Course Coordinator

Margaret Brackley, PhD, RN, FAAN
FNP-BC/PMHCNS-BC/PMHNP-BC
E-mail: brackley@uthscsa.edu
Phone: (210) 567-3809
Pager: N/A
Office: 2.362
Office Hours: Wednesday 9am-12noon
Family Nursing Care Department

Diana A. Beckmann-Mendez, PhD, RN, FNP-BC
E-mail: beckmannmen@uthscsa.edu
Phone: (210) 567-3837
Pager: (210) 235-0873
Office: 2.504
Office Hours: Wednesday 9am-12noon
Family Nursing Care Department

Lorena Guerrero, MSN, RN, FNP-BC
E-mail: guerrerol@uthscsa.edu
Phone: (210) 567-5923
Pager: (210) 220-8898
Office: 2.114
Office Hours: TBA
Chronic Nursing Care Department

Becky Garcia-Michels, MSN, RN, ACNP-BC
E-mail: garciamichel@uthscsa.edu
Phone: (210) 567-7102
Pager: (210) 235-0411
Office: 2.388
Office Hours: TBA
Family Nursing Care Department

At the completion of this course, the student will be able to:

1. Apply theoretical concepts to the management of healthy patients* and families during developmental transitions and life-style adjustments across the lifespan including focus on specialty populations.
2. Demonstrate progressive integrated learning of clinical experience and course concepts by applying knowledge of common acute and chronic illnesses to diagnose and manage patients* and families across the life span, as health status varies.
3. Integrate history and physical exam data with the knowledge of pathophysiology of common acute and chronic diseases across the life span to develop appropriate differential diagnoses, and initiate appropriate customized interventions.
4. Integrate traditional and complementary pharmacological interventions into the treatment and management of common illnesses.
5. Integrate social, cultural, and spiritual components in a customized plan of care for patients* and families.
6. Demonstrate core professional values and ethical/legal standards in the implementation of the Nurse Practitioner role.
7. Continue to identify and integrate evidence-based findings to the diagnosis and management of common illnesses across the life span, including pain management and the dying experience.
8. With progressive competence, continue to examine, evaluate, and demonstrate professional development in the role of the Nurse Practitioner in the diagnosis and management of health and wellness as well as common acute and chronic illnesses across the life span.

*In accordance with the philosophy of the School of Nursing, the term “patient(s)” indicates individuals, families, and aggregates.

Computerized Clinical Logs: A computerized log (Typhon) will be kept on all patients.  (It is the student’s responsibility to keep and maintain an up-to-date clinical data base.)  The clinical log must be signed by the preceptor for all clinical hours and submitted in order to pass the clinical practicum.  Faculty will monitor the Typhon data base on a regular basis.
Preceptor Site Visits: Students will have 2 scheduled site visits by their assigned faculty.
Preceptor and Faculty Evaluation (pass/fail): You must pass clinical to pass the course.
Three Episodic Write-ups: Check in WebCT for the episodic grading feedback form.  Select a patient seen in the clinic with a different clinical problem from those done in FNP I.  Students are required to submit a copy of a progress note to their assigned instructor. Photocopy the progress note with identifying information removed to protect patient confidentiality (HIPPA guidelines to be followed).  Critique your documentation by using a different color pen, identifying either additional information that you collected or information that you need to collect to be complete.  It is important to clearly number episodic progress notes to insure proper credit.  Faxed or mailed progress notes will be accepted.
Course Policies:
Students are encouraged to have a variety of clinical experiences that will encompass all aspects of their advanced practice role and expose them to patients within different clinic settings.

1. Students may not have a clinical preceptorships where they work, nor may they be paid for clinical as part of their working hours.
2. Students must receive “Passing” on all clinical evaluations from faculty during clinical site visits.
3. The preceptorship component must be successfully completed in order to pass the course, regardless of grades received on the didactic components. The preceptorship component consists of:
   1. clinical evaluations through observation by the clinical course faculty and additional clinical
      evaluations by each preceptor, with each documenting on the clinical evaluation form, and
   2. clinical log documentation of students experiences. The following behaviors constitute clinical
      failure (list not exclusive):
      1. Demonstrates unsafe performance and makes questionable decisions.
      2. Lacks insight and understanding of own behaviors and behavior of others.
      3. Needs continuous specific and detailed supervision.
      4. Has difficulty adapting to new ideas and roles.
      5. Fails to submit required written clinical assignments.
      6. Falsifies clinical hour.
         
         Failure of the practicum component automatically results in course failure.
4. There are NO incompletes for clinical preceptorship during the semester except for a major health problem. All clinical practicum hours must be completed by the last official class day of the semester. NO extensions for unmet clinical hours will be granted. Failure to complete all clinical hours or falsification of clinical hours will result in failure of the course.
5. The student will come to class or web discussion prepared through extensive reading and thoughtful contemplation of daily content/topics. Whenever possible, case examples from practice and reading will be added to discussions. Students will be responsible for their own learning and the enlightenment of others. Graduate students, as professionals, are expected to arrive for class at least 10 minutes before class time and be settled in their seats prior to class. Late arrivals interrupt faculty and guest speakers. All beepers and cell phones are to be off during class. Class attendance is expected. In case of emergency or illness, students should contact the course coordinator.
6. It is expected that all scholarly papers will be written using APA Format latest edition.
7. Papers must be submitted by 11:55PM on the due date via webct drop box unless otherwise arranged, in advance, with the course coordinator. Late papers will not be accepted for grading and will be given a score of 0, unless the course coordinator grants permission in advance.  It is the student’s responsibility to make sure that their respective faculty member has received additional papers (progress notes) via fax, e-mail or campus mail by the due date.
8. Class participation will be graded on the student’s ability to participate in the class discussions, on the web discussion board of experiences and interesting cases, submission of additional resources.

American Academy of Pediatrics. (2008). Bright futures. 3rd Ed. Elk Grove Village, IL:
       American Academy of Pediatrics

American Nurses Association. (2001). Code of ethics for nurses with interpretative statements. Silver Springs, MD:
      American Nurses Association.

American Nurses Association. (2004). Nursing: Scope and standards of practice. Silver Springs, MD: American
      Nurses Association.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders DSM-IV-TR.
      4th Ed. Washington, DC: American Psychiatric Publishing, Inc.

American Psychological Association. (2001). Publication manual of the American Psychological Association.
      5th Ed. Washington, DC: American Psychological Association

Burns, C., Brady, M., Dunn, A., Starr, N., Blosser, C. (2008). Pediatric primary care. 4th Ed. St. Louis, MO:
      Saunders Elsevier

Colyar, M. R. (2003). Well-child assessment for primary care providers. Philadelphia, PA: F.A. Davis Publishers

Curtis, M. G., Overhold, S. & Hopkins, M. P. (2005). Glass' office gynecology. Philadelphia, PA:
       Lippincott Williams & Wilkins

Dixon, S. D. & Stein, M. T. (2005). Encounters with children: Pediatric behavior and development. 4th Ed.
       Philadelphia, PA: Elsevier Health Sciences

Fischbach, F. (2003). A manual of laboratory and diagnostic tests. 7th Ed. Philadelphia, PA:
       Lippincott Williams & Wilkins

Friedman, M. M., Bowden, V. R., & Jones, E. (2003). Family nursing: Research, theory and practice. 5th Ed.
       Upper Saddle River, NJ: Prentice Hall Publishers

Goroll, Allan H. H., Mulley, Albert G. (2006). Primary care medicine: Office evaluation & management of the adult
        patient. 5th Ed. Philadelphia, PA: Lippincott Williams & Wilkins

Ham, R. J. (2007). Primary care geriatrics: A case-based approach. 5th Ed. Philadelphia, PA: Elsevier

Johnson, R. A., and Wolff, K. (2005).  Fitzpatrick's color atlas and synopsis of clinical dermatology. 5th Ed.
        New York, NY: McGraw –Hill

Kennedy-Malone, L., Fletcher, K. R., & Plank, L. P. (2004). Management guidelines for nurse practitioners
         working with older adults. 2nd Ed. Philadelphia, PA: F. A. Davis Company.

Uphold, C. R. & Graham, M. V. (2003). Clinical guidelines in family practice 4th Ed. Gainesville, FL:
        Barmarrae Books, Inc.

American Academy of Pediatrics. Redbook plus. (2006). Elk Grove Village, IL: American Academy of Pediatrics

Edmunds, M. W. & Mayhew, M. S. (2003). Procedures for primary care practitioners. 2nd Ed.
       St. Louis, MO: Elsevier

Hay, W., Levin, M., Sondheimer, J., & Deterding, R. (2006). Current diagnosis and treatment in pediatrics.
        18th Ed. New York, NY: McGraw-Hill Companies

Mertens, D., Mertens, Underwood, J. (2005). SimClinic: Interactive cases: Primary care. 1st Ed. Philadelphia, PA:
        Elsevier

Sellers, R. H. (2007). Differential diagnosis of common complaints. 5th Ed. St. Louis, MO: Saunders Book Company

Dates on Campus:

August 25, 2008

September 8, 2008
September 22, 2008

October 13, 2008

November 3, 2008
December 1, 2008