Purpose

The purpose of this assignment is to reflect on achievements in this course based on three criterion: Program Outcome, MSN Essential, NONPF Core Competency.

Activity Learning Outcomes

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

1. Reflect on personal and professional growth toward achieving competence as a family nurse practitioner (CO1, 2, 3, 4, 5, & 6).

Due Date:

Assignment must be submitted by Saturday 11:59 p.m. MT of week 8. Nothing can be accepted AFTER the Week 8 deadline when the course closes.

Total Points Possible:  50

Requirements:

1. Choose one (1) from EACH category below:

• MSN program outcome
• MSN Essential
• NONPF Core Competency

2. Reflect over the past eight weeks and describe how achieving the course outcomes have prepared you to meet 1 program outcome, 1 MSN essential and 1 NONPF competency.
3. You may NOT choose the same program outcome, MSN essential or NONPF competency as you did in the NR-565 reflection assignment.
4. Provide a specific example for each category.

MSN Program Outcome1.            Provide high quality, safe, patient-centered care grounded in holistic health principles.5.            Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice.

MSN EssentialI.              Background for Practice from Science and HumanitiesVIII.        Clinical Prevention and Population Health for Improving HealthIX.          Master’s Level Nursing Practice

NONPF Core CompetenciesScientific Foundation CompetenciesThese competencies ensure that nurse practitioners graduate with a comprehensive background in medical sciences. All nurse practitioner students are required to take foundational pathophysiology and pharmacology, but depending on their specialty, they may take additional courses. Psychiatric nurse practitioners often take courses in neuroscience whereas neonatal nurse practitioners take courses in neonatology. Scientific core competencies also include knowledge and understanding of clinical practice guidelines, evidence-based practice, translational research, and treatment of vulnerable and diverse patient populations.The scientific foundation core competencies defined by the NONPF include the following:1.    Thinks critically about data and applies this evidence to improving practice.2.    Allows knowledge from the humanities and other disciplines to inform one’s work in nursing.3.    Incorporates research findings to enhance practice methods and patient outcomes.4.    Creates fresh evidence-based approaches and techniques, paying thought to research findings, core theory, and experience from practice.Quality CompetenciesQuality care, as defined by the NONPF, refers to the degree to which health services increase the desired health outcomes consistent with professional knowledge and standards. Quality competencies focus on understanding how to access and use information databases and how to critically evaluate research findings.The quality core competencies include the following: Applies the best and most contemporary research findings to clinical practice.Considers the complex relationships between cost, safety, access, and quality in healthcare delivery.Assesses the effects of organizational structures, financial management, policy, and other factors on healthcare.Offers feedback in peer reviews to “promote a culture of excellence.”Tailors care to each practice situation and uses interventions as necessary.Practice Inquiry CompetenciesPractice inquiry competencies focus on translational research, i.e., taking academic research and applying it to the clinical setting. These competencies ensure that nurse practitioner students understand how to apply research to improve their patients’ health outcomes.The practice inquiry core competencies include the following:Translates new knowledge into practice through leadership.Uses clinical experiences to inform practice and improve patient outcomes.Applies investigative abilities in a clinical setting to improve healthcare.Facilitates practice inquiry, both individually and in partnerships.Transmits knowledge from inquiry to others.Thinks critically about the individual applications of clinical guidelines.

Preparing the paper

• The written portion of this assignment is to be completed in a WORD document (.doc) and submitted to the course.
• Grammar, punctuation, spelling should be observed. In-text citations and reference page should follow APA format.
• Assignments will not be accepted once the course closes in Week 8.

ASSIGNMENT CONTENT
Category	Points	%	Description
Outcome Achievement	40	80%	The student identifies at least one of the listed program outcomes;ANDProvides at least one specific example of how the program outcome was met;ANDThe student identifies at least one of the listed MSN essentials;ANDProvides at least one specific example of how the MSN essential was met;ANDThe student identifies at least one of the listed NONPF competencies;ANDProvides at least one specific example of how the NONPF competency was met.(6 required elements)
	40	80%	Total CONTENT Points= 40 pts
ASSIGNMENT FORMAT
Category	Points	%	Description
Organization, spelling, grammar and APA format	10	20%	Narrative summary is provided with consideration to organization, spelling, grammar and APA format.
	10	20%	Total FORMAT Points= 10
			ASSIGNMENT TOTAL= 50 points

Purpose 

The purpose of the assignment is to provide an opportunity for students to practice writing prescriptions before they start their practicum rotation. Understanding how to accurately write a prescription helps to minimize medication errors and adverse events. 

Activity Learning Outcomes 

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

1. Identify the components of a prescription. (CO 4) 
2. Identify abbreviations that are approved and acceptable to be used. (CO 4) 
3. Accurately write a prescription based on a given patient scenario. (CO 4) 

Due Date:  

Sunday 11:59 p.m. MT at the end of Week 3 & 7  

 Total Points Possible:  45 points 

Requirements: 

Prior to starting this assignment, student should read and familiarize themselves with the following resources: 

• RX Writing PowerPoint Presentation (see video below)
• Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations (https://www.ismp.org/recommendations/error-prone-abbreviations-list (Links to an external site.)) 
  • Students do not have to register for an account for ISMP.org.
  • Scroll down the page to see the list of error-prone abbreviations.

In week 3 & 7, faculty will present to you a case scenario and you will accurately write a prescription(s). 

1. Each assignment is worth 45 points and follows the RX writing assignment rubric. 
2. Prescriptions must be written or typed on the template provided and submitted by Sunday, 11:59 p.m. MT. 
3. Each prescription must be written on the corresponding RX Template.

https://chamberlain.instructure.com/courses/73672/external_tools/retrieve?display=borderless&url=https%3A%2F%2F2363221.kaf.kaltura.com%2Fbrowseandembed%2Findex%2Fmedia%2Fentryid%2F1_ubvud5hi%2FshowDescription%2Ffalse%2FshowTitle%2Ffalse%2FshowTags%2Ffalse%2FshowDuration%2Ffalse%2FshowOwner%2Ffalse%2FshowUploadDate%2Ffalse%2FplayerSize%2F400x285%2FplayerSkin%2F43522921%2F

Transcript

Week 7 Scenario:

Maggie Little (DOB 8/17/1994) is here for her annual gynecological exam and she needs a refill on her oral contraception. She has been taking Loestrin FE 1.5/30 for 5 years without problems and there are no contraindications for continued use. You plan to see her back in 1 year. Her address is 769 Fox Valley Circle, Dayton, OH 45415. Your NP license number is 05347. Your NPI number is 18621459.

ASSIGNMENT CONTENT
Category	Points	%	Description
Patient & Provider Information	10	22.2%	The following components are completed accurately:  Provider name Patient name Patient address Patient’s DOB Date prescription is written Prescriber license and NPI Number Prescriber signature in the correct location in the “Dispense as written” or “Generic substitution permitted” box (7 required elements)
Medication Information	10	22.2%	The following components are completed accurately: Medication name Medication strength Medication dosage form Abbreviations, symbols and dose designations are compliant with the Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations (4 required elements)
Medication Directions	20	44.4%	The following components are completed accurately: Prescribing amount Route Frequency Duration Dispensing quantity Number of refills (6 required elements)
	40	89%	Total CONTENT Points= 40 pts
ASSIGNMENT FORMAT
Category	Points	%	Description
Prescription Format	5	11.1%	Written on the RX template Organized in standard RX format Legible
	5	11%	Total FORMAT Points= 5 pts
	45	100%	ASSIGNMENT TOTAL=  45 points

Rubric

NR508_565_566 RX Writing_UPDATED

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomePatient & Provider InformationThe following components are completed accurately: Provider name Patient name Patient address Patient’s DOB Date prescription is written Prescriber license and NPI Number Prescriber signature in the correct location in the “Dispense as written” or “Generic substitution permitted” box (7 required elements)	10 ptsExcellentAll 7 critical elements are present.9 ptsV. Good6 critical elements are present.8 ptsSatisfactory4-5 critical elements are present.4 ptsNeeds Improvement2-3 critical elements are present.0 ptsUnsatisfactory0-1 critical elements are present.	10 pts
This criterion is linked to a Learning OutcomeMedication InformationThe following components are completed accurately: Medication name Medication strength Medication dosage form Abbreviations, symbols and dose designations are compliant with the Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations (4 required elements)	10 ptsExcellentAll 4 critical elements are present.9 ptsV. Good3 critical elements are present.8 ptsSatisfactory2 critical elements are present.5 ptsNeeds Improvement1 critical elements are present.0 ptsUnsatisfactory0 critical elements are present.	10 pts
This criterion is linked to a Learning OutcomeMedication DirectionsThe following components are completed accurately: Prescribing amount Route Frequency Duration Dispensing quantity Number of refills (6 required elements)	20 ptsExcellentAll 6 critical elements are present.18 ptsV. Good5 critical elements are present.17 ptsSatisfactory4 critical elements are present.10 ptsNeeds Improvement2-3 critical elements are present.0 ptsUnsatisfactory0-1 critical elements are present.	20 pts
This criterion is linked to a Learning OutcomePrescription FormatWritten on the RX template Organized in the standard RX format Legible	5 ptsExcellentThe prescription is written on the RX template, organized in the standard RX format, and legible4 ptsV. GoodThe prescription is written on the RX template, is only partially organized in the standard RX format OR partially legible3 ptsSatisfactoryThe prescription is written on the RX template and is not organized in the standard RX format BUT is at least partially legible2 ptsNeeds ImprovementThe prescription is written on the RX template and is not organized in the standard RX format and is not legible0 ptsUnsatisfactoryThe prescription is NOT written on the RX template, is not organized in the standard RX format AND is not legible	5 pts
This criterion is linked to a Learning OutcomeLate penalty deductions	0 ptsLate penalty deductionsStudents are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.0 ptsNo Marks	0 pts
Total Points: 45

Purpose 

The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of multiple pharmacological agents through facilitated discussion. 

Activity Learning Outcomes 

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

1. Create an appropriate evidence-based medication treatment plan for a select disease (CO1, 2, 3, & 6)

Due Dates:  

•  Your Grand Rounds Presentation must be posted to the Week 7 discussion board by Monday,11:59 pm MT of week 7.  
• Responses to three (3) peer presentations must be posted to the Week 7 discussion board by Thursday, 11:59 pm  MT of week  7. 
• Peer feedback (response to questions) and faculty responses must be posted to the Week 7 discussion board by Sunday, 11:59 pm MT**

A 10% late penalty will be imposed for presentations posted to the week 7 discussion board after the deadline on Monday at 11:59pm MT OR posting initial peer responses after the deadline on Thursday at 11:59pm MT, regardless of the number of days late. NOTHING will be accepted after the deadline on Sunday at 11:59pm MT (i.e. student will receive an automatic 0) 

(**) Not required for peer responses or faculty questions directed at you after Friday at 11:59pm MT. 

Total Points Possible:  75 points 

Requirements: 

1. Post your Kaltura presentation to the weekly discussion board ( without the answers to the questions) no later than Monday at 11:59 pm MT
2. Post a response to a MINIMUM of three (3) peer presentations following the criteria outlined in the rubric  no later than  Thursday at 11:59 pm MT 
3. Provide a “score” (result of knowledge questions) to peers AND a response to a faculty question no later than Sunday at 11:59 pm MT  

DISCUSSION CONTENT
Category	Points	%	Description
Interactive Dialogue  #1 (4 required elements)	10	13.4%	In each discussion response to a peer,  you must :  Provide an alternative drug (or drugs) that could be prescribed for the conditio n DIFFERENT than that  recommended by the peer presenter Provide the a pproximate  retail cost of the alternative drug selected Provide the approximate cost of the alternative medication from 3  different  pharmacies using GoodRx. (https://www.goodrx.com/ (Links to an external site.) )  Provide answers to all 5 “Test Your Knowledge” questions from your peer’s presentation
Interactive Dialogue  #2 (4 required elements)	10	13.3%	In each discussion response to a peer, you must:  Provide an alternative drug (or drugs) that could be prescribed for the condition DIFFERENT than that recommended by the peer presenter  Provide the approximate retail cost of the alternative drug selected  Provide the approximate cost of the alternative medication from 3 different pharmacies using GoodRx. ( https://www.goodrx.com/  (Links to an external site.) ) Provide answers to all 5 “Test Your Knowledge” questions from your peer’s presentation
Interactive Dialogue  #3 (4 required elements)	10	13.3%	In each discussion response to a peer, you must:  Provide an alternative drug (or drugs) that could be prescribed for the condition DIFFERENT than that recommended by the peer presenter  Provide the approximate retail cost of the alternative drug selected  Provide the approximate cost of the alternative medication from 3 different pharmacies using GoodRx. ( https://www.goodrx.com/  (Links to an external site.) ) Provide answers to all 5 “Test Your Knowledge” questions from your peer’s presentation
Participation & EBM Support (5 required elements)	30	40%	Post substantive (* )  responses to peer presentations  using criteria from the interactive dialogue section (start by posting to the peer with the least number of responses)  Provide “scores” (r esult of  knowledge questions) for every peer that answered the “Test Your Knowledge” questions f rom your  presentation(**) by Sunday at 11:59pm MT Responds to all direct faculty questions OR if you were  not asked a direct question , respond to a faculty question directed towards another student(**) by Sunday at 11:59pm MT  Support each discussion post with appropriate, scholarly references (^) using sources published within the last 5 years (unless it is the most current CPG)  Provide a reference list with in-text citations that match   (*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused  (**) Not required for peer responses or faculty questions directed at you after Friday at 11:59pm MT. (^)Textbooks, non-US journals, nursing journals not intended for advanced practice providers are NOT considered scholarly references for treatment decisions.
	60	80%	Total CONTENT Points= 60 pts
DISCUSSION FORMAT
Category	Points	%	Description
Spelling, Grammar, Syntax, APA Format & Punctuation	15	20%	Posts contain minimal spelling, grammatical, syntax, APA format, or punctuation errors
	15	20%	Total FORMAT Points= 15 pts
	75	100%	TOTAL Points=75

Purpose

The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of multiple pharmacological agents through facilitated discussion.

Activity Learning Outcomes

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

Create an appropriate evidence-based medication treatment plan for a select disease (CO1, 2, 3, & 6)

Due Date:

Week 6: Grand Rounds PowerPoint Presentation due by Sunday 11:59 p.m. MT at the end of Week 6. In Week 6- you only need to post your Kaltura presentation in the discussion thread. You do not need to reply to your peer’s presentations. 

A 10% late penalty will be imposed for presentations posted after the deadline on Sunday and will follow the late deductions policy stated in the syllabus.

Total Points Possible: 75 points

Requirements:

1. In Week 6, you will create a PowerPoint presentation on a primary care problem that is assigned to you by your professor.
2. You may NOT do the same topic as you had for the NR565 Grand Rounds assignment. If you receive the same topic, reach out to your instructor to be reassigned.
3. The PowerPoint presentation should be narrated using the Kaltura media application.  
4. 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.
5. Present a fictional patient with the assigned medical condition to address all of the following:
   • Describe the most commonly prescribed drugs for the assigned condition.
   • Provide evidence by sharing clinical guidelines, research articles, or other scholarly materials to support your findings.
   • Identify barriers to practice or issues related to the condition and the use of pharmacologic treatment, including potential issues related to cultural diversity and healthcare literacy. 
   • Describe the expected outcomes for medication management, including expectations for follow up care.  
6. The overall presentation must meet the following requirements:
   • Time: between 8-12 minutes total and no more than 15 slides.
   • Citations should be provided at the bottom of slides
   • A full reference list should be included in APA format on the final slide.
7. Additionally, you will create five (5) multiple choice questions derived from your presentation content. Include the questions on a slide in your presentation, but DO NOT provide the answers. Instead, you will provide the answers to these by submitting a Word Document attachment using the paperclip on the week 6 discussion board (as shown below).
8. The PowerPoint presentation and questions are due by Sunday 11:59 p.m. MT at the end of Week 6.
9. In Week 7, you will again post your Kaltura presentation to the weekly discussion board, without the answers to the questions. To better facilitate a robust discussion, your presentation will need to be posted by Monday 11:59 p.m. MT at the start of Week 7.

DISCUSSION CONTENT
Category	Points	%	Description
Case Study(4 required elements)	10	13.3%	1.    Student’s case is based on a fictional patient with the assigned medical condition2.    Subjective data from the patient’s history includes ALL of the following:History of Present Illness (HPI)Previous Medical HistoryMedication Allergies3.    Objective data from the patient includes:Vital Signs Physical exam findings4.    Relevant labs or test results are included (IF pertinent to the medication management of the assigned condition)
Description of Disease(4 required elements)	10	13.3%	A brief pathophysiology statement of the condition is presented; ANDCommon signs and symptoms of the condition are discussed (include relevant labs or tests if applicable); ANDPotential barriers related to cultural or socioeconomic diversity and/or healthcare literacy are discussed; ANDAt least 1 viable solution to overcoming these barriers are presented
Medication Management(6 required elements)	20	26.6%	An evidence-based medication plan is presented and includes ALL of the following: A detailed description of first line prescribed medications recommended for the conditionA detailed description of the second line medication that would be prescribed IF the patient had an allergy to 1st line treatmentMedication details include ALL of the following:Trade and generic names for each medicationTypical dose for each medicationMechanism of action for each medication presented; ANDFor each medication, the following is included:Adverse effectsMajor contraindications for use Major drug-drug interactions At least 1 common alternative therapy for treatment of the disease is discussedThe optimal outcome for treatment with the suggested medication is statedExpectations for patient follow-up related to the medication plan is discussed
Evidence Based Support(4 required elements)	20	26.6%	1.    Requirements for the disease description are supported with appropriate references (textbook is acceptable in this section).2.    Treatment plan is supported with a minimum of 2  appropriate, scholarly sources*; AND3.    Sources are published within the last 5 years (unless it is the most current CPG); AND4.    A Reference list is provided with in-text citations to match * Textbooks, non-US journals, nursing journals not intended for advanced practice providers are NOT considered scholarly references for treatment decisions.
	60	80%	Total CONTENT Points= 60 pts
DISCUSSION FORMAT
Category	Points	%	Description
Organization & Format(6 required elements)	10	13.3%	1.    Presentation is created in PowerPoint and narrated with Kaltura; AND2.    Slides are clear and easy to read; AND3.    The slides do not exceed 15 (excluding title slide, test questions and reference slides); AND4.    The oral presentation is no less than 8 minutes and no longer than 12 minutes; AND5.    Citations are listed on the bottom of slides with a separate reference slide at the end; AND6.    Slide content has minimal spelling, grammatical, syntax, APA format, or punctuation errors
Test Your Knowledge Questions(4 required elements)	5	6.6%	1.    Five (5) knowledge-based are included at the end of the presentation (without answers); AND2.    Knowledge-based questions are multiple-choice questions (not true/false); AND3.    The same questions WITH the correct responses are submitted as an attachment using the paperclip in the Week 6 discussion board.4.    Questions directly relate to the content of the presentation
	15	20%	Total FORMAT Points= 15 pts
	75	100%	DISCUSSION TOTAL=75 points

Purpose 

The purpose of this assignment is to familiarize the student with the most recent guidelines and recommendations  for vaccine -preventable illnesses in the United States.  

Activity Learning Outcomes 

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

1. Identify vaccines available in the US market for vaccine-preventable disease and describe their features (CO 1, 2, 3, 4, 5, & 6). 
2. Identify contraindications and precautions for the use of vaccines available (CO 1, 2, 3, 4, 5, & 6).
3. Use recommendations from the Advisory Committee on Immunization Practice (ACIP) to identify target groups for receipt of each vaccine (CO 1, 2, 3, 4, 5, & 6). 

Due Date:  

Assignment should be submitted to the Week 5 Immunization Assignment  dropbox by  Sunday 11:59 p.m. MST at the end of Week 5. When the assignment is placed in the dropbox, it will automatically be submitted to Turnitin. You may submit the assignment one additional time before the due date to lower the Turnitin score. If you choose to resubmit, the second submission will be considered final and subject to grading.   Once the due date for the assignment passes, you may not resubmit to lower a Turnitin score.  

This assignment will follow the late assignment policy specified in the course syllabus. 

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. 

In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

Total Points Possible:  50

Preparing the Paper: 

1. The Immunization assignment is worth 5 0 points and will be graded on  use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 
2. Submit the paper as a Microsoft Word Document, which is the required format at Chamberlain University. You are encouraged to use  the  APA Academic Writer when creating your assignment. 
3. Follow the directions below and the  grading criteria  located in the rubric closely. Any questions about this paper may be posted under the Q & A Forum or emailed to your faculty.  
4. The length of the paper should be 2- 4  pages, excluding title page and reference page(s). The title and reference pages should be in APA format.
5. Vaccination schedules should be obtained directly from the Centers for Disease Control and Prevention: Resources for Healthcare Providers website and reflect the most current recommendations from the Advisory Committee on Immunization Practices (ACIP). Additional scholarly resources should be used and all sources  must be cited appropriately.    

Requirements: 

Diptheria, tetanus & acellular pertussis (DTaP)	Haemophilus influenza type b (Hib)
Hepatitis B	Human papillomavirus (HPV)
Inactivated influenza (IIV)	Inactivated poliovirus (IPV)
Influenza recombinant (RIV)	Live influenza (LAIV)
Measles, mumps & rubella (MMR)	Meningococcal serogroups A, C, W, Y)
Meningococcal serogroup B	Pneumococcal 13-valent conjugate (PCV13)
Pneumococcal 23-valent polysaccharide (PPSV23)	Rotavirus
Tetanus, diphtheria & acellular pertussis (Tdap or Td)	Varicella (VAR)
Zoster live	Zoster recombinant

Choose 2 vaccines from the list above and provide the following information for each:  

1. Name of disease preventable vaccination 
2. Trade name (if more than one available, chose one only) 
3. Type of vaccination (attenuated or inactivated) 
4. Contraindications 
5. Precautions 
6. Adverse drug reactions 
7. Minimum age to receive vaccine
8. Routine recommended vaccine schedule (timing and dose) 
9. Special situations 

Example: 

Vaccination: Hepatitis A vaccination 

Trade Name: Havrix 

Type: Inactivated 

Contraindication: Person with previous history of severe reaction to HAV, moderate or severe illness, with or without fever  

Precautions: Patients with immunosuppression (may have lower antibody titers) 

Adverse drug reactions: Injection site reaction, headache & malaise 

Minimum age: 12 months 

Routine vaccination schedule: 2 dose series between ages 12-24 months 

Minimum interval between doses (if applicable): 6 months apart

Special situations: Vaccine should be given to those at risk for hepatitis A infection including chronic liver disease, clotting factor disorders, men who have sex with men, injection or non-injection drug use, homelessness, work with hepatitis a virus, travel in countries with high or intermediate endemic hepatitis A or close   personal contact with an international adoptee. 

Barriers & Interventions 

1. Identify one reason for vaccine non-compliance or vaccine hesitancy by patients/parents. 
2. Discuss one intervention that Nurse Practitioners can take to improve vaccination compliance .  
3. Identify when healthcare providers are required by law to report an adverse event.
4. Discuss adverse events that healthcare providers are encouraged  to report.
5. Identify how a healthcare provider would report an adverse event.  

ASSIGNMENT CONTENT
Category	Points	%	Description
Vaccine # 1 Information	15	30%	The student identifies: Name of one disease- preventable vaccination  from the list Trade name  Type of vaccination (attenuated or inactivated) Contraindications Precautions Adverse drug reactions Minimum age to receive vaccine Routine recommended vaccine schedule (timing and dose) Special situations (9  required elements)
Vaccine # 2 Information	15	30%	The student identifies: Name of one disease- preventable vaccination  from the list Trade name  Type of vaccination (attenuated or inactivated) Contraindications Precautions Adverse drug reactions Minimum age to receive vaccine Routine recommended vaccine schedule (timing and dose) Special situations (9  required elements)
Barriers, Interventions & Reporting	15	30%	The student: Identifies 1 reason for vaccine non-compliance or vaccine hesitancy by patients/parents.  Discusses 1 intervention that Nurse Practitioners can take to improve vaccination compliance.  Identifies when healthcare providers are required  by law to report an adverse event.  Discusses adverse events that healthcare providers are encouraged  to report.  Identifies how a healthcare provider would report an adverse event.    (5 required elements)
			Total CONTENT Points= 45 points
ASSIGNMENT FORMAT
Category	Points	%	Description
Organization, spelling, grammar & APA format	5	10%	There are minimal APA errors
			Total FORMAT Points= 5 points
			ASSIGNMENT TOTAL=50 points

Rubric

NR566_WK5_Immunization

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeVaccine # 1 InformationThe student identifies: 1. Name of the disease-preventable vaccination 2. Trade name 3. Type of vaccination (attenuated or inactivated) 4. Contraindications 5. Precautions 6. Adverse drug reactions 7. Minimum age to receive vaccine 8. Routine recommended vaccine schedule (timing and dose) 9. Special situations	15 ptsExcellentAll 9 required elements are present.14 ptsV. Good7-8 required elements are present.12 ptsSatisfactory5-6 required elements are present.8 ptsNeeds Improvement2-4 required elements are present.0 ptsUnsatisfactory0-1 required elements are present.	15 pts
This criterion is linked to a Learning OutcomeVaccine # 2 InformationThe student identifies: 1. Name of the disease-preventable vaccination 2. Trade name 3. Type of vaccination (attenuated or inactivated) 4. Contraindications 5. Precautions 6. Adverse drug reactions 7. Minimum age to receive vaccine 8. Routine recommended vaccine schedule (timing and dose) 9. Special situations	15 ptsExcellentAll 9 required elements are present.14 ptsV. Good7-8 required elements are present.12 ptsSatisfactory5-6 required elements are present.8 ptsNeeds Improvement2-4 required elements are present.0 ptsUnsatisfactory0-1 required elements are present.	15 pts
This criterion is linked to a Learning OutcomeBarriers, Interventions & ReportingThe student: 1. Identifies 1 reason for vaccine non-compliance or vaccine hesitancy by patients/parents. 2. Discusses 1 intervention that Nurse Practitioners can take to improve vaccination compliance. 3. Identifies when healthcare providers are required by law to report an adverse event. 4. Discusses adverse events that healthcare providers are encouraged to report. 5. Identifies how a healthcare provider would report an adverse event.	15 ptsExcellentAll 5 required elements are present.14 ptsV. Good4 required elements are present.12 ptsSatisfactory3 required elements are present.8 ptsNeeds Improvement1-2 required elements are present.0 ptsUnsatisfactory0 required elements are present.	15 pts
This criterion is linked to a Learning OutcomeOrganization, spelling, grammar, APA formatThere are minimal APA errors.	5 ptsExcellent0 to 1 APA error is present.4 ptsV. Good2–3 APA errors are present.3 ptsSatisfactory4–5 APA errors are present.2 ptsNeeds Improvement6–7 APA errors are present.0 ptsUnsatisfactory8 or more APA errors are present.	5 pts
This criterion is linked to a Learning OutcomeLate penalty deductionsStudents are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.	0 ptsManual Deductions0 ptsManual Deductions	0 pts
Total Points: 50

Purpose 

The purpose of the activity is to provide students with the opportunity to compare & contrast two common but different hypertension clinical practice guidelines. 

Activity Learning Outcomes 

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

Distinguish between the recommendations for hypertension management among recent hypertension-and disease-specific guidelines. (1, 2, 3, & 6)

Due Date: Original Post due Wednesday with Peer responses Due on Sunday, 11:59 MT of Week 3

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of three substantive posts are required on three different days.

A 10% late penalty will be imposed for initial 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).  

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0) .

Total Points Possible:  100

Requirements: 

1. Do a web search to locate the current JNC8 and ACC/AHA guidelines for hypertension.  
2. Compare and contrast the two sets of guidelines according to the following:

• Define the classes of hypertension (normal, elevated, stage 1 & stage 2) according to each guideline. 
• What are the thresholds for initiating treatment? 
• What are the treatment goals? (Hint: there may be multiple treatment goals based on certain populations such as diabetics)  
• What medications are recommended to treat hypertension in the African American population? 
• Discuss why one set of guidelines might be used over the other (i.e., is one superior to the other ?)  

DISCUSSION CONTENT
Category	Points	%	Description
Compare & Contrast	65	65%	The student: Defines the classes of hypertension (normal, elevated, stage 1 & stage 2) according to each guideline.  Identifies the thresholds for initiating treatment according to each guideline.  Identifies the treatment goals according to each guideline (there may be multiple goal based on certain populations).  Identifies the medications recommended to treat hypertension in the African American population  according to each guideline.  Discusses why one set of guidelines might be used over the other.  (5 required elements)
Scholarly Support &  Interactive Dialogue	25	25%	Discussion post is supported with appropriate sources*^; Source is published within the last 5 years  Reference list is provided and in-text citations match; Student provides a substantive** response to at least one topic-related post of a peer  Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student  * Textbooks, non-US journals, nursing journals not intended for advanced practice providers. ^ State specific websites from regulatory boards are acceptable)    ** A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response
	90	90%	Total CONTENT Points= 90
DISCUSSION FORMAT
Category	Points	%	Description
Grammar, Syntax, Spelling, APA Format & Punctuation	10	10%	Discussion post has minimal grammar, syntax, spelling, punctuation,  or APA format errors*   (*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.
	10	10%	Total FORMAT Points= 10 pts
	100	100%	DISCUSSION TOTAL=______out of 100 points

Purpose

Family Nurse Practitioners (FNPs) encounter patients with respiratory difficulties across the age continuum in primary care.  The purpose of the activity is to discuss how to address the various types of respiratory issues encountered in the primary care setting.

Activity Learning Outcomes

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

1. CO1: Select appropriate medications according to patient presentation and unique patient factors (PO5).
2. CO2: Analyze factors pertinent to making the most effective drug selection for a client with a specific diagnosis in the primary care setting (PO5).
3. CO3: Analyze client indicators of therapeutic, ineffective, adverse responses and side effects to drug therapy (PO5).
4. CO6: Analyze whether pharmacologic therapy is appropriate for individual patients. (PO 5)

Due Date: Original Post due Wednesday with Peer responses Due on Sunday, 11:59 MT of Week 2

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of 3 substantive posts are required on 3 different days.

A 10% late penalty will be imposed for initial 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).

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).

Total Points Possible:  100

Requirements:

Identify which respiratory issue you will be discussing based on your last name:

• COPD- Last name begins with letter A-E
• Asthma- Last name begins with letter F-J
• Pneumonia- Last name begins with letter K-O
• Tuberculosis- Last name begins with letter P-T
• Smoking Cessation – Last name begins with letter U-Z

Research your assigned topic and include responses to each of the following criteria:

1. Presentation & Diagnosis

• What are the subjective findings (symptoms that the patient reports, ex: SOB) associated with the condition? List a minimum of 3.
• What are the objective findings (exam findings that you can measure, ex: tachypnea) associated with the condition? List a minimum of 3.
• How is the diagnosis determined or confirmed?
• What factors do you need to consider in selecting the best medication for the patient with the condition?

2. Treatment

• List 3 medication treatment options for the condition in the OUTPATIENT setting (cite with appropriate guidelines or scholarly, peer-reviewed journals).
• List the mechanism of action for each drug.
• List 3 potential adverse responses associated with each drug.
• List 3 medication teaching points for each drug prescribed.

3. Scholarly Support & Interactive Dialogue

• Discussion post is supported with appropriate sources*^
• Source is published within the last 5 years
• Reference list is provided and in-text citations match
• Student provides a substantive** response to at least one topic-related post of a peer
• Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student

* Textbooks, non-US journals, nursing journals not intended for advanced practice providers or websites are not considered scholarly. ^ State specific websites from regulatory boards are acceptable

** A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response

DISCUSSION CONTENT
Category	Points	%	Description
Presentation & Diagnosis	30	30%	The student:Identified at least 3 subjective findings for the conditionIdentifies at least 3 objective findings for the conditionIdentifies how the diagnosis is determined or confirmedIdentified factors that should be considered in selecting the best medication for the patient with the condition.(4 required elements)
Treatment	30	30%	The student:Identifies 3 medication treatment options for the condition in the OUTPATIENT setting.Identifies the mechanism of action for each drug.Identifies 3 potential adverse responses associated with each drug.Identifies 3 medication teaching points for each drug prescribed.(4 required elements)
Scholarly Support and Interactive Dialogue	30	30%	Discussion post is supported with appropriate sources*^Source is published within the last 5 yearsReference list is provided and in-text citations matchStudent provides a substantive** response to at least one topic-related post of a peerStudent responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student(5 required elements)* Textbooks, non-US journals, nursing journals not intended for advanced practice providers are not considered scholarly. ^ State specific websites from regulatory boards are acceptable)** A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response
	90	90%	Total CONTENT Points=90 pts
DISCUSSION FORMAT
Category	Points	%	Description
Grammar, Syntax, Spelling, APA Format & Punctuation	10	10%	Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.
	10	10%	Total FORMAT Points=10 pts
			DISCUSSION TOTAL=______out of 100 points

Purpose 

Problem-based learning is a methodology designed to help students develop the reasoning process used in clinical practice through problem solving actual patient problems in the same manner as they occur in practice.  The purpose of this activity is to develop students’ clinical reasoning skills using a case-based learning exercise. Through participation in an online discussion forum, students identify learning issues in a self-directed manner which facilitates learning for the entire group. 

Activity Learning Outcomes 

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

1. Synthesize clinical knowledge, didactic learning and research findings to provide appropriate pharmacological care to primary care patients. (CO 1, 2, 3, 4, & 6) 

Due Date:  

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of 3 substantive posts are required on 3 different days.  

 A 10% late penalty will be imposed for initial 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). Week 8 discussion closes on Saturday at 11:59pm MT. 

 A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0) 

Total Points Possible:  100 

Case Study & Discussion Questions 

John is a 46-year-old male who presents for his yearly physical examination. He has no complaints. Previous medical history is notable for obesity and hyperlipidemia. He reports a very sedentary lifestyle. He sits at a desk for 8 to 10 hours per day and when he comes home he “just wants to relax in front of the television.” He doesn’t feel motivated enough to exercise on a regular basis, although he knows he should.   

John is allergic to penicillin (hives). Medications include atorvastatin 10mg daily and a multivitamin. He occasionally takes acetaminophen for a headache.  

Family history is significant for diabetes (mother, maternal grandmother, paternal grandfather) and hypertension (father and brother). He is a nonsmoker and reports drinking “a few beers on the weekend during football season”. His diet largely consists of fast food meals. He drinks sweet tea with every meal and an additional 3-4 cups of coffee per day. Previous labs and exam last year are unremarkable. 

Vitals today: BP 130/70 mm Hg, pulse 82 and regular, temperature 98.7, respirations 18, height 6’1”, weight 235 pounds (up 3 lbs. since his visit 1 year ago). He completed fasting labs prior to this appointment as he was instructed which reveal the following: 

Fasting plasma glucose=209 mg/dl, HgbA1C=9.1%, TSH=4.0mU/L and Free T4=1.1 ng/dl. Fasting lipid panel includes the following: total cholesterol=190 mg/dL, HDL=35 mg/dL, LDL=120 mg/dL and triglycerides=260 mg/dL. 

Physical exam is remarkable for obesity but is otherwise normal. 

• What are your treatment goals for John? 
• What is your pharmacologic plan and rationale? (cite with appropriate clinical practice guidelines or scholarly, peer-reviewed journals) 
• What is the mechanism of action for each drug? 
• Please give five medication teaching points for each drug prescribed. 
• How would you change the plan if his initial HbgA1C was 14.0 mg/dL and his fasting blood glucose was 350mg/dL along with a urine dipstick that revealed 3+ glucose and + ketones? Provide a detailed alternative plan with the rationale. 

Discussion Guiding Principles 

The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of discussions provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. 

Direct Quotes 

Good writing calls for the limited use of direct quotes. Direct quotes in discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the grammar, syntax, APA category. 

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.  

DISCUSSION CONTENT
Category	Points	%	Description
Application of Course Knowledge	35	35%	Decisions are well supported with evidence based medicine (EBM) arguments that are in-line with the scenario; AND Proper rationale and reasoning skills are demonstrated; AND Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand; AND Applies concepts to personal experience in the professional setting and/or information has relevant application to real life; AND All of the post makes direct reference to concepts discussed in the lesson; AND Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic. (6 critical elements)
Support from Evidence-Based Practice (EBP)	35	35%	Discussion post is supported with appropriate, scholarly sources; uses valid, relevant, and reliable outside sources to contribute to the threaded discussion; AND  Sources are published within the last 5 years (unless it is the most current CPG); AND Reference list is provided and in-text citations match; AND Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions (4 critical elements)
Interactive Dialogue	15	15%	Student provides a substantive* response to at least one topic-related post of a peer; AND Evidence from appropriate scholarly sources are included; AND Reference list is provided and in-text citations match; AND Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student (*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response (4 critical elements)
			Total CONTENT Points= 85 pts
DISCUSSION FORMAT
Category	Points	%	Description
Grammar, Syntax, Spelling & Punctuation	15	15%	Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors* (*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.
			Total FORMAT Points= 15 pts
			DISCUSSION TOTAL= 100 pts