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 AssignmentsPointsTotal Points%
Discussions82016016%
Quizzes72014014%
Aquifer Case Studies162540040%
Benchmark Assignment:Evaluation of Clinical Practice Guideline130030030%
Total1000100%

Assessment And Measurement: Grading Scale

PointsLetter GradeIndicator
95-100ASuperior
90-94A-
87-89B+Above Average
84-86BMSN Requirement
80-83B-
77-79C+
74-76CBSN Requirement
70-73C-Failure
0-69FFailure

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

WeekReadings/ContentAssignment/DiscussionDue Date 
1FNP 591: Week 1 Video (Module Overview)
Dunphy, Winland-Brown, Porter, Thomas: Ch. 1, 2, 3, 4, 5, 79, Pages 3-72; 1311-1326

Burns: Chapter 9

Resource – Aquifer Info and Login Instructions
Introduction
Syllabus/Plagiarism Acknowledgement
Week 1: Discussion Question – Caring Theoretical Model or Evidence-Based Practice

Aquifer High Value Care Modules
Tuesday
Wednesday

Thursday/Monday


Monday
2FNP 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 293-449

Burns:  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 & Respiratory

Aquifer Case Studies – HEENT & Respiratory
Thursday/Monday

Monday

Monday
3FNP 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
4FNP 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
5FNP 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 Health

Aquifer Case Studies – Musculoskeletal and Men’s Health
Thursday/Monday

Monday


Monday
6FNP 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
7FNP 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
8FNP 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.