Tag: Clinical-Nursing

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

Quiz Submissions – Unit 5 Midterm

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Question 1

2 / 2 points

Which HPV types are most often associated with cervical and anogenital cancer?

Question options:

1)

1, 2, and 3

2)

6 and 11

3)

16 and 18

4)

22 and 24

Question 2

2 / 2 points

During a breast exam you note all of the findings below as normal except:

Question options:

1)

asymetrical size

2)

a supernumerary nipple

3)

hyperpigmentation

4)

breasts that move up symmetrically with raising the arms

Question 3

2 / 2 points

A 30-year-old woman presents without symptoms but states that her male partner has dysuria without penile discharge. Examination reveals a friable cervix covered with thick yellow discharge. This description is most consistent with an infection caused by:

Question options:

1)

Chlamydia trachomatis.

2)

Neisseria gonorrhoeae.

3)

human papillomavirus (HPV).

4)

Trichomonas vaginalis.

Question 4

2 / 2 points

The vaccine Gardasil that is used to prevent some strains of HPV infection is recommended in both males and females. Pap Smear Essay – MN 576 Primary Care of Women’s Health.

Question options:

1) True

2) False

Question 5

2 / 2 points

Lesbians may experience which of the following barriers to health care?

Question options:

1)

Homophobia from the healthcare provider

2)

Incorrect knowledge about health care needs of lesbians by healthcare providers

3)

Lack of insurance and/or access under partner’s coverage

4)

All of the above

Question 6

2 / 2 points

Which of the following best describes lesions associated with condyloma acuminatum?

Question options:

1)

verruciform

2)

plaque-like

3)

vesicular-form

4)

bullous

Question 7

2 / 2 points

Presumptive treatment for PID should be initiated in sexually active young women and other women at risk for STDs if they are experiencing pelvic or lower abdominal pain, if no cause for the illness other than PID can be identified, and if one or more of the following minimum clinical criteria are present on pelvic examination: Pap Smear Essay – MN 576 Primary Care of Women’s Health.

Question options:

1)

cervical motion tenderness

2)

uterine tenderness

3)

adnexal tenderness.

4)

All of the above

Question 8

2 / 2 points

How long after contact do clinical manifestations of syphilis typically occur?

Question options:

1)

less than 1 week

2)

1 to 3 weeks

3)

2 to 4 weeks

4)

4 to 6 weeks

Question 9

2 / 2 points

In assessing a woman with disabilities, which of the following terms should be avoided?

Question options:

1)

Crippled

2)

Handicapped

3)

Mentally retarded

4)

All of the above

Question 10

2 / 2 points Pap Smear Essay – MN 576 Primary Care of Women’s Health

The definition of menopause is

Question options:

1)

Frequently skipping period for one year

2)

One year without a period

3)

Onset of hot flashes and night sweats with irregular menstruation

4)

None of the above

Question 11

2 / 2 points

Treatment options for bacterial vaginosis include all of the following except:

Question options:

1)

oral metronidazole.

2)

clindamycin cream.

3)

oral clindamycin.

4)

oral azithromycin.

Question 12

2 / 2 points

Physical examination of a 19-year-old woman with a 3-day history of vaginal itch reveals moderate perineal excoriation, vaginal erythema, and a white, clumping discharge. Expected microscopic examination findings include:

Question options:

1)

a pH greater than 6. 0.

2)

an increased number of lactobacilli.

3)

hyphae.

4)

an abundance of white blood cells. Pap Smear Essay – MN 576 Primary Care of Women’s Health

Question 13

2 / 2 points

Which of the following is a contraindication to estrogen/progestin-containing methods (combined oral contraception [COC], patch [Ortho Evra], or ring [NuvaRing])?

Question options:

1)

mother with a history of breast cancer

2)

personal history of hepatitis A at age 10 years

3)

presence of factor V Leiden mutation

4)

cigarette smoking one pack per day in a 22-year-old

Question 14

2 / 2 points

Recommendations for adolescents with disabilities include a comprehensive sex education program that should be tailored to fit their specific needs.

Question options:

1) True

2) False

Question 15

0 / 2 points

In assessing a 13 year old female, you know that the presence of breast bud  with elevation of breast and papilla; enlargement of areola indicate which Tanner Stage?

Question options:

1)

Stage1

2)

Stage 2

3)

Stage 3

4)

Stage 4

Question 16

2 / 2 points

The Pap test should not be considered a screening test for STDs.

Question options:

1) True

2) False

Question 17

2 / 2 points

Which of the following agents is most active against C. trachomatis?

Question options:

1)

amoxicillin

2)

metronidazole

3)

azithromycin

4)

ceftriaxone

Question 18

2 / 2 points

When performing a bimanual exam all of the following are noted as normal findings except:

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

1)

retoverted uterus

2)

anteflexed uterus

3)

fixed immobile uterus

4)

smooth, firm ovary

Question 19

2 / 2 points

Routine screening for C. trachomatis on an annual basis is recommended for all sexually active females aged <25 years . Question options: 1) True 2) False Question 20 2 / 2 points When performing a pelvic examination the first part of the external genitalia exam is Question options: 1) speculum examination 2) palpation 3) inspection 4) cervical sampling Question 21 2 / 2 points In women who have experienced a spinal cord injury, temporary cessation of menses is normal for up to one year following the injury. Question options: 1) True 2) False Question 22 2 / 2 points When counseling a woman about COC use, you advise that: Question options: 1) long-term use of COC is discouraged because the body needs a “rest” from birth control pills from time to time. 2) fertility is often delayed for many months after discontinuation of COC. 3) there is an increase in the rate of breast cancer after protracted use of COC. 4) premenstrual syndrome symptoms are often improved with use of COC. Question 23 2 / 2 points Which of the following terms describes the mechanism of action of imiquimod (Aldara)? Question options: 1) keratolytic 2) immune modulator 3) cryogenic 4) cytolytic Question 24 2 / 2 points Treatment of vulvovaginitis caused by Candida albicans includes: Pap Smear Essay – MN 576 Primary Care of Women’s Health Question options: 1) metronidazole gel. 2) clotrimazole cream. 3) hydrocortisone ointment. 4) clindamycin cream. Question 25 2 / 2 points Screening for osteoporosis with DEXA scan should begin Question options: 1) age 50 2) one year after menopause 3) age 65 4) age 60 Question 26 2 / 2 points What is the approximate incubation period for Neisseria gonorrhoea? Question options: 1) 1 to 5 days 2) 7 to 10 days 3) 18 days 4) 28 days Question 27 2 / 2 points What percentage of anogenital and cervical cancers can be attributed to HPV infection? Question options: 1) less than 30% 2) at least 50% 3) at least 70% 4) 95% or greater Question 28 2 / 2 points Universal screening for chlamydia and gonorrhea in women ≤35 years entering juvenile and adult correctional facilities has been a long-standing recommendation. Pap Smear Essay – MN 576 Primary Care of Women’s Health. Question options: 1) True 2) False Question 29 2 / 2 points A 22-year-old woman taking a 35-mcg ethinyl estradiol COC calls after forgetting to take her pills for 2 consecutive days. She is 2 weeks into the pack. You advise her to: Question options: 1) take the last pill missed immediately, even if this means taking 2 pills today. 2) discard two pills and take two pills today. 3) discard the rest of the pack and start a new pack with the first day of her next menses. 4) continue taking one pill daily for the rest of the cycle. Question 30 2 / 2 points HCV infection is the most common chronic bloodborne infection in the United States, with an estimated 2.7 million persons living with chronic infection Question options: 1) True 2) False Question 31 2 / 2 points Adolescent girls are not candidates for IUD use for contraception Question options: 1) True 2) False Question 32 2 / 2 points About ____ of patients with genital warts have spontaneous regression of the lesions? Question options: 1) 10% 2) 25% 3) 50% 4) 75% Question 33 2 / 2 points Complementary and alternative medicine (CAM) is defined as a group of therapies that are not considered part of Western culture and include all of the following except: Question options: 1) Congugated estrogen 2) Aromatherapy 3) Tai Chi 4) Yoga Question 34 2 / 2 points Which HPV types are most likely to cause genital condyloma acuminatum? Question options: 1) 1, 2, and 3 2) 6 and 11 3) 16 and 18 4) 22 and 24 Question 35 2 / 2 points Which test is performed around the time of ovulation to diagnose the basis of infertility? Question options: 1) Hysterosalpingogram 2) Ultrasonography 3) Laparoscopy 4) Follicle-stimulating hormone (FSH) level Question 36 2 / 2 points The NP is seeing a 30-year-old woman before her routine gynecologic examination, the NP questions that patient about her recent menstrual cycles. Which statement made by the patient should prompt further investigation? Question options: 1) “My flow is very heavy all the time.” 2) “I have occasionally spot in between cycles” 3) “My menstrual cycles varies from 25 to 30 days.” 4) “I have cramping prior to my cycle starting” Question 37 2 / 2 points Women with bacterial vaginosis typically present with: Question options: 1) vulvitis. 2) pruritus. 3) dysuria. 4) malodorous discharge. Question 38 2 / 2 points Treatment options for patients with condyloma acuminatum include all of the following except: Question options: 1) topical acyclovir. 2) cryotherapy. 3) podofilox. 4) trichloroacetic acid. Question 39 0 / 2 points Pap Smear Essay – MN 576 Primary Care of Women’s Health The average onset of perimenopause is between the ages of: Question options: 1) 35 to 40 years. 2) 40 to 45 years. 3) 45 to 50 years. 4) 50 to 55 years. Question 40 2 / 2 points Which of the following is not representative of the presentation of primary syphilis? Question options: 1) painless ulcer 2) localized lymphadenopathy 3) flu-like symptoms 4) spontaneously healing lesion Question 41 2 / 2 points Noncontraceptive benefits of COC use include a decrease in all of the following except: Question options: 1) iron-deficiency anemia. 2) pelvic inflammatory disease (PID). 3) cervicitis. 4) ovarian cancer. Question 42 2 / 2 points In patients who are allergic to azithromycin, an alternative treatment to chlamydia is Question options: 1) Doxycycline 100mg twice daily for 7 days 2) Macrobid 100mg twice daily for 5 days 3) BactimDS  1 PO BID for 3 day 4) All of the above Question 43 2 / 2 points Puberty consists of a series of predictable events, and the sequence of changes in secondary sexual characteristics has been categorized by several groups. The staging system utilized most frequently used to describe these events is Tanner staging. Question options: 1) True 2) False Question 44 2 / 2 points Which of the following may be a useful tool in screening for Female Sexual Disorder (FSD)? Question options: 1) The Female Sexual Function Index 2) The Female Sexual Distress Scale 3) The Orgasmic Disorder Scale 4) A and B Question 45 2 / 2 points Which of the following is found in tertiary syphilis? Question options: 1) arthralgia 2) lymphadenopathy 3) macular or papular lesions involving the palms and soles 4) gumma Question 46 2 / 2 points A patient presents to you with a chief complaint of primary dysmenorrhea, which nonpharmacologic intervention might you recommend she try first? Question options: 1) participating in physical activity 2) increase iron rich foods to replace blood that is lost 3) use of a heating pad on the pelvis for cramping 4) use of an NSAID Question 47 2 / 2 points Which of the following agents is active against N. gonorrhoeae? Pap Smear Essay – MN 576 Primary Care of Women’s Health Question options: 1) ceftriaxone 2) metronidazole 3) ketoconazole 4) amoxicillin Question 48 0 / 2 points A recommended treatment for rectal gonorrhea is: Question options: 1) oral amoxicillin. 2) oral azithromycin. 3) oral ciprofloxacin. 4) ceftriaxone injection. Question 49 2 / 2 points When charting on a patient whom you have noted a breast lump it is important to document Question options: 1) tenderness 2) size 3) location 4) mobility 5) all of the above Question 50 2 / 2 points A 24-year-old woman presents with a 1-week history of thin, green-yellow vaginal discharge with perivaginal irritation. Physical examination findings include vaginal erythema with petechial hemorrhages on the cervix, numerous white blood cells, and motile organisms on microscopic examination. These findings most likely represent: Question options: 1) motile sperm with irritative vaginitis. 2) trichomoniasis. 3) bacterial vaginosis. 4) condyloma acuminatum. Pap Smear Essay – MN 576 Primary Care of Women’s Health

Health Care Administration (HA) Essay assignments

HA510: Organizational Development for Health Care

This course explores organizational behavior, theory, and development as they apply to the health care industry. Topics include, but are not limited to, classic and modern theory, individual behavior and motivation, group dynamics, conflict management, decision making, culture values, and organizational dysfunction. Physician leadership development and change management are also explored.

Quarter Credit Hours: 4 | Prerequisite: None

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HA515: Leadership in Health Care

This course explores organizational theory and behavior essential for successful leadership and management in the health care industry. Emphasis will be placed on communication techniques, self-analysis, and strategies for best practices in order to effectively implement key leadership and management concepts in dynamic health care environments Health Care Administration (HA) Essay assignments. Key values that guide a leader’s personal and professional behavior and influence overall effectiveness will be explored, as well as their impact on overall leadership styles.

Quarter Credit Hours: 4 | Prerequisite: None

HA520: Health Care Financial Management

This course introduces the terminology, theory, concepts and techniques used in the finance functions in health care organizations. Students gain an understanding of the important role of finance in health care organizations and learn various techniques to develop, manage, and control finances. Health Care Administration (HA) Essay assignments. Students interpret financial statements, prepare analyses with cost finding and price setting, and conduct break-even analyses. The course provides students with experience in capital and operating budgets, financial forecasts, and business plan preparation. Students will be expected to expand their utilization of spreadsheet applications.

Quarter Credit Hours: 4 | Prerequisite: None

HA525: Health Law

This course provides analysis of law, the legal system, and current legal problems as they relate to the financing and delivery of health care services. This course covers interrelated legal topics pertinent to health care organizations including contracts, medical malpractice, legal and ethical obligations to provide health care, privileging, medical decision making, tax exemption, antitrust, fraud, and health information management. Health Care Administration (HA) Essay assignments Students are encouraged to discuss how the law supports or hinders current efforts to improve health care delivery systems.

Quarter Credit Hours: 4 | Prerequisite: None

HA530: Human Resources for Health Care Managers

This course provides an analysis and evaluation of how human resource management is applied in different health care settings. The course focuses on the major elements of human resource man­agement, as well as the ways in which it can be used in the strategic planning of the organization. Students investigate ongoing human resources practice and issues from a health care perspective such as recruitment, contract/agreement, training/education/support, retention, performance evalu­ation, compensation, legal and regulatory issues, and strategic planning. Health Care Administration (HA) Essay assignments.

Quarter Credit Hours: 4 | Prerequisite: None

HA535: Health Care Statistics

In this course, you will be introduced to the practical applications of descriptive and inferential statistics for the health industry. You will formulate a data procurement plan by analyzing real-world data. Additionally, you will learn how to effectively disseminate published health research data and apply this new knowledge within the field.

Quarter Credit Hours: 4 | Prerequisite: None

HA540: Health Care Operations and Quality Assessment

This course provides an interdisciplinary perspective on operations and quality management in health care, taking into account the disciplines of organizational behavior and health management research. Special attention is given to causal tools and approaches that are fundamental to total quality management and continuous quality improvement Health Care Administration (HA) Essay assignments.

Quarter Credit Hours: 4 | Prerequisite: None

HA545: Health Policy

This course provides students with an in-depth analysis of health care policy development in the United States of America. Students focus on health care policy formation and evaluation by investigating public policy and politics. Students consider a variety of elements that factor into health policy development such as economics, political science, management, communications, and public health.

Quarter Credit Hours: 4 | Prerequisite: None

HA560: Community Health Assessment

This course provides you with the skills needed to enhance (assess) the health of a community. You will focus on health behaviors, environmental influences, health policy, and economic and health care system issues in health promotion and disease prevention. Health Care Administration (HA) Essay assignments.

Quarter Credit Hours: 4 | Prerequisite: None

HA565: Health Information Management and Assessment

This course provides a comprehensive examination of the principles and practices of the management of health information. The course covers three principal areas of health information management: Health Information Portability and Accountability Act (HIPAA), electronic health information management (e-HIM), and informatics.

Quarter Credit Hours: 4 | Prerequisite: None

HA570: Health Care Ethics

This course provides an examination of both the theory and the principles of ethics within the health care industry. The course covers national standards for the protection of individual’s health information as applied to health plans, health care clearinghouses, and health care providers. Students also learn other health industry regulations that protect employees, patients, and providers. The integration of ethics as the foundation for long-term as well as day-to-day operations of an entity is emphasized. Health Care Administration (HA) Essay assignments.

Quarter Credit Hours: 4 | Prerequisite: None

HA575: Health Care Marketing

This course provides an analysis and evaluation of the principles and concepts of marketing as they apply to health care organizations. The course covers essential elements of marketing as well as direct applications of marketing tools and strate­gies in the dynamic health care environment.

Quarter Credit Hours: 4 | Prerequisite: None

HA599: Master’s Capstone in Health Care Administration

The capstone course is the culminating experience for the Master of Health Care Administration. This course builds on the concepts of all the courses students have taken within the program of study. The capstone course provides students with the opportunity to integrate and synthesize the knowledge and skills acquired through their coursework in an original comprehensive project, and to assess their level of mastery of the stated outcomes of their degree program in health care administration.

Quarter Credit Hours: 4 | Prerequisite: Last term Health Care Administration (HA) Essay assignments

Assignment: The Nurse Leader as Knowledge Worker

NURS 6051:
Transforming Nursing and Healthcare Through Technology

Assignment: The Nurse Leader as Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar? Assignment: The Nurse Leader as Knowledge Worker

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

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In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker. Assignment: The Nurse Leader as Knowledge Worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare
:

Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Develop a simple infographic to help explain these concepts.

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources. Assignment: The Nurse Leader as Knowledge Worker.

Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses. Assignment: The Nurse Leader as Knowledge Worker.

 

Rubric Grid

Develop a
5- to 6-slide PowerPoint presentation, in APA format with speaker notes that addresses the following:

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Levels of Achievement:

Excellent 32 (32%) – 35 (35%)

The presentation clearly and accurately explains the concept of a knowledge worker.

The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker. Assignment: The Nurse Leader as Knowledge Worker.

Includes: 3 or more peer-reviewed sources and 2 or more course resources..

Good 28 (28%) – 31 (31%)

The presentation explains the concept of a knowledge worker.

The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.

Includes: 2 peer-reviewed sources and 2 course resources..

Fair 25 (25%) – 27 (27%)

The presentation inaccurately or vaguely explains the concept of a knowledge worker.

The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.

Includes: 1 peer-reviewed sources and 1 course resources. Assignment: The Nurse Leader as Knowledge Worker.

Poor 0 (0%) – 24 (24%)

The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.

The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing.

Includes: 1 or fewer resources..

Develop a simple infographic to help explain these concepts
.—

Levels of Achievement:

Excellent 14 (14%) – 15 (15%)

The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation..

Good 12 (12%) – 13 (13%)

The presentation provides an infographic that helps explain the concepts related to the presentation..

Fair 11 (11%) – 11 (11%)

The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague..

Poor 0 (0%) – 10 (10%)  Assignment: The Nurse Leader as Knowledge Worker.

The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing..

Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.–

Levels of Achievement:

Excellent 32 (32%) – 35 (35%)

The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data..

Good 28 (28%) – 31 (31%)

The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data..

Fair 25 (25%) – 27 (27%)

The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate. Assignment: The Nurse Leader as Knowledge Worker.

Poor 0 (0%) – 24 (24%)

The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing..

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.–

Levels of Achievement:

Excellent 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity..

Good 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time..

Fair 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time..

Poor 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation– Levels of Achievement: Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.. Good 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Assignment: The Nurse Leader as Knowledge Worker. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors.. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.– Levels of Achievement: Excellent 5 (5%) – 5 (5%) Uses correct APA format with no errors.. Good 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors.. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors.. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.. Total Points: 100 Name: NURS_5051_Module01_Week02_Assignment_Rubric Possible Resources McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)•Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33) Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62) Assignment: The Nurse Leader as Knowledge Worker 24Slides. (2018). How to make an infographic in PowerPoint. Retrieved September 27, 2018, from https://24slides.com/presentbetter/how-make-infographic-powerpoint/ Nagle, L., Sermeus, W., & Junger, A. (2017). Evolving role of the nursing informatics specialist. In J. Murphy, W. Goossen, & P. Weber (Eds.), Forecasting Competencies for Nurses in the Future of Connected Health (212–221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1). Note: You will access this article from the Walden Library databases. Assignment: The Nurse Leader as Knowledge Worker

MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Nursing (MN)

MN501: Advanced Nursing Roles

This course explores skills and strategies essential to successful advanced nursing role implementation. Analysis of existing and emerging roles provides a foundation for selection of an individual advanced role specialization and an individual career development plan. Emphasis will be on the articulation of issues specific to the advanced nurse role in practice, administration, education, and informatics. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion.

Quarter Credit Hours: 5 | Prerequisite: None

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MN501M1: History, Concepts, and Role Development

Determine the impact of the APRN Consensus Model on APRN practice.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN501M2: Practice, Collaboration, and Coaching

Examine advanced practice nursing roles with regards to their interaction with other health care providers in collaborative practice models.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN501M3: Leadership

Investigate novel roles for advanced practice nursing related to emerging health care trends and needs.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN501M4: Marketing and Negotiation

Develop a marketing plan for the advanced practice nurse that incorporates the competencies of advanced practice nursing.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN501M5: Using Technology to Improve Performance

Evaluate a professional plan for career goals and lifelong learning.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN502: Theoretical Foundations of Advanced Practice Nursing

This course explores the evolution of nursing, social science, education, and behavioral science theories and their contribution to the care of individuals, families, and the community. The utility of conceptual models are examined for application to executive, education, and practice leadership.

Quarter Credit Hours: 5 | Prerequisite: None

 

MN502M1: Sculptures and Schemes

Apply a conceptual framework focused on advanced nursing roles.

Quarter Credit Hours: 1 | Prerequisite: None MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

 

MN502M2: Perspectives

Apply a model of practice to the advanced nurse roles.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN502M3: Grand View from the Middle-Range

Examine nursing theories related to advanced nursing roles.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN502M4: Be Informed

Reconstruct a nursing theory based on advanced nursing roles.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN502M5: Explore the Ideal

Evaluate nursing theory and how theory influences your nursing practice.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN504: Scientific and Analytic Approaches to Advanced Evidence-Based Practice

This course presents an evidence-based approach to promote high-value, safe, and effective health care. The focus is on the assessment of levels of evidence to evaluate emerging health issues, develop competencies in analysis, translate evidence into practice, and explore evidence-based practice innovations. Qualitative and quantitative methods of inquiry and associated statistical analyses are identified. Strategies to create an environment for the integration of evidence-based practice to support executive, education, and practice leadership are identified. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Quarter Credit Hours: 5 | Prerequisite: None

 

MN504M1: Finding Evidence-Based Data in Nursing Practice

Discover evidence-based data used in clinical practice.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN504M2: Rating Key Elements of Evidence-Rating Process

Examine the key elements of evidence-based practice.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN504M3: Understanding Statistical Overview of Research

Differentiate statistical output for data analysis.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN504M4: Evaluating Level of Evidence in Existing Practice and Research

Evaluate evidence-based nursing findings from nursing research.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN504M5: Interdisciplinary System Approach in Evidence-Based Practice

Evaluate interdisciplinary approaches to organizational and system change through evidence-based practice.

Quarter Credit Hours: 1 | Prerequisite: None MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

 

MN505: Epidemiology and Health Promotion

This course incorporates theoretical and empirical concepts related to health beliefs, health promotion, and risk reduction of diverse populations. Principles from the Healthy People initiative, epidemiology, biostatistics, and cultural competence guide comparisons of groups and inference development. Strategies and benefits of health promotion interventions are emphasized.

Quarter Credit Hours: 5 | Prerequisite: None

 

MN505M1: Clinical Epidemiology

Interpret epidemiologic data on morbidity and mortality related to acute and chronic disease states.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN505M2: Health Promotion – Applying Interventions

Apply a theory or model of health-related concepts to a community intervention.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN505M3: Epidemiology and Health Promotion Risk Synthesis

Analyze health promotion and illness prevention risk factors in a multicultural context.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN505M4: Healthy Populations

Develop an evidence-based health promotion program to reduce health risks of a vulnerable population.

Quarter Credit Hours: 1 | Prerequisite: None MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

 

MN505M5: Interprofessional Health Promotion

Evaluate interprofessional health promotion resources.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN506: Health Policy, Ethical, and Legal Perspectives of the Health Care System

This course provides an opportunity to analyze major ethical theories and those principles underlying direct and indirect care of individuals, families, and communities. Selected concepts, principles, and cases involving legal aspects of care within a framework of critical decision making for advanced nursing roles will be examined. The development and influence of health policy issues on the health care of individuals, families, and populations will be analyzed.

Quarter Credit Hours: 5 | Prerequisite: None

 

MN506M1: Ethics and Social Responsibility – Concepts and Theory

Apply theoretical frameworks and concepts to ethical dilemmas in the advanced practice role.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN506M2: Ethical-Legal Issues in Health Care

Analyze ethical-legal principles and dilemmas related to health care.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN506M3: Evaluation of Contemporary Health Policy

Analyze the effects of contemporary health policy on providers and consumers.

Quarter Credit Hours: 1 | Prerequisite: None

MN506M4: Advanced Practice Nursing – Legislative and Policy Strategies

Assess the strengths and weaknesses of the current health care act of the United States.

Quarter Credit Hours: 1 | Prerequisite: None MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

 

MN506M5: Advanced Practice Nursing – Policy and Advocacy

Critique the role of nursing advocacy in the implementation of health policy.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN507: Promoting Optimal Models and Systems for Health Care Delivery

The course will focus on the dynamic, complex, and integrated health care system and organizational imperatives to deliver high-value, safe and effective health care based on industry standards, key outcome indicators, and cost-quality imperatives. The organization and delivery of health care is explored, including business aspects of health care systems and pertinent financial issues in the relationship between policy and health care system reform. Strategies to develop leadership roles in professional nursing organizations, legislative bodies, and community/consumer organizations will be identified. Various health care delivery systems and reimbursement models will be presented. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Quarter Credit Hours: 5 | Prerequisite: None

 

MN507M1: Health Policy Structure and Agenda Setting

Examine U.S. health care policy structures and the role of the nursing leader as a change agent at the public policy table.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN507M2: Financial Models and Reimbursement

Analyze financial models of reimbursement and their effects on patients and health care providers.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN507M3: Health Care Policy Models

Recommend public policy options to meet the needs of various stakeholders.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN507M4: Health Care Reform and Genetics and Genomics Research

Synthesize the effect health care reform has on stakeholders.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN507M5: Interprofessional Practice and Global Health Care Environments

Evaluate the role of health policy and organizational structure on quality improvement within health care environments.

Quarter Credit Hours: 1 | Prerequisite: None

 

MN512: Leadership, Organizational Theory, and Behavior

This course exposes students to organizational theory and behavior and competencies essential for successful leadership and management roles in a global health care delivery system. There is emphasis on self-analysis and strategies for best practice to effectively implement key leadership and management concepts in dynamic health care environments.

Quarter Credit Hours: 5 | Prerequisite: Completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN513: Health Care Finance, Strategic Planning, and Budgeting

This course examines macro- and microeconomics in profit and nonprofit health care organizations for nonfinancial managers. An analysis of decision making and strategic planning focuses the nursing leader toward plans that effectively promote success in dynamic health care environments. Conceptual and descriptive approaches are utilized to provide an overview of current practices and notable advances in strategic management. A budget is created within a case study model, allowing analysis of potential and actual budget variations.

Quarter Credit Hours: 5 | Prerequisite: Completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN514: Human Resources Management

This course presents a managerial overview of various aspects of personnel management in a fiscally responsible environment. Activities are designed to familiarize students with recruiting, training, and retaining the best employees; ensuring high performance; and conforming practices to various regulations. Exercises designed to develop ability in personnel policy development and implementation are offered. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Quarter Credit Hours: 5 | Prerequisite: Completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN515: Innovation in Health Care Information Technology – Administrative and Advanced Practice Priorities

This course focuses on the strategic application of information technology in health care organizations by administrative and advanced practice nursing leaders. Students will explain the role of executive-level practitioner management in planning and operationalizing technologies to enhance health care technology data efficiency; evaluate the challenges of virtualization management models and the requirements for innovative and effective alternatives in health care reform; and critique the legal and ethical oversight responsibilities of the executive nurse when engaging and managing a comprehensive, systematic electronic medical record project.MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Quarter Credit Hours: 5 | Prerequisite: Completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN520: Executive Leader Practicum

This practicum (90 hours) provides you with a mentored learning experience in the content area and site selected by you and approved by the Practicum Coordinator.

Quarter Credit Hours: 5 | Prerequisite: Completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing, and completion of all specialization courses

 

MN523: Teaching and Learning Theories and Strategies

This course explores the advanced nursing practice teaching roles of educating patients and families, health care professionals, and nursing students. Teaching and learning theories are examined as well as teaching strategies and factors that impact learners. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Quarter Credit Hours: 5 | Prerequisite: Completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN524: Curriculum Design, Assessment, and Evaluation

This course provides content and learning experiences that enable you to comprehend and apply the curriculum development process and assessment and evaluation strategies. You will design, deliver, and evaluate an education program for an audience (patients, staff, or nursing students) and specialty topic of your choice.

Quarter Credit Hours: 5 | Prerequisite: MN523

 

MN530: Critical Concepts and Competencies for the Informatics Nurse Specialist

This course introduces students to the field of health care informatics and information and communication technology. The theories, models, frameworks, and competencies that shape informatics are explored. The course provides content on informatics terminology and the system life cycle. Specific focus is placed on Internet technologies, hardware and software applications, and networked environments.

Quarter Credit Hours: 5 | Prerequisite: Completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN531: Innovations in Educational and Research Technologies

This course will explore the technology that prepares the nurse informatics specialist to develop innovative teaching strategies based on sound pedagogical principles. You are introduced to conferencing tools, mind mapping, virtual worlds, interactive games, and simulations. The use of voice, videos, animation, and graphics are covered. You will explore databases and guidelines used to support evidence-based research and other research tools. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Quarter Credit Hours: 5 | Prerequisite: MN530 and completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN532: Integration of Informatics Into the Health Care Environment

This course further develops the nurse informatics specialist’s knowledge and skills necessary to integrate technology, communication devices, and information systems into the health care setting. The student will explore the nurse’s role related to the application of information system solutions.

Quarter Credit Hours: 5 | Prerequisite: MN530, MN531, and completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN533: Health Systems Project Management

This course explores the role of a nurse leader in strategic information technology system planning and administration with an analysis of the role of project management. Legal and ethical policies and procedures that ensure privacy and confidentiality will be evaluated. Regulatory and accreditation issues will be analyzed. The course will prepare the student to be a leader in planning, implementation, and evaluation of information systems in health care. The emphasis will be on analysis of project management.

Quarter Credit Hours: 5 | Prerequisite: MN530, MN531, MN532, and completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN534: Nurse Informatics Specialist Practicum MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

This practicum (200 hours) allows you the opportunity to apply concepts of nursing informatics in a health care setting selected by you and approved by course faculty. You will work closely with a mentor and contract to work on agency-designated projects.

Quarter Credit Hours: 5 | Prerequisite: MN530, MN531, MN532, MN533, and completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree with an upper-level major in nursing

 

MN551: Advanced Physiology and Pathophysiology Across the Life Span

This course integrates knowledge of advanced physiology and pathophysiology across the life span and the clinical implications for the advanced practice nurse. Function and dysfunction of organ systems are analyzed from the cellular level through the integrated organ level. You will examine the pathophysiological factors that influence the incidence and manifestations of acute, episodic, and chronic diseases in populations across the life span. Disease processes and symptom management approaches are investigated utilizing an evidence-based approach. Influences of gender, genetic, ethnic, cultural, and temporal variables of human disease are analyzed.

Quarter Credit Hours: 5 | Prerequisite: Completion of all MSN core courses MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

 

MN552: Advanced Health Assessment and Diagnostic Reasoning

This course addresses the theoretical principles and practical application of advanced physical assessment and history-taking throughout the lifespan. Relationships between assessment findings and underlying physiology and pathophysiology to the healthy and unhealthy client are investigated. Emphasis is on developing critical diagnostic thinking through interpretation of subjective and objective data, identification of normal and abnormal conditions, and the systematic reporting of summative findings. Clinical judgment and clinical reasoning skills are used in establishing differential diagnoses. Students will learn to address variables such as age, culture, ethnicity, and developmental stages into their differential diagnosis and evaluation and management plans.

Quarter Credit Hours: 5 | Prerequisite: MN551 and MN553

 

MN553: Advanced Pharmacology and Pharmacotherapeutics

This course integrates advanced knowledge of pharmacology, pharmacokinetics, pharmacodynamics, and genomics across the lifespan and prepares the advanced practice nurse to prescribe pharmacotherapeutics safely and effectively. You will examine ethical, legal, regulatory, and cost-effective prescribing practices of the advanced practice nurse. Communication plans for the interdisciplinary team, clients, and/or families for both prescriptive and nonprescriptive drug therapies will be explored. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Quarter Credit Hours: 5 | Prerequisite: MN551; course may also be taken as a corequisite

 

MN559: Essentials of Advanced Pathophysiology and Pharmacology

This course integrates essential knowledge for advanced nursing practice of physiology and pathophysiology, pharmacology, pharmacokinetics, pharmacodynamics, and genomics across the lifespan. Function and dysfunction of organ systems are analyzed from the cellular level through the integrated organ level. You will examine the pathophysiological factors that influence the incidence and manifestations of acute, episodic, and chronic diseases in populations across the lifespan. Disease processes and symptom management approaches are investigated utilizing an evidence-based approach. Influences of gender, genetic, ethnic, cultural, and temporal variables of human disease are analyzed. Communication and teaching plans for patients and/or families will be explored for pathological states and both prescriptive and nonprescriptive drug therapies.

Quarter Credit Hours: 5 | Prerequisite: None

 

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. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion. 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.

Quarter Credit Hours: 5 | Prerequisite: Prerequisites/Corequisites: MN505 and MN552

 

MN568: FNP I – Primary Care Across the Life Span

This course examines the range of illnesses and conditions experienced by clients across the life span and gender in primary care settings. Illustration of a consistent approach to the evaluation and management of these illnesses and conditions are emphasized. You will expand your diagnostic and clinical reasoning and differential diagnoses abilities through continued application of new and previously acquired knowledge and skills in caring for clients who present acute, episodic, and chronic illness and conditions. You will formulate evidence-based management plans that address client health beliefs, developmental and family lifecycle stages, health promotion, screening, and health maintenance behaviors. Collaborative relationships with the client, family, and intradisciplinary health care team are emphasized. Oral and written skills using advanced technology are emphasized. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion.

Quarter Credit Hours: 5 | Prerequisite: MN566

 

MN569: FNP I Clinical – Life Span Health Focus

This introductory course will provide students with the foundation of critical thought process in differential diagnosis. Common acute and chronic illness across the lifespan will be discussed. Common risk assessment, screening, and lifestyle modification will be presented. Introduction to paper and computerized documentation in the primary care setting will begin. Students will begin to develop collaborative skills involving the client, family, and the intradisciplinary health care team.

Quarter Credit Hours: 5 | Prerequisite: MN568; course may also be taken as a corequisite

 

MN572: AGNP I – Primary Care of the Adolescent and Adult

This course will focus on the primary care of clients from age 12 to late adulthood. The focus will be on gaining competence in understanding acute and chronic illnesses and their management. Health promotion, screening, and risk management is presented as integral to the primary care focus. Interdisciplinary team building for the care of the client is introduced. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion.

Quarter Credit Hours: 5 | Prerequisite: MN566

 

MN573: AGNP I Clinical – Adolescent and Adult Focus

This clinical course introduces beginning skills in assessing, diagnosing, and treating common acute and chronic health conditions in the client aged 12 years through adulthood. The focus will be on pharmcologic and nonpharmcologic interventions as well as health promotion, screening, and lifestyle modification techniques.

Quarter Credit Hours: 5 | Prerequisite: MN572; course may also be taken as a corequisite

 

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

 

MN577: NP II Clinical – Women’s Health Focus

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. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

Quarter Credit Hours: 5 | Prerequisite: MN576; course may also be taken as a corequisite

 

MN580: FNP II – Primary Care of Children and Adolescents Health

The course will focus on the primary health care of individuals from birth to age 21 years. Assessment, diagnosis, and management of common acute and chronic health care issues will be explored. Health maintenance, screening, and anticipatory guidance with a focus on involving and educating parents, as appropriate, will be included. Assessment skills learning will include physical, psychosocial, mental health, and genetic/familial issues.

Quarter Credit Hours: 5 | Prerequisite: MN568 and MN569

 

MN581: FNP II Clinical – Children and Adolescent Health Focus

This clinical course will allow the student nurse practitioner opportunity to assess, diagnose, and manage acute and chronic health care issues in the pediatric and adolescent population in a primary care setting. Health maintenance, screening, and anticipatory guidance activities will take place in collaboration with the preceptor. Collaboration, communication, and referral with other health care and social service organizations will be conducted as part of a team approach to management.

Quarter Credit Hours: 5 | Prerequisite: MN580; course may also be taken as corequisite

 

MN584: AGNP II – Primary Care of the Frail Elderly

This course addresses the physical and psychosocial health and function of the frail elderly adult. Biologic, psychosocial, and social theories of aging will be explored. Strategies to promote health, minimize disability, and maximize quality of life within the context of independent living, assisted living environments, and skilled care facilities will be introduced. Alternatives to institutionalized care will be explored. Assessment and management of acute and chronic health conditions specific to the frail elderly will be discussed. Palliative care for terminal conditions will be addressed. Financial issues specific to the frail elderly will be analyzed MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion.

Quarter Credit Hours: 5 | Prerequisite: MN572 and MN573

 

MN585: AGNP II Clinical – Frail Elderly Focus

This clinical course will provide opportunity for students to assess, diagnose, and manage treatment of acute and chronic disease in the frail elderly. Adaptive interventions to meet the complex needs of the frail elderly arising from normal changes in the developmental stages of aging, multiple system dysfunction, psychosocial, and financial issues will be utilized. Optimizing a collaborative relationship with the client, caregiver, and other members of the health care team will be discussed.

Quarter Credit Hours: 5 | Prerequisite: MN584; course may also be taken as a corequisite

 

MN590: Applying Principles of Advanced Nursing Practice – Clinical

This course explores the advanced nursing practice roles of change agent and leader to influence health care outcomes for individuals, populations, or systems. A synthesis of the MSN and nurse educator program outcomes will be applied to an evidence-based practice project aimed at improving health care outcomes. All projects include a teaching component for patients and/or their families or other health care professionals. Students complete 100 clinical hours for this course.

Quarter Credit Hours: 5 | Prerequisite: MN523 and MN524

 

MN600: Evidence-Based Practice Project

As a culmination of the theories in nursing, evidence-based decision making, health policy, finance, health care delivery systems, practice issues, ethics, health promotion, disease prevention, and biostatistics, you will develop a manuscript eligible for publication in a professional nursing journal. The content of this manuscript will reflect your clinical project paper and its outcomes from your prior nursing courses MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion.

Quarter Credit Hours: 5 | Prerequisite: Completion of all core courses in the Master of Science in Nursing or prior completion of a master’s degree in nursing and all concentration courses; may not concurrently register for MN520 or MN534

 

MN603: Evaluating and Disseminating Principles of Advanced Nursing Practice – Clinical

In this course, students continue to explore the advanced nursing practice roles of change agent and leader through completion, evaluation, and dissemination of their evidenced-based practice project to influence health care outcomes for individuals, populations, or systems. Students complete 100 clinical practicum hours for this course.

Quarter Credit Hours: 5 | Prerequisite: MN590

 

MN605: Transition to Practice

This course completes the summative process for students to design and develop their individual role as an advanced practice nurse in primary care. Various careers available to the advanced practice registered nurse will be explored. Professional advocacy activities will be demonstrated. The student will differentiate between supervised, collaborative, and independent practice models. Malpractice and scope of practice issues specific to the primary care nurse practitioner role will be analyzed. Entrepreneurial opportunities for primary care nurse practitioners will be explored. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion.

Quarter Credit Hours: 5 | Prerequisite: MN577; MN581 or MN585; and MN610 (may be taken as a corequisite)

 

MN610: NP III Clinical – Primary Care Focus

This clinical course focuses on the clinical application of assessment, differential diagnosis, symptom management, and disease treatment in the primary care setting. You are expected to assess and manage common acute episodic and chronic health illnesses across gender and age span in consultation with your clinical preceptor. Initiation of health promotion and health maintenance activities with individuals and groups is stressed. This final clinical experience enables you to synthesize skills and knowledge gained across the curriculum.

Quarter Credit Hours: 5 | Prerequisite: MN577; MN581 or MN585

 

MN650: Specialized Pharmacology for the AGACNP Acute Care NP

This course builds upon knowledge attained in the advanced pharmacology course with special attention to the needs of the adult and geriatric population in an acute care setting. This course focuses on safe and effective prescribing of cost-effective pharmacotherapeutics in the acute care environment. You will examine ethical, legal, and regulatory prescribing practices of the advanced practice nurse. Communication plans for the interdisciplinary team, clients, and/or families for both prescriptive and nonprescriptive drug therapies will be explored.

Quarter Credit Hours: 2 | Prerequisite: MN551, MN552, MN553, and completion of all core courses in the Master of Science in Nursing

 

MN651: AGACNP Introduction to Acute Care Management

This course is an introduction to the role and responsibilities of the adult-gerontology acute care nurse practitioner (AGACNP). The course introduces the range of acute and chronic conditions experienced by patients in the acute care setting, which are within the scope of practice of the acute care nurse practitioner. Age-appropriate, culturally sensitive, evidence-based plans of care are created. Cooperative relationships with patients, families, and the interdisciplinary health care team are emphasized. You will explore common primary and acute care health conditions and health promotion/maintenance strategies that incorporate individual cultural and health beliefs and practices. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion.

Quarter Credit Hours: 4 | Prerequisite: MN551, MN552, MN553, completion of all core courses in the Master of Science in Nursing, and MN650 (course may also be taken as a corequisite)

 

MN652: AGACNP Acute Care Diagnosis and Management I

This course introduces the theoretical foundation of assessment, diagnosis, and treatment of adult and geriatric acute episodic and unstable chronic health conditions in the acute care environment. Clinical practice guidelines will be explored. You will further develop conceptual knowledge of assessment and management of health, illness, and disease prevention. Interdisciplinary collaboration for the care of the client is introduced.

Quarter Credit Hours: 5 | Prerequisite: MN551, MN552, MN553, completion of all core courses in the Master of Science in Nursing, MN650, and MN651

 

MN653: AGACNP Acute Care Diagnosis and Management Clinical I

This clinical (160 hours) course focuses on interviewing and physical examination techniques to formulate differential diagnoses and management of adult and geriatric acute episodic and unstable chronic health conditions in the acute care environment. You will have the opportunity to implement the role of the nurse practitioner with adults in an acute care setting. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion. You are expected to assess and manage common acute episodic and chronic unstable illnesses and conditions in consultation with your clinical preceptor. Initiation of health promotion and health maintenance activities with individuals and groups is stressed.

Quarter Credit Hours: 5 | Prerequisite: MN551, MN552, MN553, completion of all core courses in the Master of Science in Nursing, MN650, MN651, and MN652 (course may also be taken as a corequisite)

 

MN654: AGACNP Acute Care Diagnosis and Management II

This course builds on AGACNP Acute Care Diagnosis and Management I. The focus will be on the further development of knowledge related to the diagnosis, treatment, and evaluation of adult and geriatric patients with acute episodic and chronic health conditions in the acute care environment. Emphasis is placed on the formation and evaluation of evidence-based plans of care for acute episodic and chronic, unstable, multisystem disorders in adult and geriatric patients.

Quarter Credit Hours: 5 | Prerequisite: MN551, MN552, MN553, completion of all core courses in the Master of Science in Nursing, MN650, MN651, MN652, and MN653

 

MN655: AGACNP Acute Care Diagnosis and Management Clinical II

This clinical (160 hours) course provides you with continued opportunity to further refine the management of medically or surgically complex patients in the acute care setting under the supervision of a preceptor. You will develop a comprehensive list of differential diagnoses and order cost-effective diagnostic and laboratory tests for the patient’s symptoms and diseases. Applying diagnostic reasoning and clinical judgment, you will develop and evaluate individualized management plans that consider the numerous factors affecting client adherence to prescribed treatment plans such as health beliefs and cultural practices.

Quarter Credit Hours: 5 | Prerequisite: MN551, MN552, MN553, completion of all core courses in the Master of Science in Nursing, MN650, MN651, MN652, MN653, and MN654 (course may also be taken as a corequisite)

 

MN656: AGACNP Critical Care Management

This course focuses on the advanced synthesis and management of critical care acute episodic and chronic health conditions for adult and geriatric patients in the acute care environment. Emphasis is placed on advanced proficiency in the formation and evaluation of evidence-based plans of care for acute episodic and chronic multisystem disorders in adult and geriatric patients. This course provides a comprehensive review of the acute care curriculum. MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion.

Quarter Credit Hours: 5 | Prerequisite: MN551, MN552, MN553, completion of all core courses in the Master of Science in Nursing, MN650, MN651, MN652, MN653, MN654, and MN655

 

MN657: AGACNP Critical Care Management Clinical

This final clinical course requires 200 hours to be completed during the 10 weeks; 100 of those hours must be in an approved critical care setting, emergency department excluded. This course provides you the opportunity to immerse yourself in the role of the acute care nurse practitioner. An acute care preceptor and site are required for this course. You will be required to apply the principles of clinical judgment, assessment, and diagnostic reasoning to the evaluation and management of adult and geriatric acute episodic and chronic health conditions in the acute care environment. During this course, you will practice more independent decision-making skills while using the preceptor as a clinical resource and mentor. You are expected to develop a stronger identity as an advanced practice nurse as you implement all aspects of the role, including provider and educator, as well as demonstrate a commitment to ensuring quality care through consultation, collaboration, documentation, continuing education, certification, and self-reflection. This course includes a diagnostic readiness test for national certification.

Quarter Credit Hours: 5 | Prerequisite: MN551, MN552, MN553, completion of all core courses in the Master of Science in Nursing, MN650, MN651, MN652, MN653, MN654, MN655, and MN656 (course may also be taken as a corequisite) MN501: Advanced Nursing Roles, MN502: Theoretical Foundations of Advanced Practice Nursing, MN504, MN505: Epidemiology and Health Promotion

NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform

Discussion: Nurses as Leaders in Health Care Reform

As health care delivery in the United States continues to evolve, either through mandates, improved technologies and training, or other drivers, nurses remain at the forefront in facilitating the success of new initiatives. In 2010, the Institute of Medicine formed a committee of experts to address the following question: “What roles can nursing assume to address the increasing demand for safe, high-quality, and effective health care services?” In the final report of the committee,
The Future of Nursing: Leading Change, Advancing Health
, the authors stated: NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform.

BUY A PLAGIARISM-FREE PAPER HERE

This report offers recommendations that collectively serve as a blueprint to (1) ensure that nurses can practice to the full extent of their education and training, (2) improve nursing education, (3) provide opportunities for nurses to assume leadership positions and to serve as full partners in health care redesign and improvement efforts, and (4) improve data collection for workforce planning and policy making. (p. 10)

For this Discussion, you will focus on the research recommendations presented by the committee concerning the role of nurses as leaders. The committee members believe that answers to these research questions are needed to advance the profession of nursing and to further expand their role in health care reform and improvement. NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform.

To prepare:

Review Chapter 7 in
The Future of Nursing: Leading Change, Advancing Health
report provided in the Learning Resources. Focus on the information in Box 7.3, “Research Priorities for Transforming Nursing Leadership.”

Select one of the research priorities listed in Box 7.3 that is of particular interest to you and applicable to your career interests. Consider the benefits and challenges of researching and addressing this priority in nursing.

Using the Walden library, identify two to three current articles that address your selected research priority. Consider the current state of research efforts on this priority. NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform.

Reflect on how the research findings for your area of priority impact nurses as leaders in organizations and health care reform. Why is research on this priority important?

By Day 3

Post
a description of the priority you selected and the benefits and challenges of further researching this area. Provide an overview of the articles you found (using appropriate APA citations) relating to this priority, and highlight any key findings. Explain how continued research in this area could strengthen the ability of nurses to lead in both individual organizations and as advocates of health care reform. NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform.

Read
a selection of your colleagues’ responses. Focus particularly on those questions raised to which you can add comments based on shared experiences or situations. Consider how your colleagues’ postings reflect and/or differ from your own perceptions and opinions. Review the Learning Resources for any clarification needed before responding.

By Day 6

Respond
to at least
two
of your colleagues
on two different days
in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research using an in-text citation in APA format.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Reference:

National Academy of Sciences. (2011)
The future of nursing: Leading change, advancing health.

Retrieved from https://download.nap.edu/catalog.php?record_id=12956

 

Nursing school does its best to prepare future nurses for the world of nursing as a licensed professional, but I believe that it is the on-unit preceptors and mentors that really help to shape the skills and confidence of a new nurse. With this in mind I selected “Identification of the characteristics of mentors that have been (or could be) most successful in recruiting and training diverse nurses and nurse faculty.” In my career, as both a student and nurse, I have had the opportunity to shadow some of the most amazing, caring, and knowledgeable nurses, and because of their leadership and guidance I have been able to grow into a better nurse for the patients I encounter that I don’t believe I would had been without them. NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform.

An article in the Journal of Oncology Nurse Society discussed the qualities of a mentor from a nurse’s perspective. Bosley discussed that “Qualities that make for a good mentor are patience and the passion to teach or share knowledge with others.” (Bosley, 2012, p. 15) She explains how it is important for the mentors to be accessible and approachable, yet be able to correct incorrect practice without belittling or making them feel insignificant or stupid. Bosley stated, “Having a mentor definitely had a huge impact on my professional development.” (Bosley, 2012, p. 15)

The next article
Mentorship in contemporary practice: the experiences of nursing students and practice mentors
, explores the role of the mentor in nursing practice. The article was based on a study which investigated the impact of locality-based nursing education initiative on students, practice mentors and academic staff. (Myall, Levett-Jones, & Lathlean, 2008, p. 1834) Myall, et al defines the mentor as a counselor or adviser, is often used interchangeably as preceptor or clinical facilitator, who is a practitioner ‘who facilitates learning and supervises and assesses students in the practice setting’.  (Myall, Levett-Jones, & Lathlean, 2008, p. 1836) They also stated that the most successful characteristics of the mentor are to be the provision of support and guidance in the practice area; facilitation of student learning; assessment and evaluation of the student; acting as a positive role model; and ensuring students are fit for purpose, practice and award. (Myall, Levett-Jones, & Lathlean, 2008, p. 1837) NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform.

References:

Bosley, C. (2012, January 1). What Makes a Good Nursing Mentor? One nurse’s perspective.
Oncology Nursing Society
, p. 15 .

Myall, M., Levett-Jones, T., & Lathlean, J. (2008, July 15). Mentorship in contemporary practice: the experiences of nursing.
The Journal of Clinical Nursing
, pp. 1834-1842.

National Academy of Sciences. (2011)
The future of nursing: Leading change, advancing health
.

Retrieved from https://download.nap.edu/catalog.php?record_id=12956 NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform

Response:

Hi,

Thank you very much for your insight. Like you I also feel strongly about mentoring, and in my career I have had some very great nurses that have shaped me into a more competent and confident practicing nurse. I believe that not only do great mentors help build better and more confident new nurses, but they also create a foundation for future nurse mentors. In my career I have had several opportunities to be a mentor and preceptor to new graduate nurses. In approaching this I have done my best to encompass the best qualities that I received from my mentors and bestow those onto the nurses that I have been selected to mentor, in hopes that I have been able to form the same career long impression to them that I form to me. NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform. “A traditional mentoring relationship blends career functions, such as teaching, coaching, protecting, and sponsoring, with psychosocial functions, such as role modeling, counseling, and friendship, that provide emotional support and boost the mentee’s confidence and sense of self-worth” (Banister, Bowen-Brady & Winfrey, 2014, p. 318)

Reference:

Banister, G., Bowen-Brady, H. M., & Winfrey, M. E. (2014). Using Career Nurse Mentors to Support            Minority Nursing Students and Facilitate their Transitions to Practice.
Journal of Professional          Nursing, 30
(4), 317-325. Doi:10.1016/j.profnurs.2013.11.001 NURS 6050 Wk 2 Discussions and responses: Nurses as Leaders in Health Care Reform

MN569: FNP I Clinical – Life Span Health Focus

This introductory course will provide students with the foundation of critical thought process in differential diagnosis. Common acute and chronic illness across the lifespan will be discussed. Common risk assessment, screening, and lifestyle modification will be presented. Introduction to paper and computerized documentation in the primary care setting will begin. Students will begin to develop collaborative skills involving the client, family, and the intradisciplinary health care team.

ORDER A PLAGIARISM-FREE PAPER HERE

Quarter Credit Hours: 5 | Prerequisite: 
MN568
; course may also be taken as a corequisite MN569: FNP I Clinical – Life Span Health Focus

MN573: AGNP I Clinical – Adolescent and Adult Focus

This clinical course introduces beginning skills in assessing, diagnosing, and treating common acute and chronic health conditions in the client aged 12 years through adulthood. The focus will be on pharmcologic and nonpharmcologic interventions as well as health promotion, screening, and lifestyle modification techniques.

ORDER A PLAGIARISM-FREE PAPER HERE

Quarter Credit Hours: 5 | Prerequisite: 
MN572
; course may also be taken as a corequisite MN573: AGNP I Clinical – Adolescent and Adult Focus

MN568: FNP I – Primary Care Across the Life Span

This course examines the range of illnesses and conditions experienced by clients across the life span and gender in primary care settings. Illustration of a consistent approach to the evaluation and management of these illnesses and conditions are emphasized. You will expand your diagnostic and clinical reasoning and differential diagnoses abilities through continued application of new and previously acquired knowledge and skills in caring for clients who present acute, episodic, and chronic illness and conditions. You will formulate evidence-based management plans that address client health beliefs, developmental and family lifecycle stages, health promotion, screening, and health maintenance behaviors. Collaborative relationships with the client, family, and intradisciplinary health care team are emphasized. Oral and written skills using advanced technology are emphasized.

ORDER A PLAGIARISM-FREE PAPER HERE

Quarter Credit Hours: 5 | Prerequisite: 
MN566
 MN568: FNP I – Primary Care Across the Life Span

MN572: AGNP I – Primary Care of the Adolescent and Adult

This course will focus on the primary care of clients from age 12 to late adulthood. The focus will be on gaining competence in understanding acute and chronic illnesses and their management. Health promotion, screening, and risk management is presented as integral to the primary care focus. Interdisciplinary team building for the care of the client is introduced.

ORDER A PLAGIARISM-FREE PAPER HERE

Quarter Credit Hours: 5 | Prerequisite: 
MN566 
 MN572: AGNP I – Primary Care of the Adolescent and Adult

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.

ORDER A PLAGIARISM-FREE PAPER HERE

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