NURS 6451-001 Family Nurse Practitioner (FNP) Diagnosis and Management for Young Families: Concepts and Theory
All students are responsible for checking their UTHSCSA Livemail account regularly (i.e., daily or several times every week) to obtain Official University Communication regarding their courses, program and student status.
Students are expected to follow all policies related to COVID-19 found on the university webpage: https://wp.uthscsa.edu/coronavirus/.
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
Greetings FNP students and welcome to Young Families Diagnosis and Management!
We will meet for our first day of class on Monday May 11th at 8 am. We will have synchronous virtual class every Monday morning (excluding Memorial Day) during the summer semester. Please plan to be available from 8 am until 11:50 am. Due to the COVID-19 outbreak, we will be meeting virtually. Further details will be send closer to the start of the semester.
The first half of the semester will cover pediatric primary care content and the second half will be covering women's health.
Please let us know if you have any questions. We look forward to working with you this summer!
Drs. Flores & Worabo
FACULTY CONTACT INFORMATION Heidi Worabo, DNP, RN, FNP-BC
Assistant Professor, Clinical
Office Phone: (210) 567-5867
Office Room: NS 2.380
Bertha “Penny” Flores, PhD, RN, WHNP
Office Phone: (210) 567-7101
Office Number: 2.346
This course provides the theoretical basis for the competencies of the Family Nurse Practitioner (FNP) in the care of young families. This course lays the scientific foundation for independent practice in health promotion, disease prevention, and the diagnosis and management of acute and chronic illness for patients across the reproductive continuum and the health and illness from birth to adolescents in the primary healthcare setting. Additionally, this course emphasizes collaborative partnership development among patients, families, and interprofessional teams.
CREDIT AND TIME ALLOCATION
Credit Hour Allocation: 4 semester credit hours
Clock Hour Allocation: 60 clock hours class
- NURS 5306 Advanced Theory for the Practice of Nursing
- NURS 5307 Using Research for the Practice of Nursing
- NURS 5339 Leadership for Quality, Safety, and Health Policy
- NURS 5356 Financial and Economic Evidence in Healthcare
- NURS 6315 Informatics and Health Care Technologies
- NURS 6250 Health Promotion, Health Protection and Disease Prevention
- NURS 5338 Advanced Pathophysiology
- NURS 6302 Advanced Pharmacotherapeutics
- NURS 6110 Advanced Health Assessment and Clinical Reasoning: Clinical Application
- NURS 6210 Advanced Health Assessment and Clinical Reasoning
- NURS 6312 Advanced Mental Health Concepts
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.
- Apply theoretical concepts of patient-centered care with emphasis on health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, and palliative care to patients across the reproductive continuum and from birth to adolescents during developmental transitions and life-style adjustments (Essentials I, III, VIII).
- Translate knowledge of acute and chronic illness to the diagnosis and management of patients across the reproductive continuum and from birth to adolescents as health status varies (Essentials I, IX).
- Integrate history and physical examination data with the knowledge of pathophysiology of acute and chronic diseases to develop appropriate differential diagnoses while incorporating knowledge of age related changes in the design of appropriate patient-centered interventions (Essentials I, IV, VII, IX).
- Devise traditional and complementary pharmacological interventions in the treatment and management of illness for this diverse population (Essentials I, IX).
- Apply social, cultural, explanatory models, and spiritual components in patient-centered plans of care for patients across the reproductive continuum and from birth to adolescents (Essentials I, VIII).
- Integrate evidence-based clinical guidelines into the diagnosis and management of illness in patients across the reproductive continuum and from birth to adolescents (Essentials I, VIII and IX).
- Examine the contribution of the nurse practitioner to the interprofessional team in the diagnosis and management of health and wellness and in acute and chronic illness for patients across the reproductive continuum and from birth to adolescents (Essential II, VII, VIII, IX).
- Demonstrate core professional values and ethical/legal standards in the implementation of the nurse practitioner role (Essentials I, III, IV, IX).
- Analyze patient safety, quality indicators, and outcome improvement in the delivery of quality primary care to patients (Essentials I, III).
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
Weekly quiz to be done during class time. See course calendar for details.
Case Study Responses & SOAP Notes
Completed in Canvas. See course calendar for due dates.
June 22, 2020
August 3, 2020
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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 7th 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
American Psychological Association. (2010). Publication manual of the American Psychological Association.6th Ed. Washington, DC. ISBN: 978-1433805615
Burns, C.,Dunn, A., Brady, M., Starr, N., Blosser, C. Garzon, D.L. (2017). Pediatric primary care. 6th Ed. St. Louis, MO: Saunders Elsevier. ISBN: 978-0-323-24338-4
Dunphy, L.M.,Winland-Brown, J.E., Porter, B.O., Thomas, D.J. (2019). Primary Care:The art and science of advanced practice nursing. 5thed. Philadelphia,PA: F.A. Davis Company. ISBN: 978-0-8036-6718-1
Hollier, A. (2018). Clinical Guidelines in Primary Care. Advanced Practice Education Associates. ISBN:978-1-1892418-25-8
Youngkin,E.Q., Davis, M.S., Schadewald, D.M., & Juve, C. (2013). Women’s health:A primary care clinical guide. 4th Ed. Upper Saddle River, New Jersey: Pearson. ISBN-13: 978-0-13-257673-4
RECOMMENDED (OPTIONAL) TEXT / REFERENCE
American Academy of Pediatrics. (2017). Bright futures pocket guide: Guidelines for health supervision of infants, children and adolescents. 4th Ed. Elk Grove Village, IL. ISBN-13: 978-1-61002-082-4. eBook or Paperback available at: https://shop.aap.org/bright-futures-pocket-guide-guidelines-for-health-supervision-of-infants-children-and-adolescents/
American Academy of Pediatrics. (2015). Red Book: 2015 Report of the Committee on Infectious Diseases (Red Book Report of the Committee on Infectious Diseases).30th Edition. ISBN No. 978-1-58110-926-9
Red Book Online: https://redbook.solutions.aap.org/book.aspx?bookid=1484
Carcio, H.A.& Secor, R.M. (2018). Advanced Health Assessment of Women:Clinical Skills and Procedures. 4th ed. New York: Springer Publishing. ISBN: 9780826124241
Weber, E.C.,Vilensky, J.A., Fog, A.M. (2013). Practical Radiology: A Symptom-Based Approach.1st ed. Philadelphia, PA: F.A. Davis Company. ISBN: 978-0-8036-2832-8
Wolff, K.,Johnson, R.A., Saavedra, A.P., & Roh, E.K. (2017). Fitzpatrick's Color Atlas and Synopsis of Clinical Dermatology, 8thEd. New York: McGraw-Hill Education. ISBN: 978-1-259-25122-1
UpToDate Clinical Reference
1. Reproductive health across the lifespan
2. Management of preconception, perinatal, intrapartum, and postpartum
3. Menstrual cycle from menarche to menopause
4. Health screening exams for patients across the reproductive continuum
5. Reproductive tract infections
6. Contraception:male and female
7. Reproductive disorders
9. Genetics and Genomics
10. Clinical prevention/health promotion/health maintenance across the reproductive continuum and from birth to adolescents
11. Variations in normal growth and development for infants, toddlers, school age, and adolescence
12. Acute and chronic illnesses in infants, toddlers, school age, and adolescence
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
WEEK & MODULE TOPICS
Virtual on Canvas
ASSIGNED MODULES/TEXTBOOK READINGS
1. Course Orientation
2. Growth & Development
3. Well Child Checks
4. Neonatology/Perinatal disorders
*Canvas Module 1
*Burns et al. Readings:
Chapters 4-8 (G & D),
Chapter 39 pp. 1082-1123 (Perinatal),
Chapter 10 (Nutrition), 26 (Endocrine/Metabolic), 41 (Genetics) (see specific page numbers in Canvas Module 1).
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