UNIVERSITY OF FLORIDA
COLLEGE OF NURSING
COURSE SYLLABUS
SUMMER 2012
COURSE NUMBER
NGR 6930 (section 71BF)
COURSE TITLE
Advanced Child Health Nursing II
CREDITS
04
PLACEMENT
DNP Program: Pediatric Nurse Practitioner Track
PREREQUISITES
NGR 6301: Advanced Child Health Nursing I
NGR 6301L: Advanced Child Health Nursing Clinical I
CO-REQUISITE
NGR 6302L: Advanced Child Health Nursing Clinical II
FACULTY
OFFICE
PHONE
OFFICE HOURS
Teresa Sallas Bruney, DNP, ARNP, PNP-BC
Clinical Assistant Professor
Women's, Children, and Family Nursing
bruneyts@ufl.edu
HPNP 2217
273-6420
M 7-8 am
W 12:30-1:30
Rose M. Nealis, PhD, ARNP, PNP-BC
PNP Program Director
Clinical Associate Professor
Women's, Children, and Family Nursing
nealirm@ufl.edu
HPNP 2220
273-6412
W 1-3 pm
DEPARTMENT CHAIR
Susan Schaffer, PhD, ARNP, FNP-BC
Clinical Associate Professor
sdschaf@ufl.edu
352-273-6366 HPNP 2229
By Appointment
904-244-5172
By Appointment
JACKSONVILLE CAMPUS DIRECTOR
Andrea Gregg, PhD, RN
Associate Professor
greggac@ufl.edu
COURSE DESCRIPTION This course provides the student with knowledge of the management of
complex acute and chronic illnesses in children from newborns through young adulthood. Emphasis is
on integration of knowledge, theory, and research from a variety of disciplines into age appropriate
assessment and treatment of children from diverse backgrounds. Focus is on the child within a family
context, including development of culturally relevant education and coaching strategies for parents.
COURSE OBJECTIVES
1.
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Upon completion of this course, the student will be able to:
Synthesize theory and research findings from nursing and other disciplines into the
assessment and management of children complex acute conditions and chronic illnesses.
Differentiate normal and abnormal findings in the presentation of chronic illnesses in
children, considering gender, age, developmental status, and socio-cultural background.
Develop accurate differential diagnoses for children with complex acute conditions and
chronic illnesses.
Evaluate pharmacologic and non-pharmacologic interventions for children with complex
acute conditions and chronic illnesses.
Differentiate between clinical situations managed by pediatric nurse practitioners and those
requiring collaboration and/or referral to other health care providers.
Analyze health systems and community resources related to follow-up care for children.
Discuss legal and ethical issues related to care for children with complex acute conditions and
chronic illnesses.
Evaluate provision of appropriate education and support for children with complex acute
conditions and chronic illnesses and their families.
COURSE SCHEDULE: Live in Gainesville and live on the web: Wednesdays 7:30-12:30. Lectures will be
recorded and available for viewing via the course Sakai website within 48 hours of presentation. Live
class meeting in Gainesville, classroom TBA.
E-Learning is the course management system that you will use for this course. ELearning is accessed by using your Gatorlink account name and password at http://lss.at.ufl.edu.
There are several tutorials and student help links on the E-Learning login site. If you have
technical questions call the UF Computer Help Desk at 352-392-HELP or send email to
helpdesk@ufl.edu.
It is important that you regularly check your Gatorlink account email for College and
University wide information and the course E-Learning site for announcements and notifications.
Course websites are generally made available on the Friday before the first day of
classes.
ATTENDANCE: Students are expected to be present for or electronically access all scheduled classes,
other learning experiences, and examinations. A grade penalty may be assigned for late assignments,
including tests. Students are responsible for responding to online assignments as part of their
attendance. There will be no make-ups for missed quizzes and exams. If a student misses an exam, the
score on the final exam will be the score for the final exam and the missed exam
This course will be offered live on the Gainesville campus Wednesday mornings and through the web
viaAdobe Connect. Recordings of course lectures will be available through the course Sakai site within
48 hours. Students may be expected to attend on-campus or synchronous classes periodically. Students
are expected to participate in the activities and discussions as listed in the course syllabus and on the
course web-site. Timeframes for the posting and receiving of materials are listed in the course materials
on the course web-site. Students may expect to receive feedback regarding submitted assignments
within 2 weeks, barring unforeseen circumstances. A grade penalty may be assigned for late
assignments. Students are responsible for responding to online assignments as part of their attendance.
The College of Nursing will utilize ProctorU, a live proctoring service, for major examinations in graduate
web-based online courses to ensure a secure testing environment. Students must sign in to ProctorU at
least 30 minutes prior to the scheduled time for each exam in order to authenticate their identity and
connect with the live proctor. Students authenticate their identity and are remotely monitored by a
trained employee of ProctorU.
ProctorU Information for Graduate Online Courses ONLY:
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Major course examinations will be administered via ProctorU, a live proctoring service, to
ensure a secure testing environment.
Each student computer must be in compliance with Policy S1.04, Student Computer Policy and
must contain a web cam, microphone, and speakers.
Each examination will cost $22.50 per exam.
Students go to the website http://www.proctoru.com/ and click on “How To Get Started”. This
will permit students to create an account and test out their system.
Once an instructor makes an exam available, students go online to ProctorU to schedule and pay
for the exam session. Students must provide a valid email address and phone number where
they can be reached during an exam.
CON IT Support office will oversee this process and provide technical assistance.
Selected exams may also be offered live on the Gainesville campus. This will be discussed during the first
class meeting.
ACCOMMODATIONS DUE TO DISABILITY:
Each semester, students are responsible for requesting a memorandum from the Disability Resource
Center to notify faculty of their requested individual accommodations. This should be done at the start
of the semester.
STUDENT HANDBOOK:
Students are to refer to the College of Nursing Student Handbook for information about College of
Nursing student policies, honor code, and professional behavior. Of particular importance for this course
are the sections on appearance in clinical practice, personal liability insurance, and student safety.
TOPICAL OUTLINE
A. Developmental Approach to Acute and Chronic Illness in Children
1. Specific developmental stages
2. Parental approaches
3. Siblings
B. Systematic approach to acute and chronic health problems in each general area listed below are
addressed using the following approach:
1. Symptom cluster presentation
2. Objective findings: physical exam, history, diagnostic testing
3. Diagnosis/differential diagnoses
4. Therapeutic Plan
5. Evaluation of treatment results (efficacy)
6. Use of interdisciplinary collaboration and referral
7. Ethical principles
8. Legal requirements
9. Health disparities
10. Genomics
C. Systems approach to children with acute and chronic health problems
1. Respiratory system
2. Cardiovascular system
3. Gastrointestinal disorder
4. Hematological System
5. Immune system
6. Integumentary system
7. Musculoskeletal
8. Neurological System
9. Genitourinary system
10. Endocrine System
11. Genetic Disorder
12. Biopsychosocial/Developmental Problems of childhood
LEARNING ACTIVITIES
Online and class participation, written and verbal presentations on assigned topics, analysis of case
studies, group discussion, text readings and review of publications
TEACHING METHODS
Lectures, discussion, case studies
EVALUATION
Students are expected to attend or electronically access all classes as scheduled.
Students are required to read pertinent literature prior to class regularly, and will submit documentation
to the instructor weekly.
Literature analysis will consist of critical appraisal of selected current pediatric literature, Cochrane
reviews, and CPGs, and will be graded P/F. These will be presented to classmates via on-line
presentations (2). Students will work in groups for these assignments. This will be detailed during the
first class meeting.
Write a clinical case study of four different clients of your choice who present with acute illness that is
moderately complex (ie, simple URI or otitis media is not acceptable). The case studies should focus on
the assessment of the client and family, differential diagnostic reasoning, and on the management plan
that you prescribed. The following must be addressed (5 typed pages max, 11-12 pt font):
a.
Describe the subjective and objective data concerning the client's health status.
b.
The history should be as complete as possible, and should include no less than who
accompanies the child, the chief complaint, HOPI,
medications/supplements/immunizations, relevant PH, FH, SH and problem-oriented
ROS . Use words, phrases, and standard abbreviations where possible. Do not use
complete sentences. Do not write such things as “mother stated” or “patient denies”,
this is implied.
c.
Record the complete physical examination in the same detail used in your health
assessment assignments. Include all relevant systems, and include pertinent negative
findings. Include results of lab tests performed at the point of care and at outside labs,
with rationale for their performance and discussion of results in the plan.
d.
Describe the assessment of the client's data including differential diagnoses to be
considered, with the associated pathology. This should be the focus of the paper, and
should be up to three pages. For each diagnosis in the list of differential diagnoses,
discuss why the diagnosis is included in the differential, ie, what data in the H&P alerted
you to this possible diagnosis. Describe why or how each diagnosis might be or will be or
has been excluded. Identify the most likely diagnosis or diagnoses. Include the ICD-9 or
ICD-10 numerical diagnosis for each of your potential diagnoses.
e.
Identify other persons who contributed to the diagnoses. For example, discuss the kind
of consultation you sought and received during the process.
f.
Describe and critique your prescribed plan of care. If your preceptor decided on the
plan of care, but you would have prescribed different medications, dosages, or
treatments, please discuss these as well, with your rationale. Include patient/family
teaching and counseling. Attach at least two current (published within the past year),
scholarly review articles or clinical practice guidelines regarding your patient's final
diagnosis that describes current information regarding H&P data, differential diagnoses,
and treatment of the identified problem or diagnosis. Attach the articles or CPGs as pdf
files and cite them in your reference list.
g.
For any prescribed medications, attach a “copy” of each prescription, written exactly as
you did for your patient. No identifying data are to be included. Best practices, current
literature, and current clinical practice guidelines must support your choice of
medication, with rationale attached. This is in addition to the 4-5 pages of your case
study. Rationale must be provided regarding why the prescribed medication was
chosen, why the dose was chosen, and why the duration of treatment was selected. In
addition, the student must identify and prescribe a comparable alternative medication
from the $3-4 list at Target, Wal-Mart, or similar, or the free list at Publix pharmacies,
with identification of which pharmacy list was consulted. Discussion of the
advantages/disadvantages of both “best practices” prescriptions as well as lower cost
h.
i.
alternatives must be discussed in this section.
Describe the results of your interventions if possible. How would you revise your plan
based on the outcome, or potential or expected outcome? For example, what would
you change if the patient did not improve as expected?
Document your assessment and plan of care by citing at least 2 additional authoritative,
scholarly sources which recommend the approach you used (journal articles, texts, etc.).
This is in addition to the 4-5 pages of your case study, and in addition to the 2 articles
required in section "g" above. Referencing class notes is not acceptable.
3 exams will be given, each contributing 20% to the final course grade.
Test I
Test II
Test III
4 Case Studies
Class Presentations
20%
20%
20%
25%
15%
100%
GRADING SCALE
For more information on grades and grading policies, please refer to University’s
grading policies: https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx
A
95-100
C
A93-94
CB+
91- 92
D+
B
84-90
D
B82-83
DC+
80-81
E
* 74 is the minimal passing grade
74-79*
72-73
70-71
64-69
62-63
61 or below
REQUIRED TEXTS
Jackson Allen, P. & Vessey, J. A. (2010). Primary Care of the Child with a Chronic Condition. 5th ed. St.
Louis: Elsevier.
All previous and concurrent required texts
WEBSITES
All previous and concurrent required websites
WEEKLY CLASS SCHEDULE
DATE
5-16-12
TOPIC/EVALUATION
Introduction to the Course
ASSIGNMENTS/READING
There are reading assignments for every week,
beginning with the week of 5-16-12
These specific reading assignments will be
FACULTY
Bruney
detailed in a course handout which will have
been e-mailed to students by 4-20-12
Genitourinary SystemProblems of Males
5-23-12
Genitourinary System:
Problems of Females
5-30-12
Musculoskeletal Disorders
6-6-12
Class notes for Dr. Bruney's lectures will be emailed to students before each class via the
course Sakai site. Class notes or outlines for Dr.
Nealis' lectures will be posted on the course Sakai
website. Students are expected to read, print or
upload, and bring these notes to each class.
Case Study 1 Due
Bruney
Bruney
Case Study 2 Due
Bruney
Proctor U
Or
Live Gainesville, 730-830am
Bruney
Nealis
GI Disorders Part 1
6-13-12
Progress Test 1
8 -9 am
GI Disorders Part 2
Class Begins at 9:15 am
6-20-12
Endocrine disorders
Case Study 3 Due
6-27-12
SEMESTER BREAK
HAVE FUN!
7-4-12
Genetic Disorders
Web-Based lecture and assignments
7-11-12
Progress Test 2
8-9 am
7-18-12
Rheumatology and Immunology
Class Begins at 9:15 am
Neurological Disorders
7-25-12
Biopsychosocial Disorders &
Developmental Disorders
8-1-12
Cardiovascular System: Normal and
Abnormal
Hematology
8-8-12
FINAL EXAM
9:00 – 11:00 am
Nealis
Nealis
Proctor U
Or
Live Gainesville 7:30-8:30
Bruney
Case Study 4 Due
Bruney
Nealis
Proctor U
Nealis
Approved:
Academic Affairs Committee:
Faculty:
UF Curriculum:
05/08
06/08
10/08