NUR 6339 POPULATION HEALTH AND Archer College of Health and EPIDEMIOLOGY FOR ADVANCED Human Services NURSING SUMMER 2020
Instructor: Dr. Beverly Greenwald, PhD, MSN, APRN, FNP-BC, NP-C, CGRN, RN Professor of Nursing Email: [email protected] Phone: (701) 261-4795 Office: Online Faculty Office Hours: Please arrange consultation times by phone or email. I am flexible and available most times during the week and weekends. Time Zone ASU and this faculty are on Central Standard Time (CST). All due dates and times in this syllabus are CST. Students working outside of CST will need to make the necessary adjustments. Course Information Course Description This course explores the distribution and determinants of health and disease that affect human populations using health information and technology. Principles of genetics, genomics and epidemiological data are considered for design and delivery of evidence-based, culturally relevant clinical prevention and health promotion strategies and interventions. Evidence-based clinical prevention and population indices form the basis of a health project. Course Credits Three Semester Credit Hours (3-0-0) Online Class: Meets completely online using Blackboard Prerequisite and Co-requisite Courses None Prerequisite Skills Accessing internet web sites, use of ASU Library resources, and proficiency with Microsoft Word and/or PowerPoint are an expectation of on-line course delivery. Collaborative management programs such as PBwiki may be used for group projects. Computer access requirements are further delineated in the Graduate Handbook. Tutorials for ASU Library and for Blackboard are available through RamPort. The ASU Graduate Nursing Handbook should be reviewed before taking this course. MSN Program Outcomes Upon completion of the program of study for the MSN Program, the graduate will be prepared to: 1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. 2. Apply organizational and systems leadership skills. 3. Design and implement quality improvement initiatives 4. Integrate best research evidence to improve health outcomes. 5. Utilize informatics, healthcare technology and information systems. 6. Advocate through system level policy development. 7. Employ effective communication in inter-professional teams 8. Synthesize the impact of health determinants for provision of culturally relevant health promotion/disease prevention strategies. 9. Practice at the level of a Master’s prepared nurse. Student Learning Outcomes Student Learning Outcome Assignment(s) or Mapping to Mapping to Mapping to By completing all course requirements, activity(ies) MSN AACN NONPF students will be able to: validating outcome Program Essentials Competencies achievement: Outcomes 1 Synthesize epidemiologic evidence for practice to Module 1 1 1.5 1.1 determine appropriate application of interventions Module 1 & 2 Exercises across diverse populations throughout the lifespan. Smiles for Life Courses 2 Incorporate current and emerging genetic/genomic Module 3 1 1.2 1.1 evidence when providing advanced nursing care Module 3 Exercise across the lifespan. Smiles for Life Courses 3 Evaluate selected physiological, psychological, Module 4 8 8.1 7.1 political, legal, economic, ethical, environmental and Module 4 Exercise cultural influences impacting healthcare, Smiles for Life Courses epidemiology, and health promotion across the lifespan. 4 Integrate theory, evidence, clinical judgment, Modules 4 & 5 4 4.1 4.3 research, and interprofessional perspectives using Module 4 & 5 Exercises translational processes to improve health promotion Module 5 Written and risk reduction for patients across the lifespan. Exercise: Flesch- Kinkaid evaluation of education Smiles for Life Courses 5 Design patient-centered and culturally responsive Modules 4, 5 & 6 8 8.3 7.4 strategies in the delivery of clinical prevention and Module 4, 5, & 6 health promotion interventions, guideline use, and Exercises evidence-based care to individuals, families, Module 5 Written communities, and aggregates / clinical populations Exercise: Flesch- across the lifespan. Kincaid evaluation of education Smiles for Life Courses 6 Apply leadership and decision-making skills to Module 5 Written 2 2.1 2.5 provide culturally responsive, high-quality nursing Exercise: Flesch- care, through the delivery of lifestyle change Kinkaid evaluation of interventions to individuals, groups, and education communities across the lifespan. Module 6 Module 6 Exercise Smiles for Life Courses 7 Use epidemiological, social, and environmental Module 2 9 9.6 9.4 data to perform as risk assessment and draw Module 2 Exercise inferences regarding the health status of patient Smiles for Life Courses populations across the lifespan and interventions to promote and preserve health and healthy lifestyles. Course Delivery This is an online course offering. The course will be delivered via the Blackboard Learning Management System. The course site can be accessed at ASU's Blackboard Learning Management System
For online classes, the level of academic rigor is parallel to that of a face-to-face section of the same course and is aligned with departmental standards. Students are advised to approach this course with the same commitment they would make to a face-to-face course. Required Texts and Materials Library and internet resources will be used instead of a text. See the Modules for assigned reading. Recommended Texts and Materials None Technology Requirements To participate in one of ASU’s distance education programs, you need this technology: A computer capable of running Windows 7 or later, or Mac OSX 10.8 or later The latest version of one of these web browsers: internet Explorer, Firefox, or Safari Microsoft Office Suite or a compatible Open Office Suite Adobe Acrobat Reader High Speed Internet Access Ethernet adapter cable required (wireless connections can drop during tests and Collaborate sessions) Webcam Refer to Angelo State University’s Distance Education website for further technology requirements: Angelo State University's Distance Education Website Topic Outline Oral Health Risk Assessment Tools Risk Reduction Epidemiology Statistics Infectious Diseases Chronic Diseases Genetics and Genomics Environmental Epidemiology Demographic Assessment BRFSS Data Analysis History of Public Health Health Promotion Disease Prevention Health Disparities Health Policies Health Behavior Change Lifestyle change Healthy People 2030 Individual, Group, and Community Interventions Cultural Influences Community Health Emergency Preparedness Communication Faculty will respond to email and/or telephone messages within 24 hours during working hours Monday through Friday. Weekend messages may not be returned until Monday. Written communication via Blackboard: It is an expectation of this class that you use formal writing skills giving appropriate credit to the source for your ideas. Follow APA (2010) 6th edition (2nd Printing or higher only) guidelines for references. Written communication via email: All private communication will be done exclusively through your ASU email address. Please check your ASU email daily for announcements and policy changes. The ASU Help Desk can help you get your ASU email on your cell phone to assist with this essential communication. The Help Desk phone number is 866-942-2911 or 325-942-2911. Virtual communication: Office hours and/or advising may be done with the assistance of the telephone, Skype, Join.me, Google Hangouts, etc. Use Good "Netiquette": • Check the discussion frequently and respond appropriately and on subject. • Focus on one subject per message and use pertinent subject titles. • Capitalize words only to highlight a point or for titles. Generally, words that are all capitalized are more difficult to read. Capitalizing may be used for emphasis but excessive capitalizing may be viewed as SHOUTING! • Be professional and careful with your online interaction. Proper address for faculty is by formal title such as Dr. or Ms./Mr. Jones unless invited by faculty to use a less formal approach. • Cite all quotes, references, and sources. • When posting a long message, it is generally considered courteous to warn readers at the beginning of the message that it is a lengthy post. • It is extremely rude to forward someone else's messages without their permission. • It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel free to use emoticons such as J or :) to let others know you are being humorous.
(The above "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net User Guidelines and Netiquette, Florida Atlantic University, 1994, available from Netcom.)
Grading Evaluation and Grades Course grades will be determined as indicated in the table below. Points of Total Assessment Grade Smiles for Life Training Course Certificates (9) Course 1= Oral to Systemic Health Course 2 = Child Oral Health Course 3 = Adult Oral Health Course 4 = Acute Dental Problems 45 points total Course 5 = Oral Health for Women: Pregnancy and Across the Life Span (5 points each) Course 6 = Caries Risk Assessment, Fluoride Varnish and Counseling (30 minute video) Course 7 = The Oral Examination Course 8 = Geriatric Oral Health Course 9 = Global Oral Health (does not include a certificate) Module Exercises (#7) Module 1 Week 1 M1W1 = 9 Module 1, Week 2 M1W2 = 9 Module 2, Week 3 M2 = 9 Module 3, Week 4 M3 = 9 Module 4, Week 6 M4 = 9 Module 5, Week 7 M5 = 9 Module 6, Week 9 M6 = 12 Module 1: CDC’s Introduction to Epidemiology Video Exercise 12 Module 2: CDC’s 1918 Pandemic Video Exercise 14 Module 3: Public Health Law Videos Exercise 12 Module 4: CDC’s HIV Epidemic Video Exercise 13.5 Module 4: Geriatric Risk Assessment Tool 30 Module 5: Flesch-Kinkaid Evaluation of Education 20 Module 5: Student Self-Evaluation 10 Module 6: IDEA Rating of Instruction 10 Total 232.5 Grading System Course grades will be dependent upon completing course requirements and meeting the student learning outcomes. All assignments must be completed to pass this course.
The following grading scale is in use for this course: A = 90.00-100 percent B = 80.00-89.99 percent C = 70.00-79.99 percent D = 60.00-69.99 percent F = 0-59.99 percent (Grades are not rounded up) Teaching Strategies Students are expected to be “active learners.” It is a basic assumption of the instructor that students will be involved (beyond the materials and lectures presented in the course) discovering, processing, and applying the course information using peer-review journal articles, researching additional information and examples on the Internet, and discussing course material and clinical experiences with their peers. Assignment and Activity Descriptions *Please note: Rubrics for all assignments and activities are located in the Learning Modules.
Learning Module Exercises Six Learning Modules will include a learning exercise. Detailed instructions are found under the Exercises tab when it opens. These exercises are open-resource. The questions are of all types and the number of questions varies but is approximately 10. Students will have 180 minutes to complete these exercises.
Epidemiology Video Students will complete an evaluation after watching a CDC epidemiology video.
Smiles for Life Training Courses Smiles for Life: A National Oral Health Curriculum was originally developed in 2005 by the Society of Teachers of Family Medicine Group on Oral Health. It was based in part on materials developed by regional consortia of family physicians, dentists, and educators between 2001 and 2004. The initial goal of the project was to provide educational resources to enhance the role of physicians training in Family Medicine residency programs in the promotion of oral health. Currently, the focus is on all primary care clinicians. Smiles for Life is now the nation's most comprehensive and widely used oral health curriculum for primary care clinicians. It has been officially endorsed by 13 national organizations, and is in wide use in professional schools and post-graduate training programs. Course 1= Oral to Systemic Health This course addresses the nature, prevalence, and consequences of oral disease throughout the life cycle with a focus on correlations between oral and systemic health. Students will learn their role in preventing oral disease, addressing frequently encountered oral problems, and working as part of an interprofessional team to promote oral health among their patients. Course 2 = Child Oral Health This course addresses the prevalence, etiology, and consequences of early childhood caries (ECC). Clinicians will learn to assess risk factors, recognize the various stages of ECC, and counsel patients on preventive techniques. Additionally, this module will discuss common oral developmental issues in children such as teething, eruption hematomas, and non-nutritive sucking. Course 3 = Adult Oral Health This course addresses how adult oral health is impacted by factors such as disease, aging, medication, and substance use. Clinicians will review risk factors and etiologies of oral conditions, as well as appropriate treatment and referral procedures. This module also addresses effective oral disease prevention, dental care coordination for patients requiring antibiotic prophylaxis, and collaborative anticoagulation management in patients undergoing oral procedures. Course 4 = Acute Dental Problems This course addresses the nature of oral pain, as well as acute dental problems precipitated by oral infections or trauma. Clinicians will learn to treat oral pain; accurately assess, treat, and refer patients with oral infections; recognize and triage true dental emergencies; and promote the use of protective equipment to prevent oral injuries. Course 5 = Oral Health for Women: Pregnancy and Across the Life Span This course addresses the importance of oral health before, during, and after pregnancy. Clinicians will explore the prevalence of oral disease during pregnancy and its consequences for both mothers and children, as well as review dental treatment guidelines for pregnant women. Course 6 = Caries Risk Assessment, Fluoride Varnish and Counseling This course focuses on caries prevention. It offers a brief review of Early Childhood Caries (ECC) and address how the use of fluoride is part of a comprehensive approach to a child's oral health. Specifically, clinicians will learn the benefits, appropriate safety precautions, and dosing for fluoride, as well as how to apply fluoride varnish and provide follow-up care. Course 7 = The Oral Examination This course addresses how to perform consistent and thorough oral examinations of children and adults. Clinicians will learn to differentiate between normal and abnormal findings, and develop an awareness of the examination needs of special populations. Course 8 = Geriatric Oral Health This course addresses the vital role medical clinicians can play in promoting the oral health needs of older adults. Clinicians will learn how to perform a comprehensive oral assessment, identify and manage common geriatric oral conditions, counsel patients on effective preventive measures, and collaborate with dental professionals. Additionally, this module will address the link between oral and systemic health and review common oral side effects of medications. Course 9 = Global Oral Health This presentation aims to define global oral health, describe epidemiology, discuss principles of promoting oral health, building health capacity, and working with stakeholders, as well as to identify resources and skills for global oral health best practices for non-dental providers and apply this global oral health approach to new immigrant and refugee care. Optional Course 10 = Frontline Healthcare Worker The audience for this curriculum is Front Line Health Workers (FLHWs) who provide outreach, advocacy, patient education, care coordination, health care navigation, and social support for the communities they serve. This workforce includes community health workers and representatives, promotores de salud, health educators, case managers, care coordinators, public health workers, community health advocates, health advisors or advocates, patient navigators, outreach workers, family resource workers, peer health promoters, and others.
This curriculum is designed to engage FLHWs in a national movement to promote oral health and eradicate dental disease and is ideally presented sequentially. Each module can be presented in 45-60 minutes (minimum of 4 hours to complete the entire curriculum).
Geriatric Risk Assessment Tool Students will use the Pediatric Risk Assessment Tool as a template to create a Geriatric Risk Assessment Tool for an FNP to use in a Family Practice setting. This tool will include the identification of common oral health risk and protective factors; a guide to common oral health clinical findings; a place for appropriate documentation of an oral assessment; and a plan to improve oral health in the geriatric population.
Oral Health Promotion Education Evaluation Students will analyze oral health evidence for its impact on the delivery of an age-appropriate oral health promotion program. The education message will be evaluated for appropriate level using the Flesch–Kincaid tool.
Self-Evaluation of Course Objectives Students will complete a self-evaluation of meeting the Course Objectives listed in the syllabus.
IDEA Rating of Instruction Students in all programs are given the opportunity to evaluate their courses and the faculty who teach them.
Assignment Submission All assignments MUST be submitted through the Assignments link in the Blackboard site. This is for grading, documenting, and archiving purposes. Issues with technology use arise from time to time. If a technology issue does occur regarding an assignment submission, email me at [email protected] and attach a copy of what you are trying to submit. Please contact the IT Service Center at (325) 942-2911 or go to your Technology Support tab to report the issue. This lets your faculty know you completed the assignment on time and are just having problems with the online submission feature in Blackboard. Once the problem is resolved, submit your assignment through the appropriate link. This process will document the problem and establish a timeline. Be sure to keep a backup of all work.
Late Work or Missed Assignments Policy The course is set up on weekly modules. The week begins on Monday at 1 am CST and ends on Friday at 11 pm CST (except holiday weeks; all times in this syllabus are CST). Assignment due dates are shown on the schedule. Late assignments are not accepted without prior approval of faculty. Faculty reserves the right to deduct points for late assignments if they are accepted past the original due date. All assignments must be completed at a passing level to pass this course, even if a grade is not allowed.
Academic honesty is expected on all work. Students are expected to maintain complete honesty and integrity in their online experiences. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action and possible expulsion from ASU. General Policies Related to This Course All students are required to follow the policies and procedures presented in these documents: Angelo State University Student Handbook1 Angelo State University Catalog2 University Graduate Nursing Handbook, located on the Nursing website Student Responsibility and Attendance ON-LINE: This class is asynchronous, meaning you do not have to be on-line at a certain time. There are readings which you will have to complete to be able to adequately participate in individual and group assignments. To successfully complete this course, students have to participate in all course activities. Students are expected to engage in course activities and submit work by due dates and times. Students must complete all assignments for this course at a passing level to pass this course. The hope is that students will make substantive contributions which reflect integration of assigned materials as well as any outside readings as appropriate. Scholarly contribution is an expectation. For planning purposes, this class will probably require a minimum of 6-9 study hours per week on average, for a 15-week semester or 9 – 13.5 hours per week for a 10-week summer session.
Please note: students from other institutions, taking a one-time ASU course, are bound by ASU policies in this course.
Academic Integrity Students are expected to maintain complete honesty and integrity in all work. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action and possible expulsion from ASU.
The College of Health and Human Services adheres to the university’s Statement of Academic Integrity.3
Accommodations for Students with Disabilities ASU is committed to the principle that no qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of the services, programs or activities of the university, or be subjected to discrimination by the university, as provided by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments of 2008 (ADAAA) and subsequent legislation.
Student Disability Services is located in the Office of Student Affairs, and is the designated campus department charged with the responsibility of reviewing and authorizing requests for reasonable accommodations based on a disability. It is the student’s responsibility to initiate such a request by contacting an employee of the Office of Student Affairs, in the Houston Harte University Center, Room 112, or contacting the department via email at [email protected]. For more information about the application process and requirements, visit the Student Disability Services website.4 The employee charged with the responsibility of reviewing and authorizing accommodation requests is:
Dallas Swafford Director of Student Disability Services Office of Student Affairs 325-942-2047 [email protected] Houston Harte University Center, Room 112
Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note: instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, please contact Student Disability Services in the Houston Harte University Center, Office Suite 112, or call 325-942- 2047.
Incomplete Grade Policy It is policy that incomplete grades be reserved for student illness or personal misfortune. Please contact faculty if you have serious illness or a personal misfortune that would keep you from completing course work. Documentation may be required. See ASU Operating Policy 10.11 Grading Procedures5 for more information.
Plagiarism Plagiarism is a serious topic covered in ASU’s Academic Integrity policy6 in the Student Handbook. Plagiarism is the action or practice of taking someone else’s work, idea, etc., and passing it off as one’s own. Plagiarism is literary theft.
It is unacceptable to copy word-for-word in your discussions and/or your papers without quotation marks and the source of the quotation. It is expected that you will summarize or paraphrase ideas giving appropriate credit to the source both in the body of your paper and the reference list. Quotes are not allowed; rather, rephrase in your own words. The Department of Nursing uses the APA Style Manual of the American Psychological Association as a guide for all writing assignments.
Papers are subject to be evaluated for originality. Resources to help you understand this policy better are available at the ASU Writing Center.7
Student Absence for Observance of Religious Holy Days A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. See ASU Operating Policy 10.19 Student Absence for Observance of Religious Holy Day8 for more information.
Copyright Policy Students officially enrolled in this course should make only one printed copy of the given articles and/or chapters. You are expressly prohibited from distributing or reproducing any portion of course readings in printed or electronic form without written permission from the copyright holders or publishers.
Syllabus Changes The faculty member reserves the option to make changes as necessary to this syllabus and the course content. If changes become necessary during this course, the faculty will notify students of such changes by email, course announcements and/or via a discussion board announcement. It is the student’s responsibility to look for such communications about the course on a daily basis.
Title IX at Angelo State University Angelo State University is committed to providing and strengthening an educational, working, and living environment where students, faculty, staff, and visitors are free from sex discrimination of any kind. In accordance with Title VII, Title IX, the Violence Against Women Act (VAWA), the Campus Sexual Violence Elimination Act (SaVE), and other federal and state laws, the University prohibits discrimination based on sex, which includes pregnancy, and other types of Sexual Misconduct. Sexual Misconduct is a broad term encompassing all forms of gender-based harassment or discrimination and unwelcome behavior of a sexual nature. The term includes sexual harassment, nonconsensual sexual contact, nonconsensual sexual intercourse, sexual assault, sexual exploitation, stalking, public indecency, interpersonal violence (domestic violence or dating violence), sexual violence, and any other misconduct based on sex.
You are encouraged to report any incidents involving sexual misconduct to the Office of Title IX Compliance and the Director of Title IX Compliance/Title IX Coordinator, Michelle Boone, J.D. You may submit reports in the following manner:
Online: www.angelo.edu/incident-form Face to face: Mayer Administration Building, Room 210 Phone: 325-942-2022 Email:[email protected]
Note, as a faculty member at Angelo State, I am a mandatory reporter and must report incidents involving sexual misconduct to the Title IX Coordinator. Should you wish to speak to someone in confidence about an issue, you may contact the University Counseling Center (325- 942-2371), the 24-Hour Crisis Helpline (325-486-6345), or the University Health Clinic (325-942- 2171).
For more information about resources related to sexual misconduct, Title IX, or Angelo State’s policy please visit: www.angelo.edu/title-ix.
Course Schedule Week/Date Topics Assignments/Assessments DUE Week 1: Learning Module 1 Module 1, Week 1, Exercise Jun 1 – Jun 5, 11 p Oral Health Epidemiology Smiles for Life (SFL) Course 1= Oral to Epidemiology Systemic Health Week 2: Module 1, Week 2, Exercise Jun 8 – Jun 12, 11 p SFL Course 3 = Adult Oral Health
CDC: Introduction to Epidemiology Video Exercise Week 3: Module 2 Exercise Learning Module 2 Jun 15 – Jun 19, 11 p SFL Course 2 = Child Oral Health Risk Assessment CDC: 1918 Pandemic Partner Video Public Health Exercise Week 4: Learning Module 3 Jun 22 – Jun 26, 11 p Public Health Historical Module 3 Exercise Perspectives Public Health Law: A Tool to Address Health Equity Emerging Health Concerns Video Health Disparities Exercise Genetics Genomics SFL Course 7 = The Oral Examination Environmental SFL Course 8 = Geriatric Oral Health Epidemiology Week 5: Learning Module 4 Jun 29 – Jul 3, 11 p Health Policies CDC: HIV Epidemic Video Exercise Health Promotion SFL Course 4 = Acute Dental Problems Risk Reduction Week 6: Module 4 Exercise Jul 6 – Jul 10, 11 p SFL Course 6 = Caries Risk Assessment,
Fluoride Varnish and Counseling Geriatric Risk Assessment Tool Week 7: Learning Module 5 Module 5 Exercise Jul 13 – Jul 17, 11 p Community Health SFL Course 5 = Oral Health for Women: Healthy People 2030 Pregnancy and Across the Life Span Week/Date Topics Assignments/Assessments DUE Behavior Change Theory
Week 8: SFL Course 9 = Global Oral Health Jul 20 – Jul 24, 11 p Flesch-Kinkaid Evaluation of Education
Project Student Self-Evaluation Week 9: Learning Module 6 Module 6 Exercise Jul 27 – Jul 31 Emergency Preparedness IDEA Rating of Instruction 12 NOON
Grading Rubrics Grading Rubrics are included in the Learning Modules. Student Evaluation of Faculty and Course Students in all programs are given the opportunity to evaluate their courses and the faculty who teach them. Evaluations are most helpful when they are honest, fair, constructive, and pertinent to the class, clinical experience, or course. Faculty value student evaluations, and use student suggestions in making modifications in courses, labs and clinical experiences. Angelo State University uses the IDEA (Individual Development and Educational Assessment) system administered through Kansas State University for all course evaluations. The Office of Institutional Research and Assessment administers IDEA for the entire university, online and has established a policy whereby students can complete course evaluations free from coercion.
The IDEA Learning Objectives for this course are: Learning how to find, evaluate, and use resources to explore a topic in depth Learning to apply knowledge and skills to benefit others or serve the public good
End of Syllabus Start of Rubrics
Grading Rubric Module 1, Week 1: Smiles for Life Course #1 The Relationship of Oral to Systemic Health Criteria Student Self- Comments 5 Points Evaluation Possible Labels the Certificate of Completion Yes to each pdf appropriately, using the question = 5 student’s real name? points examples: No to any SmithSFL1Certificate.pdf question = 0 Submits the Certificate under the points correct link for this assignment? Labels the Rubric appropriately? Example: SmithMod1Wk1Rubric.docx Submits the Rubric under the same, correct link for this assignment? Does not hit ‘Submit’ until both the .docx Rubric and the .pdf Certificate files have been uploaded at the single Module 1 link? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
Grading Rubric Module 1, Week 2: Smiles for Life Course #3 = Adult Oral Health Criteria Student Self- Comments 5 Points Evaluation Possible Labels the Certificate of Completion Yes to each pdf appropriately? question = 5 examples: points SmithSFL3Certificate.pdf No to any Submits the Certificate PDF at question = 0 Module 1? points Labels the Rubric appropriately? Example: SmithMod1Wk2Rubric.docx Submits the Rubric under, Module 1? Does not hit ‘Submit’ until both the .docx Rubric and the pdf Certificate files have been uploaded at the single link? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
Grading Rubric Module 2, Week 3: Smiles for Life Course #2 = Child Oral Health Criteria Student Self- Comments 5 Points Evaluation Possible Labels the Certificate of Completion Yes to each pdf appropriately? question = 5 examples: points SmithSFL2Certificate.pdf No to any Submits the Certificate PDF at question = 0 Module 2? points Labels the Rubric appropriately? Example: SmithMod2Wk3Rubric.docx Submits the Rubric under, Module 2? Does not hit ‘Submit’ until both the .docx Rubric and the pdf Certificate files have been uploaded at the single link? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
Grading Rubric Module 3, Week 4: Smiles for Life Course #7 = The Oral Health Examination and #8 Geriatric Oral Health Criteria Student Self- Comments 10 Points Evaluation Possible Labels the Certificates of Completion Yes to each pdf appropriately? question = 10 examples: points SmithSFL7Certificate.pdf No to any SmithSFL8Certificate.pdf question = 0 Submits the Certificate PDFs at points Module 3? Labels the Rubric appropriately? Example: SmithMod3Wk4Rubric.docx Submits the Rubric under, Module 3? Does not hit ‘Submit’ until the .docx Rubric and both of the pdf Certificate files have been uploaded at the single link? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
Grading Rubric Module 4, Week 5: Smiles for Life Course #4 = Acute Dental Problems Criteria Student Self- Comments 5 Points Evaluation Possible Labels the Certificates of Completion Yes to each pdf appropriately? question = 5 examples: points SmithSFL4Certificate.pdf No to any Submits the Certificate PDF at question = 0 Module 4? points Labels the Rubric appropriately? Example: SmithMod4Wk5Rubric.docx Submits the Rubric under, Module 4? Does not hit ‘Submit’ until the .docx Rubric and the pdf Certificate file have been uploaded at the single link? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
Grading Rubric Module 4, Week 6: Geriatric Risk Assessment Tool, 30 points Criteria Student Comments Self- Evaluation Labels the Word Document appropriately, using the student’s real name? example: SmithGeriatricRiskTool.docx Submits the Word Document under the correct Module 4 link for this exercise? 1 point: Creates an appropriate title for the risk assessment tool? 1 point: Creates sensible directions for provider use of the tool? 1 point: Includes areas to record identifying information of patient? (Name, Date of Birth) 4 points: Lists significant and relevant risk factors for the geriatric population. 3 points: Lists significant and relevant protective factors for the geriatric population. 3 points: Lists significant and relevant potential findings (including a space for ‘other:___’) for the geriatric population. 1 point: Creates an area for Assessment results? points: Itemizes significant and relevant potential Self-Management Goals for patient? 1 point: Creates an area for Treatment Plan results? 1 point: Plan includes option for “refer to dentist” and “refer to surgeon or oral surgeon.” Oral surgeons and surgeons are covered by health insurance if people do not have dental insurance. The use of medical insurance is a financially viable option for these patients. 1 point: Includes area to indicate when next assessment is due? 3 points: Includes definitions of any terms utilized within the document to facilitate the use of this Risk Assessment Tool? 3 points: Includes images and descriptions of common conditions found in geriatric patients? 1 point: Provides area for FNP signature and date/time? Form’s content and reading level is appropriate for the FNP to use in a Family Practice setting. Utilizes the Question DB for this exercise to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this exercise more clear, easier to follow, or more effective for student learning. Thank you!
Grading Rubric Module 5, Week 7: Smiles for Life Course #5 = Oral Health for Women: Pregnancy and Across the Life Span Criteria Student Self- Comments 5 Points Evaluation Possible Labels the Certificates of Completion Yes to each pdf appropriately? question = 5 examples: points SmithSFL5Certificate.pdf No to any Submits the Certificate PDF at question = 0 Module 5? points Labels the Rubric appropriately? Example: SmithMod5Wk7Rubric.docx Submits the Rubric under, Module 5? Does not hit ‘Submit’ until the .docx Rubric and the pdf Certificate file have been uploaded at the single link? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
Grading Rubric Module 5, Week 8: Smiles for Life Course 9 = Global Oral Health and Optional Course #10 Frontline Healthcare Worker Criteria Student Self- Comments 5 Points Evaluation Possible Labels the Certificates of Completion Yes to each pdf appropriately? question = 5 examples: points SmithSFL9Certificate.pdf No to any Submits the Certificate PDF at question = 0 Module 5? points Labels the Rubric appropriately? Example: SmithMod5Wk8Rubric.docx Submits the Rubric under, Module 5? Does not hit ‘Submit’ until the .docx Rubric and the pdf Certificate file have been uploaded at the single link? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
Grading Rubric, Module 5, Week 8: Flesch-Kinkaid Evaluation of Oral Health Education Project for 7 Year-Olds, 20 points Criteria Student Comments Self- Evaluation Labels the document appropriately, using the student’s real name? example: SmithFleschKinkaidEval.docx Submits this document under the correct Module 5 Flesch- Kinkaid evaluation of education link? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? 5 points: Course language is appropriate for 7 year-olds. 15 points: Course content includes: When to brush. How long to brush. How much toothpaste to use. Rinse with water after eating. Which foods and beverages to avoid and why (to prevent cavities). Which foods and beverages to eat and drink (to make teeth strong). How often to see the dentist. Why fluoride toothpaste, fluoridated water, or fluoride varnish is important. Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students’ questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
Module 5, Week 8: Student Self-Evaluation of Student Learning Outcomes Provide supporting statements and evidence regarding your ability to do each of the following Student Learning Outcomes (SLO). Please note: this exercise is about the entire course. Student Learning Outcome and related Student’s self-rating (on a scale of 1 – 10, 1 = no course assignments: progress on SLO and 10 = excellent progress on SLO) supporting statements and evidence: 1 Synthesize epidemiologic evidence for Before course self-rating: __/10 practice to determine appropriate After course self-rating: __/10 application of interventions across diverse populations throughout the lifespan. Required: Supporting statements and evidence = Module 1 Module 1 Exercises (please note: this exercise is about the entire Smiles for Life Courses Pharmacotherapeutics course): Module 4 Geriatric Risk Assessment Tool (Please comment on the entire course for each Student Learning Outcome. The 10 points are for your comments, not your numbers.) 2 Incorporate current and emerging Before course self-rating: __/10 genetic/genomic evidence when providing After course self-rating: __/10 advanced nursing care across the lifespan. Required: Supporting statements and evidence = Module 3 Module 3 Exercise 3 Evaluate selected physiological, Before course self-rating: __/10 psychological, political, legal, economic, After course self-rating: __/10 ethical, environmental and cultural influences Required: Supporting statements and evidence = impacting healthcare, epidemiology, and health promotion across the lifespan. Module 1 Module 1 Exercises Module 3 Module 3 Exercises Smiles for Life Courses 4 Integrate theory, evidence, clinical Before course self-rating: __/10 judgment, research, and interprofessional After course self-rating: __/10 perspectives using translational processes to Required: Supporting statements and evidence = improve health promotion and risk reduction for patients across the lifespan. Modules 4 & 5 Module 4 & 5 Exercise Module 5 Written Exercise: Flesch-Kinkaid evaluation of education Smiles for Life Courses 5 Design patient-centered and culturally Before course self-rating: __/10 responsive strategies in the delivery of clinical After course self-rating: __/10 prevention and health promotion Required: Supporting statements and evidence = interventions, guideline use, and evidence- based care to individuals, families, communities, and aggregates / clinical populations across the lifespan. Modules 4, 5 & 6 Module 4, 5, & 6 Exercises Module 5 Written Exercise: Flesch-Kincaid evaluation of education Smiles for Life Courses 6 Apply leadership and decision-making skills to Before course self-rating: __/10 provide culturally responsive, high-quality After course self-rating: __/10 nursing care, through the delivery of lifestyle Required: Supporting statements and evidence = change interventions to individuals, groups, and communities across the lifespan. Module 5 Written Exercise: Flesch-Kinkaid evaluation of education Module 6 Module 6 Exercises Smiles for Life Courses 7 Use epidemiological, social, and environmental Before course self-rating: __/10 data to perform as risk assessment and draw After course self-rating: __/10 inferences regarding the health status of patient Required: Supporting statements and evidence = populations across the lifespan and interventions to promote and preserve health and healthy lifestyles. Module 1 Module 1 Exercises Module 2 Module 2 Exercise Module 4 Module 4 Exercise Smiles for Life Courses Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!
IDEA Rating of Instruction: 10 points Complete the University’s IDEA Rating of Instruction and attest on the IDEA Rating of Instruction Discussion Board that you completed it for 10 points.
1 https://www.angelo.edu/student-handbook/ 2 https://www.angelo.edu/catalogs/ 3 https://www.angelo.edu/student-handbook/community-policies/academic-integrity.php 4 https://www.angelo.edu/services/disability-services/ 5 https://www.angelo.edu/content/files/14197-op-1011-grading-procedures 6 https://www.angelo.edu/student-handbook/community-policies/academic-integrity.php 7 https://www.angelo.edu/dept/writing_center/academic_honesty.php 8 https://www.angelo.edu/content/files/14206-op-1019-student-absence-for-observance-of