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    PCAT exam practice test questions

    About the PCAT

    The PCAT is a specialized test that helps identify qualified applicants to pharmacy colleges. It measures general academic ability and scientific knowledge necessary for the commencement of pharmaceutical education. The PCAT is constructed specifically for colleges of pharmacy.

    Important Notice to Candidates

    The Pharmacy College Admission Test (PCAT®) is administered in a computer-based test (CBT) format. For the 2018–2019 testing cycle, the standard administration of the PCAT will occur on one or more dates in July, September, October, November, January and February.

    THERE ARE TWO DEADLINES.
    If you meet the “Registration and Schedule” deadline, you will likely get your preferred testing date, time, and location. PCAT exam practice test questions If you wait until the “Late Registration and Schedule” deadline, you will be charged additional fees, with no guarantee that you will get your preferred testing date, time, and location.

    ORDER A PLAGIARISM-FREE PAPER HERE

    Chem

    200 mL of an ideal gas is placed in a piston and is held at a pressure of 500 torr. If the temperature is held constant and the pressure is increased to 650 torr, what is the new volume of the gas? PCAT exam practice test questions.

    75 mL

    154 mL

    220 mL

    300

    Question #1

    200 mL of an ideal gas is placed in a piston and is held at a pressure of 500 torr. If the temperature is held constant and the pressure is increased to 650 torr, what is the new volume of the gas?

    75 mL

    154 mL

    220 mL

    300 mL

    Answer:

    The correct answer is (B)

    When the pressure of a gas increases at constant temperature, the volume decreases. Therefore, before calculation, choices C and D can be eliminated. Since 
    PV/nT
     is constant, and the temperature and number of moles of gas are kept constant, we can derive the relationship, 
    P
    1
    V
    1 = 
    P
    2
    V
    2. Rearranging this equation to find the final volume of gas, we get: 
    V
    2 = 
    P
    1
    V
    1/
    P
    2. By substituting numbers into this equation, we get: 
    V
    2 = (500 × 200)/650, or 154 mL, choice B. Another way to arrive at the correct answer is to notice that the original pressure (500 mL) divided by the new pressure (650 mL) is approximately 3/4, so the new volume is around 3/4 of 200 mL or 150 mL, and this figure is closest to choice B. PCAT exam practice test questions.

    BIOLOGY

    At two independently assorting loci, a man has the following genotype: GgHH. He marries a woman with the genotype ggHh. What is the probability that they will have a child who has the same genotype as the father? PCAT exam practice test questions.

    0

    1/8

    1/4

    1/2

    Question #2

    At two independently assorting loci, a man has the following genotype: GgHH. He marries a woman with the genotype ggHh. What is the probability that they will have a child who has the same genotype as the father?

    0

    1/8

    1/4

    1/2

    Answer:

    The correct answer is (C)

    This is a “probability” genetics question that can be answered by practical application of Mendel’s Laws. Mendel’s Law of Segregation states that alleles segregate during meiosis, resulting in gametes that carry only one allele for any given inherited trait (i.e., haploid gametes). Mendel’s Law of Independent Assortment states that unlinked genes assort independently during meiosis. By applying Mendel’s Laws, we can conclude that each parent in the problem can produce two possible gametes. The father can produce the gametes GH and gH, and the mother can produce the gametes gH and gh. The probability of the father’s genotype (GgHH) appearing in the progeny can be determined by calculating the number of different gamete combinations that will produce this genotype. PCAT exam practice test questions. Thus, a GgHH zygote can only be produced by the fusion of a GH gamete and a gH gamete. PCAT exam practice test questions. The probability that one parent will donate a particular gamete is independent of the probability that the other parent will donate a particular gamete. Thus, the probability of the father donating a GH gamete is 1/2, and the probability of the mother donating a gH gamete is 1/2. The probability of producing a genotype that requires the occurrence of both these independent events is equal to the product of the individual probabilities that these events will occur. Thus, 1/2 x 1/2 = 1/4, so the probability that this couple will have a child with the genotype GgHH is 1/4, or choice C.

    BIOLOGY

    In a certain genetically stable population, the frequency of a recessive allele (for a trait with two alleles) is 0.6. What is the frequency of individuals expressing the dominant trait?

    0.16

    0.24

    0.36

    0.64

    Question #3

    In a certain genetically stable population, the frequency of a recessive allele (for a trait with two alleles) is 0.6. What is the frequency of individuals expressing the dominant trait? PCAT exam practice test questions.

    0.16

    0.24

    0.36

    0.64

    Answer:

    The correct answer is (D)

    The question stem asks you to determine the frequency of individuals expressing the dominant trait in a genetically stable population. However, before you do that, you need to determine the allelic frequencies in the population. This question involves a practical application of the Hardy-Weinberg equation. The Hardy-Weinberg equilibrium states that within a genetically stable population, the gene frequencies of dominant and recessive alleles will not change over time. Two mathematical expressions are associated with the Hardy-Weinberg equilibrium. The first relationship, p + q = 1, describes the relative allelic frequencies in a population. p is defined as the frequency of the dominant allele and q is defined as the frequency of the recessive allele, and the sum of both those frequencies adds up to 1, or 100%. The second relationship, p
    2
     + 2 pq+ q
    2
     = 1, describes the relative genotypic frequencies in the population. p
    2
     represents homozygous, or dominant pp genotypes; q
    2
    represents homozygous, or frequency of the dominant allele, p, by the mathematical relationship p + q = 1. PCAT exam practice test questions. Therefore, the frequency of p is .4 because .6 + .4 = 1. Next, you need to determine the frequency of individuals expressing the dominant trait by recessive qq genotypes; and 2pq represents the frequency of heterozygotes, or hybrids.applying the second relationship, p
    2
     + 2 pq+ q
    2
     = 1. The individuals expressing the dominant trait are those that have the pp and pq genotypes, so to find the total frequency of individuals expressing the dominant trait, you add p
    2
     and 2pq. Thus, p
    2
    = .4 x .4, or .16 and 2pq = 2 x .6 x .4, or .48. If you add the two together, you get .16 + .48, or .64. Thus, .64 is the correct frequency of individuals expressing the dominant trait, and choice D is correct. PCAT exam practice test questions PCAT exam practice test questions.

    CHEMISTRY

    Under what conditions do gases exhibit ideal behavior?

    Low pressures and low temperatures

    Low pressures and high temperatures

    High pressures and high temperatures

    High pressures and low temperatures

    Question #4

    Under what conditions do gases exhibit ideal behavior?

    Low pressures and low temperatures

    Low pressures and high temperatures

    High pressures and high temperatures

    High pressures and low temperatures

    Answer:

    The correct answer is (B)

    At high pressures, gas particles are forced close together; therefore, intermolecular forces between the particles become significant, and the gas deviates from ideality. On the other hand, at low pressures, the gas particles are far apart from each other, so they cannot interact, and intermolecular forces are insignificant. Therefore, choices C and D can be eliminated. Ideal gas behavior is also observed at high temperatures because the gas particles possess a large amount of kinetic energy—large enough for the particles to overcome their attractive forces towards each other. As the temperature is lowered, the kinetic energy of the particles decreases, so the particles do not have enough energy to break away from each other, and attractive forces become significant. Therefore, choice A can be eliminated, and choice B is the correct response PCAT exam practice test questions.

     

    MATH

    If a multivitamin supplement costs $
    n 
    for 100 pills, how many pills can be bought for $10?

    10/n

    1000/n

    10n

    1000n

    Question #5

    If a multivitamin supplement costs $
    n 
    for 100 pills, how many pills can be bought for $10?

    10
    n

    1000
    n

    Answer:

    The correct answer is (B)

    In this question, we can buy 100 pills for $
    n
     . We are asked to determine how many pills we can buy for $10. First, let’s determine how many pills can be bought for $1: we can purchase 
    . Therefore, $10 would buy 10 times 
    , or 
    . Therefore, we can purchase 
    for $10. PCAT exam practice test questions.

     

    MATH

    Which of the following is the greatest?

    2⁶

    4⁴

    8³

    16
    2

    Question #6

    Which of the following is the greatest?

    2
    6

    4
    4

    8
    3

    16
    2

    Answer:

    The correct answer is (C)

    In this question, we are asked to determine the answer choice with the greatest value. It is important to notice that all the answer choices are powers of 2: 2, 4, 8, 16, and 32. Therefore, all of the answer choices need to be expressed powers of 2. To start, let’s leave choice 
    A
     alone because it already has 2 as its base term. Choice 
    B
     is 4
    4
    , which is the same as (2
    2
     )
    4
     or 2
    8
    . It is important to note that when you take an exponent to a power, the exponent and the power term are multiplied. Choice 
    C
     is 8
    3
    , or (2
    3
    )
    3
     = 2
    9
    . Choice 
    D
     is 16
    2
    , which equals (2
    4
     )
    2
     or 2
    8
    . Now you can see that choice 
    C
     is correct because it has the greatest exponent.

     

    MATH

    Farmer Smith enclosed his rectangular pasture with fence that cost him $1.50 per linear meter. If his pasture is twice as long as it is wide with a total area of 180,000 square meters, then what was the cost, in dollars, of the fence?

    1,200

    1,500

    1,800

    2700

    Question #7

    Farmer Smith enclosed his rectangular pasture with fence that cost him $1.50 per linear meter. If his pasture is twice as long as it is wide with a total area of 180,000 square meters, then what was the cost, in dollars, of the fence?

    1,200

    1,500

    1,800

    2,700

    Answer:

    The correct answer is (D)

    In this question, we are told that a farmer enclosed a rectangular pasture with a fence that has a length that is twice as long as the width. The total area of the pasture is 180,000 square meters. We are asked to determine the cost of the entire fence given that is costs $1.50 per linear meter. The pasture is a rectangle and the area of a rectangle equals its length(
    L
    ) times the width(
    W
    ); hence, 
    L
    ×
    W
    = 180,000. Since the length of the fence is twice as long as the width, substitute 2
    W
     for 
    L
     in the area formula to get 2
    W
    ×
    W
     = 180,000. Dividing both sides of the equation by 2, we get that 
    W
    2
     = 90,000. Solving for 
    W
    : 
    W
     = 
    or 300. The width of the fence is 300 meters; therefore, the length must be 2 × 300 or 600 meters. Since the perimeter of the pasture is 2(300 + 600) or 1,800 meters and the cost of the fence is $1.50 per meter, the total cost of the fence is $1.5 times 1,800 or $2,700. PCAT exam practice test questions.

    MATH

    Paul’s average bowling score for a series was 164 and Dave’s was 158. If each of them bowled 4 games, how much greater was Paul’s total score for the series than Dave’s?

    6

    12

    18

    24

    Question #8

    Paul’s average bowling score for a series was 164 and Dave’s was 158. If each of them bowled 4 games, how much greater was Paul’s total score for the series than Dave’s?

    6

    12

    18

    24

    Answer:

    The correct answer is (D)

    In this question, we are told that Paul’s average bowling score for a series of 4 games was 164 and Dave’s was 158. We are asked to determine the total amount that Paul’s score was greater than Dave’s. Therefore, Paul’s score on average exceeded Dave’s score by 6 points per game, which means that for all 4 games Paul’s total score exceeded Dave’s total score by 4 × 6 points or 24 points. PCAT exam practice test questions.

    What is the inheritance pattern of the observed trait indicated by the pedigree below?

    Autosomal recessive

    Autosomal dominant

    X-linked recessive

    Cannot be determined

    Answer:

    (A) “Autosomal recessive” is correct.

    Pedigrees show the distribution of a single observable trait, or phenotype, across a family tree. In classical genetics, each phenotype is determined by a combination of two alleles contributed by two copies of the same (but not necessarily identical) chromosome. One allele is generally dominant, meaning it is expressed if it is present at all. In contrast, the other allele is recessive, meaning it is only expressed in the absence of a dominant allele, which generally means two copies need to be inherited to display the recessive phenotype. The exceptions are those alleles found on the X chromosome in males; males’ sex chromosomes include only one X (and one Y), so each trait coded for on the X chromosome is determined by only one allele instead of a combination of two alleles. This means it’s statistically more likely for males to inherit recessive X-linked traits since only one copy of the recessive alleles needs to be inherited to display the recessive phenotypes, as opposed to the usual two. PCAT exam practice test questions.

    The fastest way to determine which inheritance pattern is shown by a pedigree, then, is to use the Kaplan shortcut: Identify whether two matching parents have an opposite offspring. If two affected parents have an unaffected offspring, both parents must have been heterozygous (having one of each allele), and the trait must be dominant: Rr 
     Rr 
     rr. If two unaffected parents have an affected offspring, both parents must have one again been heterozygous, but in that situation, the trait being tracked must have been the recessive one: Rr 
    Rr 
     rr. In the pedigree provided in this question, generational skipping occurs in the middle portion: Generation 2 has two unaffected parents, but generation 3 has an affected offspring. This indicates a recessive trait. Since a roughly equal number of males and females are affected (5:4 ratio), this is an autosomal trait, and A is the correct answer.

    What is the oxidation state of each nickel on the reactant side of the following reaction?

    2 NiO(OH) + Cd + 2 H₂O → 2 Ni(OH)₂ + Cd(OH)₂

    –2

    –1

    +1

    +3

    Answer:

    (D) is correct.

    Oxidation numbers provide a way to keep track of the movement of electrons in a reaction. Several rules govern how oxidation numbers are calculated, but in this situation, it’s only important to recognize the oxidation numbers of the common components attached to nickel [Ni] on the reactant side and to remember that the sum of the internal oxidation numbers of a molecule equals that molecule’s net charge. In this case, nickel oxide [NiO(OH)] is neutral, so the sum of its internal oxidation numbers must be 0. Hydroxide [OH
    –
    ] always has an oxidation number of -1, and oxygen [O] almost always has an oxidation number of -2. To make these charges cancel out to equal 0, the oxidation number of nickel [Ni] must be +3: 3 – 1 – 2 = 0. D is the correct answer. PCAT exam practice test questions.

    Given the following reaction conditions, which statement is most accurate?

    The reaction follows first-order kinetics and is a concerted reaction.

    The reaction follows first-order kinetics and involves formation of a carbocation.

    The reaction follows second-order kinetics and is concerted.

    The reaction follows second-order kinetics and involves formation of a carbocation.

    Answer:

    (C) is correct.

    This substitution reaction shows chloride (Cl
    –
    ) being replaced by hydroxide (OH
    –
    ). Substitution reactions occur mainly via one of two mechanisms: S
    N
    1 (unimolecular kinetics and two steps with a carbocation intermediate) or S
    N
    2 (biomolecular kinetics and one step). In this situation, the mechanism isn’t shown but can be inferred based on the reaction conditions. First, the reactant with the carbons (the substrate) has a strong leaving group; the Cl
    –
    that detaches is relatively stable as an ion in solution by itself (think of how table salt, NaCl, is able to readily dissolve into Na
    +
     and Cl
    –
     in water). Second, the substrate has primary substitution, meaning the carbon attached to the leaving group is only attached to one other carbon, which in turn means that there is little steric hindrance but also that the carbon doesn’t have many other carbons to stabilize it if it were to gain a charge. Third, the other reactant, OH
    –
    , is a strong base and strong nucleophile, indicating that it can readily attack the substrate on its own. Finally, the solvent DMSO (dimethyl sulfoxide) is polar aprotic so can stabilize the leaving group without deactivating the nucleophile. All of these factors point toward an S
    N
    2 reaction. Since an S
    N
    2 reactions is always concerted, occurring in one step without forming discrete intermediates, the correct answer is C.

    (R)-1-Fluoro-1-iodopropane is reacted with NaN₃ in HMPA. Which of the following is the major product of this reaction?

    (R)-1-Azido-1-fluoropropane

    (R)-1-Azido-1-iodopropane

    (S)-1-Azido-1-fluoropropane

    (S)-1-Azido-1-iodopropane

    Answer:

    (A) is correct.

    Although the reactants may look complicated, this reaction is actually just a classic S
    N
    2 reaction. Azide (N
    3
    –
    ) is the nucleophile, and iodide (I
    –
    ) is the leaving group. Note that, although fluorine is a halogen, fluoride (F
    –
    ) does not follow the group trend and is not a good leaving group due to its small size. With that substitution in mind, answer choices B and D can be eliminated.

    However, S
    N
    2 reactions are stereoselective with an inversion of stereochemistry and therefore only create one of the two possible 
    R-S
     isomers. Since the leaving group and the nucleophile end up having different priorities, the absolute configuration (
    R
     vs. 
    S
    ) must be recalculated. Start by drawing out the new molecule (remembering to invert the stereochemistry, like turning an umbrella inside out) and ranking the attached atoms in order of decreasing atom mass: F > N > C > H. From there, connect 1 
     2 
     3 with an arrow. The arrow is counterclockwise, initially indicating an 
    S
     configuration. Finally, check atom 4: If it is into the page, leave the configuration how it is; if it is coming out of the page, reverse the configuration. In this case, H is coming out of the page, so the final configuration is 
    R
    , and the correct answer is A. PCAT exam practice test questions.

    PCAT FAQ

    Q
    What is on the PCAT test?

    A
    The PCAT test assesses verbal ability, reading, writing, biology, chemistry, and quantitative ability.

    Q
    What is considered a good score on the PCAT?

    A
    Anything above 430 is considered a good score on the PCAT.

    Q
    How long is the PCAT score good for? PCAT exam practice test questions.

    A
    PCAT scores are good for 5 years after the test is taken.

    Q
    How much does it cost to take the PCAT? PCAT exam practice test questions.

    A
    It costs $210 to register for the PCAT, which can be done online or via mail.

    Q
    Are you allowed to use a calculator on the PCAT?

    A
    No, test-takers are not allowed to use a calculator on the PCAT.

    Q
    How long does it take to get results from the PCAT?

    A
    It takes approximately five weeks to receive results from the PCAT. These scores can be viewed online for a year after your testing date. PCAT exam practice test questions.

    10 Things to Know Before Taking the PCAT

    Published: 
    December 1st, 2017

    Category:
     
    Admissions

    The PCAT weighs heavily on the minds of many hopeful pharmacy students. This feeling of dread is understandable. It’s yet another standardized test; an added high-pressure barrier to the next objective in the course of your life. Fortunately, like most standardized tests, the PCAT code can be cracked through proper PCAT test prep and test-taking strategies. Understanding these 10 nuggets of truth and wisdom can help improve your performance.

    Know the test

    The PCAT is divided into four subtests to be taken over the course of four hours. The subtests are Biology, Chemistry, Quantitative Ability and Reading Comprehension. Knowing the different subject areas and how long you’ll have to complete them will allow you to hone in on your strengths and weaknesses during your PCAT test prep. PCAT exam practice test questions.

    Complete the coursework

    This one may seem obvious, but some students get ahead of themselves when it comes to taking the PCAT. Make sure you’ve completed Biology I and II, General Chemistry I and II, Calculus, and are at the very least enrolled in Organic Chemistry I before tackling PCAT test prep PCAT exam practice test questions.

    Don’t procrastinate

    Many of you are probably reading this and thinking, “easier said than done.” We’ve all been bitten by the procrastination bug, but it’s especially important to get ahead of the curve and take the PCAT early in the testing cycle. This grants you the opportunity to retake the test in case you did not perform as well as anticipated.

    Review study guides

    There are many PCAT test prep options available for different subsections of the test. These study guides usually include practice tests that will allow you to learn diverse types of questions and question formats that will be on the exam. Dr. Collins, Kaplan, and Pearson are all popular providers of study guides.

    Focus on unfamiliar subjects

    If you’re preparing for a career as a pharmacist, chances are your coursework leaned more towards the sciences than liberal arts. If that’s the case, it may do you well to prepare more thoroughly for subjects you haven’t seen in a while.

    Know your study habits

    Going blind into PCAT test prep for a test this robust can be overwhelming. If you’re the type of person who can’t concentrate alone, find a study group. If you can’t study for more than 15 minutes at a time without getting distracted, plan a day of studying in 15-minute intervals with breaks in between. It doesn’t matter how you study, as long as you study in a way that keeps you motivated. PCAT exam practice test questions.

    Don’t “experiment”

    Just because you can take the PCAT more than once doesn’t mean you should take the test just to see how well you do. If you go into the PCAT with the mindset that you can always take it again, you’ll never be able to adequately prepare for the exam, and you may miss out on an edition of the test that plays more to your strengths. Go with the sports approach of treating every practice like a game; you’ll be well prepared when game time rolls around.

    First attempt, last chance

    It’s risky to let the last test of a PCAT test cycle be your first attempt at the exam. Not only will you not have another chance to retake the exam if you do poorly, but also knowing it’s your last chance may increase stress and cause poor performance.

    Find the right balance

    Students who have scored well on the PCAT reported working on PCAT test prep 90 minutes daily for a month leading up to the test. That’s far from intensive, but it’s also far from lackadaisical. Twenty minutes a day of studying isn’t going to be sufficient, and a 24-hour cram session leading up to the exam won’t be very fruitful either.

    Maximize your exposure

    There are a great variety of PCAT test prep materials, all with their own strengths and weaknesses — one large, catch-all Kaplan book may not be sufficient. One of the most effective ways to prepare for the exam is through timed Pearson practice tests. In addition to Kaplan, many publishers offer preparation booklets, such as Barron’s, McGraw-Hill, and CliffsTestPrep.

    We hope these tips will help with your PCAT test prep. Don’t forget the time-honored test-taking advice: get a good night of sleep, eat a healthy breakfast and don’t stress. Best of luck!

    1. Which of the following organelles helps green plants synthesize organic compounds like starch in the presence of sunlight?

    a. Mitochondria

    b. Chloroplast

    c. Ribosomes

    d. Golgi body

      View Answer 

    1. (b) Green plants, with the help of sunlight and in the presence of enzymes, synthesize organic compounds like starch from inorganic compounds like CO2 and H2O. This is known as photosynthesis. Chloroplast is the organelle to perform photosynthesis. Plants that are devoid of chloroplast cannot synthesize starch.

     close

    2. Which of the following is described as the “power house of the cell”?

    a. Endoplasmic reticulum

    b. Ribosomes

    c. Mitochondria

    d. Vacuoles

      View Answer 

    2. (c) Mitochondria is known as the “power house of the cell”. It is involved in the continuous production of energy. It releases necessary energy for different functions of the cell through processes like respiration, electron transport and oxidative phosphorylation.

     close

    3. Virus should be classified as:

    a. Akaryotic

    b. Eukaryotic

    c. Prokaryotic

    d. Nokaryotic

      View Answer 

    3. (a) Each cell has two main components – Cytoplasm and the nucleus. Usually there is a nucleus in the cell. Organisms without any cytoplasmic organizations and devoid of definite nuclear material are grouped as Akaryota. (e.g. Virus) Organisms having a primitive type of nucleus in cell, are classified Prokaryota. (e.g. Bacteria and Blue green algae.) Organisms having a cell with a well developed nucleus are grouped as Eukaryota. (e.g. Fungi-yeast, mushroom). PCAT exam practice test questions.

    4. In the process of Mitosis, if the number of chromosomes in the mother cell is designated as 2n, how many chromosomes will be present in each daughter cell?

    a. 2n

    b. n

    c. 4n

    d. 8n

      View Answer 

    4. (a) Cell division is a very complex process. There are two main types of cell division:

    1. Mitosis

    2. Meiosis

    1 Mitosis: In this type of cell division, chromosomes are equally distributed in each daughter cell. As a result, the number of chromosomes in the daughter cells is the same as that in the mother cell. It is also known as equational division. (e.g. Somatic cells division)

    2. Meiosis: In this type of cell division, chromosomes are divided in half of the original mother cells, therefore the daughter cells consist of half the number of chromosomes that are in the mother cell. (e.g. reproductive or sex cells division)

     close

    5. Nitrogen fixing bacteria on root nodules of Leguminous plants are known as:

    a. Azobacteria

    b. Nanobacteria

    c. Rhizobium bacteria

    d. Mycobacteria

      View Answer 

    5. (c) Nitrogen fixing bacteria on root nodules of Leguminous plants are known as Rhizobium. They fix the atmospheric nitrogen and convert it into ammonia. The nitrogen fixing bacteria are also known as nitrifying bacteria.

    Azobacteria are present in the soil. They convert atmospheric nitrogen into nitrates and nitrites. In this way, they increase the fertility of the soil. These ammonium nitrates and nitrites are then absorbed by plants to obtain nitrogen.

     close

    6. Which of the following nitrogen bases is present in RNA but absent in DNA?

    a. Cytosine

    b. Uracil

    c. Guanine

    d. Adenine

      View Answer 

    6. (b) RNA consists of ribose pentose sugar. Unlike DNA, it consists of only one polynucleotide chain. It also contains two purine and pyrimidine bases. Uracil (U) is the nitrogen base which is present in RNA but absent in DNA. Thus RNA contains Adenine (A) and Guanine (G) as purine bases, and Cytosine (C) and Uracil (U) as pyrimidine bases. PCAT exam practice test questions.

    7. Which of the following polysaccharides is largely stored in the liver and muscles?

    a. Cellulose

    b. Starch

    c. Glycogen

    d. Inulin

      View Answer 

    7. (c) Glycogen is considered the principal storage form of glucose and is found mainly in the liver and muscle, with kidney and intestines adding minor storage sites. Glycogen is formed by the liver from glucose in the bloodstream and is stored in the liver. Glycogen is also produced by and stored in muscle cells; during short periods of strenuous activity, energy is released in the muscles by direct conversion of glycogen to lactic acid. During normal activity, energy is released by metabolic oxidation of glucose to lactic acid. Glycogenesis (formation of glycogen from glucose) and glycogenolysis (break down of glycogen into glucose) are two principal mechanisms by which blood glucose level has been maintained.

     close

    8. Which of the following provides the necessary freedom for bones as well as protect joints from external injury and bones from dislocation?

    a. Cartilage

    b. Ligaments

    c. Tendons

    d. Muscles

      View Answer 

    8. (b) Ligaments are strong flexible white fibrous bands. They bind the articular surfaces of bones together. They provide necessary freedom for the bones as well as protect joints from external injury and bones from dislocation. Tendons are white bands which join muscles with bones while ligaments hold bones together at joints and are inelastic. PCAT exam practice test questions

    9. Which of the following lipids in a cell membrane acts as a selective barrier for controlling the exit and entry of substances into and out of the cell?

    a. Cholesterol

    b. Glycolipids

    c. Phospholipids

    d. Lipoproteins

      View Answer 

    9. (c) The primary type of lipids found in the cell membrane are phospholipids, cholesterol and glycolipids. Out of these, phospholipids play an important role in controlling the movement of substances into and out of the cell. In general, lipid soluble substances are allowed to move into the cell whereas water soluble molecules are restricted or not allowed to pass through the cell membrane.

     close

    10. Bile mainly helps in the digestion of:

    a. Fats

    b. Proteins

    c. Carbohydrates

    d. Bile pigments

      View Answer 

    10. (a) Bile (or gall) is a bitter, greenish-yellow alkaline fluid secreted by the liver of most vertebrates. It helps in the complete digestion of fats by reducing surface tension. It also activates the enzyme lipase. It serves as a good solvent for fats and fat-splitting enzymes. Bile also helps in absorption of carbohydrates, fats, fat soluble vitamins and proteins. PCAT exam practice test questions

     

    11. The region in space where an electron is likely to be found is called a(n):

    a. Axis

    b. Cloud

    c. Orbital

    d. Configuration

      View Answer 

    11. (c) The region in space where an electron is likely to be found is called an orbital. There are different kinds of orbitals with different sizes and shapes. The orbital at the lowest energy level is defined as a 1s orbital. It is a sphere with its center at the nucleus of the atom PCAT exam practice test questions. The next higher energy level is called a 2s orbital. It is larger than a 1s orbital. Since it has a higher energy level, it has lower stability compared to a 1s orbital. This is because the average distance between the nucleus and electrons in a 2s orbital is greater than in a 1s orbital. The next three orbitals are of equal energy, known as 2p orbitals. They are dumbbell-shaped. They are further differentiated by the names 2px, 2py, and 2pz, where the x, y, and z refer to the corresponding axes.

     close

    12. Which of the following atoms has the highest electronegativity?

    a. Cl

    b. Br

    c. N

    d. F

      View Answer 

    12. (d) In the covalent bond, two atoms are joined by sharing electrons. Both nuclei are held by the same electron cloud. However, in most cases the two nuclei do not share the electrons equally. This happens when one atom has more electron withdrawing power than the other atom. At this time the electron cloud is denser on one atom. This result in one end of the bond being relatively negative and the other end being relatively positive. Such a bond is said to be a polar bond or to possess polarity. The bond possesses polarity when joins atoms have different tendency to attract electrons. This property of the atom is called electronegativity. Out of the given choices, fluorine (F) possess the highest electronegativity. F > O > Cl, N > Br > C, H

    13. (c) The molecular formula for methyl chloride is CH3Cl. The mass of a chlorine atom in methyl chloride is 35.5 gm/mole. The molecular weight of methyl chloride is 50.5 gm/mole (1C = 12, 3H = 3 and 1Cl = 35.5). Therefore, the % mass of chlorine in methyl chloride will be 35.5/50.5 = 70% PCAT exam practice test questions

     close

    13. What would be the percentage mass of chlorine in a molecule of methyl chloride? (C = 12 gm/mole, H = 1 gm/mole, Cl = 35.5 gm/mole).

    a. 18 %

    b. 50 %

    c. 70 %

    d. 12 %

      View Answer 

    13. (c) The molecular formula for methyl chloride is CH3Cl. The mass of a chlorine atom in methyl chloride is 35.5 gm/mole. The molecular weight of methyl chloride is 50.5 gm/mole (1C = 12, 3H = 3 and 1Cl = 35.5). Therefore, the % mass of chlorine in methyl chloride will be 35.5/50.5 = 70%

     close

    14. Which of the following is found to be different in isotopes of the same chemical element?

    a. Protons

    b. Neutrons

    c. Electrons

    d. Atomic number

      View Answer 

    14. (b) Isotopes are defined as forms of the same chemical element that differ only by the number of neutrons in their nucleus. Most elements have more than one naturally occurring isotope. The atomic number “Z” is the same in such elements, however their atomic mass “A” is different due to differ numbers of neutrons in the nucleus of the atom PCAT exam practice test questions.

     close

    15. Which of the following groups of the periodic table contains alkali metals?

    a. Group I A

    b. Group II A

    c. Group VII A

    d. Group VIII A

      View Answer 

    15. (a) The alkali metals, found in group 1 of the periodic table (formerly known as group IA), are very reactive metals that do not occur freely in nature. These metals have only one electron in their outer shell. Therefore, they are ready to lose that one electron in ionic bonding with other elements. As with all metals, the alkali metals are malleable, ductile, and are good conductors of heat and electricity. The alkali metals are softer than most other metals. Cesium and francium are the most reactive elements in this group. PCAT exam practice test questions Alkali metals can explode if they are exposed to water. The Alkali Metals are: lithium (Li), Sodium (Na), Potassium (K), Rubidium (Rb), Cesium (Cs), Francium (Fr).

     close

    To View Maths Questions, please click Answer:

      View Answer 

    Maths Sample Questions PCAT

     close

    17. Home ovulation tests usually detect a preovulatory surge in which of the following in the urine?

    a. Prolactin

    b. Oestrogen

    c. Oxytocin

    d. Progesterone

    e. Luteinizing hormone

      View Answer 

    17. Home ovulation tests usually detect a preovulatory surge in which of the following in the urine?

    a. Prolactin

    b. Oestrogen

    c. Oxytocin

    d. Progesterone

    e. Luteinizing hormone

    Answer: (e). An ovulation home test is used by women to help determine the time in the menstrual cycle when getting pregnant is most likely. The test detects a rise in luteinizing hormone (LH) in the urine. A rise in this hormone signals the ovary to release the egg.

     close

    18. Which of the following information is TRUE ABOUT anaerobic respiration? (Select All that apply)

    a. Waste products are carbon dioxide and water.

    b. It may produce between 36 and 38 ATP molecules.

    c. In animals, including humans, the anaerobic cycle produces lactic acid, which causes muscle cramps.

    d. The fermentation process in anaerobic respiration is roughly 5 percent as effective as what cells can do when they have access to oxygen PCAT exam practice test questions.

    e. In bacteria, it may produce nitrite, nitrogen gas, hydrogen sulfide, methane and acetic acid.

    18. Which of the following information is TRUE ABOUT anaerobic respiration? (Select All that apply)

    a. Waste products are carbon dioxide and water.

    b. It may produce between 36 and 38 ATP molecules.

    c. In animals, including humans, the anaerobic cycle produces lactic acid, which causes muscle cramps.

    d. The fermentation process in anaerobic respiration is roughly 5 percent as effective as what cells can do when they have access to oxygen.

    e. In bacteria, it may produce nitrite, nitrogen gas, hydrogen sulfide, methane and acetic acid.

    Answer (c, d and e). “Anaerobic” means without oxygen, and respiration refers to the processes in a cell that convert biochemical energy, such as that found in glucose, into usable energy in the form of ATP. Waste products like carbon dioxide are also produced during this process.

    The fermentation process in anaerobic respiration is roughly 5 percent as effective as what cells can do when they have access to oxygen. An aerobic cycle may produce between 36 and 38 ATP molecules, while anaerobic respiration only creates 2 ATP molecules. PCAT exam practice test questions.

    Since muscles often run out of oxygen during extreme exertion, anaerobic respiration keeps them running. In animals, including humans, the anaerobic cycle produces lactic acid, which causes muscle cramps. In order for these cramps to stop, oxygen must find its way back into the muscle again so these cells can switch back to aerobic respiration and stop building up lactic acid.

    Anaerobic respiration is also common in bacteria that live in environments without oxygen; depending on the bacteria, the products of their respiration include nitrite, nitrogen gas, hydrogen sulfide, methane and acetic acid.

    19. Which of the following best describes the Capitation System?

    a. Risk free income for healthcare service providers.

    b. Healthcare provider may get more incentive to provide an extended treatment to a patient.

    c. A fixed amount of money per patient per unit of time paid in advance to the physician for the delivery of health care services. PCAT exam practice test questions.

    d. A patient gets more benefit if he/she gets services from Healthcare provider receiving reimbursement through capitation.

    e. Free prescription benefits to patients.

      View Answer 

    19. Which of the following best describes the Capitation System?

    a. Risk free income for healthcare service providers.

    b. Healthcare provider may get more incentive to provide an extended treatment to a patient.

    c. A fixed amount of money per patient per unit of time paid in advance to the physician for the delivery of health care services.

    d. A patient gets more benefit if he/she gets services from Healthcare provider receiving reimbursement through capitation.

    e. Free prescription benefits to patients.

    Answer: Capitation payments are used by managed care organizations to control health care costs. Capitation payments control use of health care resources by putting the physician at financial risk for services provided to patients PCAT exam practice test questions. At the same time, in order to ensure that patients do not receive suboptimal care through under-utilization of health care services, managed care organizations measure rates of resource utilization in physician practices. These reports are made available to the public as a measure of health care quality, and can be linked to financial rewards, such as bonuses.

    Capitation is a fixed amount of money per patient per unit of time paid in advance to the physician for the delivery of health care services. The actual amount of money paid is determined by the ranges of services that are provided, the number of patients involved, and the period of time during which the services are provided. Capitation rates are developed using local costs and average utilization of services and therefore can vary from one region of the country to another. In many plans, a risk pool is established as a percentage of the capitation payment. Money in this risk pool is withheld from the physician until the end of the fiscal year. If the health plan does well financially, the money is paid to the physician; if the health plan does poorly, the money is kept to pay the deficit expenses.

    When the primary care provider signs a capitation agreement, a list of specific services that must be provided to patients is included in the contract. The amount of the capitation will be determined in part by the number of services provided and will vary from health plan to health plan, but most capitation payment plans for primary care services include the following:

    ·         Preventive, diagnostic, and treatment services

    ·         Injections, immunizations, and medications administered in the office

    ·         Outpatient laboratory tests done either in the office or at a designated laboratory

    ·         Health education and counseling services performed in the office

    ·         Routine vision and hearing screening PCAT exam practice test questions

     close

    20. Which of the following information is/are TRUE ABOUT Essential Fatty Acids? [
    Select ALL That Apply
    ]

    a. Linoleic and alpha-linolenic are essential fatty acids.

    b. Arachidonic acid is classified as ‘conditionally essential’ fatty acid.

    c. Ideally, in the diet, the ratio of omega-6 to omega-3 fatty acids should be between 1:1 and 4:1.

    d. Excessive intake of omega-6 fatty acids can cause the deficiency of omega-3 fatty acids.

      View Answer 

    20. Which of the following information is/are TRUE ABOUT Essential Fatty Acids? [
    Select ALL That Apply
    ]

    a. Linoleic and alpha-linolenic are essential fatty acids.

    b. Arachidonic acid is classified as ‘conditionally essential’ fatty acid.

    c. Ideally, in the diet, the ratio of omega-6 to omega-3 fatty acids should be between 1:1 and 4:1.

    d. Excessive intake of omega-6 fatty acids can cause the deficiency of omega-3 fatty acids.

    Answer (a, b, c and d). Essential fatty acids, or EFAs, are fatty acids that humans and other animals must ingest because the body requires them for good health but cannot synthesize them.

    Only two fatty acids are known to be essential for humans: alpha-linolenic acid (an omega-3 fatty acid) and linoleic acid (an omega-6 fatty acid) PCAT exam practice test questions. Some other fatty acids are sometimes classified as “conditionally essential,” meaning that they can become essential under some developmental or disease conditions; examples include docosahexaenoic acid and gamma-linolenic acid.

    It is not only important to incorporate good sources of omega-3 and omega-6s in a diet, but also consume these fatty acids in the proper ratio. Omega-6 fatty acids compete with omega-3 fatty acids for use in the body, and therefore excessive intake of omega-6 fatty acids can inhibit the use of omega-3 fatty acids by the body.

    Ideally, the ratio of omega-6 to omega-3 fatty acids should be between 1:1 and 4:1. Instead, most Americans consume these fatty acids at a ratio of omega-6: omega-3 between 10:1 and 25:1, and are consequently unable to reap the benefits of omega-3s.

    This imbalance is due to a reliance on processed foods and oils, which are now common in the Western diet. To combat this issue it is necessary to eat a low-fat diet with minimal processed foods and with naturally occurring omega-3 fatty acids. A lower omega-6: omega-3 ratio is desirable for reducing the risk of many chronic diseases.

    Arachidonic acid is not one of the essential fatty acids. However, it does become essential if there is a deficiency in linoleic acid or if there is an inability to convert linoleic acid to arachidonic acid. PCAT exam practice test questions.

  • NBHS 1304 PATHOPHYSIOLOGY ESSAY ASSIGNMENT- OPEN UNIVERSITY MALAYSIA

    NBHS 1304 PATHOPHYSIOLOGY ESSAY ASSIGNMENT- OPEN UNIVERSITY MALAYSIA

    PENYERAHAN DAN PENILAIAN TUGASAN

    ASSIGNMENT SUBMISSION AND ASSESSMENT

    _________________________________________________________________________

    NBHS1304

    PATHOPHYSIOLOGY

    JANUARY 2019

    _________________________________________________________________________

     

    ARAHAN KEPADA PELAJAR
    /
    INSTRUCTIONS TO STUDENTS

     

    Tugasan ini mengandungi
    SATU
    soalan sahaja yang disediakan dalam Bahasa Melayu dan Bahasa Inggeris
    / This assignment contains only
    ONE
    question that is set in both Malay and English.

     

    Jawab dalam  Bahasa Melayu
    atau
    Bahasa Inggeris
    .  /  Answer in Malay
    or
    English.

     

    Andadikehendakimenyerahkantugasandalam format MsWordmelainkandinyatakansebaliknya. Andatidakdibenarkanuntukmenukarteks/frasatugasantersebutkepadaformatgrafikseperti.jpeg / .gif / print screen / dan lain-lain format berkaitan.
    /
    Learners are to submit assignment only in MsWord format unless specified otherwise.
    Please refrain from converting text/phrases into picture format such as .gif/ .jpeg/print screen / etc. 
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     
    ORDER A PLAGIARISM-FREE PAPER HERE

    Muat turunkan
    templat
    tugasan versi bahasa yang berkenaan daripada myINSPIRE untuk penyediaan dan penyerahan tugasan anda
    .
    Tugasan anda hendaklah ditaip dengan menggunakan saiz fon 12
    Times New Roman
    dan langkau baris 1.5. /
    Download the language version of the
    assignment template
    concerned from the myINSPIRE for preparation and submission of your assignment. Your assignment should be typed using 12-point Times New Roman font and 1.5 line spacing.

     

    Tugasan anda hendaklah mengandungi
    2500 hingga 3000
    patah perkataan
    tidak
    termasuk rujukan. Bilangan perkataan hendaklah ditunjukkan di hujung tugasan anda.
    Jangan
    menyalinsoalan dan arahan tugasan dalam jawapan anda. Pemeriksa tidak akan membaca jawapan tugasan yang melebihi had patah perkataan yang dibenarkan. Jumlah perkataan hendaklah dinyatakan di penghujung tugasan anda
    .
    /
    Your assignment should be between
    2500 to 3000 words excluding
    references.
    Do not
    copy the assignment question and instructions to your answer
    . Only assignment answer developed within the approximate word limit will be assessed.
    The number of words should be shown at the end of your assignment
    . 
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    Anda dikehendaki menghantar tugasan SECARA
    ONLINE
    melalui myINSPIRE. Sila rujuk kepada portal untuk arahan mengenai prosedur menghantar tugasan anda secara online
    .
    Anda dinasihatkan menyimpan senaskah tugasan yang diserahkan untuk rujukan sendiri.
    /
    You must submit your assignment
    ONLINE
    via the myINSPIRE.
    Refer to the portal for instructions on the procedures to submit your assignment online. You are advised to keep a copy of your submitted assignment for personal reference.

     

    Anda hanya boleh menghantar tugasan
    SEKALI
    sahaja dalam
    SATU
    fail. /
    You can submit your assignment
    ONCE
    only in a
    SINGLE
    file.

     

    Tugasan anda hendaklah diserahkan antara 
    4
    hb
    hingga 
    17
    hb
     Mac 2019
    . Serahan 
    selepas 17
    hb
     Mac 2019 TIDAK 
    akan diterima. /
     Your assignment must be submitted between 
    4
    th 
    until 
    17
    th 
    March 2019
    .
     Submission 
    after 
    17
    th 
    March 2019 
    will 
    NOT
     be accepted
    .

     

    Tugasan hendaklah disiapkan secara individu. Anda dilarang meniru tugasan orang lain. Anda juga dilarang sama sekali memplagiat kerja orang lain sebagai kerja sendiri
    . /

           
    Your NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia should be prepared individually. You should not copy another person’s assignment. You should also not plagiarise another person’s work as your own. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    Silaambilmaklumtentang PENALTI yang akandikenakankeataspenghantaranlewattugasanseperti yang tertera di pekelilingpejabatPendaftar 6/2012 (Rujuk
    Registrar’s Announcement
     di myVLE). 
    /
     Please take note that 
    PENALTY will be imposed on late submission of assignment as specified in the Registrar’s Office circular 6/2012
     
    (Refer to Registrar’s Announcement in myVLE).

     

    Anda perlu memastikan RESIT yang dikeluarkan bagi penghantaran tugasan disimpan sebagai bukti penghantaran. Kegagalan mengemukakan resit dalam sebarang isu yang timbul berkaitan penghantaran tugasan akan mengakibatkan tugasan dianggap TIDAK dihantar
    /
    Please ensure that you keep the RECEIPT issued upon submisson of your assignment as proof of submission. Your assignment is considered as NOT submitted if you fail to produce the submission receipt in any dispute arises concerning assignment submission.

     

    PENILAIAN /
    EVALUATION

    Tugasan ini menyumbang sehingga 50% daripada jumlah markah kursus berkenaan danakan dinilai berdasarkan kepada Rubrik yang dilampirkan. /
    This assignment accounts for
    50%
    of the total marks for the course and shall be assessed based on the Rubrics attached. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    Anda akan diberikan maklum balas tentang tugasan ini sebelum Peperiksaan Akhir Semester bermula.
    / You would be given feedback on the assignment before the Final Semester Examination commences.

     

    PLAGIARISME: POTONGAN MARKAH /
    PLAGIARISM: MARKS DEDUCTION

     

    Amaran:
    Tugasan yang diserahkan, secara automatik, akan disemak untuk menentukan kadar pertindihan. Jika plagiarism dikesan, markah akan dipotong seperti berikut:  / Warning
    :
    The submitted
    assignment will automatically undergo a similarity check. If plagiarism is detected, marks would be deducted as follows:

     

    No.

    % Kumpulan Pertindihan(
    Similarity Group
    )

    % PotonganMarkah(
    Marks Deduction
    )

    1

    0 – 30

    0

    2

    30.01 – 50

    5

    3

    50.01 – 70

    10

    4

     70.01 – 100

    100

     

    Tugasan yang dikenalpasti mempunyai pertindihan tugasan bagi mana-mana kumpulan pertindihan di atas tidak dibenarkan untuk rayuan. Bagi pelajar dalam kategori pertindihan tugasan kumpulan 70.01-100, akses online rayuansemakansemulatugasanbagisubjekberkaitandilupuskandaripilihanrayuan. /
    Assignments found to have similarities under any of the categories above; will not be entitled to apply for appeal. For learners who fall into the 70.01-100 similarities group, the access for online appeal for assignment remarking of the subject will be disabled from the appeal options.  NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

        

     

    SOALAN TUGASAN
    / ASSIGNMENT QUESTION

     

    TUJUAN
    /
    PURPOSE

     

    Tujuan tugasan ini adalah untuk menilai kefahaman dan pemikiran kritis pelajar dalam membincangkan aspek penting berkaitan perubahan patofisiologi berikutan ketidakseimbangan asid-bes.

     

    The purpose of this assignment is to
    evaluate the learners’ understanding and critical thinking skills
    in discussing the important aspects related to the pathophysiologic changes in acid-base imbalances. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

    SINOPSIS /
    SYNOPSIS

     

     

    Keseimbangan asid-bes amat penting dalam mengekalkan homeostasis manusia. Ketidakseimbangan asid-bes boleh menyebabkan kesan buruk pada sistem tubuh badan pesakit.

     

    Asid-base balance is vital in the maintenance of human homeostasis. Imbalances of acid -base can be fatal to various body systems of the patient.

     

    KEPERLUAN /
    REQUIREMENT  

    Bincangkan perubahan patofisiologik ketidakseimbangan asid -bes yang berlaku ke atas pesakit dewasa yang mengalami distres respiratori. Anda dikehendaki membincangkan jenis gangguan asid-bes, etiologi, manifestasi klinikal, kriteria diagnostik, rawatan segera serta komplikasi sekiranya pengurusan perubatan dan kejururawatan tidak dilaksanakan segera. Beri contoh yang relevan untuk menyokong perbincangan anda.

     

    Discuss the pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress. You are required to discuss the disorder of acid-base, the aetiology, clinical manifestations, diagnostic criteria, immediate treatment as well as the complications if there is a delayed in medical and nursing management. Provide relevant examples to support your discussion. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.
     

     

    [Jumlah Markah /
    Total Marks:
    50]

     
             

    MUKA SURAT TAMAT /
    END OF PAGE

    ATTACHMENT

    RUBRIK TUGASAN/
    ASSIGNMENT RUBRICS

        
    NBHS 1304
                                                                                                               

                       NBHS1304 PATHOPHYSIOLOGY / JANUARY
    2019

     

    Criteria

     

    Weightage

     

     

     

    Excellent / Cemerlang

            Good/Baik

    Fair/Sederhana

    Poor/Lemah

    Unsatisfactory/ Tidak memuaskan

    Or/atau

    No response/ Tiadarespons

    Max Marks

    4

    3

    2

    3

    0

     

    1.         

     

    Pengenalan

                                  

     

     

     

     

     

     

     

     

     

     

    Introduction

     

     

     

     

     

     

     

     

     

     

     

     

     

    1

     

     

    Pengenalan mengenai topik perbincangan adalah amat baik; idea yang akan dibincangkan adalah sangat jelas dan amat teratur. Tujuan penulisan diterangkan dengan tepat dan jelas

    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

    The introduction on the topic of discussion is excellent; ideas to be discussed are very clear and well organized. The intent of the work is explicitly explained.

     

     

     

    Pengenalan mengenai topik perbincangan adalah  baik; idea yang akan dibincangkan adalah agak jelas dan teratur tetapi penjelasan tidak mencukupi.

     

     

     

     

     

     

    The introduction on the topic of discussion is good; ideas to be discussed are relatively clear and organized but inadequate explanation

     

     

     

     

     

     

     

     

     

     

     

    Pengenalan mengenai topik perbincangan adalah sederhana baik; idea yang akan dibincangkan adalah kabur dan tidak teratur.

     

     

     

     

     

     

     

    The introduction on the topic of discussion is fair; ideas to be discussed are vague and disorganized

     

     

     

    .

     

     

     

    Pengenalan mengenai topik perbincangan adalah lemah; idea yang akan  dibincangkan adalah sangat kabur dan tidak teratur.

     

     

     

     

     

     

     

    The introduction on the topic of discussion is poor; ideas to be discussed are vague and disorganized.

    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

     

     

     

     

     

     

     

     

     

     

    Tiada pengenalan.

     

     

     

     

     

     

     

     

     

     

     

    No introduction.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    4

     

    2.

     

    Huraian tentang
     perubahan patofisiologik dalam  ketidakseimbangan asid-bes  yang berlaku pada pesakit distres respiratori

     

     

     

     

     

     

     

     

     

     

    Discussion on
    the pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress.

     

     

     
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    5

     

     

    Menunjukkan huraian yang meluas dan mendalam tentang perubahan patofisiologik (masalah) ketidakseimbangan asid-bes yang berlaku pada pesakit dewasa distres respiraotri

    serta memberikan contoh yang jelas dan relevan.

     

     

     

     

    Demonstrates comprehensive and thorough discussion on the

    pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress

    and provides clear and relevant examples.

     

     

     

    Menunjukkan huraian yang signifikan tentang perubahan patofisiologik dalam masalah ketidakseimbangan asid-bes yang berlaku pada pesakit dewasa distres respiratory

    serta memberi contoh, tetapi contoh tidak relevan.

     

     

     

     

     

     

    Demonstrates significant discussion
    pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress and
    provides examples, but mostly irrelevant.

     

     

     

     

     

     

     

     

     

     

     

     

     

    Menunjukkan huraian yang munasabah tentang perubahan patofisiologik dalam

    masalah ketidakseimbangan asid-bes yang berlaku pada pesakit dewasa distres respiratory

     

     

     

     

     

     

     

     

     

    Demonstrates reasonable discussion on
    pathophysiologic changes in
    acid
    -base imbalances of an adult patient with respiratory distress
    but does not  provide any examples to support discussion.

     

     

     

     

     

     

     

     

     

     

     

     

     

    Menunjukkan huraian yang kurang jelas tentang perubahan patofisiologik dalam masalah ketidakseimbangan asid-bes yang berlaku pada pesakit dewasa distres respiratory.

     

     

     

     

     

     

     

     

    Demonstrates unclear discussion on
    pathophysiologic changes in acid-base imbalances of an adult patient with respiratory distress.

     

     

     

     

     

    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

     

     

     

     

     

     

     

     

     

    Tiada huraian.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    No discussion
    .

     

     

     

     

     

     

     

     

     

     

     

     

     

    20

     

    3.                                      

     

    Perbincangan mengenai

    manifestasi klinikal, kriteria diagnostik, rawatan, pengurusan perubatan dan komplikasi ketidakseimbangan asid-bes.

     

     

     

     

     

     

     

     

     

     

    Discussion on
    the

    clinical manifestations, diagnostic criteria, the treatment, medical management and complications of acid-base imbalances.

     

     

     

     

     

    4
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

    Perbincangan mengenai manifestasi klinikal, kriteria diagnostik, rawatan serta komplikasi dan pengurusan perubatan  adalah  komprehensif dan tepat. Memberi contoh serta fakta / rasional yang munasabah; dan disokong dengan gambarajah yang sesuai.

     

     

     

     

    The
    discussion on
    the clinical manifestations, diagnostic criteria
    ,
    the treatment, medical management and complications are

    comprehensive and thorough. Provides appropriate examples and facts / rationales; supported by suitable diagrams

     

     

     

     

     

    Perbincangan mengenai manifestasi klinikal, kriteria diagnostik, rawatan dan pengurusan perubatan dan komplikasi
     
    adalah relevan dan padat, tetapi memberi contoh dan gambarajah yang kabur.

     

     

     

     

     

     

     

     

     

    The
    discussion on
    the clinical manifestations, diagnostic criteria
    ,
    treatment, complications and medical management is

    relevant and adequate but
    examples and diagrams are vaguely presented.

     

     

     

     

     

     

    Perbincangan mengenai manifestasi klinikal, kriteria diagnostik dan kriteria diagnostik, rawatan dan pengurusan perubatan dan komplikasi adalah relevan tetapi kurang padat.

     

     

     

     

     

     

     

     

     

     

     

    The
    discussion on
    the clinical manifestations, diagnostic criteria
    ,
    treatment, complications and medical management is relevant but inadequate.

     

     

     

     

     

     

     

     

    Perbincangan mengenai manifestasi klinikal, kriteria diagnostik, rawatan dan pengurusan perubatan dan komplikasi adalah tidak relevan dan kabur.

     

     

     

     

     

     

     

     

     

     

     

    The
    discussion on
    the clinical manifestations, diagnostic criteria
    ,
    treatment, complications and medical management are
    irrelevant
    and vague

     

     

     

     

     

     

     

     

    Tiada perbincangan.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    No discussion.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    16

     

    4.                                        Kesimpulan

     

     

     

     

     

     

     

     

    Conclusion

     

     

     

     

     

     

     

     

    1

     

     

    Kesimpulan sangat baik : ringkas, tepat dan padat. Rumusan menunjukkan analisis dan sintesis idea yang bernas.

     

     

     

    An excellent conclusion which is concisely and precisely written. It provides concluding remarks that shows an analysis and synthesis of ideas.

     

     

     

     

    Kesimpulan yang baik yang menunjukkan analisis dan sintesis idea yang teratur dan signifikan.

     

     

     

     

    A good conclusion which indicates significant analysis and synthesis of ideas.

     

     

     

     

     

     

     

     

    Kesimpulan yang sederhana yang menunjukkan analisis dan sintesis idea yang munasabah.

     

     

     

     

     

    A fair conclusion which indicates
    reasonable analysis and synthesis of ideas.

     

     

     

    Kesimpulan lemah tidak menunjukkan rumusan kepada perbincangan.

     

     

     

     

     

    A poor conclusion which does not indicate an attempt to synthesise the discussion.

     

     

     

    Tiada kesimpulan.

     

     

     

     

     

     

     

     

    No conclusion

     

     

     

    4

     

    5.

    Rujukan dan Petikan

     

     

     

     

     

     

     

     

    References and Citations

     

     

     

     

     

     

     

     

     

    1.5

     

    Semua petikan untuk pernyataan dimasukkan di dalam perbincangan dan semua rujukan sepadan dengan petikan mengikut format APA.
    NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

    All citations are included in the discussion and references match the citations according to the APA format.

     

     

     

    Sebahagian besar petikan untuk pernyataan dimasukkan dalam perbincangan dan sebahagian besar rujukan sepadan dengan petikan mengikut format
    APA
    .

     

     

     

    Most citations are included in the discussion and most references match with the citations according to the APA format.

     

     

     

     

    Terdapat hanya beberapa petikan untuk pernyataan yang digunakan dalam perbincangan atau rujukan yang tersenarai tidak terdapat dalam teks.

     

     

     

     

    Some citations for statements included in the discussion or references which are included are not found in the text.

     

     

    Tiada petikan untuk pernyataan yang digunakan dalam perbincangan atau rujukan yang tersenarai tidak terdapat dalam teks.

     

     

     

    Citations for statements included in the discussion are not present or references which are included are not found in the text.

     

     

    Tiada rujukan atau petikan; atau rujukan yang lama / salah format.

     

     

     

     

     

     

    There is no reference or citation; or references are outdated / wrong format. NBHS 1304 Pathophysiology Essay Assignment- Open University Malaysia.

     

     

     

     

     

     

    6

                                                          12.5                                                                                      
    TOTAL SCORE

    50

  • NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

    NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

    Help Info: Creating a Personal/Professional Development Plan

    This assignment is due Week 4 and is introduced to you Week 1 to provide sufficient time for you to reflect, research and design a personalized professional development plan.  Why does the professional MSN nurse need a Professional Development Plan?  Purpose?  What should and should not be included?  Where do you start?  Each nurse’s professional plan should be based on personal and professional goals.  There is a reason you enrolled in an MSN program at this point in your life/career. NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment.

    ORDER A PLAGIARISM-FREE PAPER HERE

    Consider reading the IOM report (in your Week 1) reading list.  Underline each time the report cites the importance of preparing for leadership!  The Future of Nursing report (Institute of Medicine, 2010) clearly calls for nursing to shape its own future, which requires nurses to be prepared as leaders who can lead change to improve the nation’s health through the leadership and influence of nurses!  It is therefore essential for the professional nurse to take the time to assess their own personal leadership style. See Module 3 progress section for info on leadership styles!  Here’s a site with good info.  https://www.leadershipacademy.nhs.uk/wp- (Links to an external site.)Links to an external site. content/uploads/2014/10/NHSLeadership-LeadershipModel-colour.pdf Ethical leadership development is another critical component of the nurse leader.  How do we develop our ethical leadership?  NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment. What skills are a component of ethical leadership?  These and many more questions are what you need to consider as you sit and write your own personal/professional development paper.  Another help is to read Chapter 4 of your textbook (Roussel, Thomas & Harris). The first few chapters clearly identify the “why” nurses must prepare for leadership.  Next step, review the rubric and start writing!

    Rubric: Personal/Professional Development Plan

    Section

    Exemplary

    Meets Expectations

    Does not meet Expectations

    Introduction

    A thorough and complete summary of the paper that includes the main points of the assignment. (10 points)

    Summary covers main points accurately.  Needs minor revisions to improve clarity, and/or detail. (8 points) NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

    Summary lacks sufficient and/or complete discussion of the main points of the paper or no summary included. Major revision required to improve clarity and/or detail. (5 points)

    Leadership Skills Development

    Assessment of personal leadership style

    Accurate and thorough descriptions of personal key leadership concepts and characteristics citing a leadership theory assessment. (10 points)

    Evidence that leadership assessment was completed with at least one personal leadership characteristic or concept described and developed. (8 points)

    Leadership theory assessment is incomplete or missing.  Lacks description of personal leadership concepts or characteristics using a leadership theory assessment.  (5 points)

    Plan for ethical leadership

    Well thought out and developed plan for ethical leadership.  Plan is linked and compared to the ANA Nursing Scope and Standards of Practice, #7.  (10 points)

    Plan for ethical leadership is completed.  Needs more information on the plan and/or lacks comparison and link to ANA Scope and Standards of Practice #7. (8 points)

    Plan for ethical leadership is incomplete or missing.  Section is brief without link or comparison to ANA Scope and Standards of Practice #7. (5 points)

    SMART Goals

    SMART goals are clearly written for at least three leadership characteristics/skills identified as needing improvement.  All components of SMART goals are addressed for each of the three characteristics including measurable objectives and outcomes. (10 points)

    SMART goals address at least 2 leadership characteristics/skills with measurable objectives/outcomes.(8 points)

    NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

    SMART goals address at least 1 leadership characteristic/skill and/or SMART goals are missing or incomplete.  (5 points)

    Personal Skills Development

    Level of Practice

    Well-developed plan with goals and objectives for practicing at the highest level of education and competency.  Plan is detailed including timeline for achieving goals. (10 points)

    Plan with goals and objectives for practicing at the highest level of education and competency is developed with adequate information. (8 points)

    Plan with goals and objectives is missing and/or discussion is brief and lacks sufficient details. (5 points)

    Life-long Learning

    Thorough discussion on personal goals and plans to achieve life-long learning.  Details include self-reflection on personal meaning of life-long learning and its role in nursing practice. (10 points)

    Goals for life-long learning are discussed with brief details on personal meaning of life-long-learning. (8 points)

    Life-long learning is briefly mentioned and/or is missing. (5 points)

    NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

    Self-care

    Well-developed plan for implementing and sustaining future self-care activities.  Plan is linked and well-related to the ANA Code of Ethics, Provision 5. (10 points)

    Plan for implementing and sustaining future self-care activities.  Plan is linked to the ANA Code of Ethics, Provision 5.(8 points)

    Plan for self-care is brief or missing.  Plan lacks discussion or linkage to ANA Code of Ethics, Provision 5.  (5 points)

    Involvement in Professional Organizations

    Discussion on past, current or future plans and goals for involvement in professional organizations.  Discussion includes rationale for involvement and benefits to self-professional development. (10 points) NURS 6110F – Personal/Professional Development Plan Assignment

    Plans and goals on past, current or future involvement in professional organizations with discussion on importance of involvement. (8 points)

    Plan for involvement is brief or missing.  Discussion does not relate to professional growth or development. (5 points)

    NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

    Promoting Nursing’s Future

    Well-develop plan with goals and objectives, for promoting nursing’s future through policy involvement, community advocacy or leadership.  Plan contains professional goals and timeline. (10 points)

    Plan for promoting nursing’s future through policy involvement, community advocacy or leadership. (8 points) NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

    Plan for promoting nursing’s future through policy involvement, community advocacy or leadership is brief or missing.  (5 points)

    Organization & Clarity

    Page count adheres to limits (10-15 pages). Consistent clarify of ideas, thought & language throughout paper. Logical flow from beginning to end; paper is well organized.  (5 points) NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

    Page count slightly exceeds limit by only half to one page. Ideas, thoughts and language are mostly clear throughout paper.  There are some minor issues with logical flow of the paper.  The paper could be organized better to improve flow and clarity. (4 points)NURS 6110F – Personal/Professional Development Plan Assignment

    Page count is not adhered to either notably exceeds or fails to meet page limit.  Ideas, thoughts and language lack clarity throughout paper.  There are obvious issues with the logical flow of the paper.  Paper is poorly organized and lacks clarity and smooth flow of ideas. (3 points)

    Grammar & APA
     

     

     

     

     

     

    Paper is written in APA format with no noted errors-title and reference page, font, line spacing, etc.  Sentence structure, word choice, spelling, etc. reveal no noted errors. (5 points)

    Paper is written in APA format with only minor errors – title and reference page, font, line spacing, etc.  Sentence structure, word choice, spelling, etc. have only minor errors. (4 points)NURS 6110F – Personal/Professional Development Plan Assignment

    Paper attempt to follow APA format, but multiple APA errors are present and/or including multiple grammatical errors.  Paper suggests inadequate editing prior to submission. (3 points)NURS 6110 The Nurse Leader – Personal/Professional Development Plan Essay Assignment

  • Assessing the Genitalia and Rectum Soap Note Essay Assignment Template

    Assessing the Genitalia and Rectum soap note Essay assignment template

    In this assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

    In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

    GENITALIA ASSESSMENT

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    Subjective:

    CC: “I have bumps on my bottom that I want to have checked out.”

    HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed. Assessing the Genitalia and Rectum soap note Essay assignment template.

    PMH: Asthma

    Medications: Symbicort 160/4.5mcg

    Allergies: NKDA

    FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD

    Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)

    Objective:

    VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs

    Heart: RRR, no murmurs

    Lungs: CTA, chest wall symmetrical

    Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Assessing the Genitalia and Rectum soap note Essay assignment template. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia

    Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney

    Diagnostics: HSV specimen obtained

    Assessment:

    Chancre

    PLAN: This section is not required for the assignments in this course but will be required for future courses.

    To prepare:

    With regard to the SOAP note case study provided:

    Review this week’s Learning Resources, and consider the insights they provide about the case study.

    Consider what history would be necessary to collect from the patient in the case study.

    Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Assessing the Genitalia and Rectum soap note Essay assignment template.

    Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

    To complete:

    Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study. Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.

    Analyze the subjective portion of the note. List additional information that should be included in the documentation.

    Analyze the objective portion of the note. List additional information that should be included in the documentation.

    Is the assessment supported by the subjective and objective information? Why or Why not?

    Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?

    Would you reject/accept the current diagnosis? Why or why not? Identify Five possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 5 different references from current evidence based literature. Assessing the Genitalia and Rectum soap note Essay assignment template.

    Please references should be within the last five years.

    Learning Resources

    Note:

    To access this week’s required library resources, please click on the link to the Course Readings List, found in the

    Course Materials

    section of your Syllabus.

    Required Readings

    Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015).
    Seidel’s guide to physical examination
    (8th ed.). St. Louis, MO: Elsevier Mosby.

    Chapter 16, “Breasts and Axillae” (pp. 350-369)

    This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.

    Chapter 18, “Female Genitalia” (pp. 416-465)

    In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.

    Chapter 19, “Male Genitalia” (pp. 466-484)

    The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas. Assessing the Genitalia and Rectum soap note Essay assignment template.

    Chapter 20, “Anus, Rectum, and Prostate” (pp. 485-500)

    This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate.

    Dains, J. E., Baumann, L. C., & Scheibel, P. (2016).
    Advanced health assessment and clinical diagnosis in primary care
    (5th ed.). St. Louis, MO: Elsevier Mosby.

    Chapter 5, “Amenorrhea” (pp. 47-60)

    Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam.

    Chapter 6, “Breast Lumps and Nipple Discharge” (pp. 61-72)

    This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam. Assessing the Genitalia and Rectum soap note Essay assignment template.

    Chapter 7, “Breast Pain” (pp. 73-80)

    Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history.

    Chapter 27, “Penile Discharge” (pp. 318-324)

    The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam.

    Chapter 36, “Vaginal Bleeding” (pp. 419-433)

    In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient, as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis.

    Chapter 37, “Vaginal Discharge and Itching” (pp. 434-445)

    This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. Assessing the Genitalia and Rectum soap note Essay assignment template. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies.

    Sullivan, D. D. (2012).
    Guide to clinical documentation
    (2nd ed.). Philadelphia, PA: F. A. Davis.

    Chapter 3, “Adult Preventative Care Visits” (“Gender Specific Screenings”; pp. 48–49)
    Note:
    Download the Physical Examination Objective Data Checklist to use as you complete the Head-to-Toe Physical Assessment Video assignment.

    Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In
    Mosby’s guide to physical examination
    (7th ed.). St. Louis, MO: Elsevier Mosby.

    This Physical Examination Objective Data Checklist was published as a companion to
    Seidel’s guide to physical examination
    (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

    Cucci, E. Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80, 122–127. doi:10.12659/PJR.892706. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/ 

    Sabbagh, C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46(12), 1082–1085. doi:10.1016/j.dld.2014.08.045

    Retrieved from the Walden Library Databases.

    Westhoff, C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete?
    Journal of Women’s Health, 20
    (1), 5–10.

    Retrieved from the Walden Library databases. Assessing the Genitalia and Rectum soap note Essay assignment template.

    This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete.

    Centers for Disease Control and Prevention. (2012).
    Sexually transmitted diseases (STDs)
    . Retrieved from http://www.cdc.gov/std/#

    This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools.

    University of Virginia. (n.d.).
    Introduction to radiology: An online interactive tutorial
    . Retrieved from http://www.med-ed.virginia.edu/courses/rad/index.html

    This website provides an introduction to radiology and imaging. For this week, focus on genitourinary radiology, as well as the cross-sectional female pelvis and the cross-sectional male pelvis in abdominal radiology.

    Required Media

    Online media for
    Seidel’s Guide to Physical Examination

    It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.

    Optional Resources

    LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014).
    DeGowin’s diagnostic examination
    (10th ed.). New York, NY: McGraw Hill Medical.

    Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444)

    Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions. Assessing the Genitalia and Rectum soap note Essay assignment template.

    Chapter 11, “The Female Genitalia and Reproductive System” (pp. 541–562)

    In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system.

    Chapter 12, “The Male Genitalia and Reproductive System” (pp. 563–584)

    The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system.

    Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527)

    Assessing the Genitalia and Rectum

    Patients are frequently uncomfortable discussing with health care professionals issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.

    In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

    Note:
     By 
    Day 1
     of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance. 
    Remember that not all comprehensive SOAP data are included in every patient case. Assessing the Genitalia and Rectum soap note Essay assignment template.

    Case 3: Genitalia

    A 21-year-old college student reports to your clinic with external bumps on her genital area. The bumps are painless and feel rough. The patient is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. The patient reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She had one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.

    To prepare:

    With regard to the case study you were assigned:

    ·        Review this week’s Learning Resources, and consider the insights they provide about the case study.

    ·        Consider what history would be necessary to collect from the patient in the case study you were assigned.

    ·        Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

    ·        Identify 
    at least five
     possible conditions that may be considered in a differential diagnosis for the patient.

    Post a Soap note

    1.      a description of the health history you would need to collect from the patient in the case study to which you were assigned.

    2.      Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.

    3.      List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each. Assessing the Genitalia and Rectum soap note Essay assignment template.

     
     

    Please read below regarding discussion case study posts 
      

     

    Your response should be in
    soap note format

    But you
    don’t have to make up any information
    .  If information is not provided in the case study do not add it.  
    State:
      
    None or information not provided
    .

     

    For the
    additional history questions
    you need to
    come up with appropriate questions that

    applies to case study
    scenarios and write them down.

    For physical exam section
      –  you are expected to explain the appropriate physical exam components that needs to be done with reference to the case study. Assessing the Genitalia and Rectum soap note Essay assignment template.  You should mention the systems and include information on what you will be looking for in each system based on the information given in the case study  .

    For the diagnostic tests
      –  You are expected to come up with appropriate diagnostic tests that pertains to the case study scenario and the differential diagnosis that you are required to come up with.

    If you have five differential diagnosis include information from most likely diagnosis to lease likely diagnosis and explain why you chose those differential diagnosis and the diagnostic tests  .  Again all pertaining to the information given in the case study.  It is like proving your case  .  Why and why not  .

     

    Comprehensive SOAP Template

     
    Comprehensive SOAP Template

    This
    template
    is for a full history and physical. For this course include only areas that are related to the case.

     

    Patient Initials: _______                 Age: _______                                   Gender: _______

     

    Note: The mnemonic below is included for your reference and should be removed before the submission of your final note.

    L =location

    O= onset

    C= character

    A= associated signs and symptoms

    T= timing

    E= exacerbating/relieving factors

    S= severity

     

    SUBJECTIVE DATA:
    Include what the patient tells you, but organize the information.

     

    Chief Complaint (CC):
    In just a few words, explain why the patient came to the clinic.

     

    History of Present Illness (HPI):
    This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Assessing the Genitalia and Rectum soap note Essay assignment template. Paint a picture of what is wrong with the patient. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the
    seven attributes of

    each principal symptom in paragraph form not a list
    . If the CC was “headache”, the LOCATES for the HPI might look like the following example:

    Location: head

    Onset: 3 days ago

    Character: pounding, pressure around the eyes and temples

    Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

    Timing: after being on the computer all day at work

    Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

    Severity: 7/10 pain scale

     

    Medications:
    Include over-the-counter, vitamin, and herbal supplements. List each one by name with dosage and frequency.

     

    Allergies:
    Include specific reactions to medications, foods, insects, and environmental factors. Identify if it is an allergy or intolerance.

     

    Past Medical History (PMH):
    Include illnesses (also childhood illnesses), hospitalizations.

     

    Past Surgical History (PSH):
    Include dates, indications, and types of operations. Assessing the Genitalia and Rectum soap note Essay assignment template.

     

    Sexual/Reproductive History: If applicable,
    include obstetric history, menstrual history, methods of contraception, sexual function, and risky sexual behaviors.

     

    Personal/Social History:
    Include tobacco use, alcohol use, drug use, patient’s interests, ADL’s and IADL’s if applicable, and exercise and eating habits. Assessing the Genitalia and Rectum soap note Essay assignment template.

     

    Immunization History:
    Include last Tdap, Flu, pneumonia, etc.

     

    Significant Family History:
    Include history of parents, grandparents, siblings, and children.

     

    Lifestyle:
    Include cultural factors, economic factors, safety, and support systems and sexual preference.

     

    Review of Systems:
    From head-to-toe, include each system that covers the Chief Complaint, History of Present Illness, and History (this includes the systems that address any previous diagnoses). Remember that the information you include in this section is based on what the patient tells you so ensure that you include all essentials in your case (refer to Chapter 2 of the Sullivan text). Assessing the Genitalia and Rectum soap note Essay assignment template.

    General:
    Include any recent weight changes, weakness, fatigue, or fever, but
    do not restate HPI data here
    .

                HEENT:

    Neck:

                Breasts:

                Respiratory:

                Cardiovascular/Peripheral Vascular:

                Gastrointestinal:

                Genitourinary:

                Musculoskeletal:

                Psychiatric:

                Neurological:

                Skin: 

    Hematologic:

                Endocrine:

                Allergic/Immunologic:

     

    OBJECTIVE DATA:
    From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History unless you are doing a total H&P- only in this course.
    Do not use “WNL” or “normal.” You must describe what you see. Assessing the Genitalia and Rectum soap note Essay assignment template.

     

    Physical Exam:

    Vital signs:
    Include vital signs, ht, wt, and BMI.

    General:
    Include general state of health, posture, motor activity, and gait. This may also include dress, grooming, hygiene, odors of body or breath, facial expression, manner, level of consciousness, and affect and reactions to people and things.

    HEENT:

    Neck:

    Chest

    Lungs:

    Heart

    Peripheral Vascular: Abdomen:

    Genital/Rectal:

    Musculoskeletal:

    Neurological:

    Skin:

    Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses.

     

    ASSESSMENT:
    List your priority diagnosis (es). For each priority diagnosis, list at least three differential diagnoses, each of which must be supported with evidence and guidelines. For holistic care, you need to include previous diagnoses and indicate whether these are controlled or not controlled. These should also be included in your treatment plan. Assessing the Genitalia and Rectum soap note Essay assignment template.

     
    PLAN:
    This section is not required for the Assessing the Genitalia and Rectum soap note Essay assignment template assignments in this course (NURS 6512) but will be required for future courses.

    REFLECTION:

    This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.
    Reflect on your clinical experience, and consider the following questions: What did you learn from this experience? What would you do differently? Do you agree with your preceptor based on the evidence? Assessing the Genitalia and Rectum soap note Essay assignment template.

  • NURS 6110 – The Nurse Leader: New Perspectives on the Profession

    This NURS 6110 – The Nurse Leader: New Perspectives on the Profession course presents the impact that changes in healthcare systems have had on transforming the nursing profession. Theories related to leadership and management are included. Strategies for becoming empowered are presented to assist master’s-prepared nurses to assume and sustain leadership roles. Course assignments focus on nursing practice applications.

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    Nurses who assume leadership roles in healthcare must understand various change and management theories, be ready to adapt to constantly evolving work settings and cultures, and lead others by positive example. In this course, students examine and discuss the impact that changes in healthcare systems have on transforming the nursing profession as well the opportunities for leadership resulting from such change. They also assess a variety of theories related to leadership and management. Students engage in activities designed to provide practical application of content on topics such as followership, current situations in practice that require change, strategies to reduce resistance to change, and the development of leadership attributes. Through this NURS 6110 – The Nurse Leader: New Perspectives on the Profession course, students have the opportunity to learn strategies and gain skills for becoming empowered as well as for acquiring and sustaining leadership roles in nursing.

  • Nursing Roles Graphic Organizer Template

    Nursing Roles Graphic Organizer Template

    Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. Nursing Roles Graphic Organizer Template. Besides knowing the role and scope of one’s own practice, it is essential to understand the role and scope of other nurse specialties to ensure effective collaboration among nurses, the organization, and other professionals with whom advanced registered nurses regularly interact.

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    Use the “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Nursing Roles Graphic Organizer Template. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.

    Make sure to compare the following areas of practice in your graphic organizer:

    Ethics

    Education

    Leadership

    Public Health

    Health Care Administration

    Informatics

    Business/Finance

    Specialty (e.g., Family, Acute Care)

    Include any regulatory bodies or certification agencies that provide guidance or parameters on how these roles incorporate concepts into practice. Nursing Roles Graphic Organizer Template.

    You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

    Nursing Roles Graphic Organizer Template

     

    Observations (Similarities/Differences)

    Ethics

     
     

     

     

     

     

    Education

     
     

     

     

     

     

    Leadership

     
     

     

     

     

     

    Public Health

     
     

     

     

     

     

    Health Care Administration

     
     

     

     

     

     

    Informatics

     
     

     

     

     

     

    Business/Finance

     
     

     

     

     

     

    Specialty (e.g., Family, Acute Care)

     
     

     

     

     

     

    Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice

     
     

     

     

     

     

     

    This assignment uses a rubric. Please review the rubric prior to beginning the Nursing Roles Graphic Organizer Template assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

    NUR-513-RS-NursingRolesGraphicOrganizerTemplate.docx

     

    Top of Form

    Please Note: Assignment will not be submitted to the faculty member until the “Submit” button under “Final Submission” is clicked.

    New Attempt

    Bottom of Form

    Title

    Attached Documents

    Citation Report

    Similarity Index

    Final Submission

     

    Click ‘New Attempt’ to start assignment or attach documents

    sing Roles Graphic Organizer 

     

    1

    Unsatisfactory

    0.00%

    2

    Less than Satisfactory

    80.00%

    3

    Satisfactory

    88.00%

    4

    Good

    92.00%

    5

    Excellent

    100.00%

    100.0 %Nursing Roles Graphic Organizer Criteria

     

    10.0 %Comparison of Roles in Relation to Ethics

    A comparison of roles in relation to ethics is not included.

    A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete.

    A comparison of roles in relation to ethics is present.

    A comparison of roles in relation to ethics is clearly provided and well developed. Nursing Roles Graphic Organizer Template.

    A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details.

    10.0 %Comparison of Roles in Relation to Education

    A comparison of roles in relation to education is not included.

    A comparison of roles in relation to education is present, but it lacks detail or is incomplete.

    A comparison of roles in relation to education is present.

    A comparison of roles in relation to education is clearly provided and well developed.

    A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.

    10.0 %Comparison of Roles in Relation to Leadership

    A comparison of roles in relation to leadership is not included.

    A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete.

    A comparison of roles in relation to leadership is present. Nursing Roles Graphic Organizer Template

    A comparison of roles in relation to leadership is clearly provided and well developed.

    A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details. Nursing Roles Graphic Organizer Template.

    10.0 %Comparison of Roles in Relation to Public Health

    A comparison of roles in relation to public health is not included.

    A comparison of roles in relation to public health is present, but it lacks detail or is incomplete.

    A comparison of roles in relation to public health is present.

    A comparison of roles in relation to public health is clearly provided and well developed.

    A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.

    10.0 %Comparison Roles in Relation to Health Care Administration

    A comparison of roles in relation to health care administration is not included.

    A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete.

    A comparison of roles in relation to health care administration is present.

    A comparison of roles in relation to health care administration is clearly provided and well developed.

    A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.

    10.0 %Comparison of Roles in Relation to Informatics

    A comparison of roles in relation to informatics is not included. Nursing Roles Graphic Organizer Template.

    A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete.

    A comparison of roles in relation to informatics is present.

    A comparison of roles in relation to informatics is clearly provided and well developed.

    A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.

    10.0 %Comparison of Roles in Relation to Business or Finance

    A comparison of roles in relation to business or finance is not included.

    A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete.

    A comparison of roles in relation to business or finance is present.

    A comparison of roles in relation to business or finance is clearly provided and well developed.

    A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.

    5.0 %Comparison of Roles in Relation to Specialty

    A comparison of roles in relation to specialty is not included.

    A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete.

    A comparison of roles in relation to specialty is present.

    A comparison of roles in relation to specialty is clearly provided and well developed.

    A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.

    5.0 %Required Sources

    Sources are not included.

    Number of required sources is only partially met.

    Number of required sources is met, but sources are outdated or inappropriate.

    Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

    Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

    5.0 %Visual Appeal

    There are few or no graphic elements. No variation in layout or typography is evident.

    Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited.

    Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout.

    Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. Nursing Roles Graphic Organizer Template.

    Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.

    5.0 %Presentation

    The piece is not neat or organized, and it does not include all required elements.

    The work is not neat and includes minor flaws or omissions of required elements.

    The overall appearance is general, and major elements are missing.

    The overall appearance is generally neat, with a few minor flaws or missing elements.

    The work is well presented and includes all required elements. The overall appearance is neat and professional.

    5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

    Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Nursing Roles Graphic Organizer Template.

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

    Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

    Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

    The writer is clearly in command of standard, written, academic English.

    5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

    Sources are not documented. Nursing Roles Graphic Organizer Template.

    Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

    Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

    Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Nursing Roles Graphic Organizer Template.

    100 %Total Weightage

  • Nursing (NUR)

    Nursing (NUR)

    NUR 119 Introduction to Nursing and Health. 
    (3) F, S

    Basic nursing philosophy, process, and skills, including health promotion content as related to nursing practice. 3 hours lecture.

    NUR 204 Pharmacological Therapeutics for Nursing. 
    (3) F, S

    Drug classifications and prototypes. Psychophysiologic principles of drug action. Knowledge basic to safe administration in nursing practice. Prerequisites: MIC 205; NUR 119; ZOL 202 or equivalent.

    NUR 211 Nurse-Client Relationships. 
    (3) F, S

    Focus on the therapeutic relationship and its application to nursing. Concepts of anxiety, loss, and grief will be emphasized. 2 hours lecture, 3 hours lab. Prerequisites: ENG 102; PGS 101; SOC 101 or 301 or equivalent.

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    NUR 214 Health Assessment in Nursing Practice. 
    (3) F, S

    Introductory knowledge and skills for systematic physical, psychosocial, nutritional, and developmental nursing assessments for clients over life span. 2 hours lecture, 3 hours lab. Prerequisites: FON 241; MAT 117; ZOL 202 or equivalent. Corequisite: NUR 223.

    NUR 217 Basic Clinical Skills. 
    (2) F, S

    Scientific principles, nursing concepts, and selected psychomotor skills for clinical nursing practice. 1 hour lecture, 3 hours lab. Prerequisites: MAT 117; MIC 205 and 206; NUR 119. Corequisite: NUR 223.

    NUR 223 Nursing Process and Hospitalized Adult. 
    (6) F, S

    Theories, concepts, and practice in application of the nursing process in care for the hospitalized adult with selected medical-surgical problems. 3 hours lecture, 9 hours lab. Prerequisites: CHM 231, 235; NUR 211; ZOL 202 or equivalent. Corequisites: NUR 214, 217. Pre- or corequisite: NUR 204.

    NUR 254 Health for All: Issues of World Health. 
    (3) N

    Introduction to issues of world health. Determinants of health and relationships of health to development and change will be explored. Prerequisite: ENG 101 or equivalent. 
    General Studies: G.

    NUR 306 Professional Development for Registered Nurse Students: Process, Roles, and Function. 
    (3) F, S

    Philosophical and theoretical bases for professional nursing practice. Nursing process for decision making. Professional issues, values, and norms.

    NUR 308 Pathophysiology. 
    (3) F, S

    Focuses on concepts explicating alterations in health states. A psychophysiological viewpoint provides the unifying framework. Prerequisite: CHM 231, 235 and NUR 223 or instructor approval.

    NUR 314 Health Assessment for Registered Nurses. 
    (3) F, S

    Introductory knowledge and skills for systematic physical, psychosocial, and developmental nursing assessment over the life span. For RN’s only. 2 hours lecture, 3 hours lab.

    NUR 327 Comprehensive Nursing Care of Children. 
    (4) F, S

    Nursing concepts and practice in caring for well and hospitalized children in a variety of clinical settings. 2 hours lecture, 6 hours lab. Prerequisite: NUR 329.

    NUR 328 Childbearing Family and Women’s Health Care. 
    (4) F, S

    Nursing concepts and practice in the reproductive and perinatal periods. Includes the impact of childbearing on family members and their relationships. 2 hours lecture, 6 hours lab. Prerequisite: NUR 223.

    NUR 329 Psychiatric/Mental Health Nursing. 
    (6) F, S

    Guided nursing experiences with individuals and groups based on theory and research. 3 hours lecture, 9 hours lab. Prerequisites: CDE 232 or equivalent; NUR 223. Pre- or corequisite: FAS 331 or SOC 415 (or equivalent).

    NUR 330 Care of Acute and Chronically Ill Adults. 
    (4) F, S

    Nursing concepts and practice in caring for hospitalized adults with complex acute and chronic medical-surgical problems. Theoretical bases and related nursing management. 1.5 hours lecture, 7.5 hours lab. Prerequisites: NUR 308; junior standing in Nursing major.

    NUR 403 Research in Nursing Practice. 
    (3) F, S

    Components of the research process. Significance of research to the improvement of nursing practice and development of the profession. Prerequisites: NUR 328, 329; 3 hours statistics. 
    General Studies: L2.

    NUR 406 Leadership and Management in Nursing. 
    (2) F, S

    Selected theoretical frameworks for organization, management, and leadership in nursing. Prerequisites: NUR 330 and 403 
    or 
    instructor approval.

    NUR 407 Contemporary Issues in Nursing and Health. 
    (2) F, S

    Selected contemporary issues influencing nursing and the health care system. Prerequisite: senior status or instructor approval.

    NUR 411 Gerontological Nursing. 
    (2) F, S

    Provides perspective of biopsychosocial gerontological content applicable to nursing practice and research. Prerequisites: FON 241 and NUR 223 and 308
     or
     instructor approval.

    NUR 427 Community Health Nursing. 
    (3) F, S

    Introduction to public health theory and principles of community health nursing practice. Prerequisite: NUR 330.

    NUR 428 Management of Clients in Health Care Settings. 
    (4) F, S

    Application of principles of nursing management and leadership in health care settings. 1 hour lecture, 9 hours lab. Prerequisite: NUR 330. Pre- or corequisites: NUR 406, 407.

    NUR 429 Community Health Nursing: Clinical. 
    (4) F, S

    Clinical experience in community health nursing roles and leadership strategies in a variety of settings. 12 hours lab. Pre- or corequisite: NUR 427.

    NUR 430 Home Health Care. 
    (3) F, S

    Issues, trends, and practice in the development and delivery of home health care. 1 hour lecture, 6 hours lab. Prerequisites: NUR 411, 429.

    NUR 431 Introduction to Cardiovascular Nursing. 
    (3) N

    Selected aspects of cardiovascular nursing. Diagnostic evaluation, history and physical assessment, medical and surgical interventions, and preventive and rehabilitative management. Prerequisite: NUR 223 or instructor approval.

    NUR 432 Cardiovascular Nursing Laboratory. 
    (1) N

    Experiences to accompany NUR 431. Observation, direct care, decision making, and planning for clients in various stages of cardiac disease. 3 hours lab. Prerequisite: NUR 223 or instructor approval. Corequisite: NUR 431.

    NUR 433 Abnormal Stress in the Maternity Cycle. 
    (2–3) N

    Clinical nursing in high-risk obstetrics. Abnormal stresses for pregnant women, effects in newborns, and appropriate nursing interventions. 2 hours lecture, 3 hours lab optional. Prerequisite: NUR 328 or instructor approval.

    NUR 434 Cultural Variations of Health and Illness. 
    (2–3) N

    Health-illness beliefs, behaviors, and interventions in selected ethnic cultures. Integrating scientific and folk medicine in nursing practice. 2 hours lecture, 3 hours lab optional. Prerequisite: instructor approval.

    NUR 435 Nursing of Children with Developmental Disabilities. 
    (3) N

    Congenital and acquired physical and mental developmental disorders, including the evaluation of child and family and community resources. Prerequisite: NUR 327 or instructor approval.

    NUR 440 Introduction to Computer Applications in Health Care. 
    (3) N

    Emphasis on applications that most directly affect nurses in staff positions. Prerequisite: senior standing in Nursing major or instructor approval.

    NUR 441 School Nursing Practice. 
    (3) N

    Role of the professional nurse in planning, implementation, and evaluation of the school health program. Prerequisite: NUR 327 or RN status.

    NUR 442 Sexuality in Illness and Disability. 
    (3) N

    Consideration of illnesses, injuries, and treatments that have implications for sexual function of patients and clients.

    NUR 457 Women in Developing Countries. 
    (3) F

    Economic, sociopolitical, and demographic context for understanding the roles of third-world women in health, family, work, education, and community. Cross-listed as SPF 457/WST 457. Prerequisite: 6 hours of social science credit or instructor approval. 
    General Studies: SB, G.

    NUR 494 Special Topics. 
    (1–4) F, S, SS

    Advanced study and/or supervised practice in an area of nursing. Lecture and lab to be arranged. Prerequisite: 12 hours in Nursing major or instructor approval.

    NUR 500 Research Methods. 
    (3) F, S

    Research methods including research conceptualization and design in nursing. Pre- or corequisite: graduate-level inferential statistics course.

    NUR 501 Advanced Adult Health Assessment/Promotion. 
    (3) F

    Designed to expand adult health assessment/promotion skills through knowledge/strategies essential for developing and interpreting data. Lecture, demonstration. Prerequisites: college core courses except thesis/project; undergraduate health assessment course. Corequisite: NUR 580.

    NUR 502 Management and Maintenance of Adults with Chronic Health Alterations: Theory. 
    (3) S

    Includes theory/research that guides the management/maintenance of adults with chronic health alterations. Psychophysiological interrelationships of illnesses emphasized. Lecture, seminar. Prerequisites: NUR 501, 580; admission to graduate Nursing program; all flexible core courses except thesis/project.

    NUR 503 Management and Maintenance of Adults with Acute Health Alterations: Theory. 
    (3) S

    Emphasizes theoretical research foundations essential for advanced practice involving care of adults with acute episodic alterations in health. Lecture, seminar. Prerequisite: NUR 501. Pre-/corequisite: NUR 580.

    NUR 512 Community Health Nursing: Advanced Theory I. 
    (3) F

    Students identify and analyze theoretical perspectives and models guiding advanced community health nursing practice. Lecture, seminar. Prerequisites: all graduate program core courses. Corequisite: NUR 580.

    NUR 513 Community Health Nursing: Advanced Theory II. 
    (3) S

    Drawing from their internship, students critically examine the application of theory to advanced community health nursing/public health practice. Lecture, seminar. Prerequisite: NUR 512. Corequisite: NUR 580.

    NUR 521 Community Mental Health/Psychiatric Nursing: Advanced Mental Health Assessment. 
    (3) S

    Students gain knowledge of theories related to holistic health assessment for the promotion of physical/psychological health and develop skill in mental health assessments. Lecture, seminar, lab. Prerequisites: all graduate program core courses.

    NUR 522 Community Mental Health/Psychiatric Nursing: Advanced Theory I. 
    (3) F

    Analysis of issues, theories, and research in restoration and promotion of mental health. Emphasizes developing conceptual framework for psychiatric nursing. Prerequisite: NUR 521. Corequisite: NUR 580

    NUR 523 Community Mental Health/Psychiatric Nursing: Advanced Theory II. 
    (3) S

    Focus of this course is development of theoretical basis for intervention and a knowledge base for collaboration and consultation in the mental health area. Prerequisite: NUR 522. Corequisite: NUR 580.

    NUR 524 Psychoneuroimmunology Approaches to Practice. 
    (3) F, SS

    Overview of theories, concepts, and research in psychoneuroimmunology including physiological aspects and application to a holistic nursing model. Seminar. Prerequisite: graduate standing.

    NUR 531 Nursing of Children: Theory I. 
    (3) F

    Focus on current practices, research, and issues related to health promotion and disease prevention for children and adolescents. Lecture, seminar. Prerequisite: All core and flexible courses except thesis and/or applied project. Corequisite: NUR 580.

    NUR 532 Nursing of Children: Theory II. 
    (3) S

    Focus on concepts, theories, and research as basis for strategies related to management of illness and health maintenance for children. Lecture, seminar. Prerequisite: NUR 531. Corequisite: NUR 580.

    NUR 533 Nursing of Children with Special Needs: Theory II. 
    (3) S

    Focus on concepts, theories, and research related to acute and chronic health deviations of children. Lecture, seminar. Prerequisite: NUR 531 or instructor approval. Corequisite: NUR 580.

    NUR 534 Women’s Health: Theory I. 
    (4) F

    Focuses on theories, principles, and research related to managing the health of normal perinatal women and families. Cooperative learning strategies. Prerequisite: all graduate program core courses. Corequisite: NUR 580.

    NUR 535 Women’s Health: Theory II. 
    (4) S

    Focuses on management of nursing care for high-risk perinatal women and women with common health problems. Cooperating learning strategies. Prerequisite: NUR 534. Corequisite: NUR 580.

    NUR 542 Nursing Administration Theory I. 
    (1–3) F

    Critical analysis of leadership theories, organizational dynamics, and nursing administration processes. Seminar, case study. Prerequisite: all graduate program core courses.

    NUR 543 Nursing and Health Care Finance. 
    (3) S

    Provides an understanding of finances in nursing and health care accounting; language, concepts, budgeting, rates, reimbursement, and capital financing are analyzed. Lecture, discussion.

    NUR 544 Nursing Administration Theory II. 
    (1–3) S

    Synthesis of knowledge from previous courses to develop advanced nursing role. Analysis of resource and quality management and informatics. Lecture, seminar. Prerequisites: NUR 542, 543.

    NUR 551 Theoretical Foundations of Advanced Practice Nursing. 
    (3) F, S

    Designed to facilitate student exploration and examination of the foundations of advanced nursing practice. Lecture, seminar. Prerequisite: enrollment in graduate Nursing program.

    NUR 552 Health Care Issues and Systems. 
    (3) F, S

    Analysis of organization, financing, service delivery and outcomes of the health system. Emphasizes policy issues, roles, and challenges for nurses. Lecture, seminar.

    NUR 553 Life Span Development. 
    (3) F

    Critical examination of concepts, theories, issues, and research related to developmental periods throughout the life span. Biological and health, cognitive, psychological, and sociocultural influences are analyzed. Lecture, discussion. Prerequisite: Undergraduate course in human development, admission to the graduate Nursing program, or instructor approval.

    NUR 554 Population-Based Health Care. 
    (3) F

    Identification and assessment of specific community health needs and health care patterns of target populations. Promotion, protection, and improvement of health is addressed when planning health care services. Lecture, seminar. Prerequisite: admission to the graduate Nursing program or instructor approval.

    NUR 560 Advanced Health Assessment. 
    (2) S

    Expansion of basic health assessment skills and development of clinical problem-solving skills are emphasized for the role of the advanced practice nurse. Assessments of infants, children, adolescents, and adults included. Lecture, lab. Prerequisite: admission to the graduate Nursing program and undergraduate health assessment within the last five years.

    NUR 561 Advanced Practice Nursing Role. 
    (2) S

    Focuses on the examination and implementation of the role of the advanced practice nurse, emphasizing major components and subcomponents of the role. Lecture, seminar. Prerequisite: admission to the graduate Nursing program or instructor approval.

    NUR 562 Family Nurse Practitioner Theory I: Health Promotion, Management, and Maintenance. 
    (4) F

    First didactic role specialty course. Focus on concepts and strategies to promote, manage, and maintain health of child, adult, and family. Corequisite: NUR 580.

    NUR 563 Family Nurse Practitioner Theory II: Health Promotion, Management, and Maintenance. 
    (4) S

    Second didactic role specialty course utilizing knowledge from previous courses to formulate therapeutic promotion, management, and maintenance for individuals across the life span. Corequisite: NUR 580.

    NUR 564 Applied Pharmacotherapeutics for Advanced Practice. 
    (2) SS

    Lifespan course for advanced nurse practitioners to expand knowledge and encourage synthesis of pharmacological concepts and principles. Lecture, discussion, case studies. Prerequisite: admission to the graduate Nursing program or instructor approval.

    NUR 565 Applied Physiology/Pathophysiology in Advanced Practice. 
    (3) SS

    Lifespan course for advanced nurse practitioners designed to expand previously acquired anatomy and physiology knowledge and discern pathological alterations within a psychoneuroimmunology framework. Lecture, seminar, case studies. Prerequisites: admission to the graduate Nursing program or instructor approval 
    and
     undergraduate anatomy and physiology.

    NUR 571 Teaching in Nursing Programs. 
    (3) S

    Analysis of theories, issues, and research related to teaching in nursing. Focus on the process of teaching/learning. Seminar, cooperative learning. Prerequisite: graduate standing. Corequisite: teaching practicum.

    NUR 576 Computer Applications in Health Care. 
    (3) F

    Analysis of current and developing computer applications in health care. Emphasis on nursing applications in administration, education, and practice. Prerequisites: NUR 440 or equivalent; graduate standing in Nursing or related field.

    NUR 578 Gestalt Therapy I. 
    (3) F

    An introduction to theory and methodology of Gestalt therapy and its uses for mental health promotion and restoration.

    NUR 579 Gestalt Therapy II. 
    (3) S

    Focus is on further development of Gestalt therapy and its application in working with various client populations. Prerequisite: NUR 578.

    NUR 580 Practicum (Electives). 
    (1–4) N

    Clinical application of theories, concepts, and principles such as health promotion, health management, health maintenance, teaching, management, and special clinical studies.

    NUR 580 Advanced Nursing Practicum I, II. 
    (2–6) F, S

    Clinical application of theories, concepts, and principles. The areas of concentration include the following:

    (1)

    Adult Health Nursing

    (2)

    Community Health Nursing

    (3)

    Community Mental Health/Psychiatric Nursing

    (4)

    Parent-Child Nursing

    Conferences. Prerequisites: admission to the graduate program; instructor approval.

    NUR 581 Family Systems Theory in Health Care. 
    (3) F

    Critical analysis of issues and research relevant to family systems theory. Emphasis on relationship between theory and practice.

    NUR 582 Advanced Human Physiology. 
    (3) F

    Analyzes major theories and concepts of human physiology. Interrelationship of physiology and health is explored.

    NUR 583 Pathophysiology. 
    (3) S

    Manifestation of altered human physiology and disease. Systems theory is used to analyze the relationships of disease and physiology.

    NUR 584 Community Health Nursing Internship. 
    (3) S

    Students operationalize community health nursing/public health content in leadership roles in a variety of community agencies. Clinical internship. Prerequisites: NUR 512, 580. Corequisite: NUR 513.

    NUR 585 Stress Reduction. 
    (3) A

    Theory, application, and evaluation of mind/body relaxation methods, including physiological effects. Research findings emphasized. Daily student practice. Prerequisite: graduate standing or instructor approval.

    NUR 588 Qualitative Methods in Nursing Research. 
    (2) SS

    Provides an introduction to the use of qualitative approaches, discovery procedures, analysis, interpretation of data, and contribution to theory building.

    NUR 591 Seminar. 
    (2–4) N

    Advanced topics, including curriculum development and health promotion. Prerequisite: instructor approval in selected courses.

    NUR 593 Applied Project.
     (3)

    Emphasis on the synthesis and application of research to an identified clinical nursing problem. Prerequisites: NUR 500; inferential statistics; all program core courses.

    NUR 598 Special Topics. 
    (2–4) N

    Special study, including issues in health care and organizations, management in nursing, ethical issues, and clinical nurse specialist role. Prerequisite: instructor approval in selected courses.

    NUR 599 Thesis. 
    (1–6) F, S, SS

    Research proposal development, data collection and analysis, thesis writing, and thesis oral defense. Six hours required.

  • Master Of Science In Nursing: Acute Care Nurse Practitioner With An Emphasis In Adult-Gerontology

    Master Of Science In Nursing: Acute Care Nurse Practitioner With An Emphasis In Adult-Gerontology

    The Master of Science in Nursing: Acute Care Nurse Practitioner with an Emphasis in Adult-Gerontology program prepares experienced registered nurses to provide competent advanced practice nursing care in complex, acute and critical care settings through an evidence-based program of study. Graduates are eligible for certification as Adult-Gerontology Acute Care Nurse Practitioners. The program combines courses in advanced health assessment, clinical diagnosis, procedural skill acquisition and care management of adult and geriatric acute care patients, subacute patients, complex patients and patients with exacerbations of chronic illness. Clinical experiences emphasize the physiological and psychosocial impact of acute and critical illness on the patient, family and community, and prepare the Adult-Gerontology Acute Care Nurse Practitioner in the diagnosis and management of acute and life-threatening health problems. This program includes 675 hours of directly supervised clinical practice with qualified preceptors and two separate on-campus experiences. A 
    Post-Master of Science in Nursing: Acute Care Nurse Practitioner with an Emphasis in Adult-Gerontology Certificate
     program is available to those nurses who already have a Master of Science in Nursing degree.

    As a student in this acute care nurse practitioner program, you are engaged in learning advanced theories and practices related to all areas of direct acute care of gerontology patients.

    The adult-gerontology acute care nurse practitioner degree coursework includes two campus experiences designed to provide hands-on skills training and collaboration with peers, as well as preparation for your nursing practitioner certification exam. The three-day experience in ANP-635 includes instructor-led training in suturing, incision and drainage, casting and splinting, endotracheal intubation, arterial line and central venous catheter insertion, lumbar puncture and chest tube insertion. Classroom instruction includes radiology interpretation, ventilator management and hemodynamic monitoring.

    The one-day campus experience in course ANP-654 provides intensive preparation and practice for certification exams, including individualized remediation planning as well as specific topic reviews.

    The baccalaureate degree in nursing and master’s degree in nursing at Grand Canyon University (GCU) are accredited by the Commission on Collegiate Nursing Education (CCNE). Select states may have additional requirements to meet their standards. Graduates may qualify for certification as adult-gerontology acute care nurse practitioners (ACNP-AG) from the American Nurses Credentialing Center (ANCC) or the American Association of Critical Care Nurses (AACN).

    Professional Standards

    The Master of Science in Nursing: Acute Care Nurse Practitioner with an Emphasis in Adult-Gerontology program is built to meet standards set by the American Association of Critical Care Nurses (AACN): The Essentials of Master’s Education in Nursing; the American Nursing Association (ANA) Scope and Standards of Practice; the Inter-Professional Collaborative Practice (IPEC) Core Competencies for Interprofessional Collaborative Practice; and the National Organization of Nurse Practitioner Faculties (NONPF).

    Degree Outcomes

    Make a Difference in the Lives of the Elderly

    This acute care nurse practitioner program combines courses in advanced health assessment, clinical diagnosis, procedural skill acquisition and care management of adult and geriatric acute care patients, sub-acute patients and/or patients with exacerbations of chronic illness. The adult-gerontology acute care nurse practitioner program includes directly supervised clinical practice with qualified preceptors.

    What You Will Learn

    Study Diagnostic and Critical Care for Older Adults

    Topics of this online acute care nurse practitioner program include:

    Managing the adult-gerontology patient who is highly vulnerable to complications

    Understanding normal function and diagnostic markers indicative of illness

    Disease detection and diagnosis

    Pharmacokinetic and pharmacodynamic principles of drug action

    Practicum course allows you practice in a supervised clinical

    Reviewing the research process and applying evidenced-based research to the practice setting

    Integrating knowledge of population health into culturally relevant health promotion and intervention

    Career Outcomes

    Become a Nurse Practitioner with an Adult-Gerontology Focus

    This advanced course for acute care nurse practitioners addresses the completion and interpretation of a head-to-toe assessment in addition to focused assessments for chief complaints that include physical, psychosocial, spiritual, risk and functional assessments in acute and chronically ill adults and seniors.

    Master Of Science In Nursing: Acute Care Nurse Practitioner With An Emphasis In Adult-Gerontology

     

    Program Core Courses

    NUR-513:
     Introduction to Advanced Registered Nursing Total Credits: 
    4 credits

    NUR-514:
     Organizational Leadership and Informatics Total Credits: 
    4 credits

    NUR-550:
     Translational Research and Population Health Management Total Credits: 
    4 credits

    NUR-590:
     Evidence-Based Practice Project Total Credits: 
    4 credits

    NUR-631:
     Advanced Physiology and Pathophysiology Total Credits: 
    4 credits

    NUR-635:
     Advanced Pharmacology Total Credits: 
    4 credits

    NUR-634:
     Advanced Health Assessment and Diagnostic Reasoning With Skills Lab Total Credits: 
    4 credits

    ANP-635:
     Health Promotion and Maintenance and On-Campus Experience ITotal Credits: 
    4 credits

    ANP-635CE:
     ANP-635 On-Campus Experience I Total Credits: 
    0 credits

    ANP-650:
     Adult-Gerontology Acute Care I Total Credits: 
    7 credits

    ANP-652:
     Adult-Gerontology Acute Care II Total Credits: 
    7 credits

    ANP-654:
     Adult-Gerontology Acute Care III and On-Campus Experience II Total Credits: 
    7 credits

    ANP-654CE:
     ANP-654 On-Campus Experience II Total Credits: 
    0 credits

  • Masters in Health Informatics

    What is a Masters in Health Informatics?

    The Master of Science in Nursing with an Emphasis in Health Informatics is designed for BSN-prepared nurses who want to better understand and apply the data involved in healthcare to make better decisions through evidenced-based practices.

    Earn an Online MSN Health Informatics Degree at GCU

    The MSN informatics program from the College of Nursing and Health Care Professions culminates in a capstone course and a 16-week practicum. This provides an opportunity for you to develop an evidence-based practice project in which you:

    Identify a problem amenable to research-based intervention

    Search literature

    Propose a solution

    Develop a plan to implement the solution, evaluate its outcomes and disseminate the findings

    The final practicum integrates nursing knowledge, leadership and advanced critical thinking in the development of a comprehensive and professional project plan. In addition to a masters in nursing informatics capstone and practicum project, you will take courses that help you develop the skills necessary to improve patient care through the use of technology and data analysis.

    The BSN and MSN at GCU are accredited by the Commission on Collegiate Nursing Education (CCNE). Select states may have additional requirements to meet their standards; reference your enrollment agreement or contact GCU for more information.

    Why Study Health Informatics?

    A masters degree in health informatics teaches you how to optimize the use of patient and health data to achieve better patient outcomes, reduce costs and augment operational efficiency. You are equipped to help organizations adapt to the integration of technology and the continuous changes in patient-care systems.

    You also have the opportunity to learn how to automate clinical care, build new operational data systems, train healthcare workers in the use of computer systems and analyze data to improve patient care.

    In the MSN informatics online degree program, course study includes:

    Healthcare research analysis

    Ethics, policy and finance

    Healthcare information systems

    Project evaluation and development

    Healthcare innovation

    Healthcare data management

    Electronic health records

    Research and population health management

    Leadership and informatics

    What is a Job in Health Informatics?

    As a graduate of the masters in nursing informatics program, various roles are available, including:

    Informaticist

    Project manager

    Researcher

    System analyst

    Data analyst

    Administrator

    Executive

    These roles may include automating clinical care, building new operational data systems, training healthcare workers in the use of computer systems or collecting and analyzing data to improve patient care.

    You may choose to work in a variety of settings, including:

    Hospital

    Primary care facility

    Doctor’s office

    Insurance company

    Pharmacy

    Technology supplier

    Consulting firm

    Government agency

    Program Domains

     Course List

    The programs offered at Grand Canyon University may vary by content and course length. You are currently viewing the program version available in Arizona. For information about specific course content, credit length and VA approval in your state, please contact a counselor.

    Major:

    40 credits

    Total Degree Requirements:

    40 credits

    Program Core Courses

    NUR-513:
     Introduction to Advanced Registered Nursing Total Credits: 
    4 credits

    NUR-514:
     Organizational Leadership and Informatics Total Credits: 
    4 credits

    NUR-550:
     Translational Research and Population Health Management Total Credits: 
    4 credits

    NUR-590:
     Evidence-Based Practice Project Total Credits: 
    4 credits

    HIM-615:
     Health Care Information Systems and Technology Total Credits: 
    4 credits

    HIM-650:
     Health Care Data Management Total Credits: 
    4 credits

    HCI-655:
     Electronic Health Records Total Credits: 
    4 credits

    HCI-660:
     Health Data Analytics Total Credits: 
    4 credits

    HCI-670:
     User Interface Design for Informatics Total Credits: 
    4 credits

    NUR-690:
     Nursing Informatics Practicum Total Credits: 
    4 credits

  • Masters in Nursing – Leadership in Health Care Systems

    Masters in Nursing – Leadership in Health Care Systems

    Earn Your Masters in Nursing – Leadership in Health Care Systems

    Grand Canyon University’s Master of Science in Nursing degree program prepares nurses for leadership roles in today’s rapidly changing healthcare delivery systems. This program is an ideal avenue for current nurses who want to advance their career toward leadership and make a greater impact on the field at the management level. To meet expectations at this advanced level, nursing students will learn to synthesize elements of caring into the nurse-patient relationship—based on advocacy, as well as ethical, social, legal, political and historical perspectives. This program further addresses the importance of client empowerment with unconditional regard for all.

    The Leadership in Health Care Systems emphasis portion of this program focuses on:

    Analyzing organizational behavior among individuals, teams and departments

    Developing strategies for implementing changes, leading diverse teams and fostering collaboration

    Applying financial management principles

    Generating data-driven, cost-effective solutions

    Leading in the improvement of care processes, outcomes and the patient experience

    Modeling leadership behaviors that motivate and inspire others

    GCU’s MSN in Nursing with an Emphasis in Leadership in Health Care Systems meets standards set by the American Association of Colleges of Nursing (AACN): The leadership standards for this program will align with American Nurses Credentialing Center (ANCC) and the American Organization of Nurse Executives (AONE).

    The masters in nursing leadership in health care systems emphasis at GCU is accredited by the Commission on Collegiate Nursing Education (CCNE). Select states may have additional requirements to meet their standards; reference your enrollment agreement or contact GCU for more information.

    Advance Your Skills as a Nurse Leader with a Leadership in Healthcare Systems MSN Degree

    This masters in nursing leadership is designed to incorporate the advanced roles of a clinician, researcher, learner, educator, coach, leader, community advocate, manager of systems, collaborator and consultant. Thus, students will possess a wide range of skills and expansive knowledge that prepares them to improve healthcare and patient outcomes from all aspects. Among the skill sets to adopt, clinical and organizational decision-making skills are required for a graduate-level nurse. These skills are developed through critical thinking, evidence-based research and diagnostic reasoning.

    The MSN program’s curriculum consists of graduate nursing core and leadership courses, including leadership courses taken with Master of Science in Leadership (MSL) students. In the graduate nursing core courses, students gain the knowledge, values and skills necessary for advanced generalist nursing practice in an evolving healthcare system. The leadership coursework provides insight into how organizations function with a focus on financial and human resource management within healthcare. Leadership courses prepare master’s nursing students to meet the requirements of leaders in contemporary healthcare, which include skills in quality and performance improvement, effective communication and interdisciplinary collaboration.

    Courses include an Evidence-Based Practice Project in which students address a problem in their area of professional practice, propose a solution and design an evaluation. The Leadership in Health Care Systems Practicum also provides students with the opportunity to apply what they learned to a contemporary, nursing leadership-related practicum experience. This practicum encourages the application of deep nursing knowledge, along with advanced critical thinking and problem-solving skills. Topics can range from quality/performance improvement or mentorship/coaching to interdisciplinary relationships or staff development.

    What can you do with an MSN Leadership degree?

    Master’s-prepared nurses may pursue the next step in their career as an advanced registered nurse, charge nurse, director of nursing or staff nurse. Graduates may also choose to move right into the 
    DNP program
     to elevate their career and nursing expertise to the highest degree.

    Program Domains

     Course List

    The programs offered at Grand Canyon University may vary by content and course length. You are currently viewing the program version available in Arizona. For information about specific course content, credit length and VA approval in your state, please contact a counselor at 
    1-855-GCU-LOPE
     or 
    click here to request more information
    .

    Major:

    36 credits

    Total Degree Requirements:

    36 credits

    Program Core Courses

    NUR-513:
     Introduction to Advanced Registered Nursing Total Credits: 
    4 credits

    NUR-514:
     Organizational Leadership and Informatics Total Credits: 
    4 credits

    NUR-550:
     Translational Research and Population Health Management Total Credits: 
    4 credits

    NUR-590:
     Evidence-Based Practice Project Total Credits: 
    4 credits

    LDR-615:
     Organizational Development and Change Total Credits: 
    4 credits

    NUR-621:
     Principles of Health Care Financial Management Total Credits: 
    4 credits

    NUR-630:
     Performance Improvement and Quality in Health Care Total Credits: 
    4 credits

    HRM-635:
     Acquiring, Developing, and Leveraging Human Capital Total Credits: 
    4 credits

    NUR-674:
     Leadership in Health Care Systems Practicum Total Credits: 
    4 credits

    Masters in Nursing – Leadership in Health Care Systems