Family Nurse Practitioner I

NURS 5601

3 credit hours

Course Information

Course Description:

This course focuses on advanced practice nursing and health care management of women in diverse populations. Course content includes bio-psychosocial interactions, affecting women throughout the lifespan

Course Objectives:

Upon completion of this course, the student will be able to:

1. Discuss current issues and barriers to care in women's health care;

2. Design strategies to improve the delivery of health care to women;

3. Apply knowledge from nursing and related disciplines to formulate diagnoses and intervention strategies to promote health and manage selected acute and chronic health alterations in women;

4. Utilize relevant research findings for application in clinical management of women's health;

5. Evaluate the health status of women in diverse populations throughout the lifespan;

6. Relate the role and scope of practice of the family nurse practitioner to health care situations of women.

Prerequisites and Corequisites:

Admission to the RODP MSN program or permission from the department chair.

Prerequisites: NURS 5101/5102 Advanced Health Assessment; NURS 5103 Advanced Pathophysiology; NURS5104 Advanced Pharmacology

Co requisite: NURS 5602 FNP I Clinical

Course Topics:

I. Family Theory Module

II. Current Status and Issues in Women's Health Care

A. Ethical, technological, and research issues

B. Barriers to health care for women

C. Health promotion for women considering lifespan and culture

III. Clinical Assessment and Management across the Lifespan

A. The Child-Bearing Years

1. Family planning

2. Pregnancy

3. Postpartum

B. Post Child-Bearing Years

1. The perimenopausal period

2. The menopausal and postmenopausal period

IV. Clinical Assessment and Management Related to Selected Conditions

A. Menstrual cycle problems

B. Breast problems

C. Cervical and uterine problems

D. Infectious processes

E. Other problems

V. Nurses' Role in Recognition and Management of Psychosocial Crises in Women

A. Anxiety

B. Depression

C. Domestic Violence

Specific Course Requirements:

Knowledge and skill in WebCT

Textbooks, Supplementary Materials, Hardware and Software Requirements

Textbooks:

Please visit the Virtual Bookstore to obtain textbook information for this course: http://rodp.bkstr.com

Hardware Requirements:

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.

Software Requirements:

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm. Specific hardware requirements for this course include...

Additional software requirements for this course include Microsoft Office (Word, PowerPoint, Excel), Acrobat Reader, and supporting software for video-conferencing

Instructor Information

Click on the "Faculty" link located in the left frame of each page inside this course to find instructor contact information.

Assessment and Grading

Testing Procedures:

All course requirements are submitted online through the dropbox.

Grading Procedure:

Grades on the following assignments constitute the grade for this course. Specific requirements for each assignment are detailed at the end of this syllabus:

Assessment and Grading:

The course grade is based on the following:

Case Analysis with Clinical Research Documentation 20%

Quizzes 20%

Class Discussion and Participation (Maximum 2 point/week ) 20%

Assignments 20%

Comprehensive Final 20%

100%

In addition, the student must maintain satisfactory clinical performance as evidenced by preceptor evaluations of the student and must participate in scheduled asynchronous clinical conferences.

Grading Scale:

A = 93-100
B = 85-92
C = 77-84
D = 70-76

F = <70

Late Assignments:

Late assignments will receive a 10% grade deduction for each day or portion of a day that the assignment is late - even if the portion of a day is only one minute. Central standard time will be used as the standard in this course.

Assignments and Participation

Assignments and Projects:

Assignment guidelines and the rubrics used for grading these assignments are provided at the end of this document.

Class Participation:

Students are expected to participate in all interactive aspects of the course. Students should check the course bulletin board at least twice a week for any announcements and ongoing discussions. It is especially important for students in an on-line course to maintain contact with their instructor. The instructor must hear from every student at least once a week; if during a given week, a student fails to make contact in some way (by submitting an assignment or participating in a chat or discussion), he or she must email the instructor, even if the student is sick or out of town. A student who fails to contact the instructor on a regular basis may miss important updates or even fail the course.

Punctuality

Students are expected to:

• Check the course calendar for the due dates of assignments.

• Check the course bulletin board frequently for announcements.

Course Ground Rules

Students are expected to:

Learn how to navigate and use tools in WebCT
Keep abreast of course announcements
Use WebCT for all communication UNLESS problems occur with online delivery of the WebCT course
Contact technical support for any WebCT problems (number provided below)
Notify faculty of any difficulties related to the preceptor, clinical issues, or other factors affecting participation or performance in this course

Guidelines for Communications

Email:

Always include a subject line.
Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
Use standard fonts.
Do not send large attachments without permission.
Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
Respect the privacy of other class members

Discussion Groups:

Review the discussion threads thoroughly before entering the discussion.
Try to maintain threads by using the "Reply" button rather starting a new topic.
Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
Be patient and read the comments of other group members thoroughly before entering your remarks.
Be cooperative with group leaders in completing assigned tasks.
Be positive and constructive in group discussions.
Respond in a thoughtful and timely manner.

See Guidelines For Participation in Threaded Discussion and Guidelines for Leadership in Threaded Discussion below for more information about assignment.

Chat:

Introduce yourself to the other learners in the chat session.
Be polite. Choose your words carefully. Do not use derogatory statements.
Be concise in responding to others in the chat session.
Be prepared to open the chat session at the scheduled time.
Be constructive in your comments and suggestion

Library

The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses.

Students With Disabilities

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

Syllabus Changes

The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

Technical Support

Telephone and Online Support:

If you are having problems logging into your course, timing out of your course, using your course web site tools, or other technical problems, please contact the RODP Help Desk by calling

1-866-550-7637 (toll free)

or go to their website at:http://askrodp.custhelp.com

Assignments

The requirements for all assignments are detailed in the sections that follow.

Each module has an assignment component that should be submitted through the Dropbox. All assignments must be submitted to the Assignment Dropbox unless otherwise indicated. Other assignments include the Case Analysis, Discussion Board (Leadership component), Quizzes, and Final Examination. See Calendar for dates due.

Case Analysis with Clinical Research Documentation

CASE STUDY PAPER = 20%
Each student will develop a case study (approximately 15 pages) on a topic that is preapproved by the faculty. The student will select a topic for the case study that will integrate nurse practitioner management.

Promoting Professional Scholarship

Purpose: The purpose of this paper is to promote scholarly thought and writing. Writing this paper will increase your critical thinking skills, you writing abilities and will encourage you to incorporate published literature in your nursing practice. A goal of paper is to gain further understanding about how we choose certain actions and why the patients and their families respond the way they do. This paper will allow you to examine that process based on a real person you have had the privilege of interacting with in one of your clinical settings. You may be frustrated with the amount of time and effort this paper will take, but I think you will be proud of your accomplishment upon it's completion. You may submit this paper to me twice. The first time I will provide you with feedback if submitted by the date assigned. When you submit the final paper, I will not provide you with any feedback. You are to turn the final paper in to me on the due date. Your grade will be based on the final paper.

I. Introduction

Criteria

Introduction of client (anonymous name) and medical diagnosis (Provide a synopsis of the client and the client's context)

A short paragraph is written identifying the purpose of the paper

Pathophysiology of diagnosis is clearly stated and has a reference from a textbook or journal (potential pathology)

Clearly presented a brief discussion of treatments, medications, diagnostic procedures, lab values and other pertinent data (Describe the presenting issue, problem, or symptoms and the implications of this problem or topic.
a. Physiologically
(1) Maternal issues (2) Fetal issues (if any)
Psychologically
(1) Client
(2) Family
(3) Community

What, if any, laboratory or diagnostic evaluations should this topic or problem require, e.g., x-rays, ultrasound?

Identified differential diagnoses and identified why they were priorities.

Identified measurable, realistic and short term and long-term outcomes. (How should a client presenting with this problem or topic be managed)

II. Review of Related Literature

Criteria

An introductory paragraph is presented which discusses how the review of literature was conducted

Review of literature: References are recent (within 5 years). Critically analyze the case and related topic or problem chosen, using current and classic research from varied disciplines. Research sources should be cited in your paper and included in your presentation. Note that a minimum of ten citations of relevant literature must be included, at least three of which must be research-based. The presentation should only include the most noteworthy citations.

A paragraph summarizing the literature is clearly presented. A brief compare and contrast among literature citations is presented.

III. Application and Evaluation

Criteria

The client's present clinical status is compared and contrasted to the current pertinent literature Critically analyze the case choosing three of the most salient of the following areas: social, political, ethical, legal, moral, feminist, spiritual, or cultural influences.
a. What (if any) are the common and alternative therapeutic management modalities that would be appropriate in managing this clinical case?
b. Identify the appropriate anticipatory guidance.
c. Identify a plan for continuity of care for the client.

Evaluation of expected outcomes is clearly presented. These evaluations should be related to the data and information in the introduction

Included a conclusion from each diagnosis identified in the introduction. Conclusion demonstrates analysis and creativity

IV. Opportunities for Teaching and Quality of Care Improvement

Criteria

Teaching needs of the client and the family were clearly presented. A brief rationale is provided for each area of teaching need identified

Actual or potential referrals were identified with rationales cited When or did consultation, co-management, and/or referral become indicated?
a. Identify your plan if any for this collaboration.
b. Include provisions for collaboration with any other disciplines.

Identified an aspect of management related to the client's care Describe nurse practitioner care outcomes for this woman and her family.

V. Technical Aspects of the Paper

Criteria

Followed APA format for the layout of the paper (Each paper is to be typed and double spaced with appropriate margins. The pages of this paper should be numbered. The title page should include title of the paper, your name, course number, and the date)

Followed APA format for references (citing and reference list)

No spelling or grammatical errors (Proofread your paper for typographical errors prior to turning in your paper).

Papers are to be turned in on or before the due date. Late papers are not accepted and will result in NO POINTS. Extensions may be granted by course faculty for emergencies.

Failure to follow the above guidelines will be reflected in the paper grade.

This assignment is based upon:

Pullen, R., Reed, K., & Oslar, K. (2001). Promoting clinical scholarship through scholarly writing. Nurse Educator. 26(2), 81-83.

Guidelines for Grading:

Points

Exceptional

Documentation is clear and well organized.

Appropriate medical terminology is used.

Redundant (repetitious) words, phrases, and other distracting information are omitted.

Format follows APA standard. Narrative has a logical flow.

4.25

Above Average

Documentation meets criteria for "exceptional" but there is occasional redundant information.

3.85

Average

Documentation meets criteria for clarity but needs to be better organized.

Documentation occasionally strays from standard format for SOAP documentation.

Narrative occasionally strays from logical sequence but the reader is able to determine findings with minimal difficulty.

3.5

Below Average

Documentation is not as clear or does not meet expectations for the graduate level as evidenced by either of the following.

Lay terminology or slang is used rather than appropriate medical terminology.

Misspelled words and/or grammatical errors are present.

Sequencing of documentation requires that the reader extract and sequence information independent of the written record in order to gain an adequate representation of assessment and management.

3.0

Unacceptable

Documentation is unclear and/or unorganized and/or inappropriate as evidenced by any of the following.

Absence of appropriate medical terminology

Frequent use of lay terminology or slang

Misspelled words and/or poor grammar are common (>2).

Contains repetitious information that creates distractions.

Format does not follow a standard format for SOAP documentation.

Narratives such as the HPI and Exam are haphazardly written.

Points

Exceptional

Subjective and objective assessments of health status are fully explicated

without the inclusion of extraneous information.

CC is succinct.

HPI is fully developed and includes location, duration, timing, character, severity provocative/palliative factors and/or other features appropriate for the reason for presentation.

Physical exam includes vital signs, height and weight as appropriate, and any relevant developmental data related to assessment of CC.

Elements of the PMH, FH, and ROS that expand on the CC and HPI are included yet irrelevant information is excluded.

Appropriate diagnostic tests are performed/ordered.

4.25

Above Average

Subjective and objective assessments meet all criteria above.

Information that is needed from the PMH, FH, and/or ROS is not included

3.85

Average

Either the subjective or objective assessment is missing an element needed for adequate evaluation of the patient's problem.

Includes irrelevant information

Selection of diagnostic tests is too broad or expensive for evaluating the presenting problem OR

Selection of diagnostic tests is inadequate to address the presenting problem

3.5

Below Average

Two or more elements needed for adequate evaluation of a patient's problem are missing from the subjective and/or objective assessment.

3.0

Unacceptable

Either the subjective or objective assessment is not developed and/or the assessment is inappropriate for the patient's age, gender, and/or inappropriate for the presenting problem.

Points

Exceptional

Diagnosis has coherence, adequacy, and parsimony.*

Management plan is appropriate for the diagnosis and accurately addresses the problem identified.

Management plan is economically sound.

Management plan includes plans for evaluation/follow-up care (as appropriate).

Management plan is individualized to the patient's age and development, culture, religion, family, environment, education, and/or any other unique concerns uncovered in assessment.

4.25

Above Average

Diagnosis has coherence, adequacy, and parsimony.*

Management plan is appropriate and meets above criteria but is "generic" rather than individualized to the patient.

3.85

Average

Diagnosis has coherence, adequacy, and parsimony.*

Management plan is appropriate for diagnosis and addresses the problem identified but has one of the following problems:

Is too expansive (thus expensive) or overwhelming for the client or healthcare system OR

Needs to consider alternative features for optimal outcomes

3.5

Below Average

Diagnosis lacks either coherence, adequacy, or parsimony.

Management plan is appropriate but inadequate to fully address the identified problem.

3.0

Unacceptable

Diagnosis and/or management plan is inappropriate.

Points

Exceptional

Authoritative and peer-reviewed references are used to guide decisions regarding diagnosis and treatment. All research articles and references are less than five years old.

4.25

Above Average

Authoritative and peer-reviewed references are used to guide decisions regarding diagnosis and treatment. Some research articles and references are greater than five years old but less than eight years old.

3.85

Average

Relies on nursing journal articles that are not "scholarly" and/or are written for nurses not in advanced practice (includes articles from AJN, RN, and similar journals) and/or relies on unreliable research.

3.5

Below Average

Majority references are from a consumer, nonprofessional, or non-authoritative website or magazine, or are not peer-reviewed.

3.0

Unacceptable

All references are from consumer, non-professional, or non-authoritative websites or magazines, or are not-peer reviewed or are less than the required minimum.

_____

Total Points

______

Grade = Total Points Earned ÷ Total Points Possible x 100 = grade (example 20 ÷ 20 = 1 x 100 = 100)

Quizzes

· There are 4 quizzes (modules 2-5) to be completed at the end of each module.

· Dates for submission of quizzes will be located in the calendar.

Class Participation

Each module will contain a discussion topic and self-quiz that will be placed on the discussion board and also placed in the assignment drop box for grading. You are expected to comment on other student’s discussions.

Guidelines for Grading:

Guidelines For Participation in Threaded Discussion

One student (or the group of students) will be responsible for beginning the discussion. This will be posted by the assigned student/s at the beginning of the week of the discussion or by Monday AM. All Threaded Discussion topics have already been posted.
You must "enter" the discussion at least once during the week (Monday through Sunday). You may share personal experiences, share an assessment or medication or care tip, a community resource, ideas from the literature etc. You may "talk" with each other.
You will need to provide and discuss at least one reference. The reference may be a journal article, book or a web source.
Meeting these guidelines meets the requirement for points for discussion.
You must enter the Threaded Discussion by Sunday at 5:00 PM of the week of any particular discussion.

Guidelines For Leadership of a Threaded Discussion

Each student will be assigned a topic for leadership of a Threaded Discussion. Depending upon the number of students in the class, there may be co-leaders. \
You will begin discussion by Monday AM by making a statement of asking a question related to the topic and keeping the discussion going.
Keep the discussion going throughout the week by asking questions, asking for clarification, making statement.
At the end of the week, summarize the discussion and submit to the assignment dropbox under Leadership Assignment.

Final Examination

A final examination will be available at the appropriate time during the course. See Calendar.