FNP591 WEEK 1-8 DISCUSSION QUESTIONS | GET INSTANT WRITING HELP

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FNP 591: Common Health Illness Across the Lifespan

Week 1: Discussion Question – Caring Theoretical Model or Evidence-Based Practice

Select one of the following discussion questions:

Describe a caring theoretical model and how it can systematically be applied to the day-to-day practice of advanced nurses.

OR

Explain how the advanced practice nurse can apply research-based evidence to inform clinical practice.

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 250 words, not including references
  • Citations: At least one high-level scholarly reference in APA from within the last 5 years

Week 2: Discussion Question – HEENT or Respiratory System

Select one of the following discussion questions:

A ten-year-old patient presents in the clinic with soft-tissue swelling around the left eye. The parent reports that the child has had a cold with copious amounts of nasal drainage for approximately a week. The parent thought the child was getting better, but this morning the child awoke with a red eye and a fever of 102.1°F. The child has no complaint of headache, vomiting or visual disturbances.

Describe how the FNP would clinically manage and follow up this patient. List the pharmacological and non-pharmacological interventions. Describe how the treatment plan might be different for a 35-year-old patient as well as a 65+ year old patient.

OR

A 52-year-old male presents to the clinic with a productive cough for 5 days. Describe at least 5 more questions the FNP should ask this patient in the health history. Please generate at least 5 differential diagnoses for a cough. Describe how the FNP would clinically manage and follow up this patient based on each differential diagnosis.

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 300 words, not including references
  • Citations: At least 3-4 high-level scholarly reference in APA from within the last 5 years

Week 3: Discussion Question – Cardiology or Cardiovascular

 

Select one of the following discussion questions:

The 42-year-old female patient presents for follow up on lab results from her annual physical exam completed a week ago. The lab results are as follows: Triglycerides 225, LDL 170, HDL 22, HgBA1c 8.3%
Patient history reveals a 20 pack-a-year smoking history and type 2 diabetes. The last labs done 18 months ago were normal. What is this patient’s cardiovascular risk based on these lab results? Describe how the FNP would clinically manage and follow up this patient. List the pharmacological and non-pharmacological interventions.

OR

A 66 year old male presents to your office complaining of shortness of breath for the past five days which has gotten progressively worse.  His shortness of breath is worse when lying down and with exertion. He complains of a cough, especially at night. He also reports increased swelling in both legs bilaterally and mild substernal chest pressure.

The patient has a history of diabetes, hypertension, and a prior myocardial infarction.  His vital signs are: BP 208/102, HR 116, RR 28, T 98.4, 94% oxygen saturation. On exam you note rales in the lung bases bilaterally as well as 1+ pitting edema in the lower extremities bilaterally.  The patient is sitting up and in no acute respiratory distress.

Provide the most likely diagnosis based on the HPI and PE. In addition, provide your interpretation of the cues found in the assessment. List at least 3 possible differential diagnoses and justify your rationale. Develop therapeutic plan options based on quality, evidence-based clinical guidelines.

 

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 300 words, not including references
  • Citations: At least 3-4 high-level scholarly reference in APA from within the last 5 years

 

Week 4: Discussion Question – Dermatology or Gastrointestinal

Select one of the following discussion questions:

A 10-year-old Asian patient presents with an erythematous maculopapular rash, conjunctivitis, a mild fever of 102.1 and a strawberry tongue. The rash started 4 days ago. How are you going to evaluate this patient? What is the differential diagnosis for this patient? Describe your treatment plan based on current guidelines.

OR

46-year-old male complains of chest pain described as pain in his midchest for the past couple of months that has progressively worsened over the last couple of weeks. He states it has worsened when he is going to bed at night or when he eats a large meal. He has been eating out a lot more over the past couple of months because he has been traveling a lot for work. He denies any nausea or vomiting. He has been taking OTC Tums for the past few weeks, but he has to take 10-12 a day and only gets minimal relief. He denies any unusual weight gain or loss. Physical exam reveals an obese, Caucasian male with mild epigastric tenderness. No hepatosplenomegaly. Bowel sounds normoactive in all four quadrants. Provide the most likely diagnosis based on the HPI and PE. In addition, provide your interpretation of the cues found in the assessment. List at least 3 possible differential diagnoses and justify your rationale. Develop therapeutic plan options based on quality, evidence-based clinical guidelines.

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 300 words, not including references
  • Citations: At least 3-4 high-level scholarly reference in APA from within the last 5 years

Week 5: Discussion Question – Women’s Health or GU

 

 

 

Select one of the following discussion questions:

A 21-year-old female patient presents to the office for an annual exam. She has had normal, regular menstrual cycles since she was 14 but she has not had a menstrual cycle in over 6 months. A pregnancy test is negative. The FNP wants to order blood work to determine the cause of her secondary amenorrhea. When the patient hears that if all is normal the treatment will be giving progestins to initiate a menstrual cycle, she tells the FNP that she cannot do that because she does not believe in birth control pills. The FNP tries to advise the patient that it is not birth control pills, but a hormone to assist in regulating her periods and the patient leaves the office crying. What does the FNP do now to help this patient?

OR

65-year-old male presents to your clinic with frequent urination. He complains of painless, frequent urination approximately every 45 minutes to an hour for the past 5 months. He states he hates visiting doctors because they always try to find something wrong with him. His wife made him this appointment, but he thinks his problem is just because he is getting older. He denies any pain on urination or any blood in the urine. He also denies any difficult voiding. No foul odor is in the urine or discharge from the penis. He has tried to reduce his liquid consumption, but it has not made much of a difference. He denies any pelvic pain or rectal pain. He has not had any labs done in the past 5 years. Also, he has not had a physical done in 10 years. Physical exam reveals an African American male in no apparent distress. Abdomen is soft, nontender, no masses or distensions on palp. No hepatosplenomagaly. DRE reveals an enlarged, firm, smooth, symmetrical prostate. Provide the most likely diagnosis based on the HPI and PE. In addition, provide your interpretation of the cues found in the assessment. List at least 3 possible differential diagnoses and justify your rationale. Develop therapeutic plan options based on quality, evidence-based clinical guidelines.

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 300 words, not including references
  • Citations: At least 3-4 high-level scholarly reference in APA from within the last 5 years

Week 6: Discussion Question – Neurology or Mental Health

Select one of the following discussion questions:

A 66-year-old patient presents to your office with jaw pain. She states she has had jaw pain that radiates to her ear for the last week. She thought she had a tooth infection, but her dentist told her nothing appeared to be wrong. He recommended she see her primary care physician. She is requesting pain medication because it hurts so badly.  Provide at least 3 possible differential diagnoses and justify your rationale. Develop therapeutic plan options based on quality, evidence-based clinical guidelines.

OR

The FNP is conducting a routine follow-up on a patient with depression. The patient reports she is feeling like she can’t go on anymore. The FNP learns that this patient discontinued her medication 3 weeks ago because she couldn’t afford it. What should the FNP do in this situation? Support your response.

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 300 words, not including references
  • Citations: At least 3-4 high-level scholarly reference in APA from within the last 5 years

Week 7: Discussion Question – Heme or Endocrine

elect one of the following discussion questions:

55-year-old female presents to your office with fatigue.  She states she has felt tired for many months and thinks “something is wrong” with her.  She denies any rectal bleeding, nausea, vomiting, abdominal pain. What else do you need to ask her about?
PMH- HTN controlled on lisinopril 20mg PO QD
Family Hx- No family history known as she is adopted
VSS and Physical Exam is WNL
Hgb- 10.9g/dL (13-18)
RBC- 3.53 m/mm3 (4.3-6)
MCV- 76 fL (78-100)
MCH- 24 pg (27-34)
RDW 19% (12.1-18.2)
Serum ferritin- 16 ng/mL (18-370)
Serum iron- 23 ug/dL (40-190)
TIBC- 391ug/dL (250-400)
Vitamin B12- 450pg/mL  (>200)
What is your Assessment and Plan? Please include specific instructions on any medication and education.

OR

A 42-year-old woman has noticed dry skin, fatigue, and weight gain over the past 3 months. Her blood pressure is 110/70 mm Hg, pulse 60/min, and heart and lungs are normal. Her skin feels rough and dry, but the rest of her examination is normal. Her biochemistry is normal, but the TSH is 39 mU/L. Provide at least 3 possible differential diagnoses and justify your rationale. Develop therapeutic plan options based on quality, evidence-based clinical guidelines.

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 300 words, not including references
  • Citations: At least 3-4 high-level scholarly reference in APA from within the last 5 years

Week 8: Discussion Question – Pediatrics or OB

Select one of the following discussion questions:

Your patient is an eight-year-old male child who is extremely active and not doing well in school. After several visits and using the Conners CBRS, you diagnosed him with ADHD. His parents are divorced, and the father attends with the mother and is against medication but would like to talk about cognitive-behavioral approaches prior to starting medication. What is your approach with this child and his parents? What options would you present and why? If they agreed on a medication but later wanted to try the cognitive-behavioral approach to wean the child off of medication, what types of linear plan would you form, who would you involve in this plan, and how long would you expect this plan to be in place in order to show long-term improvements?

OR

You have a 17-year-old female that comes in with suspected pregnancy and limited family support. She is accompanied by her 18-year-old boyfriend who is the father of the child. While knowing she needs prenatal care, what resources and education would you try to provide and how would you encourage compliance in this vulnerable patient? What are some of the biggest risk factors that this patient faces and how can you provide quality care while being sensitive to the stigma that comes with teen pregnancy?

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: A minimum of 300 words, not including references
  • Citations: At least 3-4 high-level scholarly reference in APA from within the last 5 years

Course Description

This course for advanced practice nursing students concentrates on the levels of prevention and primary care management of common healthcare problems of individuals and their families. Patients across the life spectrum are managed within a culturally, and spiritually diverse environment using the clinical decision making process. Evidence-based research is utilized to develop comprehensive, cost effective, least invasive, quality healthcare guidelines for these common healthcare problems. These guidelines include health promotion counseling, screening, and client education to optimize the client’s health. Emphasis is placed on critical thinking, diagnostic reasoning, implementing appropriate diagnostic tests, prescribing pharmacologic and non-pharmacologic integrative healing therapies, professional interpersonal relationships, the caring professional role and teaching/coaching techniques.

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Course Learning Outcomes

  1. Perform levels of prevention and primary care management of common healthcare problems of diverse clients based on advanced practice nursing theory and evidence based practice with attention to resource allocations, acceptability, simplicity, adherence, efficacy, spirituality, and safety.
  2. Practice the advanced professional roles of clinician, consultant, collaborator, community advocate, educator and leader in the care of common healthcare problems.
  3. Implement appropriate, client-centered, anticipatory guidance and learning for beginning advanced nursing practice primary care management of common healthcare problems using evidence based rationale and appropriate community resources across the lifespan.
  4. Implement critical thinking and diagnostic reasoning to establish a differential diagnosis for common healthcare problems using evidence based rationale and appropriate community resources across the lifespan.
  5. Evaluate appropriateness of non-pharmacologic and pharmacologic interventions for common healthcare problems considering such variables as risk factors, psychosocial environmental factors, spirituality, and cultural competence to achieve maximum level of health.
  6. Implement effective SOAP documentation of common healthcare problems across the lifespan.
  7. Students will demonstrate ability to meet coding requirements with growing emphasis on the plan.

Required Materials

American Psychological Association. (2009). Publication Manual of the American Psychological Association. Washington DC: American Psychological Association. Spiral Bound Edition. ISBN 9781433805622

Dunphy, L., Winland-Brown, J., Porter, B., & Thomas, D. (2019). Primary Care, The Art and Science of Advanced Practice Nursing – An Interprofessional Approach. Davis Plus.  ISBN 9780803667181

Bright Futures Guidelines and Pocket Guide- free reference (4th ed). https://brightfutures.aap.org/Bright%20Futures%20Documents/BF4_POCKETGUIDE.pdfj

Burns, C, Ardys, M., Brady, M., Starr, N., & Blosser, C. (2016).  Pediatric Primary Care. Elsevier. ISBN 9780323243384

Cash, J. & Glass, C. (2017). Family Practice Guidelines. Springer Publishing. ISBN 9780826153418

Wolf, L., Johnson, R., & Saavedra, A. (2013). Fitzpatrick’s Color Atlas and synopsis of Clinical Dermatology. McGraw-Hill. ISBN: 9780071793025 .

3 Credits

Prerequisite MSN 572; Corequisite FNP 592

Required Textbook and Readings

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Dunphy, L., Winland-Brown, J., Porter, B., & Thomas, D. (2019). Primary Care, The Art and Science of Advanced Practice Nursing – An Interprofessional Approach. Davis Plus.  ISBN 9780803667181

Bright Futures Guidelines and Pocket Guide- free reference (4th ed).https://brightfutures.aap.org/Bright%20Futures%20Documents/BF4_POCKETGUIDE.pdfj

Burns, C, Ardys, M., Brady, M., Starr, N., & Blosser, C. (2016).  Pediatric Primary Care. Elsevier.  ISBN 9780323243384

Cash, J. & Glass, C. (2017). Family Practice Guidelines. Springer Publishing. ISBN 9780826153418

Wolf, L., Johnson, R., & Saavedra, A. (2013).  Fitzpatrick’s Color Atlas and synopsis of Clinical Dermatology. McGraw-Hill.  ISBN: 9780071793025.

Course Description

This course for advanced practice nursing students concentrates on the levels of prevention and primary care management of common healthcare problems of individuals and their families. Patients across the life spectrum are managed within a culturally, and spiritually diverse environment using the clinical decision making process. Evidence-based research is utilized to develop comprehensive, cost effective, least invasive, quality healthcare guidelines for these common healthcare problems.  These guidelines include health promotion counseling, screening, and client education to optimize the client’s health.  Emphasis is placed on critical thinking, diagnostic reasoning, implementing appropriate diagnostic tests, prescribing pharmacologic and non-pharmacologic integrative healing therapies, professional interpersonal relationships, the caring professional role and teaching/coaching techniques.

Course Learning Outcomes

This course has been developed to meet the essential curriculum element Vlll. Master’s-Level Nursing Practice as defined by the American Association of Colleges of Nursing, Essentials of Master’s Education for Advanced Practice Nursing and the Family Nurse Practitioner Core Competencies defined by the National Association of Nurse Practitioner Faculties.

By the end of this course, students should be able to:

  1. Perform levels of prevention and primary care management of common healthcare problems of diverse clients based on advanced practice nursing theory and evidence based practice with attention to resource allocations, acceptability, simplicity, adherence, efficacy, spirituality, and safety.
  2. Practice the advanced professional roles of clinician, consultant, collaborator, community advocate, educator and leader in the care of common healthcare problems.
  3. Implement appropriate, client-centered, anticipatory guidance and learning for beginning advanced nursing practice primary care management of common healthcare problems using evidence based rationale and appropriate community resources across the lifespan.
  4. Implement critical thinking and diagnostic reasoning to establish a differential diagnosis for common healthcare problems using evidence based rationale and appropriate community resources across the lifespan.
  5. Evaluate appropriateness of non-pharmacologic and pharmacologic interventions for common healthcare problems considering such variables as risk factors, psychosocial environmental factors, spirituality, and cultural competence to achieve maximum level of health.
  6. Implement effective SOAP documentation of common healthcare problems across the lifespan.
  7. Students will demonstrate ability to meet coding requirements with growing emphasis on the plan.

MSN Program Learning Outcomes

Upon completion of the Master of Science in Nursing, the student will be able to:
Goal: Literacy

  1. Evaluate and apply evidence-based findings to advanced nursing roles.
  2. Integrate cultural competence into advanced nursing roles.
  3. Integrate the Master Essential’s and specialty standards into the advanced nursing role.

Goal: Communication

  1. Compose professional written communication for advanced nursing roles.
  2. Speak professionally in advanced nursing roles.
  3. Demonstrate the advanced nursing role through leadership, collaboration, and caring science to improve health outcomes.

Goal: Reasoning

  1. Evaluate and apply quantitative and qualitative data to validate and guide decision making relevant to health outcomes.
  2. Integrate ethical reasoning into advocacy and decision making.
  3. Objectively evaluate and synthesize information in advanced nursing roles.

Course Grades and Assignments Breakdown

Graded Item # of Assignments Points Total Points %
Discussions 8 20 160 16%
Quizzes 7 20 140 14%
Aquifer Case Studies 16 25 400 40%
Benchmark Assignment:Evaluation of Clinical Practice Guideline 1 300 300 30%
Total 1000 100%

Assessment And Measurement: Grading Scale

Points Letter Grade Indicator
95-100 A Superior
90-94 A-
87-89 B+ Above Average
84-86 B MSN Requirement
80-83 B-
77-79 C+
74-76 C BSN Requirement
70-73 C- Failure
0-69 F Failure

Instructional and Evaluation Strategies

This course is organized into 8 weekly modules. The student’s performance will be assessed by the work they do in the course – including participation in the discussions that are a part of each lesson. Students are expected to be able to demonstrate their learning throughout the course.

Categories of evaluation may include:

  • Participation in class discussions, whether online discussion forums or synchronous meetings
  • Exams or quizzes
  • Essays, case studies, research papers, etc.
  • Presentations, including videos, powerpoints, posters, etc.
  • Projects, group or individual
  • Reflections or journals

Students can expect faculty to fairly evaluate this work using the rubrics or other scoring methods provided in the course. This is intended to provide you with feedback and specific guidance that will enable you to take ownership of your learning.

How to be Successful in this Class

  • Be prepared: read the assignments and contribute to our learning community.
  • Plan ahead: create a personal calendar for your course work and life events. Don’t fall behind. But if you do, contact your instructor for their help. Successful students are proactive students.
  • Communicate: if you don’t understand something, ask for clarification from your instructor. Use the class forum. Message your classmates. Email your advisor. Use your USU email account. Communication in a virtual community is key!
  • Explore Resources: Visit the Library Corner for your research needs and information support. Contact helpdesk@usuniversity.edu for technology assistance. Use Brainfuse for online tutoring and homework help.
  • Keep your eye on the goal: GRADUATION!

Course Calendar

Week Readings/Content Assignment/Discussion Due Date 
1 FNP 591: Week 1 Video (Module Overview)
Dunphy, Winland-Brown, Porter, Thomas: Ch. 1, 2, 3, 4, 5, 79, Pages 3-72; 1311-1326Burns: Chapter 9

Resource – Aquifer Info and Login Instructions

Introduction
Syllabus/Plagiarism Acknowledgement
Week 1: Discussion Question – Caring Theoretical Model or Evidence-Based PracticeAquifer High Value Care Modules
Tuesday
WednesdayThursday/Monday

Monday

2 FNP 591: Week 2 Video (Module Overview)
Dunphy, Winland-Brown, Porter, Thomas: Ch. 21, 22, 23, 24, 25, 26, 27 (HEENT), 28, 29, 30, 31,32, 33 (Respiratory) pages 293-449Burns:  Ch. 28 (Neuro/Head), 29 (Eye Disorders), 30 (Ear Disorders, 32 (Resp) (Pages: 660-755; 794-832)
Week 2: Discussion Question – HEENT or Respiratory System
Week 2 Quiz – HEENT & RespiratoryAquifer Case Studies – HEENT & Respiratory
Thursday/Monday

Monday

Monday

3 FNP 591: Week 3 Video (Module Overview)

Dunphy, Winland-Brown, Porter, ThomasCh: 34, 35, 36, 37 (page 451 – 527

Burns:  Ch. 31 (Cardio)

Benetos, A., Petrovic, M., & Strandberg, T. (2019). Hypertension management in older and frail older patients. Circulation Research.

Week 3: Discussion Question – Cardiology or Cardiovascular
Week 3 Quiz – Cardiovascular
Aquifer Case Studies – Cardiovascular
Thursday/Monday

Monday
Monday

4 FNP 591: Week 4 Video (Module Overview)

Dunphy, Winland-Brown, Porter, Thomas: Ch. 11, 12, 13, 14,15, 16, 17 (Derm), 38, 39, 40, 41, 42 (GI)

Burns:
Ch. 33 (GI), 37 (Derm)

Pulzato, I., Boero, E., Shaipi, E., & Cardinale, L. (2019). “Sigmoid diverticulitis mimicking cholecystitis” a clinical challenge. The Ultrasound Journal, 11(14).

Week 4: Discussion Question – Dermatology or Gastrointestinal
Week 4 Quiz – Derm & GI
Aquifer Case Studies – Derm & GI
Thursday/Monday

Monday
Monday

5 FNP 591: Week 5 Video (Module Overview)

Dunphy, Winland-Brown, Porter, Thomas: Ch. 43, 44, 45, (Renal), 46, 47, 48, 49, 50, 51, (Gender-Related), 52, 53, 54, 55 ( MSK) Pages 623 – 873,
Burns:  Ch. 35 (GU), 36 (Gyne), 38 (MSK)Additional ReadingOsteoporosisGout and Pseudogout

Week 5: Discussion Question – Women’s Health or GU
Week 5 Quiz – Renal, Musculoskeletal, Men’s and Women’s HealthAquifer Case Studies – Musculoskeletal and Men’s Health
Thursday/Monday

Monday

Monday

6 FNP 591: Week 6 Video (Module Overview)

Dunphy, Winland-Brown, Porter, Thomas: Ch 6, 7, 8, 9, 10 (Neuro), 64, 65, 66, 67, 68, 69, 70, 71 (Psychosocial), 81 (15 min Psychotherapy)

Burns:  Ch. 28 (Neuro), 19 (Mental Health)
Additional Reading:Alzheimer’s diseasePosition Statement 35: Aging Well: Wellness and Psychosocial Treatment for the Emotional and Cognitive Challenges of Aging

Week 6: Discussion Question – Neurology or Mental Health

Week 6 Quiz – Neuro & Mental Health

Aquifer Case Studies – Neuro & Mental Health

Thursday/Monday

Monday

Monday

7 FNP 591: Week 7 Video (Module Overview)

Dunphy, Winland-Brown, Porter, Thomas: Ch 56, 57, 58, 59 (Endocrine/Metabolic), 60, 61, 62, 63 (Hematology/Immune), Ch 15 Osteoporosis (Pages 808-815)

Burns:  Ch. 25 (Atopic, Rheumatic), 26 (Endocrine and Metabolic dx), 27 (Hematology)
American Diabetes Association. (2018). Older adults: Standards of medical care in Diabetes – 2018. Diabetes Care, 41 (Supplement 1).

Week 7: Discussion Question – Heme or Endocrine

Week 7 Quiz – Endocrine, Metabolic, Hematology, & Immune System
Aquifer Case Studies – Endocrine & Metabolic

Thursday/Monday

Monday

Monday

8 FNP 591: Week 8 Video (Module Overview)

Burns:  Ch. 4, 5, 6, 7, 8, 11, 12, 13, 14, 15, 16, 17, 18, 19

Brightspace Pocketguide
McClure, C.C., Cataldi, J.R., & O’Leary, S.T. (2017). Vaccine hesitancy: Where we are and where we are going. Clinical Therapeutics, 39(8), 1550-1562.
Saad, Eh. R., & Diamond, H.S. (2018, Dec. 12). Polymyalgia Rheumatica. Medscape.

Week 8: Discussion Question – Pediatrics or OB

Week 8 Quiz – GYN, Peds, Gerontology, and Review.
Aquifer Case Studies – Peds & GYN

Benchmark Assignment – Evaluation of a Clinical Practice Guideline
End of Course Survey

Thursday/Monday

Monday

Monday

Monday

Monday

Late Assignments: Late work is not accepted for full credit unless prior arrangements are made with the instructor, or a VERIFIABLE emergency (serious illness, accident, or natural disaster). Technological issues are not considered valid grounds for late assignment submission. This policy does not apply to assignments due on the last day of the session. For incomplete grade requests for the course session, please refer to the USU Academic Affairs Policies.

With professor’s approval, late submissions of an assignment due each week will be accepted based on the following grading criteria.

  • 1-3 days late: 5% deduction from the total points
  • 4-7 days late: 10% deduction from the total points

Technical Requirements

To successfully complete this course, you will need access to appropriate technology with reliable internet access and the appropriate system and software to support the D2L learning platform. The technical requirements for users can be found in the D2L course shell.

Course Assignment Descriptions

You will have several opportunities to demonstrate your knowledge and understanding of the principles taught in this course. The primary means of evaluating your work will be through practical application of the material. In the event that you have difficulty completing any of the assignments for this course, please contact your professor immediately. Please refer to the weekly materials section of the lecture for complete details regarding the activities and assignments for this course. The following are the details.

  1. Introduction

Write a short biography to introduce yourself to the class and answer any posted or follow-up questions. The self-introduction should be posted by Midnight (PST) on the first Tuesday of the session. In addition to your bio, you can share your expectation and personal learning goal of the course with your classmate and the professor.

  1. Online Forum Discussion Participation (20 points each, 160 points total)

You will be expected to participate in online discussions regarding the weekly topic.

Initial Substantive Posts: The discussion forum initial posts will be on Thursday midnight of each week. In your substantive post you are encouraged to use references (you may use your textbook); show evidence of critical thinking and your interpretation as it applies to the concepts or prompt and/or use examples of the application of the concepts to work and life.  Proper punctuation, grammar, and correct spelling are expected. Please use the spell-check function. Your original, initial post should not be just copied and pasted off internet sources, even when you supply a reference/citation. Please paraphrase what you are reading and write what you find using your own thoughts and ideas. This will help improve your writing and thinking. Use of any reference material or outside sources require proper APA citations. Copying and pasting information from the internet will result in zero credit for the post.

Required Replies: In addition to making a primary post, you must make at least two additional substantive posts to classmates and/or your instructor. Your responses should build on the concept discussed, offer a question to consider, or add a differing perspective, etc. Rather than responding with, “Good post,” explain why the post is “good” (why it is important, useful, insightful, etc.). If you disagree, respectfully share your alternative perspective. Just saying “I agree” or “Good idea” is not sufficient for credit. Refer to the rubric for the threaded discussions. Your replies are due by Monday midnight of each week.

  1. Quizzes (20 points, 140 points each)

Weeks 2 through 7 you will complete quizzes that are address the content of the weekly readings. The quiz will be comprised of 20 multiple-choice and short written response questions, except for Week 8 which will have 30 questions.

  1. Aquifer Case Studies (25 points each, 400 points total)

This term you will be working through application of the course content through completion of Aquifer case studies. Except for Week 1, which has a non-case study assignment, each week you will have two assigned cases to complete that coordinate with the weekly topics. Each Aquifer case study focuses on a particular patient and health problem. Case presentations use pictures, video and audio files, as well as questions you must respond to. At the end of the case study, you are prompted to create a summary statement(s).

See USU NUR CAT Worksheet Rubric for additional details and point weighting.

  1. Benchmark Assignment – Evaluation of Clinical Practice Guideline (300 points)

The purpose of this assignment is to identify a clinical practice guideline in your specialty area. You will be challenged to evaluate this guideline and discuss its use in clinical practice. This assignment is due at the end of Week 8 but can be completed anytime during this course. This assignment requires a considerable amount of time for completion. Do not wait until week 8 to begin this assignment.

Choose a health problem that you may commonly see in primary care nurse practitioner practice. Describe the health problem and recommended medical management for it. Research published clinical practice guidelines and evaluate the practice guideline you have selected based on the components listed in the Clinical Practice Guideline Template below.

Clinical Practice Guideline Prompts:

HEALTHCARE PROBLEM IDENTIFIED: Briefly describe the health problem you have identified. Include a discussion of morbidity, mortality, epidemiology and pathophysiology related to this health problem

PRACTICE GUIDELINE: Describe the clinical practice guideline used for this problem. Reflect on the questions included. Expand on your answer using support from evidence

  • Does the clinical practice guideline adequately address the health problem? Describe.
  • Is this practice guideline based on current evidence (within 5 years)? What is the strength of this evidence?
  • Does this clinical practice guideline adequately direct the healthcare provider in the management of a patient with this problem?
  • How effective is this clinical guideline in the management of patients with this healthcare problem? Think about how you would assess the effectiveness of patient management.

ANALYSIS: Think about future healthcare needs of patients with this problem, changing demographics, and changes in healthcare policies. Address these questions.

  • Does this clinical practice guideline need revision(s)? Please explain your answer in detail.
  • If you were going to revise this clinical practice guideline, what would you change? What evidence would you use to base your changes on?
  • How might changes in US demographics and healthcare reform affect this clinical practice guideline?
  • What strategies would you use to increase the likelihood that a new or modified clinical practice guideline would be adopted and used in clinical practice?

EVALUATION How would you determine its effectiveness of this revised clinical practice guideline in directing care for patients with the identified health problem? Outline the steps you might employ.

LEARNING POINTS (3-5 bullet points outlining key learning in this case.)

REFERENCES (APA formatting, current within past 5 years.)


Expectations

  • Due: Monday, 11:59 pm PT
  • Length: 8 pages minimum, 12 pages maximum not including the title page, abstract, and reference pages
  • Format: APA formatted paper – you can opt to use the prompts or a version of the prompt for headers, but do not copy the prompts directly into your paper
  • Research: APA formatting, current within past 5 years.

See USU NUR Research Paper Rubric for additional details and point weighting.

Case Analysis Tool Worksheet

Student’s Name:                                 

 

  1. Epidemiology/Patient Profile

 

Marissa Payne is a 12-year-old female patient. Reports of secondary smoking at home. No breathing problem or history of pneumonia or other lung or cardiac illnesses. Denies hospitaliz

 

 

 

 

  1. Prioritized Cues from Hx and PE.(Do not include lab, x-‐ray, or other diagnostic test results here.)
  • Tier 1: The cues (may be positive or negative) that contribute most to the diagnosis of the active problem.
  • Tier 2: These are cues of intermediate importance (list only positive cues).
  • Tier 3: Of least importance (list only positive cues).

 

Tier 1                                                               Tier 2                                                   Tier 3

Fever, headache, and runny nose x 3 days Exposure to other students or classmates who are sick  
Coughs with mucus Obesity  
Throat pain and chest discomfort    
Denies receiving flu vaccine this year    
Temp- 38.3 degree Celsius, HR is 110    
PE. Ill-appearing, inflamed turbinates with clear discharge    
Hyperemic oropharynx without tonsillar exudates and tender bilateral anterior cervical lymphadenopathy    
Ronchi auscultated on inspiration and occasional wheeze that clears with cough.    
Negative crackles, egophony, changes in tactile fremitus, whisper pectroliloquy, or areas of dullness to percussion.    
Secondhand smoking    

 

III. Problem Statement

 

Marissa Payne is a 12-year-old female patient. Reports of secondary smoking at home. No breathing problem or history of pneumonia or other lung or cardiac illnesses. Denies hospitalization. She presented at the clinic with complaints of fever, headache and runny nose for 3 days. Also coughs accompanied by mucus, throat pain and chest discomfort. States that she didn’t receive flu vaccine this year. On physical exam, patient has inflamed turbinates with clear discharges. Hyperemeic oropharynx without tonsillar exudates, and tender bilateral anterior cervical lymphadenopathy. Rhonchi is noted upon inspiration and wheezing that clears with cough. Negative crackles, egophony, changes in tactile fremitus, whisper pectroliloquy, or areas of dullness to percussion

 

 

 

  1. Differential Diagnosis

Based on what you have learned from the history and physical examination, list up to 3 diagnoses that might explain this patient’s complaint(s).

List your most likely diagnosis first, followed by two other reasonable possibilities. For some cases, fewer than 3 diagnoses will be appropriate.

Then, enter the positive or negative findings from the history and the physical examination that support each diagnosis.

 

Leading dx:  

 

Influenza and bronchitis

 

 

History Finding(s)                                                            Physical Exam Finding(s)

Fever, headache, and runny nose x 3 days Temp- 38.3 degree Celsius, HR is 110 and obese
Coughs with mucus PE. Ill-appearing, inflamed turbinates with clear discharge
Throat pain and chest discomfort Hyperemic oropharynx without tonsillar exudates and tender bilateral anterior cervical lymphadenopathy
Denies receiving flu vaccine this year Ronchi auscultated on inspiration and occasional wheeze that clears with cough.
Exposure to other students or classmates who are sick Negative crackles, egophony, changes in tactile fremitus, whisper pectroliloquy, or areas of dullness to percussion.
Secondhand smoking  

 

 

 

Alternative dx: 

 

Bacterial Pneumonia

 

 

History Finding(s)                                                            Physical Exam Finding(s)

Fever, headache, and runny nose x 3 days Temp- 38.3 degree Celsius, HR is 110 and obese  
Coughs with mucus PE. Ill-appearing, inflamed turbinates with clear discharge  
Throat pain and chest discomfort Hyperemic oropharynx without tonsillar exudates and tender bilateral anterior cervical lymphadenopathy  
Denies receiving flu vaccine this year Ronchi auscultated on inspiration and occasional wheeze that clears with cough.  
Exposure to other students or classmates who are sick    
Secondhand smoking    

 

Alternative dx: 

 

Streptococcal Pharyngitis

 

 

 

History Finding(s)                                                            Physical Exam Finding(s)

Fever, headache, and runny nose x 3 days Temp- 38.3 degree Celsius, HR is 110 and obese
Coughs with mucus PE. Ill-appearing, inflamed turbinates with clear discharge
Throat pain and chest discomfort Hyperemic oropharynx without tonsillar exudates and tender bilateral anterior cervical lymphadenopathy
   
   

 

  1. Explanation of Diagnostic Plan (including tests, labs, imaging studies, etc.) and Treatment Plan in prioritized order:

 

Diagnostic Plan                                                                     Rationale

Rapid strep test To determine if the patient is positive for GAHBS
   
   
   
   

 

Treatment Plan                                                                      Rationale

Take Ibuprofen or acetaminophen For fever and muscle aches or acetaminophen if the fever isn’t resolving with ibuprofen.
Take tea with honey It can help with cough and sore throat
Rest and hydrate For better recovery and to prevent the spread of the disease
Patient education Teach the patient on the transmission of the flu and how can her family can prevent the spread of the disease through frequent handwashing. Also, additional precaution for those other family member who are older or young children.
Get immunized once she gets better Receiving flu vaccine is pivotal in prevention of flu.
Education on second hand smoking It is important to educate the family of the exposure of the child from second hand smoking and talk about the risk of being exposed.
Managing obesity Counselling about the risk of staying obese and what are the health problem that may cause due to obesity. Advised for healthy diet and exercise regularly.

 

 

 

I have adhered to the honor system: (Sign your name here)

 

 

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