syllabus nr601 syllabus

Retrieved on 2/2/16 hf

Syllabus

Course Code: NR601

Course Title: Primary Care of the Maturing and Aged Family

Syllabus

Top Information

Course Number: NR601

Course Title: Primary Care of the Maturing and Aged Family

Course Credit: 3 credits (Theory 0.5; Clinical 2.5)

Pre-requisite: NR503, NR507, NR508, NR509, NR510, and NR511

Course Text Textbook 1

Seller, R., & Symons, A. (2012). Differential diagnosis of common complaints. (6th ed.).

Philadelphia, PA: Elsevier Saunders. (Ebook)

Textbook 2

Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, T. P.

(2015). Geriatrics at your fingertips (17th ed.). New York, NY: The American Geriatrics

Society.

Textbook 3

Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics

(7th ed.). China: McGraw Hill.

Textbook 4

Touhy, T., & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs

and nursing response (8th ed.). St. Louis, MO: Elsevier. (Ebook)

Required across all FNP courses:

NR601 Syllabus


Textbook 5

American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

Recommended across all FNP courses:

Textbook 6

Goroll, A., & Mulley, A. (2014). Primary care medicine: Office evaluation and

management of the adult patient (7th ed.). China: Wolters Kluwer Health. (EBook)

Course Description This course continues to expand the knowledge of health-assessment principles specific to the

role of the FNP, with a focus on the common health problems and healthcare needs of the

middle-aged and older adult and family. The student will explore, analyze, apply, and evaluate

chronic health conditions frequently encountered in the primary care of older adults. Students

will further develop their skills related to patient education, protocol development, follow-up, and

referral through a clinical practicum experience in a precepted primary-care setting.

Cos 1. Demonstrate effective leadership skills that support relationship-based caring with a patient-

centered focus to promote quality advanced practice nursing. (PO 1, 10)

2. Incorporate relationship-based caring and ethical-legal principles within the nursing

metaparadigm to benefit a culturally diverse society and advanced practice nursing. (PO 6)

3. Synthesize health promotion, health protection, disease prevention, and treatment for mature

and aging individuals and families. (PO 1)

4. Demonstrate patient-centered care through the nurse practitioner-patient relationship for

mature and aging individuals and families. (PO 1, 2)

5. Promote safety and quality patient outcomes through integration of the teaching-coaching

function for mature and aging individuals and families. (PO 2)

6. Exemplify a commitment to the professional role of the family nurse practitioner when

providing care for mature and aging individuals and families. (PO 2, 7)

7. Apply management and leadership concepts in diverse healthcare delivery systems to

improve health outcomes for mature and aging individuals and families. (PO 4, 8, 10)

8. Utilize continuous quality improvement strategies to promote healthcare quality and safety for

mature and aging individuals and families. (PO 1, 2)

9. Incorporate cultural preferences, values, health beliefs, and behaviors into healthcare for

mature and aging individuals and families. (PO 4)


10. Integrate theory and best evidence appropriate to the care of patients and their families in

advanced practice nursing. (PO 7)

11. Reflect on personal and professional growth toward achieving competence as a family nurse

practitioner. (PO 5, 10)

Program Outcomes

The MSN program outcomes are aligned with the American Association of Colleges of Nursing

publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN

degree program, the graduate will be able to:

1. Practice safe, high-quality advanced nursing care based on concepts and knowledge from

nursing and related disciplines.

2. Construct processes for leading and promoting quality improvement and safety in advanced

nursing practice and healthcare delivery.

3. Use contemporary communication modalities effectively in advanced nursing roles.

4. Evaluate the design, implementation and outcomes of strategies developed to meet

healthcare needs.

5. Develop a plan for lifelong personal and professional growth that integrates professional

values regarding scholarship, service and global engagement.

6. Apply legal, ethical and human-caring principles to situations in advanced nursing practice.

7. Design patient-centered care models and delivery systems using the best available scientific

evidence.

8. Manage human, fiscal and physical resources to achieve and support individual and

organizational goals.

9. Compose a plan for systematic inquiry and dissemination of findings to support advanced

nursing practice, patient-care innovation, and the nursing profession.

10. Collaborate interprofessionally in research, education, practice, health policy and leadership

to improve population health outcomes.

11. Apply principles of informatics to manage data and information in order to support effective

decision making.

Course Schedule

Week 1

Title: Theories and Concepts Critical to the Maturing Family

COs: 10

Reading: Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics (7th ed.). China: McGraw Hill.


• Chapter 1: Clinical Implications of the Aging Process Touhy, T. & Jett, K. (2012). Ebersole and Hess' toward healthy aging: Human needs and nursing response (8th ed.). St. Louis, MO: Elsevier. • Chapter 1 Gerontological Nursing and an Aging Society • Chapter 3: Theories of Aging Ferrara, L. R. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research & Theory for Nursing Practice, 24(4), 213–216. doi:http://dx.doi.org/10.1891/1541-6577.24.4.213 Ruel, J., & Motyka, C. (2009, July). Advanced practice nursing: A principle-based concept analysis. Journal of the American Academy of Nurse Practitioners, 21(7), 384–392. doi:http://dx.doi.org/10.1111/j.1745-7599.2009.00415.x

Assignments: Clinical Encounter Log in eLogs (required, but not graded)

Case Study Discussions

Yes

Other

Week 2

Title: Health Promotion, Health Protection, Disease Prevention, and Treatment of Selected Diagnoses Commonly Affecting the Adult in Primary Care

COs: 3, 5, 9

Reading: Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics (7th ed.). China: McGraw Hill.


• Chapter 11: Cardiovascular Disorders Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, T. P. (2015). Geriatrics at your fingertips (17th ed.). New York, NY: The American Geriatrics Society • Cardiovascular Disease pp. 39-68 • Endocrine Disorder pp. 95-107 • Gastrointestinal Disorder pp. 124-137 • Hematologic Disorders pp. 143-150 Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints (6th ed.). Philadelphia, PA: Elsevier Saunders. • Chapter 6: Chest Pain • Chapter 11: Dizziness/Lightheadedness and Vertigo • Chapter 17: Headache • Chapter 27: Palpations Touhy, T. & Jett, K. (2012). Ebersole and Hess' toward healthy aging: Human needs and nursing response (8th ed.). St. Louis, MO: Elsevier. • Chapter 2: Health and Wellness • Chapter 4: Physiological Changes • Chapter 5: Culture, Gender, and Aging • Chapter 6: Communicating with Older Adults Schäfer, I., Hansen, H., Schön, G.; Höfels, S., Altiner, A., Dahlhaus, A. & Wiese, B. (2012). The influence of age, gender, and socio-economic status on multimorbidity patterns in primary care. First results from the multi-care cohort study. BMC Health Services Research, 12, 89. Zhiwei, W., Lijuan, Z., Zhi, G., Lei, L., Jun, J., Jianian, Z.,... Yingyan, Y.


(2012). The impact of influenza vaccinations on the adverse effects and hospitalization rate in the elderly: A national-based study in an Asian country. Plos ONE, 7(11), 1–9.



Yes

Other

Week 3

Title: Health Promotion, Health Protection, Disease Prevention, and Treatment Considerations in the Primary Care Geriatric Assessment

COs: 2, 3, 8

Reading: Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013), Essentials of clinical geriatrics (7th ed.). China: McGraw Hill. • Chapter 2: The Geriatric Patient: Demography, Epidemiology, and Health Services Utilization • Chapter 3: Evaluating the Geriatric Patient • Chapter 5: Prevention • Chapter 6: Confusion: Delirium and Dementia • Chapter 7: Diagnosis and Management of Depression • Chapter 12: Decreased Vitality • Chapter 13: Sensory Impairment • Chapter 15: Health Services Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, T. P. (2015). Geriatrics at your fingertips (17th ed.). New York, NY: The American Geriatrics Society. • Incontinence- Urinary and Fecal pp. 151-159 • Malnutrition pp. 188-193 Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints (6th ed.). Philadelphia, PA: Saunders. • Chapter 8: Constipation • Chapter 10: Diarrhea • Chapter 36: Weight Gain and Weight Loss Touhy, T. & Jett, K. (2012). Ebersole and Hess' toward healthy aging: Human needs and nursing


response (8th ed.). St. Louis, MO: Elsevier. • Chapter 7: Health Assessment • Chapter 14: Nutrition and Hydration Daniels, R., van Rossum, E., Metzelthin, S., Sipers, W., Habets, H., Hobma, S.,…de Witte, L. (2011). A disability prevention programme for community-dwelling frail older persons. Clinical Rehabilitation, 25(11), 963-974. doi:http://dx.doi.org/10.1177/0269215511410728 Gray. L., Dakin, L., Counsell, S., Edwards H., Wootton, R., & Martin-Khan, M. (2012, March).'Online' geriatric assessment procedure for older adults referred for geriatric assessment during an acute care episode for consideration of reliability of triage decisions. BMC Geriatrics, 12, 10. Wolpaw, T., Wolpaw, D., & Papp, K. (2003). SNAPPS: A learner-centered model for outpatient education. Academic Medicine, 78(9), 893-898. Recommended: Goroll, A., & Mulley, A. (2014). Primary care medicine: Office evaluation and management of the adult patient (8th ed.). China: Wolters Kluwer Health. • Chapter 239: Approach to Frailty in Older Adults



Yes

Other

Week 4

Title: Health Promotion, Health Protection, Disease Prevention, and Treatment of Selected Geriatric Diagnoses in Primary Care

COs: 3, 4

Reading: Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics. (7th ed.). China:


McGraw Hill. • Chapter 4- Chronic Disease Management (pp. 79-92) • Chapter 8- Incontinence Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, T. P. (2015). Geriatrics at your fingertips (17th ed.). New York, NY: The American Geriatrics Society. • Kidney Disorders pp. 178-187 • Musculoskeletal Disorders pp. 194-213 • Neurologic Disorders pp. 214-225 • Pain pp. 232-246 • Respiratory Diseases pp. 278-292 • Sleep Disorders pp. 308-314 Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints (6th ed.). Philadelphia, PA: Saunders. • Chapter 28- Shortness of Breath • Chapter 35- Voiding Disorders and Incontinence Touhy, T. & Jett, K. (2012). Ebersole and Hess' toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier. • Chapter 15- Chronic Conditions • Chapter 17-Pain and Comfort • Chapter 18- Mental Health Green, D. (2012). Encouraging independence in continence management. Nursing & Residential Care, 14(6): 272.

Assignments: Clinical Encounter Log in eLogs (required, but not graded) Quiz (required but not graded)


Yes

Other


Week 5

Title: Health Promotion, Health Protection, Disease Prevention, and Treatment of Unique Geriatric Diagnoses in Primary Care

COs: 3, 5

Reading: Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013), Essentials of clinical geriatrics. (7th ed.). China: McGraw Hill. • Chapter 9: Falls • Chapter 10: Immobility • Chapter 14: Drug Therapy Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, T. P. (2015). Geriatrics at your fingertips (17th ed.). New York, NY: The American Geriatrics Society. • Anxiety pp. 35-38 • Delirium pp. 69-72 • Dementia pp. 73-80 • Depression pp. 81-86 Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints. (6th ed.). Philadelphia, PA: Saunders. • Chapter 16: Forgetfulness • Chapter 19: Insomnia Touhy, T. & Jett, K. (2012). Ebersole and Hess' toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier. • Chapter 9: Geopharmacology • Chapter 11: Elimination, Sleep, Skin, and Foot Care • Chapter 12: Mobility • Chapter 19: Cognitive Impairment Riley McCarten, J., Anderson, P., Kuskowski, M., McPherson, S., Borson, S., & Dysken, M. (2012). Finding dementia in primary care: The


results of a clinical demonstration project. Journal of the American Geriatrics Society, 60(2), 210-217. doi:http://dx.doi.org/10.1111/j.1532-5415.2011.03841.x Wu Chen, B., Chaim. M., & Wodchis, W. (2012). Incidence and economic burden of adverse drug reactions among elderly patients in Ontario emergency departments: A retrospective study. Drug Safety, 35(9), 769-781. doi:http://dx.doi.org/10.2165/11599540-000000000-00000



Yes

Other

Week 6

Title: Health Promotion, Health Protection, Disease Prevention, and Treatment Considerations in Long-Term Care

COs: 3, 8

Reading: Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics. (7th ed.). China: McGraw Hill. • Chapter 16: Nursing Home Care Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, T. P. (2015). Geriatrics at your fingertips (17th ed.). New York, NY: The American Geriatrics Society. • Dermatologic Condition pp. 87-94 • Skin Ulcers pp. 298-307 Seller, R. H. & Symons, A. (2011). Differential diagnosis of common complaints. (6th ed.). Philadelphia, PA: Saunders. • Chapter 29: Skin Problems


Touhy, T. & Jett, K. (2012). Ebersole and Hess' toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier. • Chapter 11: Elimination, Sleep, Skin, and Foot Care Wilson, D., Harris, A., Hollis, V., & Mohankumar, D. (2011). Upstream thinking and health promotion planning for older adults at risk of social isolation. International Journal of Older People, 6(4), 282-288. doi:http://dx.doi.org/10.1111/j.1748-3743.2010.00259.x



Yes

Other

Week 7

Title: Health Promotion, Health Protection, Disease Prevention, and Treatment Considerations in End-Of-Life Care

COs: 2, 3, 7

Reading: Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013), Essentials of clinical geriatrics. (7th ed.). China: McGraw Hill. • Chapter 17: Ethical Issues in the Care of Older Persons Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, T. P. (2015). Geriatrics at your fingertips (17th ed.). New York, NY: The American Geriatrics Society. • Malnutrition pp. 188-193 • Palliative Care and Hospice pp. 247-255 Touhy, T. & Jett, K. (2012). Ebersole and Hess' toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier.


• Chapter 16: Care Across the Continuum • Chapter 22: Relationships, Roles, and Transitions • Chapter 23: Loss, Death, and Dying in Late Life Shawler, C. (2011, May-June). Palliative and end-of-life care: Using a standardized patient family for gerontological nurse practitioner students. Nursing Education Perspectives, 32(3), 168-172. doi:http://dx.doi.org/10.5480/1536-5026-32.3.168



Yes

Other

Week 8

Title: Health Promotion, Health Protection, Disease Prevention, and Treatment of Selected Emergent Conditions Impacting the Maturing Family

COs: 1, 2, 3, 6, 11

Reading: Touhy, T. & Jett, K. (2012). Ebersole and Hess' toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier. • Chapter 13- Environment Safety and Security • Chapter 20- Economic, Legal and Ethical Issues Imbody, B. & Vandsburger, E. (2011). Elder abuse and neglect: Assessment tools, interventions, and recommendations for effective service provision. Educational Gerontology, 37(7), 634-650. doi:http://dx.doi.org/10.1080/15363759.2011.577721 Meeks-Sjostrom, D. (2013).Clinical decision-making of nurses regarding elder abuse, Journal of Elder Abuse & Neglect, 25(2), 149-161. doi:10.1080/08946566.2013.751818 Ruiter. R., Visser, L. E., Rodenburg, E. M., Trifirò, G., Ziere, G., Stricker, B. H. (2012). Adverse drug reaction-related hospitalizations in persons aged 55


years and over: A population-based study in the Netherlands. Drugs & Aging, 29(3), 225-232.

Assignments: Clinical Encounter Log in eLogs & Clinical Performance Evaluation (graded) Reflection (graded) Quiz (required but not graded)

Reflection Yes

Other

Late Assignment Policy

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

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

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

Evaluation Methods The maximum score in this class is 1,000 points. The categories, which contribute to your final

grade, are weighted as follows.

Assignment Points Weighting


(100 points, Weeks 1–7)

700 70%

Reflection

(due Week 8)

50 5%

Quiz (required, but not graded due

N/A N/A


Week 4 & 8)

Clinical Encounter Log

(due Weeks 1–8)

Clinical Performance Evaluation*

(Week 8)

Final clinical performance evaluation pass and documentation of 125 hours = 250 points

Fail or unsatisfactory on clinical performance evaluation and/or less than 125 hours documented =0 points

250 25%

Total Points 1,000 100%

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

No extra credit assignments are permitted for any reason.

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

LETTER GRADE

POINTS PERCENTAGE

A 940–1,000 94–100%

A- 920–939 92–93%

B+ 890–919 89–91%

B 860–889 86–88%

B- 840–859 84–85%


C+ 810–839 81–83%

C 760–809 76–80%

F 759 and below 75% and below

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

Participation Guidelines

The weekly case study discussion is worth up to 100 points. Students are expected to

participate a minimum of four times (once in part one by Tuesday, 11:59 p.m. MT, once in part

two by Thursday, 11:59 p.m. MT, provide a written summary in SOAP format to the Dropbox by

Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue

criterion). The student must provide answers to the graded case study questions from part one,

post a treatment plan for part two and provide a written summation of their case in SOAP format

to the Dropbox for part three.

Grading Rubric

Criteria Exceptional

Outstanding

or highest

level of

performance

Exceeds

Very good

or high

level of

performanc

e

Meets

Satisfactory

level of

performanc

e

Needs

Improvement

s

Poor or

failing level

of

performance

Developing

Unsatisfactor

y level of

performance

Total Points

Possible= 100

24 Points 21 Points 19 Points 9 Points 0 Points

Application of Course

Knowledge

Post contributes unique perspectives or insights applicable to the results from the

Post contributes unique perspectives or insights, but may lack some applicability

Post has limited perspective, insights and/or applicability to presented case study

Post perspectives are not consistent with current practice.

Post offers no insight or application to the case study presentation



Outstanding

or highest

level of

performance

Exceeds

Very good

or high

level of

performanc

e

Meets

Satisfactory

level of

performanc

e

Needs

Improvement

s

Poor or

failing level

of

performance

Developing

Unsatisfactor

y level of

performance

physical exam differential diagnoses. Part One: Initial post includes at least three (3) differential diagnoses with rationale for each problem-based learning case study patient and answers all questions presented in the case. Parts Two and Three: Presumptive diagnosis and treatment plan are appropriate and evidence based for each case study patient.

to presented case study patients. Part One: Initial post includes at least two (2) differential diagnoses with rationale for each problem-based learning case study patient and answers most of the questions presented in the case.

Parts Two

and Three:

Confirmed

diagnosis

and

treatment

plan partially

applicable

and

evidence

based for

each case

study

patient.

patients. Part One: Initial post does not address each patient or does not include at least two (2) differential diagnoses for each patient. Some evidence-based rationale may be missing. Does not answer questions presented in the case. Parts Two and Three: Confirmed diagnosis and treatment plan are not applicable or may not be evidence-based.



Outstanding

or highest

level of

performance

Exceeds

Very good

or high

level of

performanc

e

Meets

Satisfactory

level of

performanc

e

Needs

Improvement

s

Poor or

failing level

of

performance

Developing

Unsatisfactor

y level of

performance


Support from

Evidence-Based

Practice (EBP)

Initial discussion posts in parts one, two and SOAP note are supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided

Initial discussion posts for parts one, two, and SOAP note are partially supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Evidence-based, peer reviewed journal article cited but may not fully support the treatment plan.

Initial discussion posts for parts one, two, and SOAP note are partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. In-text citations and/or full references may be incomplete or missing.

Citations to non-scholarly websites given as rationale to support differential diagnoses and/or treatment plan.

Discussion posts contain no evidence-based practice reference or citation.


Organization

Discussion posts and



Discussion post presents

Discussion post is not



Outstanding

or highest

level of

performance

Exceeds

Very good

or high

level of

performanc

e

Meets

Satisfactory

level of

performanc

e

Needs

Improvement

s

Poor or

failing level

of

performance

Developing

Unsatisfactor

y level of

performance

SOAP notes presents case study findings in a logical, meaningful, and understandable sequence. Each problem-based learning case study patient is presented individually in all discussion posts and SOAP notes. Part One: Discussion questions addressed individually for each patient.

SOAP notes are relevant to the topic but may be unclear or difficult to follow in places. Part One: Discussion questions may not be addressed individually for each patient. SOAP note contains all elements but may not be written following SOAP note format.

SOAP notes not fully relevant to the topic. May be unclear or difficult to follow in places. SOAP note does not contain all components and/or may be missing data.

case findings and plan or intervention that are sometimes unclear to follow and may not always be relevant to topic

relevant to case study.


Interactive Dialogue

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

Presents case study findings and responds substantively to at least one topic-related post of a peer. Does not include

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

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

Does not respond to a topic-related peer post and/or does not respond to faculty questions posted by Sunday.



Outstanding

or highest

level of

performance

Exceeds

Very good

or high

level of

performanc

e

Meets

Satisfactory

level of

performanc

e

Needs

Improvement

s

Poor or

failing level

of

performance

Developing

Unsatisfactor

y level of

performance

all direct faculty questions posted in parts one and two.

evidence from appropriate sources. Responds to some direct faculty questions posted in parts one and two.

4 Points 3 Points 2 Points 1 Point

0 Points

Grammar,

Syntax,

APA

APA format,

grammar,

spelling,

and/or

punctuation

are accurate,

or with zero to

one errors.

Two to four

errors in

APA format,

grammar,

spelling, and

syntax

noted.

Five to

seven errors

in APA

format,

grammar,

spelling, and

syntax

noted.

Eight to nine

errors in APA

format,

grammar,

spelling, and

syntax noted.

Post contains

greater than

ten errors in

APA format,

grammar,

spelling,

and/or

punctuation or

repeatedly

makes the

same errors

after faculty

feedback.

0 Points Deducted

-10 Points per Discussion

Part

Participatio Enters first 10 points



Outstanding

or highest

level of

performance

Exceeds

Very good

or high

level of

performanc

e

Meets

Satisfactory

level of

performanc

e

Needs

Improvement

s

Poor or

failing level

of

performance

Developing

Unsatisfactor

y level of

performance

n

Enters first post to part

one by 11:59 p.m.

MT on Tuesday;

First post to part two by 11:59 p.m.

MT on Thursday;

and submits written

summation by Sunday 11:59 p.m. MT. Written submission

(SOAP notes) will

NOT be accepted

after Sunday

11:59 p.m. MT.

* 10 points deducted

per discussion part if this criteria is not met.

post to part one by 11:59 p.m. MT on Tuesday; first post to part two by 11:59 p.m. MT on Thursday; and submits written summation by Sunday 11:59 p.m. MT.

deducted per

discussion

part if this

criteria is not

met.

Written

submission

will not be

accepted after

Sunday 11:59

p.m. MT.

33 points

deducted for

missing SOAP

note.

Webliography Disclaimer


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

Professional Portfolio

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

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

syllabus nr601 syllabus

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