Diagnostic Reasoning for
Advanced Nursing Practice
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Academic Credit
3 credit hours, Graduate (2 didactic credits, 1 laboratory credit)
Pre/Corequisites
Previous or
concurrent enrollment in NUR 401
Placement in
Curriculum
Graduate
Semester/Year
Fall 2009
Course Schedule/Faculty
Class:
Fridays, 12:30-2:20 p.m. in Edwards 119 - Taught by Denise Wilson,
PhD, APN, FNP, ANP
Lab: Fridays in Edwards 119:
8-11:50 am labs taught by Sheryl Jenkins, PhD, APN, ACNP, and
Beth Objartel, MSN, GNP
2:30-6:20 pm labs taught by Sheryl Jenkins, PhD, APN, ACNP and
Beth Objartel, MSN, GNP
Catalog Description
The diagnostic
process with its associated skills of history taking, targeted
assessments, physical examination techniques, and SOAP documentation are
discussed.
Course Description
Health promotion,
risk reduction and family centered primary care of clients across the
lifespan are emphasized. The diagnostic reasoning process related to
health status and health problems is developed. Diagnostic skills,
including history taking, targeted assessment, physical examination
techniques, screening, and SOAP documentation are practiced in the
laboratory setting.
Course Objectives
At the completion of
this course, the student will be able to:
Caring
1. Incorporate environmental factors in the diagnosis of client
problems.
2. Consistently include the essence of humankind when applying diagnostic reasoning skills with clients.
Critical Thinking
3. Demonstrate diagnostic reasoning skills for the formulation
and documentation of differential diagnoses related to functions common to
client systems.
4. Utilize research findings to support the diagnostic reasoning process applied to patient-focused primary care.
5. Analyze legal, ethical, and political influences on the diagnostic function of the advanced practice nurse.
Communication
6. Integrate double-loop learning concepts into the diagnostic
reasoning process with various client systems.
7. Appropriately apply communication and information systems management skills to formulate diagnostic conclusions.
Professional Practice
8. Utilize inter- and intradisciplinary management for the
diagnosis of client problems.
9. Consider health promotion strategies to be essential in the diagnosis of client and health care systems.
Strategies for
Teaching
Lecture/discussion
Case studies
Information Technology
Audiovisual aids
Laboratory practice
Evaluation Methods
Midterm
examination..........................25%
Final examination................................40%
Cultural presentation...........................10%
Case-based clinical case & SOAP note....25%
Lab activities................................Pass/Fail
(Lab activities include return demonstration of physical exams.
Satisfactory completion of SOAP notes and other assessment tool
assignments)
Grading
Scale (also see "C Policy" below)
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 59% and below
NOTE: This course must be successfully passed at 80% or better based on the examinations only (See "C" policy). Once this criterion is achieved, points for Cultural presentation and Case-based clinical exam/SOAP note will be incorporated into the grade.
Course Policies
Students are responsible for reviewing course policies found on the General
Course Information page. Questions regarding these policies
should be directed to the course faculty.
Academic Progress: C
Policy (from MCN Graduate Student Handbook)
For the student
enrolled in graduate coursework at Mennonite College of Nursing, a grade of
"C" is not considered "passing" work. Any student receiving a C or
below in a course must repeat the course. A maximum of 3 hours of
retake is allowed. GPAs are monitored by the Graduate School.
Students with cumulative GPAs of less than 3.0 are notified by the Graduate
School.
Required Textbooks
Bickley, L.S., &
Szilagyi, P.G. (2009). Bates' guide to physical examination and
history taking. (10th ed.) Philadelphia: Lippincott
Williams & Wilkins. (ISBN: 0-7817-8058-2)
Stern, S.D.C., Cifu, A.S. & Altkorn, D.(2006). Symptom to diagnosis: An evidence-based guide. New York: Lange Medical Books/McGraw-Hill. (ISBN: 0-07-146389-5)
Academic Integrity
Academic Integrity is
expected in all educational endeavors. Students who have questions
regarding issues of academic dishonesty should refer to the University
regulation which outlines unacceptable behaviors in academic
matters. It is the student's and faculty's responsibility to uphold
the principles of Academic Integrity. Academic Integrity is required
of you the student and us as your instructors. Academic Integrity
should be used in preparation for this course, in class time, in clinical
time, regarding exams, and with regard to written assignments.
In certain circumstances, such as cheating or plagiarism, faculty may be
required to refer a student to Student Dispute Resolution Services for a
violation of the Illinois State University Code of Conduct.
Disability Concerns
Any student in need
of a special accommodation to fully participate in this class should contact
Disability Concerns at 438-5853 (voice), 438-8620 (TDD).
Page
last updated
Friday, August 14, 2009
Denise Wilson, PhD, APN, FNP, ANP
Mennonite College of Nursing
Illinois State University
Campus Box 5810
Normal, IL 61790-5810
Office: Edwards 220
Phone: (309) 438-2358
Fax: (309) 438-2288
Copyright © 2000: Denise Wilson, Mennonite College of Nursing, Illinois State University. All rights reserved.