The University of Texas at Arlington School of Nursing s1

ICOMPLETE CLINICAL SYLLABUS (Additional materials may be available on Web CT)

THE UNIVERSITY OF TEXAS AT ARLINGTON SCHOOL OF NURSING

N5431 Family Nursing II

SUMMER 2009 Sections 001-006 Classroom #: 212,223 Table Of Contents

Instructors………………………….. …………………………………………………………….. 2

Credit & Clock Hours…………………………………………………………… ……………….. 2

World Wide Web Site…………………………….. ……………………………………………… 3

Course Prerequisites……………………………………….. …………………………………….. 3

Textbooks……………………………………………………... ………………………………….. 3

Course Description……………………………………………………… ……………………….. 4

Course Learning Goals/Objectives………………. ………………………………………………. 4-5

Attendance & Drop Policy…………... …………………………………………………………… 5

Tentative Lecture/Topic Schedule…………………. ………………………………………..……6

2 Specific Course Requirements……………………………………. ………………………………6

Teaching Methods/Strategies……………………………………………………………………..6

Course Evaluation & Final Grading………………………………………..………….………..6-7

UTA Graduate Course Policies…………………………...…………………………………... 7-12 Support Staff……….. ………………………………………………………………… ………….. 13

Library Information…………... ………………………………………………………………….. 13

Clinical Overview………………………………………………………… ………………..……14

Graduate Nursing Websites………………………………………………………… …………... 15

Prevention of Academic Dishonesty Guidelines………………………………………………... 16-17

Class Schedule………………………………………………………… …………………….. ….16-17

3 Assignments & Grade Summery…………………………………………………... …………… 18-19

CDM…………………………………………………………… ……………………………. ….22-25

Clinical Requirements…………………………………………………… ……...…………...... 26-54

Clinical Preceptor Packet………………………………………………………….. ………...... 55

Assignments & Handouts………………………………………………………… ………….56-69

4 The University of Texas at Arlington School of Nursing Graduate Program N5431 Family Nursing II (4 credits, 2 class, 6 clinical weekly hours) Summer 2009 Thursday, Friday, Saturday 9AM-5PM Pickard Hall, Room #212,223 INSTRUCTORS: Phyllis Adams, EdD, RN, FNP Assistant Clinical Professor Office #: 619 Pickard Hall Office Hours: By Appointment Office Phone: (817) 272-7334 Or (817) 272-2043 Office Fax: (817) 272-5006 Campus Mailbox: 19407 E-mail: [email protected] Website: http://www.uta.edu/nursing/p-adams.htm Susan Carlson, PhD, MSN, RN, FNP, ANP Clinical Instructor Office #: 626 Pickard Hall Office Hours: By Appointment Office Phone: (817) 272-2043 Office Fax: (817) 272-5006 Campus Mailbox: 19407 Email: [email protected] Beth McClean, MSN, RN, FNP, APRN, BC Clinical Instructor Office #: 626 Pickard Hall Office Hours: By Appointment Office Phone: (817) 272-2043 Office Fax: (817) 272-5006 Campus Mailbox: 19407 Email: [email protected] Website: http://www.uta.edu/nursing/p-mcclean.htm

Andrea Schram, RN, FNP, APRN, BC Clinical Instructor Office: #610 Pickard Hall Office Hours: By Appointment Office Phone: 817-272-2776 Office Fax: 817-272-5006 Email: [email protected] Website: http://www.uta.edu/nursing/p-schram.htm

Donna Gurica, RN, FNP, ANP, APRN-BC Clinical Instructor Office #: 626 Pickard Hall Office Hours: By Appointment Office Phone: 817-272-2776 Office Fax: 817-272-5006 Email: [email protected] 5 Website: http://www.uta.edu/nursing/p-gurica.htm

COURSE WEB SITE OR http://www.uta.edu/nursing WORLD WIDE WEB SITE: COURSE PREREQUISITES: Prerequisites: (See Graduate Catalog) REQUIRED TEXTBOOKS & 1. Barker et al. Principles of Ambulatory Medicine, 7th MATERIALS: Edition. Lippincott Williams & Wilkins, 2006. ISBN 978-0781762274

2. Bomar, P. J. Promoting Health in Families: Applying Family Research and Theory to Nursing Practice. Philadelphia: W.B. Saunders Company, 2004. ISBN 9780721601151

3. Burns, C.E., Barker, N., Brady, M.A., and Dunn, A.M. Pediatric Primary Care: A Handout for Nurse Practitioners. Philadelphia: W. B. Saunders Company, 2004. ISBN 9780721601854 4. Fishbach, F. A Manual of Laboratory & Diagnostic Tests. 7th Edition. Philadelphia: Lippincott Williams & Wilkins, 2003. ISBN 9780781741804 5. Geissler, E. Pocket Guide to Cultural Assessment. St. Louis: Mosby Publishers, 2003. ISBN 9780323018586 6. Sanford, J. P. The Sanford Guide to Antimicrobial Therapy. Dallas, Texas: Antimicrobial Therapy, Inc., 2008. ISBN 9781930808386 7. Uphold, C. R. and Graham, M. V. Clinical Guidelines in Family Practice, 4th Edition. Gainesville, Florida: Barmarrae Books, 2003. ISBN 9780964615168 8. Uphold, C. R. and Graham, M. V. Clinical Guidelines in Child Health, 4th Edition. Gainesville, Florida: Barmarrae Books, 2003. ISBN 9780964615175 9. Youngkin, E.Q., and Davis, M.S. Women’s Health: A Primary Care Clinical Guide. Norwalk: Appleton & Lange, 2004. ISBN 9781588295019 10. McCaffery, M. and Pasero, C. Pain Clinical Manual. St. Louis: Mosby, 1999. ISBN 9780815156093 11. Previously required textbooks from Advanced Health Assessment – N5318, Adult Management I - N5305, Psychiatric Management – N5203, and Pediatric Management - N5306, Family – N5430 (as applicable).

6 SUPPLEMENTAL 1. Berek, J.S., Adaski, E.Y., & Hillard, P.A. Novak’s TEXTBOOKS: Gynecology. Baltimore: Lippincott Williams & Wilkins, 2002. ISBN 9780781768054

2. Color-Coded. ICD-9-CM. 6th Edition. The International Classification of Diseases. 9th Revision Clinical Modification. Vol. I Diseases: Tabular List. Vol.2 Diseases Alphabetic Index ADP/Content. ISBN# 1563298171 *Download and review, for class, the ICD-9 Internet data: www.HCFA.GOV/audience/planprov.htm (53 pages) OR one of your choice 3. Hatcher, R.A., et al. A Pocket Guide to Managing Contraception. Tiger, G.A. The Bridging The Gap Foundation, 2003-2004. ISBN 9780963887528 4. Besdine, R.W., Rubenstein, L.Z., and Snyder, L. Medical Care of the Nursing Home Resident. American College of Physicians: Philadelphia, PA, 1996. ISBN 9780943126487 5. Duthie, E.H. and Katz, P.R. Practice of Geriatrics. 3rd Edition. Philadelphia: W.B. Saunders Company, 1998. ISBN 9781416022619 6. Ham, R.J. and Sloan, P.D. Primary Care Geriatrics: A Case-Based Approach. St. Louis: Mosby Company, 2006. ISBN 9780323039307 7. Paget, S.A., Gibofsky, A. and Beary, J. Manual of Rheumatology and Outpatient Orthopedic Disorders. 5th Edition. Lippincott & Williams & Wilkins, 2005. ISBN# 0781863002

8. CPS Gen 2RF Response Pad, Author: Einstruction Edition (All Students)

Please purchase the most current addition for the textbooks referenced above.

COURSE DESCRIPTION: Focus on advanced knowledge in the management of patients and families throughout the lifespan. STUDENT LEARNING 1. Apply empirical and theoretical knowledge of family OUTCOMES: systems and family theory in the management of patients and families of all ages. 2. Integrate legal and ethical decision-making in implementing the advanced practice nurse (APN) role. 3. Apply evidenced-based practice guidelines in the provision of comprehensive health care for individuals, groups, and families of all ages. 4. Collaborate with family/caregiver/health professionals in the delivery of quality continuous family-based 7 health care. 5. Implement the family nurse practice role in the delivery of cultural/spiritual sensitive care of individuals, groups, and families of all ages. 6. Examine practice outcomes for the Family Nurse Practitioner role using research methodologies.

ATTENDANCE AND  Regular class attendance and participation is expected DROP POLICY: of all students.  Students are responsible for all missed course information.  A graduate student who wishes to change a schedule by either dropping or adding a course must first consult with his or her Graduate Advisor. The following regulations pertain to adds and drops: 1. A student may not add a course after the end of the late registration. 2. A graduate student dropping a course or resigning from the university after the Census Date but before the final designated drop date for the enrolled semester will receive a grade of W only if at the time of dropping the student is passing the course (has a grade of A, B, or C); if the student has a D or F at the time of dropping, an F will be recorded. Students dropping a course must: (1) Complete a Course Drop Form (available online http://www.uta.edu/nursing/g- downloads.htm or MSN Office Room 605 and Rooms 623 & 624,); (2) obtain faculty signature and current course grade; and (3) Submit the form to MSN Office Room 605. 3. A graduate student who desires to drop all courses for which he or she is enrolled is reminded that such action constitutes a withdrawal from the University. The student should indicate intention to withdraw from all courses by: (1) Completing a Registration Form (available online http://www.uta.edu/nursing/g- downloads.htm or MSN Office Room 605 and Rooms 623 & 624); (2) Obtaining faculty signature for each course enrolled and current course grade; (3) Filing the registration form in the School of Nursing Office Room 605; and (4) Filing the Registration Form in the Office of the Registrar in Davis Hall Room 333. 4. Graduate students may drop a course up to 12 weeks in the fall or spring semester and up to 8 weeks in a 10-week summer session. Under extreme circumstances, the Dean of Graduate Studies may consider a petition to withdraw after the designated drop date, but in no case may a graduate student selectively drop a course after the drop date and

8 remain enrolled in any other course. Last Date Drop or Withdraw: July 16, 2009 TENTATIVE LECTURE/TOPIC Advanced Family Theories SCHEDULE (COURSE Ethical and Legal issues in family practice CONTENT): Congenital deformities / genetic diseases of childhood seen in family practice. Learning Disabilities Hearing Disorders Movement Disorders Endocrine Disorders Cancer – Breast Functional Syndromes of Geriatrics Management of long term care and rehabilitation Adolescent: assessment, risk behaviors Issues in chronic pain management Women’s Health: Obstetrics, hormonal therapy, contraceptives, infertility, dysfunctional uterine bleeding Fetal well-being Urgent emergencies Coding/Documentation SPECIFIC COURSE 1. Out-of-Class Assignments REQUIREMENTS: 2. Multiple Choice Examinations 3. Out-of-Class Clinical Assignments 4. Clinical Practicums 5. Presentations TEACHING 1. Lecture discussion METHODS/STRATEGIES: 2. Seminar, group discussion 3. Reading/Media Assignments 4. Guest Lecturers 5. Individual Conference 6. Out-of-Class Assignments 7. Multiple Choice Examinations 8. Faculty Site Visits As Needed 9. Clinical Experience 10. Clinical Experience Journal 11. Clinical Decision-Making Assignments 12. Students Participation 13. Additional Assignments on Web CT (as applicable) 14. Simulation (as applicable) 15. Clinical E-Logs 16. CPS Gen 2RF Response Pad, Author: Einstruction Edition, as applicable GRADE CALCULATION DIDACTIC: (COURSE EVALUATION & 1. Multiple Choice Exam I 25% FINAL GRADING): 2. Multiple Choice Exam II 25% 3. Family Assessment Project 15% 4. Cultural/Spiritual Assignment 10% 5. Population Disease Management 20% 9 (Web CT-Group Assignment) 6. In/Out OF Class Assignments 5% 100% 7. Certification Updates P/F CLINICAL: 1. Clinical Decision Making Assignments 30% (major - 1) 2. SOAP Notes (1) 15% 3. Preceptor Evaluations (per preceptor) P/F 4. Clinical Practicums -final 35% 5. Case Presentations 20% 6. Clinical Experiences Journal P/F 7. Self-Evaluation (1) P/F 8. Student evaluation of preceptor P/F (one per preceptor) 9. Clinical E-Logs P/F 100% Course Grading Scale: A = 92 to 100 B = 83 to 91 C = 74 to 82 D = 68 to 73 F = below 74 - cannot progress In order to pass a course containing both didactic and clinical requirements, the student must pass both the theoretical and clinical components of the course. Students deemed unsafe or incompetent will fail the course and receive a course grade of "F." The following behaviors constitute clinical failure: 1. Demonstrates unsafe performance and makes questionable decisions. 2. Lacks insight and understanding of own behaviors and behavior of others. 3. Needs continuous specific and detailed supervision. 4. Has difficulty in adapting to new ideas and roles. 5. Fails to submit required written clinical assignments. 6. Falsifies Clinical hours

CLINICAL EVALUATION: Students must pass both the didactic and clinical portions of a clinical course in order to pass the course. In order to pass the clinical portion, the student must receive a passing grade (minimum of 83%) on the faculty evaluation of the student’s clinical performance (Nurse Practitioner Clinical Evaluation). Students who fail a faculty evaluation have a one-time option to retake the practicum. A second faculty member will be present during the clinical performance retake. If the student passes the clinical performance retake (minimum of 83%), the maximum grade the student can receive for the exam for purposes of grade calculation is 83%. If the student 10 fails the retake, the student will receive a grade of “F” for the course.

Students are required to turn in two copies of the two major CDM assignments and two copies of SOAP notes. Please attach a grading criteria/guideline to papers. Late written assignments will not be accepted and will receive a grade of zero. Examinations will be taken on the assigned date or will receive a grade of zero. Student participation is expected for the case presentations, and cultural/spiritual competencies assignments.

STUDENT REQUIREMENT 1. All Preceptor Agreements must be signed by the first FOR PRECEPTOR day the student attends clinical (may be signed on that AGREEMENTS/PACKETS: day). 2. Student is responsible to ensure that all of his/her preceptor agreements are signed before beginning clinical experience and those agreements are given to Holly Niemann by the third week of the semester. (This means that even if a student doesn’t start working with a particular preceptor until late in the semester, s(h)e would contact that preceptor during the first 3 weeks of the semester. 3. Holly Niemann or designated Support Staff will enter the agreement date into Partners database. The Agreement Date” field in Partners is the data that the Preceptor signed the Agreement. (This date must be on or before the student’s first clinical day in order for the student to access E-logs). If this is the first time a preceptor is precepting a graduate nursing student for The University of Texas at Arlington, please have him/her complete the Preceptor Biographical Data Sheet and submit it with his/her Curriculum Vitae. 4. The signed preceptor agreement is part of the clinical clearance process. Failure to submit it in a timely fashion will result in the inability to access the E-log system. CLINICAL CLEARANCE: All students must have current clinical clearance to legally perform clinical hours each semester. If your clinical clearance is not current, you will be unable to do clinical hours that are required for this course and this would result in course failure. STATUS OF RN LICENSURE: All graduate nursing students must have an unencumbered license as designated by the Board of Nurse Examiners (BNE) to participate in graduate clinical nursing courses. It is also imperative that any student whose license becomes encumbered by the BNE must immediately notify the Associate Dean for the MSN Program, Dr. Mary Schira. The complete policy about encumbered licenses is available online at: 11 http://www.uta.edu/nursing/grad/unencumbered

MSN GRADUATE STUDENT Policy: The University of Texas at Arlington School of DRESS CODE: Nursing expects students to reflect professionalism and maintain high standards of appearance and grooming in the clinical setting. Clinical faculty have final judgment on the appropriateness of student attire and management of the situation. General Guidelines 1. Jewelry  Needs to be discreet with items, such as: watch, wedding ring, necklace or earrings  No body piercing visible other than ears. 2. Hair  Hair is to be clean, neat, and well groomed. Shoulder length hair or longer must be pulled back behind the ears off the neck when in the clinical, learning resource or simulation lab settings.  Males are expected to be clean-shaven or facial hair/moustache and beards neatly trimmed.  Hair must be of a color found in nature (no pink, blue, etc.). 3. Nails  Nails are to be clean, groomed, and manicured.  Artificial nails are prohibited in the clinical setting.  Nails are to be cut to the tip of the finger and groomed.  Only clear nail polish may be worn. No fingernail jewelry. 4. Other  Makeup will be subdued. Personal hygiene including oral care, daily showering/bathing, and the use of deodorant is expected.  No perfume or scented lotions are to be worn.  Gum chewing is not permitted.  Personal beepers, cell phones, and other such technology shall be utilized only during breaks from patient care. Cell phones must be turned off during clinical and left in the student’s purse or backpack.  Tattoos must be covered and not visible.  Refrain from smoking in clinical attire as

12 the smoke can cling to clothes and be an irritant to patients.  The School of Nursing ID must be worn in

Clinical Attire Options 1. A white lab coat with a UTA insignia patch (suggested) over professional dress or 2. Scrubs if that is the dress for the agency or 3. Business attire for Nursing Administration Students and NP Students based on clinical site. Additional Directions on Attire 1. Clothing needs to be clean and not wrinkled. 2. Undergarments and/or cleavage should not show when leaning or bending over. 3. Professional attire is expected. No jeans/western cut pants, sweatshirts, and shirts of underwear type, see-through clothing, sleeveless shirts or any clothing which exposes a bare midriff, back, chest or underwear. Skirts must be knee length or longer. Appearance must be clean and neat. Low rise scrub pants and rolling down the waist band of scrub pants is prohibited. 4. Shoes are to be closed toed, in good repair and no canvas shoes or flip flops. 5. The UTA Student Picture ID is to be worn above the waist and in clear view when in clinical agencies. Learning Resource Skills Lab/Simulation Lab attire: Students entering the skills or simulation labs must be in appropriate clinical attire. UNSAFE CLINICAL Students deemed unsafe or incompetent will fail the BEHAVIORS: course and receive a course grade of “F”. Any of the following behaviors constitute a clinical failure: 1. Fails to follow standards of professional practice as detailed by the Texas Nursing Practice Act * (available at www.bne.state.tx.us) 2. Unable to accept and/or act on constructive feedback. 3. Needs continuous, specific, and detailed supervision for the expected course performance. 4. Unable to implement advanced clinical behaviors required by the course. 5. Fails to complete required clinical assignments. 6. Falsifies clinical hours. 7. Violates student confidentiality agreement. *Students should also be aware that violation of the Nursing Practice Act is a “reportable offense” to the Texas Board of Nurse Examiners.

13 BLOOD AND BODY FLUIDS A Health Verification form was signed by all MSN EXPOSURE: students at start of the program documenting personal health insurance coverage. All MSN students have mandatory health insurance and will need to manage exposure to blood and fluids. Current CDC guidelines can be found at: http://www.cdc.gov/ CONFIDENTIALITY You signed a Confidentiality Form in orientation and were AGREEMENT: provided a copy of the form. Please take your copy of this Confidentiality Form with you to your clinical sites. Please do not sign other agency confidentiality forms. Contact your faculty if the agency requires you to sign their confidentiality form. GRADUATE STUDENT Students are responsible for knowing and complying with HANDBOOK: all policies and information contained in the Graduate Student handbook online at: http://www.uta.edu/nursing/hbk/toc.htm AMERICANS WITH The University of Texas at Arlington is on record as being DISABILITIES ACT: committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 93112 -- The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans With Disabilities Act - (ADA), pursuant to section 504 of The Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. As a faculty member, I am required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty at the beginning of the semester and in providing authorized documentation through designated administrative channels. STUDENT SUPPORT The University of Texas at Arlington supports a variety of SERVICES student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals. ACADEMIC INTEGRITY: It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include 14 suspension or expulsion from the University.

"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents' Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22) PLAGIARISM: Copying another student’s paper or any portion of it is plagiarism. Additionally, copying a portion of published material (e.g., books or journals) without adequately documenting the source is plagiarism. If five or more words in sequence are taken from a source, those words must be placed in quotes and the source referenced with author’s name, date of publication, and page number of publication. If the author’s ideas are rephrased, by transposing words or expressing the same idea using different words, the idea must be attributed to the author by proper referencing, giving the author’s name and date of publication. If a single author’s ideas are discussed in more than one paragraph, the author must be referenced at the end of each paragraph. Authors whose words or ideas have been used in the preparation of a paper must be listed in the references cited at the end of the paper. Students are encouraged to review the plagiarism module from the UT Arlington Central Library via http://library.uta.edu/tutorials/Plagiarism BOMB THREATS: If anyone is tempted to call in a bomb threat, be aware that UTA will attempt to trace the phone call and prosecute all responsible parties. Every effort will be made to avoid cancellation of presentations/tests caused by bomb threats. Unannounced alternate sites will be available for these classes. Your instructor will make you aware of alternate class sites in the event that your classroom is not available. E-CULTURE POLICY: The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning department requirements, registration, financial aid and scholarships, payment of bills, and graduation may be sent to students through email. All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. Students are responsible for checking their email regularly. 15 NO GIFT POLICY: In accordance with Regent Rules and Regulations and the UTA Standards of Conduct, the School of Nursing has a “no gift” policy. A donation to the UTA School of Nursing Scholarship Fund would be an appropriate way to recognize a faculty member’s contribution to your learning. For information regarding the Scholarship Fund, please contact the Dean’s office. STUDENT EXCELLENCE Award for student excellence in clinical nursing. Each AWARD: semester, students in clinical courses are eligible for consideration. Nominations for the award are made by the clinical faculty in each course with a clinical component. Students are honored at an end-of-the-semester awards ceremony. Detailed information is available at: www.uta.edu/nursing/handbook/studentexcellenceaward GRADUATE PROGRAM La Shun Parish, Senior Office Assistant SUPPORT STAFF: Office #: Rm 624A, Pickard Hall Phone: (817) 272-2776, Ext 24856 Email: [email protected] LIBRARY INFORMATION: Helen Hough, Nursing Librarian (817) 272-7429, Email: [email protected] Research Information on Nursing: http://www.uta.edu/library/research/rt-nursing.html MISCELLANEOUS Inclement Weather (School Closing) Inquiries: INFORMATION: Metro (972) 601-2049 Fax Number - UTA School of Nursing: (817) 272-5006 UTA Police (Emergency Only): (817) 272-3003 Attn: Graduate Nursing Programs Office Mailing Address for Packages: UTA School of Nursing C/O (Dr. Phyllis Adams) 411 S. Nedderman Drive Box 19407 Pickard Hall Arlington, Texas 76019-0407

Ninety (90) hours are required for N. 5431. The clinical hours will be completed at non-campus clinical practice sites arranged by the UTA School of Nursing faculty and/or Graduate Clinical Director. Clinical hours are for medical management of the patient and families CLINICAL OVERVIEW: throughout the life span. Clinical hours are not to include grand rounds or rounds in the hospital with preceptor. These activities will not be acceptable. The MSN Clinical Coordinator is: Linda Adams Office Room: 625 Pickard Hall Office Phone: (817) 272-0788 Ext. 2-0788 Email: [email protected]

16 ASSIGNMENTS 1. Check with your Clinical Advisor as to how all assignments are to be submitted. 2. When emailing is an option, be sure to validate whether the Clinical Advisor received the email message or not. If the email message and/or attachment is not received, the assignment is considered to be late. Please submit a “Hard Copy” of the assignment in class on the due date as well.

17 GRADUATE NURSING WEBSITES Description Website University of Texas Home Page http://www.uta.edu

Graduate Catalog & Faculty http://www.uta.edu/gradcatalog/nursing

Graduate Nursing Programs http://www.uta.edu/nursing/MSN/administration.php

http://www.uta.edu/nursing/MSN/practitioner.php

Graduate Nursing Courses & Syllabi http://www.uta.edu/nursing/MSN/grad-courses1.php

Faculty and Staff Email Contacts and Bio-sketches http://www.uta.edu/nursing/directory

Graduate Student Handbook http://www.uta.edu/nursing/hbk/toc.htm

 Graduate Forms http://www.uta.edu/nursing/g-downloads.htm

 Nurse Admin Preceptor Package Forms:  NP Preceptor Package  Faculty Evaluation of Preceptor  Graduate Nursing Websites  Student Evaluation of Preceptor  Student Confidentiality Statement  Preceptor Evaluation of Student  E-log Consent Form  NP Clinical Evaluation (Practicum Tools)  Banking Clinical Hours  Nurse Admin Faculty Eval of Preceptor  Guidebook Nurse Admin Preceptor Eval of Student  Liability Policy  Educator Evaluation  Personal Insurance Verification Form Student Self Evaluation  Traineeship Statement Forms  Master’s Completion Project Forms

Clinical Online Submission (Elogs) http://www.totaldot.com/

Criminal Background Check (TDPS) http://www.dfwhc.org/GroupOne/

Instructions for E-Reserves http://www.uta.edu/library/ Select under Library Catalogs (UTA Library Catalogs) Select Course Reserves Look for Instructor’s Name Click Search Select Article Password is course abbreviation and course number. ALL CAPS no spaces (ex. NURS5340). Last Revision: May 15, 2008

18 PREVENTION OF ACADEMIC DISHONESTY GUIDELINES

Special Instructions Regarding Assignments

Unless otherwise instructed, all course (class & clinical) assignments are to follow the following guidelines:

1. Each student is expected to do each assignment independently. This means no consultation, discussion, sharing of information, or problem-solving to complete any component of the assignment. This includes your preceptor  do not ask the preceptor to advise you on an assignment. 2. It is your ability and clinical decision-making that we are assessing through the assignments  not your colleagues. 3. Any violation of these instructions will result in academic dishonesty a violation of UTA’s Academic Dishonesty Policy. The penalties can range from failure on the assignment, course failure and/or expulsion from the program. 4. The student will turn in the original and 1 copy of each written assignment. One copy will be maintained in a permanent file after a faculty assesses all class papers. The graded copy will be returned to the student and will be maintained in the clinical notebook. 5. If at any time a student is aware of academic dishonesty committed by a classmate, the student is expected to inform the faculty. 6. Academic dishonesty is cheating and will not be tolerated in this program. RNs are expected to conform to professional ethics whether in the classroom or in the clinical setting.

You are asked to sign below to indicate that you understand the above guidelines.

Name:  Date: ______

19 PREVENTION OF ACADEMIC DISHONESTY GUIDELINES

Special Instructions Regarding Assignments

Unless otherwise instructed, all course (class & clinical) assignments are to follow the following guidelines:

7. Each student is expected to do each assignment independently. This means no consultation, discussion, sharing of information, or problem-solving to complete any component of the assignment. This includes your preceptor  do not ask the preceptor to advise you on an assignment. 8. It is your ability and clinical decision-making that we are assessing through the assignments  not your colleagues. 9. Any violation of these instructions will result in academic dishonesty a violation of UTA’s Academic Dishonesty Policy. The penalties can range from failure on the assignment, course failure and/or expulsion from the program. 10. The student will turn in the original and 1 copy of each written assignment. One copy will be maintained in a permanent file after a faculty assesses all class papers. The graded copy will be returned to the student and will be maintained in the clinical notebook. 11. If at any time a student is aware of academic dishonesty committed by a classmate, the student is expected to inform the faculty. 12. Academic dishonesty is cheating and will not be tolerated in this program. RNs are expected to conform to professional ethics whether in the classroom or in the clinical setting.

You are asked to sign below to indicate that you understand the above guidelines.

Name:  Date: ______

20 Nursing 5431 – Family II Course Summer 2009 READING DATE/TIME CLASS TOPIC FACULTY ASSIGNMENTS (See Sub-objectives for each topic)

06/4/09 (Thursday)

Course Overview/Dinner 4:00-5:30 pm All (dinner provided by Faculty)

Dr. Joane Bauner (Guest 5:30-7:30 pm Chronic Pain Speaker)

Becky Authaus, PhD (Guest 7:30-9:30 pm Genetics/Congenital Anamolities Speaker

6/5/09 (Friday)

9:00-12:00 pm Smart Hospital/Prenatal TBA (Guest Speaker)

Lunch-By Faculty/Meet with 12:00-1:00 pm All Advisor

1:00-3:00 pm Post Partum/Women’s Health TBA (Guest Speaker)

3:00-4:00 pm Problems TBA Contraception/Management (Guest Speaker)

4:00-6:00 pm Episodic Problems in Pregnancy All

06/6/09 (Saturday)

9:00-10:30 am Long Term Care Donna Gurica

10:30 – 11:30 am Syndrome of Geriatrics Donna Gurica

11:30-12:30 pm Lunch All

12:30-2:30 pm Cont. Syndrome of Geriatrics Donna Gurica

2:30 – 5:00 pm Movement Disorders TBA (Guest Speaker)

21 READING DATE/TIME CLASS TOPIC FACULTY ASSIGNMENTS

06/27/09 (Saturday)

Content covered up to exam 1 including Menopause & 9:00-10:30 Exam 1 (online) All Pediatric Pharmacology WebCT modules

Population Based Diseases WebCt TBA All Modules Group Module Assignment WebCt-Individual TBA Hormone Replacement Therapy All Assignment WebCt - Individual TBA Breast Cancer All Assignment

WebCt- Individual TBA Urgent Emergencies All Activity TBA Lactation WebCt-Individual Activity All

07/18/09 (Saturday)

9:00-11:00 am Endocrine: No Diabetes content Dr. Caplan (Guest Speaker)

11:00-12:30 pm Pediatric Endocrine Beth McClean

12:30-1:30 pm Lunch All

1:30-5:00 pm Case Presentations All

08/8/09 (Saturday)

9:00-11:00 am Exam II All

11:00-12:00 pm TBA All

(Supplemental Handouts may be required throughout the semester.)

NOTE: Schedule may change based on speaker availability.

22 THE UNIVERSITY OF TEXAS AT ARLINGTON SCHOOL OF NURSING N5431 Family II Course Summer 2009 Student: Major: Faculty Advisor:______ASSIGNMENTS /GRADE SUMMARY DIDACTIC ASSIGNMENTS DUE DATE SCORE 1. Multiple Choice Exam I 6/26/2009 25% ______2. Multiple Choice Exam II 8/09/2009 25% ______

3. Cultural/Spiritual Assignment 7/18/2009 10% ______(interactive discussion reading) 4. Population Disease Management 6/27/2009 20% ______5. Family Assessment Project(online submission) 7/23/2009 15% ______6. In/Out of Class Assignments 7/18/2009 5% ______ Simulation-Dysfunctional Uterine Bleeding  Simulation-Infertility  Simulation-Online Sexual Assault/Domestic Violence 7. CEU Certificates Update P/F ______Totals ______Total A. ______CLINICAL ASSIGNMENTS 1. Clinical Decision Making - major 30% 1. Prenatal 7/18/2009 ______

2. SOAP Notes 15% 1. Adolescent 8/1/2009 ______

3. Clinical E logs -midterm 7/18/2009 P/F ______-final 8/08/2009 P/F ______4. Preceptor Evaluations (one per preceptor) 8/08/2009 P/F ______5. Clinical Practicums - final 8/08/2009 35% ______6. Case Presentations Completed by: 7/18/2009 20% ______7. Final Clinical Experiences 8/08/2009 P/F ______Journal (90 hrs. completed) 8. Self-Evaluation (1) 8/08/2009 P/F ______9. Student evaluation of preceptor 8/08/2009 P/F ______(one per preceptor) Total B. FINAL COURSE GRADE (A+B) /2 Total

23 Family Case Work Grade Sheet

_____ 18 pts. a) Theoretical Definition of Family: Describe your personal, theoretically based definition of family. Include definitions of the scope, roles and functions of the family system. Use resources as appropriate, i.e., Bomar, Stanhope and Lancaster, Friedman, etc.

_____ 5 pts. b) Introduction to the Family: Describe where you obtained the family, the primary care provider you are working with (as applicable) and the contractual agreement between you and the family. Include the actual contractual agreement in the appendix of the paper.

_____ 30 pts. c) Family Assessment: Complete the family assessment using the materials provided in class or one you have chosen. The assessment tools should be applied as appropriate to your particular family. Additional tools may be used to clarify areas of concern after the initial comprehensive assessment has been completed. Include copies of the assessment tools in the appendix of the paper. Using the data from the assessment, complete the problem prioritization using the attached format.

_____ 12 pts. d) Family Diagnoses: State a risk assessment family diagnosis(es) and a health promotion diagnosis(es) as it pertains to the developmental stage of the family. Support your choice of diagnoses with rationale from your selected family theorist(s) and the problem prioritization exercise. Also include individual family members medical diagnosis(es) and other family oriented diagnosis(es) as appropriate.

_____ 20 pts. e) Planning/Goal Setting: Delineate mutually agreed upon goals which reflect the outcome of the problem prioritization and your family diagnoses. Describe your plan based upon the goals to include interventions and evaluations criteria. Provide rationale for the plan using family system theory or a family theorist(s).

_____ 10 pts. f) Personal Practice Framework: Discuss how you will incorporate your personal practice framework and the nurse practitioner role in your work and the family.

_____ 5 pts. g) Format: Typing, punctuation, grammar, neatness, and adherence to APA format will be evaluated. The paper should be 10 pages in length excluding the appendix (Family Assessment). Two copies must be submitted if you would like a copy back. Attach this sheet to the paper when turning it in.

24 CLINICAL DECISION MAKING

25 FORMAL CLINICAL DECISION MAKING ASSIGNMENT EVALUATION GUIDE/GRADE SHEET

Student:______Date: ______Faculty:______Grade: ______

Possible Actual Points Points

20 ______A. Completed subjective and objective data base as appropriate to scenario. Data prioritized, pertinent negatives and positives established. Growth and Development stages to be included.

20 ______B. Assessments, hypothesis(es), rule-outs, differentials and nursing diagnosis(es) complete and stated appropriately, ICD-9 Code(s).

20 ______C. Physiological and pathological process leading to diagnosis(es) are documented and referenced.

20 ______D. Plan is sound, logical, cost-effective and includes both medical and nursing management and referenced. Should put initial tests that are indicated – order these tests first and if additional tests are required, briefly discuss what might be needed at a later time or visit. Should include sections entitled Family Theory, Nursing Practice Theoretical Framework. Attach a current clinical guidelines for one of the major diagnoses.

10 ______E. Rationale and referenced are provided for each step in management plan.

10 ______F. Health Promotions / Health Maintenance and Health Maintenance Plan

Note: All assignments are individual assignments.

Total Points:______

COMMENTS:

Total Points:______

28 29 CLINICAL REQUIREMENTS

30 Suggested Clinical Hours for N5431 Family Nursing Major Course Summer 2009

Family Major:

Family 26 hours

Prenatal 32 hours

Gyn 24 hours

Adolescent 8 hours ______

90 hours

31 University of Texas at Arlington School of Nursing N5431 Family Major Population-Based Disease Management Assignment GRADE SHEET

Student: ______Date: ______Advisor: ______

Possible Points Actual Points

5 ______A. Addressed all objectives appropriately

10 ______B. Focused on selected clinical disease state

10 ______C. Review of literature was thorough and pertinent

15 ______D. Summarized key guidelines for the disease state

20 ______E. Developed specific strategies and tools to implement the practice guidelines

10 ______F. Described specific steps of a research strategy for one specific clinical outcome related to the disease state and guidelines

10 ______G. Provided a 3-4 page handout for classmates

15 ______H. Handout has guideline summary, APA format and references, implementation strategies, and research strategy

5 ______I. Presentation-organized, logical, systematic

Total ______

32 CASE MANAGEMENT PRESENTATIONS

Each student will be required to present, for discussion, one case of interest from his or her clinical experiences. The students will be assigned the date and time for the presentations on June 6, 2009

The purpose of this assignment is to acquaint the student with the format of case presentations, create a learning experience for those in the discussion group and to explore different approaches in the management of specific health problems.

Pick a case that is interesting, difficult, complicated or challenging. We don't want to discuss straightforward cases such as a simple sore throat. An example of an interesting case might be someone newly diagnosed with type 2 Diabetes who is pregnant.

The format for the paper is based on the soap note. The Objective data would include pertinent history, demographics and current complaints in a condensed form.

The Object data would include all those recorded at the time of the visit. Do not include the patient’s real name or the location of the clinic.

The Assessment would be what was actually diagnosed at the site where the patient was seen and the Plan would be the same as well.

For the purposes of the discussion, only the Subjective and Objective Data would be presented. After the group decides the best plan for this patient, the presenter will reveal what was actually done at the time of the visit. The clinical advisor will be the moderator for the discussion.

Grading for the written assignment will follow the grading sheet for Soap Notes. This grade will be 50% of the assignment. The other 50% will be for the presentation.

Grading for the presentation will be based on the appropriateness of the case.

Class date for the presentation are: July 18, 2009

33 The University of Texas at Arlington School of Nursing

N5431 Family Nursing II

TIPS FOR SOAPing:

1. If you have appositive complaint, it must be addressed in the physical exam, assessment, and plan. Remember the concept of balance.

2. It is not necessary to do a complete review of systems for an interval visit. You should do a ROS for the presenting problem, current medications (indicate why patient is taking the medication, i.e., Topral x L 50 mg/qd for HTN, etc.), and status of concurrent health problems only. Pertinent past medical history, family history, and social history should be addressed. Your history should be focused.

3. “Rule out” diagnoses are those diagnoses that are most probable, and must be addressed in the plan (Ex: What do I need to do to rule this out?). A differential diagnosis is merely one that you consider as you are taking the history, and doing the physical exam. It is not addressed n the plan as it is not one of your “most likely”.

4. You may not cite Uphold and Graham as your reference for the pathophysiology. You may cite it as rationale for your plan. All sources must be referenced according to APA format.

5. When you are doing your review of systems, the “general” category includes symptoms such as fever, malaise, fatigue, night sweats, weight change. It does not include any objective information such as “alert”, “oriented”, “good historian”.

When you are giving the rationale for medication usage, please explain the drug’s category and action (i.e., third generation cephalosporin antibiotic and is used primarily for gram positive organisms), and why the patient has been prescribed the particular medication.

34 SOAP Notes:

7. For every 45 hours of clinical, a SOAP note should be provided. The note should accurately reflect the client encounter, the diagnoses made, and the recommended nursing/medical management. Standardized chart forms, checklist, etc., utilized in the clinic setting will not be accepted. (See Sample format page 33)

8. All SOAP notes should be on a different problem or need. All SOAP notes should reflect the content/medical plan of care respective to the course.

9. All SOAP notes must include rationale with the subsequent pathophysiology and references regarding the selected management plan. This portion of the SOAP note justifies your critical decision-making (i.e., why a calcium channel blocker was chosen instead of an A. C. E. inhibitor or explanation as to why an asymptomatic urinary tract infection was not treated.) Do not simply cite protocol resources but briefly describe the steps behind your management decisions. Reference rationale and pathophysiology according to APA format.

10. Do not address a pathophysiology disorder you have already addressed in a Major CDM or SOAP note. Select another patient to do a SOAP note on or address a different major health problem/disease.

11. Nursing diagnoses can be health maintenance or social issue as well as a problem or need.

35 Sample SOAP Note Format:

Patient Initials:______Date of Visit:______

Patient Gender, Race, Age, Marital Status, DOB, Occupation, Source – Reliability?:______

Preceptor/Agency:______

S - Patient’s subjective data base as pertinent to the encounter and Health Promotion/Health Maintenance/Assessment

O - Patient’s objective data base as pertinent to the encounter i.e., physical examination, laboratory or diagnostic tests (if results are available at the time of visit)

A - Pertinent Positives; Pertinent Negatives Medical diagnosis(es) – ICD-9 Codes Any rule-outs (R/O) – ICD-9 Codes Any differentials Nursing diagnosis(es)

P - * Diagnostic studies and/or laboratory tests * Medical Therapeutics/Nursing Therapeutics, prescriptions * Patient Education * Counseling * Health Promotion/Health Maintenance Plan * Referral * Consults * Follow-up appointments * Growth and Development * Family Theory Application * Nursing Theoretical Framework * Rationale to follow each treatment in the management plan with appropriate references * Pathophysiology for major diagnosis(es) with references – 2; relate to patient * References - APA format, a minimum of 3-4 references, i.e. primary course textbook, a pathophysiology book, a pharmacology book, etc. of which one must be an evidenced-based research article from peer-reviewed medical or NP journal * Note: Appropriately label each portion. * Note: Provide appropriate identifying information on patient – refer to AHA outline. * Note: Indicate what you should/would have done PLUS what actually happened and what you would now recommend.

36 The University of Texas at Arlington School of Nursing N5431 Family Nursing II Major Course SOAP NOTE

Student:______Grade:______

Date:______Faculty/Advisor:______

Semester: Summer______Midterm:______Final:______

15 _____ A. Subjective data appropriately and succinctly documented. Growth and Development stages to be included.

15 ______B. Objective data appropriately and succinctly documented.

15 ______C. Nursing and medical diagnosis(es) formulated and appropriate ICD-9 Codes. Pertinent positives and pertinent negatives.

20 ______D. Management plan cost-effective, clinically correct and includes blend of nursing and medical therapeutics. Attach a current clinical guideline for one of the major diagnoses.

10 ______E. Rationale justifies management plan. Including the incorporation of evidenced- based research findings from a medical or NP journal

10 ______F. Pathophysiology justifies management plan and major diagnoses.

4 ______G. Health Promotion / Health Maintenance / Health Maintenance Plan

4 ______H. Family Theory Application

4 ______I. Nursing Theoretical Framework

3 ______J. Overall neatness, organization, APA format for reference.

NOTE: The SOAP note is an individual assignment (as are all assignments in the course).

Total: ______

Comments:

37 The University of Texas at Arlington School of Nursing N5431 Family Nursing II Major Course SOAP NOTE

Student:______Grade:______

Date:______Faculty/Advisor:______

Semester: Summer______Midterm:______Final:______

15 _____ A. Subjective data appropriately and succinctly documented. Growth and Development stages to be included.

15 ______B. Objective data appropriately and succinctly documented.

15 ______C. Nursing and medical diagnosis(es) formulated and appropriate ICD-9 Codes. Pertinent positives and pertinent negatives.

20 ______D. Management plan cost-effective, clinically correct and includes blend of nursing and medical therapeutics. Attach a current clinical guideline for one of the major diagnoses.

10 ______E. Rationale justifies management plan. Including the incorporation of evidenced- based research findings from a medical or NP journal

10 ______F. Pathophysiology justifies management plan and major diagnoses.

4 ______G. Health Promotion / Health Maintenance / Health Maintenance Plan

4 ______H. Family Theory Application

4 ______I. Nursing Theoretical Framework

3 ______J. Overall neatness, organization, APA format for reference.

NOTE: The SOAP note is an individual assignment (as are all assignments in the course).

Total: ______

Comments:

38 The University of Texas at Arlington School of Nursing N5431 Family Nursing II Major Course

Student Name:______Faculty Advisor:______

Date:______Semester: Fall_____ Spring_____ Summer_____ Midterm:______Final:_____

CLINICAL EXPERIENCE JOURNAL CHECKLIST

Pass/Fail

______I. Number / type of clients seen:

Comments:

______II. Students Level of functioning and clinical progress to date:

Comments:

______III. Clinical Objectives / Evaluation - Tally Sheets, Clinical E-log, and other documentation.

Comments:

______IV. Overall neatness, organization:

Comments: 39 40 The University of Texas at Arlington School of Nursing N5431 Family Nursing II Major Course

Student Name:______Faculty Advisor:______

Date:______Semester: Fall_____ Spring_____ Summer_____ Midterm:______Final:_____

CLINICAL EXPERIENCE JOURNAL CHECKLIST

Pass/Fail

______I. Number / type of clients seen:

Comments:

______II. Students Level of functioning and clinical progress to date:

Comments:

______III. Clinical Objectives / Evaluation - Tally Sheets, Clinical E-log, and other documentation.

Comments:

______IV. Overall neatness, organization:

Comments:

41 NURSE PRACTITIONER CLINICAL OBJECTIVES

Provide evidence of clinical skills in performing advanced health assessments to include: a. Collecting a complete health history b. Examining all body systems c. Performing functional assessments to determine ability for self-care and independent living d. Collect additional data as needed (ECG, vision and hearing screening, urinalysis, blood sugar determination, hematocrit, pap-smear, wet-mount, hanging drop smear, nose and throat culture, and others) e. Making appropriate decisions regarding priority needs for episodic data collection (subjective and objective) f. Determining which problems/data collection can be deferred until later g. Making an appropriate and accurate assessment of client’s health status (rule outs, differential diagnoses, nursing diagnoses, etc.) h. Presenting pertinent data to preceptor in a succinct manner i. Presenting a cost-effective, clinically sound plan of care which may include: (1) advanced nursing management (2) medical intervention (3) pharmacotherapeutics (4) diagnostic testing (5) teaching/counseling (6) follow-up plan j. Discussing with preceptor personal strengths and needed areas of improvement k. Selecting patients that reflect the content being taught in this course and the program.

Show increasing evidence of ability to develop, implement and evaluate an appropriate management plan for common episodic, acute, chronic, and rehabilitative health concerns for clients.

Show increasing evidence of ability to develop, implement and evaluate an appropriate plan for health maintenance and health promotion of clients.

Show evidence of ability to integrate health promotion/disease prevention activities into each client encounter.

Provide evidence of advanced nursing activities to promote and maintain health of adults to promote self-care.

Demonstrate ability to provide quality, culturally sensitive health care for individuals of diverse cultural and ethnic backgrounds.

Provide evidence of the ability to formulate and administer advanced nursing care and medical therapeutics in a variety of settings.

Integrate current research findings into the development and implementation of health care for families and individuals.

42 Continue personal development of the various roles of the nurse practitioner as evidenced by didactic and clinical work.

43 GUIDELINES FOR CLINICAL EXPERIENCES

1. Use of Protocol Manuals:

Occasionally, students encounter preceptor sites that do not use formal protocols. It is recommended that students select a published protocol book to use in these circumstances. The selected reference should be discussed with and reviewed by the clinical preceptor. If agreeable, the protocols will be the basis for your care with appropriate modifications as necessary.

2. Documentation of Care:

The UTA School of Nursing Nurse Practitioner Programs requires a wide variety of clinical hours which necessitates the student to obtain experiences in numerous settings. The student is expected to appropriately, thoroughly, and accurately document each client encounter on the client’s health record, i.e., SOAP notes, clinical summaries, etc. All entries made by the student in the client’s health record should be reviewed by the preceptor. Documentation will be co-signed by the preceptor as appropriate for the clinical site.

3. Clinical Preceptors:

Students are encouraged to utilize several preceptors throughout their nurse practitioner coursework. Guidelines for the selection of preceptors are included in the “Preceptor Agreement Packet.” Please note that the “Letter of Agreement” in the packet MUST be signed and on file at UTA BEFORE clinical experiences commence at the site. Students are expected to negotiate their clinical objectives and number of hours with each preceptor. If for any reason, the primary preceptor and/or a secondary preceptor is absent, i.e., not physically in the practice setting, the student may not make any decisions requiring medical management. If a secondary preceptor is available in the absence of your primary preceptor, a preceptor agreement form must be completed prior to any medical management activity and faxed to the School of Nursing to your clinical advisor.

4. Clinical Experiences:

Clinical experiences are to be spread over the semester, preferable one day a week. If there is a change in this requirement consult your clinical advisor. It is not acceptable to complete all clinical hours before mid-term of the course. Clinical should not occur at the student’s place of employment. Clinical experiences are strictly voluntary and are not to be reimbursed by any forms of payment (salary of any type). This is a BNE rule.

5. Telephone Site Visits:

The NP Faculty will be available for telephone consultation and/or on-site visits to the student and preceptor as needed throughout the semester. Depending on faculty/student preference, clinical practicums may be performed at the student’s clinical site or other site selected by the faculty. In the event that the practicum is performed at the student’s clinical site, the student should be prepared to conduct an episodic visit with a client and have selected several “potential” clients before the faculty arrives at the facility. The student will be evaluated according to the criteria on the “Clinical Practicum Form.” A score of 83% or greater is required as a passing score for all clinical practicums. Failing performances may be re-evaluated one time.

44 6. Preceptor Evaluations:

Preceptor evaluations are required each semester and indicate the student’s clinical performance over time as opposed to the practicum evaluation which evaluates clinical performance on one client. In order for a preceptor to evaluate the student’s performance, there must be a preceptor agreement on file at UTA. Evaluations can be obtained from those preceptors that spend 16 hours or more in clinical with the student. The student is encouraged to ask the preceptor to discuss the evaluation with them before mailing it to the student’s clinical advisor. Provide a stamped self-addressed envelope for the preceptor to mail the student evaluation with clinical advisor’s name, etc.

7. Clinical Experiences Journal:

A journal will be kept of all the student’s clinical experiences throughout the NP Program. See “Clinical Experiences Journal Guidelines.” (p. 41)

8. Professional Attire:

Students should dress professionally and appropriately according to the clinical practice setting. A lab coat and name pin identifying the student as a nurse practitioner student should be worn in client encounters as appropriate.

9. Clinical Conferences with Faculty:

At regular intervals throughout the semester, faculty advisors will communicate with students regarding progress towards obtaining clinical objectives, overall student performance, in the program and other areas of concern. Students are expected to share information with the clinical advisor that will help the advisor evaluate the quality and scope of the clinical experiences. This communication may be conducted via telephone, email, or other method at the convenience of the student and faculty advisor.

10. Clinical E-logs:

Students are responsible for maintaining clinical E-log documentation. These must be up-to-date. Students are to have 90 patients (plus) documented by the end of the semester. Students are to make patient entries per week of the clinical experiences – DO NOT make all entries at Mid-Term or at the end of the course. Students are expected to submit a hard copy each class meeting to their clinical advisor.

11. Prescriptions:

Students are able to scribe on a prescription but are not to co-sign any (type) of prescription. Only the preceptor is to sign any (type) of prescriptions.

12. Clinical Practicum:

During clinical practicum visits, faculty encourage students to have in the clinical setting and to utilize as appropriate and applicable, resources/references such as clinical guidelines, PDA’s, prescription references, etc.

45 N5431 Family Nursing II Major Course Clinical Experiences Journal Guidelines

The Clinical Experiences Journal should be organized with appropriate tabbed sections:

A. Tally Sheets Current Family II Midterm Final (90 hours) Other Courses, i.e. AHA, Pedi, Psych, Adult I, as applicable For Family Major students, the accumulative Tally sheet should be included.

B. Personal Clinical Objectives How and Why Met, partially met, not met - give brief description

C. Client Encounter Record(s) Must have preceptor sign each day of clinical experience in the appropriate space

D. Self Evaluations

E. Student Evaluation of Preceptor

F. Preceptor Evaluations

G. Practicum Midterm, as applicable Final

H. SOAP Notes

I. Differential Diagnoses Assignments

J. Major CDMs

K. Graded Assignments from ALL Previous Courses, i.e., SOAP Notes, CDMs, separated by course with a tab and type of assignment.

46 The University of Texas at Arlington School of Nursing N5431 Family Nursing II Major Course PATIENT ENCOUNTERS RECORD

Student Name:______Faculty/Preceptor______Semester/Year______

Newborn: Birth to 30 days_____ Toddler/Preschool: 1-4 Yrs_____ Adolescent: 12-21 yrs_____ Adult: 56-65 yrs_____ Infant: Less than 1 year_____ School Aged: 5-11 yrs_____ Adult: 22-55 yrs_____ Elderly: 65 and over_____

Date # of Patients Seen Hours Spent At Clinic Preceptor Signature

Time In Lunch Total Date: Hours

47 The University of Texas at Arlington School of Nursing N5431 Family Nursing II Major Course PATIENT ENCOUNTERS RECORD

Student Name:______Faculty/Preceptor:______Semester/Year______

48 Date:

The University of Texas at Arlington School of Nursing N5431 Family Nursing II Major Course PATIENT ENCOUNTERS RECORD

Student Name:______Faculty/Preceptor:______Semester/Year______

49 Date:

The University of Texas at Arlington School of Nursing - N5431 Family Nursing II STUDENT NAME: (Weekly) Clinical Hour Tally Sheet CLIENT ENCOUNTERS TALLY SHEET

Jun TYPE OF e Totals Brought Summer 2009 HOURS 15 June Forward July 6 – July July 13 – July 20 – July 27 – August 3 – August August 10 – (Required) June 8-June 12 – June 22 – June 26 29 – Total Hours 10 July 17 July 24 July 31 7 August 14 Jun July 3 e 19 (ADV ASSES.) 90 Required COMM. HEALTH, ROLE (Adv Role) 45 Required URBAN, RURAL HLTH CARE MGMT 40 Required BASIC SKILLS 24 Required COUNSELIN G PSYCH 45 Required 50 HEALTH PROMOTIO N/ MAINTENA NCE/ TEACHING 70 Required PRENATAL MGT 40 Required GYNECOLO GY (Gyn in add. to general practice experiences) 24 Required PEDI Newborns/ Infants/Toddl ers Birth to 4 yrs. 30 Required SCHOOL AGE 5-11 yrs. 60 Required ADOLESCE NT 12-21 yrs. 50 Required ADULT MGNT 22-64 YRS. 196 Required GERI MNGT 120 Required

Total: 834 hours TOTAL HOURS:

The University of Texas at Arlington School of Nursing - N5431 Family Nursing II STUDENT NAME: (Weekly) Clinical Hour Tally Sheet CLIENT ENCOUNTERS TALLY SHEET

Jun TYPE OF e Totals Brought Summer 2009 HOURS 15 June Forward July 6 – July July 13 – July 20 – July 27 – August 3 – August August 10 – (Required) June 8-June 12 – June 22 – June 26 29 – Total Hours 10 July 17 July 24 July 31 7 August 14 Jun July 3 e 19 (ADV ASSES.) 51 90 Required

COMM. HEALTH, ROLE (Adv Role) 45 Required URBAN, RURAL HLTH CARE MGMT 40 Required BASIC SKILLS 24 Required COUNSELIN G PSYCH 45 Required HEALTH PROMOTIO N/ MAINTENA NCE/ TEACHING 70 Required PRENATAL MGT 40 Required GYNECOLO GY (Gyn in add. to general practice experiences) 24 Required PEDI Newborns/ Infants/Toddl ers Birth to 4 yrs. 30 Required SCHOOL AGE 5-11 yrs. 60 Required ADOLESCE NT 12-21 yrs. 50 Required ADULT MGNT 22-64 YRS. 196 Required GERI MNGT 120 Required 52 Total: 834 hours TOTAL HOURS:

The University of Texas at Arlington School of Nursing - N5430 Family Nursing II STUDENT NAME:______(Weekly) Clinical Hour Tally Sheet PATIENT ENCOUNTERS TALLY SHEET TYPE OF HOURS Totals Summer (Required) Brought 2009 Forward Total Hrs

Adv. Asses (90 Required) Comm Health Role (Adv Role) (45 Required) Urban Rural Health Care Mgt (40 Required) Basic Skills (24 Required) Counseling Psych (45 Required) Health Promotion/ Maintenance / Teaching (70 Required) Prenatal Mgt (40 Required) Gynecology (Gyn in addition to general practice experiences) 24 Required Pedi 140 Required Newborns/In fants/Toddle rs 30 Required Birth - 4 yrs School Age 5-11 yrs. 53 (60 Required) Adolescent 12-21 yrs (50 Required) Adult Mgt 22-64 196 Required Geri Mgt 65 yrs 120 Required

Total: 834 hrs

54 The University of Texas at Arlington School of Nursing - N5430 Family Nursing II STUDENT NAME:______(Weekly) Clinical Hour Tally Sheet PATIENT ENCOUNTERS TALLY SHEET TYPE OF HOURS Totals Summer (Required) Brought 2009 Forward Total Hrs

Adv. Asses (90 Required) Comm Health Role (Adv Role) (45 Required) Urban Rural Health Care Mgt (40 Required) Basic Skills (24 Required) Counseling Psych (45 Required) Health Promotion/ Maintenance / Teaching (70 Required) Prenatal Mgt (40 Required) Gynecology (Gyn in addition to general practice experiences) 24 Required Pedi 140 Required Newborns/In fants/Toddle rs 30 Required Birth - 4 yrs School Age 5-11 yrs. (60 Required) Adolescent 12-21 yrs (50 Required) Adult Mgt 55 22-64 196 Required Geri Mgt 65 yrs 120 Required Total: 834 hrs

56 THE UNIVERSITY OF TEXAS AT ARLINGTON SCHOOL OF NURSING

Student Self – Evaluation

Student: ______Date: ______

DIRECTIONS: Indicate on a scale of 0 to 5, your progress in accomplishments of the Family Nursing educational objectives.

SCALE OBJECTIVE Low Value High Value 0 1 2 3 4 5

1. Apply knowledge from the sciences, in 0 1 2 3 4 5 the delivery of primary care 0 1 2 3 4 5 2. Evidence competency in data collection resulting in an appropriate data base 0 1 2 3 4 5 3. Demonstrate beginning skills and knowledge in decision making management for primary care 0 1 2 3 4 5 4. Apply knowledge of nursing to refine a personal framework for primary care practice. 0 1 2 3 4 5 5. Analyze research findings relative to the delivery of primary care to families. 0 1 2 3 4 5 6. Develop beginning collaborative approaches to facilitate comprehensive adult health care. 0 1 2 3 4 5 7. Demonstrate knowledge of national, state and local health care policy affecting the practitioner role in the clinical setting. 0 1 2 3 4 5 8. Demonstrate knowledge of role components of the nurse practitioner. 0 1 2 3 4 5 9. Apply concepts of diverse culture in the delivery of primary health care to families.

57 TELEPHONE OR ON-SITE FACULTY VISIT WITH PRECEPTOR

FOR EVALUATION OF STUDENT (As Applicable)

Faculty: ______Course: ______

Agency/Preceptor: ______

Site Descriptor: ______

DESCRIPTION OF CLIENT ENCOUNTER:

LOW HIGH

1 2 3 4 5 A. Skills in Communication: Assess appropriate use of verbal and nonverbal communication, interviewing skills, and ability to establish rapport and interpersonal relationships.

Comments:

1 2 3 4 5 B. Skills in Physical Assessment: Assess proficiency appropriateness in technical skills and use of equipment/diagnostics.

Comments:

1 2 3 4 5 C. Skills in Decision Making: Assess proficiency in prioritizing data, zeroing-in, picking up cues and ability to arrive at decisions.

Comments:

1 2 3 4 5 D. Skills in Clinical Management: Assess proficiency of management skills-current, logical, appropriate and supported with rationale.

Comments:

58 LOW HIGH

1 2 3 4 5 E. Health Maintenance /Promotion /Teaching Counseling: Assess ability to integrate health promotion and teaching into client encounter.

Comments:

1 2 3 4 5 F. Follow-up/Referral: Appropriate resources utilized.

Comments:

1 2 3 4 5 G. Documentation/SOAPS.

Comments:

ADDITIONAL COMMENTS:

59 STUDENT/FACULTY CONFERENCE

(As Applicable)

Faculty: ______Course: ______

1. Discussion of student clinical goals i.e., included in log, individualized for each clinical site, evaluated upon completion of clinical.

Comments:

2. Discussion of clinical experiences: i.e., obtaining quality experiences, and appropriate clients, evidence of progression of clinical skills, preceptors identified for required hours.

Comments:

3. Discussion of clinical experiences journal: i.e., format appropriated, inclusion of objective, narratives and SOAPS.

Comments:

4. Other

60 CLINICAL PRECEPTOR PACKET

61 ASSIGNMENTS AND HANDOUTS

62 Topic: Urgent (Minor) Emergencies

Reading Assignment: TBA

Upon completion of the assigned readings, and attendance at this lecture, the nurse practitioner student should be able to:

1. Identify the medical management and interventions for minor skin emergencies and minor trauma in primary care.

2. Discuss the management of telephone triage in primary care.

63 Topic: Prenatal, Post Partum and Women’s Health

Readings: Youngkin, E.Q. & Davis, M.S. (2004) Woman’s Health: A Primary Care Clinical Guide. Stanford: Appleton & Lange, Chapters 15, 16, 17, 18, 19, 20.

Seidel, H.M., Ball, J.W., Dains, J. E., & Benedict, G. W. (2002) Mosby’s Guide to Physical Examination. 4th Ed. St. Louis: Mosby, All sections related to assessment and physical examination of pregnancy and fetal well- being.

Prenatal, Perinatal, Fetal Well-Being, and Post Partum; Women’s Health

1. Discuss the appropriate assessment of pregnancy.

2. Discuss the physical examination of pregnancy.

3. Identify the signs of pregnancy.

4. Complete an initial prenatal visit and subsequent prenatal visits.

5. Recognize the progressive physical changes of pregnancy.

6. Appropriately order the diagnostic tests and laboratory tests including screenings throughout pregnancy.

7. Manage the common complaints of pregnancy.

8. Discuss the complications of pregnancy and the medical management.

9. Assess Fetal Well-Being

10. Discussion breast feeding, advantages, disadvantages, and problem-solving breast feeding concerns.

11. Discuss the medications that are appropriate and contraindicated during pregnancy and breast feeding.

12. Gynecologic management concerns during antenatal/prenatal, perinatal, postpartum.

13. Discuss hormonal replacement and birth control concerns in postpartum, and while breast feeding.

14. Identify the complications of postpartum period and the appropriate management.

15. Discuss hormonal therapy in peri-menopause and menopause.

64 Topic: Long Term Management and Rehabilitation

1. Identify a variety of settings where elders seek health care.

2. Describe the typical long term care resident.

3. Describe the process for assessment of a newly admitted resident.

4. Discuss health promotion for the elderly in long term care.

65 Topic: Syndromes in Geriatrics

1. Discuss the etiology, epidemiology as applicable, clinical presentation, differential diagnosis, and treatment/referral/consultation options for syndromes in geriatrics, osteoporosis, incontinency, and Alzheimer's, and others.

66 Topic: Chronic Pain Management

Reading Assignment: McCaffery, M. & Pasero, C. (1999) Pain: Clinical Manual. St. Louis: Mosby

Chapter 3. Assessment: Underlying Complexities, Misconceptions, and Practical Tools, pp 35- 102,

Chapter 11. Chronic Nonmalignant Pain, pp. 467-521,

Chapter 12. Selected Pain Problems:

Arthritis: Osteoarthritis and Rheumatoid Arthritis, pp. 523-527 Fibromyalgia Syndrome, pp. 545-550 Herpes Zoster and Postherpetic Neuralgia, pp. 561-564 Reflex Sympathetic Dystrophy/Causalgia, pp. 581-584 Chronic Fatigue Syndrome, pp. 596-597 Crohn's Disease, pp. 597-598 Low Back Pain, pp. 599-600

1. Discuss the three types of chronic pain: recurrent acute pain, ongoing time limited pain or chronic acute, and chronic nonmalignant pain or chronic "benign" pain. 2. Assess pain, identify the causes of pain and implement an appropriate plan of care. 3. Identify and discuss the pain management of several pain syndromes: Arthritis: Osteoarthritis and Rheumatoid Arthritis Fibromyalgia Syndrome Herpes Zoster and Postherpetic Neuralgia Reflex Sympathetic Dystrophy/Causalgia Chronic Fatigue Syndrome Crohn's Disease Low Back Pain

67 Topic: Pediatric Endocrine

READING ASSIGNMENT: TBA

1. Discuss pediatric endocrine disorders that may be seen in primary care: growth disorders, delayed growth precocious puberty, diabetes, thyroid disorders.

2. Discuss the management of pediatric endocrine disorders.

68 Topic: Congenital Deformities/Genetic Diseases of Childhood

Reading Assignment:

Burns, C.E., Barber, N., Brady, M.A., and Dunn, A.M. (2004). Pediatric Primary Care: A Handbook for Nurse Practitioners. Philadelphia: W.B. Saunders Company, Chapter 41 and other related readings.

1. Discuss the etiology, epidermiology as applicable, clinical presentation, differential diagnosis, and treatment/referral/consultation options for:

1* Trisomy 18 (Edward’s Syndrome) 2* Down Syndrome (Trisomy 21) 3* Fragile X Syndrome 4* Turner Syndrome (XO Karotype) 5* Tay-Sachs 6* Fetal Alcohol Syndrome 7* Glucose 6-phosphate Dehydration 8* Hemophilia 9* Hearing Disabilities 10* Learning Disabilities

2. Describe the implementation of patient education for this population.

69 Topic: Family Theory

1. Assess a family utilizing the appropriate family assessment tools.

2. Apply family theory in the clinical setting.

70 Topic: Cultural Competence

1. Show respect for the inherent dignity of every human being, whatever their age, gender, religion, socioeconomic class, sexual orientation, and ethnic or cultural group.

2. Accepts the right of individuals to choose their care provider, participate in care, and refuse care.

3. Acknowledges personal biases and prevents these from interfering with the delivery of quality care to persons of other cultures.

4. Recognizes cultural issues and interacts with clients from other cultures in culturally sensitive ways.

5. Incorporates cultural preferences, health beliefs and behaviors, and traditional practices into the management plan.

6. Develops client-appropriate educational materials that address the language and cultural beliefs of the client.

7. Accesses culturally appropriate resources to deliver care to clients from other cultures.

8. Assists clients to access quality care within a dominant culture. (NONPF, 2000).

71 Topic: Spiritual Care

Reading Assignments: TBA

1. Respect the inherent worth and dignity of each person and the right to express spiritual beliefs as part of his/her humanity.

2. Assist clients and families to meet their spiritual needs in the context of health and illness experiences, including referral for pastoral services.

3. Assess the influence of client’s spirituality on their health care behaviors and practices.

4. Incorporate client’s spiritual beliefs in the plan of care appropriately.

5. Provide appropriate information and opportunity for clients and families to discuss their wishes for end of life decision-making and care.

6. Respects wishes of clients and families regarding expression of spiritual beliefs. (NONPF, 2000).

72 Discussion of Selected Endocrine Problems in Primary Care

Readings: Barker (7th Ed.): Chapter 81 (pp 1367-1393)

Objectives:

Upon completion of the assigned readings and attendance of this lecture, the student will be able to:

1. Discuss pituitary problems that may be seen in primary care: empty sella syndrome, pituitary tumors and hypopituitarism.

2. Review adrenal diseases that may be encountered in care of the adult: Addison’s disease, Cushing’s Syndrome, adrenal androgen excess and adrenal masses.

3. Cite the implications of using steroids as anti-inflammatory and immunosuppressive agents.

4. State common problems of calcium metabolism: hypocalcemia, hypoparathyroidism and hypercalcemia

5. List several approaches to diagnose and treat adults with disorders of water metabolism [diabetes insipidus; psychogenic water drinking; syndrome of inappropriate secretion of antidiuretic hormone].

6. Review current information on use of DHEA, Melatonin, Testosterone and growth hormones.

73 Common Movement Disorders in Primary Care

Readings: Barker (7th Ed.): Chapter 90 (pp 1554-1569)

Objectives:

Upon completion of the assigned readings and attendance of this lecture, the student will be able to:

1. Define and classify tremors.

2. Briefly discuss the following conditions that present with a tremor: physiologic tremor, essential tremor, cerebellar dysfunction tremor and orthostatic tremor.

3. Recall the historical presentation and epidemiology of Parkinson’s disease.

4. State the causes of Parkinson’s disease.

5. List the differential diagnoses of Parkinson’s disease.

6. Discuss the manifestations seen in the Parkinsonian patient, including the unvoiced symptoms and Dementia.

7. Cite common treatment standards for Parkinson’s disease.

74 Breast Cancer in Primary Care

Pre-class activities:

1. Read: Barker (7th Ed.) Chapters 105 (pp 1770-1784)

2. Review assessment for the Breast system form Advanced Health Assessment N.5316.

3. Review breast examination and cancer screening.

Upon completion of the assigned reading, and attendance at this lecture, the nurse practitioner student should be able to:

1. Discuss the etiology, epidemiology as applicable, clinical presentation, differential diagnosis, and treatment/referral/consultation options for:

BREAST Tumors Fibrocystic Breast CA Fibroadenoma Gynecomastia

2. Describe the implementation of patient education for this population.