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NR-524: Curriculum Development Course Assignments & Discussions Study Guide

NR-524: Curriculum Development Course Description

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

Semester Hours: Theory 3

In this course, the student will focus on the processes of curriculum development. Traditional and innovative program development applied to various educational environments are examined. Curriculum and instruction are analyzed within a theoretical framework.

Prerequisites Effective January 2024:

NR-581 or NR-581NP, NR-582 or NR-582NP, NR-583 or NR-583NP, NR-584 or NR-584NP, NR-585 or NR-585NP, NR-586 or NR-586NP

Prerequisite: NR-535

NR-524: Curriculum Development Course Syllabus

NR 524 Week 1 Discussion: The Use of Technology and Curriculum Change

NR 524 Week 1 My Mission Statement and Philosophy

NR 524 Week 2 Assignment: Mission and Philosophy Statement

NR 524 Week 2 Discussion: Mission and Philosophy

NR 524 Week 4 Assignment: Organizing Framework and Program Outcomes

NR 524 Week 5 Discussion: Budget Ramifications in Curriculum Development

NR 524 Week 7 Assignment: Program Curriculum Plan and Poster Presentation

NR 524 Week 7 Assignment: Poster Presentation

NR 524 Week 7 Discussion: Major Factors Impacting Curriculum in the Future

NR 524 Week 8 Discussion: Using New Knowledge in Future Growth

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Syllabus Overview

Course Number:	NR524
Course Title:	Curriculum Development
Course Credits:	3 credits
Prerequisite:	None

Course Description

This course focuses upon the processes of curriculum development. Students will examine traditional and innovative program development, applied to various educational environments. Curriculum and instruction are analyzed within a theoretical framework.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

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

You can also read another study guide on nursing assignments for students from another post on NR-532: Healthcare Operational Planning and Management Course Assignments & Discussions.

Access E-Book

Billings, D., & Halstead, J. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier Health Sciences

 

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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:

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. Design curricular components based upon knowledge and concepts from education and related disciplines. (PO 1, 8)
2. Develop curriculum for diverse educational settings. (PO 2, 3)
3. Demonstrate critical understanding of curriculum processes that benefit diverse learners. (PO 4)
4. Recognize trends in educational policy and their impact on curriculum development and evaluation. (PO 5, 6, 7)
5. Ensure that curriculum reflects current trends, addresses community and societal needs, and prepares graduates for practice in a complex, dynamic healthcare environment. (PO 2, 3, 10)
6. Propose evidence based curricular elements that promote effective educational practices. (PO 7, 9, 10)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 COs 3, 4, and 5 Curriculum Development: An Overview	Sullivan, D. (2016). An introduction to curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 89-117). St. Louis, MO: Saunders. Supplemental Reading Van de Mortel, T.F., & Bird, J. (2010). Continuous curriculum review in a bachelor of nursing program: Preventing curriculum drift and improving quality. Journal of Nursing Education, 49(10), 592-595.  Link to article Faison, K., & Montague, F. (2013). Paradigm Shift: Curriculum Change. ABNF Journal, 24(1), 21-22. Link to article	Peer Collaboration Graded Discussions Scholarly Communication Quiz Peer Collaboration Power Point
Week 2 COs 1, 5, and 6 Developing Mission and Philosophy Statements	Valiga, T (2016). Philosophical foundations of the curriculum. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 144-158). St. Louis, MO: Saunders. Supplemental Reading Camelia, G., & Marius, P. (2013). Mission statements in higher education: Context analysis and research propositions. Economic Science Series, 22(2), 653-663. Link to article Colley, S. L. (2012). Implementing a change to a learner-centered philosophy in a school of nursing: faculty perceptions. Nursing Education Perspectives, 33(4), 229-233. Link to article Gurley, D.K., Peters, G. B, Collins, L., & Fifolt, M. (2015) Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217-242. Link to article	Peer Collaboration Mission and Philosophy Statement Paper Graded Discussions
Week 3 COs 1 and 5 Developing Curriculum Frameworks	Sullivan, D. (2016). An introduction to curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed.) (pp. 89-117). St. Louis, MO: Saunders. Supplemental Reading American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from http://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf  Mailloux, C. G. (2011). Using the essentials of baccalaureate education for professional nursing practice (2008) as a framework for curriculum revision. Journal of Professional Nursing, 27(6), 385-389. Link to article	Peer Collaboration Graded Discussions
Week 4 COs 1 and 5 Refining Curriculum: Developing Competencies	Supplemental Reading Buckner, M. M., Dietrich, M. S., Merriman, C., & Keeley, J. P. (2013). Identifying at-risk nursing students using a mid-curricular examination. CIN: Computers, Informatics, Nursing, 31(5), 229-234. Link to article Boswell, C., & Long, J. (2011). Validating graduate student programmatic outcomes. Nursing Education Perspectives, 32(2), 107-109. Link to article Giddens, J., & Morton, N. (2010). Report card: An evaluation of a concept-based curriculum. Nursing Education Perspectives, 31(6), 372-377. Link to article	Peer Collaboration Organizing Framework and Program Outcomes Paper Graded Discussions
Week 5 COs 1 and 2 Curriculum Development in the Practice Setting: Course Objectives	Sullivan, D. (2016). An introduction to curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 89-117). St. Louis, MO: Saunders. Supplemental Reading Yucha, C., Tish-Smyer., & Strano-Perry, S. (2014). Sustaining nursing programs in the face of budget cut and faculty shortages. Journal of Professional Nursing, 30(1):5-9. Link to article Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press. Link to article Institute of Medicine. (2011). The future of nursing: Focus on education. s, S. (2016). Curriculum models for undergraduate programs. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 130-143). St. Louis, MO: Saunders	Peer Collaboration Graded Discussions
Week 6 COs 1, 2, 4, 5, and 6 Curriculum Designs	Supplemental Reading Gormley, D. K., & Glazer, G. (2012). Legislative: Nursing distance learning programs and state board of nursing authorization. The Online Journal of Issues in Nursing, 17(3). Link to article Lewallen, L. (2015). Practical strategies for nursing education program evaluation. Journal of Professional Nursing, 133-140. Link to article National League for Nursing (2016). Commission for nursing education accreditation: Accreditation standards for nursing education programs. Link to article Accreditation Commission for Education in Nursing (2013). ACEN standards and criteria: Associate. Link to article Accreditation Commission for Education in Nursing (2013). ACEN standards and criteria: Baccalaureate. Retrieved from http://www.acenursing.net/manuals/SC2013_BACCALAUREATE.pdf American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Link to article American Association of Colleges of Nursing (AACN). (2009). Nurse faculty tool kit for the implementation of the baccalaureate essentials. Link to article American Association of Colleges of Nursing (AACN ). (2007). Alliance for nursing accreditation statement on distance education policies. Link to article	Poster Presentation of Curriculum Plan and Paper Peer Collaboration Graded Discussions
Week 7 CO 5 Forces and Issues Influencing Curriculum Development	Veltri, L. & Barber, H. (2016). Forces and issues influencing curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 73-88). St. Louis, MO: Saunders. Supplemental Reading Heller,B.,R, Oros, M.,T & Crowley, J.,D (2012). The future of nursing education: Ten trends to watch. Link to article Finkelman, A., & Kenner, C. (2009). Teaching IOM: Implications of the Institute of Medicine reports for nursing education (2nd ed.). Silver Spring, MD: Nursesbooks.org. Part 3: Incorporating the Core Competencies in Nursing Education Link to article	Graded Discussions
Week 8 COs 4 and 5 Future Trends in Curriculum Development	Veltri, L. & Barber, H. (2016). Forces and issues influencing curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 73-88). St. Louis, MO: Saunders.	Graded Discussions

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 (Weeks 1–8) 25 points each week, Weeks 1–650 points, Week 725 points, Week 8	225	22.5%
Peer Collaboration (Weeks 1–6) 25 points each week	150	15%
Scholarly Communication Quiz (Week 1)	50	5%
Mission and Philosophy Paper (Week 2)	150	15%
Organizing Framework and Program Outcomes Paper (Week 4)	150	15%
Poster Presentation of Curriculum Plan and Paper (Week 6)	275	27.5%
Total	1000	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.

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. Posting twice on two different days meets the minimum requirement however for full credit, the student must post at least three substantive posts on three different 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.

 

Point Values	Exeptional (100%) Outstanding or highest level of performance	Exceeds (88%) Very good or high level	Meets (80%) Competent or satisfactory level of performance	Needs Improvement (38%) Poor or failing level of performance	Developing (0) Unsatisfactory level of performance
Performance	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.
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
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)	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. A minimum of three posts in each graded thread, over three separate days. Replies to a post from a peer and faculty member’s question. A response to faculty could include a question posed to a specific student or the entire class. Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.	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 or post by a peer but not to a faculty post Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.	Makes two posts on 2 different days Does not reply to a question or post by a peer Makes limited, if any, connections, and those are often cast in the form of vague generalities.	Has only one post for the week or posts twice on the same day. 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 Points	Minus 3 Points	Minus 4 Points	Minus 5 Points
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 responseshave 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responseshave 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.

*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-511: Differential Diagnosis and Primary Care Practicum Course Assignments & Discussions Study Guide

NR-511: Differential Diagnosis and Primary Care Practicum Course Description

Contact Hours: Lecture – 6, Lab – 25, Clinical – 0

Semester Hours: Theory .4, Clinical 2.6

This course will provide students with the fundamental knowledge needed to formulate a differential diagnosis of individuals within the primary care setting, along with an introduction to critical diagnostic skills to cultivate evidence-based behaviors. An emphasis will be placed on processing client information in a logical, progressive manner and formulating differential diagnoses for individuals across the lifespan. The course will include 125 hours of supervised clinical practicum in primary care.

Prerequisites Effective January 2024:

NR-581 or NR-581NP, NR-582 or NR-582NP, NR-583 or NR-583NP, NR-584 or NR-584NP, NR-585 or NR-585NP, NR-586 or NR-586NP, NR-507, NR-509, NR-565, NR-566

Prerequisite: NR-500NP, NR-501NP, NR-503, NR-505NP, NR-506NP, NR-507, NR-509, NR-599, NR-565, NR-566

NR-511: Differential Diagnosis and Primary Care Practicum Course Syllabus

NR 511 Week 1 Assignment: Clinical Readiness Exam

NR 511 Week 1 Study Guide

NR 511 Week 2 Reading: Chapter 11 Review – Abdominal Problems

NR-511 Week 3 Case Study Discussion: Part One

NR 511 Week 3 Case Study Discussion: Part Two

NR-511 Week 4 Midterm Exam (Study Guide Week 1, 2 and 3)

NR 511 Week 4 Midterm Exam (5 Versions / 250 Questions & Answers)

NR-511 Week 5 Assignment: SNAPPS PowerPoint Background (Guide)

NR 511 Week 5 Assignment: SNAPPS Presentation Template

NR-511 Week 6 Case Study Discussion: Part One

NR 511 Week 6 Case Study Discussion: Part One

NR-511 Week 7 Assignment: Clinical Practice Guideline Peer Review Discussion

NR 511 Week 8 Assignment: Reflection

NR-511 Week 8 Final Exam Study Guide (Questions & Answers)

NR 511 Week 8 Final Exam (100 Questions & Answers)

NR 511 Power Point Transcript: Polycystic Ovary Syndrome

NR-511 Completed Learning Agreement Week 1 & Week 8

NR 511 eELOGS Frequently Asked Questions

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Syllabus Overview

Course Number:	NR511
Course Title:	Differential Diagnosis and Primary Care
Course Credits:	3 credits (Theory 0.5; Clinical 2.5)
Prerequisite:	NR508, NR509

Course Description

This course will provide students with content regarding formulating differential diagnoses of individuals within the primary care setting, along with an introduction to critical diagnostic skills to cultivate evidence-based behaviors. An emphasis will be placed on processing client information in a logical, progressive manner and formulating differential diagnoses for individuals across the lifespan. The course will include 125 hours of supervised clinical practicum in primary care.

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.

You can also read another study guide on nursing assignments for students from another post on NR-512: Fundamentals of Nursing Informatics Course Assignments & Discussions.

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/.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.). Retrieved from http://online.vitalsource.com

 

Access E-Book

Ferri, F. F. (2016). Ferri’s clinical advisor 2017:  5 books in 1. Elsevier – Health Services

 

Access E-Book

Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://online.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:

Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). Retrieved from http://online.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. Demonstrate diagnostic reasoning that will assist in health promotion and illness management of common health problems in primary care through case study presentation. (PO 1)
2. Plan for healthcare delivery in an evidence-based manner to support high-quality and cost-effective care and decision-making. (PO 1, 9, 11)
3. Formulate differential diagnoses based on the subjective and objective patient data obtained from the case study. (PO 1, 3)
4. Create weekly S-O-A-P documentation on a clinical patient, demonstrating increased mastery each week. (PO 1, 3)
5. Create a plan of care which integrates pharmacological, complementary, and non-pharmacological therapies for management of common health problems. (PO 1)
6. Utilize established standards and guidelines for management of common pediatric, gynecology, internal medicine, and behavioral conditions in primary care. (1, 11)
7. Engage in sequential application of selected advanced skills/procedures. (PO 1)
8. Demonstrate advanced skills/procedures for quality outcomes pertinent to patient care. (PO 1, 2)
9. Perform selected advanced skills/procedures appropriate to student competence and provider scope of practice. (1)
10. Conduct a systematic and accurate assessment of a client’s total health status, utilizing appropriate interviewing and data collection techniques.  (PO 1, 2, 5, 11)
11. Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 7)

Course Schedule

 

Week, CO, and Topics	Readings	Assignments
Week 1 CO 3, 6, 8Primary Care in the 21st Century, Caring and the Art of Diagnosis and Treatment	Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.). Retrieved from http://online.vitalsource.com Chapter 1: Primary Care in the  Twenty-First Century: A Circle of Caring Chapter 4: The Art of Diagnosis and Treatment Chapter 8: Eyes, Ears, Nose, and Throat Problems	Attestation Statement Completion (required to begin course) Clinical Encounter Log in eLogs with SOAP note APEA myQBank Weekly Practice Questions (required but not graded) Case Study Discussions
Week 2 CO 4, 6, 9, 10,Evidence-Based Practice, Neurological Problems, and Eyes, Ears, Nose, and Throat Problems	Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.).Retrieved from http://online.vitalsource.com Chapter 5: Evidence-Based Care Chapter 6: Neurologic Problems	Clinical Encounter Log in eLogs with SOAP note APEA myQBank Weekly Practice Questions (required but not graded) Case Study Discussions
Week 3 CO 4, 5, 7, 8, 9Health Promotion, Skin Problems, and Respiratory Problems	Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.). Retrieved from http://online.vitalsource.com Chapter 3: Health Promotion Chapter 7: Skin Problems Chapter 9: Respiratory Problems	Clinical Encounter Log in eLogs with SOAP note APEA myQBank Weekly Practice Questions (required but not graded) Case Study Discussions
Week 4 CO 2, 5, 7, 8, 9Diagnostic Testing, Cardiovascular Problems, Abdominal Problems, Renal Problems	Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.). Retrieved from http://online.vitalsource.com Chapter 10: Cardiovascular Problems Chapter 11: Abdominal Problems Chapter 12: Renal Problems	Clinical Encounter Log in eLogs with SOAP note APEA myQBank Weekly Practice Questions (required but not graded) Midterm Clinical Performance Evaluation in eLogs (required) Case Study Discussion
Week 5 CO 3, 5, 6, 7, 8, 9Men’s Health Problems, Women’s Health Problems, Musculoskeletal Problems	Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.). Retrieved from http://online.vitalsource.com Chapter 13: Men’s Health Problems Chapter 14: Women’s Health Problems Chapter 15: Musculoskeletal Problems	Clinical Encounter Log in eLogs APEA myQBank Weekly Practice Questions (required but not graded) Case Study Discussions
Week 6 CO 2, 5, 7, 8, 9Complex Diagnosis, Endocrine and Metabolic Problems, Hematologic and Immune Problems, and Emergency Problems	Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.). Retrieved from http://online.vitalsource.com  Chapter 16: Endocrine and Metabolic Problems Chapter 17: Hematologic and Immune Problems Chapter 19: Emergency Problems	Clinical Encounter Log in eLogs (required but not graded) APEA myQBank Weekly Practice Questions (required but not graded) Case Study Discussions
Week 7 CO 1, 3, 5, 7, 8, 9Laboratory tests, Psychological Problems, Palliative Care and Practical Psychotherapy	Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.). Retrieved from http://online.vitalsource.com Chapter 18: Psychosocial Problems Chapter 20: Palliative Care Chapter 23: The 15-Minute Hour: A Short-Term Approach to Psychotherapy in Primary Care	Clinical Encounter Log in eLogs (required but not graded) APEA myQBank Weekly Practice Questions (required but not graded) Case Study Discussions
Week 8 CO 11Ethical and Legal Issues, the Business of Advanced Practice, Putting Caring into Practice: Caring for Self	Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary care: The art and science of advanced practice nursing (4th ed.). Retrieved from http://online.vitalsource.com  Chapter 21: Ethical and Legal Issues of a Caring-Based Practice Chapter 22: The Business of Advanced Practice Chapter 24: Putting Caring Into Practice: Caring for Self	Clinical Encounter Log in eLogs (graded) Clinical Performance Evaluation (graded) Reflection (graded)

 

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
Clinical Course Attestation (due before Week 1 content will be available)	N/A	N/A
APEA myQBank Weekly Practice Questions (required but not graded- Weeks 1-7)	N/A	N/A
Case Study Discussions (100 points, Weeks 1–7)	700	70%
Clinical Hours/Patient Encounter Validation (Due Week 4- required to progress to Week 5)	N/A	N/A
Reflection (due Week 8)	50	5%
Clinical Encounter Log (due Weeks 1–8) SOAP notes in eLogs (due Weeks 1-4) Clinical Performance Evaluation (Week 8) Final clinical performance evaluation pass, documentation of 125 hours*, and completed SOAP notes = 250 points     Fail or unsatisfactory on clinical performance evaluation, less than 125 hours documented*, and/or SOAP notes not submitted=0 points. *A maximum of fifteen (15) alternative hours is allowed in each FNP clinical course. The alternative hours can only be documented in the three (3) approved categories (1. Lab review 2. Telephone management 3. Prescription refills).	250	25%
Total	1,000	100%

A passing grade, or S, must be achieved on the clinical performance evaluation. If this is achieved and the 125 clinical hours are documented, the 250 points will be added to the remainder of the course points to calculate the final course grade. If the student does not achieve a passing grade (fail) for the clinical performance evaluation, then the final course grade assigned will be F.

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 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, provide a written summary in SOAP format to the Dropbox by Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue criterion). The student must provide answers to the graded case study questions from Part One, post a treatment plan for Part Two and provide a written summation of their case in SOAP format to the Dropbox for Part Three. The written summation must be submitted in a Word document and the following file naming convention be used: Last name.week#.SOAP For example: if your last name is Smith then your Week 1 SOAP note would be saved as Smith.Week1.SOAP

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	Post contributes unique perspectives/insights applicable to the results from the physical exam and diagnosis (es). Part One: Initial post includes at least three (3) appropriate differential diagnoses with rationale and answers all questions presented in the case. Demonstrates course knowledge/assigned readings by: linking questions and tests/interventions to diagnoses,linking diseases by identifying symptoms and patient information. Parts Two and Three: Primary and secondary diagnoses and treatment plan supported with rationale from the literature. Differential diagnoses are eliminated. All five (5) parts of the treatment plan are thorough, specific and evidence-based.	Post contributes unique perspectives or insights, but may lack some applicability to presented case study patients. Part One: Initial post includes at least two (2) appropriate differential diagnoses with rationale and answers most of the questions presented in the case. One to two (1-2) elements of specificity identified in course expectations not met Parts Two and Three: Confirmed diagnosis (es) and treatment plan partially applicable and evidence-based for each case study patient.	Post has limited perspective, insights and/or applicability to presented case study patients. Part One: Initial post does not address each patient or does not include at least two (2) differential diagnoses for each patient. Some evidence-based rationale may be missing. Does not answer questions presented in the case. Two (2) or more elements of specificity from course expectations not met. Parts Two and Three: Confirmed diagnosis and treatment plan are not applicable to specific case study or some sections may not be evidence-based.	Post perspectives are not consistent with current practice. Three (3) or more elements from course expectations missing from parts two and/or three, differential diagnoses not eliminated from Part Two and/or Three.	Post offers no insight or application to the case study presentation.
	30 Points	26 Points	24 Points	11 Points	0 Points
Support from Evidence-Based Practice (EBP)	Initial discussion posts in Parts One, Two and SOAP note are supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided.	Initial discussion posts for Parts One, Two, and SOAP note are partially supported by evidence from appropriate sources published within the last 5 years.   In-text citations and full references are provided. Evidence-based reference( s) used but may not fully support the treatment plan.	Initial discussion posts for Parts One, Two, and SOAP note are partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. In-text citations and/or full references may be incomplete or missing.	Citations to non-scholarly websites given as rationale to support differential diagnoses and/or treatment plan.	Discussion posts contain no evidence-based practice reference or citation.   *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 (0) for this section for the week.
	10 Points	9 Points	8 Points	4 Points	0 Points
Organization	Discussion posts and SOAP notes presents case study findings in a logical, meaningful, and understandable sequence. Each problem-based learning case study patient is presented individually in all discussion posts and SOAP notes.   Part One: Discussion questions addressed individually for each patient.	Discussion posts and SOAP notes are relevant to the topic but may be unclear or difficult to follow in places.   Part One: Discussion questions may not be addressed individually for each patient. Part Two or SOAP note contains all elements but may not be written following SOAP note format.	Discussion posts and SOAP notes not fully relevant to the topic. May be unclear or difficult to follow in places.   Part Two and SOAP note do not contain all components and/or may be missing data.	Discussion post presents case findings and plan or intervention that are sometimes unclear to follow and may not always be relevant to topic.	Discussion post is not relevant to case study.
	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 and Two.	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 and Two.	Responds to a student peer and 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 substantive.   Does not include evidence from any sources.	Does not respond to a topic-related peer post and/or does not respond to faculty questions posted by Sunday.
	4 Points	3 Points	2 Points	1 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				Points Deducted for Late or Missing Posts
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 submits written summation by Sunday 11:59 p.m. MT. Written submission (SOAP notes) will NOT be accepted after 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 enters peer response/faculty responses and written summation (SOAP) 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 including SOAPs will not be accepted after Sunday 11:59 p.m. MT of the week they are due. 33 points deducted per part if Part One, Part Two or SOAP note is/are not submitted by Sunday by 11:59 p.m. MT of the week they are due.

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-509: Advanced Physical Assessment Course Assignments & Discussions Study Guide

NR-509: Advanced Physical Assessment Course Description

Contact Hours: Lecture – 40, Lab – 25, Clinical – 0

Semester Hours: Theory 2.5, Lab Hours .5

This course expands the knowledge of health assessment principles specific to the role of the APN. The student will develop assessment

techniques related to history and physical examination of clients across the lifespan, including psychiatric-mental health and related supportive assessment. Student will explore, analyze, apply and evaluate these principles in the classroom setting. This course includes approximately 25 hours of lab practicing physical assessment skills using both a virtual and on-ground learning environment. A remote hands-on physical examination check off will also occur in the course. The student will submit a video recording to complete this assignment. Additionally, an immersion skills lab will occur in this course. This requires the student to visit the on-ground Chamberlain designated site offering the immersion lab. The entire immersion is approximately 11 hours of lab time. If any portion of the immersion is missed, the total practice time in the course must still be at least 25 hours. The student is responsible for completing and certifying at least 25 hours practicing physical assessment skills in the course. The remote physical examination check-off and the immersion lab are graded as pass/fail and are not factored into the course GPA. Students must pass each of these in order to pass the course and progress in the program. If either are failed the course grade will revert to a failing grade (F).

Prerequisites Effective January 2024:

NR-581 or NR-581NP, NR-582 or NR-582NP, NR-583 or NR-583NP, NR-584 or NR-584NP, NR-585 or NR-585NP, NR-586 or NR-586NP, NR-507, NR-565, NR-566, NR-567, NR-568, NR-546

Prerequisites: NR-500NP or NR-500, NR-501NP or NR-501, NR-503, NR-505NP or NR-505, NR-506NP, NR-507, NR-565, NR-567, NR-599

Prerequisites (students enrolled prior to May 2019): NR-500, NR-501, NR-503, NR-505, NR-506, NR-507, NR-508, NR-510, NR-512

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NR-509: Advanced Physical Assessment Course Syllabus

NR 509 Week 1 Discussion: Social Determinants of Health: Economic Stability

NR-509 Week 1 Discussion: Social Determinants of Health: Education Access and Quality

NR 509 Week 1 Weekly Group Study

NR 509 Week 2 iHuman Virtual Patient Encounter Practice Case and Self-Assessment

NR-509 Week 2 iHuman Reflection – Collection

NR 509 Week 2 iHuman SOAP Note Template – Marvin F. Webster

NR-509 Week 2 Weekly Group Study

NR 509 Week 2 Quiz

NR 509 Week 3 Assignment: iHuman Virtual Patient Encounter – HEENT Assessment

• iHuman Case and Reflection – Amanda a Wheaton
• iHuman Case and Reflection – Jenna a James
• iHuman SOAP Note Template – Amanda a Wheaton

NR-509 Week 3 Weekly Group Study

NR 509 Week 3 Quiz

NR 509 Week 4 Discussion: Client Challenges – Collection

NR-509 Week 4 Weekly Group Study

NR 509 Week 4 Midterm Review

NR-509 Week 4 Midterm Review/Rationales

NR 509 Week 4 Midterm Exam – Real Exam

NR 509 Week 5 Assignment: iHuman Virtual Patient Encounter – Abdominal Assessment

• iHuman Case and Reflection – Jose Gonzalez
• iHuman Case and Reflection – Dorothy Jones

NR-509 Week 5 Weekly Group Study

NR 509 Week 5 Quiz

NR 509 Week 6 Assignment: iHuman Virtual Patient Encounter – Neurologic Assessment

• iHuman Case and Reflection – Carlotta A Russe
• iHuman Case and Reflection – Jessica A Walbertz
• iHuman SOAP Note – Carlotta A Russe

NR-509 Week 6 Weekly Group Study

NR 509 Week 6 Quiz

NR 509 Week 7 Assignment: Physical Examination Video Evaluation – Collection

NR-509 Week 7 Assignment: Immersion Skills Lab

NR 509 Week 7 Weekly Group Study

NR-509 Week 7 Quiz

NR 509 Week 8 Assignment: ePortfolio

NR-509 Week 8 Assignment: Reflection

NR 509 Week 8 Weekly Group Study

NR-509 Week 8 Final Exam

You can also read another study guide on nursing assignments for students from another post on NR-510: Leadership and Role of the APN Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR509
Course Title:	Advanced Physical Assessment
Course Credits:	3 credits (2.5 theory, 0.5 lab)
Prerequisite:	NR503, NR507

Course Description

This course expands the knowledge of health assessment principles specific to the role of the APN. The student will develop assessment techniques related to history and physical examination of clients across the lifespan, including psychiatric-mental health and related supportive assessments. Students will explore, analyze, apply, and evaluate these principles in the classroom setting.

This course includes 25 hours of lab.  A Health Assessment Performance Evaluation will occur in the laboratory setting (11 hours) requiring the student to visit the Chamberlain campus offering this evaluation. The student is responsible for completing 14 hours of practice prior to the Health Assessment Performance Evaluation.

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

Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com

 

Access E-Book

Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th 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:

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

 

Hollier, A. (2009). Pharm in a flash. Advanced Practice Education Associates.

 

Hollier, A. (2016). Clinical guidelines in primary care (2nd ed.). Advanced Practice Education Associates.

Textbook is required for final FNP certification preparation

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 specialty nurse practitioner practice that is culturally competent and population-specific. (PO 9, 10)
2. Incorporate relationship-based caring and ethical-legal principles within the nursing metaparadigm to benefit a culturally diverse society and advanced practice nursing. (PO 6)
3. Demonstrate knowledge required to perform a focused health history and examination for developmental, gender-related, age-specific, and special populations. (PO 1, 5)
4. Complete a comprehensive health history and examination for developmental, gender-related, age-specific, and special populations. (PO 1, 5)
5. Conduct an effective interview using good communication skills and appropriate interviewing techniques, including comprehensive pharmacologic and psychiatric-mental health assessment. (PO 1, 3)
6. Differentiate normal from abnormal findings. (PO 1, 4)
7. Document findings of the history and physical examination in a logical, organized sequence using appropriate nursing/medical terminology. (PO 1, 3, 4)
8. Adapt history and physical examination to the needs of the patient, i.e., pediatric versus geriatric patient. (PO 1, 4, 7)
9. Identify appropriate diagnostic tests with appropriate consultation and/or referral. (PO 1, 8)
10. Distinguish elements of bifocal versus emergent assessment techniques. (PO 1, 9)
11. 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, 10Overview of Advanced Physical Assessment	Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 1: Evidence–Based Assessment Chapter 3: The Interview Chapter 4: The Complete Health History Chapter 8: Assessment Techniques and Safety in the Clinical Setting Chapter 9: General Survey, Measurement, Vital Signs Chapter 10: Pain Assessment: The Fifth Vital Sign Chapter 27: The Complete Health Assessment: Adult Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 1: The Interviewer’s Questions Chapter 2: The Patient’s Responses Chapter 4: The Physical Examination	Discussion
Week 2 CO 2, 5Assessment of HEENT, Integument, and Abdomen	Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 12: Skin, Hair, and Nails Chapter 13: Head, Face, and Neck, including Regional Lymphatics Chapter 14: Eyes Chapter 15: Ears Chapter 16: Nose, Mouth, and Throat Chapter 21: Abdomen Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 5: The Skin Chapter 6: The Head and Neck Chapter 7: The Eye Chapter 8 The Ear and Nose Chapter 9: The Oral Cavity and Pharynx Chapter 14: The Abdomen	Discussion APEA QBank Practice Questions (required, but not graded)
Week 3 CO 3, 6, 8Assessment of the Neurovascular, Musculoskeletal, and Cardiopulmonary Systems	Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 18: Thorax and Lungs Chapter 19: Heart and Neck Vessels Chapter 20: Peripheral Vascular System and Lymphatic System Chapter 22: Musculoskeletal System Chapter 23: Neurologic System Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 10: The Chest Chapter 11: The Heart Chapter 12: The Peripheral Vascular System Chapter 17: The Musculoskeletal System Chapter 18: The Nervous System	Discussion APEA QBank Practice Questions
Week 4 CO 3, 6, 8Assessment of Men’s Health	Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 24: Male Genitourinary System Chapter 25: Anus, Rectum, and Prostate Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 15: Male Genitalia and Hernias	Discussion APEA QBank Practice Questions
Week 5 CO 3, 6, 8Assessment of the Women’s Health	Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 17: Breasts and Regional Lymphatics Chapter 26: Female Genitourinary System Chapter 30: The Pregnant Woman Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 13: The Breast Chapter 16: Female Genitalia Chapter 20: The Pregnant Patient	Discussion APEA QBank Practice Questions
Week 6 CO 1, 5Completion of the 3P Exam and Reflection	Review readings on areas necessary for successful completion of the 3P exam	3P Exam (graded) APEA QBank Practice Questions Reflection
Week 7 CO 2, 5Overview of Advanced Supportive Assessments	Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 2: Cultural Competence Chapter 5: Mental Status Assessment Chapter 6: Substance Use Assessment Chapter 7: Domestic and Family Violence Assessment Chapter 11: Nutritional Assessment Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 3: Putting the History Together Chapter 27: Caring for Patients in a Culturally Diverse Society Chapter 28: Understanding Complementary and Alternative Medicine Chapter 29: Assessment of Nutritional Status	Practice Hours Certification Completion of Immersion Program
Week 8 CO 4, 7, 9, 11Special Populations	Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 29: Bedside Assessment and Electronic Health Recording Chapter 31: Functional Assessment of the Older Adult Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com Chapter 21: The Pediatric Patient Chapter 22: The Geriatric Patient Chapter 23: The Acutely Ill or Injured Patient	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

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

Students that are not able to attend the scheduled weekend immersion for their section of NR509 will be granted an Incomplete.  The next weekend immersion offered must be attended and successfully passed in order for the Incomplete to be changed to a letter grade.   Students with an Incomplete that do not attend and successfully pass the next offered weekend immersion will have the Incomplete changed to an F. 

Graded Item	Points	Weighting
Discussion (Weeks 1–5) 120 points each week	600	60%
Advanced Practice Education Associates (APEA) QBank Practice Questions (required, but not graded Weeks 2–6)	N/A	N/A
APEA 3P Exam (Week 6)	120	12%
Practice Hours Verification (Week 7)	30	3%
Immersion Completion Successful completion = 250 points Unsuccessful completion = 0 points (due end of Week 7)	250	25%
Reflection (required, but not graded Week 6 and 8)	N/A	N/A
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 120 points. Students are expected to participate a minimum of two times (once in part one by Tuesday, 11:59 p.m. MT and responds to peer/instructor posts by Sunday, 11:59 p.m. MT).

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= 120
	35 Points	31 Points	28 Points	13 Points	0 Points
Application of Course Knowledge	Post contributes unique perspectives or insights consistent with current standards of practice applicable to the results from the case study.	Post contributes unique perspectives or insights, but may be lacking some applicability to the case presentation.	Post has limited perspectives or insights and limited application to case presentation.	Post perspectives are not consistent with current practice.	Post offers no insight or application to the case study presentation.
	35 Points	31 Points	28 Points	13 Points	0 Points
Support from Evidence-Based Practice (EBP)	Discussion posts are supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided.	Discussion posts partially supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Evidence-based, peer reviewed journal article cited but may not fully support the main post.	Discussion posts partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. In-text citations and/or full references may be incomplete or missing.	Citations to non-scholarly websites given as rationale to support differential diagnoses and/or treatment plan. No evidence-based, peer reviewed journal article cited.	Discussion posts contain no evidence-based practice reference or citation. *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	Post presents case study findings (SOAP note) in a logical, meaningful, and understandable sequence; clearly relevant to topic.	Post presents case study findings that are sometimes unclear and difficult to follow.	Presents information in a logical and understandable method but the information has limited relevance to the discussion.	Post presents case findings that are sometimes unclear to follow and may not always be relevant to topic.	Post is not relevant to discussion question.
	35 Points	31 Points	28 Points	13 Points	0 Points
Interactive Dialogue	Presents findings and responds substantively to at least one topic-related post of a student peer and respond to all faculty questions posted by Sunday. A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate. Does include evidence from appropriate sources.	Responds to a student peer and all faculty questions, but the posts to either add limited content or insights to the discussion.   Does include evidence from appropriate sources.	Responds to a student peer and all faculty questions but one or both of the responses does not contain evidence from appropriate sources.	Responds to a student peer, but does not respond to all faculty questions by Sunday (there may be some instructor question responses, but not all questions were answered in the discussion).   OR Responds to all or some faculty questions, but does not respond to a student peer.	Does not respond to a topic-related peer post and/or does not respond to faculty questions posted 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				Late or Omitted Deductions per Discussion Part
Participation Enters first post to thread by 11:59 p.m. MT on Tuesday; responds to peer/instructor posts by 11:59 MT on Sunday.	Enters first post to thread by 11:59 p.m. MT on Tuesday; responds to peer/instructor posts by 11:59 MT on Sunday.				85 points deducted if Part 1 is not submitted by Sunday 11:59 p.m. MT of the week it is due. Ten percent (10%) per day for each late discussion post. *See Calculating Late Posting Penalty Document Written submissions of Part One and Two will not be accepted after Sunday 11:59 p.m. MT of the week they are due.

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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