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NU-665B-02-24PCSP Primary Care of Family II SYLLABUS

NU665B: Primary Care of the Family II
SP124 Course Syllabus

Table of Contents

Section 1: Course Information

Course Description

Course Modality

Credits

Federal Requirements

Online Course Hour Requirements

16-Week Online Asynchronous Course

16 Week Online Synchronous Clinical Seminar

Pre-Requisites

Knowledge/Skills Needed to Complete this Course (Optional)

Required Course Materials

Recommended Texts & Other Readings

Required Technology, Equipment and other Course Materials

Minimum Technical Skills

References and Citations: APA Style

Email

MyOnline Moodle

Starfish

Writing Resources

24/7 Technical Support

Regis College Information Technology Services (ITS) Helpdesk

Sessions and Days of the Week

Due Times

Section 2: Student Learning Outcomes

Regis College Mission

Core Values of the Sisters of St. Joseph

Standards Espoused by Regis College

Level II Student Learning Outcomes (SLO II) (Master’s & Post Master’s Certificate Programs)

Level III Student Learning Outcomes (SLO III) (BSN-DNP and MSN-DNP Programs)

Course Outcomes

Requirements/grading criteria

Section 3: Grading Policy

Grading Scale

Grading

Timeline for Feedback

Evaluation of Assignments

Scholarly Sources Definition

Late Work Policy

Paper Requirements

Request for paper re-read policy

Evaluation Guidelines for Course and Faculty

Section 4: Institutional Academic Policies

Inclusive Excellence

Academic Integrity

Attendance Statement

Recording Policy

Classroom Code of Conduct

Netiquette

Security

General Guidelines

Email Netiquette

Discussion Board Netiquette and Guidelines

Examination Policy

Withdrawal from Courses

Section 5: Institutional Academic Services

Academic Advising

Library

Office of Accessibility Services

Student Mental Health and Wellbeing

Section 6: Policies Specific to Nursing Students

Confidentiality Statement

Section 7: Course Map

Course Map

Section 1: Course Information

Please see the Faculty Contact Information and Office Hours forum under the Communications tab for faculty contact information and office hours. Faculty may also post an announcement with this information.

Course Description

This is the second course in primary care of the family. This course continues the development of skills in decision making and clinical management of families through the life cycle. Classroom learning is applied in supervised clinical preceptorship experiences of 300 hours (NU665BX).

Course Modality

Online asynchronous, except for NU664, NU665, NU667 A-EX, which will be Online Synchronous.

Credits:

Credits: 5

Federal Requirements

Please note that federal regulation defines a credit hour as an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutional established equivalence that reasonably approximates not less than—

One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter-hour of credit, or the equivalent amount of work over a different amount of time; or

At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

Online Course Hour Requirements

16-Week Online Course

Federal regulations acknowledge the unique circumstance of “class time” in the online learning environment. This course meets the requirements for a 5-credit graduate course delivered over a 16-week period of time.

For this 16-week course, students will engage in various weekly asynchronous activities on MyOnline Moodle (projects, videos, threaded discussions) and cooperative peer-project activities at a minimum of 3-hours weekly asynchronous engagement (48 hrs). Students should expect to devote 6 additional hours per week reading, writing, collaborating, and preparing assignments for this 16-week course (96 hrs).

Course Work Inside and Outside of Class TimeTotal Hours for the Semester (approximate)Hours/Week Spent on Task (approximate)Inside Class Time: Forum discussion posts (reading and responding)161 hrs/wk × 16 weeksInside Class Time: Projects and videos483 hrs/wk × 16 weeksOutside Class Time: Required readings1449 hrs/wk × 16 weeksOutside Class Time: Other assignments322 hrs/wk × 16 weeksTotal24015 hrs/week

Pre-Requisites

NU 606: Advanced Pathophysiology

NU 629: Health Promotion and Disease Prevention across Diverse Populations

NU 641: Advanced Clinical Pharmacology

NU 650: Advanced Health Assessment in Nursing

NU 664B: Primary Care of the Family I

NU 664BX: Clinical Seminar

Knowledge/Skills Needed to Complete this Course (Optional)

Optional pre-req knowledge areas: ask the faculty member if this applies to your course and then have them compose a short synopsis for your course. If it does not apply, please delete this section.

Textbooks and Course Materials

Required Course Materials

Dunphy, L., Winland-Brown, J., Porter, B., & Thomas, D. (2022). Primary care: Art and science of advanced practice nursing – An interprofessional approach. (6th ed.). Philadelphia, P.A., F.A. Davis. ISBN: 978-1719644655

Garzon, D., Starr, N., Brady, M., Gaylord, N., Driessnack, M. & Duderstadt. (2019). Burns’ pediatric primary care. (7th ed.). Elsevier Publishing Company. ISBN: 978-0323581967

Hagan, J., Shaw, J. & Duncan, P. (2017). Bright futures: Guidelines pocket guide: Guidelines for health supervision of infants, children, and adolescents. (4th ed.). American Academy of Pediatrics. ISBN: 978-1610020824

iHuman Kaplan Virtual Simulation Software

Recommended Texts & Other Readings

Hollier, A. (2021). Clinical guidelines in primary care (4th ed.). Lafayette: Advanced Practice Education Associates. ISBN: 978-1892418272

Leik, M. (2020) Family nurse practitioner certification intensive review: Fast facts and practice questions (4th ed.). New York, NY: Springer Publishing Company. ISBN: 9780826163721

Required Technology, Equipment and other Course Materials

Students will need regular access to a computer with an Internet connection. High speed broadband access (LAN, Cable or DSL) is highly recommended for an optimal learning experience. You may be able to access and interact with most course elements, readings, multimedia, and discussions through tablets and smartphones. While tablets, smartphones and other mobile devices may allow for some completion of coursework, they are not guaranteed to work in all areas. Please ensure you have a PC or Mac based computer available to complete coursework.

In addition, students should have the latest version of several plugins including Adobe Reader, Flash, Java. An Internet browser (Chrome, Safari, Firefox) is required to access MyOnline Moodle, the learning management system used in this course, as well as a compatible operating system (PC: Windows 8 or 10; Mac: OS X). In most courses, students are required to have a webcam (or external camera) and microphone to record video for assignments and discussions. Finally, students will need word processing software (Microsoft 365 is available to all Regis students).

Many of the Nursing courses require the use of Respondus LockDown Browser and a webcam for online exams. The webcam can be built into your computer or can be the type that plugs in with a USB cable. Watch this short video to get a basic understanding of LockDown Browser and the webcam feature. A student Quick Start Guide is also available.

Minimum Technical Skills

Students are not required to be technological experts, but students should have a general comfort level with computers and the Internet, along with the following skills to avoid technical issues while completing your online course. Students should be able to: use a word processing software program (such as Microsoft 365) to create, edit, and save documents, view and create PowerPoint presentations, data analysis software (Excel or Numbers), use an email program such as Outlook (to attach and download files), use the Regis library databases to locate and access scholarly materials, use MyOnline Moodle-the learning management system, record video using web-conferencing software (Zoom), and download and use appropriate apps as required in Nursing courses. For further information on minimum technical skills, please visit the Start Here section in this course.

References and Citations: APA Style

All student papers must be written according to the official, unmodified and most current format of APA. Please consult the Regis Library for additional information.

Email

All email correspondence between students and course instructors for Regis College courses are to utilize the Regis College email. In general, students will receive a reply to their emails for this course within 24 hours Monday through Friday and 48 hours on the weekend/holidays.

Use of Regis MyOnline Moodle Site

Regis College’s official learning management system is MyOnline Moodle. All assignments will be posted on MyOnline Moodle. Note: In order to appropriately meet learning needs, course content may be modified during the course at the discretion of the faculty. Updates will be posted to the announcements. Students must watch the course homepage for announcements. It is students’ responsibility to keep track of announced changes and to check MyOnline Moodle for any updates. If students have trouble accessing the course, they should contact the technical support portal.

Starfish

Starfish is an online advising and retention management tool used at Regis. Starfish is used to display contact information, set-up appointments, take and monitor course attendance, document meetings, and raise alerts when a student is not meeting faculty expectations in a course. If a flag is raised for a course, students should connect with the faculty member of the course and their Faculty Advisor to create a plan for addressing the raised concern.

Writing Resources

Online students are provided with access to the Brainfuse Writing Lab. To submit a paper, choose “Submit Paper” from the writing lab box on the Brainfuse Writing Lab homepage. You will be asked to select the type of work you are submitting. You will be taken to the Writing Lab form where you will follow the steps to ensure you receive the best feedback possible.

The steps are determined based on the type of work you are submitting. Each form includes a comment section where you can include notes that will be helpful for your tutor while reviewing your paper. To send your file to the writing experts, click submit. After submitting, you will receive a message letting you know that your paper will be returned to your Brainfuse message center, usually within one business day. Please note, it is our policy to not disclose any personal or confidential information to third parties. This policy notwithstanding, please do not submit any information that is personal and confidential.

In your message center, you will see your submissions and feedback from your tutor. The tutor comments and any attached documents appear in the blue area. At the top of the feedback, you will see the tutor response form which includes an overview and comments about different aspects of writing. As you scroll through your paper, you will see some specific comments throughout the text in a different color, usually blue, for easy review.

In addition, you can utilize the “Live Help” option to get tutoring help right away or the “Tutor Match” option to schedule an appointment with a live tutor. If English is a second language, there is an option to have an ESL specialist work with you from the “Tutor Match” area.

24/7 Technical Support Helpdesk

https://lmscontent.embanet.com/LDS/Helpdesk/RC-MSN.html

Regis College Information Technology Services (ITS) Helpdesk

Regis College Information Technology Services (ITS) Helpdesk provides technical support Monday through Thursday, 8:00 a.m. to 8:00 p.m., Friday 8:00 a.m. to 5:00 p.m., and Saturday from 8:00 a.m. to 5:00 p.m., and Sunday 12:00-5:00 p.m. (Remote Access Only), all E.T. Please visit the Technical Support Portal anytime for assistance with technology questions or issues with the software that is administered by Regis College. The site provides answers to common questions and a ticketing service.

The Regis College Information Technology Services (ITS) Helpdesk can assist with:

Regis password resets

Office 365

SPIKE – the Student Portal for Information, Knowledge and Education

Logging into Regis email

Starfish

Sessions and Days of the Week

Due dates for assignments and discussions are stated in day numbers. Day 1 is Monday, the first day of the beginning of each weekly session, while Day 7 is Sunday.

Day NumberDay 1Day 2Day 3Day 4Day 5Day 6Day 7Day of the WeekMondayTuesdayWednesdayThursdayFridaySaturdaySunday

Due Times

Assignments are due no later than 11:55 p.m. Eastern Time (E.T.) on the day that is stated in the assignment. Use the chart below to determine the due time in your area.

Eastern TimeCentral TimeMountain TimePacific Time11:55 p.m.10:55 p.m.9:55 p.m.8:55 p.m.

Section 2: Student Learning Outcomes

Regis College Mission

In the spirit of our mission, which is rooted in the Catholic intellectual tradition and inspired by the social justice ideals of our founders, the Sisters of St. Joseph of Boston, each of our courses speaks to the Regis College’s values and standards. Here at Regis we educate the whole person, preparing our students to pursue excellence, to become change agents in their own communities, and to serve and lead as advocates for a more just and compassionate global society. Please review the Core Values and Standards of Regis College listed below.

Primary Care of the Family II is a course that embodies these core values, especially service to our Dear Neighbor without distinction and Care for all God’s creations. These values are met as we focus on the standards of Social Justice, discussing characteristics and care of the vulnerable and at times marginalized human beings while looking at the Whole Person, being culturally respectful and competent as we explore our roles within the community.

Core Values of the Sisters of St. Joseph

Gracious hospitality

Love and service of the Dear Neighbor without distinction

Peaceful resolution of conflict

Care for all God’s creation

Standards of Espoused by Regis College

The Pursuit of Truth

Social Justice

Community

Formation of the Whole Person

Sacramental Vision of Life

Level II Student Learning Outcomes (SLO II) (Master’s & Post Master’s Certificate Programs)

Synthesize nursing and related theories as they apply to nursing leadership, advanced practice or nursing education to promote adaptation and culturally competent therapeutic nursing interventions for individuals, families, groups, the community and society.

Integrate research, adaptation and related theories, and critical thinking skills in nursing leadership, advanced practice or nursing education in all settings.

Facilitate effective therapeutic communication with individuals, families, groups, the community and members of the health care team to promote optimal wellness and adaptation.

Synthesize knowledge gained by research utilization and evidence-based practice to advance the nursing profession.

Integrate ethical, legal, and professional standards of practice from the perspective of a nurse leader or advanced practice nurse.

Synthesize the leadership and management roles of the nurse leader, advanced practice nurse or nurse educator in meeting health needs and nursing goals in all settings.

Maximize responsibility for continued learning and professional development.

Evaluate the dynamic forces and issues within the health care delivery system in order to initiate change that affects the quality of nursing in a practice setting.

Evaluate the influence of an effective nurse educator, nurse leader, or advanced practice nurse as educator in the care of individuals, families, groups and communities across the health care system.

Level III Student Learning Outcomes (SLO III) (BSN-DNP and MSN-DNP Programs)

Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for health care delivery.

Synthesize evidence from research and theory to enhance delivery of quality health care.

Develop systems supportive of effective communication at the organizational and interdisciplinary level.

Generate knowledge through research and/or evidence-based practice to advance the nursing profession.

Evaluate ethical, legal, and professional standards of practice.

Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system.

Create an environment that maximizes continued learning and development for professional practice.

Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that affects the quality of the health care system.

Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and implementation of effective health care delivery.

Course Outcomes

Integrate nursing and related theories as they apply to family nursing practice to promote adaptation and achieve therapeutic nursing interventions for individuals and families in primary care settings. (SLO-II 1 and SLO-III 1)

Incorporate research findings and critical thinking skills in planning interdisciplinary care for individuals and families in primary care settings. (SLO-II 1, 2, 4 and SLO-III 1, 2, 4)

Utilize technology, communication, and interpersonal skills to plan primary care interventions for individuals, families, and diverse populations. (SLO-II 3, 4 and SLO-III 3)

Demonstrate decision-making and clinical management skills founded on evidence-based concepts and guidelines. (SLO-II 3, 6 and SLO-III 3, 6)

Integrate ethical, legal, and professional standards of practice from the perspective of a family nurse practitioner. (SLO-II 5 and SLO-III 5)

Assess needs for continued personal and professional development. (SLO-II 17and SLO-III 7)

Evaluate issues within the health care delivery system that affect the role of the family nurse practitioner and delivery of care in primary care settings. (SLO-II 8, 9 and SLO-III 8, 9)

Design evidence-based education interventions as both individual provider and member of interprofessional education team. (SLO-II 3, 8 and SLO-III 3, 8)

Requirements/grading criteria

AssessmentPercentage of total gradeAssignments:
iHuman Assignments 15%, Comprehensive Case Studies 15%, Other Assignments 5%35%Discussions/Quizzes:
Simulated OV Discussion 5%, QBank 5%10%Exams:
Predictor Exam 10%, Exam 1 10%, Exam 2 15%, Final Exam 20%55%

APA format required for written papers.

Completion of the Mid- and End-of-Course Evaluations is required.

Section 3: Grading Policy

Grading Scale

Grades for this course will be posted in Moodle Gradebook using the following grading standards:

Letter GradePercentageGrade Point AverageOutcomes ScaleA94–1004.0Exemplary, Exceeds ExpectationsA–90–933.7B+87–893.3Advanced, Meets ExpectationsB83–863.0B–80–822.7Below a B– is considered failing.C+77–792.3Intermediate, Needs ImprovementC73–762.0C–70–721.7D+67–691.3Novice, InadequateD63–661.0D–60–620.7F59 or below0.0

Note: A passing level for Nursing courses is at least a B–.

Note: Final course grades are rounded up or down from the tenth position only. For example, 79.49 would be recorded as 79, C+; and 79.50 would be recorded as an 80, B–.

Grading

Grades for this course will be posted in Moodle Gradebook.

Timeline for Feedback

Faculty are expected to provide feedback for submitted assignments within 3 days of the due date for an 8-week course, and 7 days from the due date for a 16-week course.

Evaluation of Assignments

The following guidelines are utilized to evaluate all assignments in the graduate nursing program. Not all criteria will be appropriate for each assignment. Faculty will highlight the indicators/expectations manifestations to be evaluated for the particular assignment.

Scholarly Sources Definition

A scholarly source is a recent journal article (within the last 5 years), written by researchers or experts in a field, in order to share the results of their original research or analysis with other researchers and/or students. These articles often go through a process known as peer review, where the article is reviewed by other experts in the field, prior to being published in a scientific journal. (Note: While literature reviews may be recent journal articles, they may be considered as secondary sources by some faculty, as they are a summary of existing research, rather than original research.)

Secondary sources are textbooks, PowerPoints, government websites, organization websites, and all other legitimate resources that are not scholarly sources, and are considered by APA, in their most current manual, as legitimate sources. (Note: Any WIKI resources are not a legitimate resource for the purposes of this nursing program.)

Most assignments will require references from both scholarly and secondary source materials.

Communication, Written Papers

The student:

Follows APA format

Types and double-spaces the paper

Adheres to correct spelling and grammar

Communication, Dialogue Journals

The student:

Identifies relationships to course and/or clinical objectives

Communication, Oral Presentations

The student:

Speaks clearly with appropriate inflection and rate

Shows animation and maintains eye contact with the audience while presenting

Presents/discusses information without directly reading from the presentation notes

Uses a variety of media and presentation methods appropriate to the presentation

Responds to participants’ questions

Integrates information from participants in continuing to put forth ideas

Critical thinking

The student:

Integrates information from a variety of sources

Identifies new concepts based on existing, evidence-based knowledge

Weighs evidence to determine applicability to conclusions

Distinguishes between relevant and irrelevant information as it relates to content issues

Therapeutic Nursing Intervention

The student:

Identifies background of the problem

Clearly states and defines the problem

Analyzes and synthesizes the data

Identifies various strategies for problem management

Identifies and implements the chosen strategy

Evaluates the outcomes

Late Work Policy

The late policies for different types of assignments are listed below, however, some exceptions do exist and will be identified in the assignment instructions. Students are responsible for reading all assignment instructions to determine designated due dates. If an extension is requested for any course requirement, approval must be obtained from the course faculty in advance of the due date. In the case of an extenuating circumstance that prohibits the student from notifying the faculty before the due date, approval is at the discretion of the faculty. Otherwise, the following will apply:

Discussions posts:

Initial discussion posts are due Day 3 each week at 11:55 p.m. E.T., unless otherwise specified within the Module Instructions. All discussions posted after the due date will receive a zero (0).

Initial response posts are due on Day 5 each week at 11:55 p.m. E.T. unless otherwise specified within the Module Instructions. All discussions posted after the due date will receive a zero (0).

Reflective response posts are due Day 7 of the week at 11:55 p.m. E.T. All responses posted after the due date will receive a zero (0).

Research papers/group projects/PPT presentations/annotated bibliography:

All assignments submitted after 11:55 p.m. E.T. on the assignment due date will have five percent of the total possible score deducted each day up to seven days. All papers submitted after 11:55 p.m. E.T. on the seventh day after the due date will receive a zero (0).

Quizzes:

Five percent of the total possible score will be deducted if any quiz is not taken during the scheduled time. If an extension was approved by the course faculty students will have an opportunity to take the quiz on a retake date scheduled by the faculty at the earliest opportunity. In the event that a student fails to take the scheduled retake quiz they will earn the grade of zero (0) on that quiz.

Exams:

Five percent of the total possible score will be deducted if any examination is not taken during the scheduled time. If an extension was approved by the course faculty, students will have an opportunity to take the examination on a retake date scheduled by the faculty at the earliest opportunity. In the event that a student fails to take the scheduled retake examination they will earn the grade of zero (0) on that examination.

Paper Requirements

Papers must be typed and double-spaced, following APA format and guidelines provided.

Request for paper re-read policy

Students are to review comments and grading on papers that are returned to them by faculty. If the student still feels the need for further review, she/he may submit a written petition to the course faculty within 7 days of receiving a grade less than 80 for a second reading of the paper. The student petitioner must have a strong rationale for the request. The student may request only one re-read per course.

The faculty will review the petition, and if accepted, will request that another qualified faculty member (second reader) read the paper anonymously. The second reader will conduct a blind review of the entire paper, and discuss with the faculty of record (primary reader). The primary reader will then decide upon a final grade. The final grade, which may be the same, higher or lower than the original grade, will be used in the grade point calculation for the course.

Evaluation Guidelines for Course and Faculty

Regis College Nursing places a high priority on the evaluation of teaching and learning strategies. In order to facilitate positive learning experiences based upon input from all learners, all aspects of the nursing curriculum are evaluated. This feedback is essential for the ongoing assessment of quality for each course.

Evaluation of program strengths and areas of needed improvement require ongoing evaluation which incorporates both qualitative and quantitative assessment of the program effectiveness. A mid-course and a final course/faculty evaluation are embedded in each course.

Completion of these evaluations is a course expectation. Please note that a completed questionnaire cannot be associated with any particular student. We thank you for your input.

Section 4: Institutional Academic Policies

Inclusive Excellence

Regis is committed to ensuring that each individual is known and accepted for who they are. We consider this an essential tenet of the founding values of this institution. The university is committed to fostering a community that values, is welcoming to and accepting of the range of human experiences such as age, class, ethnicity, race, gender identity, nationality, (dis)ability, religion, sexual orientation, language, personality, communication style, work style, and veteran status. Other dimensions of diversity include the varying functions and divisions of the university, as well as the variety of environments in which we operate. As defined by Association of American Colleges and Universities (AACU), inclusive excellence is the “active, intentional and ongoing engagement with diversity” using ways that enhance our individual and collective “awareness, content knowledge, and empathetic understanding” of one another without distinction.

Academic Integrity

All students enrolled in classes at Regis College are expected to maintain integrity in all academic pursuits. Such academic pursuits may include, but are not limited to, the writing of papers, examinations, assignments, and lab reports. Any dishonesty with regard to these matters is subject to censure or penalty in proportion to the seriousness of the action and may result in dismissal from the College. All students are directed to the Academic Catalog (PDF) for the current academic year for all information regarding academic dishonesty.

Academic dishonesty includes:

Inventing data, quotes, or citations for reports

Lying about reasons for absences or requests for extensions or rescheduling of exams

Copying or sharing answers on exams or bringing “cheat sheets” to closed-book examinations or using any electronic device in an exam for unapproved purposes, especially to access or transmit assistance on the exam

Discussing what is/was on a specific examination with someone who has not yet taken it

Copying or sharing answers on homework (on assignments where group work is encouraged or allowed, you may be called upon to individually justify your answer to the instructor)

Falsifying records, transcripts, recommendations, or other documents indicative of student qualifications

Submitting the same paper in more than one class without prior permission

Presenting someone else’s ideas or words (including Internet sources) as your own in written work, PowerPoint presentations, or other assignments. Students should refer to the Academic Integrity Research Guide for details on the proper use of secondary sources and additional tips on how to avoid all forms of academic dishonesty, including plagiarism.

This last item on the list is also known as plagiarism. Because it can be confusing for new students to understand how to build on others’ ideas in making their arguments, Regis provides all incoming students with a handbook on academic integrity. Students sign a contract agreeing that they are responsible for learning how to properly cite information. The library and Student Success Center have additional resources for learning about proper citations of sources.

The initial responsibility for resolving situations of academic dishonesty lies with the faculty member and student, in conjunction with information available from the Office of Academic Affairs. Faculty members are responsible for reporting instances of academic dishonesty to the Office of Academic Affairs and for consulting with that office about whether the student has a documented history of such behavior before deciding on the proper penalty. Should there be a need; the department chairperson should be contacted. If the issue is not resolved at those levels or is unusually serious, the matter is referred to the dean of the school.

All students enrolled in classes at Regis College are expected to maintain integrity in all academic pursuits.

Attendance Statement

Regardless of whether the course is offered in person, online, or hybrid, students are expected to attend all classes and class-related activities as outlined by the instructor. Attendance and class participation are contributing factors in the instructor’s determination of the student’s course grade. It remains a student’s responsibility to make up any class work that has been missed.

Consistent and professional communication is inherent to the role of the nurse as well as to support student success in the online learning environment. Online Nursing students are required to respond to faculty and staff email and/or other communication within 24 hours Monday through Friday and 48 hours over weekends and holidays. Failure to do so may result in a professional warning.

Online classroom attendance is critical to meet the course and program student learner outcomes and objectives. To this end, students taking online classes at Regis College, in the School of Nursing’s Online Nursing Program, with a discussion board requirement must post in their online course at least three individual days within the week of each discussion board activity.

If there are no discussion board activities, the student must log into the classroom at a minimum of two times during the week (on two different days) and complete all required assignments by the stated submission due date. Simply logging into the classroom without completing assignments, where they be discussion board or other, does not constitute attendance.

When synchronous meeting times are a part of course requirements, they are mandatory and any absence must be pre-discussed with the course faculty.

A failure to notify course faculty regarding any absence from the online classroom may result in a warning or other consequence such as grade reduction or course failure. A student absence from an online course for two weeks or more without communication with course faculty and Student Support Services may result in grade reduction or course failure. This may result in financial aid changes per federal financial aid guidelines.

The course week is Monday, 12:00 a.m. through Sunday, 11:55 p.m. E.T.

Recording Policy

Students may only record class proceedings with explicit written permission from the course instructor. Any recording is for the individual student’s use only and may not be shared, reproduced, transferred, distributed or displayed in any public or commercial manner. Violations will be considered a breach of the Academic Integrity policy and will may result in discipline (Regis Student Handbook). In addition, certain circumstances violations may also result in legal action. Recording(s) refer to any video or audio replication or photographic image recorded on devices including, but not limited to, audio recorders, video recorders, cell phones, Smartphones, digital cameras, media players, computers, or other devices that record images or sound or any other medium now known or hereafter devised. Any recordings that take place during an academic semester must be destroyed at the closing of course grades. Course instructors will notify all students in the class if they have approved the recording of the class. The full Recording Policy can be found in the Academic Catalog (PDF). Note: For Regis’ fully online academic programs, online exams are recorded using Respondus Monitor, including video recording of the student taking the exam.

Classroom Code of Conduct

The classroom is a learning community where every member shares an obligation and responsibility to foster attentiveness, courtesy, respectfulness, and meaningful dialogue.

The Classroom Code of Conduct is composed of the five (5) principles below.

Students are expected to read the course syllabus carefully and comply with all rules established by the course instructor (i.e., professor, faculty, etc.), including, but not limited to, policies regarding attendance and the right of students to leave the classroom during class.

Students will promote academic discourse and the free exchange of ideas by listening with respectful attention to comments made by all individuals.

Students will maintain an atmosphere in the classroom conducive to learning, without unnecessary distractions that disrupt the learning environment (e.g., cell phone usage, individual “side” conversations, sleeping, and reading/viewing/sharing materials unrelated to the course). Access to iPads or other technology in the classroom is appropriate only when used as part of a classroom exercise.

Students will use modes of conduct that are not offensive and/or demeaning to any individual, ethnic group, social class, religion, sexual orientation or gender identity.

Students will maintain academic integrity according to the policies and procedures provided in the Regis College Academic Catalog, Academic Integrity Handbook, and Student Handbook.

Violations of the Classroom Code of Conduct will follow the three-step procedure which is described in the full Classroom Code of Conduct.

Netiquette

It is important to recognize that the online classroom is in fact a classroom, and certain behaviors are expected when you communicate with both your peers and your instructors. These guidelines for online behavior and interaction are known as netiquette.

These guidelines for online behavior and interaction are known as netiquette.

Security

Remember that your password is the only thing protecting you from pranks or more serious harm.

Don’t share your password with anyone.

Change your password if you think someone else might know it.

Always log out when you are finished using the system.

General Guidelines

When communicating online, you should always:

Treat the course faculty with respect; this includes in email or in any other online communication.

Always use your professors’ proper title: Dr. or Prof., or if you in doubt use Mr. or Ms.

Unless specifically invited, don’t refer to them by first name.

Use clear and concise language.

Remember that all college-level communication should have correct spelling and grammar.

Avoid slang terms such as wassup? and texting abbreviations such as u instead of you.

Use standard fonts such as Times New Roman and use a size 12 or 14 pt. font.

Avoid using the caps lock feature AS IT CAN BE INTERPRETED AS YELLING.

Limit and possibly avoid the use of emoticons like  or  .

Be cautious when using humor or sarcasm as tone is sometimes lost in an email or discussion post and your message might be taken seriously or offensive.

Be careful with personal information (both yours and others’).

Do not send any patient information in any communication form.

Email Netiquette

When you send an email to your instructor, teaching assistant, or classmates, you should:

Use a descriptive subject line.

Be brief.

Avoid attachments unless you are sure your recipients can open them or the attachment is requested.

Avoid HTML in favor of plain text.

Sign your message with your name and return email address.

Think before you send the email to more than one person. Does everyone really need to see your message?

Be sure you really want everyone to receive your response when you click, Reply All.

Be sure that the message author intended for the information to be passed along before you click the Forward button.

Discussion Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:

Make posts that are on topic and within the scope of the course material.

Avoid dominating any discussion.

Do not use offensive language.

Avoid slang or casual conversational tone.

Think and edit before you click the Post to forum button.

Take your posts seriously and review and edit your posts before sending.

Always give proper credit when referencing or quoting another source.

Be sure to read all messages in a thread before replying.

Don’t repeat someone else’s post without adding something of your own to it.

Avoid short, generic replies, such as I agree. You should include why you agree or add to the previous point.

Always be respectful of others’ opinions even when they differ from your own.

Use a professional tone when posting a reply.

When you disagree with someone, you should express your differing opinion in a respectful, non-critical way.

Begin your reply post with the name of the peer you are replying to; finish your post with your name.

Do not make personal or insulting remarks.

Be open-minded.

Examination Policy

For the purposes of this section the words “exam”, “quiz”, or “test” will be considered as “examinations”.

Five percent of the total possible score will be deducted if any examination including final examination is not taken during the scheduled time. If an extension is granted by the faculty, students will have an opportunity to take the examination on a date scheduled by the faculty at the earliest opportunity within one week of the original test date. In the event that a student fails to take the scheduled examination on the designated date, they will earn the grade of zero (0) on that examination.

Technical Difficulties

If a student taking an exam using a computer experiences technical difficulties and a reset of the exam is required, the student must contact 24/7 Technical Support and notify faculty. Students should not resume the exam until after they have contacted 24/7 Technical Support and have been instructed by faculty as to how to proceed.

A student will be granted one (1) reset per exam due to technical difficulties.

Once the test is reset, faculty will reach out to the student regarding exam completion. The student will complete the exam during the designated timeframe for that exam. Students will resume the exam at the point at which the technical difficulty occurred and must not complete previously answered questions. Faculty will combine scores as necessary.

Students who do not follow this technical difficulty procedure will not have an opportunity to retake the exam or will not receive the remaining allotted time to complete the exam.

Exam Software

The Regis College Nursing Department utilizes the Respondus LockDown Browser and Video Monitor to ensure testing integrity.

The Respondus LockDown Browser disables all access to the Internet and computer files to ensure students are not accessing prohibited material for the exam. For Regis purposes, all materials are prohibited, with the exception of a whiteboard and marker/eraser combo unless otherwise specified by course instructor.

Video Monitor records students from the pre-testing period through the completion of the exam to ensure the student does not access any prohibited material or help from any other individuals. If the Video Monitor detects any concerning conduct, it will raise a flag that the faculty member will review.

When taking an online exam that requires LockDown Browser and Video Monitor via a webcam, students must adhere to the policies listed below. Failure to comply with any of the following requirements may be considered an Academic Integrity violation.

Students must be in a location where they will not be interrupted.

There must not be any other individuals in the room during the exam time.

Students must turn off all other devices (e.g., tablets, phones, second computers).

The desk/area must be clear of all external materials. Students may have one (1) physical dry erase board (must be under 12” x 16”) and one dry erase marker with attached eraser. Students must show the dry erase board as blank prior to exam during pre-test scan and must show it as erased at the end of the exam.

The pre-test scan must include a 360-degree scan of the entire area of the test taking environment (such as above and below and behind the computer, right, and left and in front of the student, behind the student, and on the floor below where the student is sitting).

Students must remain at the computer for the duration of the test. Students may not get up and walk around. Students may not lean out of the picture frame or reach for any items.

The camera is not to be covered during any portion of the exam.

Students should maintain visual contact with the computer screen and maintain a full-face frame at all times.

Repeat the Webcam and System checks prior to starting the test.

To produce a good webcam video, students should do the following:

Dress appropriately for taking the test as if you were at a proctored location.

Leave head uncovered. Do not wear baseball caps or hats with brims.

Do not use headphones or earbuds. Use of headphones or earbuds is prohibited.

Ensure their computer or tablet is on a firm surface (a desk or table) — not on their lap, a bed, or other surface that might move.

If using a built-in webcam, avoid tilting the screen after the webcam setup is complete.

Take the exam in a well-lit room and avoid backlighting, such as sitting with back to a window.

Make sure that their camera is pointing towards their face and that the student can be seen on the screen for the duration of the examination.

Remember that LockDown Browser will prevent the student from accessing other websites or applications; students will be unable to exit the test until all questions are completed and submitted.

Final Examinations

The final examination period is specified in each year’s academic calendar. The official schedule for final examinations is also posted and distributed by the Registrar.

Withdrawal from Courses & Incomplete Course Work

Students are referred to the Academic Catalog for the current academic year for all information regarding the policies on Withdrawals from Courses and Incomplete Course Work. Withdrawing from courses may have a serious impact on your academic plan and students are encouraged to discuss with their course instructor and faculty academic advisor.

Section 5: Institutional Academic Services

Students should be advised that all on campus services will be active online. The Regis College Virtual Campus provides easy access to all of these online services.

Academic Advising

The mission of Academic Advising at Regis is to support students and their faculty advisors throughout the student’s academic experience. This includes assistance to students in reaching their academic goals and defining their career goals. Academic advising guides students in making class choices toward the completion of their degree requirements, and in taking advantage of the many curricular and extracurricular activities available at Regis. In support of faculty advising, the department provides tools and resources to enable faculty to subscribe to best practices in academic advising. Resources for students, faculty, and staff can be found at resources for students, faculty and staff. Resources regarding Academic Advising can be found through your designated Student Support Specialist at studentsupport@onlinehealth.regiscollege.edu.

Library

Ask a librarian for help with your research in this class. Librarians help students find, evaluate, and ethically use information sources ranging from book/ebooks to scholarly articles, databases, websites, films, government documents, and more to meet the needs of undergraduate, graduate and doctoral students. Librarians are available days, evenings and weekends. For more information, visit the library’s website.

As a Regis student you have access to multiple collections including seven local academic libraries and 36 public libraries, comprising millions of items. The network catalog and a large variety of eResources, including 60 databases and thousands of eBooks are available from computers throughout the library, are available to you when you are in the library, in other campus locations, and off campus 24/7 from the Regis Library homepage.

Office of Accessibility Services

Regis College is a community of diverse learners. As such, the college is committed to making reasonable accommodations for students with documented disabilities. Eligible students should contact the Office of Accessibility Services to begin the registration process. Accommodations are not retroactive, so early reporting is highly encouraged. Please note that academic accommodation cannot be provided until appropriate documentation is submitted to the Disability Student Office, and students have met with the director virtually.

Student Mental Health and Wellbeing

Regis College is committed to supporting and advancing the mental health and well-being of our students. During the course of their academic careers, students often experience personal challenges that contribute to barriers in learning, such as drug/alcohol problems, strained relationships, chronic worrying, persistent sadness or loss of interest in enjoyable activities, family conflict, grief and loss, domestic violence, difficulty concentrating, problems with organization, procrastination and/or lack of motivation. Students sometimes come to college with a history of learning difficulties, difficulties succeeding in a particular subject (e.g., math, reading), or have experienced some form of trauma be it emotional or physical (e.g., head injury). These mental health concerns can lead to diminished academic performance and can interfere with daily life activities. If you or someone you know has mental health concerns, or if you are unsure and would like a consultation, a variety of free and confidential services are available. The Counseling Center is located in the rear of Maria Hall. You can schedule an appointment by calling 781-768-7290, dropping by or emailing Health Services. The Counseling Center page contains a wealth of information about our Counseling Center and staff, different mental health issues and numerous links to resources.

All Regis students are welcome to utilize our Student Assistance Program from AllOne Health. This is a service offering free, 24/7, phone counseling for “in the moment support” and/or referral to private counselors for 6 free counseling sessions. To access the Student Assistance Program, use Institution Code: regissa or call 1-800-756-3124.

Section 6: Policies Specific to Nursing Students

Policies that are specific to nursing students can be found in the Nursing Handbook Addendum.

Confidentiality Statement

Regis College Nursing Programs recognize the importance of protecting confidential information regarding patients, their families, employees, staff, and peers as well as the operations of agencies within which faculty and students practice, or participate in experiential learning.

It is the obligation of every faculty member and student to maintain confidentiality in clinical and other settings as appropriate. Information pertinent to patients may be relayed only to those individuals who have authority to have that information. All information pertaining to patient care is confidential, whether verbal or in hard copy, film or computerized form. Unauthorized access, use or disclosure is illegal.

Faculty and students must:

Read, understand, sign and follow confidentiality and privacy policy statements in clinical settings. Policies vary from agency to agency—be sure to review them at the beginning of every clinical experience.

Protect confidentiality of patients, families, agency, employees, and peers at all times.

Never release confidential information to any source; know the person you’re talking to.

Not talk about patients in public; never discuss confidential information where others—patients, visitors or other employees-might overhear, including elevators, dining facilities, and telephones.

Never leave patient records or information where unauthorized individuals might see them.

Not photocopy information from the patient’s record except as specifically authorized.

Not access or attempt to access information other than information to which they have authorized access in order to complete the assignment for the day.

Among safeguards, which exist to protect patient data, are institutional systems of passwords, which identify users and their access to privileges in computer systems. The ability to use an electronic signature is a privilege not a right that is granted in accordance with agency policies.

Section 7: Course Map

Course Map

Week 1: PediatricsWeekly Topics: Common acute and chronic pediatric conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic pediatric conditions across the lifespan.Synthesize knowledge of common acute and chronic pediatric conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for pediatric conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan.Demonstrate understanding of course requirements, course layout, and syllabus expectations.Learning MaterialsSelect the Weeks 1 and 2 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Syllabus Review QuizWeek 1 Assignment 1: Introduction to iHuman QuizWeek 1 Discussion 1: Pediatric HealthWeek 1 Assignment 2: Milestones MatterWeek 1 Assignment 3: APEA Review Content CompletionLooking Ahead: MAT WaiverDue DatesDay 7Day 7Initial Post: Day 3;
Replies: Day 5Day 7Day 7N/A

Week 2: Pediatrics, ContinuedWeekly Topics: Common acute and chronic pediatric conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic pediatric conditions across the lifespan.Synthesize knowledge of common acute and chronic pediatric conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for pediatric conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan.Demonstrate understanding of course requirements, course layout, and syllabus expectations.Learning MaterialsSelect the Weeks 1 and 2 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 2 Assignment 1: iHuman SimulationWeek 2 Assignment 2: QBankWeek 2 Assignment 3: APEA Review Content CompletionDue DatesDay 7Day 7Day 7

Week 3: Abdominal and RenalWeekly Topics: Common acute and chronic abdominal and renal conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic abdominal and renal conditions across the lifespan.Synthesize knowledge of common acute and chronic abdominal and renal conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for abdominal and renal conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 3 and 4 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 3 Assignment 1: APEA Pre-Predictor (Requires Respondus or Lockdown Browser found under APEA Exams Test)Week 3 Assignment 2: iHuman SimulationWeek 3 Assignment 3: QBank QuestionsWeek 3 Assignment 4: APEA Review Content CompletionAPEA Exams TestDue DatesDay 7Day 7Day 7Day 7

Week 4: Abdominal and Renal, ContinuedWeekly Topics: Common acute and chronic abdominal and renal conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic abdominal and renal conditions across the lifespan.Synthesize knowledge of common acute and chronic abdominal and renal conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for abdominal and renal conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 3 and 4 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 4 Assignment 1: Comprehensive Case StudyWeek 4 Assignment 2: Clinical ChallengeWeek 4 Assignment 3: QBank QuestionsWeek 4 Assignment 4: APEA Review Content CompletionDue DatesDay 7Day 7Day 7Day 7

Week 5: Men’s HealthWeekly Topics: Common acute and chronic men’s health and other conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic men’s health and other conditions across the lifespan.Synthesize knowledge of common acute and chronic men’s health and other conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for men’s health and other conditions that reflects current healthcare knowledge, research, and practice within the scope of the family nurse practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 5 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 5 Assignment 1: QBank QuestionsWeek 5 Assignment 2: APEA Review Content CompletionWeek 5: Exam 1Due DatesDay 7Day 7Day 7

Week 6: EndocrineWeekly Topics: Common acute and chronic endocrine conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic endocrine conditions across the lifespan.Synthesize knowledge of common acute and chronic endocrine conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for endocrine conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 6 and 7 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 6 Assignment 1: iHuman SimulationWeek 6 Assignment 2: APEA Review Content CompletionDue DatesDay 7Day 7

Week 7: Endocrine, ContinuedWeekly Topics: Common acute and chronic endocrine conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic endocrine conditions across the lifespan.Synthesize knowledge of common acute and chronic endocrine conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for endocrine conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 6 and 7 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 7 Discussion 1: Teen Type 1 Diabetic PatientWeek 7 Assignment 1: QBank QuestionsDue DatesDay 7Day 7

Week 8: Hematology/RheumatologyWeekly Topics: Common acute and chronic hematologic and rheumatologic conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic hematologic and rheumatologic conditions across the lifespan.Synthesize knowledge of common acute and chronic hematologic and rheumatologic conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for hematologic and rheumatologic conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 8 and 9 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 8 Assignment 1: i-Human SimulationWeek 8 Assignment 2: QBank QuestionsDue DatesDay 7Day 7

Week 9: Hematology/Rheumatology, ContinuedWeekly Topics: Common acute and chronic hematologic and rheumatologic conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic hematologic and rheumatologic conditions across the lifespan.Synthesize knowledge of common acute and chronic hematologic and rheumatologic conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for hematologic and rheumatologic conditions that reflects current healthcare knowledge, research, and practice within the scope of Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 8 and 9 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 9 Discussion 1: Hematology PatientWeek 9 Assignment 1: APEA Review Content CompletionDue DatesDay 7Day 7

Week 10: MusculoskeletalWeekly Topics: Common acute and chronic musculoskeletal and other conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic musculoskeletal and other conditions across the lifespan.Synthesize knowledge of common acute and chronic musculoskeletal and other conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for musculoskeletal and other conditions that reflects current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 10-12 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 10: Exam 2Due DatesDay 7

Week 11: Musculoskeletal, ContinuedWeekly Topics: Common acute and chronic musculoskeletal and other conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic musculoskeletal and other conditions across the lifespan.Synthesize knowledge of common acute and chronic musculoskeletal and other conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for musculoskeletal and other conditions that reflects current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 10-12 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 11 Assignment 1: Comprehensive Case StudyWeek 11 Discussion 1: Musculoskeletal PatientWeek 11 Assignment 2: APEA Review Content CompletionDue DatesDay 7Day 7Day 7

Week 12: Musculoskeletal, ContinuedWeekly Topics: Common acute and chronic musculoskeletal and other conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic musculoskeletal and other conditions across the lifespan.Synthesize knowledge of common acute and chronic musculoskeletal and other conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for musculoskeletal and other conditions that reflects current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 10-12 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 12 Assignment 1: iHuman SimulationWeek 12 Assignment 2: QBank QuestionsDue DatesDay 7Day 7

Week 13: PsychologyWeekly Topics: Common acute and chronic psychologic conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic psychologic conditions across the lifespan.Synthesize knowledge of common acute and chronic psychologic conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for psychologic conditions that reflects current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 13 and 14 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 13 Assignment 1: DRT Post-Predictor Exam—APEA (Requires Respondus or Lockdown browser found under APEA Exams Test)Week 13 Assignment 2: Updated Remediation PlanWeek 13 Assignment 3: MAT Waiver SubmissionWeek 13 Discussion 1: Mood Disorder PatientWeek 13: QBank QuestionsAPEA Exams TestDue DatesDay 7Day 7Day 7Day 7Day 7Day 7

Week 14: Psychology, ContinuedWeekly Topics: Common acute and chronic psychologic conditionsWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic psychologic conditions across the lifespan.Synthesize knowledge of common acute and chronic psychologic conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for psychologic conditions that reflects current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the lifespan.Learning MaterialsSelect the Weeks 13 and 14 Learning Materials (Word) to download this week’s resources.Assignments / Assessments / Activities (WO)Week 14 Assignment 1: iHuman SimulationWeek 14 Assignment 2: QBank QuestionsWeek 14 Assignment 3: APEA Review Content CompletionWeek 14 Discussion 1: Palliative Care PatientDue DatesDay 7Day 7Day 7Day 7

Week 15: Final ExamWeekly Topics: Final ExamWeekly Objectives (WO):Identify individual and team-based advocacy strategies for health promotion and disease prevention that address social determinants of health for individuals and populations across the lifespan.Integrate knowledge of pathophysiology, pharmacology, and physical assessment related to common acute and chronic conditions across the lifespan.Synthesize knowledge of common acute and chronic conditions to prioritize differential diagnoses based on assessment data for patients across the lifespan.Develop a comprehensive plan of care for common conditions that reflects current healthcare knowledge, research, and practice within the scope of the Family Nurse Practitioner for patients across the lifespan.Learning MaterialsN/AAssignments / Assessments / Activities (WO)Week 15: Activity 1 End of Program QuestionnaireWeek 15 Assignment 1: APEA Review Content CompletionWeek 15 Assignment 2: Therapeutic Communication and Mental Health AssessmentWeek 15: Exam 3Due DatesDay 7Day 7Day 7Day 7

Week 16: End of Course EvaluationWeekly Topics: End-of-Course EvaluationWeekly Objectives (WO):N/ALearning MaterialsN/AAssignments / Assessments / Activities (WO)End-of-Course EvaluationDue DatesN/A

*Please complete your end-of-course evaluation by the last day of the semester.

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