Fall 2020

NURS 6428-01 Pediatric Nurse Practitioner (PNP) Primary Care Diagnosis and Management: Concepts & Theory II

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.

COVID-19
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

Please see Canvas Week One and start the pre-class module. This content will be tested on August 31st

FACULTY CONTACT INFORMATION

Kathryn A Parke DNP, APRN, CPNP
Associate Professor-Clinical
Pediatric Nurse Practitioner Track Coordinator
School of Nursing
7703 Floyd Curl Drive
San Antonio, TX 78229
Office:210-567- 3844
Email: ParkeK@uthscsa.edu

COURSE DESCRIPTION

The focus of this course is refinement of the Pediatric Nurse Practitioner role in health promotion, disease prevention, diagnosis and management in primary health care practice with diverse populations from birth through adolescents.  using problem-based and self-directed learning strategies, disorders of the remaining physiologic systems are examined.  Emphasis is placed on differentiating signs and symptoms to formulate possible diagnoses and determining the effect of the illness on the family.  In addition, the nurse practitioner's role as a collaborative member of the interprofessinoal team will be evaluated.

CREDIT AND TIME ALLOCATION

Credit Hour Allocation: 4 semester credit hours
Clock Hour Allocation: 60 clock hours class

PREREQUISITES

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
NURS 6423 PNP Primary Care Diagnosis and Management: Concepts and Theory I

PROGRAM OUTCOMES

Upon completion of the Master of Science in Nursing Program (MSN) students will:

1. Integrate scientific findings from nursing and related sciences, including genetics and genomics, into the delivery of advanced nursing care to populations in diverse settings.
2. Demonstrate organizational and systems leadership to assure ethical and critical decision-making at all systems’ levels for quality and patient safety.
3. Incorporate performance improvement strategies for quality, safety, and patient-centered care delivery.
4. Use improvement science to achieve optimal patient care and care environment outcomes.
5. Integrate meaningful and usable information systems and healthcare technologies to support safe, quality patient care and healthcare systems effectiveness.
6. Advocate for policy changes that influence healthcare at appropriate levels.
7. Lead interprofessional teams using collaborative strategies to effect quality patient care and population health outcomes.
8. 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.
9. 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.

COURSE OUTCOMES

1.       Apply theoretical concepts to the management of healthy patients and families during developmental transitions and life-style adjustments from birth through adolescence (Essentials I, III, VIII).

2.      Demonstrate progressive self-directed learning of clinical experience and course concepts by applying knowledge of acute and chronic illness to diagnose and manage patients and families from birth through adolescence, as health status varies (Essentials I, IX).

3.       Integrate history and physical exam data with the knowledge of pathophysiology of acute and chronic diseases from birth through adolescence to develop appropriate differential diagnoses, and initiate appropriate patient-centered interventions (Essentials I, IV, VII, IX).

4.      Integrate traditional and complementary pharmacological interventions into the treatment and management of illnesses (Essentials I, IX).

5.      Integrate social, cultural, and spiritual components in patient-centered plans of care for patients and families (Essentials I, VIII).

6.      Demonstrate core professional values and ethical/legal standards in the implementation of the Nurse Practitioner role (Essentials I, III, IV, IX).

7.      Continue to identify and integrate evidence-based findings to the diagnosis and management of acute and chronic illnesses from birth through adolescence (Essentials I, VIII and IX).

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 acute and chronic illness from birth through adolescence as a member of an interprofessional team (Essential II, VII, VIII, IX).

9.      Analyze patient safety, quality indicators, outcome improvement in the delivery of quality primary care to patients from birth through adolescence (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

Component/Item	Weighting Percent of Final Grade	Due Date & Time
Exams x 2	60 points (30 for Mid-tern 30 for Final)	Posted on Course calendar
Module Quizzes	5 points (total)	Due dates for module quizzes posted on course calendar
Classroom Quizzes	10 points (total)	Quizzes will be given every class day
Concept Maps	10 points	See Calendar for due dates
OSCE	10 points	See Calendar for due dates
Case studies x2	5 points	See Calendar for due dates

CLASSROOM ATTENDANCE

Attendance in class is an expectation of each student.

WRITTEN ASSIGNMENTS

1. If written assignments are made in a course they are required.
2. Students are expected to submit written work on the scheduled date and time.
3. 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.
4. If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
5. Each student is responsible for making sure that he or she has completed the written work prior to submission.
6. Late work will be accepted with consequences as outlined per course syllabi.

APA GUIDELINES

The APA Publication Manual 7th edition is required for use in all nursing school programs. 

SCHOLASTIC DISHONESTY

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.

http://catalog.uthscsa.edu/schoolofnursing/policiesandprocedures/

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).

ADA ACCOMMODATIONS

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

AmericanPsychological Association. (2019). Publication manual of the AmericanPsychological Association. 7th Ed. Washington, DC: Author. ISBN: 1433832178

Burns, C., Brady,M., Dunn, A., Starr, N., Blosser, C. (2016). Pediatric primary care. 7th Ed.St. Louis, MO: Saunders Elsevier. 978-0323243384

 

CONTENT OUTLINE

1.      Primary Care Management of Pediatric Infectious Disease and Immunizations

2.      Primary Care Management Genitourinary Disorders in Children

3.      Primary Care Management of Gastrointestinal Disorders in Children

4.      Primary Care Management of Neurological Disorders in Children

5.      Primary Care Management of Children with Hematological Disorders

6.      Primary Care Management of Children’s Safety

7.      Primary Care Management of Children with Dermatological Conditions

8.      Primary Care Management of Children with Musculoskeletal Disorders/Sport’s Injuries

9.      Primary Care Management of Children with Rheumatic Disorders

10.  Primary Care Management of Children  with Behavioral and Psychological Disorders

11.  Disorders of the Endocrine System

12.  Environmental Health Issues

 

CALENDAR - 1st Day Only

Please check the schedule for recent updates on Class Dates & Room.

See first day announcement.

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