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NR-536: Advanced Health Assessment Pathophysiology and Pharmacology for Advanced Nursing Practice Course Assignments & Discussions Study Guide

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NR-536: Advanced Health Assessment Pathophysiology and Pharmacology for Advanced Nursing Practice Course Assignments & Discussions Study Guide

NR-536: Advanced Health Assessment Pathophysiology and Pharmacology for Advanced Nursing Practice Course Assignments & Discussions Study GuideNR-536: Advanced Health Assessment Pathophysiology and Pharmacology for Advanced Nursing Practice Course Description

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

Semester Hours: Theory 3

This course focuses on advanced health assessment, pathophysiology and pharmacology as a foundation for advanced nursing practice. Learning centers on application of advanced health assessment, pathophysiology, and pharmacology to provide holistic, comprehensive care to individuals across the life span. Implications for advanced nursing practice will be emphasized.

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-535, NR-524

Prerequisite: NR-524

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NR-536: Advanced Health Assessment Pathophysiology and Pharmacology for Advanced Nursing Practice Course Syllabus

NR 536 Week 1 Discussion 1: Education Theory and Learners (Replies Included)

NR 536 Week 1 Discussion 2: Collaboration Cafe (Replies Included)

NR 536 Week 2 Discussion 1: Skills to Help Learners Develop (Replies Included)

NR 536 Week 2 Discussion 2: Collaboration Cafe (Replies Included)

NR 536 Week 3 Discussion 1: Experimental Learning Environments (Replies Included)

NR 536 Week 3 Discussion 2: Collaboration Cafe (Replies Included)

NR 536 Week 3 Assignment: Developing Critical Thinking Questions

NR 536 Week 4 Discussion 1: Teaching Methods (Replies Included)

NR 536 Week 4 Discussion 2: Collaboration Cafe (Replies Included)

NR 536 Week 5 Discussion: Collaboration Cafe (Replies Included)

NR 536 Week 5 Assignment: Develop an Evolving Case Study (2 Versions)

NR 536 Week 6 Discussion 1: Learning Activities in the Skills Laboratory (Replies Included)

NR 536 Week 6 Discussion 2: Collaboration Cafe (Replies Included)

NR 536 Week 7 Assignment: Designing an Experiential Learning Activity

NR 536 Week 8 Discussion, Collaboration Café

You can also read another study guide on nursing assignments for students from another post on NR-541: Practice of Nursing Informatics Course Assignments & Discussions.

Syllabus Overview

Course Number: NR526
Course Title: Advanced Pathophysiology, Health Assessment, and Pharmacology for Nurse Educators
Course Credits: 3 credits
Prerequisite: NR500 Foundational Concepts and Applications
NR501 Theoretical Basis for Advanced Nursing Practice
NR504 Leadership and Nursing Practice: Role Development
NR505 Advanced Research Methods: Evidence-based Practice
NR506 Health Policy
NR512 Fundamentals of Nursing Informatics

Course Description

This course builds upon undergraduate nursing education and practice experience to refine and further develop nursing knowledge and skills related to pathophysiology, health assessment, and pharmacology across the lifespan. The focus is on advanced knowledge and skills needed by nurse educators in both direct- and indirect-care roles.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Bardal, S. K., Waechter, J. E., & Martin, D. S. (2011). Applied pharmacology. St. Louis, MO: Elsevier Saunders.

 

Access E-Book

Dains, J. E., Baumann, L. C., & Scheibel, P. (2012). Advanced health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Mosby.

 

Access E-Book

McCance, K. L., & Huether, S. E. (2014). Pathophysiology: The Biologic Basis for Disease in Adults and Children (7th ed.). St. Louis, Missouri: Elsevier Mosby.

 

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

eBook Details

You must purchase your books through the bookstore before the eBook links above will function.

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:

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

Information regarding supplementary material, software, etc.

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

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

 

Physical Books and Supplies

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

Program Outcomes

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

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

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

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

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

  1. Integrate interprofessional collaboration and innovative communication to support and promote the teaching-coaching functions of the nurse educator. (PO 3, 10)
  2. Utilize critical inquiry and judgment to evaluate the design, implementation, and outcomes of strategies developed for health promotion, health protection, disease prevention, and disease management across diverse healthcare delivery settings. (PO 4, 9)
  3. Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize patient outcomes in complex disease states. (PO 1, 4)
  4. Distinguish the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of complex disease processes in relation to assessment strategies and pharmacologic interventions. (PO 1, 4)
  5. Analyze risk factors associated with complex disease states in individuals, aggregates, and populations to devise effective disease management and/or health promotion strategies that reflect pertinent psychosocial, cultural, legal, ethical, and safety considerations. (PO 4, 6)
  6. Explicate the environmental factors that impinge upon specific physiologic, psychological, and psychosocial states along the health-illness continuum. (PO 1, 4)
  7. Examine mechanisms and processes of homeostatic, adaptive, and compensatory physiological functions in complex disease states with an emphasis on appropriate assessment strategies and pharmacologic interventions. (PO 1, 4)
  8. Determine clinical data essential to identifying specified pathophysiologic or psychologic problems and the best plan of care. (PO 1, 4)
  9. Explore age-specific and developmental alterations in physiologic and psychologic disease states, assessment strategies, and pharmacologic intervention. (PO 1, 4)
  10. Correlate changes and disruptions in major physiological systems and pathophysiological mechanisms with clinical data resulting from physical examination, laboratory data, and diagnostic test data with anticipated pharmacologic treatment. (PO 1, 4, 11)

Course Schedule

Week, COs, and Topics Readings Assignments
Week 1

COs 5, 8, 10

 Dains, J.E., Baumann, L.C., & Scheibel, P. (2012). Advanced health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 1: Clinical Reasoning, Differential Diagnosis, Evidence-baed Practice and Symptom Analysis

Tanner, C.A. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 45*6), 204-211. Link to article

 Second- Life Orientation

Discussion Question
Week 2

COs 4, 5, 8, 10

 Bardal, S.K., Waechter, J.E., & Martin, D.S. (2011). Applied pharmacology. St. Louis, MO: Elsevier Saunders.

  • Chapter 16: Hematology
  • Consult other chapters as needed.

Dains, J.E., Baumann, L.C., & Scheibel, P. (2012). Advanced health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Mosby.

  • Consult as needed.

McCance, K.L., Huether, S.E., Brashers, V.L., & Rote, N.S. (2013). Pathophsiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.

  • Consult as needed.
 Annotated Webliography: Teacher Resources for the 3Ps

Case Study Topic Approval

Discussion Question
Week 3

CO 3, 5, 7, 8, 10

 Bardal, S.K., Waechter, J.E., & Martin, D.S. (2011). Applied pharmacology. St. Louis, MO: Elsevier Saunders.

  • Chapter 4: Drug Interaction
  • Chapter 5: Impact of Age on Pharmacology
  • Chapter 11: Cardiology
  • Consult other chapters as needed.

Dains, J.E., Baumann, L.C., & Scheibel, P. (2012). Advanced health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 8: Confusion in Older Adults
  • Consult other chapters as needed.

McCance, K.L., Huether, S.E., Brashers, V.L., & Rote, N.S. (2013). Pathophsiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.

  • Consult as needed.
 Clinical Questioning Assignment

Discussion Question

 
Week 4

COs 3, 5, 7, 8, 10

 Bardal, S.K., Waechter, J.E., & Martin, D.S. (2011). Applied pharmacology. St. Louis, MO: Elsevier Saunders.

  • Chapter 20: Neoplasia
  • Chapter 21: Neurology and the Neuromuscular System
  • Chapter 11: Cardiology
  • Consult other chapters as needed.

Dains, J.E., Baumann, L.C., & Scheibel, P. (2012). Advanced health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 3: Affective Changes
  • Chapter 5: Breast Lumps and Nipple Discharge
  • Chapter 6: Breast Pan
  • Chapter 36: Weight Loss/Gain (Unintentional)
  • Consult other chapters as needed.

McCance, K.L., Huether, S.E., Brashers, V.L., & Rote, N.S. (2013). Pathophsiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.

  • Chapter 11: Biology, Clinical Manifestations of Cancer
  • Consult as needed.
 Discussion Question
Week 5

CO 5, 7, 8, 9, 10

 Bardal, S.K., Waechter, J.E., & Martin, D.S. (2011). Applied pharmacology. St. Louis, MO: Elsevier Saunders.

  • Consult as needed.

Dains, J.E., Baumann, L.C., & Scheibel, P. (2012). Advanced health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 8: Confusion in Older Adults
  • Consult other chapters as needed.

McCance, K.L., Huether, S.E., Brashers, V.L., & Rote, N.S. (2013). Pathophsiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.

  • Consult as needed.
 Case Study Assignment

Discussion Question

 
Week 6

CO 5, 6, 8, 9

 National Collaborating Centre for Mental Health (2013). Attention deficit hyperactivity disorder. Diagnosis and management of ADHD in children, young people, and adults. Link here

Bardal, S.K., Waechter, J.E., & Martin, D.S. (2011). Applied pharmacology. St. Louis, MO: Elsevier Saunders.

  • Consult as needed.

Dains, J.E., Baumann, L.C., & Scheibel, P. (2012). Advanced health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 10: Cough
  • Chapter 13: Dyspnea
  • Consult other chapters as needed.

McCance, K.L., Huether, S.E., Brashers, V.L., & Rote, N.S. (2013). Pathophsiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.

  • Chapter 34: Alterations of Pulmonary Function in Children
  • Consult as needed.
 Discussion Question

 

 
Week 7

CO 2, 5, 6, 8

 Bardal, S.K., Waechter, J.E., & Martin, D.S. (2011). Applied pharmacology. St. Louis, MO: Elsevier Saunders.

  • Consult as needed.

Dains, J.E., Baumann, L.C., & Scheibel, P. (2012). Advanced health assessment and clinical diagnosis in primary care (4th ed.). St. Louis, MO: Elsevier Mosby.

  • Consult as needed.

McCance, K.L., Huether, S.E., Brashers, V.L., & Rote, N.S. (2013). Pathophsiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.

  • Chapter 46: Shock, Multiple Organ Dysfunction Syndrome, and Burns in Adults
  • Chapter 47: Multiple Organ Dysfunction Syndrome, and Burns in Children
  • Consult as needed.
 3Ps Handout Assignment

Discussion Question

 
Week 8

CO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

The 3 Ps and the Nurse Educator

 Review previous readings as necessary.  

Reflection Exercise—Due by Wednesday at 11:59 p.m. MT

Late Assignment Policy

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

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

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

Evaluation Methods

No extra credit assignments are permitted for any reason.

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

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

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

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

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

Graded Item Points Weighting
Discussion Questions

(Weeks 1-8, 25 points each)

 200 20%
Annotated Bibliography: Teacher Resources for the 3Ps

(due Week 2)

 25 2.5%
Case Study Topic Approval

(due Week 2)

 25 2.5%
Clinical Questioning Assignment

(due Week 3)

 250 25%
Case Study Assignment

(due Week 5)

 250 25%
3 Ps Handout Assignment

(due Week 7)

 250 25%
Total 1,000 100%

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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

Participation for MSN

                       There is Threaded Discussion Rubric document located 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-534: Healthcare Systems Management Course Assignments & Discussions Study Guide

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NR-534: Healthcare Systems Management Course Assignments & Discussions Study Guide

NR-534: Healthcare Systems Management Course Assignments & Discussions Study GuideNR-534: Healthcare Systems Management Course Description

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

Semester Hours: Theory 3

The purpose of this course is to discuss utilizing a systems-theory approach in providing patient-centered and value-added care. Functioning within a system, the individual healthcare practitioner learns to utilize critical thinking and decision making to coordinate and deliver quality and cost-effective patient care. The content serves to develop an understanding of different modes of organizing nursing care within the unit environment, managing care within a multidisciplinary-team framework and promoting effective team work that enhances patient outcomes, improves staff vitality and reduces costs. Emphasis is placed on concepts related to systems theory, problem solving and decision making, nursing-care delivery models, delegation and team strategies.

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-531, NR-532, NR-533

Prerequisites: NR-500, NR-501, NR-504, NR-505, NR-506 or NR-544, NR-512, NR-531, NR-532, NR-533

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NR-534: Healthcare Systems Management Course Syllabus

NR534 Week 1: Creating a Philosophy of Leadership

NR534 Week 2: Advanced Communication in Systems Leadership

NR534 Week 2: Leadership Styles and Personality Types: Impact on Communication

NR534 Week 3: Open and Closed Systems: Impact of Decision Making Within

NR534 Week 4: Organizational Structure: Power and Lines of Authority

NR534 Week 5: Organizational Culture and Climate: Assessment and Analysis

NR534 Week 5: Organizational Culture and Climate on Group Process and Team Building

NR534 Week 6: Planned Change: Leadership of Reduction in Workforce

NR534 Week 6: Evidence-based Decision-making and Models for Planned Change

NR534 Week 7: Attributes of a Transformational Healthcare System

NR534 Week 8: Touchpoint Reflection

You can also read another study guide on nursing assignments for students from another post on NR-536: Advanced Health Assessment Pathophysiology and Pharmacology for Advanced Nursing Practice Course Assignments & Discussions.

Syllabus Overview

Course Number: NR534
Course Title: Healthcare Systems Management
Course Credits: 3 credits
Prerequisite: NR531, NR532, NR534

Course Description

The purpose of this course is to discuss utilizing a systems-theory approach in providing patient-centered and value-added care. Functioning within a system, the individual healthcare practitioner learns to utilize critical thinking and decision making to coordinate and deliver quality and cost-effective patient care. The content serves to develop an understanding of different modes of organizing nursing care within the unit environment, managing care within a multidisciplinary-team framework, and promoting effective team work that enhances patient outcomes, improves staff vitality, and reduces costs. Emphasis is placed on concepts related to systems theory, problem solving and decision making, nursing-care delivery models, delegation, and team strategies. 

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application. (8th ed.).Philadelphia, PA: Lippincott, Williams & Wilkins.

 

Access E-Book

Roussel (2013). Management and Leadership for Nurse Administrators. (6th ed.).Jones & Bartlett.

 

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

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:

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

Information regarding supplementary material, software, etc.

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

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

 

Physical Books and Supplies

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

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. Investigate how a systems-approach is utilized in providing patient-centered and value-added care. (PO 4, 6, 7)
  2. Differentiate between decision-making, problem solving, and critical thinking, and describe how these approaches are utilized by the registered nurse in coordinating patient care. (PO 2, 6)
  3. Identify different modes of organizing nursing care and describe the importance of implementing a nursing delivery model that meets the goals of the patient, unit, and organization. (PO 2, 7)
  4. Identify the importance of delegation and describe ways in which the registered nurse can utilize delegation skills to optimize team functioning and patient care. (PO 3, 6)
  5. Describe the concept of multidisciplinary-team collaboration, exchange of information, and coordination of patient care. (PO 3, 7)
  6. Describe a patient-centered model that uses clinical pathways, nursing care plans, and multidisciplinary action plans to assist in planning quality-driven and cost-effective care. (PO 8, 9)
  7. Identify various team strategies for problem solving that enhance patient-centeredness and value-added care. (PO 8, 9)

Course Schedule

Week, COs, and Topics Readings Assignments
Week 1

COs 1, 5, 7

Foundations of Healthcare Systems Management

 Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 1: Decision Making, Problem Solving and Critical Thinking: Requisites for Successful Leadership and Management
  • Chapter 7: Strategic and operational planning
  • Chapter 8: Planned change
  • Chapter 12: Organizational Culture (p. 268-269).

Collins, J. C., & Porras, J. I. (1996). Building your company’s vision. Harvard Business Review, 74(5), 65–77.  (Seminal article related to importance of vision)

Curtin, L. (2013).  Quantum leadership: Upside down. American Nurse Today, 8(3). 

Johnson, J. K., Miller, S. H., & Horowitz, S. D. (n.d.). Systems-based practice: Improving the safety and quality of patient care by recognizing and improving the systems in which we work.

Neubauer, B. (2012, Jan. 29). Systems theory in context of modern healthcare organizations. 

 Graded Discussions
Week 2

COs 1, 5, 7

Leading Within the Organizational Structure

 Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application. (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 2: Classical Views of Leadership and Management
  • Chapter 3: Twenty-first Century Thinking about Leadership and Management
  • Chapter 12: Organizational Structure

Battilana, J. & Gasciaro, T. (2013, Jul-Aug). The network secrets of great change agents. Harvard Business Review.

Jayanthi, A. (2013). Using an input-throughput-output model to minimize cost, increase value. Becker’s Control & Clinical Quality.

Johnson, V., Wessel, T., & Johnson, K. (2013). Building collaboration between CNOs and direct-care nurses. American Nurse Today, 8(1).

Krueger, D. L. (2013). Informal leaders and cultural change. American Nurse Today, 8(8).

Lee, T. (2010). Turning doctors into leaders

. Harvard Business Review.

 Systems Theory Paper

Graded Discussions
Week 3

COs 3, 4, 7

Planning Projects and Change in Organization

 Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 7: Strategic and Operational Planning
  • Chapter 8: Planned Change
  • Chapter 9: Time Management

Ajmal, S., Farooq, M. Z., Sajid, N., & Awan, S. (2013). Role of leadership in change management process. Abasyn Journal of Social Sciences, 5(2), 111–124.

Small, A., Gist, D., Souza, D., Dalton, J., Magny-Normilus, C., & David, D. (2016). Using Kotter’s Change Model for Implementing Bedside Handoff. Journal Of Nursing Care Quality, 31(4), 304. link to article

Who moved my cheese? The movie. (2013).

 Graded Discussions
Week 4

COs 3, 4, 7

Group Process and Power in Nursing

 Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 13: Organizational, Political, and Personal Power
  • Chapter 16: Socializing and Educating Staff for Team Building in a Learning Organization
  • Chapter 19: Organizational, Interpersonal and Group Communication

Hogg, M. A., Van Knippenberg, D., & Rast, D. E. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries.  Academy of Management Review, 37(2), 232–255.

Johnson, S. L. (2011). An ecological model of workplace bullying: A guide to intervention and research.  Nursing Forum, 46(2), 55–63.

Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106.

McMurry, T. B. (2011). The image of male nurses and nursing leadership mobility. Nursing Forum, 46(1), 22–28.

Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly.

7 secrets to success of Steve Jobs. (2011).

 Planned Change Paper

Graded Discussions
Week 5

COs 2, 6

High-stakes Communication Behavior

 Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 19: Organizational, Interpersonal and Group Communication

Anderson, L. (2013). Why communication in the nursing profession is important. Nursing Together.com.

Chaney, P. (2013). 4-step process essential to effective communication. Bizzuka.

Julian Treasure: 5 ways to listen better. (2011). TEDGlobal.

Pujari, S. (2014). 9 important measures to overcome the barriers of communication. YourArticleLibrary.com.

Sherry Turkle: Connected, but alone? (2012). TED.

Williams, M. (2011). 7 ways to overcome barriers to communication. Mtd-Management Training Specialists.

Williams, M. (2011). 7 ways to overcome barriers to communication. Mtd-Management Training Specialists.

Wright, R. (2012). Effective communication skills for the ‘caring’ nurse. The Great Teachers Tertiary Place.

 Graded Discussions
Week 6

CO 4

Leading and Managing/ Leadership Styles

 Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 2: Classical Views of Leadership and Management (review)
  • Chapter 3: Twenty-first Century Thinking about Leadership and Management (review)

Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–676, 678–680.

Economy, P. (2013). 7 traits of highly effective leaders. INC.

Center for Creative Leadership (CCL). (2011). Addressing the leadership gap in healthcare.

Leadership styles impact staff retention, morale. (2011). Clinical Trials Administrator, 9(8), 89–90.

Lunenburg, F. C. (2011). Leadership versus management: A key distinction—at least in theory. International Journal of Management, Business, and Administration, 14(1), 1–4.

Prive, T. (2012). 10 qualities that make a great leader. Forbes.

racy, B. (2013). 7 essential qualities of all great leaders.

 Graded Discussions
Week 7

COs 2, 5, 6, 7

Leadership Guiding Principles and Conflict Resolution

 Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 4: Ethical Issues
  • Chapter 5: Legal and Legislative issues
  • Chapter 6: Patient, Subordinate, and Professional Advocacy
  • Chapter 21: Managing Conflict

CPP. (n.d.). TKI—Sample Report.

Iglesias, M. E. L., & de Bengoa-Vallejo, R. B. (2012). Conflict resolution styles in the nursing profession. Contemporary Nurse, 43(1), 73–80.

Mannix, J., Wilkes, L., & Daly, J. (2013). Attributes of clinical leadership in contemporary nursing: An integrative review. Contemporary Nurse: A Journal For The Australian Nursing Profession, 45(1), 10-21. doi:10.5172/conu.2013.45.1.10

Rodney, P. (2013). Seeing ourselves as moral agents in relation to our organizational and sociopolitical contexts. Journal of Bioethical Inquiry, 10(3), 313–315. doi: 10.1007/s11673-013-9461-8

Schneider, A. K., & Brown, J. G. (2013). Negotiation barometry: A dynamic measure of conflict management style. Ohio State Journal of Dispute Resolution, 28(3), 557–582.

Varcoe, C., Pauly, B., Storch, J., Newton, L., & Makaroff, K. (2012). Nurses’ perceptions of and responses to morally distressing situations. Nursing Ethics, 19(4), 488–500. doi: 10.1177/0969733011436025

 Graded Discussions
Week 8

COs 1, 6, 7

Quality Control and Cost-Effective Care

 Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

  • Chapter 23: Quality Control

Dearmon, V., Roussel, L., Buckner, E. B., Mulekar, M., Pomrenke, B., Salas, S., Mosley, A., Brown, S., & Brown, A. (2013). Transforming care at the bedside (TCAB): Enhancing direct care and value-added care.  Journal of Nursing Management, 21(4), 668–78.

Nursing, nurses and accountable care organizations. (2011). Minnesota Nursing Accent, 83(7), 3, 17.

Porter, M. E. (2010). What is value in health care? The New England Journal of Medicine, 363, 2477–2481. doi: 10.1056/NEJMp1011024 (seminal article on healthcare value)

Upenieks, V. V., Akhavan, J., & Kotlerman, J. (2008). Value-added care: A paradigm shift in patient care delivery. Nursing Economics, 26(5), 294–301.

 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
Discussions (50 points, Weeks 1–7; 25 points, Week 8) 375 37.5%
Systems Theory Paper (due Week 2) 200 20%
Planned Change Paper (due Week 4) 200 20%
Concept Analysis Paper (due Week 6) 225 22.5%
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

                       There is Threaded Discussion Rubric document located 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-533: Financial Management in Healthcare Organizations Course Assignments & Discussions Study Guide

,

NR-533: Financial Management in Healthcare Organizations Course Assignments & Discussions Study Guide

NR-533: Financial Management in Healthcare Organizations Course Assignments & Discussions Study GuideNR-533: Financial Management in Healthcare Organizations Course Description

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

Semester Hours: Theory 3

In this course, the student examines concepts and issues in budget formulation, decision making, variance analysis, financing in healthcare, models for forecasting, addressing throughput issues, implementing professional practice models and program planning. The emphasis is on practical methods and techniques within a wide variety of healthcare situations.

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-531, NR-532

Prerequisites: NR-500, NR-501, NR-504, NR-505, NR-506 or NR-544, NR-512, NR-531, NR-532

NR-533: Financial Management in Healthcare Organizations Course Syllabus

NR 533 Week 1: Introduction: Self and Project

NR 533 Week 1 Touchpoint Reflection: Healthcare Systems Financial Environments

NR 533 Week 2 Touchpoint Reflection: Reimbursement Issues

NR 533 Week 2 Discussion: Volume-Based Versus Value-Based Reimbursement. 

NR 533 Week 3: Financial and Budgeting Principles

NR 533 Week 3 Discussion: Process of Budget Preparation

NR 533 Week 4 Assignment: Staffing Budgets/FTEs/Variance Analysis

NR 533 Week 4 Discussion: Staffing Ratios

NR 533 Week 5 Assignment: Break-Even Analysis Case Study

NR 533 Week 5 Discussion: Cost Benefit Analysis

NR 533 Week 6 Discussion: Business Plan Development

NR 533 Week 7 Assignment: Business Plan

NR 533 Week 7 Discussion: Business Plan

NR 533 Week 8 Touchpoint Reflection: Finance, Budgets, and Business Plans-‘Oh my!’

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Syllabus Overview

Course Number: NR533
Course Title: Financial Management in Healthcare Organizations
Course Credits: 3 credits
Prerequisite: NR531 and NR532

Course Description

This course focuses on concepts and issues in budget formulation, decision making, variance analysis, financing in healthcare, models for forecasting, addressing throughput issues, implementing professional practice models, and program planning. The emphasis is on practical methods and techniques within a wide variety of healthcare situations.

You can also read another study guide on nursing assignments for students from another post on NR-534: Healthcare Systems Management Course Assignments & Discussions.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

 

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:

eBook Details

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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:

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

Information regarding supplementary material, software, etc.

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

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

Physical Books and Supplies

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

Program Outcomes

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

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

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

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

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

  1. Formulate a revenue and expense budget for a nursing unit within a healthcare organization. (PO 8)
  2. Evaluate variance analyses as they apply to nursing budgets within healthcare organizations. (PO 4)
  3. Set up a forecasting model and estimate its usage in a healthcare organization. (PO 2)
  4. Formulate and evaluate a business plan for a healthcare organization. (PO 4)

Course Schedule

Week, COs, and Topics Readings Assignments
Week 1

CO 4

Operating Budgets

 Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

  • Chapter 1: Introduction and Overview
  • Chapter 13: Operating Budgets
  • Chapter 16: Controlling Operating Results

Required Article:

Hamrock, E., Paige, K., Parks, J., Scheulen, J., and Levin, S. (2013, March/April). Discrete event simulation for healthcare organizations: A tool for decision making. Journal Of Healthcare, 58 (2), 110–124.

 Graded Discussions
Week 2

CO 3

Forecasting

 Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

  • Chapter 9: Determining Healthcare Costs and Prices
  • Chapter 21: Forecasting

Reccomended Articles:

Wharam, J., & Weiner, J. P. (2012). The promise and peril of healthcare forecasting. American Journal of Managed Care, 18(3), 139.

 

Lockwood, C. J. (2012). A crystal-ball view of healthcare in 2016. Contemporary OB/GYN, 57(12), 4–6.

 Graded Discussions
Week 3

COs 1, 2, and 3

Unit Variances: Flexible Budget Variance Analysis

 Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

  • Chapter 16: Controlling Operating Results (Review)
  • Chapter 17: Variance Analysis: Examples, Extensions, and Caveats
  • Chapter 23: Nursing and Financial Management: Current Issues and Future Directions

Required Articles:

Porter, J., & Stephenson, T. (2011). Calculating operating variances. Strategic Finance, 93(3), 45–51.

 

Stephenson, T., & Porter, J. (2011). Comparing budgets to performance. Strategic Finance, 93(2), 36–43.

 Forecasting Assignment

Graded Discussions
Week 4

CO 4

Marketing Plans

 Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

    • Chapter 4: Key Issues in Applied Economics
    • Chapter 10: Costs and Other Issues Related to Recruiting and Retaining Staff, pp. 183–184

Required Articles

Luke, K. (2013). 5 steps to a new marketing plan. Journal of Financial Planning, 26(12), 20–21.

 

Weiss, R. (2013). How is your organization getting ready for the exchange? What marketing strategies are you pursuing? Marketing Health Services, 33(2), 6–7.

 Graded Discussions
Week 5

COs 1, 2

Pro formas

 Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

  • Chapter 12: Budgeting Concepts
  • Chapter 15: Performance Budgeting
  • Chapter 22: The Nurse as Entrepreneur, p. 361

Recommended Article:

Budget spreadsheet upgrade. (cover story). (2013). Credit Union Times, 24(35), 1–23.

 Budget Development Assignment

Graded Discussions
Week 6

CO 4

Financial Risk

 Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

  • Chapter 20: Long-Term Financial Resources

Required Articles:

Niemand, T. (2013). Do all business plans provide a recipe for success? Finweek, 50–52.

 

Wong-Hammond, L., & Damon, L. (2013). Financing strategic plans for not-for-profits. Healthcare Financial Management: Journal of the Healthcare Financial Management Association, 67(7), 70–76.

 Graded Discussions
Week 7

COs 2, 4

Business Plans

 Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

  • Chapter 11:  Strategic Management, p. 206
  • Chapter 22: The Nurse as Entrepreneur

Required Articles:

Crawford, P. (2013). Business plan basics for the nurse. Oklahoma Nurse, 58(2), 9.

 

Hatchett, R., & Coady, E. (2013). Writing a business plan to support a cardiac service. British Journal of Cardiac Nursing, 8(4), 190–192.

 Business Plan Assignment

Graded Discussions
Week 8

COs 2, 4

Reflection

 Finkler, S., Jones, C., & Kovner, C. (2013). Financial management for nurse managers and executives. (4th ed.).  St. Louis, MO: Saunders.

  • Chapter 18: Benchmarking, Productivity, and Cost-Benefit and Cost-Effectiveness Analysis

Required Articles:

Zengin, S., Güzel, R., Al, B., Kartal, S., Sarcan, E., & Yildirim, C. (2013). Cost analysis of a university hospital’s adult emergency service. Journal Of Academic Emergency Medicine, 12(2), 71-75. doi:10.5152/jaem.2013.03

 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
Discussions (50 points, Weeks 1–7; 25 points Week 8) 375 37.5%
Forecasting Assignment (Week 3) 200 20%
Budget Development Assignment (Week 5) 200 20%
Business Plan Assignment (Week 7) 225 22.5%
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

                       There is Threaded Discussion Rubric document located 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-532: Healthcare Operational Planning and Management Course Assignments & Discussions Study Guide

,

NR-532: Healthcare Operational Planning and Management Course Assignments & Discussions Study Guide

NR-532: Healthcare Operational Planning and Management Course Assignments & Discussions Study GuideNR-532: Healthcare Operational Planning and Management Course Description

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

Semester Hours: Theory 3

In this course, the student focuses on synthesizing organizational and management theories in relation to strategic planning and management, changing care-delivery systems, human and financial resource management, decision making, professional practice, management information systems and meeting accreditation and legal standards.

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-531

Prerequisites: NR-500, NR-501, NR-504, NR-505, NR-506 or NR-544, NR-512, NR-531

NR-532: Healthcare Operational Planning and Management Course Syllabus

NR-532 Week 1 Discussion 1, Leadership and Management Theories

NR-532 Week 1 Discussion 2, Influences in Healthcare Organizations

NR 532 Week 2 Discussion 1, Patient Care Delivery Systems

NR-532 Week 2 Discussion 2, Role Management

NR-532 Week 3 Assignment, Strategic Planning Paper (2 Versions) NR532 Week 3 Discussion 1, Strategic Planning

NR-532 Week 3 Discussion 2, Evidence-Based Strategic Planning

NR-532 Week 4 Discussion 1, Licensure and Accreditation

NR-532 Week 4 Discussion 2, Patient Safety

NR-532 Week 5 Assignment, Legal / Regulatory Issue Paper (2 Versions) NR532 Week 5 Discussion 1, Human Resource Management

NR-532 Week 5 Discussion 2, Legal and Ethical Issues

NR-532 Week 6 Discussion 1, Information Management in Healthcare

NR-532 Week 6 Discussion 2, Meaningful Use of Technology

NR-532 Week 7 Assignment, Quality of Healthcare Paper NR532 Week 7 Discussion 1, Staffing

NR-532 Week 7 Discussion 2, Quality of Healthcare

NR-531 Week 8 Discussion 1, Quality of Healthcare Assignment

NR-531 Week 8 Discussion 2, Reflection

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Syllabus Overview

Course Number: NR 532
Course Title: Healthcare Operational Planning and Management
Course Credits: 3 credits
Prerequisite: NR500, NR501, NR504, NR505, NR506, NR512

Course Description

This course focuses on synthesizing organizational and management theories in relation to strategic planning and management, changing care delivery systems, human and financial resource management, decision-making, professional practice, management information systems, and meeting accreditation and legal standards.

You can also read another study guide on nursing assignments for students from another post on NR-533: Financial Management in Healthcare Organizations Course Assignments & Discussions.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Marquis, B.L. & Huston, C.J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.).China: Wolters Kluwer Health.

 

Access E-Book

Roussel, L. (2015). Management and leadership for nurse administrators (7th ed.). Boston: Jones & Bartlett Learning.

 

Access E-Book

Roussel, L. (2015). Management and leadership for nurse administrators (7th ed.). Boston: Jones & Bartlett Learning.

 

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

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Textbooks and Resources

Required Textbooks

The following books are required for this course:

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

Information regarding supplementary material, software, etc.

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

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

 

Physical Books and Supplies

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

Program Outcomes

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

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

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

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

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

  1. Evaluate organizational strategic plans (SP) in relation to the economic and quality outcomes of healthcare organizations and systems. (PO2 & PO4)
  2. Judge human resource theories and processes, including the implementation of professional practice models, in healthcare settings. (PO4 & PO7)
  3. Appraise the effects of strategies to reduce costs and improve quality of health. (PO2, PO4, & PO8)
  4. Organize legal and regulatory components of healthcare strategies. (PO6)
  5. Synthesize research findings in each content area. (PO9)

Course Schedule

Week, COs, and Topics Readings Assignments
Week 1

CO 2 (PO4 & PO7)

Introduction to Course and Healthcare Delivery Systems

 Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.).  China: Wolters Kluwer Health. 

  • Chapter 2: Classical Views of Leadership and Management

Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning.

  • Chapter 1: Forces Influencing Nursing Leadership

Recommended Article

Courtney-Pratt, H., Johnson, C., Cameron-Tucker, H., & Sanderson, S. (2012). Investigating the feasibility of promoting and sustaining delivery of cardiac rehabilitation in a rural community. Rural And Remote Health, 12:1838.

 Graded Discussions
Week 2

CO 2 (PO4 & PO7)

Professional Practice Models

 Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.).  China: Wolters Kluwer Health.  

  • Chapter 14: Organizing Patient Care

Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning.

  • Chapter 2:  Leadership Theory and Application for Nurse Leaders
  • Chapter 6: Organizational Structure and Accountability

Recommended Articles

Deshpande, A. (2013, August). Polyprofessionalism: A shift in healthcare delivery. British Journal of Healthcare Management, 19 (8), 370–3.

 Graded Discussions
Week 3

CO1 (PO2 & PO4)
CO 5 (PO9)

Strategic Planning as an Organizational Developmental Technique

 Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.).  China: Wolters Kluwer Health.  

  • Chapter 7: Operational and Strategic Planning

Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning.

  • Chapter 7: Strategic Planning and Change Leadership: Foundations for Organizational Effectiveness

Required Article

Paschall, L. (2013, January). Implementing a strategic plan. Dental Assistant, 82 (1), 14–6.

 Strategic Planning Assignment

 

Graded Discussions
Week 4

CO 4 (PO6)

License and Accreditation

 Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8h ed.). China: Wolters Kluwer Health.

  • Chapter 23: Quality Control

Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning.

  • Chapter 12: Laws, Regulations, and Healthcare Policy Shaping Administrative Practice
  • Chapter 13: Anticipating and Managing Risk in a Culture of Quality, Safety and Value
  • Chapter 14: Leaders Achieving Sustainable Outcomes

Required Article

Pulaski, G. (2013, July). Achieving regulatory goals through strategic planning. Journal of Nursing Regulation, 4 (2), 49–56.

 Graded Discussions
Week 5

CO 3 (PO2, PO 4, & PO8)
CO 4 (PO6)
CO 5 (PO9)

Human Resource Issues in Healthcare

 Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8h ed.).  China: Wolters Kluwer Health. 

  • Chapter 5: Legal and Legislative Issues
  • Chapter 15: Employee Recruitment, Selection, Placement, and Indoctrination (Recommended)
  • Chapter 22: Understanding Collective Bargaining, Unionization, and Employment Laws
  • Chapter 24: Performance Appraisal (Recommended)
  • Chapter 25: Problem Employees: Rule Breakers, Marginal Employees, and the Chemically or Psychologically Impaired

Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning.

  • Chapter 8: Procuring and Sustaining Resources
  • Chapter 10: Managing Performance

Recommended Article

Mazzocato, P.,  Holden, R.J., Brommels, M.,  Aronsson, H.,  Bäckman, U.,  Elg, M., & Thor, J. (2012, February). How does lean work in emergency care? A case study of a lean-inspired intervention at the Astrid Lindgren Children’s hospital, Stockholm, Sweden. BMC Health Services Research, 12, pp. 28.

 Legal/Regulatory Issue Assignment

 

Note: Assignment automatically submitted to Turnitin (TII) through the CCN Dropbox

 

Graded Discussions
Week 6

CO 1 (PO2 & PO4)
CO 3 (PO2, PO 4, & PO8)

Management Information Systems Review

 Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning.

  • Chapter 11: Information Management and Knowledge Development as Actions for Leaders

Required Article

Grennan, M.J. Jr. (2013, Jul–Aug).Quality improvement and patient safety in the age of reform: Preconditions for success. Physician Executive, 39 (4), 28, 30, 32.

Recommended Article

Bostic, B. (2013, February). How healthcare CRM drives action and resolves issues. Medical Laboratory Observer, 45 (2), 24–6.

 Graded Discussions
Week 7

CO 1 (PO 2 & PO4)
CO 3 (PO2, PO4, & PO8)
CO 5 (PO9)

Healthcare Organization Throughput

 Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8h ed.).  China: Wolters Kluwer Health.  

  • Chapter 17: Staffing Needs and Scheduling Policies

Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning.

  • Chapter 9: Maximizing Human Capital

Required Articles

Platzke, S.M. & Andrabi, I.A. (2012, Aug). Focusing on white space to improve patient throughput. Healthcare Financial Management: Journal Of The Healthcare Financial Management Association, 66 (8), 102–6, 108.

Mchugh, M., Van Dyke, K. J., Howell, E., Adams, F., Moss, D., & Yonek, J. (2013). Changes in Patient Flow Among Five Hospitals Participating in a Learning Collaborative. Journal For Healthcare Quality: Promoting Excellence In Healthcare, 35(1), 21-29. doi:10.1111/j.1945-1474.2011.00163.x

 Quality of Healthcare Assignment

 

Graded Discussions
Week 8

CO 1 (PO2 & PO4)
CO 3 (PO2, PO4, & PO8)
CO 5 (PO9)

Reflection

 Required Article

Welding, N.M. (2011, Jan–Feb). Creating a nursing residency: Decrease turnover and increase clinical competence. Medsurg Nursing: Official Journal Of The Academy Of Medical-Surgical Nurses. 20 (1), 37–40

 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 (50 points, Weeks 1–7; 25 points Week 8) 375 37.5%
Strategic Planning—Assignment (Week 3) 200 20%
Legal/Regulatory Issue—Assignment (Week 5) Note: Assignment automatically submitted to Turnitin (TII) through the CCN Dropbox. 200 20%
Quality of Healthcare—Assignment (Week 7) 225 22.5%
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

                       There is Threaded Discussion Rubric document located 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-524: Curriculum Development Course Assignments & Discussions Study Guide

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

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

 

eBook Details

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

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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:

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

,

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

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

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

Semester Hours: Theory 3

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

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

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

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

Prerequisites: NR-500, NR-501

NR-512: Fundamentals of Nursing Informatics Course Syllabus

NR 512 Week 1 TD 1 Impressions of Nursing Informatics

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

NR 512 Week 2 TD 1 DIKW

NR 512 Week 2 TD 2 Wisdom Versus Judgement

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

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

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

NR 512 Week 4 TD 2 Reflection on Nursing Informatics Competencies

NR 512 Week 5 TD 1 Knowledge Generation Through Informatics

NR 512 Week 5 TD 2 EHR – Pros and Cons

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

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

NR 512 Week 7 TD 1 Ethical Use of Information

NR 512 Week 7 TD 2 Safeguarding Health Information and Systems

NR 512 Week 8 TD Application of Knowledge

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Syllabus Overview

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

Course Description

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

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

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

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

 

Access E-Book

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

.

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

eBook Details

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:

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

Information regarding supplementary material, software, etc.

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

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

 

Physical Books and Supplies

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

Program Outcomes

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

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

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

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

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

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

Course Schedule

Week, COs, and Topics Readings Assignments
Week 1
CO1, 2
Introduction to Nursing Informatics (NI)		 McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett.

  • Section I: Building blocks of NI
  • Chapter 1: Nursing Science and the Foundation of Knowledge pp. 5-17
  • Chapter 2: Introduction to Information, Information Science, and Information Systems pp.19-30
  • Chapter 3: Computer Science and the Foundation of Knowledge Model pp.33-56
  • Chapter 4: Introduction to Cognitive Science and Cognitive Informatics pp.57-64

American Association of Colleges of Nursing QSEN Consortium. (2012). Graduate-level QSEN competencies: Knowledge, skills and attitudes. link to article

McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327 doi:10.1016/j.aorn.2014.06.012 link to article

Matney, S. A., Avant, K., & Staggers, N. (2016). Toward an understanding of wisdom in nursing. Online Journal Of Issues In Nursing, 21(1), 7 doi:10.3912/OJIN.Vol21No01PPT02 link to article

Optional reading:

American Association of Colleges of Nursing (AACN) (2013). Crosswalk of the master’s essentials with the baccalaureate and DNP essentials. link to article

 Pre-TANIC (TIGER Self-assessment of Nursing Informatics Competencies) self-assessment

Pre-orientation to the Virtual Learning Environment (VLE)

Graded Discussions
Week 2
CO 1, 2, 8Overview of Nursing Informatics (AACN Essential 5: 1, 2, 4, and 5)		 McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett.

  • Chapter 6: Overview of Nursing Informatics: ANA Recognized Terminologies pp. 101-102
  • Chapter 8: Information and Knowledge Needs of Nurses in the 21st Century pp. 131-143

Matney, S. A., Avant, K., & Staggers, N. (2016). Toward an understanding of wisdom in nursing. Online Journal Of Issues In Nursing, 21(1), 7 doi:10.3912/OJIN.Vol21No01PPT02 link to article

 Second Life (SL) Orientation in World

Informatics Key Terms Quiz

Graded Discussions
Week 3
CO 5, 7,9Roles, Competencies and Skills: Current Trends		 McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett.

  • Chapter 6: Overview of Nursing Informatics pp. 95-101

Kish, L. (2015). 8 takeaways from Topol’s latest: ‘The Patient Will See You Now: The Future of Medicine is in Your Hands’. link to article

Hudson, K., Taylor, L., & Jeffries, P. (2013). Incorporating i nformatics in clinical education through clinical s imulations. link to article

 Scavenger Hunt in Second Life

Graded Discussions
Week 4
CO 2, 5, 7,9Current Trends (AACN Essential 5: 2, 4, and 5)		 McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett.

  • Chapter 7: Informatics Roles and the Knowledge Work of Nursing pp. 115-124
 Scavenger Hunt in Second Life

Graded Discussions
Week 5
CO 2, 5, 7, 9Information and Knowledge Needs of Nurses in the 21st Century		 Sipes, C. (2016). Project management for the advanced practice nurse. Retrieved from http//:online.vitalsource.com

  • Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals: Examples of APN Projects/Roles pp. 4-11
  • Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals; Project Management: Why do we need it? p. 12
  • Chapter 2: Advanced practice nurse role description and application of project management concepts pp. 16-24

Website Exploration:

Visit the following site http://www.fiercehealthcare.com/it (explore healthcare technology news on CPOE, EMRs, E-prescribing, HIE, PHRs, HIT stimulus, and other health IT news)

Visit the following site www.fierceemr.com (this site contains weekly newsletter on EMRs, meaningful use, ARRA and privacy. Select 1 of 5 Topics/Popular Content of the Week to use in the weekly discussions)

 HealthIT Topic paper assignment

Select a Topic/Popular Content of the Week from http://www.fiercehealthit.com

Graded Discussions
Week 6
CO 2, 3, 6, 7, 9Legislative Aspects of Nursing Informatics		 Sipes, C. (2016). Project management for the advanced practice nurse. Retrieved from http//:online.vitalsource.com

  • Chapter 8: Application of Project Management Concepts and Tools: Case Studies: How the APN and DNP Roles Would Use Project Management Concepts  pp. 143-157

Big Data:

Brennan, P. F., & Bakken, S. (2015). Nursing needs big data and big data needs nursing. Journal Of Nursing Scholarship, 47(5), 477-484. doi:10.1111/jnu.12159. link to article

New Trends:

Bailey, E. (2016). IBM’s CNO Judy Murphy on mobile tech in big data. Healthcare IT News. link to webinar

Miliard, M. (2016) Meaningful use will likely end in 2016, CMS chief Andy Slavitt says. Healthcare IT News. link to article

Website Exploration:

Visit the following site www.fierceemr.com

(this site contains weekly newsletter on EMRs, meaningful use, ARRA and privacy. Select 1 of 5 Topics/Popular Content of the Week to use in the weekly discussions)

Visit the following site http://www.fiercehealthcare.com/it (explore healthcare technology news on CPOE, EMRs, E-prescribing, HIE, PHRs, HIT stimulus, and other health IT news)

 Narrated PowerPoint presentation

Graded Discussions
Week 7
CO 6, 7Trends and Issues		 Website Exploration:

Visit the following site: http://www.fiercemobilehealthcare.com

(this site includes topics such as accuracy of data from wearable devices, using Smartphones to improve staff efficiency, hurdles using digital health such as security)

Please be sure to read the following:

Mottl, J. (2016, January). 3 hurdles facing digital health IoT innovations. FierceMobile Healthcare. link to article

Bowman,D. (2016, March). Nursing Informatics Director Rosemary Ventura: Tailored smartphone improves staff efficiency. FierceMobile Healthcare. link to article

Mottl, J. (2016, March). Accuracy concerns could give provider pause about using data from consumer wearables. FierceMobile Healthcare. link to article

 Post-TANIC self-assessment

Graded Discussions
Week 8
CO 7Trends and Issues		 Cocchi, R. (2016). Top 10 issues impacting healthcare industry in 2016. Healthcare Business & Technology. link to site

Website Exploration:

Visit the following site http://www.healthcarebusinesstech.com/category/electronic-health-records/

This site contains information on electronic health records (EHRs – trends and challenges)

 Reflection

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

Late Assignment Policy

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

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

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

Evaluation Methods

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

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

No extra credit assignments are permitted for any reason.

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

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

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

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

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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

Participation for MSN

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

Participation Guidelines

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

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

Requirements:

Description of the Assignment

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

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

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

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

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

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

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

Posting Requirements:

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

Criteria for Content

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

Criteria for Format and Special Instructions

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

Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

 Demonstrated the following:

Initial, peer, and faculty postings were made on 3 separate days

 Failed to demonstrate the following:

Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

 Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
 

Grading Rubric Guidelines Week 8 ONLY
Performance Category  100% or highest level of performance

100%

 Very good or high level of performance

88%

 Acceptable level of performance

81%

 Inadequate demonstration of expectations

68%

 Deficient level of performance

56%

 Failing level of performance

55% or less
         8 Points         7 Points       6 Points           5 Points          4 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
          8 Points        7 Points       6 Points          5 Points             4 Points       0 Points
Application of Course Knowledge –

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.

Application of information is comprehensive and specific to the required topic.

 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.

Application of information is comprehensive and specific to the required topic.
Interactive Dialogue

For Week 8 only:

Initial post should be a minimum of 200 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 200 words.
  • The peer or instructor responses must be a minimum of 100 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 200 words.
  • The peer or instructor responses must be a minimum of 100 words each.
  • Responses are substantive
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 200 words.
  • The peer or instructor responses must be a minimum of 100 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 200 words.
  • The peer or instructor responses must be a minimum of 100 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
       4 Points 3 Points        2 Points       0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.  

 The following was present:

  • 0-4 errors in APA format

AND

  • Responses have 0-4 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic, and facilitates communication.

 

 The following was present:

  • 5-9 errors in APA format.

AND/OR

  • Responses have 5-9 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand
  

The following was present:

  • 10- 13 errors in APA format

AND/OR

  • Responses have 10-13 grammatical, spelling and punctuation errors.

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand
  

The following was present:

  • 14 to greater errors in APA format.

AND/OR

  • Responses have more than 14 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
           0 Points   5 Points Lost
Participation Requirements For Week 8 ONLY:

Demonstrated the following:

  • Initial, and peer or faculty postings were made on 2 separate days
 Failed to demonstrate the following:

  • Initial, and peer or faculty postings were made on 2 separate days
      0 Points Lost      5 Points Lost
 Requirements For Week 8 ONLY:

Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT

  

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
  • A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT.

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

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

Webliography Disclaimer

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

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

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

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

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

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

Semester Hours: Theory 3

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

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

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

NR 510 Week 1 Recorded Presentation: Introduction and NP Practice

NR 510 Week 1 Assignment: Practicum Process

NR 510 Week 2 Discussion: Advanced Practice Nursing

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

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

NR 510 Week 5 Discussion: Conflict at the Office

NR 510 Week 6 Assignment: APN Professional Development Plan Paper

NR 510 Week 7 Assignment: Recorded LACE Presentation

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

NR 510 Week 8 Reflection on Achievement of Outcomes

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Course Tour Transcript

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

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

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

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

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

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

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

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

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

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

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

Syllabus Overview

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

Course Description

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

Textbooks and Resources

Required Textbooks

The following books are required for this course:

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

Information regarding supplementary material, software, etc.

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

Optional Textbooks

The following books are required for this course:

Book Title

Information regarding supplementary material, software, etc.

Physical Books and Supplies

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

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

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

Step 3: Access the Desktop and Mobile Versions

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

Already Registered?   3 Ways to Access Your eBooks

Online

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

Desktop

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

Mobile

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

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

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

 

Access E-Book

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

 

Access E-Book

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

 

Access E-Book

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

 

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

Access E-Book

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

 

Physical Books and Supplies

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

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

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

Step 3: Access the Desktop and Mobile Versions

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

Already Registered?   3 Ways to Access Your eBooks

Online

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

Desktop

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

Mobile

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

Program Outcomes

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

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

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

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

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

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

Course Schedule

Week, CO, and Topics Readings Assignments
Week 1
CO 1, 6 and 7Historical Development of the Advanced Practice Nursing Role, Systematic Inquiry, and Evidence-Based Practice (EBP)		 DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https://bookshelf.vitalsource.com

  • Part I—Professional Roles for the Advanced Practice Nurse
  • Part IV—Theoretical Foundations, Research, and Evidence-Based Practice

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

  • Chapter 1—What is a Nurse Practitioner?
 Case Study
Week 2
CO 1, 6, and 7Complexity Theory and Skills, Understandings, and Integrative Abilities of the APN and Specialty Nurse Practitioner Practice		 DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https://bookshelf.vitalsource.com

  • Part II—Healthcare Delivery and Health Policy for Advanced Practice: Core Knowledge 

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

  • Chapter 12—Lawmaking and Health Policy

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

  • Chapter 2—Ten Complexity Principles for Leaders for Thriving in the Quantum Age
  • Chapter 7—Leading Constant Movement: Managing Crisis and Change
 Case Study
Week 3
CO 1, 6, 7, and 9Organizational Behavior and Business Influences on APN and Specialty Nurse Practitioner Practice		 Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.). Retrieved from https://bookshelf.vitalsource.com

  • Chapter 5—Prescribing
  • Chapter 6—Hospital Privileges
  • Chapter 7—Negligence and Malpractice
  • Chapter 8—Risk Management
  • Chapter 9—Reimbursement for Nurse Practitioner Services
  • Chapter 10—The Employed Nurse Practitioner

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

  • Chapter 8—Living Leadership: Vulnerability, Risk Taking, and Stretching
  • Chapter 11—Toxic Organizations and People: The Leader as Transformer
 Case Study
Week 4
CO 6, 7, 8, 9 10, and 11 Organizational Change and Ethical-Legal Influences on APN and Specialty Nurse Practitioner Practice		 DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https://bookshelf.vitalsource.com

  • Part V—The Role of Race, Culture, Ethics, and Advocacy in Advanced Practice of Nursing

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

  • Chapter 2—Legal Scope of Nurse Practitioner Practice
  • Chapter 3—State Regulation of Nurse Practitioner Practice
  • Chapter 4—Federal Regulation of the Nurse Practitioner Profession
  • Chapter 16—Resolving Ethical Dilemmas

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

  • Chapter 1—A New Vessel for Leadership: Changing the Health Landscape in an Age of Reform
  • Chapter 3—Evidentiary Leadership: An Expanded Lens to Determine Healthcare Value
 Case Study
Week 5
CO 4, 5, and 8Organizational Leadership and Management Skills for Quality of Care and Patient Safety Considerations in APN and Specialty Nurse Practitioner Practice		 DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Retrieved from https:bookshelf.vitalsource.com

  • Part III—Quality, Safety, and  Information Systems for Advanced Practice

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

  • Chapter 14—Standards of Care for Nurse Practitioner Practice
  • Chapter 15—Measuring Nurse Practitioner Performance

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

  • Chapter 9—Healing Brokenness: Error as Opportunity 
  • Chapter 14—Renewing the Spirit of Leadership: Becoming a Living Leader 
 Case Study
Week 6
CO 2, 3, 6, and 9Sociopolitical Aspects of Healthcare Organizations, Innovations and Systems, and APN Issues Involving Licensure – Accreditation – Certification – Education for the LACE Consensus Model		 Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Retrieved from https://bookshelf.vitalsource.com

  • Chapter 4—Innovation as a Way of Life: Leading Through the White Water of Change
  • Chapter 5—Innovation Leadership

Yoder-Wise, P. (2010). LACE: The consensus model and implications beyond advanced practice. Journal of Continuing Education in Nursing, 41(7),  291.

 Case Study
Week 7
COs 2, 3, and 7Conflict Resolution Strategies to Overcome Barriers to APN Independent Practice and Restraint of Trade		 Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.). Retrieved from https://bookshelf.vitalsource.com

  • Chapter 11—Practice Ownership: Legal Business Considerations for the Nurse Practitioner Owner

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

  • Chapter 30—Role Transition:Strategies for Success  in the Marketplace

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

  • Chapter 6—Leadership and Normative Conflict: Managing the Diversity of a Multifocal Workplace
  • Chapter 10—The Fully Engaged Leader: Integrated Capacity for Success
 APN Professional Development Plan

Case Study
Week 8
CO 4, 5, 8, 11 and 12APN Consulting Resources and Partnership Innovations for the Future		 Buppert, C. (2015). Nurse practitioner’s business practice & legal guide (5th ed.).Retrieved from https://bookshelf.vitalsource.com

  • Chapter 13—Promoting the Profession to the Public
  • Chapter 17—Strategies for NPs

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

  • Chapter 6- Interprofessional Collaboration for Improving Patient and Population Health

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

  • Chapter 12—Coaching for Unending Change: Transforming the Membership Community 
  • Chapter 13—The Leader’s Courage to be Willing: Building a Context for Hope 
 Reflection

Late Assignment Policy

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

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

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

Evaluation Methods

No extra credit assignments are permitted for any reason.

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

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

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

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

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

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

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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

Participation for MSN

Participation Guidelines

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

Grading Rubric 

Criteria Exceptional

Outstanding or highest level of performance

 Exceeds

Very good or high level of performance

 Meets

Satisfactory level of performance

 Needs Improvements

Poor or failing  level of performance

 Developing

Unsatisfactory level of performance
 Total Points Possible= 100
  30 Points  26 Points 24 Points  11 Points  0 Points
Application of Course Knowledge Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, and are applicable to the discussion/case presentation.

 

 Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, but may be lacking some applicability to the discussion/case presentation.

 

 Student fully answers discussion questions in Parts One, Two, and Three but some responses have limited perspectives and insights, and have limited application to discussion/case presentation, or only two of the three posts have been fully answered.

 

 Student fully answers discussion questions in Parts One, Two, and Three but posts are not consistent with current practice, or only one post has been fully answered.

 

 Student does not fully answer discussion questions in all of the parts, or responses offer neither insight, nor application to discussion/case presentation.

 
  30 Points  26 Points 24 Points  11 Points  0 Points
Support from Evidence-Based Practice (EBP) All three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.

 

 All three discussion posts are from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.

However, evidence-based, peer reviewed journal articles that are cited may not fully support the discussion in any one area.

 Two of the three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided. Only one of the discussion posts are supported from appropriate sources which are: 1) scholarly in nature, 2) published within the last 5 years, and; 3) in-text citations and full references are provided. Discussion posts One, Two, and Three contain No evidence- based practice references or citations.

*Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO for this section for the week.
    10 Points 9 Points 8 Points  4 Points  0 Points
Organization Discussion posts One, Two, and Three present case study findings in a logical, meaningful, and understandable sequence. Discussion posts One, Two, and Three present case study findings which are sometimes unclear to follow.

 

 Discussion posts present case findings in a logical and understandable method but One of the discussion parts contain a significant error.

 

 Discussion posts are sometimes unclear to follow and/or there are significant errors in Two discussion parts.

 

 Discussion posts are Not presented in a logical, understandable sequence and/or there are significant errors in ALL THREE discussion parts.
    26 Points 23 Points 21 Points 10 Points  0 Points
Interactive Dialogue Presents case study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in parts one, two and three.

A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.

 

 

 Presents case study findings and responds substantively to at least one topic-related post of a peer. Does include evidence from appropriate sources.

Responds to some direct faculty questions posted in parts one, two and three.

A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.

 

 Responds to a student peer and/or faculty questions but the posts adds limited content or insights to the discussion.

Does include evidence from appropriate sources

 

 Responds to a student peer and/or faculty, but the nature of the response is not substantial.

Does not include evidence from any resources.

 

 Does not respond to a topic-related peer post and/or does not respond to faculty questions by Sunday.
  4 Points 3 Points 2 Points 1 Point

 

 0 Points
Grammar, Syntax, APA APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. Two to four errors in APA format, grammar, spelling, and syntax noted. Five to seven errors in APA format, grammar, spelling, and syntax noted. Eight to nine errors in APA format, grammar, spelling, and syntax noted. Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.
  0 Points Deducted  10% deduction per day for late discussion post

  

 33 points deducted per omitted/late discussion part
Participation

Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT.

 Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT. Ten percent (10%) per day for each late discussion post.

.

*See Calculating Late Posting Penalty Document in Course Resources

 

 

 

 Written submissions will not be accepted after Sunday 11:59 p.m. MT of the week they are due.

33 points deducted per part if Part 1 is not posted by Friday 11:59 p.m., Part 2 or 3 is/are not submitted by Sunday by 11:59 p.m. MT of the week they are due.
* Refer to “What is a Scholarly Source” and “Reference Guide for FNP Case Studies” in the “Course Resources” section

** Part Three discussion CLOSES at Sunday 11:59 p.m. MT-deductions will apply once discussion has closed.

Webliography Disclaimer

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

Professional Portfolio

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

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

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

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

NR-509: Advanced Physical Assessment Course Assignments & Discussions Study GuideNR-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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NR-508: Advanced Pharmacology Course Assignments & Discussions Study Guide

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

NR-508: Advanced Pharmacology Course Assignments & Discussions Study GuideNR-508: Advanced Pharmacology Course Description

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

Semester Hours: Theory 3

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

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

NR-508: Advanced Pharmacology Course Syllabus

NR 508 Entire Coursework Weeks 1 – 8

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

NR 508 RX Writing Assignments Weeks 2, 3, 7

Pharmacology for the Primary Care Provider: TestBank Solutions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

NR 508 Week 3 RX Writing Assignment: Prednisone 10 mg

NR 508 Week 3 RX Writing Assignment: Metoprolol 50mg

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

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

NR 508 Week 4 Mid-term Exam (Collection)

NR 508 Week 4 Midterm Possible Questions-Answers

NR 508 Week 4 Midterm Possible Questions plus Study Guide

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

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

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

NR 508 Week 4 Midterm Exam Material

NR 508 Week 4 Midterm Exam (Package)

NR 508 Week 4 Midterm: Version 3 (Retired)

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

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

NR 508 Week 5 Case Study Discussion: Case of Maria

NR 508 Week 6 Grand Rounds Assignment Using Kaltura

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

NR 508 Week 6 Test Your Knowledge (Summer 2020)

NR 508 Test Your Knowledge (Summer 2020)

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

NR 508 Week 6 Grand Rounds Presentation, Quiz Collection

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

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

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

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

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

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

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

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

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

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

NR 508 Week 6 Grand Rounds Presentation Assignment

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

NR 508 Weeks 6, 7 Grand Rounds Topics Overview

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

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

NR 508 Week 7 RX Writing Assignment Metoprolol tartrate 50 mg

NR 508 Week 7 RX Writing Assignment Prednisone 10 mg

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

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

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

NR 508 Week 7 Review Questions with Answers

NR 508 Week 7 Bundle: Assignment, Quiz Collection

NR 508 Week 8 Final Exam Summary

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

NR 508 Week 4 Midterm: Version 2 (Retired)

NR 508 Week 4 Midterm: Version 1 (Retired)

TestBank: NR 508 Midterm plus Final Exam Preparation

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

TestBank: NR 508 Final Exam Preparation

NR 508 Final Exam (Retired)

NR 508 Week 8 Final Exam (Retired)

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

NR 508 Week 8 Final Exam Study Guide: 3 Versions

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Syllabus Overview

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

Course Description

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

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

Textbooks and Resources

Required Textbooks

The following books are required for this course:

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

Information regarding supplementary material, software, etc.

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

Optional Textbooks

The following books are required for this course:

Book Title

Information regarding supplementary material, software, etc.

Physical Books and Supplies

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

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

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

Step 3: Access the Desktop and Mobile Versions

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

Already Registered?   3 Ways to Access Your eBooks

Online

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

Desktop

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

Mobile

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

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

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

 

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

Access E-Book

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

 

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

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

Step 3: Access the Desktop and Mobile Versions

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

Already Registered?   3 Ways to Access Your eBooks

Online

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

Desktop

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

Mobile

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

Program Outcomes

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

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

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

NR-508: Advanced Pharmacology Course: A Comprehensive Guide

NR 508 Entire Coursework Weeks 1 – 8:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

NR 508 Week 2 Case Study Discussion:

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

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

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

NR 508 Week 2 RX Writing Assignment:

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

NR 508 Week 2 RX Writing Assignment:

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

NR 508 Week 2 RX Writing Assignment:

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

NR 508 Week 3 Bundle:

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

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

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

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

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

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

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

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

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

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

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

NR 508 Week 4 Midterm Possible Questions-Answers:

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

NR 508 Week 4 Midterm Possible Questions plus Study Guide:

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

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

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

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

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

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

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

NR 508 Week 4 Midterm Exam Material:

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

NR 508 Week 4 Midterm Exam (Package):

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

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

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

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

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

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

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

NR 508 Week 6 Grand Rounds Assignment Using Kaltura:

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

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

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

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

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

NR 508 Test Your Knowledge (Summer 2020):

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

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

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

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

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

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

NR 508 Week 6 Grand Rounds Presentation:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

NR 508 Week 6 Grand Rounds Presentation Assignment:

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

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

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

NR 508 Weeks 6, 7 Grand Rounds Topics Overview:

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

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

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

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

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

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

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

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

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

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

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

NR 508 Week 8 Final Exam (Collection):

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

NR 508 Week 8 Final Exam Study Guide:

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

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

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

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

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

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

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

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

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

Pharmacology for Advanced Practice Nurses: Test Bank:

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

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

FAQs

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

Answer: When prescribing acyclovir, inform patients:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question: Pharmacokinetic factors that affect prescribing include:

Answer: Pharmacokinetic considerations can influence prescribing:

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

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

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

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

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

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

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

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

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

Answer: Long-term ketoconazole therapy monitoring may include:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question: Clinical judgment in prescribing includes:

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

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

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

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

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

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

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

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

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

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

Course Schedule

Week, COs, and Topics Readings Assignments
Week 1

CO 1, 2, 3, 4

Pharmacokinetics, Pharmacodynamics, Art of Pharmacotherapeutics, Reproductive System Medications and Drug-OTC-Herbal Interactions

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

  • Chapter 1: Prescriptive Authority and Role Implementation: Tradition versus Change
  • Chapter 2: Historical Review of Prescriptive Authority: The Role of Nurses (NPs, CNMs, CRNAs, and CNSs) and Physicians Assistants
  • Chapter 3: Pharmacokinetic and Pharmacodynamic Principles
  • Chapter 7: Over-the-Counter Medications
  • Chapter 8: Complementary and Alternative Therapies
  • Chapter 9: Establishing the Therapeutic Relationship
  • Chapter 10: Practical Tips on Writing Prescriptions
  • Chapter 11: Evidence-Based Decision Making and Treatment Guidelines
  • Chapter 12: Design and Implementation of Patient Education
  • Chapter 54: Contraceptives
  • Chapter 55: Hormone Replacement Therapy
  • Chapter 56: Drugs for Breast Cancer
  • Chapter 71: Weight Management
 Case Study Discussion

Quiz
Week 2

CO 5

Metabolic Syndrome I and II/Diabetes-Co-Morbidities,  Hypertension, and Hyperlipidemia

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

  • Chapter 17: Hypertension and Miscellaneous Antihypertensive Medications
  • Chapter 18: Coronary Artery Disease and Antianginal Medications
  • Chapter 21: Calcium Channel Blockers
  • Chapter 24: Antihyperlipidemic Agents
  • Chapter 52: Thyroid Medications
  • Chapter 53: Diabetes Mellitus Agents
 Case Study Discussion

Quiz
Week 3

CO 5

Cardiovascular Disease: Heart Failure, Atrial Fibrillation, and Gastrointestinal Disorders

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

  • Chapter 19: Heart Failure and Digoxin
  • Chapter 20: B-Blockers
  • Chapter 22: ACE Inhibitors and Angiotensin Receptor Blockers
  • Chapter 23: Antiarrhythmic Agents
  • Chapter 25: Agents That Act on Blood
  • Chapter 26: Antacids and the Management of GERD
  • Chapter 27: Histamine-Blockers and Proton Pump Inhibitors
  • Chapter 28: Laxatives
  • Chapter 29: Antidiarrheals
  • Chapter 30: Antiemetics
  • Chapter 31: Medications for Irritable Bowel Syndrome and Other Gastrointestinal Problems
  • Chapter 32: Diuretics
 Case Study Discussion

Quiz
Week 4

CO 1, 3, 4, 5

Depression (anti-depressants), Anti-anxiety, and Psychopharmacology

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

  • Chapter 41: Medications for Attention-Deficit/Hyperactivity Disorder
  • Chapter 42: Medications for Dementia
  • Chapter 45: Antiepileptics
  • Chapter 46: Antiparkinson Agents
  • Chapter 47: Antidepressants
  • Chapter 48: Antianxiety and Antiinsomnia Agents
  • Chapter 49: Antipsychotics
  • Chapter 50: Substance Abuse
  • Chapter 72: Smoking Cessation
 Midterm exam
Week 5

CO 1, 3

Anti-infectives

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

  • Chapter 33: Male Genitourinary Agents
  • Chapter 34: Agents for Urinary Incontinence and Urinary Analgesia
  • Chapter 57: Principles for Prescribing Anti-infectives
  • Chapter 58: Treatment for Specific Infections and Miscellaneous Antibodies
  • Chapter 59: Penicillins
  • Chapter 60: Cephalosporins
  • Chapter 61: Tetracyclines
  • Chapter 62: Macrolides
  • Chapter 63: Fluoroquinolones
  • Chapter 64: Aminoglycosides
  • Chapter 65: Sulfonamides
  • Chapter 66: Antitubercular Agents
  • Chapter 67: Antifungals
  • Chapter 68: Antiretroviral Medications
  • Chapter 69: Antiviral and Antiprotozoal Agents
 Case Study Discussion

Quiz
Week 6

CO 3

Anti-Inflammatory and Analgesics

(Gout and Acetaminophen Toxicity)

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

  • Chapter 35: Acetaminophen
  • Chapter 36: Aspirin and Nonsteroidal Antiinflammatory Medications
  • Chapter 37: Disease-Modifying Antirheumatic Medications and Immune Modulators
  • Chapter 38: Gout Medications
  • Chapter 39: Osteoporosis Treatment
  • Chapter 40: Muscle Relaxants
  • Chapter 43: Analgesia and Pain Management
  • Chapter 44: Migraine Medications
 Case Study Discussion

Quiz
Week 7

CO 3

Pulmonary/Respiratory Agents: Asthma, and Drug Mechanisms

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

  • Chapter 13: Dermatologic Agents
  • Chapter 14: Eye, Ear, Throat, and Mouth
  • Chapter 15: Upper Respiratory Agents
  • Chapter 16: Asthma and Chronic Obstructive Pulmonary Disease Medications
  • Chapter 51: Glucocorticosteroids
 Reflection

Quiz
Week 8

CO 6

Unrelated Topics in Pharmacology

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

  • Chapter 4: Special Populations: Geriatrics
  • Chapter 5: Special Populations: Pediatrics
  • Chapter 6: Special Populations: Pregnant and Nursing Women
  • Chapter 70:The Immune System and Immunizations
  • Chapter 73: Vitamins and Minerals
 Final exam

Late Assignment Policy

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

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

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

Evaluation Methods

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

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

No extra credit assignments are permitted for any reason.

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

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

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

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

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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

Participation for MSN

Participation Guidelines

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

Grading Rubric

Criteria Exceptional

Outstanding or highest level of performance

 Exceeds

Very good or high level of performance

 Meets

Satisfactory level of performance

 Needs Improvements

Poor or failing  level of performance

 Developing

Unsatisfactory level of performance
 Total Points Possible= 135
 40 Points  35 Points 32 Points   15 Points   0 Points
Application of Course Knowledge Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, and are applicable to the discussion/case presentation.

 

 Student fully answers  discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, but may be lacking some applicability to the discussion/case presentation.

 

 Student fully answers discussion questions in Parts One, Two, and Three but some responses have limited perspectives and insights, and have limited application to discussion/case presentation, or only two of the three posts have been fully answered.

 

 Student fully answers discussion questions in Parts One, Two, and Three but posts are not consistent with current practice, or only one post has been fully answered.

 

 Student does not fully answer discussion questions in all of the parts or responses offer neither insight,nor application to discussion/case presentation.

 
  40 Points    35 Points 32 Points   15 Points  0 Points
Support from Evidence-Based Practice (EBP) All three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.

 

 All three discussion posts are from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.

 

However, evidence-based, peer reviewed journal articles that are cited may not fully support the discussion in any one area.

 Two of the three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided. Only one of the discussion posts are supported from appropriate sources which are: 1) scholarly in nature, 2) published within the last 5 years, and; 3) in-text citations and full references are provided. Discussion posts One, Two, and Three contain no evidence- based practice references or citations.

 

*Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO for this section for the week.
    10 Points 9 Points 8 Points   4 Points   0 Points
Organization Discussion posts One, Two, and Three present case study findings in a logical, meaningful, and understandable sequence.

 

 Discussion posts One, Two, and Three present case study findings which are sometimes unclear to follow.

 

 Discussion posts present case findings in a logical and understandable method but one of the discussion parts contain a significant error. Discussion posts are sometimes unclear to follow and/or there are significant errors in two discussion parts.

 

 Discussion posts are not presented in a logical, understandable sequence and/or there are significant errors in ALL THREE discussion parts.

 
    40 Points   35 Points   32 Points 15 Points  0 Points
Interactive Dialogue Presents case study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in parts one, two and three.

 

A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.

 

 Presents case study findings and responds substantively to at least one topic-related post of a peer. Does include evidence from appropriate sources.

 

Responds to some direct faculty questions posted in parts one, two and three.

 

 

A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.

   Responds to a student peer and/or faculty questions but the posts adds limited content or insights to the discussion.

 

Does include evidence from appropriate sources

 

 Responds to a student peer and/or faculty, but the nature of the response is not substantial.

 

Does not include evidence from any resources.

 

 Does not respond to a topic-related peer post and/or does not respond to faculty questions by Sunday.

 
  5 Points   4 Points   3 Points   2 Points   0 Points  
Grammar, Syntax, APA APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.

 

 Two to four errors in APA format, grammar, spelling, and syntax noted.

 

 Five to seven errors in APA format, grammar, spelling, and syntax noted.

 

 Eight to nine errors in APA format, grammar, spelling, and syntax noted.

 

 Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.

 
  0 Points Deducted   10% Deduction per Day for Late Discussion Post   33 Points Deducted per Omitted/Late Discussion Part
Participation Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT. 

 

 Ten percent (10%) per day for each late discussion post.

*See Calculating Late Posting Penalty Document

 

 

 Written submissions will not be accepted after Sunday 11:59 p.m. MT of the week they are due.

Thirty three (33) points deducted per part if Part 1, Part 2 or 3 is/are not submitted by Sunday by 11:59 p.m. MT of the week they are due

 
* Refer to “What is a Scholarly Source” and “Reference Guide for FNP Case Studies” in the “Course Resources” section

** Part Three discussion CLOSES at Sunday 11:59 p.m. MT deductions will apply once discussion has closed.

Webliography Disclaimer

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

Professional Portfolio

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

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

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