evaluate the roles of the nurse practitioner as a member and leader of the intraprofessional healthcare team

evaluate the roles of the nurse practitioner as a member and leader of the intraprofessional healthcare
team
NURS 6247: Role Development for the Nurse Practitioner Essay Assignments

The University of Texas Rio Grande Valley
Master of Science in Nursing Program
COURSE SYLLABUS
Summer 2016
NURS 6247: Role Development for the Nurse Practitioner
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THE UNIVERSITY OF TEXAS Rio Grande Valley
Department of Health Affairs-School of Nursing
Summer 2016
www.utrgv.edu/nursing | 956-665-3491
Course Title: Role Development for the Nurse Practitioner
Course Number: NURS 6247
Course Description: This course focuses on the five roles of the advanced practice nurse. Incorporated are
concepts of professional development, scope of practice, peer review, legal and ethical
parameters of practice, business management, and models of practice. Theoretical
concepts related to role theory, change theory, empowerment and socialization are
included.
Course Credit: Two semester credit hours including 45 hours of clinical
Prerequisite: NURS 6310
Location/Time: Online (10 weeks beginning June 6 and ending August 12)
Faculty: B. Bautista DNP, APRN, FNP-BC, CCD, CDE
Office: HSHS-East 2.225
Office telephone: 956-665-3497
Department Phone: 956-665-3491
beatriz.bautista@utrgv.edu PREFERRED CONTACT
Course Objectives:
Upon completion of the course, the student will have been given the opportunity to:
1. Critically evaluate the roles of the nurse practitioner as a member and leader of the interprofessional healthcare
team
2. Analyze the impact of social, economic, political, ethical, legal, and research issues on the role of the nurse
practitioner.
3. Compare and contrast different models of nurse practitioner practice in establishing therapeutic relationships to
negotiate patient-centered, culturally appropriate, evidence-based goals.
4. Utilize standards of practice, legal guidelines, and research findings in protocol development as the foundation for
practice.
5. Explicate principles of marketing and negotiation strategies designed to promote acceptance of the NP role by
colleagues, consumers, and policy makers.
6. Integrate an evolving personal philosophy of nursing and healthcare into one’s nursing practice.
Course Content:
The focus will be on the theory and application of the multiple roles of the nurse practitioner as a health care provider,
consultant, educator, administrator, and researcher.
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Evaluation Methods***:
Learning Team Presentation PowerPoint & Paper (2/Team) 20%
Discussion Board Course Participation 15%
EBP Protocol Development (2/Team) 20%
Personal Portfolio 25%
Clinical Assignment 20%
TOTAL 100%
*** Late work which does not have prior faculty approval will not be accepted. A grade of zero will be given for
the assignment. ***
MSN Program Grading Scale:
A 90 – 100
B 80 – 89
C 75 – 79
F <75 This is a clinical course, therefore, in order to pass the course the student must earn a grade of at least 80%. If the student feels that he/she is unable to meet the attendance or course requirements, it will be their responsibility to communicate this to Dr. Bautista in a timely manner; and should this situation arise, the course must be dropped on or by the designated drop date set by the university. Required Text: Buppert, C. (2015). Nurse practitioner’s business practice and legal guide. (5 th ed.). Burlington, MA: Jones and Bartlett Learning. Collins-Bride,G.M., Saxe, J.M., Duderstadt, K.G. & Kaplan, R. (2017). Clinical guidelines for advanced practice nursing: An interprofessional approach. (3rd ed.). Burlington, MA: Jones and Bartlett Learning. DeNisco, S.M. & Barker, A.M. (2016). Advanced practice nursing: Essential knowledge for the profession. (3rd ed.). Burlington, MA: Jones and Bartlett Learning. Recommended Texts: Buppert, C. (2005). The primary care providers guide to compensation and quality: How to get paid and not get sued. Maryland: Jones and Bartlett Publishers, Inc. Cash, J.C. (2014). Family practice guidelines. (3rd ed.). New York, NY: Springer Publishing Company, LLC. Stewart, J.G. (2015). Role development for the nurse practitioner, (3rd ed.). Burlington, MA: Jones and Bartlett Learning. Woolbert & Ziegler, B. (2010). A guide for APRN practice in Texas. (3rd ed.). Austin, Tx: Coalition for Nurses in Advanced Practice, Texas Nurse Practitioners. Required Reading: American Association of Nurse Practitioners “Standards of Practice” http://www.aanp.org/images/documents/publications/standardsofpractice.pdf AANP NP Contract Sample: http://www.aanp.org/images/documents/publications/ContractNegotiations.pdf AANP NP Brochure: http://www.aanp.org/publications/np-brochure BON Rule 221 for APRNs available at: http://www.bne.state.tx.us/applications_definitions_application_check.asp 3 Board of Nursing Advanced Practice education (Read only section on advanced practice education) http://www.sos.state.tx.us/texreg/review/2011/Plan388-3.html Consensus Model for APRN Regulation available at: http://www.aacn.nche.edu/membership/membersonly/presentations/2013/13spring/Cahill.pdf http://onlinelibrary.wiley.com/doi/10.1111/j.1745-7599.2013.00812.x/pdf “2013 Nurse Practitioner Core Competencies” available at: http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/populationfocusnpcomps2013.pdf?hhSearchTer ms=%22competencies%22 The following link has some important NP position papers: http://www.aanp.org/AANPCMS2/Publications/PositionStatementsPapers/  Clinical outcomes: the yardstick of educational effectiveness  DNP Discussion Paper  NP Cost-Effectiveness  Standards of NP Practice  Scope of NP Practice  NP Curriculum  Standards for NP Practice in Retailed-based Clinics  Quality of NP Practice  NP Prescriptive Privilege  Use of terms such as Mid-Level Provider and Physician-Extender  NPs in Primary Care The IOM reports “The Future of Nursing: Leading Change, Advancing Health” available at: http://www.thefutureofnursing.org/sites/default/files/Future%20of%20Nursing%20Report_0.pdf Robert Wood Johnson (RWJ) series I and II “Charting Nurses Future” available via these links: http://www.rwjf.org/files/research/cnf201108.pdf http://www.rwjf.org/files/research/cnf20111116.pdf American Association of Colleges of Nursing DNP position: http://www.aacn.nche.edu/DNP/index.htm Online Resources for NP Practice: American Association of Nurse Anesthetists: http://www.aana.com American Association of Nurse Practitioners: http://www.aanp.org American College of Nurse Midwives: http://www.acnm.org/ American Nurses Credentialing Center: http://www.nursecredentialing.org/ Association of Women’s Health, Obstetric and Neonatal Nurses: http://www.awhonn.org/ Coalition for Nurses in Advanced Practice: http://www.cnaptexas.org Institute of Medicine Report: The Future of Nursing: Leading Change, Advancing Health http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx Monthly Prescribing Reference: http://www.prescribingreference.com/ National Association of Pediatric Nurse Practitioners: http://www.napnap.org/index_home.cfm National Conference of Gerontological Nurse Practitioners: http://www.ncgnp.org/index.cfm NP Central: http://www.npcentral.net/ Nurse Practitioner/Advanced Practice Network: http://www.icn-apnetwork.org Texas Nurse Practitioners: http://www.texasnp.org Up to date: http://www.uptodate.com 4 Other Online Resources: Agency for Healthcare Research and Quality Clinical Practice Guidelines Cochrane Evidence Database Family Practice Notebook General Practice On-Line Merck Medicus National Committee for Quality Assurance National Guideline Clearinghouse National Institutes of Health National Library of Medicine Office of Disease Prevention and Health Promotion World Health Organization Health Promotion Website Teaching/Learning Methods: Teaching and learning methods will include independent reading and writing assignments, student presentations, discussions, and supervised clinical assignments in agencies. Students may enhance learning through individual study, active and consistent participation in clinical activities, informal discussion of course-related topics, and application of critical thinking concepts. Accomplishment of the course objectives is dependent upon the self-direction of the student in identifying own learning needs, establishing personal learning objectives, and interacting with faculty and clinical preceptor for advice and guidance in meeting objectives. Attendance: Clinical: Clinical laboratory experiences are to provide the student with opportunities to integrate advanced nursing practice with concepts, theories, and strategies for health care. Completion of this course component will require 45 clinical hours (no more that 8 hrs/day) under the guidance of at least 2 master’s prepared nurse practitioner from the list of Current Affiliation sites found under the Blackboard-FORMS-TAB). STUDENTS ARE NOT PERMITTED TO COMPLETE THEIR CLINICALS IN THEIR AREA OF EMPLOYMENT. Clinical arrangements can be made by the student after consultation with the course coordinator. The student will focus on the role of the nurse practitioner while participating in healthcare activities. A clinical assignment will be completed as part of the clinical grade (see Clinical Assignment) Students will submit the signed Student/Preceptor Agreement (scanned) and Mandatory Weekly Time/Report (electronic-Word document) found at the end of this syllabus (or on Blackboard-FORMS-TAB) and are expected to attend all scheduled clinicals. In an event of an absence, it is imperative that the student contact their preceptor and the course coordinator prior to the assigned clinical time. Activities missed in the event of an absence will be made up at the instructor’s discretion. Clinical Laboratory Attire: A white lab coat over business attire (shirt & tie for the males) is required for all labs located outside of the Health Sciences Building. A name badge must be worn on the lab coat. Name badges for the MSN Program are white with black lettering in the following format: Name, R.N. UTRGV MSN Student Clinical Assignment: The purpose of the clinical assignment is to provide documentation of each clinical experience reflective of meeting course objectives. Part I of the clinical log will describe identification and evaluation of the roles provided by the nurse practitioner in providing patient care and in other tasks performed. The roles to be described are those of provider, consultant, educator, administrator, and researcher. Part II of the clinical log will describe the nurse practitioner role that you performed. You will document your selfevaluation of these roles. In addition, you will identify how you could implement any of the nurse practitioner roles in the setting that was assigned. Part III will be completed in the clinical setting. 5 Class: Since this is an online course, in order to meet the course objectives, students are expected to complete the weekly reading assignments/course PowerPoint presentation found in the Course Calendar of the syllabus. There will be five assignments along with weekly quizzes that can be completed based on the Required Reading content and Online Resources. All the assignments & quizzes (except the Personal Portfolio & Original Student/Preceptor Agreement and Mandatory Weekly Time/Report) will have an assigned Drop Box/Link that will close at 12pm of the due date (See specific Grading Criteria for each assignment). Late or missed assignments will not be accepted. Calendar of Activities The UTRGV academic calendar can be found at http://my.utrgv.edu at the bottom of the screen, prior to login. Some important dates for Summer 2016 include: June 6 Summer I and Summer III Terms Begins July 1 Last day to drop a summer I course; will count toward the 6-drop rule July 4 4th of July Holiday – No classes July 12 Summer I Final Exams July 14 Summer II Term Begins July 29 Last day to drop a summer III course; will count toward the 6-drop rule August 9 Last day to drop a summer II course; will count toward the 6-drop rule August 19 Summer II and Summer III Final Exams STUDENTS WITH DISABILITIES: If you have a documented disability (physical, psychological, learning, or other disability which affects your academic performance) and would like to receive academic accommodations, please inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you schedule an appointment with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at accessibility@utrgv.edu. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email at accessibility@utrgv.edu. MANDATORY COURSE EVALUATION PERIOD: Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account (http://my.utrgv.edu); you will be contacted through email with further instructions. Students who complete their evaluations will have priority access to their grades. Online evaluations will be available: July 3 – July 12, 2016 for the summer I term August 10 – August 19, 2016 for the summer II term August 3 – August 19, 2016 for the summer III term SCHOLASTIC INTEGRITY: As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and collusion; 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. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students. SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE: In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes under Title IX regulations and so must report any instance, occurring during a student’s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free from sexual misconduct and discrimination. 6 COURSE DROPS: According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can recognize how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that dictates that undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who take the same class for the third time. Clinical Etiquette: Cellular phones and beepers that make audible noise will not be allowed in clinical; failure to do so may cause the student to fail. GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS 1. All assignments/papers are expected on due dates unless otherwise approved by the course coordinator. Failure to do so will result in a grade of ZERO. 2. Use The Publication Manual of the American Psychological Association (latest edition) for citation of references and formatting of paper. 3. Follow specific instructions for page length and format of the paper. 4. Please number papers consecutively, (except for title page). Use APA format for the title page and for subsequent paragraph headings. 5. Use 12 font size and Times Roman. 6. Please proofread grammar, sentence structure, spelling and punctuation. Follow standard guidelines for abbreviations. 7. Please review APA Manual for specifics on plagiarism. There will be no exceptions for academic dishonesty 8. Submit your papers in a Word document titled: Last name, initial and name of assignment (ex. CantuYLearningTeam); (CantuYLearningTeamPPP), etc. ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. Note: THE CLINICAL PRECEPTOR REQUEST, FORMS AND ALL WEEKLY TIMED REPORTS NEED TO BE SENT ELECTRONICALLY 1 WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT. The Student/Preceptor Agreement with signature can be scanned and sent via Blackboard email prior to the scheduled day of clinical, the originals can be hand delivered to the nursing office by the Clinical Assignment due date and time (see Course Calendar) 7 LEARNING TEAM POWERPOINT PRESENTATION & PAPER Students will self-assign themselves (2/team) to complete this assignment. The two students will select an issue from the list below, relevant to the practice and role of the NP and present (via Tegrity) a conceptual analysis of this issue to your peers. The Team number (#) and topic will be assigned as received via Blackboard email. I will have a student list of names/numbers/topics by the end of the first week to post. The Discussion Board post will follow each Team # and topic. Students have two weeks to individually access ALL of the Tegrity presentations and comment/participate as they relate to the content of each topic (see Discussion Board & Course Participation Grading Criteria). Each group will send their reference page of resources/handouts to ALL students via Blackboard (and an electronic copy of ALL articles/references used in the presentation to the professor) 1 week prior to the presentation (by 6/24/16, 12pm). The Learning Team Presentation includes a PowerPoint Tegrity presentation along with a 5-7-page (Word document) scholarly paper (not including the title or reference page). A group grade will be given to each of the two participants. Please follow the criteria and deadline for each of the assignments. This assignment will have an assigned Drop Box that will close at 12pm of the due date (7/1/16). Late or missed assignments will not be accepted. The selection of topic and student partner should be sent to the instructor and students via Blackboard. Topics will be approved on a first-come-first-serve base. If a student has an additional area of interest for this assignment, it must be approved by the instructor. – Role of the NP in Hospice Care – Role of the NP in Occupational Health – Role of the NP in policy-making – Role of the NP in Correctional Health – Role of the NP in Nurse-Managed Centers – Role of the NP in an Acute Care setting – Role of the NP in a Hospitalist setting – The NP’s Credentialing Process-using LACE – The Affordable Care Act of 2010 and the role of the NP – The NP Scope of Practice-Texas verses Nationally – Current US Health Care System & the NP role – The US Preventive Service Task Force & the NP role – The US Disease Management Programs & the NP role – Information Technology in Health Care & the NP role – Clinical Practice Guidelines & the NP role – Peer Review/ Quality Assurance & the NP role – Barriers to Practice in Texas & the NP role – Medicare Documentation &Reimbursement Issues (Incident to) & the NP role – Medicare Documentation Guidelines as they relate to Quality & Cost in Health Care & the NP role – Evaluation of Practice Effectiveness & the NP role Learning Team Presentation-Grading Criteria Points Possible Points Earned 1. Description of the issue (background; current status, current policy, local, state, or federal agencies that regulate or enforce practice, etc.) 20 2. Analysis of the issue (effect on the NP role, health care, patient outcomes, etc) 25 3. Significance of the issue (future concerns, local effect, potential for research opportunities, etc.) 20 4. PowerPoint presentation professional (not read) & succinct Oral presentation LIMITED to 30 minutes total 20 5. Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6 LIMITED to 30 minutes total 15 TOTAL 100 8 DISCUSSION BOARD & COURSE PARTICIPATION Class participation is reflected in comments and discussions posted on Blackboard Class Discussions TAB. The Discussion Board & Course Participation grade will require each student to listen to ALL the other Tegrity group recordings/presentations and comment on the topic/issue as it relates to their view of the NP role/issue. Anyone of the students may start a discussion thread if they so choose to do so. PLEASE follow the Team # and topic for each comment. The commentaries need substance and perception and should stimulate thought, discussion and include a position or idea that may not be covered in the original post. The student’s own comments (NOT COPIED OR QUOTED) should be between 200-300 words, and include at least one reference from either the Required Readings or the Online Resources provided in this syllabus. The student will have two weeks to access and comment on the Discussion Board- TAB after the Tegrity presentations have been completed. Class Discussion Board & Course Participation Grading Criteria*** Possible Points Earned Points 1. Perceptiveness of comments on the selected NP issues 25 2. Comments are relevant, & intellectual fostering an ongoing discussion 25 3. Student can bring in a different perspective, may or may not agree with the outcome of the issues, have a different application, etc. 25 4. Comments are submitted by the deadline of 2 wks Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6 At least 200-300 words—STUDENT’S OWN WORDS 25 TOTAL 100 ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. 9 EVIDENCE-BASED PRACTICE PROTOCOL DEVELOPMENT Clinical practice guidelines are recommendations for practice developed by experts in their field based on available evidence. The development of these clinical guidelines was stimulated by awareness of the limited use of research in practice, large variations in practice, the need to prevent significant rates of inappropriate care and to achieve positive health outcomes at the lowest possible cost. These are chief complaints which the nurse practitioner could encounter in a common practice setting. Students will self-assign themselves (2/Team) to complete this assignment. Once the 12-14 teams have been determined and sent via email to the course coordinator, one of these chief complaints will be chronologically assigned to the team. This assignment will be in chronological order following the list below. The students will write a 2-3 page paper describing the chief complaint definition, incidence (as it relates to the lifespan), pathophysiology, and the presenting symptoms. A written SOAP note for the presenting symptom, along with an algorithm (using some of your textbooks and online resources such as The National Guideline Clearinghouse, Clinical Practice Guidelines, Family Practice Notebook, Merck Medicus or Up-to-Date, etc) will be formulated.. Given the chief complaint, you may follow your algorithm and select the three most probable diagnoses. You need to work up your # 1 diagnosis only. A reference page and a copy of any articles you use must be included and turned in via Blackboard DROP BOX (see EBP Protocol Grading Criteria below). A group grade will be assigned. 1. Abdominal pain in an adolescent male 2. Acute abdominal pain in a 16-year-old female 3. Acute dysphagia in a 4-year-old 4. Breast pain in 45-year-old female 5. Diarrhea in a 3-yer-old child 6. Hematuria in a 5-year-old female 7. Otorrhea in an adult 8. Backache in a 35-year-old male 9. Backache in a 75-year-old female 10. Acute cough in a 10-month old 11. Chronic cough in a 40-year-old 12. Headache in a 32-year-old female 13. Headache in a 35-year-old male 14. Secondary amenorrhea in a 14-year-old 15. Chronic skin rash in an 8-year-old Evidence-Based Practice Protocol Development Grading Criteria*** Points Possible Points Earned 1. Chief complaint defined; incidence, pathophysiology & presenting symptoms appropriate taking into account the lifespan considerations. 20 2. Subjective and objective diagnostic points are clearly defined as to how the diagnosis was deduced. Include at least 3 differential diagnosis for the presenting symptom 20 3. Specific treatment options are defined including EBP guidelines 20 4. Further assessment, referrals, medications, and treatment are delineated, as appropriate. 10 5. Client education and instructions are included. Appropriate follow-up is identified 5 6. The protocol is written in a 2-3 page SOAP format paper (not including the cover, reference pages or algorithm) 10 7. References reflect appropriate review of the literature for the condition. Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6 Limit to 2-3 pages (not including the cover, reference page & algorithm 15 TOTAL 100 ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. 10 PROFESSIONAL PORTFOLIO GUIDELINES The personal portfolio is designed to prepare the student for negotiation of advance practice nurse employment. It should be a collection of the NP’s education, training and experience documentation. See page 44-46 in Buppert’s or 771-780 DeNisco’s textbooks for more information. This will be returned to you (with corrections) for your use after graduation. Each student will prepare a PROFESSIONAL portfolio (please do not use a plain binder) to include the following: I. Content 1. Cover Letter (including current professional photo) 2. Resume (Include YOUR application to APRN philosophy, career objectives/goals, etc.) 3. Job Description (Performance Appraisal, Technical Skills, special interest or abilities) 4. Brochures or copy web page from previous practices (optional) 5. Any articles written about yourself, newspaper, etc 6. Testimonials or letters of appreciation from employers/ patients 7. Letters of recommendation, from former employers or coworkers II. Applications and Forms (all completed fictitiously) 1. BNE Application 2. ANCC Application 3. Medicare/Medicaid/NPI/DEA Application 4. Physician Collaboration Agreement (use your textbooks or internet resources provided in this Course Syllabus) 5. Copy of Transcripts 6. Copy of all licenses, certifications & liability insurance mentioned in your vitae See PORTFOLIO GUIDELINES & GRADING CRITERIA. Professional Portfolio Grading Criteria*** Points Possible Points Earned 1. Cover Letter/Resume 25 2. Professional Objectives/Goals-specific to the job application/description. Include any example of previous job performances, letters, etc. 20 3. Filled Applications/Forms 10 4. Collaboration Agreement 10 5. Supporting Documentation/copies 20 6. References; Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS ******PROFESSIONAL format/portfolio & presentation 15 TOTAL 100 ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. 11 CLINICAL ASSIGNMENT (use your textbooks, suggested online resources and/or clinical preceptor for this content) Part I Describe and evaluate the NP’s preceptor roles observed. 1. Provider 2. Consultant 3. Educator 4. Administrator 5. Researcher Part II 1. Describe the NP role that you performed. 2. Describe your own self-evaluation of these roles. 3. Identify the NP roles that could be implemented in the setting assigned. 4. Describe the NP’s Family Theory assessments and applications of family interventions. Part III 1. Critique the clinical encounter form used in the clinical site. 2. Describe contents of the following clinical/reference books used for billing and how they relate to the practice of the NP a. CPT Book b. ICD-10 Book c. HCPCS Book 4. Describe the clinics Medicare compliance plan and how it relates to the practice of the NP. 5. Describe the HIPPAA Regulations used at your clinic practice site(s) 6. Evaluate documentation, adequacy for billing at level a. 99212 b. 99214 7. Describe modifiers to be used by NPs in billing and give an example of one. 8. Identify and describe counseling and consultation codes and give an example of one that your preceptor used in the clinical site. Clinical Assignment Grading Criteria*** Possible Points Earned Points Part I Description of the NP Roles 25 Part II Description of Student’s Role as NP & Self Evaluations 20 Part III Questions 1-8 above 25 Forms (Weekly Schedules) signed by NP Preceptor & submitted by deadline-ONE WEEK PRIOR TO SCHEDULED CLINICAL-Totaling 45 hours Original forms submitted Followed the GENERAL GUIDELINES FOR WRITTEN ASSIGNMENTS on pg 6 30 TOTAL 100 ***Late work, which does NOT have prior faculty approval, will NOT be accepted. A grade of zero will be given for the assignment. 12 NURS 6247 COURSE CALENDAR SUMMER 2016 Week Date Topic Assignments/Activities #1 6/6/2016 to 6/10/2016 Introduction to Course Clinical Sites/Assignments  Listen/View Lecture-Introduction & Course Description on Tegrity  Readings: –Buppert Ch 1-2, 14 –DeNisco Ch 1-4  Select clinical preceptor and send the CLINICAL PRECEPTOR REQUEST (electronically- in a Word document) form (found on Blackboard under the FORMS-tab) to professor by 6/10/16, 12pm  SELF assign team (2/team) selection for assignments: –Learning Team Presentation –EBP Protocol ***Topics will be assigned on a first-come-first-serve bases, as each Team (2) respond via Blackboard email. #2 6/13/16 to 6/17/16 Clinical Sites/Assignments  Readings: –Buppert Ch 3, 7 — DeNisco Ch 5-6, 12-13 *7 weeks to complete 45 hours of clinical at your designated approved area- ALL WEEKLY TIMED REPORTS NEED TO BE SENT ELECTRONICALLY 1 WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT. #3 6/20/16 to 6/24/16 Clinical Sites/Assignments ***REMINDER  Reading: –Buppert Ch 4-7 — DeNisco Ch 7-11, 14-17 *6 weeks to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT. ***Reference page of resources/handouts to ALL students via Blackboard (and an electronic copy of ALL articles/references used in the presentation to the professor) 1 week prior to the presentation, by 6/26/16, 12pm. #4 6/27/16 to 7/01/16 Clinical Sites/Assignments Student Presentations  Readings: –Buppert Ch 12, 13, 16, 17 — DeNisco Ch 18-22 *5 weeks left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  Tegrity recording of your Learning Team Presentation due along with attachments of the scholarly paper, PowerPoint presentation and an electronic copy of ALL articles/references used in the presentation to professor’s Drop Box by 7/01/16, 12pm. 13 #5 7/04/16 to 7/08/16 Clinical Sites/Assignments EBP Protocol & Clinical Guidelines  Readings: –Buppert Ch 9-11 — DeNisco Ch 23-25 *4 weeks left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  EBP Protocol Development due along with any copies of articles/journals used to professor’s Drop Box by 7/8/16, 12pm #6 7/11/16 to 7/15/16 Clinical Sites/Assignments Discussion Board Participation  Readings: –Buppert Ch 8, 15 — DeNisco Ch 26-27 *3 weeks left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  Discussion Board Participation closes by 7/15/16, 12pm #7 7/18/16 to 7/22/16 Clinical Sites/Assignments Professional Development of the NP Role  Readings: –Buppert Ch 2, 16-17 — DeNisco Ch 28-30 *2 weeks left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  Personal Portfolio due to be Hand-Delivered to the Nursing office by 7/22/16, 12 pm ***There will be a designated box with my name #8 7/25/16 to 7/29/16 Clinical Sites/Assignments *1 week left to complete 45 hours of clinical at your designated approved area-SUBMIT WEEKLY TIMED REPORT 1- WEEK PRIOR TO SCHEDULED CLINICAL–IN A WORD DOCUMENT FORMAT.  Please complete university’s online course evaluation. #9-10 8/01/16 to 8/12/16 Clinical Assignments  Clinical Assignment due to professor’s Drop Box by 8/5/16, 12pm  Please complete university’s online course evaluation. ***Grades posted by 8/15/16 14 NURS 6247-GRADE SHEET Team Learning Presentation ___________ x 20% = _________ Points Discussion Board/Class Participation ___________ x 15% = _________ Points EBP Protocol Development ___________ x 20% = _________ Points Personal Portfolio ___________x 25% =__________Points Clinical Assignment ___________ x 20% = _________ Points FINAL COURSE GRADE ______________ Instructor’s Signature: _________________________________________________________________ Date: ________________________ Student’s Signature: ___________________________________________________________________ Date: ________________________ 15 CLINICAL PRECEPTOR REQUEST NURS 6247-NP Role 45 Clinical Hours with 2-different Master’s-Prepared Nurse Practitioners DUE BY 6/10/16, 12pm Name Address/Phone Dates Status? 1 st Choice 2 nd Choice 3 rd Choice *** STUDENTS ARE NOT PERMITTED TO COMPLETE THEIR CLINICALS IN THEIR AREA OF EMPLOYMENT 16 MANDATORY WEEKLY TIME/REPORT DUE 1 WEEK PRIOR TO ROTATION Student Name: __________________________ Course: NURS 6247-NP Role Clinical Site: __________________________________ Phone: ____________________ Clinical Site Address: ______________________________________________________________ Faculty Name: _________________________ Preceptor: _____________________________ This Week of: ___________________________ This Week: Morning Lunch Break Afternoon TOTAL IN/OUT IN/OUT Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total Student Signature ____________________________ Date ________________________ Preceptor Signature __________________________ Date ________________________ Next Week of: ___________________________________ This Week: Morning Lunch Break Afternoon TOTAL IN/OUT IN/OUT Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total *** STUDENTS ARE NOT PERMITTED TO COMPLETE THEIR CLINICALS IN THEIR AREA OF EMPLOYMENT

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