Tag: Clinical-Nursing

Rational decision-making process in nursing essay

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Decision making is crucial in the manager’s job. It is important for the organization that the manager understands the process of decision making and how to do it effectively. For this discussion board:

1.Provide a scenario where you or a manager that you are familiar with made a decision in the workplace.

2.Describe the situation, the decision, and the results.

3.Describe the rational decision-making process that you would apply to resolve the situation.

4.Identify the difference between the manager’s decision and the one you described as your process.

5.Describe the decision-making style of both (manager and yours) and the biases that may affect the process for both.

6.Identify an effective technique to make the decision.

7. I work as a LPN in a clinic.

must be 250–350 words in length your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.

Rational decision-making process in nursing essay

Epidemiology Essay Assignment

INSTRUCTIONS:

1.  Go to http://www.healthypeople.gov/2020/default.aspx and review the Healthy People 2020 initiative.  Pay close attention to the objectives, goals and the indicators.

2.  Using your city (miami, Fl) or county public health department identify an epidemiological and surveillance data related to population based communicable illnesses described in 4-1 page 122 of our class text book.  Besides the illnesses describe you can also choose influenza or any other illnesses that are currently affecting your community. ( example: Zika virus, AIDS/HIV, Tuberculodis, Influenza)

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4.  Choose 3 population based communicable illness and prepare an analysis discussing how this 3-communicable illness affect your community and how they were identified and a plan of action to contained them base on healthy people 2020.

5.  Presentation must be in APA format word document, Arial 12 font attach to the forum/thread in the assignment tab and turnitin with a minimum of 1000 words (excluding first and references page) with a minimum of 3 evidence based references (excluding the class textbook) no older than 5 years are required.  The assignment must include the zip code of the city or county chosen.  Follow the APA example paper that was sent to you at the beginning of the course for guidance.  Make sure references are use according to APA guidelines and electronic references must be from reliable sources such as CDC.  Epidemiology Essay Assignment

Employee Motivation and Team Dynamics Essay Assignment paper

-Analyze the role of sustained employee motivation, and distinguish it from other significant factors that affect organizational performance. Recommend the most effective process for determining the right rewards for employees in support of better performance. Support your response with at least one (1) example of the benefits of the recommended process.

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-Compare the dynamics of various types of teams within a health care organization. Analyze the major reasons why the leadership team within a health care organization should pay close attention to team dynamics. Support your response with at least two (2) examples of the potential consequences should the leadership team not take notice.

Employee Motivation and Team Dynamics Essay Assignment paper

African American Heritage and the Amish Culture Essay Assignment Paper

People of African American Heritage.

The Amish.

Please read chapter 6 and 7 of the class textbook and review the attached Power Point presentations.  Once done answer the following questions;

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1.  Give an overview of the African American and the Amish culture and mention any difference with your own culture.

2. What are the healthcare culture beliefs of the African American and the Amish cultures and mention if there is any similarity in their beliefs.

3. How these two cultures healthcare beliefs affect the delivery of evidence based nursing care.  Please give an example.

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard title “week 3 discussion questions”.  A minimum of 2 evidence based references no older than 5 years  old are required.  Two replies to any of your peers sustain with a proper references are required and a minimum of 500 words.

African American Heritage and the Amish Culture Essay Assignment Paper

Critical Thinking: Case Study Assignment Paper– Cholera Outbreak

In this assignment, you will examine the international legal entities dealing with global health law incidents. Read “Cholera Outbreak in Zimbabwe” (5.2) on pages 68-69 in An Introduction to Global Health Ethics. In this case study, you explore options available for dealing with this health crisis. Write a four- to five-page paper evaluating the steps Zimbabwe should take in dealing with this situation and provide your recommendation on how to remedy a future situation.

Your report should address the following substantive requirements:

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· Examine the purpose of laws.

· Describe and assess each agency that would be involved in the situation. Include pros and cons for international involvement in state affairs. Critical Thinking: Case Study Assignment Paper– Cholera Outbreak

· Develop a law that would prevent such a breakdown from occurring in the future and use reasoning to illustrate why such a law would not be considered intrusive.

Your well-written report should meet the following requirements:

· Be 4-5 pages in length, not including the cover or reference pages.

· Formatted according APA writing guidelines.

· Provide support for your statements with in-text citations from a minimum of four scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but two must be external.

· Utilize the following headings to organize the content in your work:

· Introduction

· Description and Assessment

· Recommendation

· Conclusion

No plagiarism

Case study 5.2 Cholera outbreak in Zimbabwe

Due to crumbling infrastructure, sewage plants in Zimbabwe begin leaking raw sewage into rivers. Within weeks, thousands of people who rely on the rivers contract cholera. The Zimbabwean government denies that the country is experiencing a cholera pandemic, despite thousands of deaths and sick refugees presenting in bordering countries, and refuses to act on the emergency. Can the international community legally intervene in instances when a state is unwilling or unable to control an epidemic? The above scenario mirrors what occurred in Zimbabwe in 2008, and raises the question of what recourse populations have in the event of a disaster if their host state is incapable or unwilling to provide basic aid and is reluctant to request international assistance. Currently there is no general convention that governs all aspects of disaster relief, in stark contrast to international humanitarian law, which protects civilians during armed conflicts (Davies 2010). On the question of humanitarian access, international law tends to favour the protection of sovereignty and territorial integrity over the protection of populations (United Nations 2007). However, while international law does not currently govern humanitarian disasters, the WHO’s revised IHR (2005) lists cholera as one of the diseases about which states are required to notify WHO, due to its potential serious public health impact and its ability to spread internationally. The IHR requires that states request international assistance if they have insufficient antidotes, drugs, vaccine, protection equipment and financial, human and material resources to contain the disease. The breakdown of the public health system in Zimbabwe, the case fatality rate of cholera victims, and the speed at which the disease spread in 2008 all pointed to the state being unable to effectively contain the disease outbreak (Davies 2010). In terms of the IHR 2005, Zimbabwe’s 2008 cholera outbreak constituted an emergency and the Zimbabwean government had a duty to accept the assistance offered by WHO and various NGOs. In instances where a state still refuses to accept international intervention in the face of a major disease outbreak, the UN Security Council could become involved. The UN High-level Panel on Threats, Challenges, and Change (United Nations 2004) noted that in certain instances: [T]he Security Council should be prepared to support the work of WHO investigators or to deploy experts reporting directly to the Council, and if existing International Health Regulations do not provide adequate access for WHO investigations and response coordination, the Security Council should be prepared to mandate greater compliance. In the event that a State is unable to adequately quarantine large numbers of potential carriers, the Security Council should be prepared to support international action to assist in cordon operations. The Security Council should consult with the WHO DirectorGeneral to establish the necessary procedures for working together in the event. Due to the possibility of being classified as a failed state (which would have opened the door to possible UN Security Council intervention), the Zimbabwe government eventually declared the cholera outbreak a national emergency in December 2008, and invited WHO to coordinate a Health Cluster response effort with the cooperation of the Zimbabwe health ministry and other nongovernmental agencies.

Critical Thinking: Case Study Assignment Paper– Cholera Outbreak

Clinical problem and how it can result in a positive patient outcome

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care.

The intervention should be an independent, specified nursing change intervention.

The intervention cannot require a provider prescription.

Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process. Clinical problem and how it can result in a positive patient outcome

Formulate a PICOT statement using the PICOT format provided in the assigned readings.

The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

Evidence-Based Solution

Nursing Intervention

Patient Care

Health Care Agency

Nursing Practice

Prepare this Clinical problem and how it can result in a positive patient outcome assignment according to the guidelines found in the APA Style Guide.

This assignment uses a rubric,
SEE RUBRIC ATTACHMENT!!!
. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Clinical problem and how it can result in a positive patient outcome

Strategic Planning Paper – Analysis of the strengths, weaknesses, opportunities, and threats (SWOT) facing healthcare organizations

After reviewing your assessment of the organization’s approach to addressing recent health care legislation and related evaluation of the strategic response commonly employed, leadership has asked you to develop an in-depth analysis of the strengths, weaknesses, opportunities, and threats (SWOT) facing the organization that can be used to support strategic planning.

Prepare a report of 5–7 pages with a minimum of 5 relevant scholarly or professional peer-reviewed references that includes the following information:

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Perform a formal SWOT analysis, and identify and explain at least 5–7 elements in each category: Strengths, Weaknesses, Opportunities and Threats.

Determine which stakeholder groups have the most influence on each of the elements identified in the formal SWOT analysis, and provide an explanation of the rationale to support your identification and how they impact the organization’s strategic plan.

Project the likely organizational and operational outcomes that are possible if changes are made based on the SWOT analysis, and provide an explanation of the rationale supporting your projections.

Predict the future viability of the organization if no changes are made based on the SWOT analysis, and provide an explanation of the rationale supporting your projections.

Formulate at least 5 strategic recommendations that the organization should consider pursuing to effectively compete in the health care marketplace.

Strategic Planning Paper – Analysis of the strengths, weaknesses, opportunities, and threats (SWOT) facing healthcare organizations

NR500 Addressing Bias Paper

The Addressing Bias assignment must be completed by Sunday, 11:59 p.m. (MT) at the end of Week 3. This assignment is worth 7.5% of your overall grade. See the details for this assignment below and in the Course Resources page in the Introduction & Resources Module. NR500 Addressing Bias Paper

Purpose

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In today’s current healthcare settings, the increasing diversity, globalization, and expanding technologies produce complex ethical pressures that influence nursing practice and practice outcomes. To be effective in a master’s-prepared advanced nurse practice role it is important to understand personal values, beliefs, strengths, and limitations. The purpose of this assessment is to promote introspective reflection related to implicit and/or explicit personal biases. Students will develop a plan to reduce bias and promote personal and professional growth.

Course Outcomes

CO 1: Examine roles and competencies of master’s-prepared nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (PO 1-5). NR500 Addressing Bias Paper

CO 2: Apply concepts of person-centered care to nursing practice situations. (PO 1, 2, 5)

Total Points Possible

This assessment is worth 75 points. NR500 Addressing Bias Paper

Due Date

Submit your file(s) by 11:59 p.m. MT Sunday at the end of Week 3.

Requirements

Criteria for Content

Complete a self-inventory on personal biases you hold. The biases might be implicit or explicit.

In a one to two-page summary, address the following.

Identify your selected specialty track (education, executive, family nurse practitioner, healthcare policy, or nursing informatics). NR500 Addressing Bias Paper

Discuss how biases can impact outcomes in selected nursing practice settings.

Identify personal biases and attitudes toward people with various cultural, gender, sexual orientation, age, weight, and religions that are different than your own.

Select one bias that you have.

Develop one strategy to reduce this bias.

NR500 Addressing Bias Paper

Stakeholder Involvement Paper – UnitedHealth Care Group Inc. Strategic Planning Approach

Introduction

According to Istepanian et al., a strategic plan is a leadership tool in health care system which needs a focus, openness, and commitment (2014). In order to realize the outcomes of the streamlined efforts, a strategic plan must integrate a detailed plan of determination and ambitions, a vibrant evaluation of an organization’s activities and identification of what to do to safeguard its prospects. When plans and strategies are successfully implemented five possible outcomes are delivered. (1) Drives accountability and effective implementation, (2) develop understanding, insight, and commitment, (3) focuses, allocates and aligns resources, (4) produces meaningful differentiation, and (5) define, develops, and sustains a value advantage.

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UnitedHealth Group

UnitedHealth Group is a profit managed health care that offers healthcare products and insurance services. The products and services allow people, develop customer choice and reinforce patient benefactor affiliations through the healthcare continuum (Cox and Semanskee, 2016). Defining the quality of healthcare services and products are influenced by two different primary stakeholders, the internal and external. A substantial change affecting one element will redesign the whole organization. Stakeholder Involvement Paper – UnitedHealth Care Group Inc. Strategic Planning Approach

The internal stakeholders consist of the management (engineering, pharmaceutical managers, clinical managers, and human resource manager), non-management (nursing, environmental services, administration), and professional staff. Stakeholders, as asserted by (Davis, 2014), are the most powerful group in a healthcare industry. The external shareholders consist of everyone else such as the patients, suppliers, competitors, related healthcare organizations, government agencies, private accrediting associations, professional associations, third-party payers, labor unions, special interest group and the local community. After a thorough SWOT analysis process, the UnitedHealth Group has identified that the strengths of the company were proficiencies in the differentiated health aids market segment, strong presence in high margin health service business trademark and national scale helping influence proficiencies.

The strong presence in high margin health services business helps the UnitedHealth Group organization’s leadership management in the health benefits market segment. The organization is equipped with strong information and communication technology founded on quality health delivery services through its business components which are Prescriptions Solutions, optimum health, and Ingenix. Stakeholder Involvement Paper – UnitedHealth Care Group Inc. Strategic Planning Approach

National scale is helping influence proficiencies and trademark. UnitedHealth Group leads globally with its insurer’s services and the biggest public traded health indemnity organizations in the United States (Davis, 2014). Lastly, the proficiencies in a differentiated health benefits market segment of UnitedHealth Group provides a strong suite of products comprising vision, dental, pharmacy benefit management (PBM), and Medicare services.

Internal stakeholders

Internal stakeholders are directly involved in the operations and the strategy of the UnitedHealth Group. The organizations’ mission and vision are to help people live healthier lives and help make the health system work healthier for everybody (Davis, 2014). The workers have a substantial fiscal and time savings in the enterprise, play a vital role in the plan, policies, and processes the organizations carries out. Managers play significant roles in determining the strategy of the organization, as well as the making a substantial voice in making critical decisions in the organization. Lastly, the owners form the stem of the organization. UnitedHealth Group owners are held liable for the influences the industry has, as well as having a substantial role in the plan. Owners make important health decisions both on internal and external stakeholders. Stakeholder Involvement Paper – UnitedHealth Care Group Inc. Strategic Planning Approach

External stakeholders

Understanding the impacts of the UnitedHealth Group from the wider perspective of external stakeholders is quickly realized when various groups of stakeholders are identified. The stakeholder theory of business ethics and organizational management discourses the ethics and morals in handling an enterprise. The key players of UnitedHealth Group external stakeholders such as customers play a significant role in helping the organization fulfills the needs of its clients through service and product delivery. An operative relationship with customers maintains a healthy community. Suppliers and other strategic alliances are independent. The suppliers maintain a strong relationship with the organization to have an effective operational process. The government tax business considers the profit motive involved in UnitedHealth Group activities. The government offers regulatory oversight, making sure that all activities in an organization are accounted for and providing legal measures responsible by the industry representatives.

Stakeholder relationships.

UnitedHealth Group stakeholder relationship is one that supports the Healthcare objectives and actions. The two primary types of stakeholder relationships (potential for threat, and potential for a corporation) makes it possible to classify the four types of UnitedHealth Group stakeholder relationships. The four main stakeholder relationships are the mixed blessing relationship, the supportive relationship, the non-supportive relationship, and the marginal relationship. These relationships must be mirrored with both the external and internal scanning of stakeholders.

Three stakeholder groups that should be subjected to further evaluation to support the strategic initiatives of the organization

An active board – the active board, should be involved in strategic planning for many reasons. The trustees usually have important insights resulting from their expertise and entrepreneurial activities. Since strategic initiatives usually carry high price tags and comprise of policy considerations, they often need boarder consent. In cases where board affiliates are involved in designing the strategic plan from which such initiates come from, higher chances of understanding their underlying rationale and be more willing to support them. According to (Istepanian et al., 2014), the importance of board members having involved is to design the overall direction.

Include physicians – it is important to involve those with the real stake in the organization to define and set strategic directions for the enterprise. It is the unique role of the physicians that design many of the most crucial hitches experienced by hospitals and health systems. The UnitedHealth Group physicians are essential in discharging its mandate. In my opinion, many physicians want and expect to be involved in strategic leadership. There is continuity of processes and procedures when physicians are involved in strategic planning (Cox and Semanskee, 2016).

The last stakeholder is the chief strategist – the chief strategist formulates the strategic plan alone. Other key players such as managers and CEO brings insightful information when making decisions. Good listening skills are important assets for any strategist. In UnitedHealth Group, the chief strategist must be an active participant in planning rather than a stoic observer. The CEO set initiatives within the context of its most significant challenges and its aspirations for the future (Berkowitz, 2016).

A stakeholder perspective on mission and vision statements of UnitedHealth Group

The use of stakeholder to explain the perspectives and content of mission statements. The purpose of mission and vision statements alongside stakeholders is to provide the projected outcomes and uphold the feasibility of its products and services. The stakeholders affect the way a health care system implements an approach and recognize its mission and vision. This becomes the primary purpose why leaders must consider stakeholders’ interest, necessities, and inclinations. Influence reflects a stakeholder’s virtual supremacy over and within an enterprise; importance designates the degree to which the organization cannot be deliberated effectively if a stakeholder’s expectations, needs, and issues are not considered (Berkowitz, 2016). Characteristically, stakeholder assessment of both quantitative and qualitative performance efficiency will determine whether management is functional. Stakeholder analysis when developed along the mission and vision statements help organization meet or exceed the needs of its key stakeholders. Stakeholder Involvement Paper – UnitedHealth Care Group Inc. Strategic Planning Approach

UnitedHealth Group approach to addressing recent health care legislation, and an evaluation of the strategic response that is commonly employed

After the passage of the Affordable Care Act (ACA) in 2010, the healthcare industry changed. Some of the changes were experienced in savings, take the risk, and when forming relationships that were previously forbidden. Changing trends of accountable care organizations (ACOs), Health Information Technology for Economic and Clinical Health (HITECH), Health Insurance Portability and Accountability Act (HIPAA) and the Joint Commission has greatly affected the stakeholders in revenue-driving consolidation, growth of structured quality measures, patients becoming more informed consumers, and information technology innovations driving inter-stakeholder communications (Gulati et al., 2016). The commonly strategic response that is executed is using the federal government to implement the national quality strategy to increase the quality of healthcare and to minimize its cost.

Conclusion

The stakeholder’s involvement often opens avenues to further align business practices with community requirements and anticipations assisting in driving long-term maintenance and shareholder value. Stakeholder involvement should be conducted when the health care system adopts the required inputs from the individuals involved in the organization for decision making, planning, and strategic initiatives implementations. Effective stakeholder involvement helps healthcare organizations such as UnitedHealth Group to navigate over its competitors easily and changing business climates. Stakeholder Involvement Paper – UnitedHealth Care Group Inc. Strategic Planning Approach

References

Berkowitz, E. N. (2016). Essentials of health care marketing. Jones & Bartlett Publishers.

Cox, C., & Semanskee, A. (2016). Analysis of UnitedHealth Group’s Premium and Participation in ACA Marketplaces. Henry J. Kaiser Family Foundation.

Davis, K. (2014). Different stakeholder groups and their perceptions of project success. International Journal of Project Management, 32(2), 189-201. Stakeholder Involvement Paper – UnitedHealth Care Group Inc. Strategic Planning Approach

Gulati, R., Mayo, A. J., & Nohria, N. (2016). Management: An Integrated Approach. Cengage Learning.

Istepanian, R., Laxminarayan, S., & Pattichis, C. S. (2014). M-health. John Wiley & Sons.

Stakeholder Involvement Paper – UnitedHealth Care Group Inc. Strategic Planning Approach

NR511: Differential Diagnosis and Primary Care Essay Assignment Papers

Syllabus

Course Code: NR511

Course Title: Differential Diagnosis and Primary Care

Top Information

 Course Number: NR511

 Course Title: Differential Diagnosis and Primary Care

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

 Pre-requisite: NR508, NR509

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Course Text

Textbook 1

 Dunphy, L. M., Winland-Brown, J. E., Porter, B. O., & Thomas, D. J. (2015). Primary

care: The art and science of advanced practice nursing (4th ed.). Retrieved from

http://online.vitalsource.com

Textbook 2

 Ferri, F. F. (2014). Ferri’s clinical advisor 2014: 5 books in 1. Philadelphia: Mosby

Elsevier. (Ebook)

Textbook 3

 Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from

http://online.vitalsource.com.(Ebook)

Required across all FNP courses:

Textbook 4

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

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

NR511 Syllabus

Course Description

This course will provide students with content regarding formulating differential diagnoses of

individuals within the primary care setting, along with an introduction to critical diagnostic skills

to cultivate evidence-based behaviors. An emphasis will be placed on processing client

information in a logical, progressive manner and formulating differential diagnoses for

individuals across the lifespan. The course will include 125 hours of supervised clinical

practicum in primary care.

Course
Outcomes

1.
Demonstrate diagnostic reasoning that will assist in health promotion and illness

management of common health problems in primary care through case study

presentation. (PO 1)

2. Plan for healthcare delivery in an evidence-based manner to support high-quality and

cost-effective care and decision-making. (PO 1, 9, 11)

3. Formulate differential diagnoses based on the subjective and objective patient data

obtained from the case study. (PO 1, 3)

4. Create weekly S-O-A-P documentation on a clinical patient, demonstrating increased

mastery each week. (PO 1, 3). NR511: Differential Diagnosis and Primary Care Essay Assignment Papers

5. Create a plan of care which integrates pharmacological, complementary, and nonpharmacological

therapies for management of common health problems. (PO 1)

6. Utilize established standards and guidelines for management of common pediatric,

gynecology, internal medicine, and behavioral conditions in primary care. (1, 11)

7. Engage in sequential application of selected advanced skills/procedures. (PO 1)

8. Demonstrate advanced skills/procedures for quality outcomes pertinent to patient

care. (PO 1, 2)

9. Perform selected advanced skills/procedures appropriate to student competence and

provider scope of practice. (1)

10. Conduct a systematic and accurate assessment of a client’s total health status,

utilizing appropriate interviewing and data collection techniques. (PO 1, 2, 5, 11)

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

family nurse practitioner. (PO 5, 7)

NR511: Differential Diagnosis and Primary Care Essay Assignment Papers

Program Outcomes

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

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

degree program, the graduate will be able to:

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

nursing and related disciplines.

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

nursing practice and healthcare delivery.

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

NR511: Differential Diagnosis and Primary Care Essay Assignment Papers

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

healthcare needs.

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

values regarding scholarship, service and global engagement.

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

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

evidence.

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

organizational goals.

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

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

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

to improve population health outcomes.

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

decision making.

NR511: Differential Diagnosis and Primary Care Essay Assignment Papers

Course Schedule

Week 1

Title: Primary Care in the 21st Century,

Caring and the Advanced Practice

Nurse, and the Art of Diagnosis and

Treatment

COs: 3, 6, 8

Reading: Dunphy, L. M., Winland-Brown, J. E.,

Porter, B. O., & Thomas, D. J. (2015).

Primary care: The art and science of

advanced practice nursing (4th ed.).

Retrieved from

http://online.vitalsource.com

 Chapter 1: Primary Care in the

Twenty-First Century: A Circle

of Caring

 Chapter 4: The Art of

Diagnosis and Treatment

 Chapter 8: Eyes, Ears, Nose,

and Throat Problems

Assignments: Attestation Statement Completion

(required to begin course)

Clinical Encounter Log in eLogs with

SOAP note (required, but not graded)

Case Study

Discussions

Yes

Other

Retrieved on 1/16

Week 2

Title: Evidence Based Practice,

Neurological Problems, and Eyes,

Ears, Nose, and Throat Problems

COs: 4, 6, 9, 10

Reading: Dunphy, L. M., Winland-Brown, J. E.,

Porter, B. O., & Thomas, D. J. (2015).

Primary care: The art and science of

advanced practice nursing (4th ed.).

Retrieved from

http://online.vitalsource.com

 Chapter 5: Evidence-Based

Care

 Chapter 6: Neurologic

Problems

Assignments: Clinical Encounter Log in eLogs with

SOAP note (required, but not graded)

Case Study

Discussions

Yes

 Other

Week 3

Title: Health Promotion, Skin Problems, and

Respiratory Problems

COs: 4, 5, 7, 8, 9

Reading: Dunphy, L. M., Winland-Brown, J. E.,

Porter, B. O., & Thomas, D. J. (2015).

Primary care: The art and science of

advanced practice nursing (4th ed.).

Retrieved from

http://online.vitalsource.com

 Chapter 3: Health Promotion

 Chapter 7: Skin Problems

 Chapter 9: Respiratory

Problems

Assignments: Clinical Encounter Log in eLogs with

SOAP note(required, but not graded)

Case Study

Discussions

Yes

Other

Week 4

Title: Diagnostic Testing, Cardiovascular

Retrieved on 1/16

Problems, Abdominal Problems,

Renal Problems

COs: 2, 5, 7, 8, 9

Reading: Dunphy, L. M., Winland-Brown, J. E.,

Porter, B. O., & Thomas, D. J. (2015).

Primary care: The art and science of

advanced practice nursing (4th ed.).

Retrieved from

http://online.vitalsource.com

 Chapter 10: Cardiovascular

Problems

 Chapter 11: Abdominal

Problems

 Chapter 12: Renal Problems

Assignments: Clinical Encounter Log in eLogs with

SOAP note (required, but not graded)

Quiz (required but not graded)

Case Study

Discussions

Yes

Other

Week 5

Title: Men’s Health Problems, Women’s

Health Problems, Musculoskeletal

Problems

COs: 3, 5, 6, 7, 8, 9

Reading: Dunphy, L. M., Winland-Brown, J. E.,

Porter, B. O., & Thomas, D. J. (2015).

Primary care: The art and science of

advanced practice nursing (4th ed.).

Retrieved from

http://online.vitalsource.com

 Chapter 13: Men’s Health

Problems

 Chapter 14: Women’s Health

Problems

 Chapter 15: Musculoskeletal

Problems

Assignments: Clinical Encounter Log in eLogs

(required, but not graded)

Case Study

Discussions

Yes

Other

Retrieved on 1/16

Week 6

Title: Complex Diagnosis, Endocrine and

Metabolic Problems, Hematologic and

Immune Problems, and Emergency

Problems

COs: 2, 5, 7, 8, 9

Reading: Dunphy, L. M., Winland-Brown, J. E.,

Porter, B. O., & Thomas, D. J. (2015).

Primary care: The art and science of

advanced practice nursing (4th ed.).

Retrieved from

http://online.vitalsource.com

 Chapter 16: Endocrine and

Metabolic Problems

 Chapter 17: Hematologic and

Immune Problems

 Chapter 19: Emergency

Problems

Assignments: Clinical Encounter Log in eLogs

(required, but not graded)

Case Study

Discussions

Yes

Other

Week 7

Title: Laboratory tests, Psychological

Problems, Palliative Care and

Practical Psychotherapy

COs: 1, 3, 5, 7, 8, 9

Reading: Dunphy, L. M., Winland-Brown, J. E.,

Porter, B. O., & Thomas, D. J. (2015).

Primary care: The art and science of

advanced practice nursing (4th ed.).

Retrieved from

http://online.vitalsource.com

 Chapter 18: Psychosocial

Problems

 Chapter 20: Palliative Care

 Chapter 23: The 15-Minute

Hour: A Short-Term Approach

to Psychotherapy in Primary

Care

Assignments: Clinical Encounter Log in eLogs

(required, but not graded)

Case Study

Discussions

Yes

Other

Retrieved on 1/16

Week 8

Title: Ethical and Legal Issues, the Business

of Advanced Practice, Putting Caring

into Practice: Caring for Self

COs: 11

Reading: Dunphy, L. M., Winland-Brown, J. E.,

Porter, B. O., & Thomas, D. J. (2015).

Primary care: The art and science of

advanced practice nursing (4th ed.).

Retrieved from

http://online.vitalsource.com

 Chapter 21: Ethical and Legal

Issues of a Caring-Based

Practice

 Chapter 22: The Business of

Advanced Practice

 Chapter 24: Putting Caring Into

Practice: Caring for Self

Assignments: Clinical Encounter Log in eLogs &

Clinical Performance Evaluation

(graded)

Quiz (required but not graded)

Reflection (graded)

Reflection Yes

Other

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted

after the due date and time will receive a deduction of 10% of the total points possible for that

assignment for each day the assignment is late. Assignments will be accepted, with penalty as

described, up to a maximum of three days late, after which point a zero will be recorded for the

assignment.

In the event of an emergency that prevents timely submission of an assignment, students may

petition their instructor for a waiver of the late submission grade reduction. The instructor will

review the student’s rationale for the request and make a determination based on the merits of

the student’s appeal. Consideration of the student’s total course performance to date will be a

contributing factor in the determination. Students should continue to attend class, actively

participate, and complete other assignments while the appeal is pending.

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

letter grade.

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Evaluation Methods

Assignment Points Weighting

Case Study Discussions

(100 points, Weeks 1–7)

700 70%

Reflection

(due Week 8)

50 5%

Quiz

(required, but not graded due

Week 4 & 8)

N/A N/A

Clinical Encounter Log

(due Weeks 1–8)

Clinical Performance Evaluation

(Week 8)

Final clinical performance

evaluation pass and/or

documentation of 125 hours =

250 points

Fail or unsatisfactory on clinical

performance evaluation and/or

less than 125 hours

documented =0 points

250 25%

Total Points 1,000 100%

A passing grade, or S, must be achieved on the clinical performance evaluation. If this is

achieved and the 125 clinical hours are documented, the 250 points will be added to the

remainder of the course points to calculate the final course grade. If the student does not

achieve a passing grade (fail) for the clinical performance evaluation, then the final

course grade assigned will be F.

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are

converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are

NR511: Differential Diagnosis and Primary Care Essay Assignment Papers

not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass

the course.

LETTER

GRADE POINTS PERCENTAGE

A 940–1,000 94–100%

A- 920–939 92–93%

B+ 890–919 89–91%

B 860–889 86–88%

B- 840–859 84–85%

C+ 810–839 81–83%

C 760–809 76–80%

F 759 and below 75% and below

Students agree that, by taking this course, all required papers may be subject to submission for

textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will

be included as source documents in the Turnitin.com reference database solely for the purpose

of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms

and Conditions of Use posted on the Turnitin.com site.

Participation Guidelines

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

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

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

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

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

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

to the Dropbox for part three. NR511: Differential Diagnosis and Primary Care Essay Assignment Papers

Grading Rubric

Criteria

Exceptional

Outstanding or

highest level of

performance

Exceeds

Very good or

high level of

performance

Meets

Satisfactory

level of

performance

Needs

Improvements

Poor or

failing level of

performance

Developing

Unsatisfactory

level of

performance

Total Points

Possible=

100

24 Points 21 Points 19 Points 9 Points 0 Points

Application

of Course

Knowledge

Post contributes

unique

perspectives or

Post

contributes

unique

Post has

limited

perspective,

Post

perspectives

are not

Post offers no

insight or

application to

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Criteria

Exceptional

Outstanding or

highest level of

performance

Exceeds

Very good or

high level of

performance

Meets

Satisfactory

level of

performance

Needs

Improvements

Poor or

failing level of

performance

Developing

Unsatisfactory

level of

performance

insights

applicable to the

results from the

physical exam

differential

diagnoses.

Part One: Initial

post includes at

least three (3)

differential

diagnoses with

rationale for

each problembased

learning

case study

patient and

answers all

questions

presented in the

case.

Parts Two and

Three:

Presumptive

diagnosis and

treatment plan

are appropriate

and evidence

based for each

case study

patient.

perspectives

or insights,

but may lack

some

applicability to

presented

case study

patients.

Part One:

Initial post

includes at

least two (2)

differential

diagnoses

with rationale

for each

problembased

learning case

study patient

and answers

most of the

questions

presented in

the case.

Parts Two

and Three:

Confirmed

diagnosis and

treatment plan

partially

applicable

and evidence

based for

each case

study patient.

insights

and/or

applicability to

presented

case study

patients.

Part One:

Initial post

does not

address each

patient or

does not

include at

least two (2)

differential

diagnoses for

each patient.

Some

evidencebased

rationale may

be missing.

Does not

answer

questions

presented in

the case.

Parts Two and

Three:

Confirmed

diagnosis and

treatment plan

are not

applicable or

may not be

evidencebased.

consistent with

current

practice.

the case study

presentation

24 Points 21 Points 19 Points 9 Points 0 Points

Support from

EvidenceBased

Initial discussion

posts in parts

one, two and

Initial

discussion

posts for parts

Initial

discussion

posts for parts

Citations to

non-scholarly

websites given

Discussion

posts contain

no evidence-

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Criteria

Exceptional

Outstanding or

highest level of

performance

Exceeds

Very good or

high level of

performance

Meets

Satisfactory

level of

performance

Needs

Improvements

Poor or

failing level of

performance

Developing

Unsatisfactory

level of

performance

Practice

(EBP)

SOAP note are

supported by

evidence from

appropriate

sources

published within

the last 5 years.

In-text citations

and full

references are

provided

one, two, and

SOAP note

are partially

supported by

evidence from

appropriate

sources

published

within the last

5 years.

In-text

citations and

full references

are provided.

Evidencebased,

peer

reviewed

journal article

cited but may

not fully

support the

treatment

plan.

one, two, and

SOAP note

are partially

supported by

evidence.

Sources may

not be

scholarly in

nature or may

be older than

5 years.

In-text

citations

and/or full

references

may be

incomplete or

missing.

as rationale to

support

differential

diagnoses

and/or

treatment plan.

based practice

reference or

citation.

24 Points 21 Points 19 Points 9 Points 0 Points

Organization

Discussion

posts and

SOAP notes

presents case

study findings in

a logical,

meaningful, and

understandable

sequence. Each

problem-based

learning case

study patient is

presented

individually in all

discussion

posts and

SOAP notes.

Part One:

Discussion

posts and

SOAP notes

are relevant to

the topic but

may be

unclear or

difficult to

follow in

places.

Part One:

Discussion

questions

may not be

addressed

individually for

each patient.

SOAP note

Discussion

posts and

SOAP notes

not fully

relevant to the

topic. May be

unclear or

difficult to

follow in

places.

SOAP note

does not

contain all

components

and/or may be

missing data.

Discussion post

presents case

findings and

plan or

intervention

that are

sometimes

unclear to

follow and may

not always be

relevant to topic

Discussion post

is not relevant

to case study.

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Criteria

Exceptional

Outstanding or

highest level of

performance

Exceeds

Very good or

high level of

performance

Meets

Satisfactory

level of

performance

Needs

Improvements

Poor or

failing level of

performance

Developing

Unsatisfactory

level of

performance

Discussion

questions

addressed

individually for

each patient.

contains all

elements but

may not be

written

following

SOAP note

format.

24 Points 21 Points 19 Points 9 Points 0 Points

Interactive

Dialogue

Presents case

study findings

and responds

substantively to

at least one

topic-related

post of a peer

including

evidence from

appropriate

sources, and all

direct faculty

questions

posted in parts

one and two.

Presents case

study findings

and responds

substantively

to at least one

topic-related

post of a peer.

Does not

include

evidence from

appropriate

sources.

Responds to

some direct

faculty

questions

posted in

parts one and

two.

Responds to a

student peer

and/or faculty

questions but

the posts add

limited content

or insights to

the

discussion.

Responds to a

student peer

and/or faculty,

but the nature

of the response

is not

substantive.

Does not

respond to a

topic-related

peer post

and/or does not

respond to

faculty

questions

posted by

Sunday.

4 Points 3 Points 2 Points

1 Point

0 Points

Grammar,

Syntax, APA

APA format,

grammar,

spelling, and/or

punctuation are

accurate, or

with zero to one

errors.

Two to four

errors in APA

format,

grammar,

spelling, and

syntax noted.

Five to seven

errors in APA

format,

grammar,

spelling, and

syntax noted.

Eight to nine

errors in APA

format,

grammar,

spelling, and

syntax noted.

Post contains

greater than ten

errors in APA

format,

grammar,

spelling, and/or

punctuation or

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Criteria

Exceptional

Outstanding or

highest level of

performance

Exceeds

Very good or

high level of

performance

Meets

Satisfactory

level of

performance

Needs

Improvements

Poor or

failing level of

performance

Developing

Unsatisfactory

level of

performance

repeatedly

makes the

same errors

after faculty

feedback.

0 Points

Deducted

-10 Points per

Discussion

Part

Participation

Enters first

post to part

one by 11:59

p.m. MT on

Tuesday;

First post to

part two by

11:59 p.m. MT

on Thursday;

and submits

written

summation

by Sunday

11:59 p.m.

MT. Written

submission

(SOAP notes)

will NOT be

accepted

after Sunday

11:59 p.m.

MT.

* 10 points

deducted per

discussion

part if this

criteria is not

met.

Enters first post

to part one by

11:59 p.m. MT

on Tuesday;

first post to part

two by 11:59

p.m. MT on

Thursday; and

submits written

summation by

Sunday 11:59

p.m. MT.

10 points

deducted per

discussion part

if this criteria is

not met.

Written

submission will

not be accepted

after Sunday

11:59 p.m. MT.

33 points

deducted for

missing SOAP

note.

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Webliography Disclaimer

The purpose of the Webliography is to provide students with annotated bibliographies of world

wide websites relevant to their courses. These websites are not meant to be all inclusive of what

is available for each course’s subjects and have not been sanctioned as academically rigorous

or scholarly by Chamberlain College of Nursing. Please exercise caution when using these

websites for course assignments and references. NR511: Differential Diagnosis and Primary Care Essay Assignment Papers

Professional Portfolio

Select assignments from courses across the FNP program will be compiled as artifacts within a

Professional Portfolio to demonstrate your professional growth and expertise. Your final

portfolio, which will be submitted in the final course NR661, will be assessed against the

learning outcomes of the program. The Professional Portfolio will include the following:

 Reflections from Week 8 for all FNP courses

 Five exemplar case studies (student selects top five)

 eLogs portfolio

 Curriculum vitae

 Professional development plan paper from NR510

NR511: Differential Diagnosis and Primary Care Essay Assignment Papers