NURS 6224-01 PNP-PC Dx & Mgmt Concepts & Theory 3
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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
No class first day- First module opens
FACULTY CONTACT INFORMATION
Kathryn Parke, DNP, APRN, CPNP
Office phone number 210-567-5662
Office Hours: By Appointment available in-person and virtually
This course builds on the two prior PNP didactic courses and will further provide the BSN prepared nurse the competencies essential to practice nursing at the advanced practice level in the role of the primary care pediatric nurse practitioner (PNP). This is a hybrid course which means content is provided using a combination of face to face and on-line instruction. Case-based and self-directed learning strategies are used to promote student competency in health promotion, health protection, health assessment, and diagnosis and management of illness in the pediatric primary care setting. Additionally, this course emphasizes collaborative partnerships among patients, families, and other members of the health care team to ensure best outcomes for children, their families, and the community.
CREDIT AND TIME ALLOCATION
Credit hour allocation: 2 semester credit hours
Clock hour allocation: 30 clock hours class
NURS 6338 Advanced Pathophysiology
NURS 6302 Advanced Pharmacotherapeutics
NURS 6210 Advanced Health Assessment & Clinical Reasoning
NURS 6110 Advanced Health Assessment & Clinical Reasoning: Clinical Application
NURS 6410 PNP-PC Diagnosis and Management: Concepts and Theory 1
NURS 6411 PNP-PC Diagnosis and Management: Concepts and Theory 2
PREREQUISITES or COREQUISITES
NURS 6424 PNP Diagnosis and Management: Clinical Application 1
NURS 6124 PNP Diagnosis and Management: Clinical Seminar 1
Upon completion of the Doctor of Nursing Practice (DNP) Program students will:
- Integrate nursing science, ethics, biophysical, psychosocial, analytical, and organizational sources to provide the highest level of specialty nursing practices.
- Develop, implement, and evaluate healthcare practices in healthcare systems that ensure quality improvement and patient safety.
- Use analytic methods and evidence based practices to improve practice outcomes and the practice environment.
- Implement and evaluate ethical healthcare information systems and patient care technology to improve the quality of patient health outcomes and care systems.
- Advocate for healthcare practices that advance social justice, equity, and ethical policies within all healthcare arenas.
- Employ interprofessional collaborative teams to improve patient and population health outcomes and healthcare delivery systems.
- Lead the integration and institutionalization of (evidence based) clinical prevention and population based health guidelines.
- Use clinical judgment, systems thinking, accountability, and specialized knowledge to design, deliver, and evaluate evidence based, culturally proficient care to improve patient, population, and health systems outcomes.
1. Apply theoretical concepts of social and behavioral determinants of health, genomics, health promotion, disease prevention, health protection, anticipatory guidance, motivational interviewing, disease management, and palliative care to patients and families during developmental transitions and life-style adjustments (DNP Essentials I, VI, VII, VIII; NONPF Competencies: Scientific Foundation 1-4, Health Delivery System 1-7, Independent Practice 1-8)
2. Demonstrate competence in age appropriate, comprehensive, advanced physical, mental, and developmental assessment across the pediatric lifespan. (DNP Essentials I, VIII; NONPF Competencies: Scientific Foundation 2, Independent Practice 3)
3. Integrate history and physical examination and diagnostic and screening data and incorporate pathophysiology of acute and chronic diseases from birth through adolescence to develop appropriate differential diagnoses, and initiate appropriate customized interventions. (DNP Essentials I, III, VIII; NONPF Competencies: Scientific Foundation 1, 3, Independent Practice 3, 4)
4. Integrate traditional and complementary pharmacological interventions into the treatment and management of illness. (DNP Essentials I, VIII; NONPF Competencies: Scientific Foundation 1, 3, Independent Practice 2, 3, 4, 5, 8).
5. Integrate social, cultural, explanatory models, and spiritual components in patient-centered plans of care. (DNP Essentials I, VIII; NONPF Competencies: Scientific Foundation 3, Independent Practice 3, 4, 5).
6. Demonstrate core professional values and ethical/legal standards in the implementation of the nurse practitioner role. (DNP Essentials I, V, VII; NONPF Competencies: Ethics 1, 2, 3, Independent Practice 1, 2, 8)
7. Integrate evidence-based care in pediatric health prevention and diagnosis and management of illness from birth through adolescence. (DNP Essentials I, VIII; NONPF Competencies: Scientific Foundation 3, Quality 1, Practice Inquiry 6, Independent Practice 8)
8. Demonstrate progression in self-directed learning, professional development, competence, and leadership as a member of the interprofessional team in providing care for a diverse pediatric population. (DNP Essential II, III, V, VI, VII; NONPF Competencies: Scientific Foundation 1-4, Health Delivery System 3, 4, 5, 7)
9. Analyze patient safety quality indicators, outcome improvement in the delivery of quality primary care to patients. (DNP Essentials I, III; NONPF Competency: Quality 1)
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
Exams x 2 Mid-term and Final Exams
5 points (total)
10 points (total)
Case Studies X 2
CELL PHONE POLICY
- Respect for classroom and clinical communication processes are necessary for teaching and learning.
- Silence mobile devices / cell phones in classrooms and clinical settings.
- Remove Bluetooth devices prior to entering the classroom and when in ANY clinical setting.
- Failure to do so can / will / may (depending on the faculty) either affect your class participation, clinical or final course grade.
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 of Pediatrics. (2017). Bright futures pocket guide, 4th Ed. Elk Grove Village, IL: Author. ISBN- 978-1-61002-083-1
American Psychological Association. (2019). Publication manual of the American Psychological Association. 7th Ed. Washington, DC: Author. ISBN: 1433832178
Burns, C., Brady, M., Dunn, A., Starr, N., Blosser, C. (2021). Pediatric primary care. 7thEd. St. Louis, MO: Saunders Elsevier. 978-0323243384
Duderstadt, K.G. (2006). Pediatric physical examination: an illustrated handbook. St. Louis, MO: Mosby Elsevier. ISBN-13: 978-0-323-01904-1
1. Primary Care Management of Children with Dermatological Conditions
2. Primary Care Management of Disorders of the Endocrine System
3. Physical Activity and Sports for Children and Adolescents
4. Primary Care Management of Children with Musculoskeletal disorders/Sport’s Injuries
5. Primary Care Management of Children’s Safety and Common Pediatric Injuries and Toxic Exposures
6. Primary Care Management of Children with Rheumatic Disorders
7. Complementary Medicine and Functional Medication in Primary Care
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