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Bradley University
Department of Nursing
Graduate Online Distance Education
NUR 677: Primary Care Chronic Conditions Across the Lifespan

Term

Summer 1 2022

Course Credit Hour

6

Prerequisites/Co-Requisites

NUR676

Course Description

This practicum course focuses on the delivery of advanced nursing care to clients with chronic disorders in practicum settings. Various practicum settings with diverse populations will be utilized for practicum experiences.

Students will register for 6 semester hours and complete 150 clinical hours at selected facilities under the guidance of the clinical preceptor. This practicum is established to further develop competency in the following areas but is not limited to: history taking, assessing, developing differential diagnoses, and evidence-based treatment. Prerequisite: NUR 676

Instructor Information

Section Instructor: [name]

Email: [insert]

Lead Instructor: [name]

Email: [email]

Program Outcomes

A list of all Nursing Program and Nursing Specialization program outcomes are available on the Bradley University Nursing Program Outcomes webpage.

Course Outcomes

Course Resources

Following is a list of encouraged practicum procedures. These procedures may occur during any practicum.

Required Textbooks

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.

Buttaro, T., Trybulski, J., Bailey, P., & Sandberg-Cook, J. (2020). Primary care: Interprofessional collaborative practice (6th ed.). Elsevier Mosby.

Dains, J., Baumann, L., & Scheibel, P. (2019). Advanced health assessment & clinical diagnosis in primary care (6th ed.). Elsevier Mosby.

You will periodically be required to use the free Pri-Med website to access instructional materials. To do so, select the link provided and follow the directions for signing in and creating an account.

Required Practicum Materials

Recommended Practicum Materials

*Individual practicum sites may have other materials required*

Shadow Health Software

To register for Shadow Health, please visit the Shadow Health website and click “Register for a Student Account.” To enroll and purchase access, refer to Announcements to obtain the PIN for this semester.

For a step-by-step guide on how to set up your account, visit Student Account Setup Guide.

Introduction to BoardVitals

Family Nurse Practitioners are required to become nationally certified in order to obtain an advanced practice nursing (APN) license. To begin preparing and be successful in passing the national certification as an FNP, you will complete a weekly quiz in the BoardVitals portal.

Additionally, this tool will help to establish a stronger understanding of specific theory content and how that content is applied in practice.

You will have access to BoardVitals through any mobile device. Anticipate spending 40–60 minutes of time to complete 20–30 questions, focusing on the rationale of correct and incorrect responses. Course faculty will have access to student progress within BoardVitals and will assign points based on completion and percentages earned on each BoardVitals exam. See rubric.

Typhon

Typhon is a tracking system used to document data obtained during your clinical rotations. There are two areas that you will document; time logged and case log details (individual). You are expected to log the patient information into Typhon, along with a brief SOAP note, and the hours you were in attendance in practicum at the end of each clinical day.

Typhon Documentation Policy

Failure to document the data entered correctly (individual case log missing SOAP note components, etc.) or within the one-week time constraint will result in hours and case logs not being approved and the practicum day/hours being rescheduled.

HIPAA Requirements

To ensure the privacy of all patients, all Bradley students will:

Respondus LockDown Browser and Webcam for Exams/Quizzes

This course uses Respondus Monitor to proctor virtual exams. To use Respondus Monitor, you will need a computer with a camera, microphone, and reliable internet connectivity, as Respondus Monitor uses these to proctor online exam activity rather than exams being monitored in-person in a classroom. Respondus Monitor may utilize biometric technology to ensure integrity and compliance during remote testing. "Biometric data" means personal information stored by the University regarding an individual's physical characteristics that can be used to identify a person, such as fingerprints, voiceprints, facial shape, or scan of hand or face geometry (see Bradley’s Biometric Information Privacy Policy (PDF)). Prior to using Respondus Monitor, you will be required to review the Respondus Terms of Use and accept or decline your consent. If you decline consent, you must work with your instructor to arrange for in-person testing or alternative arrangements. If you have any questions or concerns, please contact your instructor.

This course requires the use of LockDown Browser and webcam for online exams/quizzes. Watch this short video, Respondus LockDown Browser for Students, to learn more. Please note, any attempt to cheat will result in automatic failure of the assessment.

Before Starting Your Exam/Quiz

  1. Download and install LockDown Browser from Respondus Download.
  2. To ensure LockDown Browser and the webcam are set up properly, do the following:
    1. Start LockDown Browser, log into Canvas, and select this course.
    2. Locate and select the Help Center button on the LockDown Browser toolbar.
    3. Run the Webcam Check and, if necessary, resolve any issues.
    4. Run the System & Network Check. If a problem is indicated, see if a solution is provided in the Knowledge Base. Troubleshooting information can also be emailed to our institution's help desk.
    5. Exit the Help Center and locate the required Practice Quiz: Respondus in Week 1.
    6. Upon completing and submitting the practice quiz, exit LockDown Browser.

Taking your Exam/Quiz

To take an online exam/quiz, start LockDown Browser and navigate to the exam/quiz. (You won’t be able to access the exam/quiz with a standard web browser.) For additional details on using LockDown Browser, review this Student Quick Start Guide (PDF).

Exam/Quiz Guidelines

When taking an online exam/quiz that requires LockDown Browser and a webcam, remember the following guidelines:

Troubleshooting and Support

If you are having issues using Respondus LockDown Browser and Webcam, the recommendations below will be helpful. If you continue to have issues, please reach out to Bradley’s 24/7 Helpdesk.

No servers found for the institution that match the auto launch URL

If you see this notification, follow the steps below to resolve:

  1. Clear your cache/cookies
  2. Open Chrome or Firefox
  3. Navigate to learn.bradley.edu
  4. Navigate to your quiz and launch the LockDown Browser

Pop-up Blockers

There’s a pop-up that appears when you click to start the quiz in Chrome; if you don't see one, be sure that you are allowing pop-ups for learn.bradley.edu.

If you have used Respondus LockDown Browser at other institutions

If you are receiving an error when trying to use the LockDown Browser, and you've successfully used the browser at other institutions, you will need to uninstall the version of the browser from the previous institution that you currently have on your computer, and you will need to install the Bradley-specific browser version.

If you have used Respondus LockDown Browser with ALEKS

If you have used Respondus LockDown Browser with ALEKS previously, you will need to uninstall that browser and install the Bradley-specific browser version.

Error/Connection Timed Out

If you receive an error that your connection timed out, this will most likely be a WiFi issue. If you can, being hard-wired is best. Otherwise, make sure nothing else is streaming on your WiFi (movies, music), and sit close to the router.

Before the Exam/Quiz

Before you start any exam/Quiz, follow the directions below:

  1. Clear your cache and cookies.
  2. Only use Chrome or Firefox.
  3. Navigate to learn.bradley.edu to start your quiz.

System Requirements

As you get started with Respondus LockDown Browser, refer to the system requirements to ensure you have a compatible device.

UpToDate

Thanks to a collaboration with UpToDate®, Bradley University nursing students now have access to a limited time offer on an individual UpToDate subscription.

UpToDate is the evidence-based, physician-authored resource trusted for reliable clinical answers. UpToDate incorporates the latest medical findings, the best available evidence, and practical recommendations for patient care—so whatever your clinical question, you can be sure to find the answers you need.

With an individual subscription to UpToDate you can benefit from the expertise and clinical experience of more than 7,300 physician authors and editors who critically evaluate the medical literature to create our content, as well as and increase your knowledge with access to more than 12,000 clinical topics in 25 specialties.

Bradley University nursing students receive a special promotional rate for an individual subscription to UpToDate® and optional add-on products. If you have not already purchased an UpToDate subscription, please contact your faculty member for the UpToDate promotional code.

Save on the optional add-on UpToDate MobileComplete™: Download our full content onto your device for faster access anywhere. The content is stored on the device for quick and convenient 24/7 access regardless of signal strength or internet connection.†

*Savings on annual and longer subscriptions only. Applicable taxes may apply.

†An individual subscription to UpToDate is required to upgrade and add MobileComplete.

Smarthinking

As an online student, you have access to the Smarthinking writing center to support you in successfully completing your coursework. Smarthinking for Nursing is free and available for students Sunday through Thursday, 24 hours. Friday and Saturday times must be pre-scheduled. Access Smarthinking through your Canvas courses via the sidebar menu labeled Online Tutoring. Remember to seek assistance several days before an assignment is due to make sure you have time to review any suggestions and make final edits before your assignment deadline.

Required Policies

Evaluation of Student Learning

Minimum Passing Standard

Students must earn a “B” or better in all nursing courses (any course that starts with NUR). Students must repeat nursing courses where a grade of “B” is not achieved the semester immediately following the unsatisfactory course grade unless otherwise noted due to course availability.

Failure to achieve the grade of “B” or better in any two nursing courses within the graduate curriculum will result in dismissal from the program.

Grading Scale

The grading scale for the Department of Nursing is used to determine the course letter grades.

Grading Scale
Grade Range Grading Scale
A 92–100

Minimum Passing Standard:
Students must earn a “B” or better in all nursing courses
B 85–91
C 77–84
D 72–76
F 71 and below

Rounding of final grades: The final grade for the course may be rounded up using standard rounding rules. The lead instructor will round the grades.

Assignment and Point Distribution
Activity Percent of Grade
Discussions 10%
Assignments 15%
BoardVitals 5%
Practicum Components 30%
Final Exam 25%
Unit Exams (3 total) 15%
Total 100%

Late Work Policy

All assigned course work is due on dates assigned. Late assignments will have 10% of the total possible points deducted for each day late unless prior arrangements have been made. Prior arrangements must be made before the due date, not on the due date. Extensions are granted at the discretion of the instructor.

Late postings for forum discussions will have 1 point deducted for each day late unless prior arrangements have been made. Prior arrangements must be made before the due date, not on the due date. Extensions are granted at the discretion of the instructor.

Academic Integrity

Bradley University requires that all graduate students read and support the Policy on Academic Issues including cheating and plagiarism. Academic Integrity is a core value of our community of learners. Every member of the academic community (students, faculty, and staff) is expected to maintain high standards of integrity in all facets of work and study. The Policy on Academic Issues describes appropriate academic conduct in research, writing, assessment, and ethics.

Academic dishonesty is not tolerated at Bradley University. The penalties can be severe and include:

Students are urged to discuss questions regarding academic integrity with instructors, advisors, or with the Director of Nursing.

Review the Student Conduct Code and Policy.

APA/Scholarly Writing

You must demonstrate proficiency in using American Psychological Association (APA) format in all submitted works, unless instructed otherwise.

Written Assignments

Written assignments must be submitted in a readable and editable Microsoft Word file format (.doc/.docx) unless otherwise specified by the instructor. Google docs will not be accepted due to the limited commenting and track changes features. When TurnItIn is indicated, the assignment must have a completed report.

It is the student’s responsibility to check the file type and format when submitting written assignments. A ‘zero’ may be awarded for files that cannot be opened or are submitted in an unreadable/unaccepted format.

Online Proctoring

In order to ensure the highest quality and secure environment, major assessments within your course may be proctored using a third-party vendor. These assignments will be identified within your course site and instructions/preparation for the use of this technology should be followed.

Classroom Expectations/Netiquette and Electronic Communication Policy

Class attendance in the form of weekly reading and assignments is required. If you cannot complete the weekly assignment you must notify the instructor prior to the due date. Your Bradley email should be used for all communication with your instructors.

Participation requires preparing extensively on all topics weekly, participating in discussion forum posts, submitting assignments, completing quizzes and exams, as scheduled.

Log on to the course website at least twice per week and check your Bradley e-mail daily. You must respond to your instructor email questions or concerns as soon as possible, but within 48 hours.

You must have reliable access to a computer with internet capability and course required software. You must also be able to use the internet to access course documents and to send and receive e-mail and e-mail attachments. Refer to MyOnline technical requirements.

As adult learners, you are responsible for your own learning. Please feel free to contact your course instructors any time if you have concerns about the content of this course and they will work with you to alleviate your concerns. Should your concern or issue not be resolved, contact the lead instructor. If your concern or issue remains unresolved, you may contact the Director of Nursing directly for facilitation. It is an expectation that all graduate students be critical thinkers and work to resolve their issues as swiftly and professionally first with their course instructors, prior to escalating issues or concerns to those members of higher administration.

Guidelines for Web Etiquette

This policy governs how to interact in this online course. To promote effective and positive interactions this policy encourages everyone participating in this course (students, faculty and maybe staff) to use common courtesy and respect in all forms of electronic communication.

Guidelines for electronic communications among students and with the faculty:

If you feel you are being harassed or someone is abusive or demeaning to you in this online course, please do not hesitate to contact the instructor.

Please refer to Department of Nursing Honor Code (found in the Graduate Student Handbook) and the Graduate Student Handbook for student conduct expectations.

Student Access Services (SAS), Accommodations, etc.

Bradley University seeks to provide effective services and accommodation for qualified individuals with documented disabilities. SAS is committed to the fulfillment of equal educational opportunity, academic freedom and human dignity for students with disabilities. The SAS exists to provide reasonable and appropriate accommodations for qualified students with documented disabilities, to assist students in self-advocacy, to educate the Bradley community about disabilities, and ensure compliance with federal and state law. If you would benefit from an accommodation because of a documented disability, you are required to register with Student Support Services at the beginning of the semester. Please contact the Office of Student Access Services.

Emergency Services/Natural or Catastrophic Events

In the event that a catastrophic event occurs on a local, regional, or national level and disables communication to/from Bradley University, you should provide for your own and your family’s safety and contact your instructors by phone, private e-mail, or through alternately provided numbers. Every effort on the faculty’s part will be made to reasonably attempt to continue with the course and to meet the course objectives.

Fair Practice Work Policy

A fair practice work policy protects students from assuming the role of their credentialed supervisor, preceptor, professor, or clinical instructor. Students should be supervised in their field and clinical experiences and should not be serving as in the workforce. APN students should be supervised at all times and final decision making/patient care is the responsibility of the preceptor. All documentation regarding patient care must be reviewed by the clinical preceptor; students are encouraged to complete patient care documentation (both for the clinical site and the student’s Typhon patient documentation) during practicum hours.

Professional Dress Code

You are expected to reflect professionalism and maintain high standards of appearance and grooming in the clinical setting. You must adhere to the dress code of the clinical facility and have your Bradley nursing badge prominently displayed above the waistline.

Rubrics

Following are the rubrics that will be used to assess your graded activities in this course. The rubrics are presented in alphabetical order.

BoardVitals Rubric

BoardVitals Rubric
Criteria Ratings
Points >60%
(10 points)		 50%–60% correct
(5 points)		 <50% correct
(0 points)

Case Presentation Instructional Plan Rubric

This is due two weeks before the case presentation.

Case Presentation Instructional Plan Rubric
Criteria Meets Expectations Nearly Meets Expectations Does Not Meet Expectations
Instructional Plan (outline, objectives, and references)

Objectives in proper form; outline adequate; information submitted on time; four references listed with links to the research article so other students have access to it

(10 to >9 points)

Multiple weaknesses in instructional plan and objectives not achieved; outline brief but submitted on time

(9 to >7 points)

Multiple weaknesses in instructional plan; objectives not achieved or not submitted by deadline

(7 to 0 points)
Total 10 Points

Case Presentation Rubric

Students will complete a case presentation that includes a minimum of 15 slides and a recorded verbal component.

Case Presentation Rubric
Criteria Meets Expectations Partly Meets Expectations Does Not Meet Expectations
Introduction

Greeted audience; introduced self and interest in topic. Reviewed objectives.

(5 to >4 points)

In introduction, either failed to greet audience, introduce self, state interest in topic, or identify objectives.

(4 to >3.5 points)

Failed to greet audience or introduce self and reason for interest in topic. Did not identify objectives.

(3.5 to 0 points)
Discussion of topic with CC, subjective data, objective data (physical assessment), diagnosis, differential diagnosis, risk factors, treatment plan

Discussion included all required areas of content. Knowledge of topic evident in organized presentation.

(30 to >25 points)

Discussion omitted one area of required content or knowledge presented but was weak; presentation disorganized.

(25 to >22 points)

Discussion omitted more than one area of required content. Lacked basic knowledge of subject presented; presentation disorganized.

(22 to 0 points)
Research article used to support diagnosis by student referencing and providing evidence on a slide; four additional resources cited in APA format

Supported diagnosis with research article provided, cited four additional resources, and had no errors in APA.

(20 to >19 points)

Supported evidence with research article but did not cite four additional references and had a few APA errors.

(19 to >10 points)

Did not support evidence with a research article to class nor cite four additional references and had multiple errors in APA.

(10 to 0 points)
Conclusion and summary

Conclusion and summary with recommendations; provided two questions for classmates.

(5 to >4 points)

Either no conclusion or summary or no provided questions

(4 to >3.5 points)

No conclusion or summary; did not provide questions

(3.5 to 0 points)
Verbal presentation and professionalism
(15–20 min)

Good eye contact and dialogue that flows and is easy to understand. Presentation is within time frame. Professional attire; presentation setting is not distracting.

(15 to >13 points)

Good dialogue that flows and is easy to understand with only a few errors, but not within time frame. Appropriate attire; presentation setting is not distracting.

(13 to >11 points)

Frequent pauses; lots of filler words such as “uhs” and “hmms.” Poor dialogue that is hard to follow and understand; not within time frame. Inappropriate and/or unprofessional attire; presentation setting is distracting and very informal.

(11 to 0 points)
Visual presentation
(at least 15 slides, with one slide detailing how the research article chosen and presented defends or supports the diagnosis and treatment)

No errors in spelling, vocabulary, or punctuation. Font size is appropriate. Has at least 15 slides. Creative.

(15 to >13 points)

No more than two spelling, vocabulary, or punctuation errors. Font size is appropriate. Has 13–15 slides. Some creativity.

(13 to >11 points)

Many errors in spelling, vocabulary, or punctuation. Font selection or size is inappropriate. Has and inadequate number of slides. No creativity.

(11 to 0 points)
Total 90 Points

Case Presentation Responses Rubric

Students will respond to each presenter.

Case Presentation Responses Rubric
Criteria Ratings
Responded to at least one question from each presenter Meets Expectations
(2.5 points)		 Meets Some Expectations
(2 points)		 Does Not Meet Expectations
(1 point)		 No Response Provided
(0 points)
Responses to classmates were relevant to question presented Meets Expectations
(2.5 points)		 Meets Some Expectations
(2 points)		 Does Not Meet Expectations
(1 point)		 No Response Provided
(0 points)
Total 5 Points

Coding Rubric

Coding Rubric
Criteria Ratings
Correct ICD-10 Codes Meets Expectations
(2.5 points)		 Does Not Meet Expectations
(0 points)
Correct CPT Code Meets Expectations
(2.5 points)		 Does Not Meet Expectations
(0 points)
Total 5 Points

Discussion 1.1 Rubric

Discussion 1.1 Rubric
Criteria Meets Expectations Does NOT Meet Expectations
Student included name. 1 point 0 points
Student included degree track. 1 point 0 points
Student included some personal information. 1 point 0 points
Student included one thing they are looking forward to in their practicum experience and one challenge they anticipate. 1 point 0 points
Student posted a response to EACH peer. 1 point 0 points
Total 5 Points

Discussion Rubric (for all other discussions)

Discussion Rubric
Criteria Meets All Expectations Meets Most Expectations Meets Some Expectations Does Not Meet Expectations
Relevance of Post

Posts are consistently related to the discussion topic; posts bring readings into discussion, cite required texts appropriately, and demonstrate significant critical thinking related to the question or case.

(3 points)

Posts are related to the discussion topic; posts make some connections with readings; responses show knowledge of content but limited critical thinking to the case.

(2 points)

Occasionally posts are off topic; most posts offer further insight into the topic; responses demonstrate limited knowledge of content and no critical thinking related to the case.

(1 point)

Posts topics that do not relate to discussion content; makes irrelevant remarks; responses contain some misinformation and/or inaccurate thinking related to the case.

(0 points)
References and Support

Uses at least two references to literature, readings, or personal experience to support comments.

(3 points)

Incorporates a reference from literature and a personal experience.

(2 points)

Uses personal experience but no references to readings or research.

(1 point)

Includes no references or supporting evidence.

(0 points)
Expression Within the Post

Expresses opinions and ideas in a clear and concise manner with obvious connection to topic.

(3 points)

Opinions and ideas are stated clearly with occasional lack of connection to topic.

(2 points)

Unclear connection to topic evidenced in minimal expression of opinions or ideas.

(1 point)

Does not express opinions or ideas clearly; no connection to topic.

(0 points)
Response to Classmates

Responded to at least two classmates.

Responses relate to the discussion question, are accurate and relevant, and present information that is substantiated by a reputable reference/ resource.

Also replied to all response posts made to your initial post.

(3 points)

Responded to one classmate. Response relates to the discussion question and is accurate and relevant.

Information is substantiated by a reputable reference/ resource.

Also replied to most response posts made to your initial post.

(2 points)

Responded to at least one classmate’s initial post, but responses do not relate to the discussion question nor are they accurate or relevant.

Information is not substantiated by a reputable reference/ resource.

Did not reply to response posts made to initial post.

(1 point)

Did not respond to at least two classmates.

Response does not relate to the discussion question nor is it accurate or relevant.

Information is not substantiated by a reputable reference/ resource.

Did not reply to response posts made to initial post.

(0 points)
Mechanics

Consistently uses grammatically correct posts with rare misspellings. Adheres to all APA guidelines, format, and requirements, if needed.

(3 points)

Few grammatical or spelling errors are noted in posts. Closely follows APA guidelines and format with only minor errors.

(2 points)

Errors in spelling and grammar evidenced in posts. Some errors on APA citations or paper format.

(1 point)

Uses poor spelling and grammar in posts; posts appear “hasty.” Does not follow APA guidelines or format.

(0 points)
Total 15 Points

Documentation Rubric

Students will submit documentation of a clinical patient in Week 12.

Documentation Rubric
Criteria No Yes Points
Patient Data (5)
Gender, race, and age documented (1)
Marital status, employment (1)
Source and reliability of information (1)
Allergies documented (1)
Current medications (1)
Subjective Data (10)
Chief complaint (1)
History of Present Illness (HPI) OLDCART (2)
Relevant medical history (1)
Relevant family history, social history, health habits/risk behaviors (2)
ROS (4)
Objective Data (7)
Vital signs (1)
Physical assessment (head to toe or per CC) (6)
Assessment (3)
Diagnosis/differential diagnosis (1.5)
Health promotion needs, if appropriate (1.5)
Plan (7)
Any procedures, if performed (1)
Diagnostic testing orders, if applicable (1)
Prescriptions (name, mode, dose, frequency, duration, # to be dispensed, # of refills), if applicable (2)
Treatment plan and referral, if applicable (1)
Patient education and when and why to seek additional care (2)
Quality Assurance (3)
Assessment and plan reflect the information documented in the subjective and objective area (1.5)
CPT and ICD–10 codes are accurate and complete (1.5)
Total 35 Points

Practicum Time Log Rubric

Practicum Time Log Rubric
Criteria Ratings
Uploaded into Canvas Meets Expectations
(1 point)		 Does Not Meet Expectations
(0 points)
Submitted on time unless otherwise discussed Meets Expectations
(4 points)		 Does Not Meet Expectations
(0 points)
Signed by both preceptor and student Meets Expectations
(5 points)		 Does Not Meet Expectations
(0 points)
Total 10 Points

Preceptor Conversation Rubric

Students are required to schedule and complete meetings with their instructor and preceptor.

Preceptor Conversation Rubric
Criteria Ratings
Contact made with instructor to set up a time Meets Expectations
(5 points)		 Does Not Meet Expectations
(0 points)
Conversation performed by due date unless otherwise communicated Meets Expectations
(5 points)		 Does Not Meet Expectations
(0 points)
Total 10 Points

Preceptor Feedback Rubric

Students will submit a preceptor feedback of student form three times during the semester.

Preceptor Feedback Rubric
Criteria Ratings
Feedback discussed with preceptor and student during scheduled preceptor conversation Meets Expectations
(3 points)		 Does Not Meet Expectations
(0 points)
Uploaded into Canvas Meets Expectations
(1 point)		 Does Not Meet Expectations
(0 points)
Submitted on time unless otherwise discussed Meets Expectations
(4 points)		 Does Not Meet Expectations
(0 points)
Signed by both preceptor and student Meets Expectations
(2 points)		 Does Not Meet Expectations
(0 points)
Total 10 Points

SOAP Notes Rubric

SOAP Notes Rubric
Criteria Meets Expectations Nearly Meets Expectations Does Not Meet Expectations
SOAP Note Content All components of subjective and objective data are present and supportive of the assessment and treatment plan. Proper terminology is implemented throughout the assignment.
(12 to >11 points)		 Most components of subjective and objective data are present and supportive of the assessment and treatment plan. Most terminology is properly implemented throughout the assignment.
(11 to >9 points)		 Key components of subjective and objective data may be missing or don’t support the assessment and treatment plan. Little terminology is implemented throughout the assignment, or the terminology may be used incorrectly.
(9 to 0 points)
Structure and Mechanics Paper is well organized.
No or very few spelling, grammar, and/or punctuation errors.
(2 points)		 Paper is mostly organized.
Some errors in spelling, grammar, and/or punctuation are present that may detract from clarity of communication.
(1 point)		 Organization is lacking.
Significant errors in spelling, grammar, and/or punctuation detract from the clarity of communication.
(0 points)
Resources Correct APA citations and references provided.
(1 point)		 Incorrect APA citations and references provided.
(0 points)
Total 15 points

SMART Objective Rubric

Students will create their own objectives for the practicum.

SMART Objective Rubric
Criteria Meets Expectations Partly Meets Expectations Does Not Meet Expectations
Identifies skill, procedure, and area of expertise for patient education Identified three objectives.
(4 points)		 Identified two objectives.
(3 points)		 Identified one objective or fewer.
(2 points)
Objectives follow the SMART guidelines Objectives thoroughly follow the SMART guidelines.
(4 points)		 Objectives mostly follow the SMART guidelines.
(3 points)		 Objectives minimally follow or do not follow all the SMART guidelines.
(2 points)
Spelling and submission No misspelled words and submitted on time
(2 points)		 One to two misspelled words, but submitted on time
(1 point)		 Multiple misspelled words, late submission
(0 points)
Total 10 Points

SMART Objectives—Final Reflection—Rubric

Students will evaluate the efficacy of their self-determined semester objectives.

SMART Objectives—Final Reflection—Rubric
Criteria Meets Expectations Does Not Meet Expectations
Addresses each objective and comments whether area was met (including examples); if area was not met, states what could have been implemented to change the outcome Outcomes addressed with appropriate response.
(8 to >6 points)		 Does not address all goal outcomes with appropriate responses.
(6 to 0 points)
Spelling and submission No misspelled words and submitted on time
(2 to >1.5 points)		 One to two misspelled words, but submitted on time
(1.5 to 0 points)
Total 10 Points

Typhon Reporting Checkpoint Rubric

Typhon Reporting Checkpoint Rubric
Criteria Ratings
Timely Submissions and Responses to Faculty and Assignments Meets Expectations
(2 points)		 Does Not Meet Expectations
(0 points)
SOAP Notes Meet Expectations Meets Expectations
(8 points)		 Does Not Meet Expectations
(0 points)
Population-Specific (Appropriate) and Patients Seen
It is recommended you see a minimum of one patient per hour. If you are unable to meet this requirement, you need to notify your instructor and establish an acceptable plan.		 Meets Expectations
(2 points)		 Does Not Meet Expectations
(0 points)

Primary Provider >50% (by Week7)

Students will need to choose their participation/decision-making level.

“Observation” is selected if you saw the patient with your preceptor, but did not participate in the exam or decision-making process.

“Shared” is chosen if you saw the patient with your preceptor and did participate in a portion of the exam and decision-making process.

“Primary” is chosen if you saw the patient initially on your own, took a detailed HPI, did the physical exam, and presented the patient to the preceptor with a suggested plan of care/differential diagnosis.

 Meets Expectations
(1 point)		 Does Not Meet Expectations
(0 points)
Semester Descriptors Completed (Semester, Course, Clinical Site, and Preceptor Selected) Meets Expectations
(2 points)		 Does Not Meet Expectations
(0 points)
Total 15 Points

Typhon Case Log Totals (Graphical) Rubric

Typhon Case Log Totals (Graphical) Rubric
Criteria Ratings
Timely Submissions and Responses to Faculty and Assignments Meets Expectations
(20 points)		 Does Not Meet Expectations
(0 points)
SOAP Notes Meet Expectations
Population Specific (Appropriate)
Patients Seen Per Hour Appropriate for Site
Goal: One patient seen for each practicum hour
Primary Provider >50%
Semester Descriptors Completed (Semester, Course, Clinical Site, and Preceptor Selected)
Total 20 Points

Assignment 2.2: Evaluation of the Eyes, SOAP Note for Cataracts Rubric

Assignment 2.2: Evaluation of the Eyes, SOAP Note for Cataracts Rubric
Criteria Ratings
Evaluation of eyes, including screening, history, and physical exam Includes All of the Required Information
(8 to >7 points)		 Includes Part of the Required Information
(7 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
SOAP note including CC, HPI subjective and objective data, differential diagnoses, diagnosis, treatment, education, follow-up. Pathophysiology Includes All of the Required Information
(9 to >8 points)		 Includes Part of the Required Information
(8 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
Correct grammar and spelling; APA rules applied Includes All of the Required Information
(3 to >2 points)		 Includes Part of the Required Information
(2 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
Total 20 Points

Assignment 5.3: IBS verses IBD Rubric

Assignment 5.3: IBS verses IBD Rubric
Criteria Ratings
Pathophysiology, clinical presentation, physical examination, diagnostics, and treatment of IBS and IBD Includes All of the Required Information
(7 to >6 points)		 Includes Part of the Required Information
(6 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
Differentiate between IBS and IBD Includes All of the Required Information
(5 to >4 points)		 Includes Part of the Required Information
(4 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
Correct grammar and spelling; APA rules applied Includes All of the Required Information
(3 to >2 points)		 Includes Part of the Required Information
(2 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
Total 15 Points

Assignment 6.1: Chronic Kidney Failure Rubric

Assignment 6.1: Chronic Kidney Failure Rubric
Criteria Ratings
Categories of CKD (GFR) (2), documents causes of chronic kidney failure (CKF) (2), guideline for diagnostics (2). Includes risk factors (1) and how cardiac (1), dietary (1), metabolic (1) and hematologic (1) management would be addressed. Notes which medications should not be used or used with caution (1). Meets Expectations
(12 to >11 points)		 Missing Information or Incorrect Terminology
(11 to >0 points)		 Does NOT Meet Expectations
(0 points)
Proper terminology, APA. Used Buttaro text along with at least one other source for information. Meets Expectations
(3 to >2 points)		 Missing Information or Incorrect Terminology
(2 to >0 points)		 Does NOT Meet Expectations
(0 points)
Total 15 Points

Assignment 9.1: Anemia Rubric

Assignment 9.1: Anemia Rubric
Criteria Ratings
How is anemia classified according to cell morphology? Includes All of the Required Information
(1 point)		 Does NOT Include Required Information
(0 points)
What are some microcytic conditions?
Briefly describe and how you would differentiate between them.		 Includes All of the Required Information
(3 points)		 Does NOT Include Required Information
(0 points)
What are some macrocytic conditions? Briefly describe and how you would differentiate between them. Includes All of the Required Information
(3 points)		 Does NOT Include Required Information
(0 points)
What are some Normocytic conditions?
Briefly describe and how you would differentiate between them.		 Includes All of the Required Information
(3 points)		 Does NOT Include Required Information
(0 points)
How does reticulocyte count effect diagnoses of anemia?
Which conditions cause an increase and which conditions cause a decrease?		 Includes All of the Required Information
(2 points)		 Does NOT Include Required Information
(0 points)
What are causes of mild iron deficiency? Includes All of the Required Information
(1 point)		 Does NOT Include Required Information
(0 points)
What are causes of moderate to severe iron anemia? Includes All of the Required Information
(1 point)		 Does NOT Include Required Information
(0 points)
What would diagnostic labs look like possibly in a case of iron deficiency anemia (early, intermediate, late)? Includes All of the Required Information
(2 points)		 Does NOT Include Required Information
(0 points)
What are some common iron supplement treatments? Includes All of the Required Information
(1 point)		 Does NOT Include Required Information
(0 points)
Anemia of Chronic Disease is one of the most common causes of anemia.
What are some causes of it?
According to the article, should we treat it?		 Includes All of the Required Information
(3 points)		 Does NOT Include Required Information
(0 points)
Total 20 Points

Assignment 11.1: Eczema verses Psoriasis Rubric

Assignment 11.1: Eczema verses Psoriasis Rubric
Criteria Ratings
Pathophysiology, clinical presentation, physical examination, diagnostics and treatment of Eczema and Psoriasis Includes All of the Required Information
(7 to >6 points)		 Includes Part of the Required Information
(6 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
Differentiate between eczema and psoriasis Includes All of the Required Information
(5 to >4 points)		 Includes Part of the Required Information
(4 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
Correct grammar and spelling; APA rules applied Includes All of the Required Information
(3 to >2 points)		 Includes Part of the Required Information
(2 to >1 points)		 Does NOT Include Required Information
(1 to 0 point)
Total 15 Points

Written Assignments Rubric

Written Assignments Rubric
Criteria Exceeds Expectations Meets Expectations Nearly Meets Expectations Does Not Meet Expectations No Submission
Content Follows directions, answers all questions thoroughly and appropriately.
(3 points)		 Follows directions, but answers to questions could be expanded.
(2.25 points)		 Generally follows directions, but answers to questions show notable gaps.
(1.5 points)		 Does not follow directions; answers to some questions are missing.
(0.75 points)		 No submission was provided.
(0 points)
Grasp of Significance Projects thorough knowledge and critical understanding of the significance of the assignment to professional development as an FNP.
(3 points)		 Displays an element of critical thinking regarding the significance of the assignment to professional development as an FNP.
(2.25 points)		 Displays an element of critical thinking regarding the significance of the assignment to professional development, but the thinking is unclear or underdeveloped.
(1.5 points)		 Provides no evidence of comprehension of the significance of the assignment to professional development as an FNP.
(0.75 points)		 No submission was provided.
(0 points)
Clarity and Logic All answers are correct with a clear and logical path to reach a solution to the problem presented.
(3 points)		 Some answers are correct and clear but with a circuitous path in logic to reach a solution to the problem presented.
(2.25 points)		 Some answers are correct but with an unclear and illogical path to reach a solution to the problem presented.
(1.5 points)		 All answers are incorrect with an unclear and illogical path to reach a solution to the problem presented.
(0.75 points)		 No submission was provided.
(0 points)
Terminology Uses appropriate terminology correctly throughout.
(3 points)		 Uses appropriate terminology, but application of terminology is not always clear and/or accurate.
(2.25 points)		 Includes some inappropriate terminology and/or misapplication of terminology.
(1.5 points)		 Neither uses appropriate terminology nor applies terminology clearly and accurately.
(0.75 points)		 No submission was provided.
(0 points)
References Contains no errors in grammar or spelling. Uses references and cites them properly using APA format.
(3 points)		 Contains one or two errors in grammar or spelling. Uses references but does not cite them properly using APA format.
(2.25 points)		 Contains several errors in grammar or spelling. Uses references but does not cite them.
(1.5 points)		 Contains many errors in grammar or spelling. Uses no references.
(0.75 points)		 No submission was provided.
(0 points)
Total 15 Points

Weekly Sessions

This course is divided into weekly sessions. Unless otherwise indicated, assignments are due no later than 11:55 p.m. CST on the day identified, and initial discussion posts are typically due on Thursday with replies posted on Sunday.

Course Learning Activities

The following is a list of learning activities you will need to complete for each week. You will find more detailed instructions within the online course space.

Week 1: Applying Nursing Standards and Principles Towards the Improvement of Healthcare

April 25–May 1
Learning Activity Due Date Points

Review the following resources:

  • American Nurses Association. Scope of practice.
  • Haddad, L. M., & Geiger, R. A. (2020). Nursing ethical considerations. Stats Publishing LLC.
  • Tips for Writing Goals and Objectives
 Wednesday Not Applicable

Practice Quiz: Respondus

Sunday

 Required
Discussion 1.1: Introductions

Initial Post:
Thursday

Replies:
Sunday

 5
Discussion 1.2: Applying Nursing Standards and Principles Toward the Improvement of Healthcare

Initial Post:
Thursday

Replies:
Sunday

 15
Assignment 1.1: Preceptor Information Sunday 10
Assignment 1.2: Writing SMART Objectives Sunday 10
Heads Up! Case Presentations Week 12 or 13, Wednesday 90
(when due)

Week 2: Ears, Eyes, Nose, and Throat (EENT) Disorders

May 2–May 8
Learning Activity Due Date Points

Ears

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 66, “Inner Ear Disturbance”
  • Chapter 175, “Dizziness and Vertigo”

Eyes

Read the following in your Advanced Health Assessment & Clinical Diagnosis in Primary Care textbook:

Chapter 38, “Vision Loss”

Read the following in your Primary Care: Interprofessional Collaborative Practice Textbook:

  • Chapter 52, “Evaluation of the Eyes“
  • Chapter 53, “Cataracts“
  • Chapter 57, “Dry Eye Syndrome“
  • Chapter 60, “Pingueculae and Pterygia“

Nose

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 70, “Chronic Nasal Congestion and Discharge”
  • Chapter 74, “Sinusitis”

Throat

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

Chapter 78, “Diseases of the Salivary Gland”

Read the following in your Advanced Health Assessment & Clinical Diagnosis in Primary textbook:

Chapter 22, “Sore Throat”

 Wednesday Not Applicable
Assignment 2.1: Shadow Health: HEENT Sunday 10
Assignment 2.2: Evaluation of the Eyes, SOAP Note for Cataracts Sunday 20
Quiz 2.1: BoardVitals Sunday 10
Assignment 2.3: Preceptor Conversation Sunday 10
Assignment 2.4: Typhon Reporting Checkpoint 1 Sunday 15

Week 3: Cardiovascular Disorders

May 9–May 15
Learning Activity Due Date Points

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 98, “Cardiac Diagnostic Testing”
  • Chapter 99, “Abdominal Aortic Aneurysm”
  • Chapter 101, “Carotid Artery Disease”
  • Chapter 103, “Heart Failure”
  • Chapter 104, “Hypertension”
 Wednesday Not Applicable
Assignment 3.1: Shadow Health Concept Lab: Cardiovascular Sunday 5
Assignment 3.2: Shadow Health: Cardiovascular Sunday 10
Assignment 3.3: SOAP Note for Heart Failure Sunday 15
Quiz 3.1: BoardVitals Sunday 10
Assignment 3.4: Coding Sunday 5

Week 4: Pulmonary Disorders

May 16–May 22
Learning Activity Due Date Points

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 85, “Asthma”
  • Chapter 87, “Chronic Cough”
  • Chapter 88, “Chronic Obstructive Pulmonary Disease”
 Wednesday Not Applicable
Discussion 4.1: Chronic Obstructive Pulmonary Disease (COPD)

Initial Post:
Thursday

Replies:
Sunday

 15
Assignment 4.1: SOAP Note on a Pulmonary Disorder Sunday 15
Quiz 4.1: BoardVitals Sunday 10
Week 4 Unit Exam 1: EENT and Cardiovascular Diseases and Disorders Sunday 50
Assignment 4.2: Typhon Reporting Checkpoint 2 Sunday 15

Week 5: Gastrointestinal (GI) Disorders

May 23–May 29
Learning Activity Due Date Points

Read the following in your Advanced Health Assessment & Clinical Diagnosis in Primary textbook:

Chapter 3, “Abdominal Pain”

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 117, “Gastroesophageal Reflux Disease”
  • Chapter 120, “Inflammatory Bowel Disease”
  • Chapter 121, “Irritable Bowel Syndrome”
  • Chapter 126, “Peptic Ulcer Disease”
 Wednesday Not Applicable
Discussion 5.1: Pertinent Experience (GI Complaint of an Elderly Patient)

Initial Post:
Thursday

Replies:
Sunday

 15
Assignment 5.1: Shadow Health Concept Lab: Abdominal Sunday 5
Assignment 5.2: Shadow Health Focused Exam: Abdominal Pain Sunday 10
Assignment 5.3: IBD versus IBS Sunday 15
Quiz 5.1: BoardVitals Sunday 10

Week 6: Genitourinary (GU) Disorders

May 30–June 5
Learning Activity Due Date Points

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 129, “Prostatic Hyperplasia (Benign)”
  • Chapter 131, “Renal Failure”
 Wednesday Not Applicable
Assignment 6.1: Chronic Kidney Failure (CKF) Sunday 15
Quiz 6.1: BoardVitals Sunday 10
Assignment 6.2: Typhon Reporting Checkpoint 3 Sunday 15

Week 7: Endocrine and Metabolic Disorders

June 6–June 12
Learning Activity Due Date Points

Read the following in your Advanced Health Assessment & Clinical Diagnosis in Primary textbook:

Chapter 39, “Weight Loss/Gain (Unintentional)”

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 186, “Diabetes Mellitus”
  • Chapter 191, “Lipid Disorders”
  • Chapter 192, “Metabolic Syndrome”
  • Chapter 194, “Thyroid Disorders”
 Wednesday Not Applicable
Discussion 7.1: Treating Diabetes

Initial Post:
Thursday

Replies:
Sunday

 15
Discussion 7.2: Lipid Levels

Initial Post:
Thursday

Replies:
Sunday

 15
Assignment 7.1: SOAP Note for Hypothyroid Sunday 15
Quiz 7.1: BoardVitals Sunday 10
Week 7 Unit Exam 2: Material from Weeks 4, 5, and 6 Sunday 50
Assignment 7.2: Preceptor Feedback of Student Form Sunday 10

Week 8: Neurological Disorders

June 13–June 19
Learning Activity Due Date Points

Read the following in your Advanced Health Assessment & Clinical Diagnosis in Primary textbook:

Chapter 31, “Sleep Problems”

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 173, “Cerebrovascular Events”
  • Chapter 174, “Dementia”
  • Chapter 181, “Parkinson Disease”
  • Chapter 206, “Sleep Disorders”
 Wednesday Not Applicable
Discussion 8.1: Insomnia

Initial Post:
Thursday

Replies:
Sunday

 15
Assignment 8.1: SOAP Note for Memory Loss Sunday 15
Quiz 8.1: BoardVitals Sunday 10
Assignment 8.2: Preceptor Conversation Sunday 10
Assignment 8.3: Typhon Reporting Checkpoint 4 Sunday 15
Assignment 8.4: Practicum Time Log Submission Sunday 10

Week 9: Hematology Disorders

June 20–June 26
Learning Activity Due Date Points

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 216, “Anemia”
  • Chapter 217, “Blood Coagulation Disorders”
  • Chapter 220, “Myelodysplastic Syndromes”

Read the following article:

Weiss, G., & Goodnough, T. (2015). Anemia of chronic disease. New England Journal of Medicine, (352), 1011–1023.

 Wednesday Not Applicable
Discussion 9.1: Treating Anemia

Initial Post:
Thursday

Replies:
Sunday

 15
Assignment 9.1: Anemia Sunday 20
Quiz 9.1: BoardVitals Sunday 10
Assignment 9.2: Case Presentation Instructional Plan Sunday 10

Week 10: Oncology

June 27–July 3
Learning Activity Due Date Points

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 38, “Screening for Skin Cancer”
  • Chapter 91, “Lung Cancer”
  • Chapter 146, “Genital Tract Cancers”
  • Chapter 221, “Interprofessional Collaborative Management of the Oncology Patient”
  • Chapter 224, “Carcinoma of Unknown Primary”
 Wednesday Not Applicable
Discussion 10.1: Cancer

Initial Post:
Thursday

Replies:
Sunday

 15
Quiz 10.1: BoardVitals Sunday 10
Week 10 Unit Exam 3: Material from Weeks 7, 8 and 9 Sunday 60
Assignment 10.1: Typhon Reporting Checkpoint 5 Sunday 15

Week 11: Chronic Skin Disorders

July 4–July 10
Learning Activity Due Date Points

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 35, “Examination of the Skin and Approach to Diagnosis of Skin Disorders”
  • Chapter 37, “Principles of Dermatologic Therapy"
  • Chapter 39, “Adnexal Disease”
  • Chapter 40, “Alopecia”
  • Chapter 42, “Benign Skin Lesions”
  • Chapter 46, “Eczematous Dermatitis”
  • Chapter 49, “Maculopapular Skin Disorders”
  • Chapter 50, “Pigmentation Changes”
 Wednesday Not Applicable
Discussion 11.1: Approach to Diagnosing Skin Disorders

Initial Post:
Thursday

Replies:
Sunday

 15
Assignment 11.1: Eczema versus Psoriasis Sunday 15
Quiz 11.1: BoardVitals Sunday 10
Discussion 11.2: Pertinent Experience (Chronic Skin Disorder)

Initial Post:
Thursday

Replies:
Sunday

 15
Heads Up! Case Presentations Week 12 or 13, Wednesday 90
(when due)
Heads Up! Final Exam Week 15, Wednesday 100
(when due)

Week 12: Autoimmune and Multisystem Disorders; Case Presentations Begin

July 11–July 17
Learning Activity Due Date Points

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 195, “Polymyalgia Rheumatica and Giant Cell Arteritis”
  • Chapter 197, “Rheumatoid Arthritis”
  • Chapter 199, “Systemic Lupus Erythematosus”
 Wednesday Not Applicable
Assignment 12.1: Rheumatological Care Sunday 15
Quiz 12.1: BoardVitals Sunday 10
Assignment 12.2: Case Presentation Wednesday 90
Discussion 12.1: Case Presentation Responses

Initial Post:
Wednesday

Replies:
Sunday

 5
Assignment 12.3: Documentation Sunday 35
Assignment 12.4: Typhon Reporting Checkpoint 6 Sunday 15
Heads Up! Final Exam Week 15, Wednesday 100
(when due)

Week 13: Chronic Pain and Musculoskeletal Disorders; Case Presentations Continue

July 18–July 24
Learning Activity Due Date Points

Read the following in your Primary Care: Interprofessional Collaborative Practice textbook:

  • Chapter 15, “Acute, Chronic, Oncologic, and End-of-Life Pain Management in Primary Care”
  • Chapter 157, “Fibromyalgia and Myofascial Pain Syndrome”
  • Chapter 165, “Osteoarthritis”
 Wednesday Not Applicable
Assignment 13.1: Shadow Health: Musculoskeletal Sunday 10
Assignment 13.2: SOAP Note for Chronic Lower Back Pain Sunday 15
Quiz 13.1: BoardVitals Sunday 10
Assignment 13.3: Case Presentation Wednesday 90
Discussion 13.1: Case Presentation Responses

Initial Post:
Wednesday

Replies:
Sunday

 5
Assignment 13.4: SMART Objectives—Final Reflection Sunday 10
Assignment 13.5: Preceptor Feedback of Student Form Sunday 10
Heads Up! Final Exam Week 15, Wednesday 100
(when due)

Week 14: Wrapping Up

July 25–July 31
Learning Activity Due Date Points

Review the following resources:

  • Slide Design Guidelines
  • Final Exam Study Guide
 Monday Not Applicable
Assignment 14.1: Typhon Case Log Totals (Graphical) Sunday 20
Assignment 14.2: Practicum Time Log Sunday 10
Assignment 14.3: Preceptor Conversation Sunday 10
Final Exam Wednesday of Week 15 100

Week 15: Final Exam

August 1–August 7
Learning Activity Due Date Points

Review the following resource:

Final Exam Study Guide

 Monday Not Applicable
Final Exam Wednesday 100