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Syllabus
Course Code: NR
Course Title: Primary Care of the Childbearing and Childrearing Family
Syllabus
Top Information
Course Number: NR Course Title: Primary Care of the Childbearing and Childrearing Family Course Credit: 3 (Theory 0.5; Clinical 2.5) Pre-requisite: NR503, NR507, NR508, NR509, NR510, NR
Course Text
Textbook 1
Hawkins, J. W., Roberto-Nichols, D. M., & Stanley-Haney, J. L. (2011). Guidelines for nurse practitioners in gynecologic settings (10th ed.). New York, NY: Springer Publishing Company.
Textbook 2
Richardson, B. E. (2011). Pediatric primary care: Practice guidelines for nurses (2nd ed.). Sudbury, MA: Jones & Bartlett. (Ebook)
Required across all FNP courses
Textbook 3
American Psychological Association [APA]. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author
Recommended across all FNP courses
Textbook 4
NR- 602 Syllabus
Goroll, A. H. & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th^ ed.). Philadelphia, PA: Lippincott Williams & Wilkins. (Ebook)
Course Description
This course continues to expand the knowledge of health assessment principles specific to the role of the FNP, with a focus on the healthcare needs of women and families throughout reproductive and childrearing years. Students will further develop their skills related to health promotion, prevention of illness, diagnosis, and management of health problems commonly experienced. Care strategies will include patient education, protocol development, follow-up, and referral through a clinical practicum experience in a precepted primary care setting.
COs
1. Demonstrate effective leadership skills that support relationship-based caring with a
family-centered focus to promote quality advanced practice nursing. (PO 2)
2. Identify current ethical and legal issues concerning the care of infants, children,
adolescents, women, and child-bearing families. (PO 6)
3. Apply current evidence in health promotion, health protection, disease prevention, and
primary care for infants, children, adolescents, women, and child-bearing families. (PO
4. Apply developmental, cultural, and family theory to health promotion, health protection,
disease prevention, and primary care for infants, children, adolescents, women, and child-bearing families. (PO 1)
5. Promote safe and quality patient outcomes in a teaching-coaching function through
integration of developmentally appropriate anticipatory guidance in care of infants, children, adolescents, women, and child-bearing families. (PO 2)
6. Identify professional organizations active in the promotion of health for women and
children. (PO 10)
7. Utilize principles of nursing informatics and technologies to plan, document, and
professionally communicate in the care of infants, children, adolescents, women, and child-bearing families. (PO 11)
8. Incorporate patients’ cultural preferences, values, health beliefs, spirituality, and
behaviors into a unique and relationship-based, holistic plan of care for infants, children, adolescents, women, and child-bearing families. (PO 1)
9. Create an appropriate and holistic plan of care for common primary care presentations in
infants, children, adolescents, women, and child-bearing families. (PO 1)
10. Engage in routine appropriate inter-professional collaboration in caring for infants,
children, adolescents, women, and child-bearing families. (PO 10)
11. Reflect on personal and professional growth toward achieving competence as a family
nurse practitioner. (PO 5, 10)
Program Outcomes
The MSN program outcomes are aligned with the American Association of Colleges of Nursing
publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN
degree program, the graduate will be able to:
Journal of Divorce and Remarriage, 52 , (8), 622 - 641. doi:10.1080/10502556.2011.
Higginbottom, G., Richter, M., Mogale, R., Ortiz, L., Young, S., & Mollel, O. (2011). Identification of nursing assessment models/tools validated in clinical practice for use with diverse ethno-cultural groups: An integrative review of the literature. BMC Nursing, 10 (1), 16-26. doi:10.1186/1472- 6955 - 10 - 16
Assignments: Clinical Encounter Log in eLogs (requi
red, but not graded)
Case Study
Discussions
Yes
Other
Week 2
Title: Family assessment by the nurse
practitioner: Assessment of the infant, child, and adolescent.
COs: 2, 3, 4, 5, 6, 8, 9, 10
Reading: Richardson, B. E. (2011).^ Pediatric
primary care: Practice guidelines for nurses (2nd ed.). Sudbury, MA: Jones & Bartlett.
Chapter 1: Obtaining an Initial History Chapter 2: Obtaining an Interval History Chapter 3: Performing a Physical Examination Chapter 6: Two-Week Visit Chapter 7: One-Month Visit Chapter 8: Two-Month Visit Chapter 9: Four-Month Visit Chapter 10: Six-Month Visit Chapter 11: Nine-Month Visit Chapter 12: Twelve-Month Visit Chapter 13: Fifteen- to Eighteen-Month Visit Chapter 14: Two-Year Visit Chapter 15: Three-Year Visit (Preschool) Chapter 16: Six-Year Visit
(School Readiness) Chapter 17: Seven- to Ten- Year Visit (School Age) Chapter 18: Eleven- to Thirteen-Year Visit (Preadolescent) Chapter 19: Fourteen- to Eighteen-Year Visit (Adolescent)
Adachi, Y., Sato, C., Nishino, N., Ohryoji, F., Hayama, J., & Yamagami, T. (2009). A brief parental education for shaping sleep habits in 4-month- old infants. Clinical Medicine & Research, 7 (3), 85–92. doi:10.3121/cmr.2009.
American Academy of Pediatrics (AAP) (2011). Media use by children younger than 2 years. Pediatrics, 128 (5). 1040–1045. doi:10.1542/peds.2011– 1753
LeBlanc, A. G., Chaput, J., McFarlane, A., Colley, R. C., Thivel, D., Biddle, S. H., & ... Tremblay, M. S. (2013). Active Video Games and Health Indicators in Children and Youth: A Systematic Review. Plos ONE, 8 (6), 1–20. doi:10.1371/journal.pone.
O’Connor, N. (2009). Infant formula. American Family Physician 79 (1), 565 – 570.
Assignments: Clinical Encounter Log in eLogs (requi
red, but not graded)
Website Exploration:
Please go in and look at each of these websites and become familiar with them. You will use them this week and throughout the remainder of the course. Please open and download the CDC growth charts as you will need them to work this week and in future weeks.
Bright Futures:
AAP Clinical Report. (2011). Supporting the health care transition from adolescence to adulthood in the medical home. Pediatrics, 128 (1), 182–200. doi:10.1542/peds. 2011– 0969
Beesdo, K., Knappe, S., Pine, S. (2009). Anxiety and anxiety disorders in children and adolescents: Developmental issues and implications for DSM-V. Psychiatric Clinics of North America, 32 (3); 483–524. Retrieved from www.ncbi.nlm.nih.gov/pmc/articles/PMC 839/
Glascoe, F., Schonwald, A., Trimm, F., & Marks, K. (2009). Making developmental- behavior screening work in your practice... part 2 of 3. Contemporary Pediatrics , 26 (12),
Golnick, A., & MaCCabee-Ryavboy, N. (2010). Autism: Clinical pearls for primary care. Contemporary Pediatrics , 27 (11), 42-
Theoktisto, K. (2009). Pharmacokinetic considerations in the treatment of pediatric behavioral issues. Pediatric Nursing , 35 (6), 369 - 374.
Assignments: Clinical Encounter Log in eLogs (required, but
not graded)
Website Exploration:
Please read the ACOG opinion on adolescent contraception found below:
Adolescents and Long-Acting Reversible Contraception: Implants and Intrauterine Devices
IUDs and Contraceptive Implants Safe for Teens
Please go in and look at each of these websites and become familiar with them. You will use them this week and throughout the
remainder of the course.
CDC Adolescent Health:
CDC Pediatric Developmental Screening
Contraception
National Eating Disorder Association
NAMI
Immunizations
Office of Adolescent Health
Adolescent health goals of Healthy People 2020
Case Study
Discussions
Yes
Other
Week 4
Title: Health promotion, health protection,
disease prevention, and treatment of selected pediatric diagnoses in primary care of children
COs: 1, 3, 7, 9, 10
Reading: Richardson, B. E. (2011).^ Pediatric
primary care: Practice guidelines for nurses (2nd ed.). Sudbury, MA: Jones & Bartlett.
Chapter 20: Dermatologic Problems Chapter 21: Eye Disorders Chapter 22: Ear Disorders Chapter 23: Sinus, Mouth, Throat, and Neck Chapter 26: Gastrointestinal Disorders Chapter 27: Genitourinary Disorders
Lightdale, J., Gresme, D. (2013). Gastroesophageal reflux: Management guidance for the
(2011). How can primary care providers manage pediatric obesity in the real world? Journal of the American Academy of Nurse Practitioners, 23 (6), 278-288. doi:10.1111/j.1745-7599.2011.00614.x
Wierwille, L. (2011). Pediatric heart murmurs: Evaluation and management in primary care. Nurse Practitioner, 36 (3), 22-
doi:10.1097/01.NPR.0000393968.36683.f
Assignments: Clinical Encounter Log in eLogs (required,
but not graded)
Case Study
Discussions
Yes
Other
Week 6
Title: Health promotion, health protection,
disease prevention, and treatment of selected women’s health, gynecologic, and obstetric diagnoses in primary care
COs: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Reading: Hawkins, J. W., Roberto-Nichols, D. M., &
Stanley-Haney, J. L. (2011). Guidelines for nurse practitioners in gynecologic settings (10th ed.). New York, NY: Springer Publishing Company
Chapter 1: Well Woman Exam Chapter 5: Weight Management Chapter 6: Guidelines for Assessing Victims of Abuse and Violence Chapter 7: Methods of Family Planning Chapter 10: Cervical Aberrations Chapter 12: Genitourinary Conditions Chapter 13: Infertility Chapter 21: Vaginal Conditions
Booth, C. N., Bashleben, C., Filomena, C. A., Means, M. M., Wasserman, P. G., Souers, R. J., & Henry, M. R. (2013). Monitoring and Ordering Practices for Human Papillomavirus in Cervical
Cytology: Findings From the College of American Pathologists Gynecologic Cytopathology Quality Consensus Conference Working Group 5. Archives Of Pathology & Laboratory Medicine, 137 (2), 214 – 219. doi:10.5858/arpa.2012- 0114 - CP
Bradbury-Jones, C., Duncan, F., Kroll, T., Moy, M., & Taylor, J. (2011). Improving the health care of women living with domestic abuse. Nursing Standard, 25 (43), 35–40.
Eberl, M., Phillips, R. R., Lamberts, H., Okkes, I., & Mahoney, M. (2008). Characterizing breast symptoms in family practice. Annals of Family Medicine, 6 (6), 528 – 533.
Edwards, M. (2008). Promoting breast awareness. Practice Nurse, 36 (6), 35.
Hainer, B., & Gibson, M. (2011). Vaginitis: Diagnosis and treatment. American Family Physician, 83 (7), 807-815.
Mishori, R., McClaskey, E., & Winklerprins, V. (2012). Chlamydia trachomatis infections: screening, diagnosis, and management. American Family Physician, 86 (12), 1127–1132.
Stevens, P., & Keigher, S. (2009). Systemic barriers to healthcare access for U.S. women with HIV: The role of cost and insurance. International Journal of Health Services, 39 (2), 225–243.
Tello, M., Yeh, H., Keller, J., Beach, M., Anderson, J., & Moore, R. (2008). HIV women's health: A study of gynecological healthcare service utilization in a U.S. urban clinic population. Journal of Women's Health, 17(10), 1609–1614. doi:10.1089/jwh.2008.
Assignments: Clinical Encounter Log in eLogs (required,
but not graded)
Website Exploration:
Please go in and look at each of these
gynecologic settings (10th ed.). New York, NY: Springer Publishing Company.
Chapter 8: Preconception Care Chapter 11: Emotional/Mental Health Issues Chapter 14: Loss of Integrity of Pelvic Floor Structures Chapter 15: Medical Abortion
Joseph, J., El-Mohandes, A., Kiely, M., El-Khorazaty, M., Gantz, M., Johnson, A., & ... Subramanian, S. (2009). Reducing psychosocial and behavioral pregnancy risk factors: Results of a randomized clinical trial among high-risk pregnant African American women. American Journal of Public Health, 99 (6), 1053– 1061.doi:10.2105/AJPH.2007.
Muzik, M., & Borovska, S. (2010). Perinatal depression: Implications for child mental health. Mental Health in Family Medicine, 7 (4), 239–247.
Nichols, J., Curtis, E., & Rayman, M. (2008). Survey of total folate intake at conception and assessment of impact of fortification. Journal of Nutritional & Environmental Medicine, 17 (1), 4 4 –
O’Connor, N. (2009). Infant formula. American Family Physician 79 (7), 565 – 570.
Oladapo, O., & Osiberu, M. (2009). Do sociodemographic characteristics of pregnant women determine their perception of antenatal care quality? Maternal & Child Health Journal, 13 (4), 505–511. doi:10.1007/s10995- 008 - 0389 - 2
Assignments: Clinical Encounter Log in eLogs
(required, but not graded)
Website Exploration:
Find solid prenatal and gestational diabetes screening and guideline resources from reputable sources. You will use them this week and throughout the remainder of the course.
Case Study
Discussions
Yes
Other
Week 8
Title: Health promotion, health protection,
disease prevention, and treatment of selected emergent conditions impacting the childbearing family
COs: 1, 7, 8, 9, 10, 11
Reading: Hawkins, J. W., Roberto-Nichols, D.
M., & Stanley-Haney, J. L. (2011). Guidelines for nurse practitioners in gynecologic settings (10th ed.). New York, NY: Springer Publishing Company.
Chapter 18: Peri and Post Menopause
Grant, K., & Ragsdale, K. (2008). Sex and the 'recently single': Perceptions of sexuality and HIV risk among mature women and primary care physicians. Culture, Health & Sexuality, 10 (5), 495–511.
Sambamoorthi, U., Bean-Mayberry, B., Findley, P., Yano, E., & Banerjea, R. (2010). Organization of care and diagnosed depression among women veterans. American Journal of Managed Care, 16 (9), 657–665.
Schroetter, S., & Peck, S. (2008). Women's risk of heart disease: Promoting awareness and prevention—a primary care approach.
Case Study Discussions (100 points, Weeks 1–7)
Reflection
(due Week 8)
Quiz (required, but not graded due Week 4 & 8)
N/A N/A
Clinical Encounter Log
(due Weeks 1–8)
Clinical Performance Evaluation
(Week 8)
Final clinical performance evaluation pass and documentation of 125 hours = 250 points
Fail or unsatisfactory on clinical performance evaluation and/or less than 125 hours documented =0 points
Total Points 1,000 100%
A passing grade, or S, must be achieved on the clinical performance evaluation. If this is achieved and the 125 clinical hours are documented, the 250 points will be added to the remainder of the course points to calculate the final course grade. If the student does not achieve a passing grade (fail) for the clinical performance evaluation, then the final course grade assigned will be F.
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
LETTER
GRADE POINTS^ PERCENTAGE
A 940 – 1,000 94 – 100%
A-^920 –^939 92 – 93%
B+ 890 – 919 89 – 91%
B 860 – 889 86 – 88%
B- 840 – 859 84 – 85%
C+ 810 – 839 81 – 83%
C 760 – 809 76 – 80%
F 759 and below 75% and below
NOTE: To receive credit for a week's discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week's assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:
p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation Guidelines
The weekly case study discussion is worth up to 100 points. Students are expected to participate a minimum of four times (once in part one by Tuesday, 11:59 p.m. MT, once in part two by Thursday, 11:59 p.m. MT, provide a written summary in SOAP format to the Dropbox by Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue criterion). The student must provide answers to the graded case study questions from part one, post a treatment plan for part two and provide a written summation of their case in SOAP format to the Dropbox for part three.
Grading Rubric
Criteria
A
Outstanding or highest level of performance
B
Very good or high level of performance
C
Competent or satisfactory level of performance
D
Poor or failing
unsatisfactory level of performance
Total Points Possible= 100
24 Points 20 Points 10 Points 0 Points
Support from Evidence-Based
Initial discussion posts in Part 1 and 2 and SOAP note
Initial discussion posts in Part 1 and 2 and
Initial discussion posts in Part 1 and 2 and SOAP
No appropriate evidence-based
Criteria
A
Outstanding or highest level of performance
B
Very good or high level of performance
C
Competent or satisfactory level of performance
D
Poor or failing
unsatisfactory level of performance Parts 2 & 3: Presumptive diagnosis and treatment plan are appropriate and evidence based for each case study patient.
case.
Parts 2 & 3: Confirmed diagnosis and treatment plan partially applicable and evidence based for each case study patient.
case.
Parts 2 & 3: Confirmed diagnosis and treatment plan are not applicable or may not be evidence-based.
24 Points 20 Points 10 Points 0 Points
Interactive Dialogue
Presented findings of the case study to the group and participated in the discussion
Presents case study findings and responds substantively to at least one topic- related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in parts one and two.
Presents case study findings and responds substantively to at least one topic-related post of a peer. Does not include evidence from appropriate sources.
Responds to some direct faculty questions posted in parts one and two.
Responds to a peer and/or the faculty, but the nature of the response is not substantive.
Does not respond to a topic-related peer post.
Does not respond to faculty questions.
24 Points 20 Points 10 Points 0 Points
Organization
Presented case study findings and differentials
Discussion posts and SOAP notes present case study findings in a logical, meaningful, and understandable sequence.
Each PBL case
Posts/SOAP notes are relevant to the topic but may be unclear or difficult to follow in places.
Part 1: Discussion
Posts/SOAP notes not fully relevant to the topic. May be unclear or difficult to follow in places.
SOAP note does not contain all
Posts/SOAP notes not relevant to the topic. Posts are unclear and/or poorly organized
SOAP note format absent.
Criteria
A
Outstanding or highest level of performance
B
Very good or high level of performance
C
Competent or satisfactory level of performance
D
Poor or failing
unsatisfactory level of performance study patient is presented individually in all discussion posts and SOAP notes.
Part 1: Discussion questions addressed individually for each patient.
questions may not be addressed individually for each patient.
SOAP note contains all elements but may not be written following SOAP note format.
components and/or may be missing data.
4 points 3 points 2 points 0 points
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to three errors.
Four to six errors in APA format, grammar, spelling, and/or punctuation noted
Seven to nine errors in APA format, grammar, spelling, and/or punctuation are noted
Post contains greater than nine errors in APA format, grammar, spelling, and/or punctuation.
0 points deducted
- 10 points per discussion part
Participation
Enters first post to part one by 11: p.m. MT on Tuesday; First post to part two by 11: p.m. MT on Thursday; and submits written summation by Sunday 11:59 p.m. MT. Written submission (SOAP notes) will NOT be accepted after Sunday 11:59 p.m. MT.
Enters first post to part one by 11: p.m. MT on Tuesday; first post to part two by 11:59 p.m. MT on Thursday; and submits written summation by Sunday 11:59 p.m. MT.
10 points deducted per discussion part if this criteria is not met. Written submission will not be accepted after Sunday 11:59 p.m. MT. 33 points deducted for missing
