Overview

Course Number:

NR503
Course Title:

Population Health, Epidemiology, & Statistical Principles
Course Credits:

3 credits
Prerequisite:

NR505

Course Description

This course introduces students to advanced practice competencies utilized by advanced practice nurses.  These competencies include the utilization of epidemiological and statistical principles to serve as a basis for the assessment, development, and implementation of evidence- based interventions for populations. Additional concepts focus on utilizing epidemiology to identify, predict, and intervene for risk factors that impact populations.

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

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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:

Access E-Book

Gordis, L. (2014). Epidemiology (5th ed.). Philadelphia, PA: Elsevier Saunders


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:

Access E-Book

Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.


eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

  1. Click the cover or title of your eBook. A new window will open.
  2. 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

Bookshelf

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop devices

Desktop

Download your eBooks and use them whether you're connected to the Internet or not.

Mobile devices

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:

1

Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.

2

Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.

3

Use contemporary communication modalities effectively in advanced nursing roles.

4

Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.

5

Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.

6

Apply legal, ethical and human-caring principles to situations in advanced nursing practice.

7

Design patient-centered care models and delivery systems using the best available scientific evidence.

8

Manage human, fiscal and physical resources to achieve and support individual and organizational goals.

9

Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.

10

Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.

11

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.

1

Define key terms in epidemiology, community health, and population-based research. (PO 1, 4)

2

Compare study designs used for obtaining population health information from surveillance, observation, community, and control trial based research. (PO 1, 4)

3

Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. (PO 1, 4, 7)

4

Apply commonly used measures of health risk. (PO 1)

5

Examine current ethical/legal issues in epidemiology. (PO 6)

6

Identify important sources of epidemiological data. (PO 4)

7

Evaluate a public health problem in terms of magnitude, person, time, and place. (PO 1, 4)

8

Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10)

Course Schedule

Week, CO, and TopicsReadingsAssignments

Week 1

CO 1, 6

Epidemiology and Disease

Gordis, L. (2014).  Epidemiology (5th ed.). Philadelphia, PA: Elsevier Saunders

  • Chapter 1: Introduction
  • Chapter 2: Dynamics of Disease Transmission
  • Chapter 3: The Occurrence of Disease: I. Disease Surveillance and Measures of Morbidity.
  • Chapter 4: The Occurrence of Disease: II. Mortality and Other Measures of Disease Impact.

Websites to visit and investigate this week (please see the course webliography for URL):

  • National Notifiable Disease Surveillance System
  • Healthy People 2020
  • Morbidity and Mortality Weekly Report homepage (MMWR)

Key Concepts Worksheet (graded)

Case Study Discussion

Week 2

CO 1, 2, 3

Descriptive Epidemiology, Screening, Prevention, and the Importance of the Randomized Control Trial

Gordis, L. (2014). Epidemiology (5th ed.). Philadelphia, PA: Elsevier Saunders

  • Chapter 5: Assessing the Validity and Reliability of Diagnostic Screening Tests
  • Chapter 6: The Natural History of Disease: Ways of Expressing Prognosis
  • Chapter 7: Assessing Preventive and Therapeutic Measures: Randomized Trials
  • Chapter 8: Randomized Trials: Some Further Issues

To better understand sensitivity, specificity, and positive predictive value look up this article via the internet:

Parikh, B., Mathai, A., Parikh, S., Sekbar, C., & Thomas, R. (2008). Understanding and using sensitivity, specificity, and predictive values. Indian Journal of Opthamology, 56(1), 45-50

Case Study Discussion

Week 3

CO 2, 3, & 4

Estimating Risk, Chronic Disease, and Cohort Design

Gordis, L. (2014).  Epidemiology (5th ed.). Philadelphia, PA: Elsevier Saunders

  • Chapter 9: Cohort Studies
  • Chapter 11: Estimating Risk, is There an Association?
  • Chapter 12: More on Risk: Estimating the Potential for Prevention

To understand more on risk check out:

The Cochrane Collaboration Comparing Two Groups

Relative Risk Worksheet (graded)

Case Study Discussion

Week 4

CO 2, 3, & 6

Case Control, Comparing Research Designs, and Causation of Disease

Gordis, L. (2014).  Epidemiology (5th ed.). Philadelphia, PA: Elsevier Saunders

  • Chapter 10: Case Control Studies
  • Chapter 13: A Pause for Review: Comparing Cohort and Case-Control Studies
  • Chapter 14: From Association to Causation: Driving Inferences from Epidemiological Studies

Case Study Discussion

Week 5

CO 3, 5, 6

Subfields of Epidemiology

Website exploration:

CDC Surveillance Resource Center - http://www.cdc.gov/surveillancepractice/

CDC Sexually Transmitted Diseases - http://www.cdc.gov/sTD/stats/default.htm

Floud, S., Blangiardo, M., Clark, C., Hoogh, K., Babisch, W., Houthuijs, D., & ... Hansell, A. L. (2013). Exposure to aircraft and road traffic noise and associations with heart disease and stroke in six European countries: a cross-sectional study. Environmental Health: A Global Access Science Source, 12(1), 1-23. doi:10.1186/1476-069X-12-89

Hai-Ying, L., Skjetne, E., & Kobernus, M. (2013). Mobile phone tracking: in support of modelling traffic-related air pollution contribution to individual exposure and its implications for public health impact assessment. Environmental Health: A Global Access Science Source, 12(1), 1-26. doi:10.1186/1476-069X-12-93

Hulme, P. (2010). Cultural considerations in evidence-based practice. Journal of Transcultural Nursing, 21, 271–280.

Srinivasan, S., O’Fallon, L. R., & Dearry, A. (2003). Creating healthy communities, healthy homes, healthy people: Initiating a research agenda on the built environment and public health. American Journal of Public Health, 93(9), 1146–1150.

Case Study Discussion

Week 6

CO 2, 3, 6, 7

Epidemiology, the Bigger Picture

Gordis, L. (2014).  Epidemiology (5th ed.). Philadelphia, PA: Elsevier Saunders

  • Chapter 16: Identifying Genetic and Environmental Factors in Disease Causation 

Halsey Lea, D., Skirton, H. Read, C. Y., & Williams, J. K. (2011). Implications for educating the next generation of nurses on genetics and genomics in the 21st century. Journal of Nursing Scholarship, 43(1), 3–12.

Jenkins, J., Grady, P. A., & Collins, F. S. (2005). Nurses and the genomic revolution. Journal of Nursing Scholarship, 37(2), 98–101.

Zaccai, J. H. (2004). How to assess epidemiological studies.  Postgraduate Medical Journal, 80, 140-147 doi:10.1136/pgmj.2003.012633.  Retrieved from http://pmj.bmj.com/content/80/941/140.full

Evaluation of an Epidemiological Disease or Problem Assignment (graded)

Case Study Discussion

Week 7

CO 1, 4, 6

Health Services and Health Screening

Gordis, L. (2014).  Epidemiology (5th ed). Philadelphia, PA: Elsevier Saunders

  • Chapter 17: Using Epidemiology to Evaluate Health Service 
  • Chapter 18: The Epidemiological Approach to Evaluating Screening Programs

Chassin, M. R., Loeb, J. M., Schmaltz, S., & Wachter, R. M. (2010). Accountability measures – Using measurement to promote quality improvement. New England Journal of Medicine, 363(7), 683-688.

FNP Practicum Process (required but not graded)

Case Study Discussion


Week 8

CO 5

Health Policy and Ethics

Gordis, L. (2014).  Epidemiology (5th ed.). Philadelphia, PA: Elsevier Saunders

  • Chapter 19: Epidemiology and Public Policy
  • Chapter 20: Ethical and Professional Issues in Epidemiology

Reflection (required, but not graded)


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.

Graded ItemPointsWeighting
Case Study Discussion (100 points/week; Weeks 1–7)70070%
Key Concepts Worksheet (Week 1)505%
Relative Risk Calculation Worksheet (Week 3)505%
Evaluation of Epidemiological Problem Paper (Week 6)20020%
FNP Practicum Process (Week 7- required but not graded)
N/A
N/A
Total1,000100%

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 GradePointsPercentage
A  940–1,00094% to 100%
A- 920–93992% to 93%
B+890–91989% to 91%
B  860–88986% to 88%
B- 840–85984% to 85%
C+810–83981% to 83%
C  760–80976% to 80%
F  759 and below75% 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 Category109840

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category 109
8
40

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

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor's launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
 54
3
20

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)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • 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
  • Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students' comments
  • Does not post to the thread
  • No connections are made to the topic
 Minus 1 PointMinus 2 PointMinus 3 PointMinus 4 PointMinus 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

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
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 100 points. Students are expected to participate a minimum of four times (once in part one by Tuesday, 11:59 p.m. MT, once in part two by Thursday, 11:59 p.m. MT, once in part three by Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue criterion).

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= 100     
   30 Points 26 Points24 Points 11 Points 0 Points
Application of Course KnowledgeStudent fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, and are applicable to the discussion/case presentation.

 

Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, but may be lacking some applicability to the discussion/case presentation.

 

Student fully answers discussion questions in Parts One, Two, and Three but some responses have limited perspectives and insights, and have limited application to discussion/case presentation, or only two of the three posts have been fully answered.

 

Student fully answers discussion questions in Parts One, Two, and Three but posts are not consistent with current practice, or only one post has been fully answered.

 

Student does not fully answer discussion questions in all of the parts, or responses offer neither insight, nor application to discussion/case presentation.

 

   30 Points 26 Points24 Points 11 Points 0 Points
Support from Evidence-Based Practice (EBP)All three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.

 

All three discussion posts are from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.

However, evidence-based, peer reviewed journal articles that are cited may not fully support the discussion in any one area.


Two of the three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.

Only one of the discussion posts are supported from appropriate sources which are: 1) scholarly in nature, 2) published within the last 5 years, and; 3) in-text citations and full references are provided.

Discussion posts One, Two, and Three contain No evidence- based practice references or citations.

*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 Points9 Points 8 Points 4 Points 0 Points
OrganizationDiscussion posts One, Two, and Three present case study findings in a logical, meaningful, and understandable sequence.
Discussion posts One, Two, and Three present case study findings which are sometimes unclear to follow.

 

Discussion posts present case findings in a logical and understandable method but One of the discussion parts contain a significant error.

 

Discussion posts are sometimes unclear to follow and/or there are significant errors in Two discussion parts.

 

Discussion posts are Not presented in a logical, understandable sequence and/or there are significant errors in ALL THREE discussion parts.
 

  26 Points

23 Points

21 Points

10 Points

 0 Points

Interactive Dialogue

Presents case study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in parts one, two and three.

A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.



 

Presents case study findings and responds substantively to at least one topic-related post of a peer. Does include evidence from appropriate sources.

Responds to some direct faculty questions posted in parts one, two and three.

A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.

 

Responds to a student peer and/or faculty questions but the posts adds limited content or insights to the discussion.

Does include evidence from appropriate sources

 

Responds to a student peer and/or faculty, but the nature of the response is not substantial.

Does not include evidence from any resources.

 

Does not respond to a topic-related peer post and/or does not respond to faculty questions by Sunday.

 

4 Points

3 Points

2 Points

1 Point

 


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

 10% deduction per day for late discussion post

  		33 points deducted per omitted/late discussion part

Participation

Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT.

Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT.

Ten percent (10%) per day for each late discussion post.

.

*See Calculating Late Posting Penalty Document in Course Resources

 

 

 

Written submissions will not be accepted after Sunday 11:59 p.m. MT of the week they are due.

33 points deducted per part if Part 1 is not posted by Friday 11:59 p.m., Part 2 or 3 is/are not submitted by Sunday by 11:59 p.m. MT of the week they are due.

* Refer to "What is a Scholarly Source" and "Reference Guide for FNP Case Studies" in the "Course Resources" section

** Part Three discussion CLOSES at Sunday 11:59 p.m. MT-deductions will apply once discussion has closed.

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