NURS 6210-001 Advanced Health Assessment and Clinical Reasoning
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NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.
This course is Web Enhanced with
Please be sure to check the Current Computer Requirements
Welcome to Advanced Health Assessment!
Welcome to NURS 6210 Advanced Health Assessment! We look forward to working with you over the course of the semester as you improve and refine your health assessment skills.
The Course Introduction video (located in Week 1 Course Orientation module) is required viewing PRIOR to the first day of class. You are also responsible for reviewing all online materials, module resources, and readings before every class. Please explore the Canvas course shell so that you are familiar with the course layout.
This is a busy semester with lectures, labs, and sim center activities. This course explores the foundational health history and physical examination skills needed by all advanced practice nurses. This course requires many hours of time and effort but is very rewarding.
You can find the NURS 6210 course packet, which includes a course calendar for NURS 6210 and 6110 on the homepage in Canvas. All the information concerning meeting dates, times, and locations (along with readings and assignment due dates) are included in this document.
Again, please watch my Course Introduction before the first day.
FACULTY CONTACT INFORMATION
Wendy Lee, DNP, RN, FNP-BC, FAANP
Office Phone: (210) 567-5102
Office Room: 2.358
Office Hours: Tuesday 2 pm - 5 pm and by appointment
Office of Faculty Affairs and Diversity
This course will build upon health assessment skills developed in the professional nurse's basic educational program. The theoretical and clinical basis for assessment in advanced clinician will be developed. The process whereby the advanced clinician utilizes comprehensive physical, psychosocial, and cultural assessment across the lifespan to gather specific data relevant to common health problems is demonstrated. Faculty and preceptors facilitate laboratory and clinical experiences, which focus on assessment of clients and presentation of findings in a variety of settings.
CREDIT AND TIME ALLOCATION
Credit Hour Allocations: 2 semester credit hours
Clock Hour Allocation: 2 clock hours class (30 hours class)
An undergraduate level health assessment course or comparable experience
NURS 6110 Advanced Health Assessment and Clinical Reasoning: Clinical Application
Upon completion of the Master of Science in Nursing Program (MSN) students will:
- Integrate scientific findings from nursing and related sciences, including genetics and genomics, into the delivery of advanced nursing care to populations in diverse settings.
- Demonstrate organizational and systems leadership to assure ethical and critical decision-making at all systems’ levels for quality and patient safety.
- Incorporate performance improvement strategies for quality, safety, and patient-centered care delivery.
- Use improvement science to achieve optimal patient care and care environment outcomes.
- Integrate meaningful and usable information systems and healthcare technologies to support safe, quality patient care and healthcare systems effectiveness.
- Advocate for policy changes that influence healthcare at appropriate levels.
- Lead interprofessional teams using collaborative strategies to effect quality patient care and population health outcomes.
- Analyze and incorporate broad ecological and social health determinants to design and deliver evidence-based clinical prevention and population healthcare and services to individuals, families, and aggregates/identified populations.
- Integrate the advanced competencies expected of a master’s prepared nurse to design, deliver, and evaluate outcomes of systems of care for individuals, families, and diverse populations.
- Develop advanced knowledge of the problem solving approach to the collection, synthesis, and communication of data gathered, both oral and written.
- Compile a comprehensive database, including age-appropriate history, physical examination, laboratory and diagnostic studies.
- Devise ways to modify the history, physical examination, and health screening according to age, developmental status, culture, language, and anxiety level of the client.
- Compare critical reasoning approaches to advanced health assessment and patient-centered care.
- Develop a format for presenting and displaying an organized and complete oral and written summary of the database and problem list
- Describe advanced assessment techniques, and document findings, specific to the various systems presented in this course.
GRADING SCALE FOR GRADUATE COURSES
A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (75-79)
D = 1 point (66-74)
F = 0 points (65 or below)
CRITERIA FOR EVALUATION / GRADES
10% Ted Talk on Being Mortal (2 Ted Talk--5% each)
40% Quizzes (4 quizzes--10% each)
25% Final Exam
100% - Total
All lectures will start immediately at 8:00 am. The clinical lab will follow class lectures. Please refer to the course calendar for dates, times and location.
Canvas Online Learning:
This course is web-enhanced. Students are required to engage in the Canvas components every week before class as outlined on the course calendar and this course packet. Extensive reading, as mentioned above, is required for success in this course. Students are expected to read assigned readings, practice physical examination skills, and complete Shadow Health modules in the week assigned and prior to class attendance.
Students will be expected to attend all scheduled lectures, labs, and simulation events. Class attendance is required. The student will come to class 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, cell phones, Bluetooth earbuds are to be off during class.
In case of emergency or illness, students should contact the course coordinator (Dr. Wendy Lee) and your assigned faculty clinical group leader.
Attendance in class is an expectation of each student.
- If written assignments are made in a course they are required.
- Students are expected to submit written work on the scheduled date and time.
- The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
- If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
- Each student is responsible for making sure that he or she has completed the written work prior to submission.
- Late work will be accepted with consequences as outlined per course syllabi.
The APA Publication Manual 6th edition is required for use in all nursing school programs.
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.
PROFESSIONAL CODE OF CONDUCT
Students who are nurses or are preparing to enter the profession of nursing are expected to treat others with respect and compassion. “The principle of respect for persons extends to all individuals with whom the nurse interacts. The nurse maintains compassionate and caring relationships with colleagues and others with a commitment to the fair treatment of individuals, to integrity-preserving compromise and to resolving conflict. This standard of conduct precludes any and all prejudicial actions, any form of harassment or threatening behavior, or disregard for the effects of one’s actions on others” (American Nurses Association Code for Nurses, Interpretive Statement 1.5).
The students, faculty, Department Chairs, Associate Deans, and the Dean of the School of Nursing of the University Texas Health Science Center San Antonio subscribe to the highest standards of conduct. Our aim is professional behavior beyond reproach. Failure to abide by the signed code of professional conduct may lead to suspension and/or permanent dismissal from the UTHSCSA SON. In particular, we subscribe to the provisions of the Code of Ethics for Nurses (http://bit.ly/1mtD5p2) and the following points of conduct.
School of Nursing Netiquette Guidelines for Online Interaction
Netiquette guidelines provide information for behaving properly online, when using email, tweets or texts so that you may successfully communicate your thoughts in a manner that is respectful and avoids misunderstandings with others.
- Be courteous about what you say to or about others in any electronic format. In electronic communication the golden rule is "Remember the Human." Remember there is a real person with real feelings on the receiving end of your email or post.
- Be respectful and open to opinions and ideas that differ from yours. The exchange of diverse thoughts, ideas and opinions are an important part of the scholarly environment. Keep in mind that the people in your classes may come from different backgrounds and have views that may vary significantly from your own.
- Flaming (defined as posting of messages that are deliberately hostile and insulting in an online social context) is never appropriate. While everyone (learners and instructors alike) is encouraged to share ideas and opinions openly, you should never use insults or resort to name-calling even if you disagree strongly with what someone else has written.
- When responding to messages or posts made by others, address the ideas, not the person.
- It’s often best to avoid using sarcasm and humor online. Without social cues, such as facial expressions and body language, a remark meant as humorous could come across hurtful or offensive. Keep in mind that ‘emoticons’ (such as J) may not convey your tone or intent.
- Capitalizing whole words is generally seen as SHOUTING and is difficult for most people to read. Use all capital letters sparingly, such as to highlight an important word or point.
- Think and reread what you’ve written before you post! Make sure that what you’ve written makes sense (is clear and to the point).
- Remember you are responsible for the content you communicate on CANVAS. What you write represents you, so use appropriate language. Remember that all writing should be professional, consisting of complete sentences, and free of grammatical and spelling errors.
- Be aware that distributing copyrighted materials, such as articles and images, is illegal. Most of the materials on the Internet are copyrighted. The only time it’s ok to distribute materials from the Internet is when you are sure those materials are "fair use." To be safe, if you want to share materials with classmates and/or your instructor, share the web link or URL only.
- To avoid plagiarism, make sure you properly cite all source materials. All materials should be cited unless you are the author of the content.
- Protect your privileges in online communication (avoid posting spam or emailing chain letters).
Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.
REQUIRED TEXT / REFERENCE
Computer Privacy Screen is required for all exams and quizzes. This can be purchased through the Techzone and bring your laptop with you so that your screen can be appropriately fitted.
Ball, J.W., Dains, J.E., Flynn, J. A., Solomon, B. S., &Stewart, R. W. (2015). Seidel's Guide to Physical Examination. St Louis, MO: Elsevier Mosby. ISBN: 978-0-323-11240-6
Seller, R.H. & Symons, A.B. (2018). Differentialdiagnosis of common complaints (7th ed.). St. Louis, MO: Elsevier. ISBN-13: 978-0323512329ISBN-10: 0323512321
Gawande, A. (2014). Being Mortal. New York: Metropolitan Books. ISBN: 978-0-8050-9515-9
Hagan, J.H., Shaw, J.S., & Duncan, P.M. (Eds.).Bright Futures: Guideline Pocket Guide. 4th ed. American Academy of Pediatrics. ISBN-13: 978-1610020824.
RECOMMENDED (OPTIONAL) TEXT / REFERENCE
Ball, J.W., Dains, J.E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Student Laboratory Manual for Seidel's Guide to Physical Examination (8th ed.). St. Louis, MO: Elsevier. ISBN: 978-0-323-16952-3
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: American Psychological Association.
1. Review of Health History
2. Cultural Diversity and Explanatory Model
4. Neurology and Mental Health
5. Cardiology/EKG Workshop
6. Pulmonary/Xray Interpretation
7. Dermatology/Suture Lab
9. Male and Female GU and Breast Exam
11. Special Populations Pregnant, GYN, and women
12. Abdomen/Renal and Lymphatic System
13. Special Populations: Pediatrics and Newborn
14. Special Populations: Older Adult
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
For full calendar and details, please refer to information posted in the course packet in CANVAS
DATE & LOCATION
Assignments for NURS 6110 and
Discussion Board for NUR 6210
WK 1 –
Jan 9, 2018
Lecture Room SON: 1.463
8:00 am-9:50 am
Course Introduction Orientation [presented online Dr. Wendy Lee]
The Complete Health History, Clinical Reasoning and Documentation. [Rita Hannah]
Tour of Clinical Skills lab
Safe Space Training by Dr. Peter Guarnero
Cultural Diversity Explanatory Model r/t Health History- [presented by Dr. Adelita Cantu]
Course Orientation video
1. Ball, et al. (2015): Chapters 1, 2, 3, 25, 26
Lecture Room SON: 1.463
Demonstration of history and report to preceptor
HEB Clinical Skills Center: orientation
Tour HEB Clinical Skills Center
Meet with your assigned clinical faculty to review report to preceptor and differential diagnoses
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