NU664B: Primary Care of the Family IFA123
Table of Contents
Section 1: Course Information
Please see the Faculty Contact Information and Office Hours forum under the Communications tab for faculty contact information and office hours. Faculty may also post an announcement with this information.
Course Description
This course integrates concepts from the concurrent courses in pharmacology, pathophysiology, and health assessment with nursing theory, process, and research. It will foster development of skills in decision making and clinical management of families through the life cycle. Discussions will focus on issues of health, policy, organizational issues, access to care, and advanced professional practice as they relate to the family system. Classroom learning is applied in supervised clinical preceptorship experiences of 300 hours (NU664BX).
Course Modality
Online asynchronous, except for NU664 and NU665 which will be Online Synchronous.
Struggling to Meet Your Deadline?
Get your assignment on NU-664B-03-23PCFA Primary Care of Family I REGIS done on time by medical experts. Don’t wait – ORDER NOW!
Credits
8 credits
Federal Requirements
Please note that federal regulation defines a credit hour as an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutional established equivalence that reasonably approximates not less than –
One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter-hour of credit, or the equivalent amount of work over a different amount of time; or
At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.
Online Course Hour Requirements
16-Week Online Course
Federal regulations acknowledge the unique circumstance of class time in the online learning environment. This course meets the requirements for a 3-credit graduate course delivered over a 16-week period of time.
For this 16-week course, students will engage in various weekly synchronous activities on MyOnline Moodle (projects, videos, threaded discussions) and cooperative peer-project activities at a minimum of 3-hours weekly synchronous engagement (48 hours). Students should expect to devote 6 additional hours per week reading, writing, collaborating, and preparing assignments for this 16-week course (96 hours).
Course Work Inside and Outside of Class Time
Total Hours for the Semester (approximate)
Hours/Week Spent on Task (approximate)
Inside Class Time
Inside Class Time: Forum discussion posts (reading and responding)
16
1 hr/wk × 16 weeks
Projects and videos
48
3 hrs/wk × 16 weeks
Outside Class Time
Required readings
144
9 hrs/wk × 16 weeks
Other assignments
32
2 hrs/wk × 16 weeks
Total
240
15 hrs/week
Pre-Requisites
NU 606: Advanced PathophysiologyNU 629: Health Promotion and Disease Prevention Across Diverse PopulationsNU 641: Advanced Clinical PharmacologyNU 650: Advanced Health Assessment in Nursing
Knowledge/Skills Needed to Complete this Course (Optional)
Optional pre-req knowledge areas: ask the faculty member if this applies to your course and then have them compose a short synopsis for your course. If it does not apply, please delete this section.
Textbooks and Course Materials
Required Course Materials
Dunphy, L., Winland-Brown, J., Porter, B., & Thomas, D. (2021). Primary care: Art and science of advanced practice nursing – An interprofessional approach. (6th ed.). Philadelphia, P.A., F.A. Davis. ISBN: 978-0803667181
Garzon, D., Starr, N., Brady, M., Gaylord, N., Driessnack, M. & Duderstadt. (2019). Burns’ pediatric primary care. (7th ed.). Elsevier Publishing Company. ISBN: 978-0323581967
Hagan, J., Shaw, J. & Duncan, P. (2017). Bright futures: Guidelines pocket guide: Guidelines for health supervision of infants, children, and adolescents. (4th ed.). American Academy of Pediatrics. ISBN: 978-1610020824
iHuman Kaplan Virtual Simulation Software
Recommended Texts and Other Readings
Hollier, A. (2021). Clinical guidelines in primary care (4th ed.). Lafayette: Advanced Practice Education Associates. ISBN: 978-1892418272
Leik, M. (2018). Family nurse practitioner certification intensive review: Fast facts and practice questions (3rd ed.). New York, NY: Springer Publishing Company. ISBN: 978-0826134295
Required Technology, Equipment and other Course Materials
Students will need regular access to a computer with an Internet connection. High speed broadband access (LAN, Cable or DSL) is highly recommended for an optimal learning experience. You may be able to access and interact with most course elements, readings, multimedia, and discussions through tablets and smartphones. While tablets, smartphones and other mobile devices may allow for some completion of coursework, they are not guaranteed to work in all areas. Please ensure you have a PC or Mac based computer available to complete coursework.
In addition, students should have the latest version of several plugins including Adobe Reader, Flash, Java. An Internet browser (Chrome, Safari, Firefox) is required to access MyOnline Moodle, the learning management system used in this course, as well as a compatible operating system (PC: Windows 8 or 10; Mac: OS X). In most courses, students are required to have a webcam (or external camera) and microphone to record video for assignments and discussions. Finally, students will need word processing software (Microsoft 365 is available to all Regis students).
Many of the Nursing courses require the use of Respondus LockDown Browser and a webcam for online exams. The webcam can be built into your computer or can be the type that plugs in with a USB cable. Watch this short video to get a basic understanding of LockDown Browser and the webcam feature. A student Quick Start Guide is also available.
Minimum Technical Skills
Students are not required to be technological experts, but students should have a general comfort level with computers and the Internet, along with the following skills to avoid technical issues while completing your online course. Students should be able to: use a word processing software program (such as Microsoft 365) to create, edit, and save documents, view and create PowerPoint presentations, data analysis software (Excel or Numbers), use an email program such as Outlook (to attach and download files), use the Regis library databases to locate and access scholarly materials, use MyOnline Moodle-the learning management system, record video using web-conferencing software (Zoom), and download and use appropriate apps as required in Nursing courses. For further information on minimum technical skills, please visit the Start Here section in this course.
If you need technical assistance at any time during the course you can contact the Regis College Office of Information Technology by using the IT ticketing system.
References and Citations: APA Style
All student papers must be written according to the official, unmodified and most current format of APA. Please consult the Regis Library for additional information.
Email
All email correspondence between students and course instructors for Regis College courses are to utilize the Regis College email. In general, students will receive a reply to their emails for this course within 24 hours Monday through Friday and 48 hours on the weekend/holidays.
Use of Regis MyOnline Moodle Site
Regis College’s official learning management system is MyOnline Moodle. All assignments will be posted on MyOnline Moodle. Note: In order to appropriately meet learning needs, course content may be modified during the course at the discretion of the faculty. Updates will be posted to the announcements. Students must watch the course homepage for announcements. It is students’ responsibility to keep track of announced changes and to check MyOnline Moodle for any updates. If students have trouble accessing the course, they should contact the technical support portal.
Starfish
Starfish is an online advising and retention management tool used at Regis. Starfish is used to display contact information, set-up appointments, take and monitor course attendance, document meetings, and raise alerts when a student is not meeting faculty expectations in a course. If a flag is raised for a course, students should connect with the faculty member of the course and their Faculty Advisor to create a plan for addressing the raised concern.
Writing Resources
Online students are provided with access to the Brainfuse Writing Lab. To submit a paper, choose “Submit Paper” from the writing lab box on the Brainfuse Writing Lab homepage. You will be asked to select the type of work you are submitting. You will be taken to the Writing Lab form where you will follow the steps to ensure you receive the best feedback possible.
The steps are determined based on the type of work you are submitting. Each form includes a comment section where you can include notes that will be helpful for your tutor while reviewing your paper. To send your file to the writing experts, click submit. After submitting, you will receive a message letting you know that your paper will be returned to your Brainfuse message center, usually within one business day. Please note, it is our policy to not disclose any personal or confidential information to third parties. This policy notwithstanding, please do not submit any information that is personal and confidential.
In your message center, you will see your submissions and feedback from your tutor. The tutor comments and any attached documents appear in the blue area. At the top of the feedback, you will see the tutor response form which includes an overview and comments about different aspects of writing. As you scroll through your paper, you will see some specific comments throughout the text in a different color, usually blue, for easy review.
In addition, you can utilize the “Live Help” option to get tutoring help right away or the “Tutor Match” option to schedule an appointment with a live tutor. If English is a second language, there is an option to have an ESL specialist work with you from the “Tutor Match” area.
24/7 Technical Support Helpdesk
https://lmscontent.embanet.com/LDS/Helpdesk/RC-MSN.html
Regis College Information Technology Services (ITS) Helpdesk
Regis College Information Technology Services (ITS) Helpdesk provides technical support Monday through Thursday, 8:00 a.m. to 8:00 p.m., Friday 8:00 a.m. to 5:00 p.m., and Saturday from 8:00 a.m. to 5:00 p.m., and Sunday 12:00-5:00 p.m. (Remote Access Only), all E.T. Please visit the Technical Support Portal anytime for assistance with technology questions or issues with the software that is administered by Regis College. The site provides answers to common questions and a ticketing service.
The Regis College Information Technology Services (ITS) Helpdesk can assist with:
Regis password resets
Office 365
SPIKE – the Student Portal for Information, Knowledge and Education
Logging into Regis email
Starfish
Sessions and Days of the Week
Due dates for assignments and discussions are stated in day numbers. Day 1 is Monday, the first day of the beginning of each weekly session, while Day 7 is Sunday.
Day Number
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day of the Week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Due Times
Assignments are due no later than 11:55 p.m. Eastern Time (E.T.) on the day that is stated in the assignment. Use the chart below to determine the due time in your area.
Eastern Time
Central Time
Mountain Time
Pacific Time
11:55 p.m.
10:55 p.m.
9:55 p.m.
8:55 p.m.
Section 2: Student Learning Outcomes
Regis College Mission
In the spirit of our mission, which is rooted in the Catholic intellectual tradition and inspired by the social justice ideals of our founders, the Sisters of St. Joseph of Boston, each of our courses speaks to the Regis College’s values and standards. Here at Regis we educate the whole person, preparing our students to pursue excellence, to become change agents in their own communities, and to serve and lead as advocates for a more just and compassionate global society. Please review the Core Values and Standards of Regis College listed below.
Primary Care of the Family I is a course that embodies these core values, especially service to our Dear Neighbor without distinction and Care for all God’s creations. These values are met as we focus on the standards of Social Justice, discussing characteristics and care of the vulnerable and at times marginalized human beings while looking at the Whole Person, being culturally respectful and competent as we explore our roles within the Community.
Please review the Core Values and Standards of Regis College listed in the following.
Core Values of the Sisters of St. Joseph
Gracious hospitality
Love and service of the Dear Neighbor without distinction
Peaceful resolution of conflict
Care for all God’s creation
Standards Espoused by Regis College
The Pursuit of Truth
Social Justice
Community
Formation of the Whole Person
Sacramental Vision of Life
Course Objectives (CO)
Integrate nursing and related theories as they apply to family nursing practice to promote adaptation and achieve therapeutic nursing interventions for individuals and families in primary care settings. (SLO-II 1 and SLO-III 1)
Incorporate research findings and critical thinking skills in planning interdisciplinary care for individuals and families in primary care settings. (SLO-II 1, 2, 4 and SLO-III 1, 2, 4)
Utilize technology, communication, and interpersonal skills to plan primary care interventions for individuals, families, and diverse populations. (SLO-II 3, 4 and SLO-III 3)
Demonstrate decision-making and clinical management skills founded on evidence-based concepts and guidelines. (SLO-II 3, 6 and SLO-III 3, 6)
Integrate ethical, legal, and professional standards of practice from the perspective of a family nurse practitioner. (SLO-II 5 and SLO-III 5)
Assess needs for continued personal and professional development. (SLO-II 17and SLO-III 7)
Evaluate issues within the health care delivery system that affect the role of the family nurse practitioner and delivery of care in primary care settings. (SLO-II 8, 9 and SLO-III 8, 9)
Design evidence-based education interventions as both individual provider and member of interprofessional education team. (SLO-II 3, 8 and SLO-III 3, 8)
Requirements/grading criteria
Assessment
Percentage of total grade
Assignments
35%
iHuman Assignments
15%
Comprehensive Case Studies
15%
Other Assignments
5%
Discussions/Quizzes
10%
Simulated OV Discussion
5%
QBank
5%
Exam
55%
Predictor Exam
10%
Exam 1
10%
Exam 2
15%
Final Exam
20%
APA format required for written papers.
Completion of the Mid- and End of Course Evaluations is required.
Section 3: Grading Policy
Grading Scale
Grades for this course will be posted in Moodle Gradebook using the following grading standards:
Letter Grade
Percentage
Grade Point Average
Outcomes Scale
A
94–100
4.0
Exemplary, Exceeds Expectations
A-
90–93
3.7
B+
87–89
3.3
Advanced, Meets Expectations
B
83–86
3.0
B-
80–82
2.7
Below a B- is considered failing.
C+
77–79
2.3
Intermediate, Needs Improvement
C
73–76
2.0
C-
70–72
1.7
D+
67–69
1.3
Novice, Inadequate
D
63–66
1.0
D-
60–62
0.7
F
59 or below
0.0
Note: A passing level for Nursing courses is at least a B-.
Note: Final course grades are rounded up or down from the tenth position only. For example, 79.49 would be recorded as 79, C+; and 79.50 would be recorded as an 80, B-.
Grading
Grades for this course will be posted in Moodle Gradebook.
Timeline for Feedback
Faculty are expected to provide feedback for submitted assignments within 3 days of the due date for an 8-week course, and 7 days from the due date for a 16-week course.
Evaluation of Assignments
The following guidelines are utilized to evaluate all assignments in the graduate nursing program. Not all criteria will be appropriate for each assignment. Faculty will highlight the indicators/expectations manifestations to be evaluated for the particular assignment.
Scholarly Sources Definition
A scholarly source is a recent journal article (within the last 5 years), written by researchers or experts in a field, in order to share the results of their original research or analysis with other researchers and/or students. These articles often go through a process known as peer review, where the article is reviewed by other experts in the field, prior to being published in a scientific journal. (Note: While literature reviews may be recent journal articles, they may be considered as secondary sources by some faculty, as they are a summary of existing research, rather than original research.)
Secondary sources are textbooks, PowerPoints, government websites, organization websites, and all other legitimate resources that are not scholarly sources, and are considered by APA, in their most current manual, as legitimate sources. (Note: Any WIKI resources are not a legitimate resource for the purposes of this nursing program.)
Most assignments will require references from both scholarly and secondary source materials.
Communication, Written Papers
The student:
Follows APA format
Types and double-spaces the paper
Adheres to correct spelling and grammar
Communication, Dialogue Journals
The student:
Identifies relationships to course and/or clinical objectives
Communication, Oral Presentations
The student:
Speaks clearly with appropriate inflection and rate
Shows animation and maintains eye contact with the audience while presenting
Presents/discusses information without directly reading from the presentation notes
Uses a variety of media and presentation methods appropriate to the presentation
Responds to participants’ questions
Integrates information from participants in continuing to put forth ideas
Critical thinking
The student:
Integrates information from a variety of sources
Identifies new concepts based on existing, evidence-based knowledge
Weighs evidence to determine applicability to conclusions
Distinguishes between relevant and irrelevant information as it relates to content issues
Therapeutic Nursing Intervention
The student:
Identifies background of the problem
Clearly states and defines the problem
Analyzes and synthesizes the data
Identifies various strategies for problem management
Identifies and implements the chosen strategy
Evaluates the outcomes
Late Work Policy
The late policies for different types of assignments are listed below, however, some exceptions do exist and will be identified in the assignment instructions. Students are responsible for reading all assignment instructions to determine designated due dates. If an extension is requested for any course requirement, approval must be obtained from the course faculty in advance of the due date. In the case of an extenuating circumstance that prohibits the student from notifying the faculty before the due date, approval is at the discretion of the faculty. Otherwise, the following will apply:
Discussions posts:
Initial discussion posts are due Day 3 of each week at 11:55 p.m. E.T., unless otherwise specified within the Module Instructions. All discussions posted after the due date will receive a zero (0).
All response posts are due Day 7 of the week at 11:55 p.m. E.T. All responses posted after the due date will receive a zero (0).
Research papers/group projects/PPT presentations/annotated bibliography:
All assignments submitted after 11:55 p.m. E.T. on the assignment due date will have five percent of the total possible score deducted each day up to seven days. All papers submitted after 11:55 p.m. E.T. on the seventh day after the due date will receive a zero (0).
Quizzes:
Five percent of the total possible score will be deducted if any quiz is not taken during the scheduled time. If an extension was approved by the course faculty students will have an opportunity to take the quiz on a retake date scheduled by the faculty at the earliest opportunity. In the event that a student fails to take the scheduled retake quiz they will earn the grade of zero (0) on that quiz.
Exams:
Five percent of the total possible score will be deducted if any examination is not taken during the scheduled time. If an extension was approved by the course faculty, students will have an opportunity to take the examination on a retake date scheduled by the faculty at the earliest opportunity. In the event that a student fails to take the scheduled retake examination they will earn the grade of zero (0) on that examination.
Paper Requirements
Papers must be typed and double-spaced, following APA format and guidelines provided.
Request for paper re-read policy
Students are to review comments and grading on papers that are returned to them by faculty. If the student still feels the need for further review, she/he may submit a written petition to the course faculty within 7 days of receiving a grade less than 80 for a second reading of the paper. The student petitioner must have a strong rationale for the request. The student may request only one re- read per course.
The faculty will review the petition, and if accepted, will request that another qualified faculty member (second reader) read the paper anonymously. The second reader will conduct a blind review of the entire paper, and discuss with the faculty of record (primary reader). The primary reader will then decide upon a final grade. The final grade, which may be the same, higher or lower than the original grade, will be used in the grade point calculation for the course.
Evaluation Guidelines for Course and Faculty
Regis College Nursing places a high priority on the evaluation of teaching and learning strategies. In order to facilitate positive learning experiences based upon input from all learners, all aspects of the nursing curriculum are evaluated. This feedback is essential for the ongoing assessment of quality for each course.
Evaluation of program strengths and areas of needed improvement require ongoing evaluation which incorporates both qualitative and quantitative assessment of the program effectiveness. A mid-course and a final course/faculty evaluation are embedded in each course.
Completion of these evaluations is a course expectation. Please note that a completed questionnaire cannot be associated with any particular student. We thank you for your input.
Section 4: Institutional Academic Policies
Inclusive Excellence
Regis is committed to ensuring that each individual is known and accepted for who they are. We consider this an essential tenet of the founding values of this institution. The university is committed to fostering a community that values, is welcoming to and accepting of the range of human experiences such as age, class, ethnicity, race, gender identity, nationality, (dis)ability, religion, sexual orientation, language, personality, communication style, work style, and veteran status. Other dimensions of diversity include the varying functions and divisions of the university, as well as the variety of environments in which we operate. As defined by Association of American Colleges and Universities (AACU), inclusive excellence is the active, intentional and ongoing engagement with diversity using ways that enhance our individual and collective awareness, content knowledge, and empathetic understanding of one another without distinction.
Academic Integrity
All students enrolled in classes at Regis College are expected to maintain integrity in all academic pursuits. Such academic pursuits may include, but are not limited to, the writing of papers, examinations, assignments, and lab reports. Any dishonesty with regard to these matters is subject to censure or penalty in proportion to the seriousness of the action and may result in dismissal from the College. All students are directed to the Academic Catalog (PDF) for the current academic year for all information regarding academic dishonesty.
Academic dishonesty includes:
Inventing data, quotes, or citations for reports
Lying about reasons for absences or requests for extensions or rescheduling of exams
Copying or sharing answers on exams or bringing “cheat sheets” to closed-book examinations or using any electronic device in an exam for unapproved purposes, especially to access or transmit assistance on the exam
Discussing what is/was on a specific examination with someone who has not yet taken it
Copying or sharing answers on homework (on assignments where group work is encouraged or allowed, you may be called upon to individually justify your answer to the instructor)
Falsifying records, transcripts, recommendations, or other documents indicative of student qualifications
Submitting the same paper in more than one class without prior permission
Presenting someone else’s ideas or words (including Internet sources) as your own in written work, PowerPoint presentations, or other assignments. Students should refer to the Academic Integrity Research Guide for details on the proper use of secondary sources and additional tips on how to avoid all forms of academic dishonesty, including plagiarism.
This last item on the list is also known as plagiarism. Because it can be confusing for new students to understand how to build on others’ ideas in making their arguments, Regis provides all incoming students with a handbook on academic integrity. Students sign a contract agreeing that they are responsible for learning how to properly cite information. The library and Student Success Center have additional resources for learning about proper citations of sources.
The initial responsibility for resolving situations of academic dishonesty lies with the faculty member and student, in conjunction with information available from the Office of Academic Affairs. Faculty members are responsible for reporting instances of academic dishonesty to the Office of Academic Affairs and for consulting with that office about whether the student has a documented history of such behavior before deciding on the proper penalty. Should there be a need; the department chairperson should be contacted. If the issue is not resolved at those levels or is unusually serious, the matter is referred to the dean of the school.
All students enrolled in classes at Regis College are expected to maintain integrity in all academic pursuits.
Attendance Statement
To be considered active, students will be expected to login to their online course(s) in the Moodle Learning Management System (LMS) and participate on at least two (2) different days minimum each module and complete at least two (2) “Academic Activities” minimum in each weekly module.*
*Deadlines and number of activities available will vary by individual course at the discretion of the appropriate online program director.
“Academic Activities” may include but are not limited to any combination of the following:
Posting to discussion boards within the online course.
Turning in an assignment within the online course.
Taking a quiz, test, or other assessment within the online course.
Viewing video content or reading course materials.
Participating in a synchronous session via Zoom or other webinar tools.
A student who is unable to take part in a given module’s activities must contact the course faculty prior to any assignment deadlines. Make-up work is accepted at the discretion of the course faculty.
Recording Policy
Students may only record class proceedings with explicit written permission from the course instructor. Any recording is for the individual student’s use only and may not be shared, reproduced, transferred, distributed or displayed in any public or commercial manner. Violations will be considered a breach of the Academic Integrity policy and will may result in discipline (Regis Student Handbook). In addition, certain circumstances violations may also result in legal action. Recording(s) refer to any video or audio replication or photographic image recorded on devices including, but not limited to, audio recorders, video recorders, cell phones, Smartphones, digital cameras, media players, computers, or other devices that record images or sound or any other medium now known or hereafter devised. Any recordings that take place during an academic semester must be destroyed at the closing of course grades. Course instructors will notify all students in the class if they have approved the recording of the class. The full Recording Policy can be found in the Academic Catalog (PDF).
Note: For Regis’ fully online academic programs, online exams are recorded using Respondus Monitor, including video recording of the student taking the exam.
Classroom Code of Conduct
The classroom is a learning community where every member shares an obligation and responsibility to foster attentiveness, courtesy, respectfulness, and meaningful dialogue.
The Classroom Code of Conduct is composed of the five (5) principles below.
Students are expected to read the course syllabus carefully and comply with all rules established by the course instructor (i.e., professor, faculty, etc.), including, but not limited to, policies regarding attendance and the right of students to leave the classroom during class.
Students will promote academic discourse and the free exchange of ideas by listening with respectful attention to comments made by all individuals.
Students will maintain an atmosphere in the classroom conducive to learning, without unnecessary distractions that disrupt the learning environment (e.g., cell phone usage, individual “side” conversations, sleeping, and reading/viewing/sharing materials unrelated to the course). Access to iPads or other technology in the classroom is appropriate only when used as part of a classroom exercise.
Students will use modes of conduct that are not offensive and/or demeaning to any individual, ethnic group, social class, religion, sexual orientation or gender identity.
Students will maintain academic integrity according to the policies and procedures provided in the Regis College Academic Catalog, Academic Integrity Handbook, and Student Handbook.
Violations of the Classroom Code of Conduct will follow the three-step procedure which is described in the full Classroom Code of Conduct.
Netiquette
It is important to recognize that the online classroom is in fact a classroom, and certain behaviors are expected when you communicate with both your peers and your instructors. These guidelines for online behavior and interaction are known as netiquette.
Security
Remember that your password is the only thing protecting you from pranks or more serious harm.
Don’t share your password with anyone.
Change your password if you think someone else might know it.
Always log out when you are finished using the system.
General Guidelines
When communicating online, you should always:
Treat the course faculty with respect; this includes in email or in any other online communication.
Always use your professors’ proper title: Dr. or Prof., or if you in doubt use Mr. or Ms.
Unless specifically invited, don’t refer to them by first name.
Use clear and concise language.
Remember that all college-level communication should have correct spelling and grammar.
Avoid slang terms such as wassup? and texting abbreviations such as u instead of you.
Use standard fonts such as Times New Roman and use a size 12 or 14 pt. font.
Avoid using the caps lock feature AS IT CAN BE INTERPRETED AS YELLING
Limit and possibly avoid the use of emoticons like or .
Be cautious when using humor or sarcasm as tone is sometimes lost in an email or discussion post and your message might be taken seriously or offensive.
Be careful with personal information (both yours and others’).
Do not send any patient information in any communication form.
Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you should:
Use a descriptive subject line.
Be brief.
Avoid attachments unless you are sure your recipients can open them or the attachment is requested.
Avoid HTML in favor of plain text.
Sign your message with your name and return email address.
Think before you send the email to more than one person. Does everyone really need to see your message?
Be sure you really want everyone to receive your response when you click, Reply All.
Be sure that the message author intended for the information to be passed along before you click the Forward button.
Discussion Board Netiquette and Guidelines
When posting on the Discussion Board in your online class, you should:
Make posts that are on topic and within the scope of the course material.
Avoid dominating any discussion.
Do not use offensive language.
Avoid slang or casual conversational tone.
Think and edit before you click the Post to forum button.
Take your posts seriously and review and edit your posts before sending.
Always give proper credit when referencing or quoting another source.
Be sure to read all messages in a thread before replying.
Don’t repeat someone else’s post without adding something of your own to it.
Avoid short, generic replies, such as I agree. You should include why you agree or add to the previous point.
Always be respectful of others’ opinions even when they differ from your own.
Use a professional tone when posting a reply.
When you disagree with someone, you should express your differing opinion in a respectful, non-critical way.
Begin your reply post with the name of the peer you are replying to; finish your post with your name.
Do not make personal or insulting remarks.
Be open-minded.
Examination Policy
For the purposes of this section the words “exam”, “quiz”, or “test” will be considered as “examinations”.
Five percent of the total possible score will be deducted if any examination including final examination is not taken during the scheduled time. If an extension is granted by the faculty, students will have an opportunity to take the examination on a date scheduled by the faculty at the earliest opportunity within one week of the original test date. In the event that a student fails to take the scheduled examination on the designated date, they will earn the grade of zero (0) on that examination.
Technical Difficulties
If a student taking an exam using a computer experiences technical difficulties and a reset of the exam is required, the student must contact 24/7 Technical Support and notify faculty. Students should not resume the exam until after they have contacted 24/7 Technical Support and have been instructed by faculty as to how to proceed.
A student will be granted one (1) reset per exam due to technical difficulties.
Once the test is reset, faculty will reach out to the student regarding exam completion. The student will complete the exam during the designated timeframe for that exam. Students will resume the exam at the point at which the technical difficulty occurred and must not complete previously answered questions. Faculty will combine scores as necessary.
Students who do not follow this technical difficulty procedure will not have an opportunity to retake the exam or will not receive the remaining allotted time to complete the exam.
Exam Software
The Regis College Nursing Department utilizes the Respondus LockDown Browser and Video Monitor to ensure testing integrity.
The Respondus LockDown Browser disables all access to the Internet and computer files to ensure students are not accessing prohibited material for the exam. For Regis purposes, all materials are prohibited, with the exception of a whiteboard and marker/eraser combo unless otherwise specified by course instructor.
Video Monitor records students from the pre-testing period through the completion of the exam to ensure the student does not access any prohibited material or help from any other individuals. If the Video Monitor detects any concerning conduct, it will raise a flag that the faculty member will review.
When taking an online exam that requires LockDown Browser and Video Monitor via a webcam, students must adhere to the policies listed below. Failure to comply with any of the following requirements may be considered an Academic Integrity violation.
Students must be in a location where they will not be interrupted.
There must not be any other individuals in the room during the exam time.
Students must turn off all other devices (e.g., tablets, phones, second computers).
The desk/area must be clear of all external materials. Students may have one (1) physical dry erase board (must be under 12” x 16”) and one dry erase marker with attached eraser. Students must show the dry erase board as blank prior to exam during pre-test scan and must show it as erased at the end of the exam.
The pre-test scan must include a 360-degree scan of the entire area of the test taking environment (such as above and below and behind the computer, right, and left and in front of the student, behind the student, and on the floor below where the student is sitting).
Students must remain at the computer for the duration of the test. Students may not get up and walk around. Students may not lean out of the picture frame or reach for any items.
The camera is not to be covered during any portion of the exam.
Students should maintain visual contact with the computer screen and maintain a full-face frame at all times.
Repeat the Webcam and System checks prior to starting the test.
To produce a good webcam video, students should do the following:
Dress appropriately for taking the test as if you were at a proctored location.
Leave head uncovered. Do not wear baseball caps or hats with brims.
Do not use headphones or earbuds. Use of headphones or earbuds is prohibited.
Ensure their computer or tablet is on a firm surface (a desk or table) — not on their lap, a bed, or other surface that might move.
If using a built-in webcam, avoid tilting the screen after the webcam setup is complete.
Take the exam in a well-lit room and avoid backlighting, such as sitting with back to a window.
Make sure that their camera is pointing towards their face and that the student can be seen on the screen for the duration of the examination.
Remember that LockDown Browser will prevent the student from accessing other websites or applications; students will be unable to exit the test until all questions are completed and submitted.
Final Examinations
The final examination period is specified in each year’s academic calendar. The official schedule for final examinations is also posted and distributed by the Registrar.
Withdrawal from Courses
Students are referred to the Academic Catalog for the current academic year for all information regarding the policies on Withdrawals from Courses and Incomplete Course Work. Withdrawing from courses may have a serious impact on your academic plan and students are encouraged to discuss with their course instructor and faculty academic advisor.
Section 5: Institutional Academic Services
Students should be advised that all on campus services will be active online. The Regis College Virtual Campus provides easy access to all of these online services.
Academic Advising
The mission of Academic Advising at Regis is to support students and their faculty advisors throughout the student’s academic experience. This includes assistance to students in reaching their academic goals and defining their career goals. Academic advising guides students in making class choices toward the completion of their degree requirements, and in taking advantage of the many curricular and extracurricular activities available at Regis. In support of faculty advising, the department provides tools and resources to enable faculty to subscribe to best practices in academic advising. Resources for students, faculty, and staff can be found at resources for students, faculty and staff. Resources regarding Academic Advising can be found through your designated Student Support Specialist at [email protected].
Library
Ask a librarian for help with your research in this class. Librarians help students find, evaluate, and ethically use information sources ranging from book/ebooks to scholarly articles, databases, websites, films, government documents, and more to meet the needs of undergraduate, graduate and doctoral students. Librarians are available days, evenings and weekends. For more information, visit the library’s website.
As a Regis student you have access to multiple collections including seven local academic libraries and 36 public libraries, comprising millions of items. The network catalog and a large variety of eResources, including 60 databases and thousands of eBooks are available from computers throughout the library, are available to you when you are in the library, in other campus locations, and off campus 24/7 from the Regis Library homepage.
Office of Accessibility Services
Regis College is a community of diverse learners. As such, the college is committed to making reasonable accommodations for students with documented disabilities. Eligible students should contact the Office of Accessibility Services to begin the registration process. Accommodations are not retroactive, so early reporting is highly encouraged. Please note that academic accommodation cannot be provided until appropriate documentation is submitted to the Disability Student Office, and students have met with the director virtually.
Section 6: Policies Specific to Nursing Students
Policies that are specific to nursing students can be found in the Nursing Handbook Addendum.
Confidentiality Statement
Regis College Nursing Programs recognize the importance of protecting confidential information regarding patients, their families, employees, staff, and peers as well as the operations of agencies within which faculty and students practice, or participate in experiential learning.
It is the obligation of every faculty member and student to maintain confidentiality in clinical and other settings as appropriate. Information pertinent to patients may be relayed only to those individuals who have authority to have that information. All information pertaining to patient care is confidential, whether verbal or in hard copy, film or computerized form. Unauthorized access, use or disclosure is illegal.
Faculty and students must:
Read, understand, sign and follow confidentiality and privacy policy statements in clinical settings. Policies vary from agency to agency—be sure to review them at the beginning of every clinical experience.
Protect confidentiality of patients, families, agency, employees, and peers at all times.
Never release confidential information to any source; know the person you’re talking to.
Not talk about patients in public; never discuss confidential information where others—patients, visitors or other employees-might overhear, including elevators, dining facilities, and telephones.
Never leave patient records or information where unauthorized individuals might see them.
Not photocopy information from the patient’s record except as specifically authorized.
Not access or attempt to access information other than information to which they have authorized access in order to complete the assignment for the day.
Among safeguards, which exist to protect patient data, are institutional systems of passwords, which identify users and their access to privileges in computer systems. The ability to use an electronic signature is a privilege not a right that is granted in accordance with agency policies.
Section 7: Course Map
Course Map
Week 1: HEENT
Weekly Topics: Introduction to Differentials, Telehealth and HEENT
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic HEENT conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic HEENT conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for HEENT conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)Identify course requirements, course layout, and syllabus expectations. (CO 3, 6)
Select Week 1 Learning Materials (Word) to download this week’s resources.
Week 1: iHuman Registration and OrientationSyllabus Review Quiz (WO5)Week 1 Discussion 1: Telehealth/Transgender (WO1-WO4)Introduction to iHuman (Practice Case) (WO1-WO4)Week 1 Assignment 1: 3P’s Predictor and Remediation Plan (WO2)Week 1 Activity: HEENT Study Activity
Due DatesN/ADay 3Initial Post: Day 3;Initial Response: Day 5;Replies: Day 7Day 7Day 7Day 7
Week 2: HEENT Continued
Weekly Topics: Introduction to Differentials, Telehealth and HEENT
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic HEENT conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic HEENT conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for HEENT conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)Identify course requirements, course layout, and syllabus expectations. (CO 3, 6)
Select Week 2 Learning Materials (Word) to download this week’s resources.
Week 2 Assignment 1: iHuman Simulation (WO1-WO4)Week 2 Assignment 2: APEA Review Content Completion (WO1-WO4)QBank Questions (WO1-WO4)
Due DatesDay 7Day 7Day 7
Week 3: Respiratory
Weekly Topics: CAP, Asthma, COPD, etc
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic respiratory conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic respiratory conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for respiratory conditions that reflects current health care knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)
Select Week 3 Learning Materials (Word) to download this week’s resources.
Week 3 Discussion 1: Hispanic/Nondocumented Patient with Acute Illness (WO1-WO4)Week 3 Assignment 1: Virtual Patient (WO1-WO4)Week 3 Assignment 2: APEA Review Content Completion (WO1-WO4)Week 3 Activity: Respiratory Study Activity (WO1-WO4)
Due DatesInitial Post: Day 3;Initial Response: Day 5;Replies: Day 7Day 7Day 7Day 7
Week 4: Respiratory Continued
Weekly Topics: CAP, Asthma, COPD, etc
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic respiratory conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic respiratory conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for respiratory conditions that reflects current health care knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)
Select Week 4 Learning Materials (Word) to download this week’s resources.
Week 4 Assignment 1: iHuman Simulation (WO1-WO4)QBank Questions (WO1-WO4)
Due DatesDay 7Day 7
Week 5: Cardiovascular
Weekly Topics: Screenings, EKG, MI, etc.
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic cardiovascular conditions across the lifespan. (CO 1,2)Synthesize knowledge of common acute and chronic cardiovascular conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for cardiovascular conditions that reflects current health care knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)
Select Week 5 Learning Materials (Word) to download this week’s resources.
Week 5 Assignment 1: Hypertension Management (WO2)Week 5 Assignment 2: Cardiac AnnotatedStudy Guide (WO1-WO4)Week 5 Activity: EKG Study ActivityWeek 5: Exam 1 (WO1-WO4)
Due DatesDay 7Day 7Day 7Opens Day 4 at 5:00 p.m. and closes Day 7 at 11:55 p.m.
Week 6: Cardiovascular Continued
Weekly Topics: HTN, HLD, Murmurs
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic cardiovascular conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic cardiovascular conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for cardiovascular conditions that reflects current health care knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)
Select Week 6 Learning Materials (Word) to download this week’s resources.
Week 6 Discussion 1: Patient with Hypertension (WO1-WO4)Week 6 Assignment 1: APEA Review Content Completion (WO1-WO4)QBank Questions (WO1-WO4)
Due DatesInitial Post: Day 3;Initial Response: Day 5;Replies: Day 7Day 7Day 7
Week 7: Cardiovascular Continued
Weekly Topics: Cardiac (aFib, CHF)
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic cardiovascular conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic cardiovascular conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for cardiovascular conditions that reflects current health care knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)
Select Week 7 Learning Materials (Word) to download this week’s resources.
Week 7 Assignment 1: iHuman Simulation (WO1-WO4)Week 7 Assignment 2: Comprehensive Case Study (WO2-WO4)
Due DatesDay 7Day 7
Week 8: Neurology
Weekly Topics: Confusion, Vertigo, Tremor, Seizure
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic neurological conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic neurological conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for neurological conditions that reflect current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)
Select Week 8 Learning Materials (Word) to download this week’s resources.
Week 8 Discussion 1: Memory Loss (WO1-WO4)Week 8 Assignment 1: APEA Review Content Completion (WO1-WO4)QBank Questions (WO1-WO4)
Due DatesInitial Post: Day 3;Initial Response: Day 5;Replies: Day 7Day 7Day 7
Week 9: Neurology Continued
Weekly Topics: ALS, MS, Parkinsons, Dementia, Stroke
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic neurological conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic neurological conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for neurological conditions that reflect current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)
Select Week 9 Learning Materials (Word) to download this week’s resources.
Week 9 Assignment 1: iHuman Simulation (WO1-WO4)Week 9 Assignment 2: Alzheimer CME (WO1, WO3, WO4)
Due DatesDay 7Day 7
Week 10: Primary and Secondary Interventions
Weekly Topics: Screening and Prevention
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the life span. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to primary and secondary interventions across the life span. (CO 1, 2)Synthesize knowledge of interventions to prioritize differential diagnoses based on assessment data for patients across the life span. (CO 2, 3, 4, 6, 7)Develop a comprehensive care plan for interventions that reflect current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the life span. (CO 2, 3, 5, 6, 7, 8)
Select Week 10 Learning Materials (Word) to download this week’s resources.
Week 10 Assignment 1: Five Levels of Prevention (WO1)Week 10: Exam 2 (WO1-WO4)
Due DatesDay 7Day 7
Week 11: Dermatology
Weekly Topics: Psoriasis, Rashes, Eczema, etc.
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic dermatological conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic dermatological conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for dermatological conditions that reflect current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8
Select Week 11 Learning Materials (Word) to download this week’s resources.
Week 11 Discussion 1: Atopic Dermatitis (WO1-WO4)Week 11 Assignment 1: APEA Review Content Completion (WO1-WO4)QBank Questions (WO1-WO4)
Due DatesInitial Post: Day 3;Initial Response: Day 5;Replies: Day 7Day 7Day 7
Week 12: Dermatology Continued
Weekly Topics: Psoriasis, Rashes, Eczema, etc.
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic dermatological conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic dermatological conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for dermatological conditions that reflect current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)
Select Week 12 Learning Materials (Word) to download this week’s resources.
Week 12 Assignment 1: iHuman Simulation (WO1-WO4)Week 12 Assignment 2: AAD Dermatology Modules (WO2-WO4)
Due DatesDay 7Day 7
Week 13: Women’s Health
Weekly Topics: Contraception, Pelvic Pain, Menstrual Abnormalities, etc.
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the life span. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic gynecological conditions across the life span. (CO 1, 2)Synthesize knowledge of common acute and chronic gynecological conditions to prioritize differential diagnoses based on assessment data for patients across the life span. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for gynecological conditions that reflect current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the life span. (CO 2, 3, 5, 6, 7, 8)
Select Week 13 Learning Materials (Word) to download this week’s resources.
Week 13 Assignment 1: Comprehensive Case Study 2 (WO1-WO4)Week 13 Assignment 2: 3 Ps Predictor Exam-APEA (WO2)Week 13 Assignment 3: Updated Remediation Plan (WO2-WO4)Week 13 Assignment 4: APEA Review Content Completion (WO1-WO4)QBank Questions (WO1-WO4)
Due DatesDay 7Week 13, Day 7Week 13, Day 7Day 7Day 7
Week 14: Women’s Health Continued
Weekly Topics: Contraception, Pelvic Pain, Menstrual Abnormalities, etc.
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the life span. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic gynecological conditions across the life span. (CO 1, 2)Synthesize knowledge of common acute and chronic gynecological conditions to prioritize differential diagnoses based on assessment data for patients across the life span. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for gynecological conditions that reflect current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the life span. (CO 2, 3, 5, 6, 7, 8)
Select Week 14 Learning Materials (Word) to download this week’s resources.
Week 14 Assignment 1: CDC Sexually Transmitted Diseases Modules (WO1-WO4)Week 14 Assignment 2: iHuman Simulation (WO1-WO4)
Due DatesDay 7Day 7
Week 15: Final Exam and Interprofessional Practice
Weekly Topics: Interprofessional Practice
Weekly Objectives (WO)
Learning Materials
Assignments/Assessments/Activities
Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan. (CO 1, 2, 3, 4)Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic conditions across the lifespan. (CO 1, 2)Synthesize knowledge of common acute and chronic conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan. (CO 2, 3, 4, 6, 7)Develop a comprehensive plan of care for common conditions that reflect current health care knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan. (CO 2, 3, 5, 6, 7, 8)Evaluate evidence-based education interventions as member of interprofessional education team. (CO 5, 6, 7, 8)
Review any previous readings.Review all topics for this comprehensive exam.Review any previous lectures and presentations.
Week 15 Assignment 1: Interprofessional Collaboration in Health Care (WO1)Week 15: Final Exam (WO1-WO4)
Due DatesDay 7Day 7
Need help with a similar or different Task?
We have the best writers to help you. Hire Writer Now
