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NRNP 6635 – Psychopathology and Diagnostic Reasoning Course Assignments & Discussions Study Guide

NRNP 6635 – Psychopathology and Diagnostic Reasoning Course Description

3 credits

Psychiatric-mental health nurse practitioners (PMHNPs) need to have the knowledge and skills to provide comprehensive mental health evaluations in a safe and competent manner. In this course, students can learn how to use knowledge of psychopathology and diagnostic reasoning for health promotion and psychiatric assessment, and to develop differential diagnosis for patients with psychiatric and substance use disorders across the life span.

Prerequisites

• NURS 6501
• NURS 6512
• NURS 6521
• NURS 6052
• NURS 6630

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NRNP 6635 – Psychopathology and Diagnostic Reasoning Course Syllabus & Assignments Summary

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice

NRNP 6635 Week 2: Practicum Experience Plan

NRNP 6635 Week 3: Mood Disorders

NRNP 6635 Week 4: Anxiety Disorders, PTSD, and OCD

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation; Midterm Clinical Evaluation

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders

NRNP 6635 Week 7: Comprehensive Psychiatric Evaluation and Patient Case Presentation

NRNP 6635 Week 8: Substance-Related and Addictive Disorders

NRNP 6635 Week 9:  Comprehensive Psychiatric Evaluation

You can also read another study guide on nursing assignments for students from another post on NRNP 6645 – Psychotherapy With Multiple Modalities Course Assignments & Discussions.

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

 

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Assignment 1: Practicum Site Information	Submit Assignment 1 by Day 7.
Assignment 2: Clinical Skills and Procedures Self-Assessment	Submit Assignment 2 by Day 7.
Assignment 3: Clinical Hour and Patient Logs	Track your clinical hours and patient encounters in Meditrek throughout this Practicum course.

You can also read other assignment examples for the NRNP 6635 – Psychopathology and Diagnostic Reasoning Course below:

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Example

NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

Tell me and I forget, teach me and I may remember, involve me and I learn.

—Xun Kuang, Chinese Confucian philosopher

 

Welcome to your Psychopathology and Diagnostic Reasoning Practicum! The practicum experience is an experiential learning opportunity, which allows you to gain and refine your clinical nursing skills under the mentorship of a Preceptor. As you engage with patients in the practicum setting, your involvement will extend your learning about a variety of psychiatric and mental healthcare needs for patients across the lifespan.

Throughout the next 11 weeks, you will evaluate your skill development, reflect on patient encounters, and generate goals related to your growth as an advanced practice nurse. This week, you start by assessing your strengths and opportunities related to Psychiatric-Mental Health Nurse Practitioner (PMHNP) clinical skills.

Learning Objectives

Students will:

• Complete Practicum site form
• Assess clinical skills and procedures related to advanced nursing practice
• Develop measurable goals and objectives for the practicum experience
• Describe clinical hours and patient encounters

Learning Resources

Required Readings (click to expand/reduce)

Assignment

Practicum Manual Acknowledgment

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

• Field Experience: MSN Nurse Practitioner Practicum Manual

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

Optional Discussion Forum: PMHNP Study Support Lounge

The PMHNP Study Support Lounge is offered throughout the course as a place of academic refuge, where you can ask questions, offer insights, and interact with your peers. Your Instructor may also weigh in to provide global feedback to the group based on trends, common problems, and common strengths in student posts.

As a peer, you are encouraged to provide constructive, helpful feedback to your peers. Advanced practice nurses always benefit from the feedback of others. Your Study Support Lounge posts may be procedural (“How do I attach a Kaltura video to a Discussion post?”), conceptual (“How does this relate to the other therapy approaches we have studied?”), or analytical (“What do these diagnostic results actually mean in the context of this specific patient case?”). Although not mandatory, this is an opportunity to interact and study together as you navigate the assignments, so you are highly encouraged to take part in this activity. Full participation in activities like these is a statistically significant predictor of success.

To Participate in this Optional Discussion:

PMHNP Study Support Lounge

Assignment 1: Practicum Site Information

Photo Credit: EscoLux / E+ / Getty Images

Prior to starting the course, you should have applied for a practicum site following the guidelines for Psychiatric-Mental Health Nurse Practitioner (PMHNP) practice. Now it is time to make it official. For this Assignment, you provide your Clinical Faculty with information about your practicum site, your Preceptor, and your clinical calendar.

To prepare:

• Verify that your practicum application has been approved by logging in to Meditrek.
• Access the Practicum Site Information Form from the Learning Resources.

Assignment

Complete the designated areas of the Practicum Site Information Form. Include your practicum site and contact information; your Preceptor and contact information; and a schedule of when you plan to engage in onsite practicum activities.

Students must provide their schedule in the form of a monthly calendar with the time written out on the appropriate date. For example, writing 8 hours on the 5th day of the monthly calendar slot is not acceptable.  You must enter 8am-4pm or 10pm-6pm in the day slot of the monthly calendar.  Students need to complete the calendar for the whole quarter to demonstrate to the faculty the total number of hours to be completed this quarter.

NOTE: Students have a responsibility to notify faculty of any schedule changes throughout the quarter. 

By Day 7

Submit your completed Practicum Site Information Form.

Submission and Grading Information

Submit Your Assignment by Day 7

To participate in this Assignment:

Week 1 Assignment 1

Assignment 2: Clinical Skills Self-Assessment

Photo Credit: AndreyPopov / iStock / Getty Images Plus / Getty Images

Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing.

The PRAC 6635 Clinical Skills List and PRAC 6635 Clinical Skills Self-Assessment Form, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum experience.

For this Assignment, you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind.

To prepare:

• Review the clinical skills in the PRAC 6635 Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.
• Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.
• Download the PRAC 6635 Clinical Skills Self-Assessment Form to complete this Assignment.

Assignment

Use the PRAC 6635 Clinical Skills Self-Assessment Form to complete the following:

• Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.
• Based on your ratings, summarize your strengths and opportunities for improvement.
• Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

By Day 7

Submit your completed Clinical Skills Self-Assessment Form.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK1Assgn2+last name+first initial.(extension)” as the name.
• Click the Week 1 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 1 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn2+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 1 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 1 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7 of Week 1

To participate in this Assignment:

Week 1 Assignment 2

Assignment 3: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log

For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion to be counted. You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours. Students with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours.

You may not complete your hours sooner than 8 weeks.  By the end of Week 1, make sure you confirm your Preceptor and clinical faculty are set up in Meditrek.

Each log entry must be linked with an individual practicum learning objective or a graduate program objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

• Dates
• Course
• Clinical Faculty
• Preceptor
• Total Time (for the day)
• Notes/Comments–including the objective to which the log entry is aligned

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 patients by the end of this practicum.

The patient log must include the following:

• Date
• Course
• Clinical Faculty
• Preceptor
• Patient Number
• Client Information
• Visit Information
• Practice Management
• Diagnosis
• Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter

Record your clinical hours and patient encounters in Meditrek.

What’s Coming Up in Week 2?

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

Next week, you will coordinate an email with your Clinical Faculty and Preceptor for orientation and onboarding, as well as to discuss goals and any related questions. You will continue recording your clinical hours and patient encounters in Meditrek. You will also engage in reading to bolster your confidence in psychiatric interviewing.

Looking Ahead: Practicum Experience Plan (PEP)

Now that you have completed your self-assessment in Week 1, you will begin developing your Practicum Experience Plan (PEP) in Week 2. Your self-assessment will inform your plan. Please take the time to review your PEP Assignment in Week 2 and plan your time accordingly.

Practicum – Upcoming Deadline

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

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

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

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

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

To go to the next week:

Week 2

Week 2: Practicum Experience Plan

 

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Reminder: Orientation Communication	Complete your orientation email by Day 7.
Assignment 1: Clinical Hour and Patient Logs	Record your clinical hours and patient encounters in Meditrek.
Assignment 2: Practicum Experience Plan (PEP)	Submit Assignment 2 by Day 7.

 

When setting sharp, clearly defined goals and objectives, you focus on what you wish to accomplish and how and when you will get there. Based on your assessment of your strengths and opportunities related to psychiatric-mental health nurse practitioner (PMHNP) clinical skills, you can develop goals and objectives for your clinical practicum that can guide your activities. What are some steps you can take on the way to a larger goal? How might you gain confidence in a clinical skill or seek out more opportunities to practice? What external activities might boost your professionalism or enhance your skill set? As you settle in at your practicum site, keep these questions in mind.

This week, you continue engaging with patients at your practicum site, recording your time and experiences in your Clinical Hour and Patient Logs. You will also develop a Practicum Experience Plan (PEP) made up of goals and objectives designed to formally identify specific categories of clinical skills and procedures you wish to achieve during your practicum experience. Finally, through this week’s reading selections, you can deepen your understanding of the psychiatric interview.

Learning Objectives

Students will:

• Describe clinical hours and patient encounters
• Develop a Practicum Experience Plan
• Create a timeline of practicum activities based on your practicum requirements

Learning Resources

Required Readings (click to expand/reduce)

Reminder: Orientation Communication

Photo Credit: Ellagrin / iStock / Getty Images Plus / Getty Images

This week, you must coordinate an introductory email with your Clinical Faculty and Preceptor. The purpose of this communication is for orientation and onboarding, goals discussion, and questions.

By Day 7

Complete your orientation email and send to your faculty and preceptor. Attach your clinical schedule calendar developed in Week 1 in your email. Include a summary of your goals and objectives for this practicum experience.

Assignment 1: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log

For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion to be counted. You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours. Students with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours. You may not complete your hours sooner than 8 weeks.

Each log entry must be linked with an individual practicum learning objective or a graduate program objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

• Dates
• Course
• Clinical Faculty
• Preceptor
• Total Time (for the day)
• Notes/Comments–including the objective to which the log entry is aligned

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 patients by the end of this practicum.

The patient log must include the following:

• Date
• Course
• Clinical Faculty
• Preceptor
• Patient Number
• Client Information
• Visit Information
• Practice Management
• Diagnosis
• Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter

Record your clinical hours and patient encounters in Meditrek.

Assignment 2: Practicum Experience Plan (PEP)

Photo Credit: Getty Images

As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep psychiatric assessment and diagnostic reasoning in mind.

To Prepare

• Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the Practicum help you achieve these aims?
• Review the information related to developing objectives provided in this week’s Learning Resources.  Your practicum learning objectives that you want to achieve during your Practicum experience must be:

• • Specific
  • Measurable
  • Attainable
  • Results-focused
  • Time-bound
  • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)

Note: Please make sure your objectives are outlined in your Practicum Experience Plan (PEP).

• Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.

Assignment

Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) practicum learning objectives you will use to facilitate your learning during the practicum experience.

By Day 7

Submit the Practicum Experience Plan for assessment and Faculty approval. When your Instructor has approved your plan, forward the signed PEP to your Preceptor, and retain a copy for your records.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK2Assgn2+last name+first initial.(extension)” as the name.
• Click the Week 2 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 2 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn2+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 2 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To participate in this Assignment:

Week 2 Assignment

What’s Coming Up in Week 3?

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

Next week, you will engage in reading to bolster your confidence in diagnosing mood disorders. Additionally, you will track your clinical hours and patient encounters in Meditrek.

To go to the next week:

Week 3

Week 3: Mood Disorders

 

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Assignment: Clinical Hour and Patient Logs	Record your clinical hours and patient encounters in Meditrek.

 

Mood disorders such as depression are some of the most common disorders that you may encounter in clinical practice. They often appear as comorbidities with other issues, such as chronic illness, anxiety disorders, PTSD, or drug or alcohol dependence. As you develop fluency in assessing for and diagnosing mood disorders at your practicum site, remember to frequently consult the DSM-5-TR and your preceptor for guidance in formulating differential diagnoses.

This week, you engage with resources that support your growing knowledge of mood disorders. You also continue to track clinical hours and patient encounters in Meditrek.

Learning Objectives

Students will:

• Describe clinical hours and patient encounters

Learning Resources

Required Readings (click to expand/reduce)

Assignment: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log

For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion to be counted. You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours. Students with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours. You may not complete your hours sooner than 8 weeks.

Each log entry must be linked with an individual practicum learning objective or a graduate program objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

• Dates
• Course
• Clinical Faculty
• Preceptor
• Total Time (for the day)
• Notes/Comments–including the objective to which the log entry is aligned

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 patients by the end of this practicum.

The patient log must include the following:

• Date
• Course
• Clinical Faculty
• Preceptor
• Patient Number
• Client Information
• Visit Information
• Practice Management
• Diagnosis
• Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter

Record your clinical hours and patient encounters in Meditrek.

What’s Coming Up in Week 4?

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

Next week, you will continue your clinical hour and patient logs in Meditrek. The week’s resource selections will also support your knowledge of assessing and diagnosing anxiety disorders, PTSD, and OCD.

Next Week

To go to the next week:

Week 4

 Week 4: Anxiety Disorders, PTSD, and OCD

 

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Assignment: Clinical Hour and Patient Logs	Record your clinical hours and patient encounters in Meditrek.

 

Your weekly practicum Learning Resources mirror those content areas in the pre- or co-requisite companion course, NRNP 6635. Thus, this week, the Learning Resources support your knowledge of the assessment and diagnosis of anxiety disorders, PTSD, and OCD. It is recognized that at your site, you likely are seeing patients with a variety of disorders. Consult your course texts, as needed, to support the experiences you are encountering at your site. If you encountered a patient at your practicum site with an anxiety disorder, consider what patient factors and behaviors you think might impact the disorder. Also, consider steps you might take to mitigate the risk of misdiagnosing an anxiety disorder. As you progress in your clinical practicum, you continue to use Meditrek to record your time and patient encounters, thoughtfully considering the skills you are gaining.

Learning Objectives

Students will:

• Describe clinical hours and patient encounters

Learning Resources

Required Readings (click to expand/reduce)

Assignment : Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log

For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion to be counted. You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours. Students with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours. You may not complete your hours sooner than 8 weeks.

Each log entry must be linked with an individual practicum learning objective or a graduate program objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

• Dates
• Course
• Clinical Faculty
• Preceptor
• Total Time (for the day)
• Notes/Comments–including the objective to which the log entry is aligned

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 patients by the end of this practicum.

The patient log must include the following:

• Date
• Course
• Clinical Faculty
• Preceptor
• Patient Number
• Client Information
• Visit Information
• Practice Management
• Diagnosis
• Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter

Record your clinical hours and patient encounters in Meditrek.

What’s Coming Up in Week 5?

Comprehensive Psychiatric Evaluation and Patient Case Presentation

Next week, you will select a clinical patient from your practicum setting and complete a Comprehensive Psychiatric Evaluation to document information about the patient and formulate differential diagnoses. Based on this evaluation, you will then develop a case presentation on this patient.

Midterm Clinical Evaluation in Meditrek

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

By Day 7 of Week 5, your Preceptor will be required to complete your Midterm Evaluation in the Meditrek system.

Ensure that both you and your Preceptor have submitted the required online evaluation in the Meditrek system. You must complete all fields in the log and have your Preceptor verify your completed hours in Meditrek. There is nothing to submit in the classroom for this assignment; it is submitted through Meditrek.

Next Week

To go to the next week:

Week 5

Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation; Midterm Clinical Evaluation

 

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Assignment 1: Clinical Hour and Patient Logs	Record your clinical hours and patient encounters in Meditrek.
Assignment 2: Comprehensive Psychiatric Evaluation and Case Presentation	Submit by Day 7.
Assignment 3: Midterm Evaluation	Your Preceptor will evaluate your clinical skills by Day 7.

 

Consider the experiences you have had thus far, either in the healthcare workplace or at your practicum site. As you likely know, a nurse’s job does not begin and end with one-to-one patient contact. It includes meetings, documentation, trainings, and collaboration. In particular, the nurse is a member of an interdisciplinary team and must use oral and written communication to inform others of a patient’s status. A central skill of advanced practice nursing, then, is the ability to present a patient’s history, symptoms, diagnosis, and treatment plan to relevant parties involved in treatment.

This week, in addition to your Meditrek tracking, you will develop a comprehensive psychiatric evaluation and video case presentation on one of the patients you have interacted with in your clinical practicum. Also, as you approach the halfway point of your practicum, your Preceptor will assess your clinical skills this week in a Midterm Clinical Evaluation.

Learning Objectives

Students will:

• Describe clinical hours and patient encounters
• Assess patients across the lifespan in mental health settings
• Formulate differential diagnoses for patients in mental health settings across the lifespan
• Develop a case study presentation based on a clinical patient
• Compare preceptor evaluation with self-evaluation to assimilate level of clinical performance

Learning Resources

Required Readings (click to expand/reduce)

Assignment 1 : Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log

For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion to be counted. You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours. Students with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours. You may not complete your hours sooner than 8 weeks.

Each log entry must be linked with an individual practicum learning objective or a graduate program objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

• Dates
• Course
• Clinical Faculty
• Preceptor
• Total Time (for the day)
• Notes/Comments–including the objective to which the log entry is aligned

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 patients by the end of this practicum.

The patient log must include the following:

• Date
• Course
• Clinical Faculty
• Preceptor
• Patient Number
• Client Information
• Visit Information
• Practice Management
• Diagnosis
• Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter

Record your clinical hours and patient encounters in Meditrek.

Assignment 2: Comprehensive Psychiatric Evaluation and Patient Case Presentation

Photo Credit: Pexels

Comprehensive psychiatric evaluations are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Comprehensive notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.

For this Assignment, you will document information about a patient that you examined during the last 5 weeks, using the Comprehensive Psychiatric Evaluation Template provided. You will then use this note to develop and record a case presentation for this patient.

To Prepare

• Select a patient that you examined during the last 5 weeks. Review prior resources on the disorder this patient has.

• • It is recommended that you use the Kaltura Personal Capture tool to record and upload your assignment.
  • Review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura Personal Capture video. The Personal Capture Quickstart Guide will walk you through creating your video, uploading it to Blackboard and placing it into the assignment area.
• Conduct a Comprehensive Psychiatric Evaluation on this patient using the template provided in the Learning Resources. There is also a completed exemplar document in the Learning Resources so that you can see an example of the types of information a completed evaluation document should contain. All psychiatric evaluations must be signed, and each page must be initialed by your Preceptor. When you submit your document, you should include the complete Comprehensive Psychiatric Evaluation as a Word document, as well as a PDF/images of each page that is initialed and signed by your Preceptor. You must submit your document using SafeAssign. Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Late Policies.
• Develop a video case presentation, based on your progress note of this patient, that includes chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis, including differentials that were ruled out.
• Include at least five (5) scholarly resources to support your assessment and diagnostic reasoning.
• Ensure that you have the appropriate lighting and equipment to record the presentation.

Assignment

Record yourself presenting the complex case for your clinical patient.

Do not sit and read your written evaluation! The video portion of the assignment is a simulation to demonstrate your ability to succinctly and effectively present a complex case to a colleague for a case consultation. The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.

In your presentation:

• Dress professionally and present yourself in a professional manner.
• Display your photo ID at the start of the video when you introduce yourself.
• Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
• Present the full case. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis, including differentials that were ruled out.
• Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.

Be succinct in your presentation, and do not exceed 8 minutes. Address the following:

• Subjective: What details did the patient provide regarding their personal and medical history? What are their symptoms of concern? How long have they been experiencing them, and what is the severity? How are their symptoms impacting their functioning?
• Objective: What observations did you make during the interview and review of systems?
• Assessment: What were your differential diagnoses? Provide a minimum of three (3) possible diagnoses. List them from highest to lowest priority. What was your primary diagnosis, and why?
• Reflection notes: What would you do differently in a similar patient evaluation? Reflect on one social determinant of health according to the HealthyPeople 2030 (you will need to research) as applied to this case in the realm of psychiatry and mental health.  As a future advanced provider, what are one health promotion activity and one patient education consideration for this patient for improving health disparities and inequities in the realm of psychiatry and mental health? Demonstrate your critical thinking.

By Day 7

Submit your Video and Comprehensive Psychiatric Evaluation. You must submit two (2) files for the evaluation, including a Word document and scanned PDF/images of each page that is initialed and signed by your Preceptor.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK5Assign2+last name+first initial.(extension)” as the name.
•  Click the Week 5 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 5 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn2+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 5 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 5 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7 of Week 5

To participate in this Assignment:

Week 5 Assignment 2

Assignment 3: Midterm Clinical Evaluation in Meditrek

Photo Credit: Pixabay

Now that you have been working at your practicum site for more than a month, it is time to test your skills. Your Preceptor will now assess your clinical skills in a midterm clinical evaluation. In preparation for your evaluation, you may wish to review your PMHNP Clinical Skills List and Resource Review document, as well as revisit the goals and objectives you established in Weeks 1 and 2.

To Prepare

Check with your Preceptor to verify that they have received Meditrek credentials.

Following your midterm evaluation, your Clinical Faculty and Preceptor will meet privately to discuss your results and feedback. Once you receive your feedback, compare your Preceptor’s evaluation with your self-evaluation to better understand your clinical performance.

Clinical Evaluation Grades

Your clinical instructor will complete an evaluation with feedback from your preceptor and evaluation of your work.    Meditrek calculates an average score which will be used to determine the score that will be entered into Blackboard for your evaluation grade.

By Day 7

Your evaluation should be completed by your Preceptor.

Grading Criteria

Week 5 Midterm Evaluation Rubric

What’s Coming Up in Week 6?

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

Next week, you will continue to track your clinical hours and patient encounters in Meditrek. You will also engage in reading to bolster your confidence in assessing and diagnosing neurocognitive, neurodevelopmental, eating, and somatic symptom disorders.

Next Week

To go to the next week:

Week 6

Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders

 

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Assignment: Clinical Hour and Patient Logs	Record your clinical hours and patient encounters in Meditrek.

 

This week, you will continue to engage with Meditrek, recording your clinical hours and patient encounters. You will also reinforce your knowledge about assessment and diagnosis of neurocognitive, neurodevelopmental, eating, and somatic symptom-related disorders through the resource selections. As you think about the patients in your clinical setting who may have one of these types of disorders, consider the strategies you would use to facilitate the treatment and management process while providing patient education and support.

Learning Objectives

Students will:

• Describe clinical hours and patient encounters

Learning Resources

Required Readings (click to expand/reduce)

Assignment: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log

For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion to be counted. You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours. Students with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours. You may not complete your hours sooner than 8 weeks.

Each log entry must be linked with an individual practicum learning objective or a graduate program objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

• Dates
• Course
• Clinical Faculty
• Preceptor
• Total Time (for the day)
• Notes/Comments–including the objective to which the log entry is aligned

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 patients by the end of this practicum.

The patient log must include the following:

• Date
• Course
• Clinical Faculty
• Preceptor
• Patient Number
• Client Information
• Visit Information
• Practice Management
• Diagnosis
• Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter

Record your clinical hours and patient encounters in Meditrek.

What’s Coming Up in Week 7?

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

Next week, you will complete another comprehensive psychiatric evaluation and case presentation on a clinical patient that you examined during the last 2 weeks. This should be a patient who presented with any disorder other than the one you selected for your Week 5 presentation. Additionally, you will continue your clinical hour and patient logs in Meditrek. You will also review resource selections that support your assessment and diagnosis of schizophrenia, other psychotic disorders, and medication-induced movement disorders.

Next Week

To go to the next week:

Week 7: Comprehensive Psychiatric Evaluation and Patient Case Presentation

 

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Assignment 1: Clinical Hour and Patient Logs	Record your clinical hours and patient encounters in Meditrek.
Assignment 2: Comprehensive Psychiatric Evaluation and Patient Case Presentation	Submit by Day 7.

 

At your practicum site, you have been strengthening your communication, diagnostic, procedural, and treatment planning skills. This week, you highlight these skills as you present a complete case in a video, just as you did in Week 5. You also continue to track your clinical time and patients in Meditrek.

Your readings this week reinforce your knowledge about assessment and diagnosis of psychotic and medication-induced movement disorders. As you think about the patients in your clinical setting who may have a psychotic or medication-induced movement disorder, consider the strategies you would use to facilitate the treatment and management process while providing patient education and support.

Learning Objectives

Students will:

• Describe clinical hours and patient encounters
• Assess patients across the lifespan in mental health settings
• Formulate differential diagnoses for patients in mental health settings across the lifespan
• Develop a case study presentation based on a clinical patient

Learning Resources

Required Readings (click to expand/reduce)

Assignment 1: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log

For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion to be counted. You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours. Students with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours. You may not complete your hours sooner than 8 weeks.

Each log entry must be linked with an individual practicum learning objective or a graduate program objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

• Dates
• Course
• Clinical Faculty
• Preceptor
• Total Time (for the day)
• Notes/Comments–including the objective to which the log entry is aligned

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 patients by the end of this practicum.

The patient log must include the following:

• Date
• Course
• Clinical Faculty
• Preceptor
• Patient Number
• Client Information
• Visit Information
• Practice Management
• Diagnosis
• Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter

Record your clinical hours and patient encounters in Meditrek.

Assignment 2: Comprehensive Psychiatric Evaluation and Patient Case Presentation

Photo Credit: Pexels

Comprehensive psychiatric evaluations are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Comprehensive notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.

For this Assignment, you will document information about a patient that you examined during the last 2 weeks, using the Comprehensive Psychiatric Evaluation Template provided. You will then use this note to develop and record a case presentation for this patient.

To Prepare

• Review this week’s Learning Resources and consider the insights they provide about assessment and diagnosis. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
• Select a patient that you examined during the last 2 weeks who presented with a disorder other than the one present in your selected case for Week 5.
• Conduct a Comprehensive Psychiatric Evaluation on this patient using the template provided in the Learning Resources. There is also a completed exemplar document in the Learning Resources so that you can see an example of the types of information a completed evaluation document should contain. All psychiatric evaluations must be signed, and each page must be initialed by your Preceptor. When you submit your document, you should include the complete Comprehensive Psychiatric Evaluation as a Word document, as well as a PDF/images of each page that is initialed and signed by your Preceptor. You must submit your document using SafeAssign.
  Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Late Policies.
• Develop a video case presentation, based on your evaluation of this patient, that includes chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis, including differentials that were ruled out.
• Include at least five (5) scholarly resources to support your assessment and diagnostic reasoning.
• Ensure that you have the appropriate lighting and equipment to record the presentation.

Assignment

Record yourself presenting the complex case for your clinical patient.

Do not sit and read your written evaluation! The video portion of the assignment is a simulation to demonstrate your ability to succinctly and effectively present a complex case to a colleague for a case consultation. The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.

In your presentation:

• Dress professionally and present yourself in a professional manner.
• Display your photo ID at the start of the video when you introduce yourself.
• Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
• Present the full case. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis including differentials that were ruled out.
• Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.

Be succinct in your presentation, and do not exceed 8 minutes. Address the following:

• Subjective: What details did the patient provide regarding their personal and medical history? What are their symptoms of concern? How long have they been experiencing them, and what is the severity? How are their symptoms impacting their functioning?
• Objective: What observations did you make during the interview and review of systems? 
• Assessment: What were your differential diagnoses? Provide a minimum of three (3) possible diagnoses. List them from highest to lowest priority. What was your primary diagnosis and why? 
• Reflection notes: What would you do differently in a similar patient evaluation? Reflect on one social determinant of health according to the HealthyPeople 2030 (you will need to research) as applied to this case in the realm of psychiatry and mental health.  As a future advanced provider, what are one health promotion activity and one patient education consideration for this patient for improving health disparities and inequities in the realm of psychiatry and mental health? Demonstrate your critical thinking.

By Day 7

Submit your Video and Comprehensive Psychiatric Evaluation. You must submit two (2) files for the evaluation, including a Word document and scanned PDF/images of each page that is initialed and signed by your Preceptor.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “Wk7Assgn2+last name+first initial.(extension)” as the name.
• Click the Week 7 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 7 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “Wk7Assgn2+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To participate in this Assignment:

Week 7 Assignment 2

What’s Coming Up in Week 8?

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

Next week, you will continue your clinical hour and patient logs in Meditrek. You will also engage in reading selections to support your confidence in assessing and diagnosing substance-related disorders.

Next Week

To go to the next week:

Week 8

Week 8: Substance-Related and Addictive Disorders

 

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Assignment: Clinical Hour and Patient Logs	Record your clinical hours and patient encounters in Meditrek.

 

Carlat (2017) suggested that an initial diagnostic interview for substance-related disorders should be limited in scope, seeking to establish whether the patient’s behavior meets DSM-5-TR criteria, and to generally assess severity and relationships with comorbidities. A full history of individual, genetic, social, and environmental factors may not be possible during the initial interview. Note that the DSM-5-TR does not use the term addiction, in order to avoid the negative connotation of the word and to reflect the range of use from mild to severe. The advanced practice nurse, too, should seek to avoid stigma and use a non-judgmental approach with patients.

This week, you will reinforce your knowledge of assessment and diagnosis of substance-related disorders through your reading selections. You will also continue to engage with Meditrek, recording your clinical hours and patient encounters.

_{Reference: Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.}

Learning Objective

Students will:

• Describe clinical hours and patient encounters

Learning Resources

Required Readings (click to expand/reduce)

Assignment: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log

For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion to be counted. You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours. Students with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours. You may not complete your hours sooner than 8 weeks.

Each log entry must be linked with an individual practicum learning objective or a graduate program objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

• Dates
• Course
• Clinical Faculty
• Preceptor
• Total Time (for the day)
• Notes/Comments–including the objective to which the log entry is aligned

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 patients by the end of this practicum.

The patient log must include the following:

• Date
• Course
• Clinical Faculty
• Preceptor
• Patient Number
• Client Information
• Visit Information
• Practice Management
• Diagnosis
• Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter

Record your clinical hours and patient encounters in Meditrek.

What’s Coming Up in Week 9?

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

Next week, you will select a clinical patient that you examined during the last 2 weeks who has a disorder other than the ones covered in your Week 5 and Week 7 Assignments. With this patient in mind, you will complete a comprehensive psychiatric evaluation and case presentation. Additionally, you will track your clinical hours and patient encounters in Meditrek. You will also engage in reading to bolster your confidence in assessing and diagnosing personality, paraphilic, and sexual disorders.

Looking Ahead: Final Evaluation

Photo Credit: Ellagrin / iStock / Getty Images Plus / Getty Images

This week, check that your Preceptor has received an email from Meditrek with instructions for your Final Evaluation. The Final Evaluation is completed in Week 10.

Next Week

To go to the next week:

Week 9

Week 9: Comprehensive Psychiatric Evaluation

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

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

3 credits

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

Prerequisites

• NRNP 6550

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

Wk 2 6560 – it a I-Human

WK2 Assignment 6540 SOAP NOTE

I-Human – Exercises – Herniated disk

I-Human Gloria Jenkins- Rank Differential Diagnosis

NRNP 6560 Nancy Penn Week9 I-Human

Midterm 6560 Winter 23 Concepts

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

I-Human Walter Sobchak- History Questions Case Feedback

NRNP 6560 Alignment Chart

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

Course Specific Requirements

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

Important Note for Preceptor and Site Requirements

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

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

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

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

NRNP 6560 – I-Human – Exercises – Herniated disk

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

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

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

NRNP 6560 – Midterm 6560 Winter 23 Concepts

Midterm 6560 Winter 23 Concepts

Week 1

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

Week 2

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

Week 3

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

Week 4

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

Week 5

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

NRNP 6560 – WK2 Assignment 6540 SOAP NOTE

1SOAP NOTE WK 2 Assignment Sample

Walden University

Student Name

RN BSN

Advanced Practice Care of Older Adults

NRNP 6540 Dr. Ann Krriebel

Date

Focused SOAP Note Template

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

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

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

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

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

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

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

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

NRNP 6541 – Primary Care of Adolescents and Children Course Description

3 credits

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

Prerequisites

• NRNP 6531

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

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

NRNP 6541 – Discussion: Getting Started with Pediatrics

NRNP 6541 – Week 1 Discussion

NRNP 6541 – Assignment: i-Human Case Studies

NRNP 6541 – Assignment 2

NRNP 6541 – Practicum Manual Acknowledgment

NRNP 6541 – i-Human Case Study

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

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

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

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

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

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

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

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

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

NRNP 6541 – Midterm Exam

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

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

NRNP 6541 – Midterm Exam

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

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

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

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

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

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

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

Week 1

Week 1: Overview of Growth and Development and Genetic Conditions

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

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

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

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

Learning Objectives

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Discussion: Getting Started with Pediatrics

Photo Credit: Seventyfour / Adobe Stock

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

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

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

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

To prepare:

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

By Day 3 of Week 1

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

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

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

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

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

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

To Participate in this Discussion:

Week 1 Discussion

Assignment: i-Human Case Studies

Photo Credit: Oksana Kuzmina / Adobe Stock

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

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

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

No Assignment submission required for this week. 

Assignment 2

Practicum Manual Acknowledgment

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

• Field Experience: MSN Nurse Practitioner Practicum Manual

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

What’s Coming Up in Week 2?

Practicum – Upcoming Deadline

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

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

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

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

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

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

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

i-Human Case Study

Photo Credit: Getty Images/iStockphoto

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

To go to the next week:

Week 2

 

 

 

Week 2: Infants, Toddlers, and Preschoolers

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

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

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

Learning Objectives

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

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

Photo Credit: Getty Images/Blend Images

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

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

To prepare:

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

Assignment:

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

By Day 7 of Week 2

Complete your Assignment in i-Human.

Grading Criteria

To access your rubric:

Week 2 Assignment Rubric

What’s Coming Up in Week 3?

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

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

Knowledge Check

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

To go to the next week:

Week 3

Week 3: School-Age Children and Adolescents

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

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

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

Learning Objective

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

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

Photo Credit: Getty Images/iStockphoto

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

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

To prepare:

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

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

Knowledge Check

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

By Day 7 of Week 3

Complete and submit your Knowledge Check.

Submission Information

Submit Your Knowledge Check by Day 7

To submit your Knowledge Check:

Week 3 Knowledge Check

What’s Coming Up in Module 2?

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

i-Human Case Study

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

Photo Credit: Getty Images/iStockphoto

To go to the next module:

Module 2

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

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

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

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

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

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

What’s Happening This Module?

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

 

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

 

Go to Weekly Content

Week 4

Week 5

Week 6

 

Week 4: Evaluation and Management of EENT Conditions

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

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

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

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

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

Learning Objectives

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

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

Photo Credit: Getty Images

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

To prepare: 

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

Assignment: 

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

By Day 7 of Week 4

Complete your Assignment in i-Human.

Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

What’s Coming Up in Week 5?

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

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

To go to the next week:

Week 5

Week 5: Evaluation and Management of Respiratory and Cardiovascular Conditions

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

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

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

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

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

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

Learning Objectives

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

What’s Coming Up in Week 6?

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

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

Midterm Exam

Photo Credit: [triloks]/[E+]/Getty Images

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

To go to the next week:

Week 6

Week 6: Evaluation and Management of Dermatological Conditions

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

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

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

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

Learning Objectives

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

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

Photo Credit: Getty Images/iStockphoto

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

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

To prepare:

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

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

Knowledge Check

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

By Day 5 of Week 6

Complete and submit your Knowledge Check.

Submission Information

Submit Your Knowledge Check by Day 5

To submit your Knowledge Check:

Week 6 Knowledge Check

Midterm Exam

Photo Credit: [triloks]/[E+]/Getty Images

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

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

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

By Day 7 of Week 6

Complete and submit your Midterm Exam.

Submission Information

Submit Your Midterm Exam by Day 7

To submit your Midterm Exam:

Week 6 Midterm Exam

What’s Coming Up in Module 3?

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

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

i-Human Case Study

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

Photo Credit: Getty Images/iStockphoto

To go to the next module:

Module 3

Week 7: Evaluation and Management of Gastrointestinal Conditions

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

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

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

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

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

Learning Objectives

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

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

Photo Credit: Getty Images

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

To prepare:

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

The Assignment:

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

By Day 7 of Week 7

Complete your Assignment in i-Human.

Grading Criteria

To access your rubric:

Week 7 Assignment Rubric

What’s Coming Up in Week 8?

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

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

i-Human Case Study

Photo Credit: Getty Images/iStockphoto

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

To go to the next week:

Week 8

Week 8: Evaluation and Management of Renal and Genitourinary Conditions

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

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

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

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

Learning Objectives

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

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

Photo Credit: Photographee.eu / Adobe Stock

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

To prepare:

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

Assignment:

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

By Day 7 of Week 8

Complete your Assignment in i-Human.

Grading Criteria

To access your rubric:

Week 8 Assignment Rubric

What’s Coming Up in Week 9?

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

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

Knowledge Check

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

To go to the next week:

Week 9

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

NR-103: Transition to the Nursing Profession Course Description

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

Semester Hours: Theory 2

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Prerequisite: None

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

NR 103 Week 1 Discussion: Introductions

NR-103 Week 1 Assignment: Mindfulness Reflection

NR 103 Week 1 Discussion

NR 103 Week 1 In Class Assignment: 3 Minute Paper

NR 103 Week 1 Small Group Discussion

NR 103 Week 2 Assignment: Professional Identity

NR-103 Week 2 Assignment: 3-Minutes Thoughts

NR 103 Week 2 Discussion: Community Café

NR 103 Week 2 Assignment: Critical Thinking Assessment

NR 103 Week 2 In Class Assignment: 3 Minute Paper

NR 103 Week 2 Small Group Discussion

NR 103 Week 3 Chamberlain Early Assessment Program (CEAP)

NR-103 Week 3 Assignment: 3-Minutes Thoughts

NR 103 Week 3 Assignment: Care for Self

NR-103 Week 3 Assignment: Mindfulness Reflection

NR 103 Week 3 Discussion

NR 103 Week 3 CEAP Assessment

NR 103 Week 3 In Class Assignment: 3 Minute Paper

NR 103 Week 3 Professional Writing Assessment

NR 103 Week 3 Small Group Discussion

NR 103 Week 4 Assignment: The Language of Healthcare

NR-103 Week 4 Assignment: 3-Minute Thoughts

NR 103 Week 4 Discussion

NR 103 Week 4 CEAP Focused Activity # 1

NR 103 Week 4 CEAP Focused Activity # 2

NR 103 Week 4 In Class Assignment: 3 Minute Paper

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

NR 103 Week 4 Small Group Discussion

NR 103 Week 5 Assignment: Communication and Collaboration

NR-103 Week 5 Assignment: 3-Minute Thoughts

NR 103 Week 5 Discussion

NR 103 Week 5 CEAP Focused Activity # 3

NR 103 Week 5 CEAP Focused Activity # 4

NR 103 Week 5 In Class Assignment: 3 Minute Paper

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

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

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

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

NR 103 Week 5 Small Group Discussion

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

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

NR 103 Week 6 Assignment: Civility and Emotional Intelligence

NR-103 Week 6 Assignment: 3-Minutes Thoughts

NR 103 Week 6 Assignment: Mindfulness Reflection

NR 103 Week 6 CEAP Focused Activity # 5

NR 103 Week 6 In Class Assignment: 3 Minute Paper

NR 103 Week 6 Small Group Discussion

NR 103 Week 7 Assignment: Technology and Mindfulness

NR-103 Week 7 Assignment: Mindfulness Reflection

NR 103 Week 7 Discussion

NR 103 Week 7 In Class Presentation: Final Project

NR 103 Week 7 Small Group Discussion

NR 103 Week 8 Assignment: Career Readiness Activity

NR-103 Week 8 Assignment: Final Project

NR 103 Week 8 Assignment: Final Project Presentation

NR 103 Week 8 Assignment: Mindfulness Reflection

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

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

Syllabus Overview

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

Course Description

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

Textbooks and Resources

Required Textbooks

The following books are required for this course:

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

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

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

eBook Details

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1. Click the cover or title of your eBook. A new window will open.
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Step 3: Access the Desktop and Mobile Versions

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

Already Registered?   3 Ways to Access Your eBooks

Online

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

Desktop

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

Mobile

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

Program Outcomes

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

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

Course Outcomes

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

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

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

Key Concepts

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

Learning Plan

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

Required Uniform Assignments (RUAs)

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

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

Course Schedule

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

Attendance Policy

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

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

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

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

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

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

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

Assignment Values and Letter Grades

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

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

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

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

Teaching/Learning Methods

Examples include, but are not limited to

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

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