Category: Nursing

Grand Theory and Clinical Nursing Practice Essay Directions:

Grand Theory and Clinical Nursing Practice

Read the 
Nicely article (PDF)(Links to an external site.)Links to an external site.
 as an example of a grand theory on clinical nursing practice.

Choose one of the suggested articles for this week that link grand theory to clinical practice.

Compare and contrast the two theories.

Grand Theory and Clinical Nursing Practice Essay

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Grand theory and clinical nursing practice

A nursing theory is a contextual structure that is intended to organize knowledge while explaining existing phenomenon using concrete evidence specific to nursing practice. In fact, theories direct inquiry in nursing while distinguishing it from other professions through a unique focus on subject specific knowledge development. An example of this can be seen in organ donation practice after brain death. In this case, there is an acknowledgement that given the present medical technologies, serious brain damage eliminates the concept of ‘self’ and turns the patient into a potential organ donor. While this statement is true, there is need for a set of principles to determine how the ‘brain dead’ patient should be handled prior to the organs being harvested and how nurses should approach the donation process (Nicely, 2011). The present paper compares and contrast Virginia Henderson’s Need Theory and Dorothea Orem’s Self-Care Model as they concern nurses’ approach to the concept of patients’ care.

Orem’s theory defines nursing care as a necessary practice when the patient is unable to fulfil biological, psychological, developmental and/or social needs. This implies that a patient is defines as such by the incapacity to be independent. Henderson’s theory similarly emphasizes the need for independence by identifying fourteen basic needs. Grand Theory and Clinical Nursing Practice Essay. This implies that an individual ceases to be a patient when he or she can successfully meet the self-care requisites, particularly with regards to developmental and universal need, as components of primary care to prevent ill health. To be more precise, the two theories describe the nurse’s role as a substitute who does something that the patient should have done if he or she had been independent, or a complement who accompanies the patient in the process of seeking independence (Kaakinen et al., 2015). In this respect, the two theories identify patients as dependent persons with the nurses acting to help them become as independent as possible. Another common feature of the two theories is the recognition that patients are graded within a spectrum that moves from slight deficit requiring little intervention to complete dependence that makes the patients rely wholly on the nurses. Orem’s theory acknowledges that nursing intervention will depend on how much the patient can do for himself or herself. Henderson’s theory similarly notes that a nurse can play a substitutive role when the patient requires little help or play a complementary role when the patient is unable to care for himself or herself (Meleis, 2017). Grand Theory and Clinical Nursing Practice Essay.

Although the two theories share the mentioned similarities, there are significant differences between the two. Firstly, although a common feature in both models is that they demonstrate the same ‘players’ in terms of addressing dependence, the core concepts defining these players defer. Orem’s model notes that every person is a rational being capable of making decisions, whether good or bad. This means that every person is independent to direct self-care aspects so that there are those who would strive for optimum self-care while there are those who would strive for minimum self-care. Grand Theory and Clinical Nursing Practice Essay. In contrast, Henderson’s theory accepts that although people are independent beings, their capacity to make decisions can be overruled when striving for optimum self-care (Meleis, 2017). Secondly, the two theories consider health as a state and process of integrating the individual to the environment. Orem’s theory further adds that health is achieved through deliberate practices and activities over the individual’s lifetime. Henderson’s theory presents a contrasting opinion by noting that health focuses on independence with regards to basic human needs that include physiological, psychological, spiritual and social needs (Kaakinen et al., 2015) Grand Theory and Clinical Nursing Practice Essay. Based on this discussion, it is evident that although both Orem’s model and Henderson’s model highlight the need for nursing care within the healthcare environment, they present different interpretations of what constitutes nursing care and the position that nurses play in achieving health.

References

Kaakinen, J., Coehlo, D., Steele, R., Tabacco, A. & Hanson, S. (2015).
Family health care nursing: theory, practice, and research
(5
th
ed.). Philadelphia, PA: F. A. Davis Company.

Meleis, A. I. (2017).
Theoretical Nursing development and progress
(6th ed.). Philadelphia, PA: Wolters Kluwer.

Nicely, B. (2011). Virginia Henderson’s principles and practice of nursing applied to organ donation after brain death.
Progress in Transplantation,
21, 72-77. Retrieved from https://lmscontent.embanet.com/MVU/NURS600/Readings/W3_Nicely2011.pdf Grand Theory and Clinical Nursing Practice Essay

NURS 6050 wk Assignment: Advocating for the Nursing Role in Program Design and Implementation

Assignment: Advocating for the Nursing Role in Program Design and Implementation

As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

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Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that makes them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives. NURS 6050 wk Assignment: Advocating for the Nursing Role in Program Design and Implementation.

 

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

 

To Prepare:

Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.

Select a healthcare program within your practice and consider the design and implementation of this program.

Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation. NURS 6050 wk Assignment: Advocating for the Nursing Role in Program Design and Implementation.

 

The
Assignment
: (2–3 pages)

 

In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions:

Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?

Who is your target population?

What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples? NURS 6050 wk Assignment: Advocating for the Nursing Role in Program Design and Implementation.

What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?

What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?

Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why? NURS 6050 wk Assignment: Advocating for the Nursing Role in Program Design and Implementation.

Grand nursing theorists essay

Directions:

Select a grand theorist from each of the four types of grand theories, as identified by Meleis in Chapter 9 (of the book ‘Theoretical Nursing development and progress’ 6
th
edition), which includes a choice from the needs, interaction, outcome, and caring theorists.

Compare and contrast, in tabular format, the following information:

Example of tabular format that should be included in the paper.

Theorist

Theorist

Theorist

Theorist

Educational background

Philosophy of nursing

Definition of nursing

Goal/ purpose of theory

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In narrative form, reflect on these theorists and explain which one is most congruent with your personal philosophy of nursing. Grand nursing theorists essay.

This is an APA format paper which should include a title page, an introduction with purpose statement addressing the purpose of the paper, the tabular chart, the narrative, and an APA format reference page.  Remember to include your in-text citations for all information taken from another source whether paraphrased or direct quotes.

Assignment Details:

3-5 pages

APA format

Similarity Score

After submitting your assignment, select Submission Details to view your similarity score.

Your similarity score will appear as a percentage next to your submitted file.

It may take up to 24 hours to view your similarity score.

Criteria:

Ideas and content reflect original thought and are clearly stated

Paper is well organized (intro, body, conclusion) and includes the table comparing specific information for the 4 chosen theorists.

Correct use of APA format throughout paper

Minimal grammatical, spelling errors; adheres to page limit

Provides appropriate reference list Grand nursing theorists essay

 

Grand theory

Introduction

Grand theories in nursing refer to statements that broadly define the scope of a nurse’s activities within acceptable professional propositions and concepts. In fact, these theories are not intended to be tested, rather they are intended to offer insight into nursing practice through predicting, explaining and directing nurses on how to act within particularly circumstance, situations and cases Grand nursing theorists essay. Besides that, these theories are relevant to all nursing care since they present theoretical concepts with broad perspectives that direct nursing education and practice (Meleis, 2017). The present paper compares four grand nursing theorists and their contributions to nursing.

Part 1.

Table 1. Grand nursing theorists (Source: Meleis, 2017; Porter-O’Grady & Malloch, 2016)

Jean Watson
(1940 – ) – Theory of human caring

Myra Levine
(1920 – 1996) – Conservation model for nursing

Hildegard Peplau
(1909 – 1999) – Theory of interpersonal relations

Virginia Avenel Henderson
(1897 – 1996)

Educational background

1961
– Diploma in Nursing from Lewis Gale School of Nursing in Roanoke, Virginia.

1964
– BSN from University of Colorado.

1966
– Master of science in nursing in psychiatric and mental health nursing from University of Colorado.

1973
– Ph.D. in educational psychology and counseling from University of Colorado.

1944
– Diploma in Nursing, Cook County School of Nursing.

1949
– BSN from the University of Chicago.

1962
– Master of Science in Nursing from Wayne State University.

1931
– RN from Pottstown, Pennsylvania Hospital School of Nursing.

1943
– B.A. in interpersonal psychology from Bennington College in Vermont.

1947
– M.A. in psychiatric nursing from Teachers College, Columbia, New York.

1953
– Ed.D in curriculum development from Teacher’s College Columbia University.

1921
– US Army School of Nursing in Washington, D.C.

1931
– BS in Nursing from Teachers College, Columbia University.

1934
– Master’s degree from Teachers College, Columbia University.

Grand nursing theorists essay

Philosophy of nursing

Nurses should express intentional and authentic caring as a central tenet of nursing practice, while promoting health beyond the simple concept of medical cure.

Nurses should focus on promoting adaptation and maintain wholeness by using the principles of conservation, while handling each patient as an individual entity.

Nurses should consider their relationship with patients as the foundation of nursing practice, focusing on creating a give-and-take relationship where nurses partnered with patients as opposed to having patients act as passive participants to receive patients while nurses passively act on the doctor’s orders to provide treatment.

Nurses are a substitute for what the patient lacks with their key function being to make the patient complete/whole.

Definition of nursing

Nursing is concerned with caring, helping patients to embrace positive energy that flows into all aspects of life to include spirit, body and mind while rewarding both the nurse and patient.

Nursing is concerned with translating the unique range of adaptive responses that each patient presents with the intention of translating individual circumstances that are construed as health.

Grand nursing theorists essay

Nursing is a therapeutic interpersonal process that supportively functions alongside other human process to define health. It entails seven roles that include stranger, resource, teaching, counseling, surrogate, active leadership, and technical expert roles.

Nursing is the practice of assisting patients in achieving independence as soon as possible through the performance of activities that facilitate their recovery, peaceful death or improved health, and that they would have performed if they had the necessary knowledge, will and strength.

Goal/ purpose of theory

The theory offers caring as a central nursing tenet with focus on the healing potential of caring-to-caring transpersonal relationship as being important to both the nurse and patient.

The theory’s purpose is to facilitate a balance between the internal and external environments to ensure that patients receive holistic care even as their integrity and wholeness is preserved.

The theory’s purpose is to ensure that nurses and patients (as stakeholders intimately involved in the primary care process) are engaged in the primary care as active participants.

The theory’s purpose is to aid the patient in achieving independence with dignity through primary care, while helping nurses to know themselves, accept others and actively pursue growth.

 

Part 2.

The four grand theories as presented by Watson, Levine, Peplau and Henderson all draw on the theorists’ experiences to offer their personal and idealized understanding of what nursing entails. Watson’s theory acknowledges that although medical care is concerned with optimizing health, this should occur in a caring environment. Levine’s theory concedes that each patient would have a personal interpretation of health based on the interactions between internal and external environments so that what is considered good health for one patient does not necessarily translate into good health for another patient. Peplau explains that nursing care can only be optimized if the nurse and patient have a good relationship that allows the two to benefit. Henderson holds that nurses help patients to achieve independence through acting when they are unable to do so (Meleis, 2017; Porter-O’Grady & Malloch, 2016). Having gone through the four grand theories, I feel that Watson’s theory is most congruent with my personal philosophy of nursing. My personal philosophy is that I must care for the patient and use that as a motivation to provide the best possible care. This aligns with Watson’s idea that caring is the central tenet of nursing practice. Grand nursing theorists essay.

References

Meleis, A. I. (2017).
Theoretical Nursing development and progress
(6
th
ed.). Philadelphia, PA: Wolters Kluwer.

Porter-O’Grady, T. & Malloch, K. (2016).
Leadership in nursing practice: changing the landscape of healthcare
(2
nd
ed.). Burlington, MA: Jones & Bartlett Learning. Grand nursing theorists essay.

Assignment: Assessing a Healthcare Program/Policy Evaluation

Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

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Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy. Assignment: Assessing a Healthcare Program/Policy Evaluation.

 

To Prepare:

 

Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.

Select an existing healthcare program or policy evaluation or choose one of interest to you and get approval to use it from your Instructor. (The topic is about The Affordable Care Act and its impact on preventing and controlling diabetes). Assignment: Assessing a Healthcare Program/Policy Evaluation.

 

Review the healthcare program or policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

 

The Assignment: (2–3 pages)

 

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

 

Describe the healthcare program or policy outcomes.

How was the success of the program or policy measured?

How many people were reached by the program or policy selected?

How much of an impact was realized with the program or policy selected?

At what point in program implementation was the program or policy evaluation conducted?

What data was used to conduct the program or policy evaluation?

What specific information on unintended consequences was identified?

What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.

Did the program or policy meet the original intent and objectives? Why or why not?

Would you recommend implementing this program or policy in your place of work? Why or why not?

Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation. Assignment: Assessing a Healthcare Program/Policy Evaluation.

PLEASE FOLLOW BULLETS OF WHAT IS NEEDED FOR PAPER AND WHAT IS EXPECTED.

USE APA FORMAT

USE IN CITATION AT ALL TIMES

USE RESOURCE PROVIDED WHEN NEEDED

https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_27/MS_NURS/NURS_6050/artifacts/USW1_NURS_6050_Shiramizu_et_al._2016.pdf

 

Healthcare Program/Policy Evaluation Analysis  

Template

Healthcare Program/Policy Evaluation Analysis Template

 

Use this document to complete the Module 6 Assessment
Global Healthcare Comparison Matrix and Narrative Statement

 

 

Healthcare Program/Policy Evaluation

 

 

Description

 

 

 

How was the success of the program or policy measured?

 

 

Assignment: Assessing a Healthcare Program/Policy Evaluation

 

 

 

 

 

 

 

How many people were reached by the program or policy selected? How much of an impact was realized with the program or policy selected?

 

 

 

 

 

 

 

 

 

 

 

What data was used to conduct the program or policy evaluation?

 

 

 

 

 

 

 

 

 

 

 

 

What specific
information
on unintended consequences were identified?

 

What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.

 

 

 

 

 

 

 

 

 

 

 

 

Did the program or policy meet the original intent and objectives? Why or why not?

 

 

 

Assignment: Assessing a Healthcare Program/Policy Evaluation

 

 

 

 

 

 

 

Would you recommend implementing this program or policy in your place of work? Why or why not?

 

 

 

 

 

 

 

 

 

 

 

Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after one year of implementation.

 

 

 

 

 

 

 

 

 

 

 

 

 

General Notes/Comments

 

 

 

 

 

 

 

 

 

NURS6050-GridTemplateWeek10

 

 

Assignment: Assessing a Healthcare Program/Policy Evaluation

Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment

Assignment: Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media

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This Assignment requires a current, evidence based practice guideline that is specific to the child in the following scenario. Once you find the appropriate guideline, you will be ready for analysis and evaluation.

First, carefully review the case. Then, using the Internet, find a current (no older than 4 years old 2014-2018) relevant evidence based practice guideline for the treatment of otitis media for this particular pediatric patient.

There should be a minimum of three current (within the last 5 years) peer-reviewed references including the authors of the guideline.

Make sure to address the following in your paper:

Use below headings while answering questions

Briefly explain your search strategy. For example, how did you find the correct guideline?

Who developed the guideline?

Is this a revision of a previous guideline or an original? What is the date of publication?

Explain the concept of “systematic review of current best evidence.”

How was conflict of interest managed in the development of these guidelines?

How is quality of evidence defined?

Explain differences among strong recommendation, recommendation, and option

What are “key Action statements?”

Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment

For this particular child, what are the specific treatment recommendations including any diagnostics, medications (include exact dosage, frequency, length of treatment), follow-up, referral, prevention, and pain control.

Case:

A 5-year-old male is brought to the primary care clinic by his mother with a chief complaint of bilateral ear pain for the last three days. The mother states that the child has been crying frequently due to the pain. Ibuprofen has provided minimal relief. This morning, the child refused breakfast and appeared to be “getting worse.”

Vital signs at the clinic reveal HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. The mother reports no known allergies. The child has not been on antibiotics for the last year. The child does not have history of OM. The child is otherwise healthy without any other known health problems.

After your questioning and examination, you diagnose this child with bilateral
Acute Otitis Media. Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment.

MN566: NP I – Introduction to Primary Care for the Nurse Practitioner

This course examines the range of acute and chronic conditions experienced by clients in the primary care setting which are within the scope of practice of the primary care nurse practitioner. You will develop a consistent approach to screening, assessment, utilization of diagnostic procedures, diagnosis, symptom management, disease treatment, and health promotion activities. Content builds upon previous diagnostic knowledge and clinical reasoning skills in the development of differential diagnosis and appropriate diagnostic workups. Age-appropriate, culturally sensitive, evidence-based plans of care are created. Communication skills and cooperative relationships with patients, families, and an interdisciplinary health care team approach is emphasized. The course explores health promotion and health maintenance approaches and strategies that incorporate individual health beliefs and practices.

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Quarter Credit Hours: 5 | Prerequisite: Prerequisites/Corequisites: MN505 and MN552 MN566: NP I – Introduction to Primary Care for the Nurse Practitioner

MN576: NP II – Primary Care of Women’s Health

This course will focus on primary health care specific to female clients. Focus will be on reproductive health maintenance, pregnancy prevention and management, care of the menopausal woman, and the assessment, diagnosis, and management of conditions specific to the female. Contemporary trends and issues that impact women’s health status will be discussed.

Quarter Credit Hours: 5 | Prerequisite: 
MN568
 and 
MN569,
or 
MN572
 and 
MN573

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Pap Smear Essay –
MN 576 Primary Care of Women’s Health

Intra uterine device (Mirena) vs Depo-Provera
Contraception MN 576 Essay

MN577 NP II CLINICAL
—WOMEN’S HEALTH FOCUS

MN576 NP I—
PRIMARY CARE OF WOMEN’S HEALTH

Statistics and the impact of homeless women on women’s health mn576 essay

MN576 Primary care-focused visit Discussion Responses
: Primary Care And Disease Affecting Women

MN 576 –
Cervical Cancer Essay

MN 576 Primary Care of Womens Health Unit 5
Midterm Exam

MN576: NP II – Primary Care of Women’s Health

MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

Course Syllabus

MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

COURSE INFORMATION

Course Title: NP II CLINICAL—WOMEN’S HEALTH FOCUS

Credit Hours: 5

Prerequisites: MN 576

COURSE DESCRIPTION

This clinical course will focus on the unique needs of women across the lifespan. The unique

care of women will be approached with attention to the psychosocial, ethnic, and cultural

influences that affect physical and mental health. A collaborative approach to care will be

employed.

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LEARNING OUTCOMES

By the end of this course, you should be able to:

MN577-1: Demonstrate a consistent approach to the evaluation and management of

illnesses and conditions for female patients presenting in the primary care MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

setting.

MN577-2: Interpret diagnostic testing based on the history and physical assessment for

female patients presenting with acute, episodic, and chronic illness in the primary

care setting.

MN577-3: Formulate an evidence¬-based management plan for female patients in the

primary care setting with acute, episodic, and chronic illnesses, taking

consideration of gender, culture, and ethnicity.

MN577-4: Design age appropriate health maintenance and screening plans for female

patients across the lifespan.

MN577-5: Form a collaborative relationship with the female patient, family, and other health

care providers.

MN577-6: Apply principles of informatics to primary care setting.

COURSE MATERIALS

Page 2

For courses with Digital Books, click on the module titled Digital Book in the Table of

Contents. For more information on how to access your book, select the VitalSource

Bookshelf Video Tutorial Site from within the Digital Book area.

For Graduate courses — if your course has materials that need to be purchased and

you have not done so, please order the necessary materials.

TEXTBOOK INFORMATION

Title: Red Book 2015: Report of the Committee on Infectious Diseases

Edition: 30th (2015) MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

Author: Brady, Michael/ Jackson, Mary Anne/ Kimberlin, David/ Long, Sarah

Publisher: American Academy of Pediatrics

Book ISBN: 978-1-58110-926-9

Ebook ISBN:

Title: Managing Contraceptive Pill Patients

Edition: 15th (2014)

Author: Dickey

Publisher: E. M. I. S. Medical Publishing

Book ISBN: 978-0-929240-96-1

Ebook ISBN:

Title: Primary Care – With Access

Edition: 4th (2015)

Author: Dunphy

Publisher: Elsevier

Book ISBN: 9780803638013

Ebook ISBN:

Title: Ferri’s Clinical Advisor 2019: 5 Books in 1

Edition: 1st (2018)

Author: Ferri, Fred

Publisher: Elsevier

Book ISBN: 978-0-323-53042-2

Ebook ISBN:

Page 3

Title: Physical Examination and Health Assessment Video Series

Edition: 1st (2008)

Author: Carolyn Jarvis PhD APN CNP

Publisher: Elsevier Science

Book ISBN: 978-1-416-05420-7

Ebook ISBN:

Title: Bakerman’s ABCs of Interpretive Laboratory Data

Edition: 5th (2014) MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

Author: Bakerman, Paul / Strausbauch, Paul / Bakerman, Seymour

Publisher: Interpretive Laboratory Data

Book ISBN: 9780945577034

Ebook ISBN:

Title: Clinical Guidelines for Advanced Practice Nursing

Edition: 3rd (2017)

Author: Saxe, JoAnne M.

Publisher: Jones & Bartlett

Book ISBN: 9781284093131

Ebook ISBN:

Title: Fitzpatrick’s Color Atlas and Synopsis of Clinical Dermatology

Edition: 8th (2017)

Author: Wolff

Publisher: McGraw Hill

Book ISBN: 978-1259642197

Ebook ISBN:

Title: Women’s Health

Edition: 4th (2012)

Author: Youngkin

Publisher: Pearson

Book ISBN: 978-0-13-257673-4

Ebook ISBN:

Title: Epidemiology and Prevention of Vaccine-Preventable Diseases

Edition: 13th (2015)

Page 4

Author: CDC

Publisher: Public Health Foundation

Book ISBN: 978-0990449119

Ebook ISBN:

SOFTWARE REQUIREMENTS

The following software requirements are required in this course beyond the ones listed in the

catalog:

No additional technology requirements beyond those in the Purdue Global Catalog.

GRADING CRITERIA/COURSE EVALUATION

Gradebook Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Total

Discussion 25 25 25 25 25 25 25 25 25 25 250

Assignments 25 30 35 300 390

Seminar 20 20 20 60

Lab 30 30 30 30 30 30 30 30 30 30 300

Total 75 55 55 75 80 85 75 55 90 355 1000

PURDUE UNIVERSITY GLOBAL GRADING SCALE

Grade Points Percent Grade Point

A 900-1000 90-100% 4.0

B 800-899 80-89% 3.0

C 700-799 70-79% 2.0

F 0-699 0-69% 0.0

INSTRUCTOR’S GRADING CRITERIA/TIMETABLE

Page 5

All course assignments submitted on time will be graded within 5 days of their due date (the

Sunday of the following unit). Late work will be graded within 5 days of the submission date.

Discussion Board grades will be updated each week no later than Sunday of the week following

the unit’s completion. MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

POLICIES

Students who wish to review current policies (academic appeals, attendance/tardiness,

plagiarism, etc.) should refer to the current Purdue University Global Catalog.

COURSE SPECIFIC POLICIES MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

The grade of “C” is the minimum acceptable grade for graduate courses and the grade of “B” is the

minimum acceptable grade for graduate clinical courses. You must maintain a minimum cumulative

GPA of 3.0. You will be placed on immediate probation if your cumulative GPA falls below 3.0. If you

earn a failing grade in a course, you must immediately retake the course. You may only take a

course twice; failure to achieve the required grade will result in dismissal from the University with the

second attempt.

Seminar Quiz

This course has a Seminar Quiz in lieu of the Alternative Assignment. After attending the live

Seminar or listening to the transcript, you must complete the Seminar Quiz to earn points for the

Seminar. The quiz must be completed by the last day of the Unit. The Seminar Quiz will consist

of questions based on the topics that were covered in the Live Seminar. You will have 30

minutes to take the Quiz and one attempt. Access the Seminar Quiz in the left navigation bar

Note: Even if you attend the live Seminar or listen to the transcript you MUST complete the

Seminar Quiz to earn points.

Clinical Grading Policy

Page 6

The student must attain a score of at least a 3.0, a minimum comment of “acceptable” in all

areas and no negative evaluations in all comment sections.

LATE POLICY

You are expected to submit all assignments and projects by the end of the Unit.

Students may turn in late work up to two weeks after the due date. After that, a zero will

be assigned for each assignment. Ten percent of the assignment value will be deducted

after the assignment is graded for each week that an assignment is late. For example, if

your assignment worth 100 points is due on Tuesday and you submit it on Wednesday,

10 points will be deducted after it is graded. If you submit it two weeks late, there will be

a reduction of 20% of the original assignment value after the assignment is graded.

All late work must be submitted by Sunday of the last unit. No late work will be accepted

after this without an Incomplete Grade approval.

Certain course activities may not be eligible for late submission. These include, but are

not limited to discussions, seminars, quizzes, labs, exams, and clinical activities.

We know that extenuating circumstances can interfere with timely submission of your

work. Be sure to tell your professor and your Education Advisor right away if you are

going to be late with a submission.

Your professor will determine whether an exception to the Purdue Global Late Policy is

appropriate. S/he may also require you to provide documentation of the reason. If your

professor determines that an extension is warranted, s/he will provide you with the

expectations for your submission or assignment in writing.

Extenuating circumstances include, but are not limited to, personal/family member

hospitalization, family member death, a severe weather event, a natural disaster, and

an active military assignment that prevents internet connectivity. Computer-related

Page 7

issues, Internet connectivity, and account blocks are generally not considered

extenuating circumstances. MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

TUTORING

Tutoring and many other resources are available in the Academic Support Center

section of the My Studies tab on the Purdue Global Campus home page.

For writing help and APA resources, visit the Writing Center.

For math help and resources, visit the Math Center.

For help in business courses, visit the Business Center.

For science help and resources, visit the Science Center.

For technology help, webinars, and resources, visit the Technology Center.

For disability help and resources, visit the Center for Disability Services.

ASSIGNMENTS

Assignments typically require you to submit coursework via the Dropbox. Coursework

will be graded according to rubrics found in the Grading Rubrics content item under

Course Resources. Assignments are due by 11:59 p.m. ET of Tuesday of the unit for

which they are assigned, with the exception of Unit 10 dropbox submitted work and

discussion boards. If a dropbox submission or discussion board assignment is due in

Unit 10 it will be due at 11:59 ET on Sunday. All Assignments must be submitted via the

Dropbox to ensure credit.

Exams/Quizzes

Many courses require Quizzes and/or Exams. In some cases, a course may also

include a Midterm and/or Final Exam. Exams/Quizzes are due EOD Tuesday of their

assigned unit. All Exams/Quizzes must be submitted via the exam tool to ensure credit.

SEMINARS

Page 8

Attending live Seminars is important to your academic success, and attendance is

highly recommended. The Seminar allows you to review the important concepts

presented in each unit, discuss work issues in your lives that pertain to these concepts,

ask your instructor questions, and allow you to come together in real time with your

fellow classmates. If Seminar is graded, you must either attend the live Seminar or you

must complete the Seminar alternative assignment (Option 2) in order to earn points for

this part of the class. If Seminars is not graded, you are still encouraged to attend in

order to ask questions, learn about upcoming Assignments, and to interact with your

instructor and classmates.

A description of all Seminars to be held can be found under each of the units in the

course.

Option 1: Attend Live Seminar

Live Seminar lasts for one hour. Seminars will be held using the Seminar tool. You will

be provided with instructions on how to access a recording of the Seminar if you are not

able to attend live. If Seminar is graded, your attendance and participation during live

Seminar will be assessed using the rubric found in the Course Home.

Option 2: Seminar Alternative Assignment

If Seminar is graded and you are unable to attend the live Seminar, then be sure to

complete the Seminar Alternative Assignment for each unit. Your responses will be

assessed using the rubric found in the Course Home.

DISCUSSION BOARDS MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

Discussion topics provide a forum for students to seek clarification and answer important

questions about the course material. The Discussion also allows students to receive feedback

from the instructor and other students in the class. A Discussion Board grade will be posted to

the Gradebook for each unit using the following grading criteria.

The Discussion Board Requirement:

• Post a minimum of three posts per Discussion topic. One initial response and two replies

to your classmates.

• Posting on a minimum of 3 different days, for example: Wednesday, Friday, and Monday

Page 9

• The first post must be made by Saturday, 11:59 p.m. EST.

Participating in Discussion Boards

You will communicate with your professor and classmates using the Discussion Board areas.

This is where you post your responses to Discussion topics and share your experiences in

completing exercises and applying the content of the course.

Participation in Discussions is required and will help determine your grade. You are expected to

contribute to each of the Discussion topics in each unit. You should read all responses of other

students and add your own.

During Discussions Boards, you must demonstrate not only that you understand the subject

matter but also that you can apply what you have learned, analyze it, integrate it with knowledge

you already have, and evaluate it critically. Your postings should be appropriate and timely

contributions that add value to the Discussion.

Your instructor will provide you more detailed information about requirements and grading

related to participation in Discussions.

Discussion Guidelines

To ensure your success as a contributor to Discussions and as a student in this class, we

suggest the following guidelines for posting:

• Be clear about which message you are responding to. Refer to specific passages or

ideas in the course or text that have sparked your interest.

• Make sure your contribution adds something new to the Discussion. A simple “I agree”

may be your initial response, but think about how you can take the conversation to the

next level.

• Make your posting clear and easy to follow by dividing longer messages into

paragraphs.

• Address classmates by name or user name, and sign your own messages.

• Feel free to pose new questions to your classmates within your own message.

• Use correct spelling, capitalization, grammar, syntax, and punctuation.

• If you plan to post a lengthy response, it is a good idea to type your response in Word or

Notepad™, then copy and paste it into the Discussion area. This way you will always

have a record of your communication if for some reason you lose your connection to the

course.

Page 10

• If you have any questions on these procedures, please contact Student Services.

Sample Question and Answers

The following are some examples of acceptable and unacceptable responses to Discussion

topics:

Unacceptable: “I agree.”

Unacceptable: “I think the author is off her rocker on this point. I can’t stand it when techies try

to write about education.”

Acceptable: “I agree with Becky W’s basic point — that is, I think she’s right that the advent of

the Internet means dramatic changes in how we teach. But I think she’s so concerned with

whether technology is going to replace teachers that she misses an essential point. Teachers

must change themselves to use the Internet effectively. The Internet will never replace teachers

and it will never be a successful tool unless teachers make it one.”

Acceptable: “I disagree with Becky W. The Internet has not changed teaching any more than

the printing press changed teaching, or modern instructional design has changed teaching. New

ideas about teaching and new technologies help us deliver good teaching more effectively. They

may help us understand more fully what we’re delivering. They may help us reach more

students. But the essence of good teaching remains the same.” MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

RUBRICS

A rubric is a tool used by your instructor to determine your performance on assessments

(Assignments, Discussions, Seminars, etc.) throughout your course. The rubric lists the criteria

for the assessment on which you will be graded. You should follow the rubric so you understand

exactly what is expected of you in each assignment. Following the rubric will help make sure

you do not lose points unnecessarily on any graded item. The rubrics for this course are

contained in the Grading Rubrics content item on the left navigation menu in the course.

NETIQUETTE

Interactions in an online classroom are in written form. Your comfort level with

expressing ideas and feelings in writing will add to your success in an online course.

Page 11

The ability to write is necessary, but you also need to understand what is considered

appropriate when communicating online.

The word “netiquette” is short for “Internet etiquette.” Rules of netiquette have grown

organically with the growth of the Internet to help users act responsibly when they

access or transmit information online. As a student, you should be aware of the

common rules of netiquette for the Web and employ a communication style that follows

these guidelines.

• Wait to respond to a message that upsets you and be careful of what you say and how

you say it.

• Be considerate. Rude or threatening language, inflammatory assertions (often referred

to as “flaming”), personal attacks, and other inappropriate communication will not be

tolerated.

• Never post a message that is in all capital letters — it comes across to the reader as

SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.

• Keep messages short and to the point.

• Always practice good grammar, punctuation, and composition. This shows that you have

taken the time to craft your response and that you respect your classmates’ work.

• Keep in mind that Discussion Boards are meant to be constructive exchanges.

• Be respectful and treat everyone as you would want to be treated yourself.

• Use spell check!

You should also review and refer to the Electronic Communications Policy contained in

the most recent Purdue Global Catalog. MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

OTHER POLICIES

Not applicable

Note: This syllabus is subject to change during this term or in future terms. This syllabus was

published for course content as of 1804B..

MN577 NP II CLINICAL—WOMEN’S HEALTH FOCUS

MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

Course Syllabus

MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

COURSE INFORMATION

Course Title: NP I—PRIMARY CARE OF WOMEN’S HEALTH

Credit Hours: 5

Prerequisites: MN 566; course may also be taken as a corequisite

COURSE DESCRIPTION

ORDER A PLAGIARISM-FREE PAPER HERE

This course will focus on primary health care specific to female clients. Focus will be on

reproductive health maintenance, pregnancy prevention and management, care of the

menopausal woman, and the assessment, diagnosis, and management of conditions specific to

the female. Contemporary trends and issues that impact women’s health status will be

discussed. MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH.

LEARNING OUTCOMES

By the end of this course, you should be able to:

MN576-1: Demonstrate a consistent approach to the evaluation and management of

illnesses and conditions for female patients presenting in the primary care

setting.

MN576-2: Interpret diagnostic testing based on the history and physical assessment form

female patients presenting with acute, episodic, and chronic illness in the primary

care setting.

MN576-3: Formulate an evidence-based management plan for female patients in the

primary care setting with acute, episodic, and chronic illnesses, taking

consideration of gender, culture and ethnicity.

MN576-4: Design age appropriate health maintenance and screening plans for female

patients across the lifespan.

MN576-5: Form a collaborative relationship with the female patient, family, and other health

care providers.

MN576-6: Apply principles of informatics to primary care setting.

COURSE MATERIALS

Page 2

For courses with Digital Books, click on the module titled Digital Book in the Table of

Contents. For more information on how to access your book, select the VitalSource

Bookshelf Video Tutorial Site from within the Digital Book area.

For Graduate courses — if your course has materials that need to be purchased and

you have not done so, please order the necessary materials. MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

TEXTBOOK INFORMATION

Title: I-Human

Edition:

Author:

Publisher:

Book ISBN:

Ebook ISBN:

Title: Red Book 2015: Report of the Committee on Infectious Diseases

Edition: 30th (2015)

Author: Brady, Michael/ Jackson, Mary Anne/ Kimberlin, David/ Long, Sarah

Publisher: American Academy of Pediatrics

Book ISBN: 978-1-58110-926-9

Ebook ISBN:

Title: Primary Care – With Access

Edition: 4th (2015)

Author: Dunphy

Publisher: Elsevier

Book ISBN: 9780803638013

Ebook ISBN:

Title: Ferri’s Clinical Advisor 2019: 5 Books in 1

Edition: 1st (2018)

Author: Ferri, Fred

Publisher: Elsevier

Book ISBN: 978-0-323-53042-2

Ebook ISBN:

Page 3

Title: Physical Examination and Health Assessment

Edition: 7th (2015)

Author: Carolyn Jarvis PhD APN CNP

Publisher: Elsevier Science

Book ISBN: 978-0-323-39491-8

Ebook ISBN:

Title: Bakerman’s ABCs of Interpretive Laboratory Data

Edition: 5th (2014)

Author: Bakerman, Paul / Strausbauch, Paul / Bakerman, Seymour

Publisher: Interpretive Laboratory Data

Book ISBN: 9780945577034

Ebook ISBN:

Title: Clinical Guidelines for Advanced Practice Nursing

Edition: 3rd (2017)

Author: Saxe, JoAnne M.

Publisher: Jones & Bartlett

Book ISBN: 9781284093131

Ebook ISBN:

Title: Fitzpatrick’s Color Atlas and Synopsis of Clinical Dermatology

Edition: 8th (2017)

Author: Wolff

Publisher: McGraw Hill

Book ISBN: 978-1259642197

Ebook ISBN:

Title: Women’s Health

Edition: 4th (2012)

Author: Youngkin

Publisher: Pearson

Book ISBN: 978-0-13-257673-4

Ebook ISBN:

Page 4

Title: Epidemiology and Prevention of Vaccine-Preventable Diseases

Edition: 13th (2015)

Author: CDC

Publisher: Public Health Foundation

Book ISBN: 978-0990449119

Ebook ISBN:

SOFTWARE REQUIREMENTS

The following software requirements are required in this course beyond the ones listed in the

catalog:

No additional technology requirements beyond those in the Purdue Global Catalog.

GRADING CRITERIA/COURSE EVALUATION

Gradebook Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Total

Discussion 25 25 25 25 25 25 25 25 25 25 250

Assignments 50 100 100 100 90 440

Seminar 20 20 20 60

Midterm 100 100

Final 150 150

Total 45 75 125 25 125 125 45 125 135 175 1000

PURDUE UNIVERSITY GLOBAL GRADING SCALE

Grade Points Percent Grade Point

A 900-1000 90-100% 4.0

B 800-899 80-89% 3.0

C 700-799 70-79% 2.0

F 0-699 0-69% 0.0

Page 5

INSTRUCTOR’S GRADING CRITERIA/TIMETABLE

All course assignments submitted on time will be graded within 5 days of their due date (the

Sunday of the following unit). Late work will be graded within 5 days of the submission date.

Discussion Board grades will be updated each week no later than Sunday of the week following

the unit’s completion.

POLICIES

Students who wish to review current policies (academic appeals, attendance/tardiness,

plagiarism, etc.) should refer to the current Purdue University Global Catalog.

COURSE SPECIFIC POLICIES

Seminar Quiz

This course has a Seminar Quiz in lieu of the Alternative Assignment. After attending the live

Seminar or listening to the transcript, you must complete the Seminar Quiz to earn points for the

Seminar. The quiz must be completed by the last day of the Unit. The Seminar Quiz will consist

of questions based on the topics that were covered in the Live Seminar. You will have 30

minutes to take the Quiz and one attempt. Access the Seminar Quiz in the left navigation bar.

Note: Even if you attend the live Seminar or listen to the transcript you MUST complete the

Seminar Quiz to earn points.

i-Human Late Policy

i-Human assignments are not subject to the late policy and must be completed by the end of the

unit in which they are assigned.

Page 6

LATE POLICY

You are expected to submit all assignments and projects by the end of the Unit.

Students may turn in late work up to two weeks after the due date. After that, a zero will

be assigned for each assignment. Ten percent of the assignment value will be deducted

after the assignment is graded for each week that an assignment is late. For example, if

your assignment worth 100 points is due on Tuesday and you submit it on Wednesday,

10 points will be deducted after it is graded. If you submit it two weeks late, there will be

a reduction of 20% of the original assignment value after the assignment is graded.

All late work must be submitted by Sunday of the last unit. No late work will be accepted

after this without an Incomplete Grade approval.n MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

Certain course activities may not be eligible for late submission. These include, but are

not limited to discussions, seminars, quizzes, labs, exams, and clinical activities.

We know that extenuating circumstances can interfere with timely submission of your

work. Be sure to tell your professor and your Education Advisor right away if you are

going to be late with a submission.

Your professor will determine whether an exception to the Purdue Global Late Policy is

appropriate. S/he may also require you to provide documentation of the reason. If your

professor determines that an extension is warranted, s/he will provide you with the

expectations for your submission or assignment in writing.

Extenuating circumstances include, but are not limited to, personal/family member

hospitalization, family member death, a severe weather event, a natural disaster, and

an active military assignment that prevents internet connectivity. Computer-related

issues, Internet connectivity, and account blocks are generally not considered

extenuating circumstances.

TUTORING

Page 7

Tutoring and many other resources are available in the Academic Support Center

section of the My Studies tab on the Purdue Global Campus home page.

For writing help and APA resources, visit the Writing Center.

For math help and resources, visit the Math Center.

For help in business courses, visit the Business Center.

For science help and resources, visit the Science Center.

For technology help, webinars, and resources, visit the Technology Center.

For disability help and resources, visit the Center for Disability Services.

ASSIGNMENTS MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

Assignments typically require you to submit coursework via the Dropbox. Coursework

will be graded according to rubrics found in the Grading Rubrics content item under

Course Resources. Assignments are due by 11:59 p.m. ET of Tuesday of the unit for

which they are assigned, with the exception of Unit 10 dropbox submitted work and

discussion boards. If a dropbox submission or discussion board assignment is due in

Unit 10 it will be due at 11:59 ET on Sunday. All Assignments must be submitted via the

Dropbox to ensure credit.

Exams/Quizzes

Many courses require Quizzes and/or Exams. In some cases, a course may also

include a Midterm and/or Final Exam. Exams/Quizzes are due EOD Tuesday of their

assigned unit. All Exams/Quizzes must be submitted via the exam tool to ensure credit.

SEMINARS

Attending live Seminars is important to your academic success, and attendance is

highly recommended. The Seminar allows you to review the important concepts

presented in each unit, discuss work issues in your lives that pertain to these concepts,

ask your instructor questions, and allow you to come together in real time with your

Page 8

fellow classmates. If Seminar is graded, you must either attend the live Seminar or you

must complete the Seminar alternative assignment (Option 2) in order to earn points for

this part of the class. If Seminars is not graded, you are still encouraged to attend in

order to ask questions, learn about upcoming Assignments, and to interact with your

instructor and classmates.

A description of all Seminars to be held can be found under each of the units in the

course.

Option 1: Attend Live Seminar

Live Seminar lasts for one hour. Seminars will be held using the Seminar tool. You will

be provided with instructions on how to access a recording of the Seminar if you are not

able to attend live. If Seminar is graded, your attendance and participation during live

Seminar will be assessed using the rubric found in the Course Home.

Option 2: Seminar Alternative Assignment

If Seminar is graded and you are unable to attend the live Seminar, then be sure to

complete the Seminar Alternative Assignment for each unit. Your responses will be

assessed using the rubric found in the Course Home.

DISCUSSION BOARDS

Discussion topics provide a forum for students to seek clarification and answer important

questions about the course material. The Discussion also allows students to receive feedback

from the instructor and other students in the class. A Discussion Board grade will be posted to

the Gradebook for each unit using the following grading criteria.

The Discussion Board Requirement:

• Post a minimum of three posts per Discussion topic. One initial response and two replies

to your classmates. MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

• Posting on a minimum of 3 different days, for example: Wednesday, Friday, and Monday

• The first post must be made by Saturday, 11:59 p.m. EST.

Participating in Discussion Boards

You will communicate with your professor and classmates using the Discussion Board areas.

This is where you post your responses to Discussion topics and share your experiences in

Page 9

completing exercises and applying the content of the course.

Participation in Discussions is required and will help determine your grade. You are expected to

contribute to each of the Discussion topics in each unit. You should read all responses of other

students and add your own.

During Discussions Boards, you must demonstrate not only that you understand the subject

matter but also that you can apply what you have learned, analyze it, integrate it with knowledge

you already have, and evaluate it critically. Your postings should be appropriate and timely

contributions that add value to the Discussion.

Your instructor will provide you more detailed information about requirements and grading

related to participation in Discussions.

Discussion Guidelines

To ensure your success as a contributor to Discussions and as a student in this class, we

suggest the following guidelines for posting:

• Be clear about which message you are responding to. Refer to specific passages or

ideas in the course or text that have sparked your interest.

• Make sure your contribution adds something new to the Discussion. A simple “I agree”

may be your initial response, but think about how you can take the conversation to the

next level.

• Make your posting clear and easy to follow by dividing longer messages into

paragraphs.

• Address classmates by name or user name, and sign your own messages.

• Feel free to pose new questions to your classmates within your own message.

• Use correct spelling, capitalization, grammar, syntax, and punctuation.

• If you plan to post a lengthy response, it is a good idea to type your response in Word or

Notepad™, then copy and paste it into the Discussion area. This way you will always

have a record of your communication if for some reason you lose your connection to the

course.

• If you have any questions on these procedures, please contact Student Services.

Sample Question and Answers

The following are some examples of acceptable and unacceptable responses to Discussion

topics: MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

Page 10

Unacceptable: “I agree.”

Unacceptable: “I think the author is off her rocker on this point. I can’t stand it when techies try

to write about education.”

Acceptable: “I agree with Becky W’s basic point — that is, I think she’s right that the advent of

the Internet means dramatic changes in how we teach. But I think she’s so concerned with

whether technology is going to replace teachers that she misses an essential point. Teachers

must change themselves to use the Internet effectively. The Internet will never replace teachers

and it will never be a successful tool unless teachers make it one.”

Acceptable: “I disagree with Becky W. The Internet has not changed teaching any more than

the printing press changed teaching, or modern instructional design has changed teaching. New

ideas about teaching and new technologies help us deliver good teaching more effectively. They

may help us understand more fully what we’re delivering. They may help us reach more

students. But the essence of good teaching remains the same.”

RUBRICS

A rubric is a tool used by your instructor to determine your performance on assessments

(Assignments, Discussions, Seminars, etc.) throughout your course. The rubric lists the criteria

for the assessment on which you will be graded. You should follow the rubric so you understand

exactly what is expected of you in each assignment. Following the rubric will help make sure

you do not lose points unnecessarily on any graded item. The rubrics for this course are

contained in the Grading Rubrics content item on the left navigation menu in the course.

NETIQUETTE

Interactions in an online classroom are in written form. Your comfort level with

expressing ideas and feelings in writing will add to your success in an online course.

The ability to write is necessary, but you also need to understand what is considered

appropriate when communicating online. MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

The word “netiquette” is short for “Internet etiquette.” Rules of netiquette have grown

organically with the growth of the Internet to help users act responsibly when they

access or transmit information online. As a student, you should be aware of the

Page 11

common rules of netiquette for the Web and employ a communication style that follows

these guidelines.

• Wait to respond to a message that upsets you and be careful of what you say and how

you say it.

• Be considerate. Rude or threatening language, inflammatory assertions (often referred

to as “flaming”), personal attacks, and other inappropriate communication will not be

tolerated.

• Never post a message that is in all capital letters — it comes across to the reader as

SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.

• Keep messages short and to the point.

• Always practice good grammar, punctuation, and composition. This shows that you have

taken the time to craft your response and that you respect your classmates’ work.

• Keep in mind that Discussion Boards are meant to be constructive exchanges.

• Be respectful and treat everyone as you would want to be treated yourself.

• Use spell check!

You should also review and refer to the Electronic Communications Policy contained in

the most recent Purdue Global Catalog.

OTHER POLICIES

Not applicable

Note: This syllabus is subject to change during this term or in future terms. This syllabus was

published for course content as of 1901A.

MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women

Will need minimum of 150 words for each response, APA Style, double spaced, times new roman, font 12, and and Include: (1 reference for each response within years 2015-2018) with intext citations.

Discuss a primary care-focused visit devoted to wellness and or disease affecting women and health-enhancing strategies that you would include in the visit.

ORDER A PLAGIARISM-FREE PAPER HERE

Peer 1 Response

One primary care-focused visit devoted to wellness is the annual wellness visit (AWV). Components of this visit should include updating immunizations and suggesting needed immunizations, blood pressure checks to screen for hypertension, obesity counseling if needed, and any counseling for tobacco and alcohol use. Also important is doing a functional status review, screening for fall risk and cognitive abilities for seniors (Adler, 2017). If the patient were a senior with a chronic problem it would be good to do problem-focused physical exam and explore any patient concerns, if any. The Medicare Annual Wellness Visit is still an underutilized benefit for seniors, even though it can offer many benefits to increase a person’s preventive care. According to (Harvard Men’s Health Watch, 2017), this visit does not focus on a physical exam, but is instead a conversation with your health care provider about important health issues. MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women This visit provides time for the patient to plan with their health care provider a healthy future. Other health-enhancing strategies focused on in this visit are a vision test, to detect if the patient needs glasses, a stronger prescription, or have signs of an eye disease. A balance test will be done to help gauge the risk for falls, as well as a hearing evaluation to see if the patient would benefit from a formal hearing test.

Another part of the AWV is developing a personalized plan to address ways the patient can stay active and maintain their current health. One primary care assessment that should be done at every visit is a depression screening. This doesn’t have to be a long questionnaire, the Patient Health Questionnaire (PHQ-2) is a good screening tool. It consists of just 2 questions from the PHQ-9. If the patient screens positive with the PHQ-2, the full PHQ-9 can be completed. According (Fuchs, Haradhvala, & Uebelacker, 2015), the PHQ-2 has demonstrated strong validity and high sensitivity for detecting major depression in primary care MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women.

Peer 2 Response

Women’s health care is a detailed visit that is focused on many different aspects of care. For example, women need education on special topics at all ages of life. One of the major concerns for aging women is osteoporosis. Osteoporosis is a disease of the bones that occurs when there is bone loss, or the body makes too little bone, or both loss and decreased production (NOF, 2018). This conditon causes bones to become extremely fragile, which increases the risk of fracture. Fractures can occur following a fall or injury, or in severe cases even from a minor bump to the area (NOF, 2018). MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women. Osteoporotic bones have a honeycomb appears due to the loss in bone density. For women over 50, the risk of osteoporosis increases and the provider should order a bone density scan to monitor the structure of the bone. Bone density scans are the only diagnostic testing for osteoporosis prior to a broken bone (NOF, 2018). The diagnostic test for bone density is done through x-ray called a Dexa Scan. Dexa stands for dual energy x-ray absorptiometry. (NOF, 2018). Dexa scans should be conducted every 1-2 years depending on patient history and risk factors. The Dexa scan results are determined by a T-score. Normal T-score results are -1.0 and anything above -1.0 are mild to severe osteoporosis (NOF, 2018). One of the medications used to treat osteoporosis is Actonel. Actonel is an oral medication that is taken daily. The mediation is designed to slow bone loss and even help to prevent fractures. (Actonel, 2017). One of the side effects that needs to be discussed with patients is that is can cause GI upset, so it the patient has a history of GI issues, another medication is most likely the better option. MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women.