NURS 6423-01 Pediatric Nurse Practitioner Primary Care (PNP-PC) Diagnosis & Management: Concepts & Theory I
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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
Welcome to 6423. I have included a video greeting and review of the sylabus for you to review the first day of class. This can be found in the Canvas for 6423.
FACULTY CONTACT INFORMATION
Kathryn Parke, DNP, APRN, CPNP
Office phone number 210-567-5662
This course provides the theoretical basis for the competencies of the Nurse Practitioner (NP). This course lays the scientific foundation for independent practice as the RN transitions to the role of the Nurse Practitioner in health promotion, disease prevention, diagnosis and management of illness in primary healthcare practice in diverse infant, child and adolescent populations. Using self-directed learning strategies, disorders of approximately one half of the physiologic systems are examined. 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 5339 Leadership for Quality, Safety, and Health Policy
- NURS 5306 Advanced Theory for the Practice of Nursing
- NURS 5307 Using Research for the Practice of Nursing
- 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 health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, and palliative care to patients and families during developmental transitions and life-style adjustments (Essentials I, III, VIII).
- Demonstrate integrated learning of clinical experience and course concepts by applying knowledge of acute and chronic illness to diagnose and manage patients from birth through adolescents as health status varies (Essentials I, IX).
- Integrate history and physical examination data with the knowledge of pathophysiology of acute and chronic diseases from birth through adolescents to develop appropriate differential diagnoses, and initiate appropriate customized interventions (Essentials I, IV, VII, IX).
- Integrate traditional and complementary pharmacological interventions into the treatment and management of illness (Essentials I, IX).
- Integrate social, cultural, explanatory models, and spiritual components in patient-centered plans of care (Essentials I, VIII).
- Demonstrate core professional values and ethical/legal standards in the implementation of the nurse practitioner role (Essentials I, III, IV, IX).
- Identify and integrate evidence-based findings to the diagnosis and management of illness from birth through adolescents (Essentials I, VIII and IX).
- 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 acute and chronic illnesses from birth through adolescents as a member of an interprofessional team (Essential II, VII, VIII, IX).
- Analyze patient safety, quality indicators, 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
Weighting Percent of Final Grade
Due Date & Time
Exams x 2 Mid-term and Final Exams
Posted on course calendar
10 points (total)
Due dates for module quizzes posted on course calendar
10 points (total)
Quizzes will be given every class day
Posted on course calendar
Case Studies X 4
Posted on course calendar
Attendance in class is an expectation of each student.
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 Academy ofPediatrics. (2008). Bright Futures. 3rd Ed. Elk Grove Village, IL: Author.ISBN-10: 1581102232
AmericanPsychological Association. (2010). Publication manual of the AmericanPsychological Association. 6th Ed. Washington, DC: Author. ISBN: 9781433805615
Burns, C., Brady,M., Dunn, A., Starr, N., & Blosser, C. (2016). Pediatric primary care. 7thEd. St. Louis, MO: Saunders Elsevier. ISBN
Duderstadt, K.G.(2019). Pediatric physical examination: an illustrated handbook. St. Louis, MO:Mosby Elsevier. ISBN-13: 978-0323476508
Augustyn, M.,Zuckerman, B., & Caronna, E. B. (2011). Developmental and behavioralpediatrics for primary care. 3rd Ed.Philadelphia, PA:Lippincott Williams & Wilkins. ISBN978-1-60831-914-5
RECOMMENDED (OPTIONAL) TEXT / REFERENCE
1. Principles of health promotion, screening, nutrition,exercise, safety, and anticipatory guidance.
2. Family Assessment.
3. Perinatal disorders
4. Growth and development: Infancy, toddler, pre-school,school age, and adolescence.
5. Genetic disorders.
6. Disorders of the eyes, ears, nose, and throat. Dental and oral disorders.
7. Disorders of the cardiovascular system.
8. Disorders of the respiratory system.
9. Adolescent sexual health.
10. Pediatric palliative care
11. Pediatric pain management
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
08:00-09:00 Introduction to course
09:10-09:50 Panel Discussion
09:00 11:50 Philosophy of care. Preventative health care and parent support
11:30 –11:50 Quiz
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