value of using standardized terminology while supporting the nursing profession in all of its practice settings. (PO 5, 11)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO1, 2 Introduction to Nursing Informatics (NI)	McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett. Section I: Building blocks of NI Chapter 1: Nursing Science and the Foundation of Knowledge pp. 5-17 Chapter 2: Introduction to Information, Information Science, and Information Systems pp.19-30 Chapter 3: Computer Science and the Foundation of Knowledge Model pp.33-56 Chapter 4: Introduction to Cognitive Science and Cognitive Informatics pp.57-64 American Association of Colleges of Nursing QSEN Consortium. (2012). Graduate-level QSEN competencies: Knowledge, skills and attitudes. link to article McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327 doi:10.1016/j.aorn.2014.06.012 link to article Matney, S. A., Avant, K., & Staggers, N. (2016). Toward an understanding of wisdom in nursing. Online Journal Of Issues In Nursing, 21(1), 7 doi:10.3912/OJIN.Vol21No01PPT02 link to article Optional reading: American Association of Colleges of Nursing (AACN) (2013). Crosswalk of the master’s essentials with the baccalaureate and DNP essentials. link to article	Pre-TANIC (TIGER Self-assessment of Nursing Informatics Competencies) self-assessment Pre-orientation to the Virtual Learning Environment (VLE) Graded Discussions
Week 2 CO 1, 2, 8Overview of Nursing Informatics (AACN Essential 5: 1, 2, 4, and 5)	McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett. Chapter 6: Overview of Nursing Informatics: ANA Recognized Terminologies pp. 101-102 Chapter 8: Information and Knowledge Needs of Nurses in the 21st Century pp. 131-143 Matney, S. A., Avant, K., & Staggers, N. (2016). Toward an understanding of wisdom in nursing. Online Journal Of Issues In Nursing, 21(1), 7 doi:10.3912/OJIN.Vol21No01PPT02 link to article	Second Life (SL) Orientation in World Informatics Key Terms Quiz Graded Discussions
Week 3 CO 5, 7,9Roles, Competencies and Skills: Current Trends	McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett. Chapter 6: Overview of Nursing Informatics pp. 95-101 Kish, L. (2015). 8 takeaways from Topol’s latest: ‘The Patient Will See You Now: The Future of Medicine is in Your Hands’. link to article Hudson, K., Taylor, L., & Jeffries, P. (2013). Incorporating i nformatics in clinical education through clinical s imulations. link to article	Scavenger Hunt in Second Life Graded Discussions
Week 4 CO 2, 5, 7,9Current Trends (AACN Essential 5: 2, 4, and 5)	McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett. Chapter 7: Informatics Roles and the Knowledge Work of Nursing pp. 115-124	Scavenger Hunt in Second Life Graded Discussions
Week 5 CO 2, 5, 7, 9Information and Knowledge Needs of Nurses in the 21st Century	Sipes, C. (2016). Project management for the advanced practice nurse. Retrieved from http//:online.vitalsource.com Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals: Examples of APN Projects/Roles pp. 4-11 Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals; Project Management: Why do we need it? p. 12 Chapter 2: Advanced practice nurse role description and application of project management concepts pp. 16-24 Website Exploration: Visit the following site http://www.fiercehealthcare.com/it (explore healthcare technology news on CPOE, EMRs, E-prescribing, HIE, PHRs, HIT stimulus, and other health IT news) Visit the following site www.fierceemr.com (this site contains weekly newsletter on EMRs, meaningful use, ARRA and privacy. Select 1 of 5 Topics/Popular Content of the Week to use in the weekly discussions)	HealthIT Topic paper assignment Select a Topic/Popular Content of the Week from http://www.fiercehealthit.com Graded Discussions
Week 6 CO 2, 3, 6, 7, 9Legislative Aspects of Nursing Informatics	Sipes, C. (2016). Project management for the advanced practice nurse. Retrieved from http//:online.vitalsource.com Chapter 8: Application of Project Management Concepts and Tools: Case Studies: How the APN and DNP Roles Would Use Project Management Concepts  pp. 143-157 Big Data: Brennan, P. F., & Bakken, S. (2015). Nursing needs big data and big data needs nursing. Journal Of Nursing Scholarship, 47(5), 477-484. doi:10.1111/jnu.12159. link to article New Trends: Bailey, E. (2016). IBM’s CNO Judy Murphy on mobile tech in big data. Healthcare IT News. link to webinar Miliard, M. (2016) Meaningful use will likely end in 2016, CMS chief Andy Slavitt says. Healthcare IT News. link to article Website Exploration: Visit the following site www.fierceemr.com (this site contains weekly newsletter on EMRs, meaningful use, ARRA and privacy. Select 1 of 5 Topics/Popular Content of the Week to use in the weekly discussions) Visit the following site http://www.fiercehealthcare.com/it (explore healthcare technology news on CPOE, EMRs, E-prescribing, HIE, PHRs, HIT stimulus, and other health IT news)	Narrated PowerPoint presentation Graded Discussions
Week 7 CO 6, 7Trends and Issues	Website Exploration: Visit the following site: http://www.fiercemobilehealthcare.com (this site includes topics such as accuracy of data from wearable devices, using Smartphones to improve staff efficiency, hurdles using digital health such as security) Please be sure to read the following: Mottl, J. (2016, January). 3 hurdles facing digital health IoT innovations. FierceMobile Healthcare. link to article Bowman,D. (2016, March). Nursing Informatics Director Rosemary Ventura: Tailored smartphone improves staff efficiency. FierceMobile Healthcare. link to article Mottl, J. (2016, March). Accuracy concerns could give provider pause about using data from consumer wearables. FierceMobile Healthcare. link to article	Post-TANIC self-assessment Graded Discussions
Week 8 CO 7Trends and Issues	Cocchi, R. (2016). Top 10 issues impacting healthcare industry in 2016. Healthcare Business & Technology. link to site Website Exploration: Visit the following site http://www.healthcarebusinesstech.com/category/electronic-health-records/ This site contains information on electronic health records (EHRs – trends and challenges)	Reflection

Quizzes, tests, and exams are scheduled throughout this course – see the Assignments pages in the weeks they are given for the time and date they will be available.

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

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
Discussion (50 points, Weeks 1–7; 25 points, Week 8)	375	37.5%
Pre/Post Self-assessment of TIGER Nursing Informatics Competencies (Weeks 1 and 7- 25 points each)	50	5%
Orientation to Second Life (Week 1 & 2)	50	5%
Informatics Key Terms Quiz (Week 2)	50	5%
Scavenger Hunt Worksheet (Weeks 3 & 4)	200	20%
HealthIT Topic of Week Assignment (Week 5)	125	12.5%
Narrated PowerPoint Presentation Assignment (Week 6)	150	15%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

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

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Participation for MSN

  The Threaded Discussion Grading Grid and Rubric document can be found in Course Resources.

Participation Guidelines

Due Date: First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT. Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.

Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.

Requirements:

Description of the Assignment

1. Initial posting: This is defined to be the initial post in which the student responds to the required threaded discussion topic. The first posting by a student within the required discussion area is considered to be the initial posting and will be evaluated using the rubric criteria. Scholarship in communication is expected. Required scholarly source(s) provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outside source. The student may use the required course textbook (s), assigned readings and lesson information in the initial post; however, these are not considered outside scholarly sources.

The initial posting must occur before Wednesday, 11:59 pm MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. ONLY in Week 8, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday, 11:59 pm MT

2. Peer responses: As part of the threaded discussion requirements, the student must provide a substantive response to a peer. Substantive responses pose new ideas, ask questions, and/or generally add to the discussion topic in a meaningful and constructive way.

The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.

3. Instructor response: The student must respond to an instructor’s follow-up questions. The instructor’s question may be directed to the student or may be a question directed to another student in the section. The response must be comprehensive and scholarly in nature. Instructor responses must be a minimum of 150 words. References do not apply toward word count.

The response to the instructor must occur on a day different from the initial post and a day different from the peer response. Responses to the instructor must occur before Sunday, 11:59 pm MT.

4. For week 8 only:Students are expected to post a peer response or an instructor post but are not required to do both. These posts must be a minimum of 100 words. References do not apply toward word count. The peer or instructor response must be on a different day than the initial post and must occur before Wednesday, 11:50 pm MT due to the shorter week.

Posting Requirements:

1. The initial posting must be provided before Wednesday, 11:59 pm MT.
2. The initial posting must have at least one scholarly outside source that is cited within the posting and referenced. Required course textbooks, assigned readings and lesson information are not considered to be outside scholarly sources.
3. Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.
4. The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.
5. All postings are substantive and relate to the graded threaded discussion topic.
6. Only one small quote (15 words or less) within the entire initial posting is accepted.
7. Postings must occur on 3 separate days.
8. For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT

Criteria for Content

• Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
• Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
• Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
• Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
• Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
• Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
• For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.

Criteria for Format and Special Instructions

1. Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
2. When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
3. Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
4. Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
Grading Rubric Guidelines Week 8 ONLY
Performance Category	100% or highest level of performance 100%	Very good or high level of performance 88%	Acceptable level of performance 81%	Inadequate demonstration of expectations 68%	Deficient level of performance 56%	Failing level of performance 55% or less
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Application of Course Knowledge – Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
Interactive Dialogue For Week 8 only: Initial post should be a minimum of 200 words (references do not count toward word count) The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive			Demonstrated 2 of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.
	4 Points		3 Points	2 Points		0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-4 errors in APA format AND Responses have 0-4 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic, and facilitates communication.		The following was present: 5-9 errors in APA format. AND/OR Responses have 5-9 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand	The following was present: 10- 13 errors in APA format AND/OR Responses have 10-13 grammatical, spelling and punctuation errors. AND/OR Writing style is not focused on topic, making discussion difficult to understand		The following was present: 14 to greater errors in APA format. AND/OR Responses have more than 14 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points					5 Points Lost
Participation Requirements	For Week 8 ONLY: Demonstrated the following: Initial, and peer or faculty postings were made on 2 separate days					Failed to demonstrate the following: Initial, and peer or faculty postings were made on 2 separate days
	0 Points Lost					5 Points Lost
Requirements	For Week 8 ONLY: Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 pm MT Wednesday of the eighth week.

*Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These web sites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site that you are unsure of. If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting. This is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years.

Webliography Disclaimer

The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.

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NR-510: Leadership and Role of the APN Course Assignments & Discussions Study Guide

NR-510: Leadership and Role of the APN Course Description

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

Semester Hours: Theory 3

This course introduces students to the role development of today’s advanced practice nurse (APN) leader in society and healthcare organization systems from the perspective of primary and acute care. Students will explore, analyze, apply and evaluate diverse aspects of ethical and legal decision-making standards specific to APN scope of practice. Topics include the standards and regulations governing the practice of APNs in diverse settings. The course emphasizes strategies and processes that foster implementation of visionary leadership, diffusion of innovation and change within an organization. It also defines social, political, legal, legislative, regulatory and organizational factors that influence healthcare. Principles of leadership are emphasized including ethics, negotiation, motivating others, acting as an advocate, problem-solving, managing diversity, interprofessional collaboration and multi-agency partnerships, quality improvement and safety and organizational behavior.

Prerequisites: NR-500, NR-501, NR-506, NR-512

NR-510: Leadership and Role of the APN Course Syllabus

NR 510 Week 1 Recorded Presentation: Introduction and NP Practice

NR 510 Week 1 Assignment: Practicum Process

NR 510 Week 2 Discussion: Advanced Practice Nursing

NR 510 Week 3 Case Study: Organizational Behavior & Business Influences & Advanced Practice Nursing

NR 510 Week 4 Case Study: Organizational Change and Ethical-Legal Influences in Advanced Practice Nursing

NR 510 Week 5 Discussion: Conflict at the Office

NR 510 Week 6 Assignment: APN Professional Development Plan Paper

NR 510 Week 7 Assignment: Recorded LACE Presentation

NR 510 Week 7 Assignment: Recorded LACE PowerPoint: Slide Notes

NR 510 Week 8 Reflection on Achievement of Outcomes

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Course Tour Transcript

Welcome to NR510: Leadership and Role of the Advanced Practice Nurse.

We are Dr. Elizabeth M. Romeo and Dr. Sandra Deering, the course leaders for NR510, and we would like to take you on a short tour!

In this course, we will focus on the role development of today’s advanced practice nurse leader in society and healthcare organization systems, from the perspective of primary and acute care. We will also examine healthcare leadership principles, interprofessional collaboration, and innovations that improve quality and patient safety.

Please refer to your course syllabus for a complete list of the course outcomes. The syllabus also includes the course schedule that shows you at a glance your weekly readings and when graded assignments are due.

You may ask: Where do I find information on my graded assignments? The guidelines and grading rubrics are located under the Course Resources tab where they may be downloaded. In this course, you will be asked to develop an application paper on the state of advanced practice, prepare a professional business plan, write your resume, and reflect on what you have learned from the course.

The threaded discussions in this course are designed to help you apply your readings to meet the course outcomes. Remember that discussion is required and graded. The threaded discussion grading rubric may be found in the syllabus and in the Course Resources tab. When posting, explain how your required readings and the scholarly resources you find relate to the topics. Use appropriate grammar, spelling, punctuation, and syntax in your posts and papers. Cite your references using current APA format.

You can also read another study guide on nursing assignments for students from another post on NR-511: Differential Diagnosis and Primary Care Practicum Course Assignments & Discussions.

The course lessons complement the readings, help you fill information gaps, and synthesize what you are learning. For example, the Week 2 lesson presents information about nurse practitioner core competencies that identify requisite behaviors that the nurse practitioner graduate should possess. The lessons contain interactive learning experiences. For example, the Week 6 lesson contains a visually interesting presentation of the four aspects of the “LACE” consensus model.

So that you can focus on reading and writing synthesis, in this course, there are no quizzes or midterm exam requirements.

A formal course project is not required in this course although selected assignments from the course should be saved for your professional portfolio. Please refer to your course syllabus for further information about the professional portfolio.

In summary, this course introduces you to the foundational skills necessary for today’s advanced practice nurse leader, so let’s get started on our course journey!

Syllabus Overview

Course Number:	NR510
Course Title:	Leadership and Role of the Advanced Practice Nurse
Course Credits:	3 credits (3, 0)
Prerequisite:	NR500

Course Description

This course introduces students to the role development of today’s advanced practice nurse (APN) leader in society and healthcare organization systems from the perspective of primary and acute care. Students will explore, analyze, apply, and evaluate diverse aspects of ethical and legal decision-making standards specific to APN scope of practice. Topics include the standards and regulations governing the practice of APNs in diverse settings. The course emphasizes strategies and processes that foster implementation of visionary leadership, diffusion of innovation, and change within an organization. It also defines social, political, legal, legislative, regulatory, and organizational factors that influence healthcare. Principles of leadership are emphasized including ethics, negotiation, motivating others, acting as an advocate, problem-solving, managing diversity, interprofessional collaboration and multi-agency partnerships, quality improvement and safety, and organizational behavior.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.

Information regarding supplementary material, software, etc.

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:

Book Title

Information regarding supplementary material, software, etc.

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.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.).Retrieved from https://bookshelf.vitalsource.com

 

Access E-Book

DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https://bookshelf.vitalsource.com

 

Access E-Book

Codina, M. (2013). Family Nurse Practitioner Certification Intensive Review (2nd ed.). Springer Publishing Company.

 

Access E-Book

Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com

 

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

Access E-Book

Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). Retrieved from https://bookshelf.vitalsource.com

 

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

Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.

The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:

1. Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
2. Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
3. Use contemporary communication modalities effectively in advanced nursing roles.
4. Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
5. Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
6. Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
7. Design patient-centered care models and delivery systems using the best available scientific evidence.
8. Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
9. Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
10. Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
11. Apply principles of informatics to manage data and information in order to support effective decision making.

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. The COs that will be covered in detail each week can be found in the Overview page in that particular week. 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. Synthesize knowledge and concepts from advanced practice nursing with supporting disciplines as a foundation for APN/specialty nurse practitioner practice that is culturally competent and population-specific (PO #1).
2. Integrate interprofessional collaboration and innovative communication to support and promote the teaching-coaching function of advanced practice nursing (PO #3).
3. Assimilate primary care competencies into APN/specialty nurse practitioner practice that exemplify professional values, scholarship, service, and culturally competent global awareness and support ongoing professional and personal development (PO #5).
4. Plan for healthcare delivery system negotiation and management of human and physical resources in a fiscally responsible manner to support high-quality and cost-effective care and decision-making (PO #8).
5. Contribute to the body of advanced practice nursing knowledge through participation in systematic inquiry, utilization of evidence-based practice, and dissemination of findings to support high-quality care and healthcare innovation (PO #9).
6. Detail the development of advanced practice nursing roles from a historical perspective including the impact of advanced practice nursing on the healthcare delivery system from the perspectiv of selected current reports (i.e., LACE, IOM, etc.) (PO #5).
7. Critically analyze legislative and regulatory issues including independent practice and restraint of trade, and business and legal requirements for the four advanced practice nursing roles of CNS, CNP, CNM, and CRNA (PO #1 and 9).
8. Examine the contribution of various interprofessional collaboration resources including the role dimension of consultant for advanced practice nursing (PO #3).
9. Evaluate strategies for contract negotiation, CV/resume writing, credentialing, national board certification, hospital privileges, and reimbursement (PO #8).
10. Develop visionary leadership skills that combine best evidence with nursing expertise to support quality improvement, safety, and change across healthcare organizations and systems (PO #1, 3, 8, and 9).
11. Differentiate leadership strategies that strengthen interprofessional collaboration and incorporate an ethic of care, values, and ethical principles into the role of the nurse leader across healthcare organizations and systems (PO #2, 4, 5, 6, and 7).
12. Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10)

Course Schedule

Week, CO, and Topics	Readings	Assignments
Week 1 CO 1, 6 and 7Historical Development of the Advanced Practice Nursing Role, Systematic Inquiry, and Evidence-Based Practice (EBP)	DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https://bookshelf.vitalsource.com Part I—Professional Roles for the Advanced Practice Nurse Part IV—Theoretical Foundations, Research, and Evidence-Based Practice Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 1—What is a Nurse Practitioner?	Case Study
Week 2 CO 1, 6, and 7Complexity Theory and Skills, Understandings, and Integrative Abilities of the APN and Specialty Nurse Practitioner Practice	DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https://bookshelf.vitalsource.com Part II—Healthcare Delivery and Health Policy for Advanced Practice: Core Knowledge  Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 12—Lawmaking and Health Policy Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 2—Ten Complexity Principles for Leaders for Thriving in the Quantum Age Chapter 7—Leading Constant Movement: Managing Crisis and Change	Case Study
Week 3 CO 1, 6, 7, and 9Organizational Behavior and Business Influences on APN and Specialty Nurse Practitioner Practice	Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 5—Prescribing Chapter 6—Hospital Privileges Chapter 7—Negligence and Malpractice Chapter 8—Risk Management Chapter 9—Reimbursement for Nurse Practitioner Services Chapter 10—The Employed Nurse Practitioner Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 8—Living Leadership: Vulnerability, Risk Taking, and Stretching Chapter 11—Toxic Organizations and People: The Leader as Transformer	Case Study
Week 4 CO 6, 7, 8, 9 10, and 11 Organizational Change and Ethical-Legal Influences on APN and Specialty Nurse Practitioner Practice	DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https://bookshelf.vitalsource.com Part V—The Role of Race, Culture, Ethics, and Advocacy in Advanced Practice of Nursing Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 2—Legal Scope of Nurse Practitioner Practice Chapter 3—State Regulation of Nurse Practitioner Practice Chapter 4—Federal Regulation of the Nurse Practitioner Profession Chapter 16—Resolving Ethical Dilemmas Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 1—A New Vessel for Leadership: Changing the Health Landscape in an Age of Reform Chapter 3—Evidentiary Leadership: An Expanded Lens to Determine Healthcare Value	Case Study
Week 5 CO 4, 5, and 8Organizational Leadership and Management Skills for Quality of Care and Patient Safety Considerations in APN and Specialty Nurse Practitioner Practice	DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https:bookshelf.vitalsource.com Part III—Quality, Safety, and  Information Systems for Advanced Practice Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 14—Standards of Care for Nurse Practitioner Practice Chapter 15—Measuring Nurse Practitioner Performance Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 9—Healing Brokenness: Error as Opportunity  Chapter 14—Renewing the Spirit of Leadership: Becoming a Living Leader	Case Study
Week 6 CO 2, 3, 6, and 9Sociopolitical Aspects of Healthcare Organizations, Innovations and Systems, and APN Issues Involving Licensure – Accreditation – Certification – Education for the LACE Consensus Model	Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 4—Innovation as a Way of Life: Leading Through the White Water of Change Chapter 5—Innovation Leadership Yoder-Wise, P. (2010). LACE: The consensus model and implications beyond advanced practice. Journal of Continuing Education in Nursing, 41(7),  291.	Case Study
Week 7 COs 2, 3, and 7Conflict Resolution Strategies to Overcome Barriers to APN Independent Practice and Restraint of Trade	Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 11—Practice Ownership: Legal Business Considerations for the Nurse Practitioner Owner DeNisco, S. M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd.). Retrieved from https://bookshelf.vitalsource.com Chapter 30—Role Transition:Strategies for Success  in the Marketplace Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 6—Leadership and Normative Conflict: Managing the Diversity of a Multifocal Workplace Chapter 10—The Fully Engaged Leader: Integrated Capacity for Success	APN Professional Development Plan Case Study
Week 8 CO 4, 5, 8, 11 and 12APN Consulting Resources and Partnership Innovations for the Future	Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.).Retrieved from https://bookshelf.vitalsource.com Chapter 13—Promoting the Profession to the Public Chapter 17—Strategies for NPs DeNisco, S. M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 6- Interprofessional Collaboration for Improving Patient and Population Health Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com Chapter 12—Coaching for Unending Change: Transforming the Membership Community  Chapter 13—The Leader’s Courage to be Willing: Building a Context for Hope	Reflection

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

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

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

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
Case Study (Weeks 1–7) 100 points each week	700	70%
APN Professional Development Plan (Week 7)	200	20%
Reflection (Week 8)	100	10%
Total	1,000	100%

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Participation for MSN

Participation Guidelines

The weekly case study discussion is worth up to 100 points. Students are expected to participate a minimum of four times (once in part one by Tuesday, 11:59 p.m. MT, once in part two by Thursday, 11:59 p.m. MT, once in part three by Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue criterion).

Grading Rubric 

Criteria	Exceptional Outstanding or highest level of performance	Exceeds Very good or high level of performance	Meets Satisfactory level of performance	Needs Improvements Poor or failing  level of performance	Developing Unsatisfactory level of performance
Total Points Possible= 100
	30 Points	26 Points	24 Points	11 Points	0 Points
Application of Course Knowledge	Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, and are applicable to the discussion/case presentation.	Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, but may be lacking some applicability to the discussion/case presentation.	Student fully answers discussion questions in Parts One, Two, and Three but some responses have limited perspectives and insights, and have limited application to discussion/case presentation, or only two of the three posts have been fully answered.	Student fully answers discussion questions in Parts One, Two, and Three but posts are not consistent with current practice, or only one post has been fully answered.	Student does not fully answer discussion questions in all of the parts, or responses offer neither insight, nor application to discussion/case presentation.
	30 Points	26 Points	24 Points	11 Points	0 Points
Support from Evidence-Based Practice (EBP)	All three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.	All three discussion posts are from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided. However, evidence-based, peer reviewed journal articles that are cited may not fully support the discussion in any one area.	Two of the three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.	Only one of the discussion posts are supported from appropriate sources which are: 1) scholarly in nature, 2) published within the last 5 years, and; 3) in-text citations and full references are provided.	Discussion posts One, Two, and Three contain No evidence- based practice references or citations. *Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO for this section for the week.
	10 Points	9 Points	8 Points	4 Points	0 Points
Organization	Discussion posts One, Two, and Three present case study findings in a logical, meaningful, and understandable sequence.	Discussion posts One, Two, and Three present case study findings which are sometimes unclear to follow.	Discussion posts present case findings in a logical and understandable method but One of the discussion parts contain a significant error.	Discussion posts are sometimes unclear to follow and/or there are significant errors in Two discussion parts.	Discussion posts are Not presented in a logical, understandable sequence and/or there are significant errors in ALL THREE discussion parts.
	26 Points	23 Points	21 Points	10 Points	0 Points
Interactive Dialogue	Presents case study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in parts one, two and three. A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.	Presents case study findings and responds substantively to at least one topic-related post of a peer. Does include evidence from appropriate sources. Responds to some direct faculty questions posted in parts one, two and three. A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.	Responds to a student peer and/or faculty questions but the posts adds limited content or insights to the discussion. Does include evidence from appropriate sources	Responds to a student peer and/or faculty, but the nature of the response is not substantial. Does not include evidence from any resources.	Does not respond to a topic-related peer post and/or does not respond to faculty questions by Sunday.
	4 Points	3 Points	2 Points	1 Point	0 Points
Grammar, Syntax, APA	APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.	Two to four errors in APA format, grammar, spelling, and syntax noted.	Five to seven errors in APA format, grammar, spelling, and syntax noted.	Eight to nine errors in APA format, grammar, spelling, and syntax noted.	Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.
	0 Points Deducted	10% deduction per day for late discussion post			33 points deducted per omitted/late discussion part
Participation Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT.	Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT.	Ten percent (10%) per day for each late discussion post. . *See Calculating Late Posting Penalty Document in Course Resources			Written submissions will not be accepted after Sunday 11:59 p.m. MT of the week they are due. 33 points deducted per part if Part 1 is not posted by Friday 11:59 p.m., Part 2 or 3 is/are not submitted by Sunday by 11:59 p.m. MT of the week they are due.
* Refer to “What is a Scholarly Source” and “Reference Guide for FNP Case Studies” in the “Course Resources” section ** Part Three discussion CLOSES at Sunday 11:59 p.m. MT-deductions will apply once discussion has closed.

Webliography Disclaimer

The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.

Professional Portfolio

Select assignments from courses across the FNP program will be compiled as artifacts within a Professional Portfolio to demonstrate your professional growth and expertise. Your final portfolio, which will be submitted in the final course NR661, will be assessed against the learning outcomes of the program. The Professional Portfolio will include the following:

• Reflections from Week 8 for all FNP courses
• Five exemplar case studies (student selects top five)
• eLogs portfolio
• Curriculum vitae
• Professional development plan paper from NR510

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NR-508: Advanced Pharmacology Course Assignments & Discussions Study Guide

NR-508: Advanced Pharmacology Course Description

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

Semester Hours: Theory 3

In this course, the student focuses on pharmacology and therapeutics used in the treatment of selected health conditions commonly encountered by the advanced practice nurse in the primary care setting. Emphasis is placed on the decision making process utilized to safely and effectively prescribe and monitor pharmacotherapeutics for the treatment of acute and chronic diseases appropriate to the patient situation.

Prerequisites: NR-500, NR-501, NR-503, NR-505, NR-506, NR-507, NR-510, NR-512

NR-508: Advanced Pharmacology Course Syllabus

NR 508 Entire Coursework Weeks 1 – 8

NR 508 Course Material Week 1, 2, 3, 4 and 7

NR 508 RX Writing Assignments Weeks 2, 3, 7

Pharmacology for the Primary Care Provider: TestBank Solutions

NR 508 Discussion Topic Week 1, Case Study Discussion Week 2, 3, 5

NR 508 Weekly Quizzes Week 1 – 7 (Summer 2020)

NR 508 Week 1 Bundle: Homework, Discussion, Quiz Collection

NR 508 Week 1 Quiz (100% Correct | Collection 2020)

NR 508 Week 1 Discussion: Legal and Professional Issues in Prescribing (3 Versions)

NR 508 Week 1 Homework – The Practicum Team and the FNP Practicum Process

Pharmacotherapeutics For Advanced Practice Nurse Prescribers: 4th Edition – TestBank

NR 508 Week 2 Bundle: Assignment, Discussion, Quiz Collection

NR 508 Week 2 Case Study Discussion: Original Post, Responses 75 Pages (Multiple Versions)

NR 508 Week 2 Quiz (100% Correct | Collection 2020)

NR 508 Week 2 RX Writing Assignment: Celexa (citalopram) 20mgday tablet

NR 508 Week 2 RX Writing Assignment: Escitalopram 10 mg (Dual Variants)

NR 508 Week 2 RX Writing Assignment: Resources plus Assignment Samples

NR 508 Week 3 Bundle: Assignment, Case Study Discussion, Quiz Collection

NR 508 Week 3 RX Writing Assignment: Prednisone 10 mg

NR 508 Week 3 RX Writing Assignment: Metoprolol 50mg

NR 508 Week 3 Case Study Discussion: Case of Mr. Russell: 69 Page Responses (Multiple Versions)

NR 508 Week 3 Quiz (100% Correct | Collection 2020)

NR 508 Week 4 Mid-term Exam (Collection)

NR 508 Week 4 Midterm Possible Questions-Answers

NR 508 Week 4 Midterm Possible Questions plus Study Guide

NR 508 Week 4 Midterm Filled Outline + Chart (2 Versions)

NR 508 Week 4 Midterm Review Questions/Outline (Spring 2020)

NR 508 Week 4 Midterm Exam Study Guide: Filled (3 Versions)

NR 508 Week 4 Midterm Exam Material

NR 508 Week 4 Midterm Exam (Package)

NR 508 Week 4 Midterm: Version 3 (Retired)

NR 508 Week 5 Bundle: Case Study Discussion, Quiz Collection

NR 508 Week 5 Quiz (100% Correct | Collection 2020)

NR 508 Week 5 Case Study Discussion: Case of Maria

NR 508 Week 6 Grand Rounds Assignment Using Kaltura

NR 508 Week 6 Grand Rounds PowerPoint Presentation: Osteoarthritis (15 Slide)

NR 508 Week 6 Test Your Knowledge (Summer 2020)

NR 508 Test Your Knowledge (Summer 2020)

NR 508 Week 6 Quiz (100% Correct | Collection 2020)

NR 508 Week 6 Grand Rounds Presentation, Quiz Collection

NR 508 Week 6 Grand Rounds Presentation+Week 7 Discussion Based on Presentation

NR 508 Week 6 Grand Rounds Presentation: Anticoagulants for Outpatient Treatment of Patients with Non-valvular Atrial Fibrillation (13 Slides)

NR 508 Week 6 Grand Rounds Presentation Assignment: Migraine Headache (15 Slide)

NR 508 Week 6 Grand Rounds PowerPoint Presentation: Depression in Primary Care (15 Slide)

NR 508 Week 6 Grand Rounds PowerPoint Presentation: Asthma (15 Slide)

NR 508 Week 6 Grand Rounds Presentation: Allergic Rhinits (15 Slide)

NR 508 Week 6 Grand Rounds Presentation Assignment: Headache (15 Slides)

NR 508 Week 6 Grand Rounds Presentation Assignment: Diabetes Type 2 (15 Slides)

NR 508 Week 6 Grand Rounds Presentation Assignment: Sinusitis (15 Slides)

NR 508 Week 6 Grand Rounds Presentation: Urinary Tract Infection (UTI)

NR 508 Week 6 Grand Rounds Presentation Assignment

NR 508 Week 6 Grand Rounds: Hypertension Presentation (15 Slide)

NR 508 Weeks 6, 7 Grand Rounds Topics Overview

NR 508 Week 6 Grand Rounds PowerPoint Presentation: Parkinson’s Disease (Study Material)

NR 508 Weeks 6 plus Week 7 Grand Rounds: Cystitis and Pyelonephritis (Fall 2019)

NR 508 Week 7 RX Writing Assignment Metoprolol tartrate 50 mg

NR 508 Week 7 RX Writing Assignment Prednisone 10 mg

NR 508 Week 7 Quiz (100% Correct | Collection 2020)

NR 508 Week 7 Grand Rounds: Original Post & Responses to PPP (3 Versions)

NR 508 Week 7 Grand Rounds: Discussion/3 Responses to Peer’s PowerPoint

NR 508 Week 7 Review Questions with Answers

NR 508 Week 7 Bundle: Assignment, Quiz Collection

NR 508 Week 8 Final Exam Summary

NR 508 Week 8 Final Exam (Practice Q and A with Rationale)

NR 508 Week 4 Midterm: Version 2 (Retired)

NR 508 Week 4 Midterm: Version 1 (Retired)

TestBank: NR 508 Midterm plus Final Exam Preparation

NR 508 Midterm plus Final Exam: Multiple Versions (Retired)

TestBank: NR 508 Final Exam Preparation

NR 508 Final Exam (Retired)

NR 508 Week 8 Final Exam (Retired)

Pharmacotherapeutics For Advanced Practice Nurse Prescribers: TestBank Solutions for Midterm NR 508

NR 508 Week 8 Final Exam Study Guide: 3 Versions

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Syllabus Overview

Course Number:	NR508
Course Title:	Advanced Pharmacology
Course Credits:	3 credits
Prerequisite:	NR503, NR507

Course Description

This course expands knowledge of pharmacological principles specific to the role of the APN. The student will explore, analyze, apply, and evaluate commonly used drugs for the treatment of chronic diseases and self-limiting acute conditions and apply critical appraisal skills in determining best evidence for prescriptive intervention.

You can also read another study guide on nursing assignments for students from another post on NR-509: Advanced Physical Assessment Course Assignments & Discussions.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.

Information regarding supplementary material, software, etc.

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:

Book Title

Information regarding supplementary material, software, etc.

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.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Edmunds, M. W., & Mayhew, M. S. (2013). Pharmacology for the primary care provider (4th ed.). Retrieved from http://bookshelf.vitalsource.com

 

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

Access E-Book

Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.

 

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

Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.

The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:

1. Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
2. Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
3. Use contemporary communication modalities effectively in advanced nursing roles.
4. Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
5. Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
6. Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
7. Design patient-centered care models and delivery systems using the best available scientific evidence.
8. Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
9. Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
10. Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
11. Apply principles of informatics to manage data and information in order to support effective decision making.

NR-508: Advanced Pharmacology Course: A Comprehensive Guide

NR 508 Entire Coursework Weeks 1 – 8:

Your knowledge of advanced pharmacological principles will be strengthened through the completion of the NR 508 coursework, which is spread out over a period of eight weeks and covers a diverse variety of pharmacology concepts and themes.

NR 508 Course Material Week 1, 2, 3, 4, and 7:

You will have the opportunity to investigate the foundational ideas of pharmacology by actively engaging with course materials that are unique to each week’s topic of emphasis.

NR 508 RX Writing Assignments Weeks 2, 3, 7:

You will have the opportunity to put your knowledge and skills to use in properly prescribing drugs through the use of these NR 508 tasks. You will go through a variety of scenarios, and you will learn to create prescriptions that are appropriate.

NR 508 Pharmacology for the Primary Care Provider: TestBank Solutions:

This useful resource provides you with test bank solutions to assist you in practicing for pharmacology examinations and preparing for them, ensuring that you have an excellent grasp of the essential ideas.

NR 508 Discussion Topic Week 1, Case Study Discussion Week 2, 3, 5:

You will participate in conversations on a variety of pharmaceutical subjects as well as evaluate and NR 508 discuss case studies to increase your ability to think critically. Engaging in discussions is an essential component of the course.

NR 508 Weekly Quizzes Week 1 – 7 (Summer 2020):

You’ll be able to gauge how well you’re doing in the class by taking regular quizzes that test your knowledge of the material covered in each week’s lesson.

NR 508 Week 1 Bundle: Homework, Discussion, Quiz Collection:

The first week of the course is comprised of a variety of activities, including as homework assignments, group discussions, and NR 508 quizzes, all of which are intended to lay a solid foundation in pharmacology.

NR 508 Week 1 Quiz (100% Correct | Collection 2020):

You will be able to put your knowledge to the test and solidify your comprehension by accessing a variety of quizzes that have been developed especially for Week 1.

NR 508 Week 1 Discussion: Legal and Professional Issues in Prescribing (3 Versions):

Participate in a conversation that is centered on the NR 508 legal and professional sides of prescribing drugs, and explore the ethical issues and laws that are in place.

NR 508 Week 1 Homework – The Practicum Team and the FNP Practicum Process:

Finish the material that has been provided to you, which focuses on gaining a grasp of the practicum team as well as the process that is involved in the Family Nurse Practitioner (FNP) practicum.

NR 508 Pharmacotherapeutics For Advanced Practice Nurse Prescribers: 4th Edition – TestBank:

You will be able to NR 508 practice and strengthen your understanding of pharmacotherapeutic concepts with the help of the test bank that is provided by this beneficial resource. The test bank was designed to be carefully matched with the textbook.

NR 508 Week 2 Bundle: Assignment, Discussion, Quiz Collection:

Your comprehension of pharmacological principles will be tested throughout NR 508 Week 2 with a series of topic-specific exercises, group discussions, and exams.

NR 508 Week 2 Case Study Discussion:

Original Post, NR 508 Responses 75 Pages (Multiple Versions): Participate in an in-depth discussion of a NR 508 case study, during which you and your fellow students will examine and discuss the situation that has been presented to you, investigating various points of view and potential courses of treatment.

NR 508 Week 2 Quiz (100% Correct | Collection 2020):

You will be able to evaluate how well you grasp the material by accessing a set of quizzes that have been prepared just for NR 508 Week 2.

NR 508 Week 2 RX Writing Assignment:

NR 508 Celexa (citalopram) 20mg/day tablet: Through the completion of this assignment, you will have the opportunity to practice your skills in writing prescriptions for Celexa, a medication that is frequently prescribed.

NR 508 Week 2 RX Writing Assignment:

Escitalopram 10 mg (Dual Variants): Your skills in writing prescriptions will be further improved by completing this NR 508 assignment, which examines the various forms in which an escitalopram prescription might be written.

NR 508 Week 2 RX Writing Assignment:

Resources in addition to Example Assignments: In this section, you will have the opportunity to gain access to extra resources as well as examples of assignments that will help you improve your RX writing skills.

NR 508 Week 3 Bundle:

NR 508 Discussion of the Case Study, Homework, and the Collection of NR 508 Quizzes: In the third week of the course, you will participate in a variety of learning activities, such as case study discussions, quizzes, and assignments, to broaden your understanding of pharmacology.

NR 508 Week 3 RX Writing Assignment: Prednisone 10 mg:

You will get the opportunity to practice writing prescriptions for prednisone 10 milligrams through this assignment, which focuses on how to write those prescriptions.

NR 508 Week 3 RX Writing Assignment: Metoprolol 50mg:

Finishing this NR 508 assignment, which focuses on creating a prescription for Metoprolol 50 milligrams, will help you improve your skills in writing prescriptions.

NR 508 Week 3 Case Study Discussion: Case of Mr. Russell:

69 Page Responses (Multiple Versions): Participate in an in-depth conversation about a case study with Mr. Russell, during which you will assess his condition, suggest possible courses of therapy, and engage in conversation with your fellow students in order to acquire new points of view.

NR 508 Week 3 Quiz (100% Correct | Collection 2020):

By completing the questions that correlate to the topics that were discussed in NR 508 Week 3, you can evaluate how well you comprehend the material that was presented.

NR 508 Week 4 Mid-term Exam (Collection):

You will get access to a collection of NR 508 practise exams to help you prepare for the midterm exam. These assessments will allow you to evaluate your level of preparedness and determine the topics on which you will need further study time.

NR 508 Week 4 Midterm Possible Questions-Answers:

Acquainting yourself with potential exam questions and the solutions to those questions will allow you to practise and improve your overall performance on the test.

NR 508 Week 4 Midterm Possible Questions plus Study Guide:

Get access to a study guide as well as practise questions that have been created to assist you in efficiently preparing for the midterm test.

NR 508 Week 4 Midterm Filled Outline + Chart (2 Versions):

Before the midterm exam, you should make use of these completed outlines and charts to help you organise your knowledge and review important ideas.

NR 508 Week 4 Midterm Review Questions/Outline (Spring 2020):

To help you better your understanding and be ready for the midterm exam, we have given you with some review questions as well as an overview.

NR 508 Week 4 Midterm Exam Study Guide: Filled (3 Versions):

You will be able to more easily review the important ideas and topics that will be on the midterm exam with the assistance of our study guide, which is packed with useful content.

NR 508 Week 4 Midterm Exam Material:

You will need to thoroughly prepare for the NR 508 midterm exam, thus it is important that you have access to important study tools and resources.

NR 508 Week 4 Midterm Exam (Package):

Get access to a complete bundle that contains materials that have been created with the express purpose of assisting you in doing well on the midterm exam.

NR 508 Week 5 Bundle: Case Study Discussion, Quiz Collection:

In the NR 508 fifth week of the course, you will participate in a variety of activities, such as discussions based on case studies and quizzes, to help you solidify your knowledge of pharmacological principles.

NR 508 Week 5 Quiz (100% Correct | Collection 2020):

By taking the questions that are offered, you will be able to evaluate how well you comprehend the material that was presented in NR 508 Week 5.

NR 508 Week 5 Case Study Discussion: Case of Maria:

Participate in a thought-provoking conversation on the case study centred on Maria’s medical condition, the available treatment choices, and the nursing interventions.

NR 508 Week 6 Grand Rounds Assignment Using Kaltura:

You will participate in a dynamic and interesting grand rounds assignment utilising Kaltura, during which you will present a subject that is associated with pharmacology.

NR 508 Week 6 Grand Rounds PowerPoint Presentation: Osteoarthritis (15 Slide):

As part of the homework for grand rounds, you have to put together a comprehensive PowerPoint presentation on osteoarthritis.

NR 508 Week 6 Test Your Knowledge (Summer 2020):

Examine your understanding of pharmacology by participating in the activity titled “Test Your Knowledge,” which was developed especially for NR 508 Week 6 of the course.

NR 508 Test Your Knowledge (Summer 2020):

Through the use of this in-depth knowledge assessment, you will be tested on your mastery of pharmacology topics.

NR 508 Week 6 Quiz (100% Correct | Collection 2020):

By completing the questions that correspond to the topics discussed in NR 508 Week 6, you can evaluate how well you understand the material that was presented during that week.

NR 508 Week 6 Grand Rounds Presentation, Quiz Collection: Participate in a grand rounds presentation and use the associated tests to evaluate how well you understand the information that is being delivered to you.

NR 508 Week 6 Grand Rounds Presentation+Week 7 Discussion Based on Presentation:

You will give your presentation for the grand rounds assignment, and then you will take part in a discussion that is based on the presentation. This will allow for additional investigation of the issue.

NR 508 Week 6 Grand Rounds Presentation:

Anticoagulants for the Outpatient Treatment of Patients with Non-valvular Atrial Fibrillation (13 Slides): Anticoagulants for Non-valvular Atrial Fibrillation Prepare a comprehensive presentation for the grand rounds on the use of anticoagulants for the treatment of patients with non-valvular atrial fibrillation who are receiving care outside of the hospital.

NR 508 Week 6 Grand Rounds Presentation Assignment: Migraine Headache (15 Slide):

As part of your homework for grand rounds, you will need to create a comprehensive PowerPoint presentation on the subject of migraine headaches.

NR 508 Week 6 Grand Rounds PowerPoint Presentation: Depression in Primary Care (15 Slide):

As part of your project for grand rounds, you will need to develop a comprehensive NR 508 PowerPoint presentation that centers on the subject of depression in primary care.

NR 508 Week 6 Grand Rounds PowerPoint Presentation: Asthma (15 Slide):

As part of the project for grand rounds, you will need to put up an educational PowerPoint presentation on the subject of asthma.

NR 508 Week 6 Grand Rounds Presentation: Allergic Rhinitis (15 Slide):

Create a comprehensive presentation for grand rounds on the subject of allergic rhinitis, including all aspects of the condition including its genesis, diagnosis, and therapy.

NR 508 Week 6 Grand Rounds Presentation Assignment: Headache (15 Slides):

As part of the homework for grand rounds, you will need to put together a comprehensive PowerPoint presentation on the subject of headaches.

NR 508 Week 6 Grand Rounds Presentation Assignment: Diabetes Type 2 (15 Slides):

As part of your project for grand rounds, you are to develop an interesting PowerPoint presentation that focuses on diabetes NR 508 type 2.

NR 508 Week 6 Grand Rounds Presentation Assignment: Sinusitis (15 Slides):

Create a comprehensive PowerPoint presentation on the topic of sinusitis, including sections on its pathogenesis, clinical presentation, and treatment options.

NR 508 Week 6 Grand Rounds Presentation: Urinary Tract Infection (UTI):

Give a comprehensive presentation on urinary tract infections at the grand rounds, focusing on their causes as well as diagnosis and treatment options.

NR 508 Week 6 Grand Rounds Presentation Assignment:

You can enhance your knowledge of pharmaceutical subjects by attending a variety of grand rounds presentations and completing the associated homework.

NR 508 Week 6 Grand Rounds: Hypertension Presentation (15 Slide):

As part of your project for grand rounds, you will need to put together an in-depth PowerPoint presentation on hypertension.

NR 508 Weeks 6, 7 Grand Rounds Topics Overview:

You will get a full comprehension of the issue by getting an overview of the grand rounds themes that were covered in NR 508 Weeks 6 and 7.

NR 508 Week 6 Grand Rounds PowerPoint Presentation: Parkinson’s Disease (Study Material):

You should look at some study materials that are centered on Parkinson’s illness to assist you in getting ready for the grand rounds NR 508 assignment.

NR 508 Weeks 6 plus Week 7 Grand Rounds: Cystitis and Pyelonephritis (Fall 2019):

By attending the presentations during grand rounds, you will have the opportunity to learn important information on the causes of cystitis and pyelonephritis as well as the methods used to diagnose and treat them.

NR 508 Week 7 RX Writing Assignment: Metoprolol tartrate 50 mg:

By completing this assignment, which focuses on creating a prescription for Metoprolol tartrate 50 mg, you will be able to improve your skills in writing prescriptions.

NR 508 Week 7 Case Study Discussion: Case of Mrs. Adams:

Take part in a roundtable discussion on an interactive case study focusing around the medical condition of Mrs. Adams, the available treatment choices, and the nursing interventions.

NR 508 Week 7 Quiz (100% Correct | Collection 2020):

By taking the quizzes that are offered, you will be able to evaluate how well you comprehend the material that was presented in NR 508 Week 7.

NR 508 Week 8 Final Exam (Collection):

You will have access to a selection of sample exams in order to help you prepare for the NR 508 final exam. These exams will allow you to evaluate your level of preparedness and determine which topics require additional study.

NR 508 Week 8 Final Exam Study Guide:

Get access to a detailed study guide that explains important concepts and subjects that need to be reviewed for the final test.

NR 508 Week 8 Final Exam Possible Questions plus Study Guide:

Acquainting oneself with potential test questions and the solutions to those questions can facilitate successful practice and preparation on your part.

NR 508 Week 8 Final Exam Filled Outline + Chart (2 Versions):

Before the final test, you should make use of these completed outlines and charts to arrange the information you have learned and to review the key topics.

NR 508 Week 8 Final Exam Review Questions/Outline (Spring 2020):

To help you better your understanding and be ready for the final test, we have given you with some review questions as well as an overview.

NR 508 Week 8 Final Exam Study Guide: Filled (3 Versions):

You will be able to more easily review the important themes and concepts that will be on the final exam with the assistance of this thorough NR 508 study guide, which is packed with useful content.

Pharmacology for Advanced Practice Nurses: Test Bank:

Obtain extra practice questions and assessment tools from a pharmacology test bank.

Remember, our online class help service provides comprehensive support throughout the NR 508 Advanced Pharmacology course. Coursework, assignments, conversations, quizzes, test preparation, and more are our specialties. We can help with your specific demands.

FAQs

Question: When prescribing acyclovir, patients should be educated regarding the:

Answer: When prescribing acyclovir, inform patients:

Acyclovir is used for herpes simplex, shingles, and genital herpes, thus patients should know why.

Acyclovir dosage, frequency, and duration should be explained to patients. Emphasize the significance of finishing the prescribed medicine.

Acyclovir may cause nausea, vomiting, diarrhea, headache, dizziness, and rash. They should report severe or persistent side effects to their doctor.

Drug interactions: Patients should tell their doctor about any medications, including over-the-counter and herbal supplements, to avoid acyclovir interactions.

Precautions and contraindications: Patients should be notified of any acyclovir-related precautions or contraindications, including as allergies or medical conditions that may necessitate dose modifications or strict monitoring.

Follow-up: Patients should appreciate the importance of follow-up meetings or consultations to assess treatment efficacy and address any issues or problems that may arise during therapy.

Healthcare practitioners must educate patients about the medicine, its purpose, and how to use it safely and effectively.

Question: To prevent further development of antibacterial resistance, it is important that fluoroquinolones are reserved for the treatment of:

Answer: Fluoroquinolones should only be used for serious infections when other treatments fail to avoid antimicrobial resistance. Broad-spectrum fluoroquinolones kill many bacteria. However, overuse or misuse can lead to resistant germs, making these medications less effective.

Therefore, fluoroquinolones should be used sparingly to treat severe bacterial infections such pneumonia, complex urinary tract infections, or certain bacterial strains that are sensitive. Healthcare professionals can reduce antibacterial resistance and preserve antibiotic efficacy by using them only in these conditions. s

Question: Pharmaceutical promotion may affect prescribing. To address the impact of pharmaceutical promotion, the Institute of Medicine (IOM) has made the following recommendations:

Answer: The Institute of Medicine (IOM), now the National Academy of Medicine, has advised on how pharmaceutical promotion affects prescribing. Some suggestions:

Pharmaceutical corporations should declare all financial relationships and conflicts of interest with healthcare professionals and institutions. Transparency ensures impartial prescription.

Independent, evidence-based, industry-free continuing education for healthcare professionals is needed. This helps doctors stay current on research and treatment standards without pharmaceutical marketing.

Healthcare organizations and professional societies should create standards for pharmaceutical company-healthcare professional contacts. These standards can help ensure ethical, scientific, and suitable interactions.

Monitoring and enforcement: Regulatory bodies should have the power and resources to monitor and enforce pharmaceutical promotion restrictions. This includes checking promotional materials, verifying claims, and taking action against dishonest or misleading activities.

These principles enhance evidence-based prescribing, limit pharmaceutical advertising, and protect the prescribing process.

Question: Nicholas has been diagnosed with type A influenza. Appropriate prescribing of oseltamivir (Tamiflu) would include:

Answer: Appropriate prescribing of oseltamivir (Tamiflu) for a patient diagnosed with type A influenza may include the following considerations:

Timely initiation: Oseltamivir works best when begun within 48 hours of symptoms. Early drug prescription can reduce symptom severity and duration.

Dosage and duration: Age, weight, and symptom intensity determine oseltamivir dosage and duration. Follow prescribed guidelines and modify dosage as needed.

Patient education: Patients should be told to finish their oseltamivir treatment even if their symptoms improve. This maximizes efficacy and decreases antiviral resistance.

Monitoring adverse effects: Patients should be advised that oseltamivir may cause nausea, vomiting, headache, and occasionally allergic reactions. They should notify their doctor of any serious adverse effects.

Contagion prevention: Patients should be instructed to cover their mouth and nose while coughing or sneezing, wash their hands often, and avoid close contact with others to prevent the spread of influenza.

Oseltamivir for influenza should be prescribed based on the patient’s characteristics and the latest health authority treatment guidelines.

Question: Pharmacokinetic factors that affect prescribing include:

Answer: Pharmacokinetic considerations can influence prescribing:

Absorption: Drug absorption depends on the route of administration (oral, intravenous), drug formulation, patient’s gastrointestinal health, and concurrent food or medication ingestion. These factors affect medication bioavailability and efficacy.

Distribution: Drug distribution depends on physicochemical qualities and patient parameters such body composition, organ function, and disease. Drug distribution depends on protein binding, tissue penetration, and blood-brain barrier permeability.

Metabolism: The body converts medications into active or inactive metabolites through metabolism. Liver enzymes metabolize drugs. Genetic differences in these enzymes and drug interactions affect metabolism, effectiveness, and toxicity.

Elimination: Drugs are eliminated by renal excretion, liver metabolism, or other means. Drug elimination is affected by kidney and liver function, requiring dose modifications or alternate treatments.

These pharmacokinetic parameters assist healthcare providers prescribe appropriately and customize patient treatment regimens.

Question: An example of a first-dose reaction that may occur includes:

Answer: Allergic or hypersensitive reactions are possible first-dose reactions. The initial dose of a drug might cause mild to severe reactions. Symptoms include rash, itching, swelling, trouble breathing, disorientation, and anaphylaxis.

First-dose effects vary with drug. Healthcare providers must be alert and manage such reactions. For severe first-dose responses, antihistamines or epinephrine should be given.

Question: Monitoring for patients who are on long-term antifungal therapy with ketoconazole includes:

Answer: Long-term ketoconazole therapy monitoring may include:

Liver function tests: Long-term ketoconazole use may cause hepatotoxicity. To detect liver damage or dysfunction, monitor ALT, AST, and bilirubin levels regularly.

Ketoconazole side effects should be evaluated. This may involve monitoring for gastrointestinal symptoms (nausea, vomiting, abdominal pain), skin reactions, hormone changes (e.g., decreased testosterone, increased estrogen), and drug interactions with other drugs.

Drug interactions: Ketoconazole may interact with cytochrome P450-metabolized drugs. Drug interactions must be monitored to avoid side effects or reduced efficacy of other treatments.

Therapeutic response: Antifungal therapy should be monitored. It entails examining fungal infection resolution, symptom improvement, or reduction in aberrant laboratory findings (e.g., fungal cultures, microscopy, or other relevant diagnostic tests).

Close monitoring helps discover problems and manage long-term ketoconazole antifungal medication.

Question: Nicole is a 16-year-old female who is taking minocycline for acne. She comes to the clinic complaining of a headache. What would be the plan of care?

Answer: When Nicole, a minocycline-treated acne sufferer, complains of a headache, the treatment plan may include:

Assess headache severity and characteristics: Collect headache duration, intensity, location, and symptoms. This aids diagnosis and management.

Assess causes: Medications can cause headaches. Minocycline can cause headaches. However, tension headaches, migraines, sinusitis, and associated reasons should also be investigated.

Drug history: Assess minocycline dose, duration, and adherence. Nicole may relate the headache with minocycline if she recently started taking it or changed the dosage.

If minocycline causes the headache, try other acne treatments. The healthcare professional might discuss with Nicole the pros and cons of switching acne drugs.

Provide symptomatic relief: If the headache is minor and treatable, the doctor may recommend rest, relaxation, or cool or warm compresses. If safe for Nicole’s age and health, over-the-counter painkillers may be considered.

Monitor and follow-up: If the headache persists or worsens, it may be important to reassess, consider further investigations, or consult a neurologist.

The patient’s needs and circumstances should determine the plan of care, which should include headache evaluation and control while treating acne with minocycline.

Question: Precautions that should be taken when prescribing controlled substances include:

Answer: Prescribe restricted substances safely, legally, and responsibly. Some precautions:

Appropriate indication: Only medically necessary controlled medications should be prescribed. The doctor should evaluate the patient’s condition before prescribing a controlled substance.

Controlled substance prescribing requires accurate and complete documentation. This involves maintaining correct medical records, documenting the justification for prescribing, recording dose instructions, monitoring the patient’s reaction to therapy, and documenting any controlled substance prescription talks or agreements.

Prescription monitoring programs: Healthcare professionals should use PDMPs to access controlled substance prescription histories. Healthcare practitioners can analyze controlled substance prescription information in PDMPs to identify misuse, diversion, or abuse.

Patient education and informed consent: Healthcare practitioners should tell patients about restricted substance dangers and benefits, side effects, correct usage, and the need of following dosage instructions. Patients should be told about dependence, tolerance, and withdrawal symptoms before consenting.

Controlled drug patients need regular monitoring. This includes analyzing the medication’s efficacy, the patient’s reaction to treatment, adverse effects, and misuse, as well as periodically revisiting the controlled substance’s requirement.

Collaboration and consultation: When prescribing prohibited medications for complex situations or high-risk patients, doctors should consult with pain management or addiction specialists. Consultation can improve patient care and lessen controlled substance hazards.

Prescribers must follow laws, regulations, and professional recommendations to protect patients and prevent misuse and diversion.

Question: Clinical judgment in prescribing includes:

Answer: Clinical judgment in prescribing is the healthcare provider’s capacity to make informed pharmaceutical therapy decisions based on clinical competence, patient knowledge, evidence, and patient considerations. Prescription clinical judgment includes:

Assessing the patient’s condition: Doctors employ clinical judgment to evaluate the patient’s medical history, present symptoms, physical examination findings, and pertinent test results. This helps determine the underlying ailment, treatment goals, and pharmaceutical therapy advantages and hazards.

Selecting the right medication: After assessing the patient, doctors determine the best medication(s). The mechanism of action, effectiveness, safety profile, potential drug interactions, and patient-specific features (e.g., age, comorbidities, allergies) are considered.

Individualizing the treatment plan requires clinical judgment. Adjusting dosage, exploring other methods of administration, addressing any contraindications or precautions, and considering patient preferences and adherence may be necessary.

Monitoring and follow-up: Doctors decide on drug therapy patients’ monitoring settings and follow-up schedules. This includes monitoring therapy response, side effects, dosage modifications, and patient adherence.

Continuous assessment and adjustment: Clinical judgment prescribes pharmacological therapy based on patient response. Healthcare providers must analyze therapy outcomes, reassess the patient’s health, and make necessary drug modifications. This may involve changing dosage, drugs, or eliminating inefficient or dangerous therapies.

Healthcare practitioners must use clinical experience, evidence, and patient-specific information to make informed prescribing decisions. It improves patient outcomes and pharmaceutical safety.

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. The COs that will be covered in detail each week can be found in the Overview page in that particular week. 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. Evaluate the APN role for independent and interprofessional collaborative management of pharmacological agents in prescribing and monitoring pharmacologic therapies in patients across the lifespan. (PO 1)
2. Differentiate evidence-based practice guidelines in management of therapeutic agents for selected system problems. (PO 1)
3. Analyze major pharmacological groups including pharmacodynamics, pharmacokinetics, and indications for use, in the management of patients in primary care and with special populations such as infants, children, pregnant and lactating women, and older adults. (PO 1, 4)
4. Distinguish internal and external environment factors affecting drug action, reaction, efficacy, and interaction. (PO 1)
5. Identify appropriate drug therapy and drug product selection for treatment of specific health problems in the primary care setting while taking into consideration cost-effectiveness, side effects, monitoring, contraindications, interactions, and efficacy. (PO 1, 4)
6. Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO 1, 2, 3, 4 Pharmacokinetics, Pharmacodynamics, Art of Pharmacotherapeutics, Reproductive System Medications and Drug-OTC-Herbal Interactions	Edmunds, M. W. & Mayhew, M. S. (2013). Pharmacology for the primary care provider. (4th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 1: Prescriptive Authority and Role Implementation: Tradition versus Change Chapter 2: Historical Review of Prescriptive Authority: The Role of Nurses (NPs, CNMs, CRNAs, and CNSs) and Physicians Assistants Chapter 3: Pharmacokinetic and Pharmacodynamic Principles Chapter 7: Over-the-Counter Medications Chapter 8: Complementary and Alternative Therapies Chapter 9: Establishing the Therapeutic Relationship Chapter 10: Practical Tips on Writing Prescriptions Chapter 11: Evidence-Based Decision Making and Treatment Guidelines Chapter 12: Design and Implementation of Patient Education Chapter 54: Contraceptives Chapter 55: Hormone Replacement Therapy Chapter 56: Drugs for Breast Cancer Chapter 71: Weight Management	Case Study Discussion Quiz
Week 2 CO 5 Metabolic Syndrome I and II/Diabetes-Co-Morbidities,  Hypertension, and Hyperlipidemia	Edmunds, M. W. & Mayhew, M. S. (2013). Pharmacology for the primary care provider. (4th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 17: Hypertension and Miscellaneous Antihypertensive Medications Chapter 18: Coronary Artery Disease and Antianginal Medications Chapter 21: Calcium Channel Blockers Chapter 24: Antihyperlipidemic Agents Chapter 52: Thyroid Medications Chapter 53: Diabetes Mellitus Agents	Case Study Discussion Quiz
Week 3 CO 5 Cardiovascular Disease: Heart Failure, Atrial Fibrillation, and Gastrointestinal Disorders	Edmunds, M. W. & Mayhew, M. S. (2013). Pharmacology for the primary care provider. (4th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 19: Heart Failure and Digoxin Chapter 20: B-Blockers Chapter 22: ACE Inhibitors and Angiotensin Receptor Blockers Chapter 23: Antiarrhythmic Agents Chapter 25: Agents That Act on Blood Chapter 26: Antacids and the Management of GERD Chapter 27: Histamine-Blockers and Proton Pump Inhibitors Chapter 28: Laxatives Chapter 29: Antidiarrheals Chapter 30: Antiemetics Chapter 31: Medications for Irritable Bowel Syndrome and Other Gastrointestinal Problems Chapter 32: Diuretics	Case Study Discussion Quiz
Week 4 CO 1, 3, 4, 5 Depression (anti-depressants), Anti-anxiety, and Psychopharmacology	Edmunds, M. W. & Mayhew, M. S. (2013). Pharmacology for the primary care provider. (4th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 41: Medications for Attention-Deficit/Hyperactivity Disorder Chapter 42: Medications for Dementia Chapter 45: Antiepileptics Chapter 46: Antiparkinson Agents Chapter 47: Antidepressants Chapter 48: Antianxiety and Antiinsomnia Agents Chapter 49: Antipsychotics Chapter 50: Substance Abuse Chapter 72: Smoking Cessation	Midterm exam
Week 5 CO 1, 3 Anti-infectives	Edmunds, M. W. & Mayhew, M. S. (2013). Pharmacology for the primary care provider. (4th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 33: Male Genitourinary Agents Chapter 34: Agents for Urinary Incontinence and Urinary Analgesia Chapter 57: Principles for Prescribing Anti-infectives Chapter 58: Treatment for Specific Infections and Miscellaneous Antibodies Chapter 59: Penicillins Chapter 60: Cephalosporins Chapter 61: Tetracyclines Chapter 62: Macrolides Chapter 63: Fluoroquinolones Chapter 64: Aminoglycosides Chapter 65: Sulfonamides Chapter 66: Antitubercular Agents Chapter 67: Antifungals Chapter 68: Antiretroviral Medications Chapter 69: Antiviral and Antiprotozoal Agents	Case Study Discussion Quiz
Week 6 CO 3 Anti-Inflammatory and Analgesics (Gout and Acetaminophen Toxicity)	Edmunds, M. W. & Mayhew, M. S. (2013). Pharmacology for the primary care provider. (4th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 35: Acetaminophen Chapter 36: Aspirin and Nonsteroidal Antiinflammatory Medications Chapter 37: Disease-Modifying Antirheumatic Medications and Immune Modulators Chapter 38: Gout Medications Chapter 39: Osteoporosis Treatment Chapter 40: Muscle Relaxants Chapter 43: Analgesia and Pain Management Chapter 44: Migraine Medications	Case Study Discussion Quiz
Week 7 CO 3 Pulmonary/Respiratory Agents: Asthma, and Drug Mechanisms	Edmunds, M. W. & Mayhew, M. S. (2013). Pharmacology for the primary care provider. (4th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 13: Dermatologic Agents Chapter 14: Eye, Ear, Throat, and Mouth Chapter 15: Upper Respiratory Agents Chapter 16: Asthma and Chronic Obstructive Pulmonary Disease Medications Chapter 51: Glucocorticosteroids	Reflection Quiz
Week 8 CO 6 Unrelated Topics in Pharmacology	Edmunds, M. W. & Mayhew, M. S. (2013). Pharmacology for the primary care provider . (4th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 4: Special Populations: Geriatrics Chapter 5: Special Populations: Pediatrics Chapter 6: Special Populations: Pregnant and Nursing Women Chapter 70:The Immune System and Immunizations Chapter 73: Vitamins and Minerals	Final exam

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

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
Discussion (Weeks 1, 2, 3, 5, 6) 135 points each week	675	67.5%
Midterm Exam (Week 4)	120	12%
Reflection (Week 7)	55	5.5%
Final Exam (Week 8)	150	15%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

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

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Participation for MSN

Participation Guidelines

The weekly case study discussion is worth up to 135 points. Students are expected to participate a minimum of four times (once in Part One by Tuesday, 11:59 p.m. MT, once in Part Two by Thursday, 11:59 p.m. MT, once in Part Three by Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue criterion).

Grading Rubric

Criteria	Exceptional Outstanding or highest level of performance	Exceeds Very good or high level of performance	Meets Satisfactory level of performance	Needs Improvements Poor or failing  level of performance	Developing Unsatisfactory level of performance
Total Points Possible= 135
	40 Points	35 Points	32 Points	15 Points	0 Points
Application of Course Knowledge	Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, and are applicable to the discussion/case presentation.	Student fully answers  discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, but may be lacking some applicability to the discussion/case presentation.	Student fully answers discussion questions in Parts One, Two, and Three but some responses have limited perspectives and insights, and have limited application to discussion/case presentation, or only two of the three posts have been fully answered.	Student fully answers discussion questions in Parts One, Two, and Three but posts are not consistent with current practice, or only one post has been fully answered.	Student does not fully answer discussion questions in all of the parts or responses offer neither insight,nor application to discussion/case presentation.
	40 Points	35 Points	32 Points	15 Points	0 Points
Support from Evidence-Based Practice (EBP)	All three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.	All three discussion posts are from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.   However, evidence-based, peer reviewed journal articles that are cited may not fully support the discussion in any one area.	Two of the three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.	Only one of the discussion posts are supported from appropriate sources which are: 1) scholarly in nature, 2) published within the last 5 years, and; 3) in-text citations and full references are provided.	Discussion posts One, Two, and Three contain no evidence- based practice references or citations.   *Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO for this section for the week.
	10 Points	9 Points	8 Points	4 Points	0 Points
Organization	Discussion posts One, Two, and Three present case study findings in a logical, meaningful, and understandable sequence.	Discussion posts One, Two, and Three present case study findings which are sometimes unclear to follow.	Discussion posts present case findings in a logical and understandable method but one of the discussion parts contain a significant error.	Discussion posts are sometimes unclear to follow and/or there are significant errors in two discussion parts.	Discussion posts are not presented in a logical, understandable sequence and/or there are significant errors in ALL THREE discussion parts.
	40 Points	35 Points	32 Points	15 Points	0 Points
Interactive Dialogue	Presents case study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in parts one, two and three.   A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.	Presents case study findings and responds substantively to at least one topic-related post of a peer. Does include evidence from appropriate sources.   Responds to some direct faculty questions posted in parts one, two and three.     A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.	Responds to a student peer and/or faculty questions but the posts adds limited content or insights to the discussion.   Does include evidence from appropriate sources	Responds to a student peer and/or faculty, but the nature of the response is not substantial.   Does not include evidence from any resources.	Does not respond to a topic-related peer post and/or does not respond to faculty questions by Sunday.
	5 Points	4 Points	3 Points	2 Points	0 Points
Grammar, Syntax, APA	APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.	Two to four errors in APA format, grammar, spelling, and syntax noted.	Five to seven errors in APA format, grammar, spelling, and syntax noted.	Eight to nine errors in APA format, grammar, spelling, and syntax noted.	Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.
	0 Points Deducted	10% Deduction per Day for Late Discussion Post		33 Points Deducted per Omitted/Late Discussion Part
Participation	Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT.	Ten percent (10%) per day for each late discussion post. *See Calculating Late Posting Penalty Document		Written submissions will not be accepted after Sunday 11:59 p.m. MT of the week they are due. Thirty three (33) points deducted per part if Part 1, Part 2 or 3 is/are not submitted by Sunday by 11:59 p.m. MT of the week they are due
* Refer to “What is a Scholarly Source” and “Reference Guide for FNP Case Studies” in the “Course Resources” section ** Part Three discussion CLOSES at Sunday 11:59 p.m. MT deductions will apply once discussion has closed.

Webliography Disclaimer

The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.

Professional Portfolio

Select assignments from courses across the FNP program will be compiled as artifacts within a Professional Portfolio to demonstrate your professional growth and expertise. Your final portfolio, which will be submitted in the final course NR661, will be assessed against the learning outcomes of the program. The Professional Portfolio will include the following:

• Reflections from Week 8 for all FNP courses
• Five exemplar case studies (student selects top five)
• eLogs portfolio
• Curriculum vitae
• Professional development plan paper from NR510

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