Table of Contents
NR-509: Advanced Physical Assessment Course Assignments & Discussions Study Guide
NR-509: Advanced Physical Assessment Course Description
Contact Hours: Lecture – 40, Lab – 25, Clinical – 0
Semester Hours: Theory 2.5, Lab Hours .5
This course expands the knowledge of health assessment principles specific to the role of the APN. The student will develop assessment
techniques related to history and physical examination of clients across the lifespan, including psychiatric-mental health and related supportive assessment. Student will explore, analyze, apply and evaluate these principles in the classroom setting. This course includes approximately 25 hours of lab practicing physical assessment skills using both a virtual and on-ground learning environment. A remote hands-on physical examination check off will also occur in the course. The student will submit a video recording to complete this assignment. Additionally, an immersion skills lab will occur in this course. This requires the student to visit the on-ground Chamberlain designated site offering the immersion lab. The entire immersion is approximately 11 hours of lab time. If any portion of the immersion is missed, the total practice time in the course must still be at least 25 hours. The student is responsible for completing and certifying at least 25 hours practicing physical assessment skills in the course. The remote physical examination check-off and the immersion lab are graded as pass/fail and are not factored into the course GPA. Students must pass each of these in order to pass the course and progress in the program. If either are failed the course grade will revert to a failing grade (F).
Prerequisites Effective January 2024:
NR-581 or NR-581NP, NR-582 or NR-582NP, NR-583 or NR-583NP, NR-584 or NR-584NP, NR-585 or NR-585NP, NR-586 or NR-586NP, NR-507, NR-565, NR-566, NR-567, NR-568, NR-546
Prerequisites: NR-500NP or NR-500, NR-501NP or NR-501, NR-503, NR-505NP or NR-505, NR-506NP, NR-507, NR-565, NR-567, NR-599
Prerequisites (students enrolled prior to May 2019): NR-500, NR-501, NR-503, NR-505, NR-506, NR-507, NR-508, NR-510, NR-512
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NR-509: Advanced Physical Assessment Course Syllabus
NR 509 Week 1 Discussion: Social Determinants of Health: Economic Stability
NR-509 Week 1 Discussion: Social Determinants of Health: Education Access and Quality
NR 509 Week 1 Weekly Group Study
NR 509 Week 2 iHuman Virtual Patient Encounter Practice Case and Self-Assessment
NR-509 Week 2 iHuman Reflection – Collection
NR 509 Week 2 iHuman SOAP Note Template – Marvin F. Webster
NR-509 Week 2 Weekly Group Study
NR 509 Week 2 Quiz
NR 509 Week 3 Assignment: iHuman Virtual Patient Encounter – HEENT Assessment
- iHuman Case and Reflection – Amanda a Wheaton
- iHuman Case and Reflection – Jenna a James
- iHuman SOAP Note Template – Amanda a Wheaton
NR-509 Week 3 Weekly Group Study
NR 509 Week 3 Quiz
NR 509 Week 4 Discussion: Client Challenges – Collection
NR-509 Week 4 Weekly Group Study
NR 509 Week 4 Midterm Review
NR-509 Week 4 Midterm Review/Rationales
NR 509 Week 4 Midterm Exam – Real Exam
NR 509 Week 5 Assignment: iHuman Virtual Patient Encounter – Abdominal Assessment
- iHuman Case and Reflection – Jose Gonzalez
- iHuman Case and Reflection – Dorothy Jones
NR-509 Week 5 Weekly Group Study
NR 509 Week 5 Quiz
NR 509 Week 6 Assignment: iHuman Virtual Patient Encounter – Neurologic Assessment
- iHuman Case and Reflection – Carlotta A Russe
- iHuman Case and Reflection – Jessica A Walbertz
- iHuman SOAP Note – Carlotta A Russe
NR-509 Week 6 Weekly Group Study
NR 509 Week 6 Quiz
NR 509 Week 7 Assignment: Physical Examination Video Evaluation – Collection
NR-509 Week 7 Assignment: Immersion Skills Lab
NR 509 Week 7 Weekly Group Study
NR-509 Week 7 Quiz
NR 509 Week 8 Assignment: ePortfolio
NR-509 Week 8 Assignment: Reflection
NR 509 Week 8 Weekly Group Study
NR-509 Week 8 Final Exam
You can also read another study guide on nursing assignments for students from another post on NR-510: Leadership and Role of the APN Course Assignments & Discussions.
Syllabus Overview
| Course Number: | NR509 |
| Course Title: | Advanced Physical Assessment |
| Course Credits: | 3 credits (2.5 theory, 0.5 lab) |
| Prerequisite: | NR503, NR507 |
Course Description
This course expands the knowledge of health assessment principles specific to the role of the APN. The student will develop assessment techniques related to history and physical examination of clients across the lifespan, including psychiatric-mental health and related supportive assessments. Students will explore, analyze, apply, and evaluate these principles in the classroom setting.
This course includes 25 hours of lab. A Health Assessment Performance Evaluation will occur in the laboratory setting (11 hours) requiring the student to visit the Chamberlain campus offering this evaluation. The student is responsible for completing 14 hours of practice prior to the Health Assessment Performance Evaluation.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.
Information regarding supplementary material, software, etc.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Optional Textbooks
The following books are required for this course:
Book Title
Information regarding supplementary material, software, etc.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
eBook Details
First Time Using VitalSource?
Step 1: View the VitalSource Video
Step 2: Register with VitalSource Bookshelf Online
- Click the cover or title of your eBook. A new window will open.
- Enter email address and password. Bookshelf Online will open.
Step 3: Access the Desktop and Mobile Versions
You must complete Step 2 prior to using the desktop or mobile versions.
Already Registered? 3 Ways to Access Your eBooks
Online
Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.
Desktop
Download your eBooks and use them whether you’re connected to the Internet or not.
Mobile
Download the app and get your eBooks on your iPhone, iPad, or Android device.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com
The following book is required across all FNP courses:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
The following book is recommended across all FNP courses:
Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.
Hollier, A. (2009). Pharm in a flash. Advanced Practice Education Associates.
Hollier, A. (2016). Clinical guidelines in primary care (2nd ed.). Advanced Practice Education Associates.
Textbook is required for final FNP certification preparation
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
eBook Details
First Time Using VitalSource?
Step 1: View the VitalSource Video
Step 2: Register with VitalSource Bookshelf Online
- Click the cover or title of your eBook. A new window will open.
- Enter email address and password. Bookshelf Online will open.
Step 3: Access the Desktop and Mobile Versions
You must complete Step 2 prior to using the desktop or mobile versions.
Already Registered? 3 Ways to Access Your eBooks
Online
Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.
Desktop
Download your eBooks and use them whether you’re connected to the Internet or not.
Mobile
Download the app and get your eBooks on your iPhone, iPad, or Android device.
Program Outcomes
Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.
The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:
- Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
- Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
- Use contemporary communication modalities effectively in advanced nursing roles.
- Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
- Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
- Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
- Design patient-centered care models and delivery systems using the best available scientific evidence.
- Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
- Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
- Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
- Apply principles of informatics to manage data and information in order to support effective decision making.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.
Upon completion of this course, the student will be able to do the following.
- Synthesize knowledge and concepts from advanced practice nursing with supporting disciplines as a foundation for specialty nurse practitioner practice that is culturally competent and population-specific. (PO 9, 10)
- Incorporate relationship-based caring and ethical-legal principles within the nursing metaparadigm to benefit a culturally diverse society and advanced practice nursing. (PO 6)
- Demonstrate knowledge required to perform a focused health history and examination for developmental, gender-related, age-specific, and special populations. (PO 1, 5)
- Complete a comprehensive health history and examination for developmental, gender-related, age-specific, and special populations. (PO 1, 5)
- Conduct an effective interview using good communication skills and appropriate interviewing techniques, including comprehensive pharmacologic and psychiatric-mental health assessment. (PO 1, 3)
- Differentiate normal from abnormal findings. (PO 1, 4)
- Document findings of the history and physical examination in a logical, organized sequence using appropriate nursing/medical terminology. (PO 1, 3, 4)
- Adapt history and physical examination to the needs of the patient, i.e., pediatric versus geriatric patient. (PO 1, 4, 7)
- Identify appropriate diagnostic tests with appropriate consultation and/or referral. (PO 1, 8)
- Distinguish elements of bifocal versus emergent assessment techniques. (PO 1, 9)
- Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10)
Course Schedule
| Week, CO, and Topics | Readings | Assignments |
| Week 1 CO 1, 10Overview of Advanced Physical Assessment |
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com
|
Discussion |
| Week 2 CO 2, 5Assessment of HEENT, Integument, and Abdomen |
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com
|
Discussion
APEA QBank Practice Questions (required, but not graded) |
| Week 3 CO 3, 6, 8Assessment of the Neurovascular, Musculoskeletal, and Cardiopulmonary Systems |
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com
|
Discussion
APEA QBank Practice Questions |
| Week 4 CO 3, 6, 8Assessment of Men’s Health |
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com
|
Discussion
APEA QBank Practice Questions |
| Week 5 CO 3, 6, 8Assessment of the Women’s Health |
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com
|
Discussion
APEA QBank Practice Questions |
| Week 6 CO 1, 5Completion of the 3P Exam and Reflection |
Review readings on areas necessary for successful completion of the 3P exam | 3P Exam (graded)
APEA QBank Practice Questions Reflection |
| Week 7 CO 2, 5Overview of Advanced Supportive Assessments |
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com
|
Practice Hours Certification
Completion of Immersion Program |
| Week 8 CO 4, 7, 9, 11Special Populations |
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). Retrieved from http://bookshelf.vitalsource.com
Swartz, M. H. (2014). Textbook of physical diagnosis: History and examination (7th ed.). Retrieved from http://bookshelf.vitalsource.com
|
Reflection |
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
Students that are not able to attend the scheduled weekend immersion for their section of NR509 will be granted an Incomplete. The next weekend immersion offered must be attended and successfully passed in order for the Incomplete to be changed to a letter grade. Students with an Incomplete that do not attend and successfully pass the next offered weekend immersion will have the Incomplete changed to an F.
| Graded Item | Points | Weighting |
| Discussion
(Weeks 1–5) |
600 | 60% |
| Advanced Practice Education Associates (APEA) QBank Practice Questions (required, but not graded Weeks 2–6) | N/A | N/A |
| APEA 3P Exam (Week 6) | 120 | 12% |
| Practice Hours Verification
(Week 7) |
30 | 3% |
| Immersion Completion
Successful completion = 250 points Unsuccessful completion = 0 points (due end of Week 7) |
250 | 25% |
| Reflection
(required, but not graded Week 6 and 8) |
N/A | N/A |
| Total | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
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| Performance Category | 5 | 4 | 3 | 2 | 0 |
| Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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| Minus 1 Point | Minus 2 Point | Minus 3 Point | Minus 4 Point | Minus 5 Point | |
| Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition |
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| 0 points lost | -5 points lost | ||||
| Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. | The student does not meet the minimum requirement of two postings on two different days | |||
| Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Participation for MSN
Participation Guidelines
The weekly case study discussion is worth up to 120 points. Students are expected to participate a minimum of two times (once in part one by Tuesday, 11:59 p.m. MT and responds to peer/instructor posts by Sunday, 11:59 p.m. MT).
Grading Rubric
| Criteria | Exceptional
Outstanding or highest level of performance |
Exceeds
Very good or high level of performance |
Meets
Satisfactory level of performance |
Needs Improvements
Poor or failing level of performance |
Developing
Unsatisfactory level of performance |
| Total Points Possible= 120 | |||||
| 35 Points | 31 Points | 28 Points | 13 Points | 0 Points | |
| Application of Course Knowledge | Post contributes unique perspectives or insights consistent with current standards of practice applicable to the results from the case study.
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Post contributes unique perspectives or insights, but may be lacking some applicability to the case presentation.
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Post has limited perspectives or insights and limited application to case presentation.
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Post perspectives are not consistent with current practice.
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Post offers no insight or application to the case study presentation.
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| 35 Points | 31 Points | 28 Points | 13 Points | 0 Points | |
| Support from Evidence-Based Practice (EBP) | Discussion posts are supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided.
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Discussion posts partially supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Evidence-based, peer reviewed journal article cited but may not fully support the main post. |
Discussion posts partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. In-text citations and/or full references may be incomplete or missing. |
Citations to non-scholarly websites given as rationale to support differential diagnoses and/or treatment plan.
No evidence-based, peer reviewed journal article cited. |
Discussion posts contain no evidence-based practice reference or citation.
*Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO for this section for the week. |
| 10 Points | 9 Points | 8 Points | 4 Points | 0 Points | |
| Organization | Post presents case study findings (SOAP note) in a logical, meaningful, and understandable sequence; clearly relevant to topic. | Post presents case study findings that are sometimes unclear and difficult to follow.
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Presents information in a logical and understandable method but the information has limited relevance to the discussion.
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Post presents case findings that are sometimes unclear to follow and may not always be relevant to topic.
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Post is not relevant to discussion question. |
| 35 Points | 31 Points | 28 Points | 13 Points | 0 Points | |
| Interactive Dialogue | Presents findings and responds substantively to at least one topic-related post of a student peer and respond to all faculty questions posted by Sunday.
A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate. Does include evidence from appropriate sources.
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Responds to a student peer and all faculty questions, but the posts to either add limited content or insights to the discussion.
Does include evidence from appropriate sources.
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Responds to a student peer and all faculty questions but one or both of the responses does not contain evidence from appropriate sources.
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Responds to a student peer, but does not respond to all faculty questions by Sunday (there may be some instructor question responses, but not all questions were answered in the discussion).
OR Responds to all or some faculty questions, but does not respond to a student peer.
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Does not respond to a topic-related peer post and/or does not respond to faculty questions posted by Sunday. |
| 5 Points | 4 Points | 3 Points | 2 Points
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0 Points | |
| Grammar, Syntax, APA | APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. | Two to four errors in APA format, grammar, spelling, and syntax noted. | Five to seven errors in APA format, grammar, spelling, and syntax noted. | Eight to nine errors in APA format, grammar, spelling, and syntax noted. | Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback. |
| 0 Points Deducted | Late or Omitted Deductions per Discussion Part | ||||
| Participation
Enters first post to thread by 11:59 p.m. MT on Tuesday; responds to peer/instructor posts by 11:59 MT on Sunday. |
Enters first post to thread by 11:59 p.m. MT on Tuesday; responds to peer/instructor posts by 11:59 MT on Sunday. | 85 points deducted if Part 1 is not submitted by Sunday 11:59 p.m. MT of the week it is due.
Ten percent (10%) per day for each late discussion post. *See Calculating Late Posting Penalty Document Written submissions of Part One and Two will not be accepted after Sunday 11:59 p.m. MT of the week they are due. |
Webliography Disclaimer
The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.
Professional Portfolio
Select assignments from courses across the FNP program will be compiled as artifacts within a Professional Portfolio to demonstrate your professional growth and expertise. Your final portfolio, which will be submitted in the final course NR661, will be assessed against the learning outcomes of the program. The Professional Portfolio will include the following:
- Reflections from Week 8 for all FNP courses
- Five exemplar case studies (student selects top five)
- eLogs portfolio
- Curriculum vitae
- Professional development plan paper from NR510
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