Students should post Weekly Clinical Goals before they attend clinical for the week.

• Weekly schedule for clinical. Please include days and hours. 
• Using your clinical competency checklist to guide you, please share two clinical goals for the week.
• What barriers and opportunities do you anticipate specific to your clinical site and/or preceptor?

The purpose of this assignment is for learners to:

• Have the opportunity to integrate knowledge and skills learned throughout all core courses in the FNP track and previous clinical courses.
• Demonstrate an advancing understanding of the care of women and children.
• Demonstrate the ability to analyze previous patients seen in the clinical setting be able to perform an evidenced-based review of their case, diagnosis, and plan, while guiding and taking feedback from peers regarding the case
• Demonstrate professional communication and leadership, while advancing the education of peers.

Course Outcomes

1. Integrate current evidence based clinical practice guidelines in the care of childbearing and childrearing families.
2. Appropriately apply anticipatory guidance and health promotion in the care of childbearing and childrearing families.
3. Assess growth and developmental milestones in the care of childbearing and childrearing families.
4. Construct an evidence based reproductive health management plan.
5. Identify and address healthcare needs of marginalized childbearing and childrearing families

Requirements

For Week 3 of the course you will be presenting your own case from clinical. The case should be clear, organized, and meet the following guidelines:

Initial Case Presentation:

Present only the subjective and objective data only on the patient organized as you would organize them in a SOAP (CC, HPI (no OLDCART for HPI); ROS, PE findings, and any lab or diagnostic findings for your patient.

**Do not put the diagnosis or plan in initial post. No Assessment/Plan in the initial post. No citations or references are required for your initial post, you will post references in your summary post.

WEEK 3: The case should be pediatric (a patient age 17 years or younger).

WEEK 3 specific guidelines: The case must not be something overly simple. The list of things that should not be covered include sore throat, URI, UTI, ear infection, or contact dermatitis (poison ivy). You need to present a case that intrigued you or presents new content in a different light. *One of the above diagnosis can be presented if the findings were unusual and you clear such case with your course faculty prior to posting (at least 2 days before posting). In the pediatric case you must also include in the objective data growth chart percentiles for height, weight, and BMI, and tanner staging. A patient you saw both for initial complaint and follow-up would be ideal, but not required.

Leading the Discussion: Post your subjective, objective, and diagnostic data for your patient by Wednesday at 11:59 PM MT.

Interactive Dialogue: As a student you will also be required to respond to at least two (2) other students initial case presentation. In your responses, you must include the following: Your top three (3) differentials based on the information provided and why (rationale based on presentation findings), the primary diagnosis you are leaning toward, how you would treat that diagnosis. Use references to support your response. *DEADLINE – YOUR RESPONSES TO 2 STUDENTS ARE DUE BY FRIDAY AT 11:59 p.m. (MT). **If all students have a response, then choose the student with the least responses to their posting.

Clinical Case Presentation Summary Criteria:

By Sunday 11:59 p.m. MT, post a summary reply to your initial post and respond to any faculty questions to your initial posting or question(s) posed to the general class. Use references to support all of your responses.

Criteria for Summary Post should include all of the following required elements: Summary post written in paragraph(s) type format (No SOAP note for Summary Post); discuss primary and any applicable secondary diagnoses along with treatment plan for each diagnosis. Scholarly and evidence based in-text citation support for all of the listed diagnoses; Scholarly and evidence based in-text citation for each treatment plan. Differential diagnoses are eliminated. Summarize your peer’s posts to your presentation.

*Remember not to use any patient identifiers in your posting (this would be full names or disclosure of clinic name, preceptor name, et cetera). Please include age, gender, and race.

• Weekly schedule for clinical. Please include days and hours. 
• Using your clinical competency checklist to guide you, please share two clinical goals for the week.
• What barriers and opportunities do you anticipate specific to your clinical site and/or preceptor?

The purpose of this discussion is to enhance the student’s clinical reasoning, confidence and learning of various pediatric and women health topics through virtual presentation and facilitated discussion. This assignment is completed in weeks 2 and 6.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Apply advanced preventative and ill visit knowledge to the care of children and women (CO 1, 2, 4).
2. Apply appropriate pharmacologic and non-pharmacologic interventions in the care of children and women (CO 1, 2, 4).
3. Apply advanced preventive and routine exam knowledge to the care of women and children (CO 1, 2, 4).
4. Explore health promotion or disease prevention specific to the child-bearing family (CO 1, 2, 4).
5. Locate and apply current guidelines for specialized exams and care in women and children (CO 1, 2, 4).
6. Discuss common issues of women’s health (CO 1, 4).
7. Summarize patient findings into an organized oral presentation (CO 1, 2, 4).

Due Date: 

Pediatric Grand Rounds due Week 2 by Wednesday, 11:59 p.m. MT

Women’s Health Grand Rounds due Week 6 by Wednesday, 11:59 p.m. MT

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, 11:59pm MT, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

Total Points Possible: 110

PRESENTATION REQUIREMENTS:

1. In Weeks 2 & 6, you will create a video Powerpoint presentation, narrated in Kaltura, on a select topics assigned to you by your professor in week.
2. Please refer to the “How to use Kaltura” recording below. If you have technical issues, please contact your faculty or Tech Support. Make sure you click on the Screen & Webcam box to record in Kaltura. For more information on Kaltura, see Resources.
3. In each presentation, a student must discuss the following:
   • Pathophysiology, epidemiology, risk factors, and clinical assessment findings for the assigned topic
   • A minimum of three (3) differential diagnoses, listed
   • Typical clinical assessment findings for each assigned topic, in detail
   • Any applicable diagnostic studies to confirm the diagnosis of the assigned topic. If not applicable, discuss why)
   • Prevention (if not applicable, discuss why)
   • Treatment including non-pharmacologic management and pharmacologic management (if not applicable, discuss why)
   • Patient and/or family education
   • Discuss best practices for optimal outcomes
4. The overall presentation must meet the following requirements:
   • The presentation should be interesting, professional, and focused to the topic
   • Lab coat and name tag/badge must be worn
   • Visual aids should be included (i.e., pictures, charts, graphics, mindmap, algorithm, etc.)
   • Utilize a minimal of six peer-reviewed scholarly articles from Chamberlain Online Library and/or current evidence-based clinical guidelines to support your findings.
5. Upload your presentation to the discussion board by Wednesday, 11:59 p.m. MT.
6. Begin facilitating discussion and continue to lead it throughout the week by posting three (3) open-ended questions on your topic. These should not be questions that can easily be answered by watching your presentation. The questions should add additional information to the discussion.

PARTICIPATION REQUIREMENTS:

1. Interactive Dialogue with Peers (due by Friday 11:59 p.m. MT)
   • Post a response to the presentation questions of at least two (2) peers on two (2) different days.
   • Responses to peer presentation question should be insightful and substantive.
2. Interactive Dialogue with Faculty (due by Sunday 11:59 p.m. MT)
   • Students must respond substantively to all faculty-directed question on three (3) separate posts. You must answer all questions from faculty directed at you on your presentation as well as answer the faculty questions on a minimal of two peer posts).
3. Ground Rounds Summary Criteria (due by Sunday 11:59 p.m. MT)
   • Starting on Saturday, add summary post to the original grand rounds presentation that summarizes the discussion. Includes conclusions from the collective group discussion on the topic. Summary post is due Sunday before 11:59 p.m. MT, ** Do Not Post a Summary before Saturday** Peers need time to review presentations and respond. Summaries posted before Saturday will receive a zero for the Summary requirement criteria/category

The purpose of this assignment is for learners to:

1. Have the opportunity to integrate knowledge and skills learned throughout all core courses in the FNP track and previous clinical courses using the Healthy People 2020 goals.
2. Demonstrate an advancing understanding of Sexual Transmitted Infections (STD’s)
3. Demonstrate the ability to create an action plan that can be implemented as an FNP
4. Demonstrate professional communication and leadership, while advancing the education of peers.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Demonstrate care for women with sensitive health issues (CO 1, 4)
2. Explore Approaches to Sexual Transmitted Diseases screening and detection (CO 1, 4)

Due Date: 

• Initial discussion due by Wednesday, 11:59pm MT Week 7
• Peer Responses due by Friday, 11:59 pm MT Week 7
• Faculty Responses due by Sunday, 11:59pm MT Week 7

A 10% late penalty will be imposed for EACH discussion posted after the deadline, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0 for that section).

Total Points Possible: 110

Requirements:

Initial Presentation (by Wednesday 11:59 p.m. MT)

List the STD standard that you were assigned and give a complete background of your STD including:

• signs and symptoms
• treatments per current clinical guidelines
• follow-up
• possible psychological issues that may present
• side effects of medication or the disease itself
• find and identify your local or state statistics for your assigned STD from the CDC website

Response to Peer Presentations (by Friday 11:59 p.m. MT)

Post to two (2) peer’s discussions which must include:

• local statistics (from your area) for your peer’s assigned STI
• at least one evidence-based action plan that is measurable and could be implemented at the community level/population level or at the individual level for your peer’s assigned STI
• at least one opposition or barrier they may come across with the proposed action plan

• evidence from appropriate, scholarly sources

Interactive Dialogue with Faculty (by Sunday 11:59 p.m. MT)

• respond to all faculty question(s) posted to student’s initial discussion post
• respond to two (2) faculty questions that are posted to a peer’s initial posts
• respond to all general questions posted to the class by faculty

• evidence from appropriate, scholarly sources

Summary Criteria (by Sunday 11:59 p.m. MT)

• present a STD summary in a logical, meaningful, and understandable sequence
• create three (3) evidence-based action plans that you can apply in your practice/community that will help to decrease the incidence of the STD you were assigned; you may create all three evidence-based action plans or you may create one on your own and use two of the evidence action plans that were recommended to you by your peers

• each action plan must include an evidence based in-text citation
• discuss at least one opposition or barrier they may come across with the proposed action plans
• include a summary of your peers’ responses to your initial post

Reflect back over the past eight weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #1, the MSN Essential VII, and the Nurse Practitioner Core Competencies # 8.

Program Outcome #1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)

MSN Essential VII: Interprofessional Collaboration for Improving Patient and
Population Health Outcomes

Recognizes that the master’s-prepared nurse, as a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care.

Nurse Practitioner Core Competencies

# 8 Ethics Competencies

1. Integrates ethical principles in decision making.
2. Evaluates the ethical consequences of decisions.
3. Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.