Category: Nursing

NR361

Week 1 discussion

AACN Essentials Self-Assessment Results

Download and open the AACN Essentials Self-Assessment (Links to an external site
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Complete the self-assessment of your current comfort levels and total your score
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If you are willing, please share your total score with your classmates in your discussion post
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Identify areas where your knowledge could use improvement
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Keep in mind that all professional nurses are knowledge workers
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What questions do you have as they relate to nursing informatics and the AACN essentials?

Week 2 discussion

Experiences With Healthcare Information Systems

Share your experiences with healthcare information systems, past or present
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Has it been an easy transition or difficult? Why do you believe your experience has been positive or negative? If you are currently not working, how has the medical record exposure in nursing school impacted your current knowledge?

Week 3 discussion

Opportunities for Improvement with Usability and Interoperability

Usability and interoperability are major issues to consider in the development of Healthcare Information Systems (HIS)
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How do your organization’s systems address these issues in terms of transfer of information versus re-entry at various points in the system (emergency department, inpatient, and home care)? With the knowledge you have gained from your readings, what evidence-based suggestions will you make to improve your systems?

Week 4 discussion

Your Patient has a PHR (Personal Health Record)
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Now What?

Patient portals and personal health records (PHRs) are commonplace today
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What are the pros and cons of having a PHR? What safeguards and decision-making support tools are included in patient portals and PHRs to help patients and healthcare professionals ensure safety?

Week 5 discussion

Documentation and Reimbursement

What is the impact of Centers for Medicare and Medicaid Services (CMS) payment denial on the healthcare system? What are the implications for our nursing practice related to use of standardized terminology for documentation? How does this impact patient outcomes?

Week 6 discussion

Distractors in our Environment

Distractions are everywhere
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They may include cellphones, the alarms sounding for multiple different reasons, overhead paging, monitors beeping, and staff interrupting our thoughts
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Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because of a distraction such as alarm fatigue
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What does evidence reveal about alarm fatigue and distraction when it comes to patient safety?

Week 7 discussion

Use of Personal Communication Devices in Patient Care Settings

How can the use of the nurse’s personal communication device(s) impact patient care positively and/or negatively? What are the ethical and legal implications? What does the professional literature say about how communication devices can support safe nursing practice?

Week 8 discussion

Reflective and Projected Practice

Prior to posting, complete the Week 8 AACN Essentials Self-Assessment (Links to an external site
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Compare your scores from Week 1 to Week 8
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How far have you come? How will you use evidence to further improve your nursing informatics knowledge during the next two years of practice?

NR 443 – Community Health Nursing Discussions

Week 1 discussion

Determinants of Health

What are some factors that make some people healthy and others ill? Healthy People 2020 identifies five determinants of health that influence the health of individuals and populations. Healthy People 2020 describes them as “a range of personal, social, economic, and environmental factors that influence health status” (U.S. Department of Health and Human Services, 2014, About Determinants of Health, para. 1). Determinants fall into five categories including: (a) policy making, (b) social factors, (c) health services, (d) individual behavior, and (e) biology and genetics.

Go to the “Determinants of Health” link at http://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health (Links to an external site.)Links to an external site. and click on each determinant to read about them.

Choose one of the five determinants. In your post, describe this determinant and its importance.

Discuss how this determinant relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

U.S. Department of Health and Human Services. (2016). Healthy People 2020: About Determinants of Health. Retrieved from http://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health (Links to an external site.)Links to an external site.

NR 443 – Community Health Nursing Discussions – Week 2 discussion 

Demographic and Epidemiological Assessment

For this discussion, you will collect assessment data about your city or county. This post will include information about demographics (general characteristics) and epidemiological data (disease or health behavior rates) of your community.

Demographic data: Go online to the U.S. Census Bureau at https://www.census.gov/quickfacts/ (Links to an external site.)Links to an external site.. Obtain a range information about the demographic characteristics of the population for your city or county of residence. You may have to look at county data if your city is not listed. Discuss demographic data about age, ethnicity, poverty levels, housing, and education.

Epidemiological data: Go to your city or county health department website (search the Internet) or County Health Rankings (http://www.countyhealthrankings.org/ (Links to an external site.)Links to an external site.) and report epidemiological data about your area.

Identify several priority health concerns for your area.

The Instructions on Finding Demographic Data on the U.S. Census Website (Links to an external site.)Links to an external site. will assist you in using this website as a resource.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.

NR 443 – Community Health Nursing Discussions – Week 3 discussion

Caring for Vulnerable Populations

Review the Week 3 Case Study (Links to an external site.)Links to an external site.. This case study focuses on a vulnerable young woman who is facing many risk factors.

Discuss several risk factors that may impact health outcomes for vulnerable populations.

Assurance is one of the three core functions of public health. Find a resource in your community (other than WIC) that could assist Mary during her pregnancy. Start by searching the Internet for your local health department’s website. What services does it provide for pregnant women, those living in poverty, or those with mental health concerns? What about your local welfare office? Does it provide prenatal or mental health services? Are there any service organizations, crisis pregnancy centers, or churches providing help for pregnant women or those experiencing mental health concerns? (The Internet, your local newspaper, and the telephone book may also help you locate resources.)

Briefly describe the types of services that you found.

Choose one agency and assess this agency in terms of the 4 A’s. Is it accessible, acceptable, affordable, or available for Mary or other pregnant women that you case manage?

Are there adequate resources for other vulnerable populations in your community?

NR 443 – Community Health Nursing Discussions – Week 4 discussion

Healthy People Objectives for Community Settings

Community health nurses practice in a variety of settings. Choose one of the following CH settings and describe what you have learned about the setting and the role(s) of the nurse in that setting (see Nies & McEwen, 2015, Chapters 29–33).

School nursing

Occupational health nursing

Faith-based or parish nursing

Home health nursing

Hospice nursing

Forensic nursing

Correctional nursing

The federal government developed Healthy People as a set of national health objectives that are revised every 10 years. These objectives are very specific in order to guide and measure our nation’s progress related to public health. Please visit http://www.healthypeople.gov/2020/topicsobjectives2020/ (Links to an external site.)Links to an external site.. Click on a topic area that relates to a role you chose to discuss. Click on the green Objectives tab in that topic area to choose one Healthy People 2020 objective.

Discuss one specific, numbered Healthy People 2020 objective (not a goal) related to this community health role.

How could a community health nurse help meet this objective?

Introduction to Healthy People 2020 website (Links to an external site.)Links to an external site. is an aid to help you navigate the HP 2020 website.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.

U.S. Department of Health and Human Services. (2016). Healthy People 2020: Topics & Objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/ (Links to an external site.)Links to an external site.

NR 443 – Community Health Nursing Discussions – Week 5 discussion

Disaster and Communicable Disease Preparedness

Preparing for disasters, terrorist threats, or communicable disease outbreaks is an important part of public health nursing. Visit the websites http://www.ready.gov (Links to an external site.)Links to an external site. and http://www.ready.gov/pandemic (Links to an external site.)Links to an external site.. Review the steps for being prepared for a disaster or pandemic.

Choose a natural or man-made disaster that could impact your community and discuss how a CHN can help the community to prepare or respond to this disaster.

Choose a potential infectious disease outbreak and discuss how a CHN can help to prevent or respond to an outbreak.

How well is your community prepared for a potential outbreak or disaster?

Federal Emergency Management Agency. (2016). Ready: Prepare. Plan. Stay Informed. Retrieved from http://www.ready.gov/ (Links to an external site.)Links to an external site..

Federal Emergency Management Agency. (2016). Pandemic. Retrieved from http://www.ready.gov/pandemic (Links to an external site.)Links to an external site..

Week 6 discussion

Environmental Health

Visit the U.S. Environmental Protection Agency’s MyEnvironment site at http://www.epa.gov/myenvironment (Links to an external site.)Links to an external site. and enter your city and state, ZIP code, or location into the location box. Explore the site to learn more about your environment and things that might be impacting the health of its citizens.

Identify something new you learned about your environment and how it could be affecting health by completing this statement: “I didn’t know _____.”

How could you, in the role of a community health nurse, address these concerns?

Optional: For more environmental health information, you can also visit the following websites.

Environmental health tracking: http://ephtracking.cdc.gov/InfoByLocation/ (Links to an external site.)Links to an external site.

Air quality: http://www.airnow.gov/ (Links to an external site.)Links to an external site.

Toxic release inventory: http://www.epa.gov/toxics-release-inventory-tri-program (Links to an external site.)Links to an external site.

NR 443 – Community Health Nursing Discussions – Week 7 discussion

The Affordable Care Act

The Affordable Care Act is a controversial topic, and there probably are many different viewpoints represented in our class. For this discussion, let’s start by focus on understanding the basics of the Healthcare Marketplace so that we can provide accurate information to our patients and communities. Please explore the healthcare marketplace website at https://www.healthcare.gov/ (Links to an external site.)Links to an external site.. Choose the Get Answers tab toward the top of the page.

Review several of the topics in this tab and share two things that you learned about how the marketplace works.

How does this information apply to those in your community?

As a healthcare provider, has this raised any ethical questions or concerns for you?

NR 443 – Community Health Nursing Discussions – Week 8 discussion

Future Directions

Reflect on what you have learned in this course.

What future concerns are likely to impact public health?

How do you see global health concerns impacting your community?

How can you apply what you have learned in this course to your current practice?

Week 2 Milestone 1 Community Windshield Survey

Purpose

The purpose of this assignment is to complete a direct observational assessment of a community in your area. This windshield survey will be the initial step in uncovering a community health problem in your area and identifying community dynamics. This problem will be further assessed in the following two assignments.

Course Outcomes

This assignment enables the student to meet the following course outcome.

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

Due Date

Submit your completed windshield survey form by 11:59 p.m. MT Sunday of Week 2.

Points: 150 points

Directions

Download the Community Windshield Survey form (Links to an external site.)Links to an external site.. Type your name and answers directly onto this Word document. Your form does not need to follow APA formatting; however, you are expected to use a professional writing style with complete sentences, accurate grammar, and correct spelling. If references are used, they must be cited in the text and the complete reference should be included in the reference box in APA format. References are optional.

Watch Caring for Populations project overview and Milestone 1 tutorial (click this link or copy and paste it into your browser): http://www.brainshark.com/devry/CourseProjectandMS1_2016. (Links to an external site.)Links to an external site. (transcript (Links to an external site.)Links to an external site.)

Save the form by clicking Save as and adding your last name to the file name; for example, NR443 Windshield Survey Form_Smith.

Submit the completed form by Sunday, 11:59 p.m. MT at the end of Week 2.

Length: The completed form should be three to four pages in length (not including any optional references).

Guidelines

Below are the requirements needed for successful completion of the Windshield Survey Form.

Introduction to the Community: Identify the community you will be using for this assignment with the city and state and provide a brief, one paragraph description of the community. Your community should be the area where you live or the area surrounding your work setting. The community must include a residential area and be broad enough to answer the survey questions. You do not need to include demographic data.

Windshield Survey: Assess your community by doing a windshield survey. Information about the components of a windshield survey is located in your textbook, Nies & McEwen (2015) on page 98 (Box 6-2). Drive through the area and report your observations by describing each of the following six areas using a majority of the questions from each category of Box 6-2 as your guide (one to two in depth paragraphs for each category). Be sure to include what you observed related to each of these categories, and also include any significant items that are missing in your community because this may be equally important in identifying a community health problem.

Community vitality

Indicators of social and economic conditions

Health resources

Environmental conditions related to health

Social functioning

Attitude toward healthcare

Note: It is helpful to conduct this assessment at least two different times: during the day or evening, on a weekday and/or on the weekend. If possible, plan on asking someone to drive during your survey so that you can take notes.

Vulnerable population: Identify an aggregate or vulnerable population in your community based on your observations. What did you observe about this population? See Units five (5) and six (6) in Nies and McEwen (2015) for examples of vulnerable populations and aggregates.

Conclusion: Provide a summary of your findings. Describe several potential community health problems for the vulnerable population that you identified.

References: The purpose of this assignment is to document your observations of your community. Outside sources are not required. However, if sources are used, these sources must be cited within the form (Author, year) and listed in the reference section in APA format (see APA resources for help with formatting).

Best Practices in Completing the Form

The following are best practices in preparing this project.

Make sure all elements of the form are included.

Review directions and grading rubric below thoroughly.

Cite any outside references as above (these are optional).

Use a professional writing style with complete sentences.

Proofread prior to final submission.

Check for spelling and grammar errors prior to final submission.

Abide by the Chamberlain academic integrity policy.

Week 4 Milestone 2 Vulnerable Population Assessment

Purpose

The purpose of this paper is to identify and assess an aggregate or vulnerable population in your community. You will also describe one community health problem that impacts this group. This problem must be one that a community health nurse could positively impact.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit the paper by 11:59 p.m. MT Sunday by the end of Week 4.

Points: 225 points

Rubric

Click to view and download the NR443 Milestone 2: Caring for Vulnerable Populations Rubric (Links to an external site.)Links to an external site..

Directions

Watch the Milestone 2 tutorial at http://www.brainshark.com/devry/Milestone2_2016 (Links to an external site.)Links to an external site.

This APA paper is expected to be no more than four pages in length (not including the title page and reference list). Below are the requirements for successful completion of this paper. Please use the categories described below as the first level headings on your paper (note: the introduction does not carry a heading of “introduction,” instead the title of the paper is repeated and centered at the top of the second page in plain text). APA formatting helps you to format your paper in a professional manner and provides consistent methods for citing your sources within the paper and providing the complete reference on the reference page. See the APA resources for assistance with APA formatting. There is an APA template that you can use to type on and this will help with APA formatting. The SSPRNBSN Student Success Strategies resource has a module on writing scholarly papers and APA formatting. You may access SSPRNBSN by finding its tile in your dashboard, or clicking on the link in your course list.

Based on your community assessment, including your windshield survey and the assessment information from your discussions, identify one aggregate or vulnerable population in your community that faces a community health problem. See units five (5) and six (6) in Nies and McEwen (2015) for examples of vulnerable populations and aggregates. Your community must be the area where you live or work.

Introduction (one paragraph): The introduction should be interesting and capture the reader’s attention.

Provide a brief description of your community including the city name and state and key features.

Briefly introduce one aggregate or vulnerable population that you identified in your assessment.

Discuss the purpose of your paper. The purpose statement of the paper should relate to assessing this vulnerable population in your community.

Note: the introduction does not carry a heading of “introduction,” instead; the title of the paper is repeated and centered at the top of the second page in plain text.

Vulnerable Population Overview (one to two paragraphs):

Describe one aggregate or vulnerable group in your community in greater detail.

Include your observations about this group from the windshield survey.

Discuss events or trends that have affected this vulnerable group such as economic conditions, trends in health related behaviors or disease rates, etc.

Strengths, Risk Factors, and/or Barriers (two to three paragraphs):

Discuss the strengths, risk factors, and/or barriers that impact this vulnerable population’s health.

Include support from at least one scholarly peer-reviewed journal article in this discussion. Go to the Chamberlain library at http:/library.chamberlain.edu (Links to an external site.)Links to an external site.. Search peer reviewed journals to find a scholarly article that discuss the strengths, risk factors, and/or barriers faced by this vulnerable group. Summarize what you learned from this article and cite the source in the text and reference page (Author, year). For this section, you must choose at least one scholarly article from a peer-reviewed journal. The article must be less than 10 years old (less than 5 years is best). You may include and cite your textbook or other scholarly sources as well, but they do not count as the scholarly journal article.

Please do not include more than two short quotations, at the most. You will need to summarize and analyze the information from the article in your own words.

Community Resources (one to two paragraphs):

Search your local public health department website, the internet, the local newspaper and/or telephone book for health resources available in your community for this vulnerable group.

Briefly describe the resources in your community that are available for this group.

Are these resources adequate? If so, why? If not, discuss gaps in services that you identified.

Community Health Problem Diagnosis (one to two paragraphs):

Based on your assessment and the Healthy People 2020 objectives, identify and discuss one priority community health problem that a community health nurse could positively impact. Examples include an increase in teen pregnancies, prevalence of cancer, high incidence of tobacco use, above average infant mortality etc. The problem must relate to the aggregate or vulnerable population you identified.

Go to the Healthy People topic areas at http://www.healthypeople.gov/2020/topics-objectives (Links to an external site.)Links to an external site.. Find a topic area that relates to your aggregate or vulnerable population. Click on the topic area and then click on the green “Objectives” tab. Find and state the Healthy People 2020 specific numbered objective (not just a goal) that describes your problem (ex. for teen pregnancy, the topic area Family Planning is relevant, click the green objectives tab and you might choose FP-8.1 “Reduce pregnancies among adolescent females aged 15 to 17 years” (US Department of Health and Human Services: Healthy People 2020, 2016, Objectives: Family Planning, para 8).

Summary (one paragraph):

Summarize important points from the body of your paper including the aggregate or vulnerable group you identified and key factors that you discussed above that affect the health of this group.

Include a statement about the priority problem you identified.

End with a concluding statement.

Reference Page:

The Reference Page should start on a new page (insert a page break). All references should be cited within the body of the paper as (Author, year) and the full reference should be included in APA format on the reference page. A URL link alone is not an adequate reference. See the APA Guidelines in Course Resources for examples of properly formatted references.

Guidelines

Application: Use Microsoft Word 2010™ or later to create this assignment.

Scholarly Writing: APA format is required. Review the APA resources and take advantage of the free tutorial resources.

Use the categories above as APA headings for the sections of your paper.

Length: This paper is expected to be no more than 4 pages in length (not including the title page and reference list).

Quotations should be minimal – please paraphrase your sources. A maximum of two short quotations should be used for this paper.

Submission: Submit your paper by 11:59 p.m. MT Sunday of Week 4.

Save your paper with your last name in the document title (e.g., Smith Vulnerable Population Assessment).

Late Submission: See the Policies on late submissions.

Best Practices in Preparing the Paper

The following are best practices in preparing this project.

Use the assessment information that you collected in your windshield survey and weekly discussions to identify the aggregate or vulnerable group of interest.

Choose one nursing problem specific to your community that this aggregate or vulnerable group faces.

Find one article about this vulnerable group from the Chamberlain library from a peer reviewed journal.

Visit the SSPRNBSN Student Success Strategies resource for help with writing a scholarly paper, APA formatting, and library navigation. You may access SSPRNBSN by finding its tile in your dashboard, or clicking on the link in your course list.

Make sure all elements of the paper are addressed and headings for each category are included.

Review directions thoroughly.

Cite all sources within the paper as well as on the Reference page.

Proofread prior to final submission.

Check for spelling and grammar errors prior to final submission.

Use the first column of the rubric below to ensure that you have included all the needed elements.

Week 6 Milestone 3 Intervention and Evaluation

Purpose

The purpose of this PowerPoint presentation is to provide an opportunity to develop a community health nursing intervention and evaluation plan for a community health problem that you identified in your community (described in Milestone 2: Vulnerable Population Assessment). You will apply the components of the nursing process to assist this vulnerable population and develop a proposal that could be presented to community leaders.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your PowerPoint presentation by 11:59 p.m. MT Sunday by the end of Week 6.

Points

This assignment is worth a total of 225 points.

Scenario

You are a community public health nurse (C/PHN) working with the vulnerable population you identified in Milestone 2. You will choose a specific community health role that would serve this population. You have analyzed the data collected from your windshield survey and vulnerable population assignments (the first two milestones) and identified one community health problem that a nurse can impact. Now, review the scholarly literature or scholarly websites listed below and identify one specific evidence-based nursing intervention that has the potential to improve the health of this group. Then develop a proposal to implement this intervention and a plan to evaluate the outcomes of this intervention. Create a PowerPoint that you could use to present to an organization in your community to request approval for funding and support for this intervention. (You are not required to implement the intervention or present your PowerPoint, though you may want to consider implementing your project in the future).

Directions

Watch the Milestone 3 tutorial at http://www.brainshark.com/devry/Milestone3_2016 (Links to an external site.)Links to an external site..

Introduction: (average of 2-3 slides)

Describe the identified problem

Include at least two important findings that demonstrate that this is a problem in your community.

Describe your specific community health role: Some examples of roles are school nurse, parish nurse, home health nurse, occupational nurse, health department nurse etc.

Identify the purpose of the presentation which is related to proposing a community health intervention and evaluation plan.

Identify an evidence based intervention: (average of 2-3 slides).

Find an evidence-based nursing intervention from a peer-reviewed journal article OR one of the following databases. These databases evaluate research evidence about community health interventions. Be sure that your intervention is one that is recommended. Cite your source on the slide with the author or organization and year.

Use at least one of the following to identify an evidence based intervention:

A peer reviewed journal article demonstrating that your intervention has been successful

The Community Guide (http://www.thecommunityguide.org/ (Links to an external site.)Links to an external site.) Choose one of the topics in the topic tab to find interventions.

The CDC Community Health Improvement Navigator Database of Interventions (http://wwwn.cdc.gov/chidatabase (Links to an external site.)Links to an external site.)

Healthy People 2020 evidence-based interventions. Find a relevant topic area at (http://www.healthypeople.gov/2020/topics-objectives (Links to an external site.)Links to an external site.), click on that topic area, and then click on the “Interventions and Resources” tab to see the evidence-based interventions list for that topic area

Provide a brief overview of your intervention.

Discuss why this intervention is a good fit for your community (why you expect it to be effective in your community).

Intervention Implementation: (average of 3-4 slides).

Describe how you would implement your community health nursing intervention in your community

Discuss the actions will you take as the community health nurse to accomplish this intervention.

Relate your actions to the Public Health Intervention Wheel (Nies & McEwen, 2015, p. 14, Figure 1-3)

Identify your target population.

Describe how you will reach out to your target population.

Include strategies to engage your target population.

Describe where the intervention will take place.

Identify when your intervention will take place

Will it take place once or multiple times?

Identify those in the community that you will collaborate with (e.g., physician’s office, church, local resources, etc.).

Explain what level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

Proposed Evaluation Methods: (average of 2-3 slides)

Your presentation must include at least one proposed quantitative or qualitative evaluation method that you would use to determine whether your intervention is effective. Outcome measurement is a crucial piece when implementing interventions.

Describe the method you would use to evaluate whether your intervention was effective. (The Qualitative and Quantitative Education Methods (Links to an external site.)Links to an external site. handout can help with understanding qualitative and quantitative methods of evaluation).

Identify the outcomes you would track to show whether your intervention works (eg. BMI would be one outcome you could track for a weight loss intervention).

When would you measure these outcomes?

Describe the short-term and long-term impact on your community if the intervention is successful.

Summary: (average 1 slide)

The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished; for example, “Based on ABC, it is imperative our community has XYZ. Can we count on your support? Thank you for your consideration.”

In addition to the slides described above, your presentation should include a title slide with your name and role and a reference slide. Cite all sources used with (Author, year) on the PowerPoint slide.

The slides should include the most important points in short bullet pointed phrases. Do not include full sentences or paragraphs on the PowerPoint slides. You may add additional comments in the notes section to clarify information for your instructor.

The slides should be visually appealing and not overcrowded. Use an interesting template and include some clipart or graphics for interest.

Guidelines

Application: Use Microsoft PowerPoint 2010 or later.

Length: The PowerPoint slide show is expected to be no more than 20 slides in length (not including the title slide and reference list slide).

Save the assignment with your last name in the file title: example: “Smith Intervention and Evaluation.”

Submission: Submit your PowerPoint file by 11:59 p.m. Sunday by the end of Week 6.

Late Submission: See Policies on late submissions.

Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site. The SSP Chamberlain Student Success Strategies offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSP CCSSS may be found on your course list in the student portal.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

Be creative.

Incorporate graphics, clip art, or photographs to increase interest.

Make easy to read with short bullet points and large font.

Review directions thoroughly.

Cite all sources within the slides with (author, year) as well as on the Reference slide.

Proofread prior to final submission.

Spell check for spelling and grammar errors prior to final submission.

GCU NUR641 Genetic Disorder

Find an article on a genetic disorder and summarize in two or three paragraphs the genetic component causing the disorder and any multifactorial inheritance components that may contribute to the disorder. Discuss the usual age of disease onset and if the sex-specific threshold model fits the disorder. What education could you present to high-risk patients to reduce the risk of disease onset if a multifactorial component exists?

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Q2

Genetic screening has become widely available to the public including prenatal screening of the fetus in utero to screening adults for genetic disorders, such as Parkinson’s disease and breast cancer. Share your thoughts on the legal, ethical, and social implications that may be related to genetic screening. How would you educate your patient that is considering having genetic screening?

Week 2

Choose an FDA-approved prescription medication and discuss the pharmacokinetics and pharmacodynamics of the medication, including any differences that would be expected based on the patient’s age, a condition of pregnancy, or lactation. Address any adverse effects the medication may have based on age, pregnancy, or lactation.

Week 2 dw 2

Active acquired immunity can be achieved through the use of childhood immunizations. Many parents voice concerns regarding the safety of vaccinations. What is your opinion on the current use of vaccinations? How would you educate parents regarding the safety and effectiveness of vaccinations? Defend your answers with evidence-based research. GCU NUR641 Genetic Disorder.

NUR409 CONTEMPORARY ISSUES ANALYSIS PAPER

CONTEMPORARY ISSUES ANALYSIS

Using APA Style 6th Edition, develop a paper, 8 – 10 pages maximum including references, which delineates and analyzes one contemporary health related issue.

PART I

v From the current news media, select a contemporary health related issue or trend or chronic illness by the second week of class and follow it for the next four consecutive weeks.

v Select one report on your topic from each of the four weeks.

v Write a brief summary of each of the four news reports.

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v Analyze these four news reports:

o What is the trend or issue that they represent?

o In what way does this issue or trend relate to primary & community health care?

o How does the media represent the issue in each report?

o How does this representation shape public opinion on this issue or trend?

PART II

v Conduct a professional scholarly literature search (CINAHL or MEDLINE) on this issue or trend within a historical context.

v Analyze the issue in relation to any of these perspectives philosophical/ethical perspectives, social/political concerns, economic considerations, and historical change.

v Identify your own points of agreement or disagreement with these perspectives (listed in previous bullet).

v Does this issue or trend hold any significance for the profession of nursing?

PART III

v Compare your analysis of this issue in the media reports with your analysis of this issue in the professional nursing literature (if this is available).

v Identify the similarities and differences

v Based on your findings in this comparative analyses identify the implications for nurses or nursing students, health care policy, and/or health care delivery systems.

DUE DATE:

November 14, 2017-Tuesday Section /November 15, 2017-Wednesday Section

CONTEMPORARY ISSUES ANALYSIS – GRADING CRITERIA

PART I

1. Identification of contemporary health related issue. 5%

2. Summaries of four reports and relevance. 10%

3. Analysis of the four reports (Include all four components) 15%

PART II

4. Conduct a professional literature search within an historical context

Submits a copy of literature search 15%

5. Analyze the issue or trend (Include all the necessary components) include in

this analysis a discussion of your own points of agreement and/or disagreement

(Include all the necessary components) 15%

6. Significance to contemporary nursing 5%

PART III

7. Comparison of the analysis of issue as presented in the media reports with

your analysis of the issue or trend in the professional nursing literature.

Include in this analysis the identification of similarities and differences. 15%

8. Implications for nursing profession or students, health care delivery system, etc 10%

9. Scholarly writing and adherence to APA format (6th edition) 10%

______________________________________________________________________

100%

NURS 6247: Role Development for the Nurse Practitioner Essay Assignments

The University of Texas Rio Grande Valley

Master of Science in Nursing Program

COURSE SYLLABUS

Summer 2016

NURS 6247: Role Development for the Nurse Practitioner

1

THE UNIVERSITY OF TEXAS Rio Grande Valley

Department of Health Affairs-School of Nursing

Summer 2016

www.utrgv.edu/nursing | 956-665-3491

Course Title: Role Development for the Nurse Practitioner

Course Number: NURS 6247

Course Description: This course focuses on the five roles of the advanced practice nurse. Incorporated are

concepts of professional development, scope of practice, peer review, legal and ethical

parameters of practice, business management, and models of practice. Theoretical

concepts related to role theory, change theory, empowerment and socialization are

included.

Course Credit: Two semester credit hours including 45 hours of clinical

Prerequisite: NURS 6310

Location/Time: Online (10 weeks beginning June 6 and ending August 12)

Faculty: B. Bautista DNP, APRN, FNP-BC, CCD, CDE

Office: HSHS-East 2.225

Office telephone: 956-665-3497

Department Phone: 956-665-3491

beatriz.bautista@utrgv.edu PREFERRED CONTACT

Course Objectives:

Upon completion of the course, the student will have been given the opportunity to:

1. Critically evaluate the roles of the nurse practitioner as a member and leader of the interprofessional healthcare

team

2. Analyze the impact of social, economic, political, ethical, legal, and research issues on the role of the nurse

practitioner.

3. Compare and contrast different models of nurse practitioner practice in establishing therapeutic relationships to

negotiate patient-centered, culturally appropriate, evidence-based goals.

4. Utilize standards of practice, legal guidelines, and research findings in protocol development as the foundation for

practice.

5. Explicate principles of marketing and negotiation strategies designed to promote acceptance of the NP role by

colleagues, consumers, and policy makers.

6. Integrate an evolving personal philosophy of nursing and healthcare into one’s nursing practice.

Course Content:

The focus will be on the theory and application of the multiple roles of the nurse practitioner as a health care provider,

consultant, educator, administrator, and researcher.

2

Evaluation Methods***:

Learning Team Presentation PowerPoint & Paper (2/Team) 20%

Discussion Board Course Participation 15%

EBP Protocol Development (2/Team) 20%

Personal Portfolio 25%

Clinical Assignment 20%

TOTAL 100%

*** Late work which does not have prior faculty approval will not be accepted. A grade of zero will be given for

the assignment. ***

MSN Program Grading Scale:

A 90 – 100

B 80 – 89

C 75 – 79

F <75 This is a clinical course, therefore, in order to pass the course the student must earn a grade of at least 80%. If the student feels that he/she is unable to meet the attendance or course requirements, it will be their responsibility to communicate this to Dr. Bautista in a timely manner; and should this situation arise, the course must be dropped on or by the designated drop date set by the university. Required Text: Buppert, C. (2015). Nurse practitioner’s business practice and legal guide. (5 th ed.). Burlington, MA: Jones and Bartlett Learning. Collins-Bride,G.M., Saxe, J.M., Duderstadt, K.G. & Kaplan, R. (2017). Clinical guidelines for advanced practice nursing: An interprofessional approach. (3rd ed.). Burlington, MA: Jones and Bartlett Learning. DeNisco, S.M. & Barker, A.M. (2016). Advanced practice nursing: Essential knowledge for the profession. (3rd ed.). Burlington, MA: Jones and Bartlett Learning. Recommended Texts: Buppert, C. (2005). The primary care providers guide to compensation and quality: How to get paid and not get sued. Maryland: Jones and Bartlett Publishers, Inc. Cash, J.C. (2014). Family practice guidelines. (3rd ed.). New York, NY: Springer Publishing Company, LLC. Stewart, J.G. (2015). Role development for the nurse practitioner, (3rd ed.). Burlington, MA: Jones and Bartlett Learning. Woolbert & Ziegler, B. (2010). A guide for APRN practice in Texas. (3rd ed.). Austin, Tx: Coalition for Nurses in Advanced Practice, Texas Nurse Practitioners. Required Reading: American Association of Nurse Practitioners “Standards of Practice” http://www.aanp.org/images/documents/publications/standardsofpractice.pdf AANP NP Contract Sample: http://www.aanp.org/images/documents/publications/ContractNegotiations.pdf AANP NP Brochure: http://www.aanp.org/publications/np-brochure BON Rule 221 for APRNs available at: http://www.bne.state.tx.us/applications_definitions_application_check.asp 3 Board of Nursing Advanced Practice education (Read only section on advanced practice education) http://www.sos.state.tx.us/texreg/review/2011/Plan388-3.html Consensus Model for APRN Regulation available at: http://www.aacn.nche.edu/membership/membersonly/presentations/2013/13spring/Cahill.pdf http://onlinelibrary.wiley.com/doi/10.1111/j.1745-7599.2013.00812.x/pdf “2013 Nurse Practitioner Core Competencies” available at: http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/populationfocusnpcomps2013.pdf?hhSearchTer ms=%22competencies%22 The following link has some important NP position papers: http://www.aanp.org/AANPCMS2/Publications/PositionStatementsPapers/  Clinical outcomes: the yardstick of educational effectiveness  DNP Discussion Paper  NP Cost-Effectiveness  Standards of NP Practice  Scope of NP Practice  NP Curriculum  Standards for NP Practice in Retailed-based Clinics  Quality of NP Practice  NP Prescriptive Privilege  Use of terms such as Mid-Level Provider and Physician-Extender  NPs in Primary Care The IOM reports “The Future of Nursing: Leading Change, Advancing Health” available at: http://www.thefutureofnursing.org/sites/default/files/Future%20of%20Nursing%20Report_0.pdf Robert Wood Johnson (RWJ) series I and II “Charting Nurses Future” available via these links: http://www.rwjf.org/files/research/cnf201108.pdf http://www.rwjf.org/files/research/cnf20111116.pdf American Association of Colleges of Nursing DNP position: http://www.aacn.nche.edu/DNP/index.htm Online Resources for NP Practice: American Association of Nurse Anesthetists: http://www.aana.com American Association of Nurse Practitioners: http://www.aanp.org American College of Nurse Midwives: http://www.acnm.org/ American Nurses Credentialing Center: http://www.nursecredentialing.org/ Association of Women’s Health, Obstetric and Neonatal Nurses: http://www.awhonn.org/ Coalition for Nurses in Advanced Practice: http://www.cnaptexas.org Institute of Medicine Report: The Future of Nursing: Leading Change, Advancing Health http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx Monthly Prescribing Reference: http://www.prescribingreference.com/ National Association of Pediatric Nurse Practitioners: http://www.napnap.org/index_home.cfm National Conference of Gerontological Nurse Practitioners: http://www.ncgnp.org/index.cfm NP Central: http://www.npcentral.net/ Nurse Practitioner/Advanced Practice Network: http://www.icn-apnetwork.org Texas Nurse Practitioners: http://www.texasnp.org Up to date: http://www.uptodate.com 4 Other Online Resources: Agency for Healthcare Research and Quality Clinical Practice Guidelines Cochrane Evidence Database Family Practice Notebook General Practice On-Line Merck Medicus National Committee for Quality Assurance National Guideline Clearinghouse National Institutes of Health National Library of Medicine Office of Disease Prevention and Health Promotion World Health Organization Health Promotion Website Teaching/Learning Methods: Teaching and learning methods will include independent reading and writing assignments, student presentations, discussions, and supervised clinical assignments in agencies. Students may enhance learning through individual study, active and consistent participation in clinical activities, informal discussion of course-related topics, and application of critical thinking concepts. Accomplishment of the course objectives is dependent upon the self-direction of the student in identifying own learning needs, establishing personal learning objectives, and interacting with faculty and clinical preceptor for advice and guidance in meeting objectives. Attendance: Clinical: Clinical laboratory experiences are to provide the student with opportunities to integrate advanced nursing practice with concepts, theories, and strategies for health care. Completion of this course component will require 45 clinical hours (no more that 8 hrs/day) under the guidance of at least 2 master’s prepared nurse practitioner from the list of Current Affiliation sites found under the Blackboard-FORMS-TAB). STUDENTS ARE NOT PERMITTED TO COMPLETE THEIR CLINICALS IN THEIR AREA OF EMPLOYMENT. Clinical arrangements can be made by the student after consultation with the course coordinator. The student will focus on the role of the nurse practitioner while participating in healthcare activities. A clinical assignment will be completed as part of the clinical grade (see Clinical Assignment) Students will submit the signed Student/Preceptor Agreement (scanned) and Mandatory Weekly Time/Report (electronic-Word document) found at the end of this syllabus (or on Blackboard-FORMS-TAB) and are expected to attend all scheduled clinicals. In an event of an absence, it is imperative that the student contact their preceptor and the course coordinator prior to the assigned clinical time. Activities missed in the event of an absence will be made up at the instructor’s discretion. Clinical Laboratory Attire: A white lab coat over business attire (shirt & tie for the males) is required for all labs located outside of the Health Sciences Building. A name badge must be worn on the lab coat. Name badges for the MSN Program are white with black lettering in the following format: Name, R.N. UTRGV MSN Student Clinical Assignment: The purpose of the clinical assignment is to provide documentation of each clinical experience reflective of meeting course objectives. Part I of the clinical log will describe identification and evaluation of the roles provided by the nurse practitioner in providing patient care and in other tasks performed. The roles to be described are those of provider, consultant, educator, administrator, and researcher. Part II of the clinical log will describe the nurse practitioner role that you performed. You will document your selfevaluation of these roles. In addition, you will identify how you could implement any of the nurse practitioner roles in the setting that was assigned. Part III will be completed in the clinical setting. 5 Class: Since this is an online course, in order to meet the course objectives, students are expected to complete the weekly reading assignments/course PowerPoint presentation found in the Course Calendar of the syllabus. There will be five assignments along with weekly quizzes that can be completed based on the Required Reading content and Online Resources. All the assignments & quizzes (except the Personal Portfolio & Original Student/Preceptor Agreement and Mandatory Weekly Time/Report) will have an assigned Drop Box/Link that will close at 12pm of the due date (See specific Grading Criteria for each assignment). Late or missed assignments will not be accepted. Calendar of Activities The UTRGV academic calendar can be found at http://my.utrgv.edu at the bottom of the screen, prior to login. Some important dates for Summer 2016 include: June 6 Summer I and Summer III Terms Begins July 1 Last day to drop a summer I course; will count toward the 6-drop rule July 4 4th of July Holiday – No classes July 12 Summer I Final Exams July 14 Summer II Term Begins July 29 Last day to drop a summer III course; will count toward the 6-drop rule August 9 Last day to drop a summer II course; will count toward the 6-drop rule August 19 Summer II and Summer III Final Exams STUDENTS WITH DISABILITIES: If you have a documented disability (physical, psychological, learning, or other disability which affects your academic performance) and would like to receive academic accommodations, please inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you schedule an appointment with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at accessibility@utrgv.edu. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email at accessibility@utrgv.edu. MANDATORY COURSE EVALUATION PERIOD: Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account (http://my.utrgv.edu); you will be contacted through email with further instructions. Students who complete their evaluations will have priority access to their grades. Online evaluations will be available: July 3 – July 12, 2016 for the summer I term August 10 – August 19, 2016 for the summer II term August 3 – August 19, 2016 for the summer III term SCHOLASTIC INTEGRITY: As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and collusion; submission for credit of any work or materials that are attributable in whole or in part to another person; taking an examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students. SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE: In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes under Title IX regulations and so must report any instance, occurring during a student’s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free from sexual misconduct and discrimination. 6 COURSE DROPS: According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can recognize how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that dictates that undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who take the same class for the third time. Clinical Etiquette: Cellular phones and beepers that make audible noise will not be allowed in clinical; failure to do so may cause the student to fail. GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS 1. All assignments/papers are expected on due dates unless otherwise approved by the course coordinator. Failure to do so will result in a grade of ZERO. 2. Use The Publication Manual of the American Psychological Association (latest edition) for citation of references and formatting of paper. 3. Follow specific instructions for page length and format of the paper. 4. Please number papers consecutively, (except for title page). Use APA format for the title page and for subsequent paragraph headings. 5. Use 12 font size and Times Roman. 6. Please proofread grammar, sentence structure, spelling and punctuation. Follow standard guidelines for abbreviations. 7. Please review APA Manual for specifics on plagiarism. There will be no exceptions for academic dishonesty 8. Submit your papers in a Word document titled: Last name, initial and name of assignment (ex. CantuYLearningTeam); (CantuYLearningTeamPPP), etc. ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. Note: THE CLINICAL PRECEPTOR REQUEST, FORMS AND ALL WEEKLY TIMED REPORTS NEED TO BE SENT ELECTRONICALLY 1 WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT. The Student/Preceptor Agreement with signature can be scanned and sent via Blackboard email prior to the scheduled day of clinical, the originals can be hand delivered to the nursing office by the Clinical Assignment due date and time (see Course Calendar) 7 LEARNING TEAM POWERPOINT PRESENTATION & PAPER Students will self-assign themselves (2/team) to complete this assignment. The two students will select an issue from the list below, relevant to the practice and role of the NP and present (via Tegrity) a conceptual analysis of this issue to your peers. The Team number (#) and topic will be assigned as received via Blackboard email. I will have a student list of names/numbers/topics by the end of the first week to post. The Discussion Board post will follow each Team # and topic. Students have two weeks to individually access ALL of the Tegrity presentations and comment/participate as they relate to the content of each topic (see Discussion Board & Course Participation Grading Criteria). Each group will send their reference page of resources/handouts to ALL students via Blackboard (and an electronic copy of ALL articles/references used in the presentation to the professor) 1 week prior to the presentation (by 6/24/16, 12pm). The Learning Team Presentation includes a PowerPoint Tegrity presentation along with a 5-7-page (Word document) scholarly paper (not including the title or reference page). A group grade will be given to each of the two participants. Please follow the criteria and deadline for each of the assignments. This assignment will have an assigned Drop Box that will close at 12pm of the due date (7/1/16). Late or missed assignments will not be accepted. The selection of topic and student partner should be sent to the instructor and students via Blackboard. Topics will be approved on a first-come-first-serve base. If a student has an additional area of interest for this assignment, it must be approved by the instructor. – Role of the NP in Hospice Care – Role of the NP in Occupational Health – Role of the NP in policy-making – Role of the NP in Correctional Health – Role of the NP in Nurse-Managed Centers – Role of the NP in an Acute Care setting – Role of the NP in a Hospitalist setting – The NP’s Credentialing Process-using LACE – The Affordable Care Act of 2010 and the role of the NP – The NP Scope of Practice-Texas verses Nationally – Current US Health Care System & the NP role – The US Preventive Service Task Force & the NP role – The US Disease Management Programs & the NP role – Information Technology in Health Care & the NP role – Clinical Practice Guidelines & the NP role – Peer Review/ Quality Assurance & the NP role – Barriers to Practice in Texas & the NP role – Medicare Documentation &Reimbursement Issues (Incident to) & the NP role – Medicare Documentation Guidelines as they relate to Quality & Cost in Health Care & the NP role – Evaluation of Practice Effectiveness & the NP role Learning Team Presentation-Grading Criteria Points Possible Points Earned 1. Description of the issue (background; current status, current policy, local, state, or federal agencies that regulate or enforce practice, etc.) 20 2. Analysis of the issue (effect on the NP role, health care, patient outcomes, etc) 25 3. Significance of the issue (future concerns, local effect, potential for research opportunities, etc.) 20 4. PowerPoint presentation professional (not read) & succinct Oral presentation LIMITED to 30 minutes total 20 5. Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6 LIMITED to 30 minutes total 15 TOTAL 100 8 DISCUSSION BOARD & COURSE PARTICIPATION Class participation is reflected in comments and discussions posted on Blackboard Class Discussions TAB. The Discussion Board & Course Participation grade will require each student to listen to ALL the other Tegrity group recordings/presentations and comment on the topic/issue as it relates to their view of the NP role/issue. Anyone of the students may start a discussion thread if they so choose to do so. PLEASE follow the Team # and topic for each comment. The commentaries need substance and perception and should stimulate thought, discussion and include a position or idea that may not be covered in the original post. The student’s own comments (NOT COPIED OR QUOTED) should be between 200-300 words, and include at least one reference from either the Required Readings or the Online Resources provided in this syllabus. The student will have two weeks to access and comment on the Discussion Board- TAB after the Tegrity presentations have been completed. Class Discussion Board & Course Participation Grading Criteria*** Possible Points Earned Points 1. Perceptiveness of comments on the selected NP issues 25 2. Comments are relevant, & intellectual fostering an ongoing discussion 25 3. Student can bring in a different perspective, may or may not agree with the outcome of the issues, have a different application, etc. 25 4. Comments are submitted by the deadline of 2 wks Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6 At least 200-300 words—STUDENT’S OWN WORDS 25 TOTAL 100 ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. 9 EVIDENCE-BASED PRACTICE PROTOCOL DEVELOPMENT Clinical practice guidelines are recommendations for practice developed by experts in their field based on available evidence. The development of these clinical guidelines was stimulated by awareness of the limited use of research in practice, large variations in practice, the need to prevent significant rates of inappropriate care and to achieve positive health outcomes at the lowest possible cost. These are chief complaints which the nurse practitioner could encounter in a common practice setting. Students will self-assign themselves (2/Team) to complete this assignment. Once the 12-14 teams have been determined and sent via email to the course coordinator, one of these chief complaints will be chronologically assigned to the team. This assignment will be in chronological order following the list below. The students will write a 2-3 page paper describing the chief complaint definition, incidence (as it relates to the lifespan), pathophysiology, and the presenting symptoms. A written SOAP note for the presenting symptom, along with an algorithm (using some of your textbooks and online resources such as The National Guideline Clearinghouse, Clinical Practice Guidelines, Family Practice Notebook, Merck Medicus or Up-to-Date, etc) will be formulated.. Given the chief complaint, you may follow your algorithm and select the three most probable diagnoses. You need to work up your # 1 diagnosis only. A reference page and a copy of any articles you use must be included and turned in via Blackboard DROP BOX (see EBP Protocol Grading Criteria below). A group grade will be assigned. 1. Abdominal pain in an adolescent male 2. Acute abdominal pain in a 16-year-old female 3. Acute dysphagia in a 4-year-old 4. Breast pain in 45-year-old female 5. Diarrhea in a 3-yer-old child 6. Hematuria in a 5-year-old female 7. Otorrhea in an adult 8. Backache in a 35-year-old male 9. Backache in a 75-year-old female 10. Acute cough in a 10-month old 11. Chronic cough in a 40-year-old 12. Headache in a 32-year-old female 13. Headache in a 35-year-old male 14. Secondary amenorrhea in a 14-year-old 15. Chronic skin rash in an 8-year-old Evidence-Based Practice Protocol Development Grading Criteria*** Points Possible Points Earned 1. Chief complaint defined; incidence, pathophysiology & presenting symptoms appropriate taking into account the lifespan considerations. 20 2. Subjective and objective diagnostic points are clearly defined as to how the diagnosis was deduced. Include at least 3 differential diagnosis for the presenting symptom 20 3. Specific treatment options are defined including EBP guidelines 20 4. Further assessment, referrals, medications, and treatment are delineated, as appropriate. 10 5. Client education and instructions are included. Appropriate follow-up is identified 5 6. The protocol is written in a 2-3 page SOAP format paper (not including the cover, reference pages or algorithm) 10 7. References reflect appropriate review of the literature for the condition. Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6 Limit to 2-3 pages (not including the cover, reference page & algorithm 15 TOTAL 100 ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. 10 PROFESSIONAL PORTFOLIO GUIDELINES The personal portfolio is designed to prepare the student for negotiation of advance practice nurse employment. It should be a collection of the NP’s education, training and experience documentation. See page 44-46 in Buppert’s or 771-780 DeNisco’s textbooks for more information. This will be returned to you (with corrections) for your use after graduation. Each student will prepare a PROFESSIONAL portfolio (please do not use a plain binder) to include the following: I. Content 1. Cover Letter (including current professional photo) 2. Resume (Include YOUR application to APRN philosophy, career objectives/goals, etc.) 3. Job Description (Performance Appraisal, Technical Skills, special interest or abilities) 4. Brochures or copy web page from previous practices (optional) 5. Any articles written about yourself, newspaper, etc 6. Testimonials or letters of appreciation from employers/ patients 7. Letters of recommendation, from former employers or coworkers II. Applications and Forms (all completed fictitiously) 1. BNE Application 2. ANCC Application 3. Medicare/Medicaid/NPI/DEA Application 4. Physician Collaboration Agreement (use your textbooks or internet resources provided in this Course Syllabus) 5. Copy of Transcripts 6. Copy of all licenses, certifications & liability insurance mentioned in your vitae See PORTFOLIO GUIDELINES & GRADING CRITERIA. Professional Portfolio Grading Criteria*** Points Possible Points Earned 1. Cover Letter/Resume 25 2. Professional Objectives/Goals-specific to the job application/description. Include any example of previous job performances, letters, etc. 20 3. Filled Applications/Forms 10 4. Collaboration Agreement 10 5. Supporting Documentation/copies 20 6. References; Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS ******PROFESSIONAL format/portfolio & presentation 15 TOTAL 100 ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. 11 CLINICAL ASSIGNMENT (use your textbooks, suggested online resources and/or clinical preceptor for this content) Part I Describe and evaluate the NP’s preceptor roles observed. 1. Provider 2. Consultant 3. Educator 4. Administrator 5. Researcher Part II 1. Describe the NP role that you performed. 2. Describe your own self-evaluation of these roles. 3. Identify the NP roles that could be implemented in the setting assigned. 4. Describe the NP’s Family Theory assessments and applications of family interventions. Part III 1. Critique the clinical encounter form used in the clinical site. 2. Describe contents of the following clinical/reference books used for billing and how they relate to the practice of the NP a. CPT Book b. ICD-10 Book c. HCPCS Book 4. Describe the clinics Medicare compliance plan and how it relates to the practice of the NP. 5. Describe the HIPPAA Regulations used at your clinic practice site(s) 6. Evaluate documentation, adequacy for billing at level a. 99212 b. 99214 7. Describe modifiers to be used by NPs in billing and give an example of one. 8. Identify and describe counseling and consultation codes and give an example of one that your preceptor used in the clinical site. Clinical Assignment Grading Criteria*** Possible Points Earned Points Part I Description of the NP Roles 25 Part II Description of Student’s Role as NP & Self Evaluations 20 Part III Questions 1-8 above 25 Forms (Weekly Schedules) signed by NP Preceptor & submitted by deadline-ONE WEEK PRIOR TO SCHEDULED CLINICAL-Totaling 45 hours Original forms submitted Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6 30 TOTAL 100 ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. 12 NURS 6247 COURSE CALENDAR SUMMER 2016 Week Date Topic Assignments/Activities #1 6/6/2016 to 6/10/2016 Introduction to Course Clinical Sites/Assignments  Listen/View Lecture-Introduction & Course Description on Tegrity  Readings: –Buppert Ch 1-2, 14 –DeNisco Ch 1-4  Select clinical preceptor and send the CLINICAL PRECEPTOR REQUEST (electronically- in a Word document) form (found on Blackboard under the FORMS-tab) to professor by 6/10/16, 12pm  SELF assign team (2/team) selection for assignments: –Learning Team Presentation –EBP Protocol ***Topics will be assigned on a first-come-first-serve bases, as each Team (2) respond via Blackboard email. #2 6/13/16 to 6/17/16 Clinical Sites/Assignments  Readings: –Buppert Ch 3, 7 — DeNisco Ch 5-6, 12-13 *7 weeks to complete 45 hours of clinical at your designated approved area- ALL WEEKLY TIMED REPORTS NEED TO BE SENT ELECTRONICALLY 1 WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT. #3 6/20/16 to 6/24/16 Clinical Sites/Assignments ***REMINDER  Reading: –Buppert Ch 4-7 — DeNisco Ch 7-11, 14-17 *6 weeks to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT. ***Reference page of resources/handouts to ALL students via Blackboard (and an electronic copy of ALL articles/references used in the presentation to the professor) 1 week prior to the presentation, by 6/26/16, 12pm. #4 6/27/16 to 7/01/16 Clinical Sites/Assignments Student Presentations  Readings: –Buppert Ch 12, 13, 16, 17 — DeNisco Ch 18-22 *5 weeks left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  Tegrity recording of your Learning Team Presentation due along with attachments of the scholarly paper, PowerPoint presentation and an electronic copy of ALL articles/references used in the presentation to professor’s Drop Box by 7/01/16, 12pm. 13 #5 7/04/16 to 7/08/16 Clinical Sites/Assignments EBP Protocol & Clinical Guidelines  Readings: –Buppert Ch 9-11 — DeNisco Ch 23-25 *4 weeks left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  EBP Protocol Development due along with any copies of articles/journals used to professor’s Drop Box by 7/8/16, 12pm #6 7/11/16 to 7/15/16 Clinical Sites/Assignments Discussion Board Participation  Readings: –Buppert Ch 8, 15 — DeNisco Ch 26-27 *3 weeks left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  Discussion Board Participation closes by 7/15/16, 12pm #7 7/18/16 to 7/22/16 Clinical Sites/Assignments Professional Development of the NP Role  Readings: –Buppert Ch 2, 16-17 — DeNisco Ch 28-30 *2 weeks left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  Personal Portfolio due to be Hand-Delivered to the Nursing office by 7/22/16, 12 pm ***There will be a designated box with my name #8 7/25/16 to 7/29/16 Clinical Sites/Assignments *1 week left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  Please complete university’s online course evaluation. #9-10 8/01/16 to 8/12/16 Clinical Assignments  Clinical Assignment due to professor’s Drop Box by 8/5/16, 12pm  Please complete university’s online course evaluation. ***Grades posted by 8/15/16 14 NURS 6247-GRADE SHEET Team Learning Presentation ___________ x 20% = _________ Points Discussion Board/Class Participation ___________ x 15% = _________ Points EBP Protocol Development ___________ x 20% = _________ Points Personal Portfolio ___________x 25% =__________Points Clinical Assignment ___________ x 20% = _________ Points FINAL COURSE GRADE ______________ Instructor’s Signature: _________________________________________________________________ Date: ________________________ Student’s Signature: ___________________________________________________________________ Date: ________________________ 15 CLINICAL PRECEPTOR REQUEST NURS 6247-NP Role 45 Clinical Hours with 2-different Master’s-Prepared Nurse Practitioners DUE BY 6/10/16, 12pm Name Address/Phone Dates Status? 1 st Choice 2 nd Choice 3 rd Choice *** STUDENTS ARE NOT PERMITTED TO COMPLETE THEIR CLINICALS IN THEIR AREA OF EMPLOYMENT 16 MANDATORY WEEKLY TIME/REPORT DUE 1 WEEK PRIOR TO ROTATION Student Name: __________________________ Course: NURS 6247-NP Role Clinical Site: __________________________________ Phone: ____________________ Clinical Site Address: ______________________________________________________________ Faculty Name: _________________________ Preceptor: _____________________________ This Week of: ___________________________ This Week: Morning Lunch Break Afternoon TOTAL IN/OUT IN/OUT Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total Student Signature ____________________________ Date ________________________ Preceptor Signature __________________________ Date ________________________ Next Week of: ___________________________________ This Week: Morning Lunch Break Afternoon TOTAL IN/OUT IN/OUT Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total *** STUDENTS ARE NOT PERMITTED TO COMPLETE THEIR CLINICALS IN THEIR AREA OF EMPLOYMENT

Critique of Quantitative and Qualitative Research Articles

Research Articles Guidelines

Purpose

The student will compare quantitative and qualitative research articles to determine how theory and research are linked, and how they are utilized for nursing science.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO 4: Compare and contrast the difference and similarities with selected characteristics of quantitative research designs. (PO#3)

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CO 5: Evaluate appropriateness of qualitative research design for a specific clinical practice question. (PO#3)

CO 6: Evaluate appropriateness of quantitative research design for a specific clinical practice question. (PO#3)

Due Date: Submit by Sunday of the end Week 5 at 11:59 p.m. MT.

Points: This Critique of Quantitative and Qualitative Research Articles assignment is worth a total of 200 points.

Requirements

1. Review the three categories below (highlighted), which include one quantitative and one qualitative article. Select one category you are most interested in and use the assigned articles under that category to complete your assignment.

Note the articles below may be found within the CCN library by clicking on the links below each article.

If you need further instructions/help, visit the “Need Help” or the “Ask a Librarian” sections of the library page associated with NR-701 Application of Analytic Methods”.

Category 1: Pressure Ulcers

Coyer, F., Gardner, A., Doubrovsky, A., Cole, R., Ryan, F., Allen, C., & McNamara, G. (2015). Reducing pressure ulcer injuries in critically ill patients by using a patient skin integrity care bundle (InSPiRE). American Journal of Critical Care, 24(3), 199-209. http://dx.doi.org/10.4037/ajcc2015930

Roberts, S., McInnes, E., Wallis, M., Bucknall, T., Banks, M., & Chaboyer, W. (2016). Nurses’ perceptions of a pressure ulcer prevention care bundle: A qualitative descriptive study. BMC Nursing, 15, 1-10. doi:10.1186/s12912-016-0188-9

Category 2: Compassion Fatigue

Berg, G., Harshbarger, J., Ahlers-Schmidt, C., & Lippoldt, D. (2016, January-February). Exposing compassion fatigue and burnout syndrome in a trauma team: A qualitative study. Journal of Trauma Nursing, 23(1), 3-10. doi:10.1097/JTN.0000000000000172

Kelly, L., & Lefton, C. (2017, November). Effect of meaningful recognition on critical care nurses’ compassion fatigue. American Journal of Critical Care, 26(6), 438-444. https://doi.org/10.4037/ajcc2017471

Category 3: End- of-Life Care

Holms, N., Milligan, S., & Kydd, A. (2014). A study of the lived experiences of registered nurses who have provided end-of-life care within an intensive care unit. International Journal of Palliative Nursing, 20(11), 549-556. doi:10.12968/ijpn.2014.20.11.549

Potash, J., HY Ho, A., Chan, F., Wang, X., & Cheng, C. (2014). Can art therapy reduce death anxiety and burnout in end-of-life care workers? A quasi-experimental study. International Journal of Palliative Nursing, 20(5), 233-240. doi:10.12968/ijpn.2014.20.5.233

2. Submit a 6 page APA-formatted Critique of Quantitative and Qualitative Research Articles paper (note a template for this assignment can be found in Course Resources):

a. Include an Introduction section entitled, Critique of Quantitative and Qualitative Articles (centered, not bolded), that indicates the purpose of your paper

b. Compare and contrast the articles with respect to (headings should be centered and bolded):

1. Research Design

2. Research Question(s)

3. Sampling Process and Sample Size

4. Methods for Data Analysis

5. Adhering to Ethical Standards

6. Reliability and Validity (Rigor)

7. Generalizability and Transferability of Findings

c. Summarization (centered and bolded); share your own thoughts regarding the usefulness and value of quantitative vs. qualitative research. Provide a rationale for your opinions and explain how each research methodology can be used to support a change in practice. Be sure to avoid the use of 1st person terminology by referring to yourself as the DNP student or the DNP learner, etc.

Directions and Grading Criteria

Category

Points

%

Description

Introduction

10

5%

Introduction paragraph is concise (approximately 5 sentences). A brief introduction is provided for each article being critiqued. The purpose of the paper is clearly conveyed/expressed through use of a formal purpose statement.

Research Design

20

10%

Compare and contrast the research designs from each article. Critique appropriateness of the design used in relation to the research questions being asked in each article. Provide evidence to support research design appropriateness.

Research Questions

20

10%

Compare and contrast the research questions from the standpoint of a quantitative versus a qualitative inquiry. How do they differ?

Sampling Process and Sample Size

20

10%

Compare and contrast the sampling process and size for each article. For example, what type of population was used? How were subjects recruited? What were inclusion and exclusion criteria, if any? Were the sample sizes for each article sufficient? Why or why not?

Methods for Data Analysis

25

12.5%

Compare and contrast the methods for data analysis for each article. For example, what statistical tests were performed by the quantitative researchers and for what purpose where they used? How did the qualitative researchers analyze the data they collected? Were the tests appropriate for the type of data collected?

Ethical standards

20

10%

Compare and contrast the ethical standards described or implied in each article. For example, what were the protections put into place to protect human subjects or personal demographic data? Did the researchers adhere to the standards, or were there any potential ethical considerations?

Reliability and validity (rigor)

20

10%

Compare and contrast the reliability/validity and rigor of the methods reported in each article. For example, was the reliability/validity of the quantitative instruments addressed? What did the qualitative researchers do to ensure rigor in their study?

Generalizability, Transferability of findings

25

12.5%

Examine the generalizability of the findings from the quantitative article. Were they any threats to external validity or internal validity? Were they acknowledged? For the qualitative article, address the transferability of the findings. Are the findings credible? Why or why not?

Summarization

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10%

Summarize your own thoughts regarding the usefulness of quantitative and quantitative research when making a change in practice.

APA formatting, scholarly writing

20

10%

Adheres to the rules of APA formatting, scholarly writing, spelling, and grammar.

Maintain Critique of Quantitative and Qualitative Research Articles paper within length requirements

Met/Not Met (Up to 10 points deducted if not met)

Up to 10% if Not Met

Adheres to the minimum/maximum page requirements of 4-6 pages (excluding title and reference pages). Note up to 10 points can be deducted for going over or under the page requirements for the assignment.

Total

200

100%

A quality Critique of Quantitative and Qualitative Research Articles paper will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria

A

Outstanding or highest level of performance

B

Very good or high level of performance

C

Competent or satisfactory level of performance

D/F

Poor or failing or unsatisfactory level of performance

Introduction

10 points

Fully introduces both articles. Remains clear and concise and includes formal purpose statement.

9-10 points

Mostly introduces both articles. Mostly remains clear and concise and includes formal purpose statement.

8 points

Minimally introduces both articles. Formal purpose statement is included.

7 points

Fails to introduce both articles. Introduction is unclear and formal purpose statement is not included.

0-6 points

Research Design

20 points

Fully compares and contrasts the research design for each article.

18-20 points

Mostly compares and contrasts the research design for each article.

16-17 points

Minimally compares and contrasts the research design for each article.

14-15 points

Fails to compare and contrast the research design for each article.

0-13 points

Research Questions

20 points

Fully compares and contrasts the research questions for each article in the context of their methodology.

18-20 points

Mostly compares and contrasts the research questions for each article in the context of their methodology.

16-17 points

Minimally compares and contrasts research questions for each article in the context of their methodology.

14-15 points

Fails to compare and contrast the research questions for each article in the context of their methodology.

0-13 points

Sampling Process and Sample Size

20 points

Fully compares and contrasts the sample selection and size for each article.

18-20 points

Mostly compares and contrasts the sample selection and size for each article.

16-17 points

Minimally compares and contrasts the sample selection and size for each article.

14-15 points

Fails to compare and contrast the sample selection and size for each article.

0-13 points

Methods for Data Analysis

25 points

Fully compares and contrasts the methods of data analysis for each article.

23 – 25 points

Mostly compares and contrasts the methods of data analysis for each article.

21-22 points

Minimally compares and contrasts the methods of data analysis for each article.

19-20 points

Fails to compare and contrast the methods of data analysis for each article.

Critique of Quantitative and Qualitative Research Articles

0-18 points

Ethical standards

20 points

Fully compares and contrasts the ethical standards for each article.

18-20 points

Mostly compares and contrasts the ethical standards for each article.

16-17 points

Minimally compares and contrasts the ethical standards for each article.

14-15 points

Fails to compare and contrast the ethical standards for each article.

0-13 points

Reliability and validity (rigor)

20 points

Fully compares and contrasts the reliability and validity (rigor) for each article.

18-20 points

Mostly compares and contrasts the reliability and validity (rigor) for each article.

16-17 points

Minimally compares and contrasts the reliability and validity (rigor) for each article.

14-15 points

Fails to compare and contrast the reliability and validity (rigor) for each article.

0-13 points

Generalizability, Transferability of findings

25 points

Fully compares and contrasts the generalizability and transferability of findings for each article.

23-25 points

Mostly compares and contrasts the generalizability and transferability of findings for each article.

21-22 points

Minimally compares and contrasts the generalizability and transferability of findings for each article.

19-20 points

Fails to compare and contrast the generalizability and transferability of findings for each article.

0-18 points

Summarization

20 points

Described in detail thoughts regarding qualitative and quantitative research including rationale.

18-20 points

Described thoughts regarding qualitative and quantitative research but provides little rationale.

16-17 points

Described thoughts regarding research but does not discriminate between qualitative and quantitative, or gives weak rationale.

14-15 points

Failed to describe thoughts regarding qualitative and quantitative research and gives no rationale.

0-13 points

APA formatting, scholarly writing

20 points

Writes in a scholarly manner with no grammar, spelling, or syntax errors. Follows the rules of APA formatting.

18-20 points

Writes in a scholarly manner with minimal grammar, spelling, or syntax errors. Follows the rules of APA formatting.

16-17 points

Writes in a scholarly manner with several grammar, spelling, or syntax errors. Breaks minor rules of rules of APA formatting.

14-15 points

Does not write in a scholarly manner. Has many errors in grammar, spelling and syntax. Does not follow rules for APA formatting.

0-13 points

Maintains paper within length requirements (Up to 10 points deducted if not met)

Adheres to the minimum/maximum page requirements of 4-6 pages (excluding title and reference pages).

No point deduction

Met

Paper is up to 1 page under or over the minimum/maximum page requirements of 4-6 pages (excluding title and reference pages).

4-5 point deduction per faculty discretion

Critique of Quantitative and Qualitative Research Articles

Paper is 2 pages under or over the minimum/maximum page requirements of 4-6 pages (excluding title and reference pages).

6-8 point deduction per faculty discretion

Critique of Quantitative and Qualitative Research Articles

Paper is 3 pages under or over the minimum/maximum page requirements of 4-6 pages (excluding title and reference pages).

9-10 point deduction per faculty discretion

 

Critique of Quantitative and Qualitative Research Articles

APN – CURRICULUM VITAE – DeNisco, S.M. & Barker, A.M. (2016). Advanced practice nursing: Essential knowledge for the profession. (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Purpose

The purpose of this application is to provide the student an opportunity to explore the role of the advanced practice nurse (APN) and develop an APN professional development plan.

Course Outcomes

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Through this assignment, the student will demonstrate the ability to:

CO1: Synthesize knowledge and concepts from advanced practice nursing with supporting disciplines as a foundation for APN/specialty nurse practitioner practice that is culturally competent and population-specific (PO #1).

CO3: Assimilate primary care competencies into APN/specialty nurse practitioner practice that exemplify professional values, scholarship, service, and culturally competent global awareness and support ongoing professional and personal development. (PO #5)

CO5: Contribute to the body of advanced practice nursing knowledge through participation in systematic inquiry, utilization of evidence-based practice, and dissemination of findings to support high-quality care and healthcare innovation. (PO #9)

CO9: Evaluate strategies for contract negotiation, CV/resume writing, credentialing, national board certification, hospital privileges, and reimbursement (PO #8).

CO 10: Develop visionary leadership skills that combine best evidence with nursing expertise to support quality improvement, safety, and change across healthcare organizations and systems (PO #1, 3, 8, and 9).

CO 11: Differentiate leadership strategies that strengthen interprofessional collaboration and incorporate an ethic of care, values, and ethical principles into the role of the nurse leader across healthcare organizations and systems (PO #2, 4, 5, 6, and 7).

Due Date: Sunday 11:59 p.m. MT at the end of Week 7

Total Points Possible: 150

Requirements:

To complete this application, you will need to access to the following databases: CINAHL, MEDLINE, Cochrane Library, and the Joanna Briggs Institute. You may access these databases through the Chamberlain College of Nursing Online Library.

The APN Professional Development Plan paper is worth 150 points and will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

Create your manuscript using Microsoft Word 2007 (a part of Microsoft Office 2007), which is the required format for all Chamberlain College of Nursing documents. You can tell that the document is saved as a MS Word 2007 document because it will end in “.docx”

Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.

The length of the paper is to be no less than 6 and no greater than 8 pages excluding title page and reference pages.

APA (2010) format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Introduction to the APN professional development plan

APN Scope of Practice

Personal Assessment

Networking and Marketing Strategies

Conclusion

Preparing the paper

The following are best practices for preparing this paper:

Review Chapter 29- Role Transition: Strategies for Success in the Marketplace inDeNisco and Barker (2013).

Nurse practitioners need to take into account the state rules and regulations that guide advanced practice. Research and review the Nurse Practice Act and APN scope of practice guidelines in your particular state. Identify information regarding educational requirements, licensure and regulatory requirements, as well as practice environment details. Review information regarding full, limited, or restricted practice limitations as well as prescriptive authority.

Review 
Guidelines for APN Role Transition Using Benner’s Self-Assessment Tool
 in
 
DocSharing. Prior to engaging in pursuit for employment, APNs should complete a comprehensive, honest, affirmative personal assessment to identify their strengths and weaknesses as well as their goals and objectives. Research assessment tools, conduct a personal assessment, and reflect upon your strengths, weaknesses, goals, and objectives.

To complete the transition from students to expert nurse practitioners working in the healthcare field, graduating APN students will need to secure their first position. Research local and national professional organizations that advertise employment opportunities for APNs. Identify networking and marketing strategies and provide a rationale for your selections.

Write your Curriculum Vitae (CV). Refer to the template on pages 618-619 in DeNisco and Barker (2013). Your CV should not exceed 2 pages in length.

When concluding the paper, summarize important aspects of the APN professional development plan.

Pharmacokinetics and Pharmacodynamics Essay Paper

Week 1 discussion

Pharmacokinetics and Pharmacodynamics

As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics. Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body. When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharamcodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease. In this Discussion, you reflect on a case from your past clinical experiences and consider how a particular patient’s pharmacokinetic and pharmacodynamic processes altered his or her response to a drug.

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Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Review this week’s media presentation with Dr. Terry Buttaro, as well as Chapter 2 of the Arcangelo and Peterson text, and the Scott article in the Learning Resources. Consider the principles of pharmacokinetics and pharmacodynamics.

Reflect on your experiences, observations, and/or clinical practices from the last five years. Select a case from the last five years that involves a patient whose individual differences in pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug. When referring to your patient, make sure to use a pseudonym or other false form of identification. This is to ensure the privacy and protection of the patient.

Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.

Think about a personalized plan of care based on these influencing factors and patient history in your case study.

With these thoughts in mind:

By Day 3

Post a description of the case you selected. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient from the case you selected. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by suggesting additional patient factors that might have interfered with the pharmacokinetic and pharmadynamic processes of the patients in their case studies. In addition, suggest how the personal care plan might change if the age of the patient were different and if the patient had a comorbid condition such as renal failure, heart failure, or liver failure.

Week 2 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Ethical and Legal Implications of Prescribing Drugs

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient. As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives on a daily basis. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. In this Discussion, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

Scenario 1:

As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.

Scenario 2:

A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.

Scenario 3:

You see another nurse practitioner writing a prescription for her husband who is not a patient of the nurse practitioner. The prescription is for a narcotic. You can’t decide whether or not to report the incident.

Scenario 4:

During your lunch break at the hospital, you read a journal article on pharmacoeconomics. You think of a couple of patients who have recently mentioned their financial difficulties. You wonder if some of the expensive drugs you have prescribed are sufficiently managing the patients’ health conditions and improving their quality of life.

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Review Chapter 1 of the Arcangelo and Peterson text, as well as articles from the American Nurses Association, Anderson and Townsend, the Drug Enforcement Administration, and Philipsend and Soeken.

Select one of the four scenarios listed above.

Consider the ethical and legal implications of the scenario for all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family.

Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario.

With these thoughts in mind:

By Day 3

Post an explanation of the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family. Describe two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different scenario than you did, in one or more of the following ways:

Suggest additional ethical and legal implications for all stakeholders in your colleagues’ scenarios.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Week 3 discussion

Pharmacotherapy for Cardiovascular Disorders

As the leading cause of death in the United States for both men and women, cardiovascular disorders account for 7 million hospitalizations per year (NCSL, 2012). This is the result of the extensive treatment and care that is often required for patients with these disorders. While the incidences of hospitalizations and death are still high, the mortality rate of cardiovascular disorders has been declining since the 1960s (CDC, 2011). Improved treatment options have contributed to this decline, as well as more knowledge on patient risk factors. As an advanced practice nurse, it is your responsibility to recommend appropriate treatment options for patients with cardiovascular disorders. To ensure the safety and effectiveness of drug therapy, advanced practice nurses must consider aspects that might influence pharmacokinetic and pharmacodynamic processes such as medical history, other drugs currently prescribed, and individual patient factors.

Consider the following:

Case Study 1:

Patient AO has a history of obesity and has recently gained 9 pounds. The patient has been diagnosed with hypertension and hyperlipidemia. Drugs currently prescribed include the following:

Atenolol 12.5 mg daily

Doxazosin 8 mg daily

Hydralazine 10 mg qid

Sertraline 25 mg daily

Simvastatin 80 mg daily

Case Study 2:

Patient HM has a history of atrial fibrillation and a transient ischemic attack (TIA). The patient has been diagnosed with type 2 diabetes, hypertension, hyperlipidemia and ischemic heart disease. Drugs currently prescribed include the following:

Warfarin 5 mg daily MWF and 2.5 mg daily T, TH, Sat, Sun

Aspirin 81 mg daily

Metformin 1000 mg po bid

Glyburide 10 mg bid

Atenolol 100 mg po daily

Motrin 200 mg 1–3 tablets every 6 hours as needed for pain

Case Study 3:

Patient CB has a history of strokes. The patient has been diagnosed with type 2 diabetes, hypertension, and hyperlipidemia. Drugs currently prescribed include the following:

Glipizide 10 mg po daily

HCTZ 25 mg daily

Atenolol 25 mg po daily

Hydralazine 25 mg qid

Simvastatin 80 mg daily

Verapamil 180 mg CD daily

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Review this week’s media presentation on hypertension and hyperlipidemia, as well as Chapters 19 and 20 of the Arcangelo and Peterson text.

Select one of the three case studies, as well as one the following factors: genetics, gender, ethnicity, age, or behavior factors.

Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.

Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy.

Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient.

With these thoughts in mind:

By Day 3

Post an explanation of how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you selected. Then, describe how changes in the processes might impact the patient’s recommended drug therapy. Finally, explain how you might improve the patient’s drug therapy plan.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different case study than you did, in one or more of the following ways:

Provide alternative recommendations for drug treatments.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Week 4 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Pharmacotherapy for Respiratory Disorders

To the untrained ear, most coughs sound the same. However, as you might recall from past clinical experiences, a simple cough can lead to a patient diagnosis of a common cold, pneumonia, or even a chronic obstructive pulmonary disease (COPD). Although it can sometimes be challenging to diagnose a patient based on common respiratory symptoms such as congestion, coughing, and wheezing, it is important to be able to distinguish minor differences as even mild symptoms might require intervention with drug treatments. When recommending potential treatment options, advanced practice nurses must consider how individual patient factors might impact the effects of prescribed drugs.

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Review Chapter 26 and Chapter 27 of the Arcangelo and Peterson text.

Select and research one of the following respiratory disorders: the common cold, pneumonia, or a chronic obstructive pulmonary disease (COPD) such as emphysema or chronic bronchitis. Consider types of drugs that would be prescribed to patients to treat symptoms associated with this disorder.

Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how this factor might impact effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

Pharmacokinetics and Pharmacodynamics Essay Paper With these thoughts in mind:

By Day 3

Post a description of the respiratory disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different respiratory disorder than you did. If the disorder you selected is primarily associated with the upper respiratory system, respond to colleagues who selected disorders primarily associated with the lower respiratory system. Provide alternative recommendations for drug treatments.

Week 5 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Pharmacotherapy for Neurological Disorders

Neurological disorders, such as headaches, seizure disorders, sleep disorders, depression, and dementia can present several complications for patients of all ages. These disorders affect patients physically and emotionally, impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders may have drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to manage the diagnosis, treatment, and education of patients with neurological disorders.

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Review this week’s media presentation on pharmacology for the nervous system.

Select one of the following neurological disorders: headaches, seizure disorders, sleep disorders, depression, or dementia. Consider the types of drugs that would be prescribed to patients to treat symptoms associated with this disorder.

Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how this factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

With these thoughts in mind:

By Day 3

Post a description of the neurological disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different neurological disorder than you did. Provide recommendations for alternative drug treatments and patient education strategies for treatment and management.

Week 6 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Pharmacotherapy for Endocrine and Musculoskeletal Disorders

Patients with endocrine and musculoskeletal disorders often require long-term treatment and care resulting in the need for extensive patient education. By appropriately educating patients, advanced practice nurses can assist patients with the management of their disorders. In clinical settings, patients with endocrine and musculoskeletal disorders typically seek treatment for symptoms that pose problems to their everyday lives as ordinary tasks may become difficult to complete. For instance, patients might have difficulty walking short distances, preparing meals, or even running errands. To reduce these symptoms and additional health risks, it is essential to develop drug therapy plans with individual patient factors in mind.

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Select one of the following endocrine or musculoskeletal disorders: thyroid disease, osteoarthritis, rheumatic arthritis, gout, multiple sclerosis, or fibromyalgia. Consider the types of drugs that would be prescribed to patients to treat symptoms associated with this disorder.

Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how this factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

With these thoughts in mind:

By Day 3

Post a description of the endocrine or musculoskeletal disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different endocrine or musculoskeletal disorder than you did. Provide recommendations for alternative drug treatments and patient education strategies for treatment and management.

Week 7 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe treatment that targets the cause rather than the symptom. Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Discussion, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

Consider the following case study:

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:

Synthroid 100 mcg daily

Nifedipine 30 mg daily

Prednisone 10 mg daily

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Review this week’s media presentation on pharmacology for the gastrointestinal system.

Review the provided case study. Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.

Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors such as pregnancy, drugs, or a psychological disorder.

Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

With these thoughts in mind:

By Day 3

Post an explanation of your diagnosis for the patient including your rationale for the diagnosis. Then, describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who diagnosed the patient differently than you did, in one or more of the following ways:

Provide alternative recommendations for drug treatments.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Week 8 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Drug Treatments for HIV/AIDS

While HIV/AIDS is still currently incurable, the prognosis for patients with this infectious disease has improved due to advancements in drug treatments. Consider the case of Kristy Aney. Kristy was diagnosed with HIV in 1992 and was told she would survive, at most, 10 more years. Despite unfavorable odds, Kristy is still alive 20 years later. Since her diagnosis, she has witnessed tremendous improvements in HIV/AIDS treatments which have helped patients live longer with fewer side effects. While she acknowledges that these drug treatments have kept her alive, she fears that improvements in drug therapy have led to more people becoming complacent about the disease (Idaho Statesmen, 2012). In fact, the number of people living with HIV/AIDS in the United States is higher than it has ever been (CDC, 2012). This poses the question: Is there a relationship between drug advancements, societal complacency, and infection?

Pharmacokinetics and Pharmacodynamics Essay PaperTo prepare:

Review Chapter 48 of the Arcangelo and Peterson text, as well as the Krummenacher et al. and Scourfield articles in the Learning Resources.

Reflect on whether or not the prevalence of HIV cases might be attributed to increased complacency due to more advanced drug treatment options for HIV/AIDS.

Consider how health care professionals can help to change perceptions and make people more aware of the realities of the disease.

Think about strategies to educate HIV positive patients on medication adherence, as well as safe practices to reduce the risk of infecting others.

With these thoughts in mind:

By Day 3

Post an explanation of whether or not you think the prevalence of HIV cases might be attributed to increased complacency due to more advanced drug treatment options.Then, explain how health care professionals can help to change perceptions and increase awareness of the realities of the disease. Finally, describe strategies to educate HIV positive patients on medication adherence, as well as safe practices to reduce the risk of infecting others.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who provided a different rationale than you did, in one or more of the following ways:

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research

Week 9 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Pharmacotherapy for Hematologic Disorders

In the 1970s, the average lifespan for patients diagnosed with sickle cell disease was 14 years. Today, the average lifespan has increased to 50 years and beyond (TriHealth, 2012). The patient prognosis for many other hematologic disorders such as hemophilia and cancer continue to improve as well. This can be attributed to advancements in medical care—specifically drug therapy and treatment. When managing drug therapies for patients, it is essential to continuously examine current treatments and evaluate the impact of patient factors on drug effectiveness. To prepare for your role as an advanced practice nurse, you must become familiar with common drug treatments for various hematologic disorders seen in clinical settings.

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Select one of the following hematologic disorders: anemia, hemophilia, cancer, sickle cell anemia, thalassemia, thrombolytic disorders, or white blood cell disorders. Consider the types of drugs that would be prescribed to patients to treat symptoms associated with this disorder.

Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how this factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

With these thoughts in mind:

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By Day 3

Post a description of the hematologic disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different hematologic disorder than you did. Provide recommendations for alternative drug treatments and patient education strategies for treatment and management.

Week 10 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Hormone Replacement Therapy

In recent years, hormone replacement therapy has become a controversial issue. When prescribing therapies, advanced practice nurses must weigh the strengths and limitations of the prescribed supplemental hormones. If advanced practice nurses determine that the limitations outweigh the strengths, then they might suggest alternative treatment options such as herbs or other natural remedies, changes in diet, and increase in exercise.

Consider the following scenario:

As an advanced practice nurse at a community health clinic, you often treat female (and sometimes male patients) with hormone deficiencies. One of your patients requests that you prescribe supplemental hormones. This poses the questions: How will you determine what kind of treatment to suggest? What patient factors should you consider? Are supplemental hormones the best option for the patient, or would they benefit from alternative treatments?

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Review Chapter 56 of the Arcangelo and Peterson text, as well as the Holloway and Makinen and Huhtaniemi articles in the Learning Resources.

Review the provided scenario and reflect on whether or not you would support hormone replacement therapy.

Locate and review additional articles about research on hormone replacement therapy for women and/or men. Consider the strengths and limitations of hormone replacement therapy.

Based on your research of the strengths and limitations, again reflect on whether or not you would support hormone replacement therapy.

Consider whether you would prescribe supplemental hormones or recommend alternative treatments to patients with hormone deficiencies.

With these thoughts in mind:

By Day 3

Post a description of the strengths and limitations of hormone replacement therapy. Based on these strengths and limitations, explain why you would or why you would not support hormone replacement therapy. Explain whether you would prescribe supplemental hormones or recommend alternative treatments to patients with hormone deficiencies and why.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who provided a different rationale than you did, in one or more of the following ways:

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Week 11 – Pharmacokinetics and Pharmacodynamics Essay Paper Discussion

Off-Label Drug Use in Pediatrics

The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable since very few drugs have been specifically researched and tested with children.

When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion. Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group.

Pharmacokinetics and Pharmacodynamics Essay Paper To prepare:

Review the Bazzano et al. and Mayhew articles in the Learning Resources. Reflect on situations in which children should be prescribed drugs for off-label use.

Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics.

With these thoughts in mind:

By Day 3

Post an explanation of circumstances under which children should be prescribed drugs for off-label use. Then, describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who provided a different rationale than you did, in one or more of the following ways:

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. Pharmacokinetics and Pharmacodynamics Essay Paper

Validate an idea with your own experience and additional research.

NR510 Leadership and Role of the Advanced Practice Nurse – APN Professional Development Plan – DeNisco & Barker

Purpose

The purpose of this application is to provide the student an opportunity to explore the role of the advanced practice nurse (APN) and develop an APN professional development plan.

Course Outcomes

Through this NR510 Leadership and Role of the Advanced Practice Nurse – APN Professional Development Plan – DeNisco & Barker assignment, the student will demonstrate the ability to:

CO1: Synthesize knowledge and concepts from advanced practice nursing with supporting disciplines as a foundation for APN/specialty nurse practitioner practice that is culturally competent and population-specific (PO #1).

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CO3: Assimilate primary care competencies into APN/specialty nurse practitioner practice that exemplify professional values, scholarship, service, and culturally competent global awareness and support ongoing professional and personal development. (PO #5)

CO5: Contribute to the body of advanced practice nursing knowledge through participation in systematic inquiry, utilization of evidence-based practice, and dissemination of findings to support high-quality care and healthcare innovation. (PO #9)

CO9: Evaluate strategies for contract negotiation, CV/resume writing, credentialing, national board certification, hospital privileges, and reimbursement (PO #8).

CO 10: Develop visionary leadership skills that combine best evidence with nursing expertise to support quality improvement, safety, and change across healthcare organizations and systems (PO #1, 3, 8, and 9).

CO 11: Differentiate leadership strategies that strengthen interprofessional collaboration and incorporate an ethic of care, values, and ethical principles into the role of the nurse leader across healthcare organizations and systems (PO #2, 4, 5, 6, and 7).

Due Date: Sunday 11:59 p.m. MT at the end of Week 7

Total Points Possible: 150

Requirements:

To complete this application, you will need to access to the following databases: CINAHL, MEDLINE, Cochrane Library, and the Joanna Briggs Institute. You may access these databases through the Chamberlain College of Nursing Online Library.

The APN Professional Development Plan paper is worth 150 points and will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

Create your manuscript using Microsoft Word 2007 (a part of Microsoft Office 2007), which is the required format for all Chamberlain College of Nursing documents. You can tell that the document is saved as a MS Word 2007 document because it will end in “.docx”

Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.

The length of the paper is to be no less than 6 and no greater than 8 pages excluding title page and reference pages.

APA (2010) format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Introduction to the APN professional development plan

APN Scope of Practice

Personal Assessment

Networking and Marketing Strategies

Conclusion

Preparing the paper

The following are best practices for preparing this NR510
Leadership and Role of the Advanced Practice Nurse
– APN Professional Development Plan – DeNisco & Barker paper:

Review Chapter 29- Role Transition: Strategies for Success in the Marketplace inDeNisco and Barker (2013).

Nurse practitioners need to take into account the state rules and regulations that guide advanced practice. Research and review the Nurse Practice Act and APN scope of practice guidelines in your particular state. Identify information regarding educational requirements, licensure and regulatory requirements, as well as practice environment details. Review information regarding full, limited, or restricted practice limitations as well as prescriptive authority.

Review 
Guidelines for APN Role Transition Using Benner’s Self-Assessment Tool
 in
 
DocSharing. Prior to engaging in pursuit for employment, APNs should complete a comprehensive, honest, affirmative personal assessment to identify their strengths and weaknesses as well as their goals and objectives. Research assessment tools, conduct a personal assessment, and reflect upon your strengths, weaknesses, goals, and objectives.

To complete the transition from students to expert nurse practitioners working in the healthcare field, graduating APN students will need to secure their first position. Research local and national professional organizations that advertise employment opportunities for APNs. Identify networking and marketing strategies and provide a rationale for your selections.

Write your Curriculum Vitae (CV). Refer to the template on pages 618-619 in DeNisco and Barker (2013). Your CV should not exceed 2 pages in length.

When concluding the paper, summarize important aspects of the APN professional development plan.

NR510 Leadership and Role of the Advanced Practice Nurse – APN Professional Development Plan – DeNisco & Barker

Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Questions and Answers

Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Questions and Answers – Question 1

1. Discuss the example of Harry Truman dropping nuclear weapons on Hiroshima and Nagasaki in the context of the Utilitarian and Kantian principles. Also include a discussion of Elizabeth Anscombe’s critic of Truman.

Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Questions and Answers – Question 2

 2. Describe the Categorical Imperative. Be sure to include a description of how Kant derives the principle from an understanding that Morality is a matter of reason not emotion.

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Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Question and Answer – Question 3

3. What is Kant’s argument against lying? What is problematic about it, and what happens when it comes into conflict with other absolute rules?

Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Questions and Answers – Question 4

4. How do Kant’s core values cause him to embrace retribution, and reject rehabilitation?

Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Questions and Answers – Question 5

5. What are the Utilitarian arguments for the implementation of retribution?

Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Question and Answer – Question 6

6. Discuss Kolberg’s six stages of moral development. Include in your discussion the examples of Amy and Jake, and how their different approaches to a moral dilemma would be understood in the context of Kohlberg’s theory.

Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Questions and Answers – Question 7

7. Discuss Giligan’s Objection to Kolberg’s labeling of Amy and Jake. What are the differences between the way men and women approach moral dilemma’s according to Giligan?

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Utilitarian & Kantian Principles and Kohlberg’s Theory Essay Questions and Answer – Question 8

8. Discuss the ethics of care. How does it differ from the pre-dominantly male oriented approaches to morality that have been discussed?