- Apply knowledge and theory related to the prevention, diagnosis, and management of select uncomplicated common acute and chronic health problems for individuals across the lifespan (FNP) or adolescent through end of life (AGPCNP).
- Develop a patient education video based on a topic related to public health.
Patient Cases
The following schedule is made for a nurse practitioner working in primary care with a designated time in the schedule for female specific health complaints. The nurse practitioner wants to anticipate the needs for different patients and prepare for the visits. Review the following schedule for the morning:
Time | Patient | Appointment / Notes |
|---|---|---|
8:00am | 65-year-old female | Wellness exam. The patient was last seen 3 years ago and had a normal pap smear. |
8:30am | 51-year-old female | Chief complaint of fatigue, weight gain, night sweats, depression, and irregular menses |
9:00am | 15-year-old female | Heavy irregular menses; also has a complaint of acne |
9:30am | 25-year-old female | Follow up after pap with ASCUS HPV+ |
10:00am | 30-year-old female | Trying to conceive x 3 months. The patient does not speak English. |
10:30am | 25-year-old female | Requesting contraception. Speaks Spanish and a little English. |
11:00am | 42-year-old female | Pain during intercourse and vaginal dryness |
11:30am | 68-year-old female | Annual bone density follow-up and general female wellness |
Instructions
Select three of the cases provided. Using evidence-based guidelines, how would you anticipate care and prepare for these appointments?
Develop PowerPoint slides in which you outline the following for each of the three patients you selected:
- Identify three potential differential diagnosis(es) as appropriate for the case.
- Identify the procedures or diagnostic studies to evaluate the differential diagnosis(es), labs that would be appropriate, and possible medications.
- Outline specific questions that would be relevant and would allow the NP to obtain information that would lead to a final diagnosis and to guide the plan. What are the "must not miss" questions for the patient, and why?
- What age-appropriate screenings and/or assessments (e.g., immunizations) should be recommended?
- What specific education should be provided to the patient? This should include nutrition, mitigation of risk factors, and warning signs that disease processes or illnesses are progressing.
- If the patient should have follow-up, what should this include?
Add narration to your slides using the voice-over functionLinks to an external site. in PowerPoint.
Task List
- By the due date indicated, submit your work.
Grading Criteria
This assignment is also used to assess MSN.FNP and MSN.AGP Program Learning Outcomes (PLOs) through the rubric. The PLO assessment will appear as separate rows within the rubric; they will not contribute points to the assignment.
For your information, the following PLOs are being assessed:
- PLO 1: Synthesize theories and knowledge from nursing and related disciplines to develop a theoretical basis to guide practice in an advanced nursing role.
- PLO 2: Apply leadership skills and decision making in the provision of high-quality nursing care in diverse settings.
- PLO 3: Provide leadership across the care continuum in diverse settings to promote high quality, safe, effective patient-centered care.
- PLO 4: Appraise, use, and participate in the extension of nursing knowledge through scientific inquiry.
- PLO 5: Integrate current and emerging technologies into professional practice.
- PLO 6: Demonstrate responsive leadership, collaboration, and management to influence the advancement of nursing practice and the profession of nursing and to influence health policy.
- PLO 7: Employ collaborative strategies and effective communication to advocate for the role of the professional nurse as a member and leader of interprofessional teams.
- PLO 8: Integrate clinical prevention and population health concepts to provide holistic comprehensive nursing care for individuals, families, and aggregates.
- PLO 9: Demonstrate an advanced level of nursing and relevant sciences and integrate this knowledge into practice.
If you have any questions, please contact the University's Director of Assessment, Dr. Yuerong Sweetland, at [email protected].
Rubric
Portfolio Assignment
| Criteria | Ratings | Pts |
|---|---|---|
This criterion is linked to a Learning OutcomeCase Selection & Evidence Base (CLOs 1, 3, 4) | 20 to >17.0 ptsProficientSelects three distinct cases from the provided schedule. All outlined care plans are fully supported by current evidence-based clinical practice guidelines (e.g., ACOG, CDC).17 to >16.0 ptsAcceptableSelects three cases. Most but not all outlined care plans are supported by evidence-based guidelines; minor gaps or reliance on outdated information is present. 16 to >0 ptsUnacceptableSelects fewer than three cases, or the care plans are based on opinion or lack necessary evidence-based guidelines. | 20 pts |
This criterion is linked to a Learning OutcomeDifferential Diagnosis & Procedures (CLOs 1, 3, 4) | 30 to >26.0 ptsProficientIdentifies at least three differential diagnoses for each case. Accurately outlines all necessary diagnostic studies, labs, and potential medications to rule in/out the DDx, tailored specifically to the patient scenario.26 to >25.0 ptsAcceptableIdentifies at least two relevant differential diagnoses. The diagnostic plan is mostly appropriate, but may omit 1-2 essential tests (e.g., a critical lab or imaging study) or list medications that are second-line choices. 25 to >0 ptsUnacceptableIdentifies only one or two vague diagnoses. The diagnostic plan is incomplete, inaccurate, or includes unnecessary / incorrect labs and procedures. | 30 pts |
This criterion is linked to a Learning OutcomeCritical Questioning & Rationale (CLOs 2, 4, 6) | 20 to >17.0 ptsProficientClearly identifies the "must not miss" questions (1-2 essential safety/diagnostic questions) for each case and provides a thorough, explicit rationale justifying why each question is critical to prevent harm or guide definitive diagnosis.17 to >16.0 ptsAcceptableIdentifies appropriate questions for each case but does not clearly distinguish and justify the single most critical safety question, or the rational is brief and superficial. 16 to >0 ptsUnacceptableDoes not identify the critical "must not miss" safety questions for the cases, or the questions posed are generic and irrelevant to the potential high-risk diagnoses. | 20 pts |
This criterion is linked to a Learning OutcomeScreenings, Education, and Follow-Up (CLOs 1, 2, 6) | INSTRUCTIONS16 to >0 ptsUnacceptableOmits major guideline-recommended screenings (e.g., Mammogram, Diabetes screening). Education is missing or generic. Follow-up plan is inadequate or missing. | 20 pts |
This criterion is linked to a Learning OutcomePresentation Quality (Voice-Over and Format) (CLO 5) | 10 to >9.0 ptsProficientCreates a professional, well-organized PowerPoint presentation that is easy to follow. The required voice-over function is fully utilized to provide a clear, concise, and professional oral explanation of the case plan.9 to >8.0 ptsAcceptableThe PowerPoint presentation is presentable but may contain minor errors in organization or visual appeal. The voice-over is present but may be too brief, rambling, or occasionally difficult to understand. 8 to >0 ptsUnacceptableThe PowerPoint presentation is disorganized, difficult to read, or key information is missing from the slides. The required voice-over function is not used or is used minimally, preventing full assessment of the response. | 10 pts |
This criterion is linked to a Learning OutcomePLO 1: Synthesize theories and knowledge from nursing and related disciplines to develop a theoretical basis to guide practice in an advanced nursing role. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching 1 ptsDeficient | -- |
This criterion is linked to a Learning OutcomePLO 2: Apply leadership skills and decision making in the provision of high quality nursing care in diverse settings. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching 1 ptsDeficient | -- |
This criterion is linked to a Learning OutcomePLO 3: Provide leadership across the care continuum in diverse settings to promote high quality, safe, effective patient centered care. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching 1 ptsDeficient | -- |
This criterion is linked to a Learning OutcomePLO 4: Appraise, use, and participate in the extension of nursing knowledge through scientific inquiry. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching 1 ptsDeficient | -- |
This criterion is linked to a Learning OutcomePLO 5: Integrate current and emerging technologies into professional practice. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching 1 ptsDeficient | -- |
This criterion is linked to a Learning OutcomePLO 6: Demonstrate responsive leadership, collaboration, and management to influence the advancement of nursing practice and the profession of nursing and to influence health policy. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching 1 ptsDeficient | -- |
This criterion is linked to a Learning OutcomePLO 7: Employ collaborative strategies and effective communication to advocate for the role of the professional nurse as a member and leader of interprofessional teams. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching 1 ptsDeficient | -- |
This criterion is linked to a Learning OutcomePLO 8: Integrate clinical prevention and population health concepts to provide holistic, comprehensive nursing care for individual, families, and aggregates. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching 1 ptsDeficient | -- |
This criterion is linked to a Learning OutcomePLO 9: Demonstrate an advanced level of understanding of nursing and relevant sciences and integrate this knowledge into practice. threshold: 3.0 pts | 3 ptsFulfills2 ptsApproaching |