NR 602 ASSIGNMENTS

NR 602 Primary Care of the Childbearing and Childrearing Family

NR 602 ASSIGNMENTS

NR 602
Course Title: Primary Care of the Childbearing and Childrearing Family
Course Credits: 3 credits (Theory 0.5; Clinical 2.5)
Prerequisite: NR503, NR507, NR508, NR509, NR510, NR511

Engage us at Nursing Bay for comprehensive assistance with any assignment or discussion in this course. We are professional nursing research writers dedicated to providing plagiarism-free content to our esteemed clients.

NR 602 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 healthcare needs of women and families throughout reproductive and childrearing years. Students will further develop their skills related to health promotion, prevention of illness, diagnosis, and management of health problems commonly experienced. Care strategies will include patient education, protocol development, follow-up, and referral through a clinical practicum experience in a precepted primary care setting.

NR 602 Textbooks and Resources

Required Textbooks

The following books are required for this course:

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

Information regarding supplementary material, software, etc.

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

Optional Textbooks

The following books are required for this course:

Book Title

Information regarding supplementary material, software, etc.

Physical Books and Supplies

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

Textbooks and Resources

Required Textbooks

The following books are required for this course:

NR 602

Access E-Book

Hay, W., Levin, M., Deterding, R., & Abzug, M. (2014). Current diagnosis and treatment: Pediatrics (22nd ed.). Retrieved from http://online.vitalsource.com

NR 602

Access E-Book

Schuiling, K. & Likis, F. (2013). Women’s gynecologic health (2nd ed.). Retrieved from http://online.vitalsource.com

The following book is required across all FNP courses:

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

The following book is recommended across all FNP courses:

Access E-Book

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

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

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

Step 3: Access the Desktop and Mobile Versions

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

Already Registered?   3 Ways to Access Your eBooks

Bookshelf

Online

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

Desktop devices

Desktop

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

NR 602

Mobile

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

NR 602 Program Outcomes

Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at

http://www.chamberlain.edu/msncatalog.

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

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

2. Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.

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

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

5. Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.

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

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

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

9. Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.

10. Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.

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

NR 602 Course Outcomes

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

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

1. Demonstrate effective leadership skills that support relationship-based caring with a family-centered focus to promote quality advanced practice nursing. (PO 2)

2. Identify current ethical and legal issues concerning the care of infants, children, adolescents, women, and child-bearing families. (PO 6)

3. Apply current evidence in health promotion, health protection, disease prevention, and primary care for infants, children, adolescents, women, and child-bearing families. (PO 1)

4. Apply developmental, cultural, and family theory to health promotion, health protection, disease prevention, and primary care for infants, children, adolescents, women, and child-bearing families. (PO 1)

5. Promote safe and quality patient outcomes in a teaching-coaching function through integration of developmentally appropriate anticipatory guidance in care of infants, children, adolescents, women, and child-bearing families. (PO 2)

6. Identify professional organizations active in the promotion of health for women and children.(PO 10)

7. Utilize principles of nursing informatics and technologies to plan, document, and professionally communicate in the care of infants, children, adolescents, women, and child-bearing families. (PO 11)

8. Incorporate patients’ cultural preferences, values, health beliefs, spirituality, and behaviors into a unique and relationship-based, holistic plan of care for infants, children, adolescents, women, and child-bearing families. (PO 1)

9. Create an appropriate and holistic plan of care for common primary care presentations in infants, children, adolescents, women, and child-bearing families. (PO 1)

10. Engage in routine appropriate inter-professional collaboration in caring for infants, children, adolescents, women, and child-bearing families. (PO 10)

11.Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10)

NR 602 Course Schedule

NR 602 Week, CO, and Topics Readings (please note assigned readings are content based and not specified chapters from the ebook) Assignments
NR 602 Week 1

CO 1, 3, 4, 6, 8, 9, and 10

Care of the childbearing and childrearing family: Well exams, family assessment, and preventive healthcare

Hay, W., Levin, M., Deterding, R., & Abzug, M. (2014). Current diagnosis and treatment: Pediatrics (22nd ed.). Retrieved from http://online.vitalsource.com

  • The Newborn Infant
  • Child Development and Behavior
  • Child Abuse & Neglect
  • Ambulatory & Office Pediatrics
  • Immunization
  • Normal Childhood Nutrition & its Disorders

Schuiling, K. & Likis, F. (2013). Women’s gynecologic health (2nd ed.). Retrieved from http://online.vitalsource.com

  • Women’s Health from a Feminist Perspective
  • Women’s Growth and Development Across the Lifespan
  • Using Evidence to Support Clinical Practice
  • Health Promotion
  • Gynecological Anatomy and Physiology
  • Gynecological History and Physical Examination
  • Cervical Cytology Screening

Anderson, B., Pearlman, M., Griffin, J., & Schulkin, J. (2013). Conflicting and changing breast cancer screening recommendations: survey study of a national sample of ob-gyns after the release of the 2009 USPSTF guidelines. Journal for Healthcare Quality, 35(4):25-35. link to article

American Academy of Pediatrics (AAP). (2011). Media use by children younger than 2 years. Pediatrics, 128(5).  doi:10.1542/peds.2011-1753 link to article

Lozoff, B., Castillo, M., Clark, K., & Smith, K. (2012). Iron-fortified vs low-iron infant formula: Developmental outcome at 10 years. Archives of Pediatric and Adolescent Medicine, 166(3) 208-215. doi:10.1001/archpediatrics.2011.197. link to article

Clinical Encounter Log in eLogs (required but not graded)

APEA my QBank Weekly Practice Questions (required but not graded)

Problem-based Learning Case Study Discussion

NR 602 Week 2

CO 1, 2, 3, 4, 6, 8, 9, and 10

Care of the childbearing and childrearing family with an adolescent: Specialized exams, sports, pubertal development, issues with menstruation, adolescent health, and contraception

Hay, W., Levin, M., Deterding, R., & Abzug, M. (2014). Current diagnosis and treatment: Pediatrics (22nd ed.). Retrieved from http://online.vitalsource.com

  • Adolescents
  • Adolescent Substance Abuse
  • Eating Disorders
  • Sports Medicine

 Schuiling, K. & Likis, F. (2013). Women’s gynecologic health (2nd ed.). Retrieved from http://online.vitalsource.com

  • Women’s Growth and Development Across the Lifespan
  • Periodic Screening and Health Maintenance
  • Gynecologic Health Care for Sexual and Gender
  • Minorities
  • Sexuality
  • Contraception

American Academy of Pediatrics Clinical Report. (2011). Supporting the health care transition from adolescence to adulthood in the medical home. Pediatrics, 128(1), 182-200. doi:10.1542/peds.2011-0969 link to article

 Dunn, T., Pickham, D., Aggarwal, S., Divya, S., Kumar, N., Wheeler, M.,… Froelicher, V. (2015). Limitations of current AHA guidelines and proposal of new guidelines for the pre-participation examination of athletes. Clinical Journal of Sports Medicine, 52(6). 472-477. NR 602

Fawkner, S., Henretty, J., Knowles, A., Nevill, A., & Niven, A. (2014). The influence of maturation, body size and physical self-perceptions on longitudinal changes in physical activity in adolescent girls. Journal Of Sports Sciences, 32(4), 392-401. doi:10.1080/02640414.2013.825733 link to article

LeBlanc, A. G., Chaput, J., McFarlane, A., Colley, R. C., Thivel, D., Biddle, S. H., & … Tremblay, M. S. (2013). Active Video Games and Health Indicators in Children and Youth: A Systematic Review. Plos ONE, 8(6), 1-20. doi:10.1371/journal.pone.0065351 link to article

 Raine, T., Gard, J., Boyer, C., Haider, S., Brown, B., Hernandez, A., & Harper, C. (2010). Contraceptive decision-making in sexual relationships: young men’s experiences, attitudes and values. Culture, Health & Sexuality, 12(4), 373-386. doi: 10.10080/13961050903524769 link to article

Secura, G. M., Madden, T., McNicholas, C., Mullersman, J., Buckel, C., Zhao, Q., & Peipert, J. F. (2014). Provision of no-cost, long-acting contraception and teenage pregnancy. The New England Journal of Medicine, 371, 1316-1323. link to article

Willoughby, J. & Kennon, J. (2013). ‘Can you get pregnant when u r in the pool?’: Young people’s information seeking from a sexual health text line. Sex Education, 13(1), 96-106. doi: 10.1080/14681811.2012.677746. link to article

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

APEA my QBank Weekly Practice Questions (required but not graded)

Website Exploration

Problem-based Learning Case Study Discussion

NR 602 Week 3

CO 1, 2, 3, 4, 6, 8 9, and 10

Care of the childbearing and childrearing family with an ill child: Fever management, URI, skin, and cardiopulmonary disease

Hay, W., Levin, M., Deterding, R., & Abzug, M. (2014). Current  diagnosis and treatment: Pediatrics (22nd ed.). Retrieved from http://online.vitalsource.com

  • Skin
  • Eye
  • Oral Medicine and Dentistry
  • Ear, Nose, & Throat
  • Respiratory Tract & Mediastinum
  • Cardiovascular Diseases
  • Allergic Disorders
  • Antimicrobial Therapy
  • Infections

American Academy of Pediatrics. (2014). Clinical practice guidelines: The diagnosis, management and prevention of bronchiolitis. Pediatrics, 134link to article

Uyenphuong, L. & Burks, W. (2014). Antibiotic exposure in the first two years of life and development of asthma and other allergic diseases by 7.5 yr: A dose dependent relationship. Pediatrics, 134 link to article

Wierwille, L. (2011). Pediatric heart murmurs: Evaluation and management in primary care. Nurse Practitioner, 36(3), 22-30. doi:10.1097/01.NPR.0000393968.36683.f0 link to article

Clinical Encounter Log in eLogs (required but not graded)

APEA my QBank Weekly Practice Questions (required but not graded)

Website Exploration

Problem-based Learning Case Study Discussion

NR 602 Week 4

CO 1, 2, 3, 4, 6, 8, 9, and 10

Care of the childbearing and childrearing family and women’s health: Management of vulvovaginal complaints and breast issues in women

Schuiling, K. & Likis, F. (2013). Women’s gynecologic health (2nd ed.). Retrieved from http://online.vitalsource.com

  • Sexuality
  • Intimate Partner Violence
  • Sexual Violence
  • Breast Conditions
  • Gynecologic Infections
  • Sexually Transmitted Infections
  • Urinary Tract Infections in Women
  • Menstrual Cycle Pain and Discomfort
  • Gynecologic Cancers
  • Pelvic Pain

Hainer, B., & Gibson, M. (2011). Vaginitis: Diagnosis and treatment. American Family Physician, 83(7), 807-815. link to article

Margolies, L., & Ha, R. (2009). Breast magnetic resonance imaging: an overview for nonradiologists. The Mount Sinai Journal Of Medicine, New York, 76(6), 598-605. doi:10.1002/msj.20142 link to article

Mishori, R., McClaskey, E., & Winklerprins, V. (2012). Chlamydia trachomatis infections: screening, diagnosis, and management. American Family Physician, 86(12), 1127-1132. link to article

Noroozian M., Stein L., Gaetke-Udager K., & Helvie, M. (2015). Long-term clinical outcomes in women with breast pain in the absence of additional clinical findings: mammography remains indicated. Breast Cancer Research And Treatment,149(2), 417-424. doi:10.1007/s10549-014-3257-3 link to article

Thompson, M. E. (2010). BRCA1 16 years later: An overview. The FEBS Journal, 277(15), 3071. doi:10.1111/j.1742-4658.2010.07732.x link to article

Clinical Encounter Log in eLogs (required but not graded)

Midterm Clinical Performance Evaluation in eLogs (required)

APEA my QBank Weekly Practice Questions (required but not graded)

Problem-based Learning Case Study Discussion

NR 602

NR 602 Week 5

CO 1, 2, 3, 4, 6, 8, 9, and 10

Care of the childbearing and child-rearing family with a child with school performance and psychosocial issues

Hay, W., Levin, M., Deterding, R., & Abzug, M. (2014). Current diagnosis and treatment: Pediatrics (22nd ed.). Retrieved from http://online.vitalsource.com

  • Child Development and Behavior
  • Adolescent Substance Abuse
  • Eating Disorders
  • Child and Adolescent Psychiatric Disorders & Psychosocial Aspects of Pediatrics
  • Child Abuse and Neglect

American Academy of Pediatrics. (2012). Sensory integration therapies for children with developmental and behavioral disorders. Pediatrics, 129(6). link to article

Feldman, H. M. & Reiff, M. I. (2014). Attention Deficit-Hyperactivity Disorder in children and adolescents. The New England Journal of Medicine, 340, 838-846. link to article

Malow, B. A., Byars, K., Johnson, K., Weiss, S., Bernal P., Goldman, S.,… Glaze, D. (2012). A practice pathway for identification, evaluation, and management of insomnia in children and adolescents with autism spectrum disorders. Pediatrics, 130. link to article

Clinical Encounter Log in eLogs (required but not graded)

APEA my QBank Weekly Practice Questions (required but not graded)

Problem-based Learning Case Study Discussion

NR 602 Week 6

CO 1, 2, 3, 4, 6, 8, 9, and 10

Care of the childbearing and childrearing family: The acutely ill child, the chronically ill child, abdominal, genitourinary, endocrine and musculoskeletal concerns

Hay, W., Levin, M., Deterding, R., & Abzug, M. (2014). Current diagnosis and treatment: Pediatrics (22nd ed.). Retrieved from http://online.vitalsource.com

  • Gastrointestinal Track
  • Liver & Pancreas
  • Kidney & Urinary Track
  • Neurological & Muscular Disorders
  • Orthopedics
  • Endocrine Disorders

Chhabra, P., Payne, D. C., Szilagyi, P. G., Edwards, K. M., Staat, M. A., Shirley, S. H., & … Vinjé, J. (2013). Etiology of Viral Gastroenteritis in Children <5 Years of Age in the United States, 2008-2009. Journal Of Infectious Diseases, 208(5), 790-800. link to article

Glissmeyer, E.W., Korgenski, E.K., Wilkes, J., Schunk, J., Sheng, A., Blaschke, A., & Byington, C. (2014). Dipstick screening for urinary track infection in febrile infants. Pediatrics, 133(5). link to article

Lightdale, J. R. & Gremse, D. A. (2013). Gastroespophageal Reflux: Management guidance for the pediatrician. Pediatrics, 131(5). link to article

Ogden, C. L., Carroll, M. D., Kit, B. K., Flegal, K. M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012. The Journal of the American Medical Association, 311(8). link to article

Scholten, L., Willemen, A. M., Last, B. F., Maurice-Stam, H., van Dijk, E., Ensink, E.,… Grootenhuis, M. A. (2013). Efficacy of psychosocial group intervention for children with chronic illness and their parents. Pediatrics, 131(4). link to article

Clinical Encounter Log in eLogs (required but not graded)

APEA my QBank Weekly Practice Questions (required but not graded)

Website Exploration

Clinical Case Presentation (required)

NR 602 Week 7

CO 1, 2, 3, 4, 6, 8, 9, and 10

Care of the childbearing and child-rearing family with women’s health concerns: Sexuality, pregnancy, pre-conceptual health, and common disorders affecting women

Schuiling, K. & Likis, F. (2013). Women’s gynecologic health (2nd ed.). Retrieved from http://online.vitalsource.com

  • Menopause
  • Female Sexual Dysfunction
  • Unintended Pregnancy
  • Infertility
  • Urinary Incontinence
  • Normal and Abnormal Uterine Bleeding
  • Hyperandrogenic Disorders
  • Benign Gynecologic Conditions NR 602

Poteat, T., Wirtz, A., Radix, A., Borquez, A., Silva-Santisteban, A., Deutsch, M.,… Operario, D. (2015). HIV risk and preventive interventions in transgender women sex workers. Lancet, 385(9964), 274-286. link to article

Stockdale, C., & Boardman, L. (2011). Evaluation and treatment of postmenopausal dyspareunia. Journal of Clinical Outcomes Management, 18(9), 414-423. link to article

Yanikkerem, E., Ay, S., & Piro, N. (2013). Planned and unplanned pregnancy: effects on health practice and depression during pregnancy. The Journal Of Obstetrics And Gynaecology Research, 39(1), 180-187. doi:10.1111/j.1447-0756.2012.01958.x link to article

Clinical Encounter Log in eLogs (required but not graded)

APEA my QBank Weekly Practice Questions (required but not graded)

Website Exploration

Clinical Case Presentation (required)

NR 602 Week 8

CO 1, 7, 8, 9, 10, and 11

Care of the childbearing and child-rearing family: Ethical considerations, menopause, specialized populations, and reflection

Grant, K., & Ragsdale, K. (2008). Sex and the ‘recently single’: Perceptions of sexuality and HIV risk among mature women and primary care physicians. Culture, Health & Sexuality10(5), 495–511. link to article

Sambamoorthi, U., Bean-Mayberry, B., Findley, P., Yano, E., & Banerjea, R. (2010). Organization of care and diagnosed depression among women veterans. American Journal of Managed Care16(9), 657–665.

Schroetter, S., & Peck, S. (2008). Women’s risk of heart disease: Promoting awareness and prevention—a primary care approach. MEDSURG Nursing17(2), 107–113. link to article

Reflection (graded)

Clinical Encounter Log in eLogs (graded)

Clinical Performance Evaluation in eLogs (graded)

APEA my QBank Weekly Practice Questions (required but not graded)

Late Assignment Policy

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

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

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

Evaluation Methods

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

Graded Item Points Weighting
Problem-based Learning

Case Study Discussions (100 points, Weeks 1–5)

500 50%
Clinical Case Presentation (100 points, Weeks 6-7) 200 20%
APEA my QBank Weekly Practice Questions

(required, but not graded Weeks 1-8)

N/A N/A
Reflection
(due Week 8)
50 5%
Clinical Encounter Log

(due Weeks 1–8)

Clinical Performance Evaluation

(Week 8 NR 602 )

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

Fail on clinical performance evaluation and less than 125 hours documented* =0 points

*A maximum of fifteen (15) alternative hours is allowed in each FNP clinical course. The alternative hours can only be documented in the three (3) approved categories (1. Lab review 2. Telephone management 3. Prescription refills).

250 25%
Total 1,000 100%

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

No extra credit assignments are permitted for any reason.

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

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

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

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

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

Performance Category 10 8 6 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic. NR 602
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 8 6 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/ or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

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

Interactive Dialogue

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

(5 points possible per graded thread)

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

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty. NR 602
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

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

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

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand. NR 602
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost -5 points lost

Total Participation Requirements

per discussion thread

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

Early Participation Requirement

per discussion thread

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

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

NR 602 Participation for MSN

Participation Guidelines

The weekly case study discussion is worth up to 100 points. Students are expected to participate a minimum of four times (once in Part One by Tuesday, 11:59 p.m. MT, once in Part Two by Thursday, 11:59 p.m. MT, provide a written summary in SOAP format to the Dropbox by Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue criterion). The student must provide answers to the graded case study questions from Part One, post a treatment plan for Part Two and provide a written summation of their case in SOAP format to the Dropbox for Part Three. The written summation must be submitted in a Word document and the following file naming convention be used: Last name.week#.SOAP For example: if your last name is Smith then your Week 1 SOAP note would be saved as Smith.Week1.SOAP

Grading Rubric

Criteria Exceptional

Outstanding or highest level of performance

Exceeds

Very good or high level of performance

Meets

Satisfactory level of performance

Needs Improvements

Poor or failing  level of performance

Developing

Unsatisfactory level of performance

 Total Points Possible= 100 NR 602
  30 Points  26 Points   24 Points   11 Points   0 Points
Application of Course Knowledge Post contributes unique perspectives/ insights applicable to the results from the physical exam and diagnosis (es). Part One: Initial post includes at least three (3) appropriate differential diagnoses with rationale and answers all questions presented in the case. Demonstrates course knowledge/ assigned readings by: linking questions and tests/ interventions to diagnoses,linking diseases by identifying symptoms and patient information.

Parts Two and Three: Primary and secondary diagnoses and treatment plan supported with rationale from the literature. Differential diagnoses are eliminated.

All five (5) parts of the treatment plan are thorough, specific and evidence-based.

Post contributes unique perspectives or insights, but may lack some applicability to presented case study patients.Part One: Initial post includes at least two (2) appropriate differential diagnoses with rationale and answers most of the questions presented in the case. One to two (1-2) elements of specificity identified in course expectations not met

Parts Two and Three: Confirmed diagnosis (es) and treatment plan partially applicable and evidence-based for each case study patient.


Post has limited perspective, insights and/or applicability to presented case study patients.Part One: Initial post does not address each patient or does not include at least two (2) differential diagnoses for each patient. Some evidence-based rationale may be missing. Does not answer questions presented in the case. Two (2) or more elements of specificity from course expectations not met.

Parts Two and Three: Confirmed diagnosis and treatment plan are not applicable to specific case study or some sections may not be evidence-based.

 

Post perspectives are not consistent with current practice. Three (3) or more elements from course expectations missing from parts two and/or three, differential diagnoses not eliminated from Part Two and/or Three. Post offers no insight or application to the case study presentation.
  30 Points   26 Points 24 Points   11 Points  0 Points
Support from Evidence-Based Practice (EBP) Initial discussion posts in Parts One, Two and SOAP note are supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Initial discussion posts for Parts One, Two, and SOAP note are partially supported by evidence from appropriate sources published within the last 5 years.

In-text citations and full references are provided.

Evidence-based reference( s) used but may not fully support the treatment plan.

Initial discussion posts for Parts One, Two, and SOAP note are partially supported by evidence.Sources may not be scholarly in nature or may be older than 5 years.

In-text citations and/or full references may be incomplete or missing.

Citations to non-scholarly websites given as rationale to support differential diagnoses and/or treatment plan. Discussion posts contain no evidence-based practice reference or citation.

*Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic zero (0) for this section for the week.

  10 Points   9 Points   8 Points   4 Points   0 Points
Organization Discussion posts and SOAP notes presents case study findings in a logical, meaningful, and understandable sequence. Each problem-based learning case study patient is presented individually in all discussion posts and SOAP notes.

Part One: Discussion questions addressed individually for each patient.

 

Discussion posts and SOAP notes are relevant to the topic but may be unclear or difficult to follow in places.

Part One: Discussion questions may not be addressed individually for each patient.

Part Two or SOAP note contains all elements but may not be written following SOAP note format.

Discussion posts and SOAP notes not fully relevant to the topic. May be unclear or difficult to follow in places.

Part Two and SOAP note do not contain all components and/or may be missing data.

Discussion post presents case findings and plan or intervention that are sometimes unclear to follow and may not always be relevant to topic. Discussion post is not relevant to case study.

26 Points

23 Points

  21 Points

  10 Points

 0 Points

Interactive Dialogue Presents case study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in Parts One and Two.

 

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

Responds to some direct faculty questions posted in Parts One and Two.

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

Does include evidence from appropriate sources.

 

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

Does not include evidence from any sources.

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

  4 Points

  3 Points

  2 Points

  1 Points

  0  Points

Grammar, Syntax, APA APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. Two to four errors in APA format, grammar, spelling, and syntax noted. Five to seven errors in APA format, grammar, spelling, and syntax noted. Eight to nine errors in APA format, grammar, spelling, and syntax noted. Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.
0 Points Deducted Points Deducted for Late or Missing Posts
Participation

Enters first post to part one by 11:59 p.m. MT on Tuesday; First post to part two by 11:59 p.m. MT on Thursday; and submits written summation by Sunday 11:59 p.m. MT. Written submission (SOAP notes) will NOT be accepted after Sunday 11:59 p.m. MT.

Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and enters peer response/ faculty responses and written summation (SOAP) by Sunday 11:59 p.m. MT. Ten percent (10%) per day for each late discussion post.

*See Calculating Late Posting Penalty Document

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

33 points deducted per part if Part One, Part Two or SOAP note is/are not submitted by Sunday by 11:59 p.m. MT of the week they are due.

Webliography Disclaimer

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

Professional Portfolio

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

  • Reflections from Week 8 for all FNP courses
  • Five exemplar case studies (student selects top five)
  • eLogs portfolio
  • Curriculum vitae
  • Professional development plan paper from NR510
Get a 10 % discount on an order above $ 100
Use the following coupon code :
nursingbay