NR603 Syllabus Syllabus Course Code: NR603 Course Title: Advanced Clinical Diagnosis and Practice Across the Lifespan

Syllabus Top Information    

Course Number: NR603 Course Title: Advanced Clinical Diagnosis and Practice Across the Lifespan Course Credit: 3 credits (0.5 Theory; 2.5 Clinical) Pre-requisite: NR601, NR602

Course Text 

Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby. (E-book)

Required across all FNP courses: Textbook 2 • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Recommended across all FNP courses: Textbook 3 • Goroll, A., & Mulley, A. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer Health.

Course Description This course continues to expand the theoretical and practical knowledge of diagnostic principles specific to the role of the FNP, for the healthcare needs of individuals of all ages. Students will further develop their skills related to health promotion, prevention of illness, diagnosis, and Retrieved on 2/2/16 hf

management of complex acute and chronic conditions, including behavioral health. Care strategies will include patient education, protocol development, follow-up, and referral through a clinical practicum experience in a precepted advanced practice setting.

Course Outcomes 1 Utilize critical inquiry and judgment to evaluate the design, implementation, and outcomes of strategies developed for health promotion, health protection, disease prevention, and treatment models across diverse healthcare delivery systems. (PO 7) 2 Assimilate primary care competencies into specialty nurse practitioner practice that exemplify professional values, scholarship, service, and culturally competent global awareness and support ongoing professional and personal development. (PO 9) 3 Plan for healthcare delivery system negotiation and management of human and physical resources in a fiscally responsible manner to support high-quality and cost-effective care and decision-making. (PO 3) 4 Synthesize health promotion, health protection, disease prevention, and treatment across the lifespan. (PO 1) 5 Demonstrate patient-centered care through the nurse practitioner patient relationship across the lifespan. (PO 7) 6 Promote safety and quality patient outcomes through integration of the teaching-coaching functions across the lifespan. (PO 1) 7 Exemplify a commitment to the professional role of the family nurse practitioner when providing care across the lifespan. (PO 5) 8 Apply management and leadership concepts in diverse healthcare delivery systems to improve health outcomes across the lifespan. (PO 8) 9 Utilize continuous quality improvement strategies to promote healthcare quality and safety across the lifespan. (PO 2)

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10 Incorporates cultural preferences, values, health beliefs, and behaviors into healthcare across the lifespan. (PO 7) 11 Formulate differential diagnosis using critical thinking and integration and interpretation of different forms of data. (PO 1) 12 Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10)

Program Outcomes The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to: 1. Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines. 2. Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery. 3. Use contemporary communication modalities effectively in advanced nursing roles. 4. Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs. 5. Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement. 6. Apply legal, ethical and human-caring principles to situations in advanced nursing practice. 7. Design patient-centered care models and delivery systems using the best available scientific evidence. 8. Manage human, fiscal and physical resources to achieve and support individual and organizational goals. 9. Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession. 10. Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes. 11. Apply principles of informatics to manage data and information in order to support effective decision making.

Course Schedule Week 1 Title:

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Overview of behavioral health and cultural diversity issues in primary care

COs: Reading:

1, 2, 4, 5, 10, 11 Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby. 

Chapter 15 Chronic Pain

Benedict, D.G. (2008). Walking the tightrope: Chronic pain and substance abuse. The Journal for Nurse Practitioners, 4 (8), 604609. Centers for Disease Control and Prevention. (2012). American Indian/Alaskan Native http://www.cdc.gov/minorityhealth/populations/REMP/aian.html Centers for Disease Control and Prevention. (2013). Asian American Populations http://www.cdc.gov/minorityhealth/populations/REMP/asian.html Centers for Disease Control and Prevention. (2014). Black or African American https://www.cdc.gov/minorityhealth/populations/REMP/black.html Centers for Disease Control and Prevention. (2013). Hispanic or Latino populations http://www.cdc.gov/minorityhealth/populations/REMP/hispanic.html Centers for Disease Control and Prevention. (n.d.). White http://www.cdc.gov/omhd/Populations/White.htm Davila, Y.R., Mendias, E. P. & Juneau, C. (2013). Under the RADAR: Assessing and intervening for intimate partner violence. The Journal for Nurse Practitioners, 9 (9), 594-599. Garcia, A.M. State Laws regulating prescribing of controlled substances: Balancing the public health problems of chronic pain and prescription painkiller abuse and overdose. Journal of Law, Medicine and Ethics, 41, 42-45. Murphy, S.A. (2009). Screening, intervention, and referral in primary care: A continuing challenge. Journal of Addictions Nursing, 20, 63–65. Scrandis,D.A. & Watt,M. (2013). Antidepressant medication management in primary care: Not just another pill. The Journal for

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Nurse Practitioners, 9 (7), 449-457. Willenbring, M., Massey, S., & Gardner, M. (2009). Helping patients who drink too much: An evidence-based guide for primary care clinicians. American Family Physician, 80(1), 44-50. Worley, J. (2014). What prescribers can learn from doctor shoppers. The Journal for Nurse Practitioners, 10 (2), 75-82. Supplemental (not required):

Assignments: Case Study Discussion  Other Week 2 Title: COs: Reading:

DiSantostefano, J. (2009). Decoding codes. The Journal for Nurse Practitioners, 5 (8), 618-619. Clinical Encounter Log (required, not graded) Yes

Pulmonary and Infectious Conditions in Primary Care 1, 3, 4, 5, 6, 8, 9, 10, 11 Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby.             

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Chapter 26 Acute Bronchospasm Chapter 97 Epiglottitis Chapter 99 Parotitis Chapter 100 Peritonsillar Abscess Chapter 102 Acute Bronchitis Chapter 103 Asthma Chapter 104 Chest Pain (Noncardiac) Chapter 105 Chronic Cough Chapter 106 Chronic Obstructive Pulmonary Disease Chapter 107 Dyspnea Chapter 108 Hemoptysis Chapter 109 Lung Cancer Chapter 110 Pleural Effusions and Pleurisy

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Assignments: Case Study Discussion Other Week 3 Title: COs: Reading:

Chapter 111 Pneumonia Chapter 112 Pneumothorax Chapter 230 Emerging and Reemerging Infectious Diseases  Chapter 231 Fever  Chapter 232 HIV Infection  Chapter 233 Influenza  Chapter 234 Infectious Diarrhea  Chapter 235 Infectious Mononucleosis  Chapter 236 Tick-Borne Illnesses  Chapter 237 Tuberculosis  Chapter 238 West Nile Virus Clinical Encounter Log (required, not graded) Yes

Cardiovascular and Hematological Conditions in Primary Care 1, 3, 4, 5, 6, 8, 9, 10, 11 Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby.  

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Chapter 37 Syncope Chapter 115 Cardiac Diagnostic Testing: Noninvasive Assessment of Coronary Artery Disease Chapter 116 Abdominal Aortic Aneurysm Chapter 117 Cardiac Arrhythmias Chapter 118 Carotid Artery Disease Chapter 119 Chest Pain and Coronary Artery Disease Chapter 120 Heart Failure Chapter 121 Hypertension Chapter 124 Peripheral Arterial and Venous Insufficiency Chapter 125 Valvular Heart

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Assignments: Case Study Discussion  Other Week 4 Title: COs: Reading:

James, P.A. et al, (2013) 2014 Evidence-based guideline for the management of high blood pressure in adults: Report From the panel members appointed to the eighth Joint National Committee (JNC 8). JAMA, 311(5):507-520. doi:10.1001/jama.2013.284427. Clinical Encounter Log (required, not graded) Yes

Neurologic and Neurovascular Conditions in Primary Care 1, 3, 4, 5, 6, 8, 9, 10, 11 Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby.            

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Disease and Cardiac Murmurs Chapter 213 Anemia Chapter 214 Blood Coagulation Disorders Chapter 215 Leukemias Chapter 216 Lymphomas

Chapter 16: Rehabilitation Chapter 84 Inner Ear Disturbances Chapter 187 Neuropsychological Evaluation Chapter 188 Amyotrophic Lateral Sclerosis Chapter 189 Bell's Palsy Chapter 190 Cerebrovascular Events Chapter 191 Delirium Chapter 192 Dementia Chapter 193 Dizziness and Vertigo Chapter 194 Guillain-Barré Syndrome Chapter 195 Headache Chapter 196 Infections of the Central Nervous System

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Assignments: Case Study Discussion Other Week 5 Title: COs: Reading:

Chapter 197 Movement Disorders and Essential Tremor  Chapter 199 Parkinson's Disease  Chapter 200 Seizure Disorder  Chapter 201 Trigeminal Neuralgia Clinical Encounter Log (required, not graded) Quiz (required but not graded) Yes

Dermatology and Endocrinology Conditions in Primary Care 1, 3, 4, 5, 6, 8, 9, 10, 11 Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby.               

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Chapter 27 Anaphylaxis Chapter 28 Bites and Stings Chapter 39 Examination of the Skin and Approach to Diagnosis of Skin disorders Chapter 40 Surgical Office Procedures Chapter 41 Principles of Dermatologic Therapy Chapter 42 Screening for Skin Cancer Chapter 45 Animal and Human Bites Chapter 46 Burns (Minor) Chapter 47 Cellulitis Chapter 48 Contact Dermatitis Chapter 51 Dermatitis Medicamentosa Chapter 53 Eczematous Dermatitis (Atopic Dermatitis) Chapter 61 Pruritis Chapter 203 Acromegaly Chapter 204 Adrenal Gland Disorders

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Assignments: Case Study Discussion Other Week 6 Title: COs: Reading:

Chapter 205 Diabetes Mellitus  Chapter 206 Hirsutism  Chapter 207 Hypercalcemia and Hypocalcemia  Chapter 208 Hypernatremia and Hyponatremia  Chapter 209 Lipid Disorders  Chapter 210 Metabolic Syndrome  Chapter 211 Parathyroid Gland Disorders  Chapter 212 Thyroid Disorders Clinical Encounter Log (required, not graded) Yes

Orthopedic and Musculoskeletal Conditions in Primary Care 1, 3, 4, 5, 6, 8, 9, 10, 11 Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby.               

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Chapter 170 Ankle and Foot Pain Chapter 171 Bone Tumors Chapter 172 Bursitis Chapter 173 Elbow Pain Chapter 174 Fibromyalgia and Myofascial Pain Syndrome Chapter 175 Gout Chapter 176 Hand and Wrist Pain Chapter 177 Hip Pain Chapter 178 Infectious Arthritis Chapter 179 Knee Pain Chapter 180 Low Back Pain Chapter 181 Metabolic Bone Disease: Osteoporosis and Paget's Disease of the Bone Chapter 182 Neck Pain Chapter 183 Osteoarthritis Chapter 184 Osteomyelitis

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Assignments: Case Study Discussion Other Week 7 Title: COs: Reading:

Chapter 185 Shoulder Pain Chapter 186 Sprains, Strains, and Fractures Clinical Encounter Log (required, not graded) Yes

Gastrointestinal and Genitourinary Conditions in Primary Care 1, 3, 4, 5, 6, 8, 9 10, 11 Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby.                 

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Chapter 126 Abdominal Pain and Infections Chapter 127 Anorectal Complaints Chapter 128 Cholelithiasis and Cholecystitis Chapter 129 Cirrhosis Chapter 130 Constipation Chapter 131 Diarrhea, Noninfectious Chapter 132 Diverticular Disease Chapter 133 Gastroesophageal Reflux Disease Chapter 134 Gastrointestinal Hemorrhage Chapter 135 Hepatitis Chapter 136 Inflammatory Bowel Disease Chapter 137 Irritable Bowel Syndrome Chapter 138 Jaundice Chapter 139 Nausea and Vomiting Chapter 141 Pancreatitis Chapter 142 Tumors of the Gastrointestinal Tract Chapter 143 Peptic Ulcer Disease

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Assignments: Case Study Discussion Other Week 8 Title:

COs: Reading:

Chapter 145 Incontinence Chapter 146 Infectious Processes: Urinary Tract Infections and Sexually Transmitted Infections  Chapter 147 Prostate Disorders  Chapter 148 Proteinuria and Hematuria  Chapter 149 Renal Failure Hand, K. (2014). Hepatitis C screening and guideline update. The Journal for Nurse Practitioners, (10)1, 64-66. Clinical Encounter Log (required, not graded) Yes

Differential diagnosis and diagnostic procedures for complex CNS and psychiatric-mental health conditions in primary care 7, 12 Buttaro, T.M., Trybulski, J., Bailey, P., & Sandburg-Cook, J. (2013). Primary care: A collaborative practice. (4th ed.). St. Louis, MO: Elsevier Mosby.         

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Chapter 93 Smell and Taste Disturbances (Buttaro 365) Chapter 187 Neuropsychological Evaluation Chapter 188 Amyotrophic Lateral Sclerosis Chapter 193 Dizziness and Vertigo Chapter 195 Headache Chapter 196 Infections of the Central Nervous System Chapter 197 Movement Disorders and Essential Tremor Chapter 198 Multiple Sclerosis Chapter 202 Intracranial Tumors

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Assignments:

Chapter 244 Eating Disorders  Chapter 245 Mood Disorders  Chapter 246 Anxiety Disorders  Chapter 247 Schizophrenia and Other Psychotic Disorders  Chapter 248 Substance Use Disorders Clinical Encounter Log in eLogs & Clinical Performance Evaluation (graded) Final Exam

 Reflection  Other

Yes

Late Assignment Policy 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 an emergency 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. This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows. Assignment

Points

Weighting

Discussions

700

70%

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(100 points, Weeks 1–7) Quiz

200

20%

50

5%

250

25%

1,000

100%

(required but not graded- due Week 4 & 8) Reflection (due Week 8)

Clinical Encounter Log (due Weeks 1–8) Clinical Performance Evaluation (due Week 8) Final clinical performance evaluation pass and/or documentation of 125 hours = 250 points Fail on clinical performance evaluation and/or less than 125 hours documented =0 points

Total Points

A passing grade, or S, must be achieved on the clinical performance evaluation. If this is achieved and the 125 clinical hours are documented, the 250 points will be added to the remainder of the course points to calculate the final course grade. If the student does not achieve a passing grade (fail) for the clinical performance evaluation, then the final course grade assigned will be F. No extra credit assignments are permitted for any reason. All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course. LETTER Retrieved on 2/2/16 hf

POINTS

PERCENTAGE

GRADE A

940–1,000

94–100%

A-

920–939

92–93%

B+

890–919

89–91%

B

860–889

86–88%

B-

840–859

84–85%

C+

810–839

81–83%

C

760–809

76–80%

F

759 and below

75% and below

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation Guidelines The weekly case study discussion is worth up to 100 points. Students are expected to participate a minimum of four times (once in part one by Tuesday, 11:59 p.m. MT, once in part two by Thursday, 11:59 p.m. MT, provide a written summary in SOAP format to the Dropbox by Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue criterion). The student must provide answers to the graded case study questions from part one, post a treatment plan for part two and provide a written summation of their case in SOAP format to the Dropbox for part three. Grading Rubric Criteria

Exceptional

Exceeds

Meets

Outstanding or highest level of performance

Very good or high level of performanc e

Satisfactory level of performanc e

24 Points

21 Points

19 Points

Needs Improvement s Poor or failing level of performance

Developing Unsatisfactor y level of performance

Total Points Possible= 100

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9 Points

0 Points

Criteria

Application of Course Knowledge

Exceptional

Exceeds

Meets

Outstanding or highest level of performance

Very good or high level of performanc e

Satisfactory level of performanc e

Post contributes unique perspectives or insights applicable to the results from the physical exam differential diagnoses. Part One: Initial post includes at least three (3) differential diagnoses with rationale for each problembased learning case study patient and answers all questions presented in the case. Parts Two and Three: Presumptive diagnosis and treatment plan are appropriate and evidence based for each case study patient.

Post contributes unique perspectives or insights, but may lack some applicability to presented case study patients. Part One: Initial post includes at least two (2) differential diagnoses with rationale for each problembased learning case study patient and answers most of the questions presented in the case.

Post has limited perspective, insights and/or applicability to presented case study patients. Part One: Initial post does not address each patient or does not include at least two (2) differential diagnoses for each patient. Some evidencebased rationale may be missing. Does not answer questions presented in the case. Parts Two and Three: Confirmed diagnosis and treatment plan are not applicable or

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Parts Two and Three: Confirmed diagnosis and treatment plan partially applicable

Needs Improvement s Poor or failing level of performance Post perspectives are not consistent with current practice.

Developing Unsatisfactor y level of performance

Post offers no insight or application to the case study presentation

Criteria

Exceptional

Exceeds

Meets

Outstanding or highest level of performance

Very good or high level of performanc e

Satisfactory level of performanc e

and evidence based for each case study patient.

may not be evidencebased.

24 Points Support from EvidenceBased Practice (EBP)

Initial discussion posts in parts one, two and SOAP note are supported by evidence from appropriate sources published within the last 5 years. Intext citations and full references are provided

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21 Points Initial discussion posts for parts one, two, and SOAP note are partially supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Evidencebased, peer reviewed journal article cited but may not fully support

19 Points Initial discussion posts for parts one, two, and SOAP note are partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. In-text citations and/or full references may be incomplete or missing.

Needs Improvement s Poor or failing level of performance

9 Points Citations to non-scholarly websites given as rationale to support differential diagnoses and/or treatment plan.

Developing Unsatisfactor y level of performance

0 Points Discussion posts contain no evidencebased practice reference or citation.

Criteria

Exceptional

Exceeds

Meets

Outstanding or highest level of performance

Very good or high level of performanc e

Satisfactory level of performanc e

Needs Improvement s Poor or failing level of performance

Developing Unsatisfactor y level of performance

the treatment plan.

Organizatio n

Interactive

24 Points

21 Points

19 Points

Discussion posts and SOAP notes presents case study findings in a logical, meaningful, and understandabl e sequence. Each problembased learning case study patient is presented individually in all discussion posts and SOAP notes. Part One: Discussion questions addressed individually for each patient.

Discussion posts and SOAP notes are relevant to the topic but may be unclear or difficult to follow in places. Part One: Discussion questions may not be addressed individually for each patient. SOAP note contains all elements but may not be written following SOAP note format.

Discussion posts and SOAP notes not fully relevant to the topic. May be unclear or difficult to follow in places. SOAP note does not contain all components and/or may be missing data.

Discussion post presents case findings and plan or intervention that are sometimes unclear to follow and may not always be relevant to topic

24 Points

21 Points

19 Points

9 Points

Responds to

Responds to a

Presents case

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Presents

9 Points

0 Points Discussion post is not relevant to case study.

0 Points Does not

Criteria

Dialogue

Exceptional

Exceeds

Meets

Outstanding or highest level of performance

Very good or high level of performanc e

Satisfactory level of performanc e

study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in parts one and two.

case study findings and responds substantivel y to at least one topicrelated post of a peer. Does not include evidence from appropriate sources. Responds to some direct faculty questions posted in parts one and two.

a student peer and/or faculty questions but the posts add limited content or insights to the discussion.

4 Points

Grammar, Syntax, APA

APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.

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3 Points

Two to four errors in APA format, grammar, spelling, and syntax noted.

2 Points

Five to seven errors in APA format, grammar, spelling, and syntax noted.

Needs Improvement s Poor or failing level of performance student peer and/or faculty, but the nature of the response is not substantive.

1 Point

Eight to nine errors in APA format, grammar, spelling, and syntax noted.

Developing Unsatisfactor y level of performance

respond to a topic-related peer post and/or does not respond to faculty questions posted by Sunday.

0 Points

Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly

Criteria

Exceptional

Exceeds

Meets

Outstanding or highest level of performance

Very good or high level of performanc e

Satisfactory level of performanc e

Needs Improvement s Poor or failing level of performance

Developing Unsatisfactor y level of performance

makes the same errors after faculty feedback. 0 Points Deducted

Participatio n Enters first post to part one by 11:59 p.m. MT on Tuesday; First post to part two by 11:59 p.m. MT on Thursday; and submits written summation by Sunday 11:59 p.m. MT. Written submission (SOAP notes) will NOT be accepted after Sunday 11:59 p.m. MT. * 10 points

Enters first post to part one by 11:59 p.m. MT on Tuesday; first post to part two by 11:59 p.m. MT on Thursday; and submits written summation by Sunday 11:59 p.m. MT.

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-10 Points per Discussion Part 10 points deducted per discussion part if this criteria is not met. Written submission will not be accepted after Sunday 11:59 p.m. MT. 33 points deducted for missing SOAP note.

Criteria

Exceptional

Exceeds

Meets

Outstanding or highest level of performance

Very good or high level of performanc e

Satisfactory level of performanc e

Needs Improvement s Poor or failing level of performance

Developing Unsatisfactor y level of performance

deducted per discussion part if this criteria is not met.

Webliography Disclaimer The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course's subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references. Professional Portfolio Select assignments from courses across the FNP program will be compiled as artifacts within a Professional Portfolio to demonstrate your professional growth and expertise. Your final portfolio, which will be submitted in the final course NR661, will be assessed against the learning outcomes of the program. The Professional Portfolio will include the following:     

Reflections from Week 8 for all FNP courses Five exemplar case studies (student selects top five) eLogs portfolio Curriculum vitae Professional development plan paper from NR510

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