Week 4 Assignment: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD
July 8, 2025PRAC 6665 Week 11 PMHNP Across Life Span
July 30, 2025Table of Contents
- Section 1: Course Information
- Section 2: Student Learning Outcomes
- Section 3: Grading Policy
- Section 4: Institutional Academic Policies
- Section 5: Institutional Academic Services
- Section 6: Policies Specific to Nursing Students
- Section 7: Course Map
Section 1: Course Information
Please see the Faculty Contact Information and Office Hours forum under the Communications tab for faculty contact information and office hours. Faculty may also post and announcement with this information.
Course Description
This course focuses on the role and scope of practice of the advanced practice nurse. Professional licensure, credentialing and requirements for prescriptive privileges are addressed. In a hybrid format, course content focuses on legal and ethical standards of care and professional competencies for entry into advanced practice in the primary care setting. The course includes current and projected trends in primary practice as they affect nurses in advanced practice.
Course Modality
Online, Asynchronous
Credits
3 Credits
Federal Requirements
Please note that federal regulation defines a credit hour as an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutional established equivalence that reasonably approximates not less than—
- One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter-hour of credit, or the equivalent amount of work over a different amount of time; or
- At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.
Online Course Hour Requirements
16-Week Online Course
Federal regulations acknowledge the unique circumstance of class time in the online learning environment. This course meets the requirements for a 3-credit graduate course delivered over a 16-week period of time.
For this 16-week course, students will engage in various weekly asynchronous activities on MyOnline Moodle (projects, videos, threaded discussions) and cooperative peer-project activities at a minimum of 3-hours weekly asynchronous engagement (48 hours). Students should expect to devote 6 additional hours per week reading, writing, collaborating, and preparing assignments for this 16-week course (96 hours).
| Online Course Hour Requirements | ||
| Course Work Inside and Outside of Class Time | Total Hours for the Semester (approximate) | Hours/Week Spent on Task (approximate) |
| Inside Class Time: Forum discussion posts (reading and responding) | 12.5 | 1.5 hrs/wk Ă— 8 weeks |
| Inside Class Time: Projects and videos | 60 | 4 hrs/wk Ă— 15 weeks |
| Outside Class Time: Required readings | 22.5 | 1.5 hrs/wk Ă— 15 weeks |
| Outside Class Time: Other assignments | 1 | .5 hrs/wk Ă— 2 weeks |
| Total | 96 | 6 hrs/week |
Pre-Requisites
None
Textbooks and Course Materials
Required Course Materials
- American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). American Psychological Association. ISBN: 978-1433832161
- Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. ISBN: 978-1284208542
- Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed.). F. A. Davis Company. ISBN: 978-1719642774
Recommended Texts & Other Readings
None.
Required Technology, Equipment and other Course Materials
Students will need regular access to a computer with an Internet connection. High speed broadband access (LAN, Cable or DSL) is highly recommended for an optimal learning experience. You may be able to access and interact with most course elements, readings, multimedia, and discussions through tablets and smartphones. While tablets, smartphones and other mobile devices may allow for some completion of coursework, they are not guaranteed to work in all areas. Please ensure you have a PC or Mac based computer available to complete coursework.
In addition, students should have the latest version of several plugins including Adobe Reader, Flash, Java. An Internet browser (Chrome, Safari, Firefox) is required to access MyOnline Moodle, the learning management system used in this course, as well as a compatible operating system (PC: Windows 8 or 10; Mac: OS X). In most courses, students are required to have a webcam (or external camera) and microphone to record video for assignments and discussions. Finally, students will need word processing software (Microsoft 365 is available to all Regis students).
Many of the Nursing courses require the use of Respondus LockDown Browser and a webcam for online exams. The webcam can be built into your computer or can be the type that plugs in with a USB cable. Watch this short video to get a basic understanding of LockDown Browser and the webcam feature. A student Quick Start Guide is also available.
Minimum Technical Skills
Students are not required to be technological experts, but students should have a general comfort level with computers and the Internet, along with the following skills to avoid technical issues while completing your online course. Students should be able to: use a word processing software program (such as Microsoft 365) to create, edit, and save documents, view and create PowerPoint presentations, data analysis software (Excel or Numbers), use an email program such as Outlook (to attach and download files), use the Regis library databases to locate and access scholarly materials, use MyOnline Moodle-the learning management system, record video using web-conferencing software (Zoom), and download and use appropriate apps as required in Nursing courses. For further information on minimum technical skills, please visit the Start Here section in this course.
References and Citations
All student papers must be written according to the official, unmodified and most current format of APA. Please consult the Regis Library for additional information.
All email correspondence between students and course instructors for Regis College courses are to utilize the Regis College email. In general, students will receive a reply to their emails for this course within 24 hours Monday through Friday and 48 hours on the weekend/holidays.
Use of Regis MyOnline Moodle Site
All online nursing courses will use the Regis MyOnline Moodle learning management system.
Starfish
Starfish is an online advising and retention management tool used at Regis. Starfish is used to display contact information, set-up appointments, take and monitor course attendance, document meetings, and raise alerts when a student is not meeting faculty expectations in a course. If a flag is raised for a course, students should connect with the faculty member of the course and their Faculty Advisor to create a plan for addressing the raised concern.
24/7 Technical Support Helpdesk
24/7 Technical Support provides round-the-clock support to students. Please visit the Technical Support Portal anytime for assistance with technology questions or issues with online courses. The site provides answers to common questions and a browser troubleshooting page.
Representatives are available through Live Chat or by calling toll free 1-866-411-2171, option 1. Representatives can assist with:
- Basic hardware, software, and browser issues
- Difficulties accessing MyOnline Moodle or courses
- Navigation within courses
- Problems accessing or submitting assignments, discussions, and quizzes online
- MyOnline Moodle password resets
- Zoom how-to guidance
- General Respondus support
Regis College Information Technology Services (ITS) Helpdesk
Regis College Information Technology Services (ITS) Helpdesk provides technical support Monday through Thursday, 8:00 a.m. to 8:00 p.m., Friday 8:00 a.m. to 5:00 p.m., and Saturday from 8:00 to 5:00 p.m., and Sunday 12:00–5:00 p.m. (Remote Access Only), all E.T. Please visit the Technical Support Portal anytime for assistance with technology questions or issues with the software that is administered by Regis College. The site provides answers to common questions and a ticketing service.
The Regis College Information Technology Services (ITS) Helpdesk can assist with:
- Regis password resets
- Office 365 Regis
- SPIKE—the Student Portal for Information, Knowledge and Education
- Logging into Regis email
- Starfish
Sessions and Days of the Week
Due dates for assignments and discussions are stated in day numbers. Day 1 is Monday, the first day of the beginning of each weekly session, while Day 7 is Sunday.
| Days of the Week | |||||||
| Day Number | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 |
| Day of the Week | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
Due Times
Assignments are due no later than 11:55 p.m. Eastern Time (E.T.) on the day that is stated in the assignment. Use the chart below to determine the due time in your area.
| Eastern Time | Central Time | Mountain Time | Pacific Time |
| 11:55 p.m. | 10:55 p.m. | 9:55 p.m. | 8:55 p.m. |
Section 2: Student Learning Outcomes
Regis College Mission
In the spirit of our mission, which is rooted in the Catholic intellectual tradition and inspired by the social justice ideals of our founders, the Sisters of St. Joseph of Boston, each of our courses speaks to the Regis College’s values and standards. Here at Regis we educate the whole person, preparing our students to pursue excellence, to become change agents in their own communities, and to serve and lead as advocates for a more just and compassionate global society. Please review the Core Values and Standards of Regis College listed below.
Roles and Issues in Advance Practice Nursing is a course that embodies these core values, especially service to our Dear Neighbor without distinction and Care for all God’s creations. These values are met as we focus on the standards of Social Justice, discussing characteristics and care of all populations while looking at the Whole Person, being culturally respectful and competent as we explore our roles within the Community (Mission Value 2, 4 and Standards 2, 3, 4).
Core Values of the Sisters of St. Joseph
- Gracious hospitality
- Love and service of the Dear Neighbor without distinction
- Peaceful resolution of conflict
- Care for all God’s creation
Standards Espoused by Regis College
- The Pursuit of Truth
- Social Justice
- Community
- Formation of the Whole Person
- Sacramental Vision of Life
Level II Student Learning Outcomes (SLO II) (Master’s & Post Master’s Certificate Programs)
- Synthesize nursing and related theories as they apply to nursing leadership, advanced practice or nursing education to promote adaptation and culturally competent therapeutic nursing interventions for individuals, families, groups, the community and society.
- Integrate research, adaptation and related theories, and critical thinking skills in nursing leadership, advanced practice or nursing education in all settings.
- Facilitate effective therapeutic communication with individuals, families, groups, the community and members of the health care team to promote optimal wellness and adaptation.
- Synthesize knowledge gained by research utilization and evidence-based practice to advance the nursing profession.
- Integrate ethical, legal, and professional standards of practice from the perspective of a nurse leader or advanced practice nurse.
- Synthesize the leadership and management roles of the nurse leader, advanced practice nurse or nurse educator in meeting health needs and nursing goals in all settings.
- Maximize responsibility for continued learning and professional development.
- Evaluate the dynamic forces and issues within the health care delivery system in order to initiate change that affects the quality of nursing in a practice setting.
- Evaluate the influence of an effective nurse educator, nurse leader, or advanced practice nurse as educator in the care of individuals, families, groups and communities across the health care system.
Level III Student Learning Outcomes (SLO III) (BSN-DNP and MSN-DNP Programs)
- Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for health care delivery.
- Synthesize evidence from research and theory to enhance delivery of quality health care.
- Develop systems supportive of effective communication at the organizational and interdisciplinary level.
- Generate knowledge through research and/or evidence-based practice to advance the nursing profession.
- Evaluate ethical, legal, and professional standards of practice.
- Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system.
- Create an environment that maximizes continued learning and development for professional practice.
- Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that affects the quality of the health care system.
- Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and implementation of effective health care delivery.
Course Objectives (CO)
- Synthesize key aspects of professionalism in advanced practice. (SLO-II 2, 3, 6, 7 and SLO-III 2, 3, 6, 7)
- Analyze regulatory and professional issues and their relationship to advanced practice using ethical and professional standards of practice. (SLO-II 1, 2, 5 and SLO-III 1, 2, 5)
- Analyze the role of the advanced practice nurse as healthcare expert, leader, teacher, advocate, and researcher. (SLO-II 2, 4, 6, 9 and SLO-III 2, 4, 6, 9 )
- Increase awareness of the role of professional organizations and regulatory board as critical avenues for defining current and future advanced nursing practice. (SLO-II 1, 2, 6, 8 and SLO-III 1. 2. 6, 8)
- Synthesize concepts of legal and ethical practice actions as they apply to advanced nursing practice. (SLO-II 5, 8 and SLO-III 5, 8)
- Evaluate key quality management strategies and their relationship to client outcomes in healthcare. (SLO-II 3, 8, 9 and SLO-III 3, 8, 9)
- Integrate knowledge of fiscal management into the role function of an advanced practice nurse. (SLO-II 2, 4, 8 and SLO-III 2. 4. 8)
Requirements/grading criteria
| Requirements/grading criteria | |
| Assessment | Percentage of total grade |
| Discussions | 15% |
| Professional Development Activities (Week 7 Assignment: Scope of Pain Modules Activity – 5%, Week 10 Assignment 1: LinkedIn Account – 3%, Week 10 Assignment 3: Curriculum Vitae (CV) Development – 5%, Week 10 Assignment 4: Cover Letter Development – 4%, Week 12 Assignment 1: Obtain a National Provider Identification (NPI) Number – 3%, Week 15 Assignment 2: Technology Competency Assessment 5%) | 25% |
| Assignments (Week 1 Assignment 1: Elevator Speech on the Role of the NP – 4%, Week 4 Assignment: Coding – 4%, Week 8 Assignment: Conflict Reflection – 5%, Week 9 Assignment: Legal Case Study – 10%, Week 11 Assignment: Mock Interview – 7%, Week 13 Assignment: Professional Advocacy – 5%, Week 14 Assignment: Aligning Clinical Issues to QSEN – 5%, Week 15 Assignment 1: SWOT Analysis – 5%) | 45% |
| IPP Document Development | 15% |
- APA format required for written papers.
- Completion of the Mid- and End of Course Evaluations is required.
Section 3: Grading Policy
Grading Scale
Grades for this course will be posted in Moodle Gradebook using the following grading standards:
| Grading Scale Table | |||
| Letter Grade | Percentage | Grade Point Average | Outcomes Scale |
| A | 94–100 | 4.0 | Exemplary, Exceeds Expectations |
| A– | 90–93 | 3.7 | |
| B+ | 87–89 | 3.3 | Advanced, Meets Expectations |
| B | 83–86 | 3.0 | |
| B– | 80–82 | 2.7 | |
| Below a B– is considered failing. | |||
| C+ | 77–79 | 2.3 | Intermediate, Needs Improvement |
| C | 73–76 | 2.0 | |
| C– | 70–72 | 1.7 | |
| D+ | 67–69 | 1.3 | Novice, Inadequate |
| D | 63–66 | 1.0 | |
| D– | 60–62 | 0.7 | |
| F | 59 or below | 0.0 | |
Note: A passing level for Nursing courses is at least a B–.
Note: Final course grades are rounded up or down from the tenth position only. For example, 79.49 would be recorded as 79, C+; and 79.50 would be recorded as an 80, B–.
Grading
Grades for this course will be posted in Moodle Gradebook.
Timeline for Feedback
Faculty are expected to provide feedback for submitted assignments within 3 days of the due date for an 8-week course, and 7 days from the due date for a 16-week course.
Evaluation of Assignments
The following guidelines are utilized to evaluate all assignments in the graduate nursing program. Not all criteria will be appropriate for each assignment. Faculty will highlight the indicators/expectations manifestations to be evaluated for the particular assignment.
Scholarly Sources Definition
A scholarly source is a recent journal article (within the last 5 years), written by researchers or experts in a field, in order to share the results of their original research or analysis with other researchers and/or students. These articles often go through a process known as peer review, where the article is reviewed by other experts in the field, prior to being published in a scientific journal. (Note: While literature reviews may be recent journal articles, they may be considered as secondary sources by some faculty, as they are a summary of existing research, rather than original research.)
Secondary sources are textbooks, PowerPoints, government websites, organization websites, and all other legitimate resources that are not scholarly sources, and are considered by APA, in their most current manual, as legitimate sources. (Note: Any WIKI resources are not a legitimate resource for the purposes of this nursing program.)
Most assignments will require references from both scholarly and secondary source materials.
Communication, Written Papers
The student:
- Follows APA format
- Types and double-spaces the paper
- Adheres to correct spelling and grammar
Communication, Dialogue Journals
The student:
- Identifies relationships to course and/or clinical objectives
Communication, Oral Presentations
The student:
- Speaks clearly with appropriate inflection and rate
- Shows animation and maintains eye contact with the audience while presenting
- Presents/discusses information without directly reading from the presentation notes
- Uses a variety of media and presentation methods appropriate to the presentation
- Responds to participants’ questions
- Integrates information from participants in continuing to put forth ideas
Critical thinking
The student:
- Integrates information from a variety of sources
- Identifies new concepts based on existing, evidence-based knowledge
- Weighs evidence to determine applicability to conclusions
- Distinguishes between relevant and irrelevant information as it relates to content issues
Therapeutic Nursing Intervention
The student:
- Identifies background of the problem
- Clearly states and defines the problem
- Analyzes and synthesizes the data
- Identifies various strategies for problem management
- Identifies and implements the chosen strategy
- Evaluates the outcomes
Late Work Policy
The late policies for different types of assignments are listed below, however, some exceptions do exist and will be identified in the assignment instructions. Students are responsible for reading all assignment instructions to determine designated due dates. If an extension is requested for any course requirement, approval must be obtained from the course faculty in advance of the due date. In the case of an extenuating circumstance that prohibits the student from notifying the faculty before the due date, approval is at the discretion of the faculty. Otherwise, the following will apply:
Discussions posts:
- Initial discussion posts are due Day 3 of each week at 11:55 p.m. E.T., unless otherwise specified within the Module Instructions. All discussions posted after the due date will receive a zero (0).
- All response posts are due Day 7 of the week at 11:55 p.m. E.T. All responses posted after the due date will receive a zero (0).
Research papers/group projects/PPT presentations/annotated bibliography:
- All assignments submitted after 11:55 p.m. E.T. on the assignment due date will have five percent of the total possible score deducted each day up to seven days. All papers submitted after 11:55 p.m. E.T. on the seventh day after the due date will receive a zero (0).
Quizzes:
- Five percent of the total possible score will be deducted if any quiz is not taken during the scheduled time. If an extension was approved by the course faculty students will have an opportunity to take the quiz on a retake date scheduled by the faculty at the earliest opportunity. In the event that a student fails to take the scheduled retake quiz they will earn the grade of zero (0) on that quiz.
Exams:
- Five percent of the total possible score will be deducted if any examination is not taken during the scheduled time. If an extension was approved by the course faculty, students will have an opportunity to take the examination on a retake date scheduled by the faculty at the earliest opportunity. In the event that a student fails to take the scheduled retake examination they will earn the grade of zero (0) on that examination.
Paper Requirements
Papers must be typed and double-spaced, following APA format and guidelines provided.
Request for paper re-read policy
Students are to review comments and grading on papers that are returned to them by faculty. If the student still feels the need for further review, she/he may submit a written petition to the course faculty within 7 days of receiving a grade less than 80 for a second reading of the paper. The student petitioner must have a strong rationale for the request. The student may request only one re-read per course.
The faculty will review the petition, and if accepted, will request that another qualified faculty member (second reader) read the paper anonymously. The second reader will conduct a blind review of the entire paper, and discuss with the faculty of record (primary reader). The primary reader will then decide upon a final grade. The final grade, which may be the same, higher or lower than the original grade, will be used in the grade point calculation for the course.
Evaluation Guidelines for Course and Faculty
Regis College Nursing places a high priority on the evaluation of teaching and learning strategies. In order to facilitate positive learning experiences based upon input from all learners, all aspects of the nursing curriculum are evaluated. This feedback is essential for the ongoing assessment of quality for each course.
Evaluation of program strengths and areas of needed improvement require ongoing evaluation which incorporates both qualitative and quantitative assessment of the program effectiveness. A mid-course and a final course/faculty evaluation are embedded in each course.
Completion of these evaluations is a course expectation. Please note that a completed questionnaire cannot be associated with any particular student. We thank you for your input.
Section 4: Institutional Academic Policies
Inclusive Excellence
Regis is committed to ensuring that each individual is known and accepted for who they are. We consider this an essential tenet of the founding values of this institution. The university is committed to fostering a community that values, is welcoming to and accepting of the range of human experiences such as age, class, ethnicity, race, gender identity, nationality, (dis)ability, religion, sexual orientation, language, personality, communication style, work style, and veteran status. Other dimensions of diversity include the varying functions and divisions of the university, as well as the variety of environments in which we operate. As defined by Association of American Colleges and Universities (AACU), inclusive excellence is the active, intentional and ongoing engagement with diversity using ways that enhance our individual and collective awareness, content knowledge, and empathetic understanding of one another without distinction.
Academic Integrity
All students enrolled in classes at Regis College are expected to maintain integrity in all academic pursuits. Such academic pursuits may include, but are not limited to, the writing of papers, examinations, assignments, and lab reports. Any dishonesty with regard to these matters is subject to censure or penalty in proportion to the seriousness of the action and may result in dismissal from the College. All students are directed to the Academic Catalog (PDF) for the current academic year for all information regarding academic dishonesty.
Academic dishonesty includes:
- Inventing data, quotes, or citations for reports
- Lying about reasons for absences or requests for extensions or rescheduling of exams
- Copying or sharing answers on exams or bringing “cheat sheets” to closed-book examinations or using any electronic device in an exam for unapproved purposes, especially to access or transmit assistance on the exam
- Discussing what is/was on a specific examination with someone who has not yet taken it
- Copying or sharing answers on homework (on assignments where group work is encouraged or allowed, you may be called upon to individually justify your answer to the instructor)
- Falsifying records, transcripts, recommendations, or other documents indicative of student qualifications
- Submitting the same paper in more than one class without prior permission
- Presenting someone else’s ideas or words (including Internet sources) as your own in written work, PowerPoint presentations, or other assignments. Students should refer to the Academic Integrity Research Guide for details on the proper use of secondary sources and additional tips on how to avoid all forms of academic dishonesty, including plagiarism.
This last item on the list is also known as plagiarism. Because it can be confusing for new students to understand how to build on others’ ideas in making their arguments, Regis provides all incoming students with a handbook on academic integrity. Students sign a contract agreeing that they are responsible for learning how to properly cite information. The library and Student Success Center have additional resources for learning about proper citations of sources.
The initial responsibility for resolving situations of academic dishonesty lies with the faculty member and student, in conjunction with information available from the Office of Academic Affairs. Faculty members are responsible for reporting instances of academic dishonesty to the Office of Academic Affairs and for consulting with that office about whether the student has a documented history of such behavior before deciding on the proper penalty. Should there be a need; the department chairperson should be contacted. If the issue is not resolved at those levels or is unusually serious, the matter is referred to the dean of the school.
All students enrolled in classes at Regis College are expected to maintain integrity in all academic pursuits.
Attendance Statement
Regardless of whether the course is offered in person, online, or hybrid, students are expected to attend all classes and class-related activities as outlined by the instructor. Attendance and class participation are contributing factors in the instructor’s determination of the student’s course grade. It remains a student’s responsibility to make up any class work that has been missed.
Consistent and professional communication is inherent to the role of the nurse as well as to support student success in the online learning environment. Online Nursing students are required to respond to faculty and staff email and/or other communication within 24 hours Monday through Friday and 48 hours over weekends and holidays. Failure to do so may result in a professional warning.
Online classroom attendance is critical to meet the course and program student learner outcomes and objectives. To this end, students taking online classes at Regis College, in the School of Nursing’s Online Nursing Program, with a discussion board requirement must post in their online course at least three individual days within the week of each discussion board activity.
If there are no discussion board activities, the student must log into the classroom at a minimum of two times during the week (on two different days) and complete all required assignments by the stated submission due date. Simply logging into the classroom without completing assignments, where they be discussion board or other, does not constitute attendance.
When synchronous meeting times are a part of course requirements, they are mandatory and any absence must be pre-discussed with the course faculty.
A failure to notify course faculty regarding any absence from the online classroom may result in a warning or other consequence such as grade reduction or course failure. A student absence from an online course for two weeks or more without communication with course faculty and Student Support Services may result in grade reduction or course failure. This may result in financial aid changes per federal financial aid guidelines.
The course week is Monday, 12:00 a.m. through Sunday, 11:55 p.m. E.T.
Recording Policy
Students may only record class proceedings with explicit written permission from the course instructor. Any recording is for the individual student’s use only and may not be shared, reproduced, transferred, distributed or displayed in any public or commercial manner. Violations will be considered a breach of the Academic Integrity policy and will may result in discipline (Regis Student Handbook). In addition, certain circumstances violations may also result in legal action. Recording(s) refer to any video or audio replication or photographic image recorded on devices including, but not limited to, audio recorders, video recorders, cell phones, Smartphones, digital cameras, media players, computers, or other devices that record images or sound or any other medium now known or hereafter devised. Any recordings that take place during an academic semester must be destroyed at the closing of course grades. Course instructors will notify all students in the class if they have approved the recording of the class. The full Recording Policy can be found in the Academic Catalog (PDF).
Note: For Regis’ fully online academic programs, online exams are recorded using Respondus Monitor, including video recording of the student taking the exam.
Classroom Code of Conduct
The classroom is a learning community where every member shares an obligation and responsibility to foster attentiveness, courtesy, respectfulness, and meaningful dialogue.
The Classroom Code of Conduct is composed of the five (5) principles below.
- Students are expected to read the course syllabus carefully and comply with all rules established by the course instructor (i.e., professor, faculty, etc.), including, but not limited to, policies regarding attendance and the right of students to leave the classroom during class.
- Students will promote academic discourse and the free exchange of ideas by listening with respectful attention to comments made by all individuals.
- Students will maintain an atmosphere in the classroom conducive to learning, without unnecessary distractions that disrupt the learning environment (e.g., cell phone usage, individual “side” conversations, sleeping, and reading/viewing/sharing materials unrelated to the course). Access to iPads or other technology in the classroom is appropriate only when used as part of a classroom exercise.
- Students will use modes of conduct that are not offensive and/or demeaning to any individual, ethnic group, social class, religion, sexual orientation or gender identity.
- Students will maintain academic integrity according to the policies and procedures provided in the Regis College Academic Catalog, Academic Integrity Handbook, and Student Handbook.
Violations of the Classroom Code of Conduct will follow the three-step procedure which is described in the full Classroom Code of Conduct.
Netiquette
It is important to recognize that the online classroom is in fact a classroom, and certain behaviors are expected when you communicate with both your peers and your instructors. These guidelines for online behavior and interaction are known as netiquette.
Security
Remember that your password is the only thing protecting you from pranks or more serious harm.
- Don’t share your password with anyone.
- Change your password if you think someone else might know it.
- Always log out when you are finished using the system.
General Guidelines
When communicating online, you should always:
- Treat the course faculty with respect; this includes in email or in any other online communication.
- Always use your professors’ proper title: Dr. or Prof., or if you in doubt use Mr. or Ms.
- Unless specifically invited, don’t refer to them by first name.
- Use clear and concise language.
- Remember that all college-level communication should have correct spelling and grammar.
- Avoid slang terms such as wassup? and texting abbreviations such as u instead of you.
- Use standard fonts such as Times New Roman and use a size 12 or 14 pt. font.
- Avoid using the caps lock feature AS IT CAN BE INTERPRETED AS YELLING
- Limit and possibly avoid the use of emoticons like
or .
- Be cautious when using humor or sarcasm as tone is sometimes lost in an email or discussion post and your message might be taken seriously or offensive.
- Be careful with personal information (both yours and others’).
- Do not send any patient information in any communication form.
Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you should:
- Use a descriptive subject line.
- Be brief.
- Avoid attachments unless you are sure your recipients can open them or the attachment is requested.
- Avoid HTML in favor of plain text.
- Sign your message with your name and return email address.
- Think before you send the email to more than one person. Does everyone really need to see your message?
- Be sure you really want everyone to receive your response when you click, Reply All.
- Be sure that the message author intended for the information to be passed along before you click the Forward button.
Discussion Board Netiquette and Guidelines
When posting on the Discussion Board in your online class, you should:
- Make posts that are on topic and within the scope of the course material.
- Avoid dominating any discussion.
- Do not use offensive language.
- Avoid slang or casual conversational tone.
- Think and edit before you click the Post to forum button.
- Take your posts seriously and review and edit your posts before sending.
- Always give proper credit when referencing or quoting another source.
- Be sure to read all messages in a thread before replying.
- Don’t repeat someone else’s post without adding something of your own to it.
- Avoid short, generic replies, such as I agree. You should include why you agree or add to the previous point.
- Always be respectful of others’ opinions even when they differ from your own.
- Use a professional tone when posting a reply.
- When you disagree with someone, you should express your differing opinion in a respectful, non-critical way.
- Begin your reply post with the name of the peer you are replying to; finish your post with your name.
- Do not make personal or insulting remarks.
- Be open-minded.
Examination Policy
Examinations include terminology that encompasses exam, quiz, or test. Five percent of the total possible score will be deducted if any examination including final examination is not taken during the scheduled time. If an extension is granted by the faculty, students will have an opportunity to take the examination on a date scheduled by the faculty at the earliest opportunity within one week of the original test date. In the event that a student fails to take the scheduled examination on the designated date, they will earn the grade of zero (0) on that examination. For extenuating circumstances this policy may be waived at the direction of the faculty in consultation with ARPC upon receipt of a written request from the student.
If a student loses connection to the exam, in which a reset of the test is required, the student should notify the faculty immediately and the faculty member will contact 24/7 Technical Support to request a reset. Once the test is reset, Student Support Services will reach out to the student to provide the timeframe in which the exam reset needs to be completed. The student will complete the exam during the designated timeframe for that exam. A student will only be granted one reset per exam and for technical reasons only.
The Regis College Nursing Department utilizes Respondus LockDown Browser and Video Monitor to ensure testing integrity and to meet the accreditation criteria that the student registered for the exam is the one completing the exam.
LockDown Browser disables all access to the Internet and computer files to ensure students are not accessing material for the exam.
Video Monitor records students from the pre-testing period through the completion of the exam, to ensure the student does not access any written material or help from any other individuals.
When taking an online exam that requires LockDown Browser and Video Monitor via a webcam, remember the following requirements:
- Ensure you’re in a location where you won’t be interrupted.
- There should not be any other individuals in the room during the exam time.
- Turn off all other devices (e.g., tablets, phones, second computers).
- Clear your desk of all external materials not permitted for example books, papers, other devices. Before you begin you will need to do a pre-test scan of your surroundings.
- The pre-test scan must include a 360-degree scan of the entire area of the test taking environment (such as above and below and behind the computer, right, and left and in front of the student, behind and on the floor for where the student is sitting). If there are any flags to the attempt determined by the Video, and the environment scan is not satisfactory, the attempt of the exam will be invalid.
- Remain at your computer for the duration of the test. Do not get up and walk around. Do not lean out of the picture frame or reach for any items.
- Students should maintain visual contact with the computer screen and maintain a full-face frame at all times.
- If the computer or networking environment is different than what was tested above, repeat the Webcam and System checks prior to starting the test.
- To produce a good webcam video, do the following:
- Dress appropriately for taking the test as if you were at a proctored location.
- Avoid wearing baseball caps or hats with brims.
- Avoid using headphones or earbuds.
- Ensure your computer or tablet is on a firm surface (a desk or table) — not on your lap, a bed, or other surface that might move.
- If using a built-in webcam, avoid tilting the screen after the webcam setup is complete.
- Take the exam in a well-lit room and avoid backlighting, such as sitting with your back to a window.
- Make sure that your camera is pointing towards your face and you can be seen in the screen for the duration of the quiz.
- There are no open book quizzes or tests. Remember that LockDown Browser will prevent you from accessing other websites or applications; you will be unable to exit the test until all questions are completed and submitted.
- Any violation to Respondus Lockdown or Video Monitor is considered an academic integrity violation and is subject to disciplinary actions outlined in the academic integrity policy (Academic Catalog).
Final Examinations
The final examination period is specified in each year’s academic calendar. The official schedule for final examinations is also posted and distributed by the Registrar.
Withdrawal from Courses
Students are referred to the Academic Catalog for the current academic year for all information regarding the policies on Withdrawals from Courses and Incomplete Course Work. Withdrawing from courses may have a serious impact on your academic plan and students are encouraged to discuss with their course instructor and faculty academic advisor.
Section 5: Institutional Academic Services
Students should be advised that all on campus services will be active online. The Regis College Virtual Campus provides easy access to all of these online services.
Academic Advising
The mission of Academic Advising at Regis is to support students and their faculty advisors throughout the student’s academic experience. This includes assistance to students in reaching their academic goals and defining their career goals. Academic advising guides students in making class choices toward the completion of their degree requirements, and in taking advantage of the many curricular and extracurricular activities available at Regis. In support of faculty advising, the department provides tools and resources to enable faculty to subscribe to best practices in academic advising. Resources for students, faculty, and staff can be found at resources for students, faculty and staff. Resources regarding Academic Advising can be found through your designated Student Support Specialist at studentsupport@onlinehealth.regiscollege.edu.
Library
Ask a librarian for help with your research in this class. Librarians help students find, evaluate, and ethically use information sources ranging from book/ebooks to scholarly articles, databases, websites, films, government documents, and more to meet the needs of undergraduate, graduate and doctoral students. Librarians are available days, evenings and weekends. For more information, visit the library’s website.
As a Regis student you have access to multiple collections including seven local academic libraries and 36 public libraries, comprising millions of items. The network catalog and a large variety of eResources, including 60 databases and thousands of eBooks are available from computers throughout the library, are available to you when you are in the library, in other campus locations, and off campus 24/7 from the Regis Library homepage.
Office of Accessibility Services
Regis College is a community of diverse learners. As such, the college is committed to making reasonable accommodations for students with documented disabilities. Eligible students should contact the Office of Accessibility Services to begin the registration process. Accommodations are not retroactive, so early reporting is highly encouraged. Please note that academic accommodation cannot be provided until appropriate documentation is submitted to the Disability Student Office, and students have met with the director virtually.
Student Mental Health and Wellbeing
Regis College is committed to supporting and advancing the mental health and well-being of our students. During the course of their academic careers, students often experience personal challenges that contribute to barriers in learning, such as drug/alcohol problems, strained relationships, chronic worrying, persistent sadness or loss of interest in enjoyable activities, family conflict, grief and loss, domestic violence, difficulty concentrating, problems with organization, procrastination and/or lack of motivation. Students sometimes come to college with a history of learning difficulties, difficulties succeeding in a particular subject (e.g., math, reading), or have experienced some form of trauma be it emotional or physical (e.g., head injury). These mental health concerns can lead to diminished academic performance and can interfere with daily life activities. If you or someone you know has mental health concerns, or if you are unsure and would like a consultation, a variety of free and confidential services are available. The Counseling Center is located in the rear of Maria Hall. You can schedule an appointment by calling 781-768-7290, dropping by or emailing Health Services. The Counseling Center page contains a wealth of information about our Counseling Center and staff, different mental health issues and numerous links to resources.
All Regis students are welcome to utilize our Student Assistance Program from AllOne Health. This is a service offering free, 24/7, phone counseling for “in the moment support” and/or referral to private counselors for 6 free counseling sessions. To access the Student Assistance Program, use Institution Code: regissa or call 1-800-756-3124.
Section 6: Policies Specific to Nursing Students
Policies that are specific to nursing students can be found in the Nursing Handbook Addendum.
Confidentiality Statement
Regis College Nursing Programs recognize the importance of protecting confidential information regarding patients, their families, employees, staff, and peers as well as the operations of agencies within which faculty and students practice, or participate in experiential learning.
It is the obligation of every faculty member and student to maintain confidentiality in clinical and other settings as appropriate. Information pertinent to patients may be relayed only to those individuals who have authority to have that information. All information pertaining to patient care is confidential, whether verbal or in hard copy, film or computerized form. Unauthorized access, use or disclosure is illegal.
Faculty and students must:
- Read, understand, sign and follow confidentiality and privacy policy statements in clinical settings. Policies vary from agency to agency—be sure to review them at the beginning of every clinical experience.
- Protect confidentiality of patients, families, agency, employees, and peers at all times.
- Never release confidential information to any source; know the person you’re talking to.
- Not talk about patients in public; never discuss confidential information where others—patients, visitors or other employees-might overhear, including elevators, dining facilities, and telephones.
- Never leave patient records or information where unauthorized individuals might see them.
- Not photocopy information from the patient’s record except as specifically authorized.
- Not access or attempt to access information other than information to which they have authorized access in order to complete the assignment for the day.
Among safeguards, which exist to protect patient data, are institutional systems of passwords, which identify users and their access to privileges in computer systems. The ability to use an electronic signature is a privilege not a right that is granted in accordance with agency policies.
Section 7: Course Map
Course Map
| Week 1: Introduction and the Role of the Nurse Practitioner | ||
| Weekly Topics: Role of the nurse practitioner, past, present and future; individual professional practice document (ippd) | ||
| Weekly Objectives (WO): Evaluate the historical aspects of Advanced Practice Registered Nurse (APRN). (CO 1, 3) Analyze the differences between the nurse practitioner and other advanced practice providers. (CO 3, 4) Analyze the role of the nurse practitioner. (CO 3) Analyze the consensus model for APRNs. (CO 3, 4) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 1: What Is a Nurse Practitioner? (WO 1, 2, 3) Chapter 13: Promoting the Profession to the Public Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed.). F. A. Davis Company. Chapter 1: Advanced Practice Nursing: Doing What Has to Be Done (WO 1, 2, 3) Required Resources American Association of Nurse Practitioners (AANP): What is an NP? (WO, 1, 2, 3) AANP Scope of Practice for Nurse Practitioners (WO 3) American Academy of Physician Assistants (AAPA): What is a PA? (WO 2) National Council of State Boards of Nursing: APRN Consensus Model (WO 4) AANP Discussion Paper: Doctor of Nursing Practice (PDF) (WO 3) AANP Standards of Practice for Nurse Practitioners (PDF) (WO 3) Nurse Practitioner Interactive Map APRN Consensus Model by State (PDF) 34th Annual APRN Legislative Update (WO 1, 3, 4) | Assignments / Assessments / Activities (WO) Week 1 Discussion: Meet Your Classmates Forum / Icebreaker Activity Week 1 Assignment 1: Elevator Speech on the Role of the NP (WO 1, 2, 3) Week 1 Assignment 2: Individual Professional Practice Document: NP Title, Definition, and Consensus Model (WO 4) |
| Week 2: Nurse Practitioner Competencies | ||
| Weekly Topics: NONPF general core competencies | ||
| Weekly Objectives (WO): Analyze the National Organization of Nurse Practitioner Faculties (NONPF) core competencies for Nurse Practitioners. (CO 1, 2, 3, 4, 5) Evaluate the competencies in relation to clinical experience and role development. (CO 3, 5) | Learning Materials Readings Required NONPF Core Competencies (PDF) (WO 1, 2) Instructional Materials Nurse Practitioner Competencies Lecture (8:54 minutes) (WO 1) Nurse Practitioner Competencies Lecture Transcript (WO 1) Nurse Practitioner Competencies (PPT) (WO 1) | Assignments / Assessments / Activities (WO) Week 2 Choice: Core Competencies Week 2 Discussion: Core Competencies WO 1, 2) Week 2 Practice Quiz: Nurse Practitioner Core Competencies Content (WO 1) |
| Week 3: Nurse Practitioner Role-Specific Competencies | ||
| Weekly Topics: NONPF population specific core competencies; Standards of practice for NPs. | ||
| Weekly Objectives (WO): Discuss the National Organization of Nurse Practitioner Faculties (NONPF) population-specific competencies for Nurse Practitioners. (CO 1, 2, 3, 4, 5) Review the AANP Standards of Practice for Nurse Practitioners. (CO 1, 3) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 14: Standards of Care for Nurse Practitioner Practice (WO 2) Required Resources AANP: Standards of Practice for Nurse Practitioners (PDF) (WO 2) Adult-Gerontology Acute Care and Primary Care NP Competencies (PDF) (WO 1, 3) Family NP Competencies (PDF) Woman’s Health / Gender-Related NP (PDF) (WO 1, 3) Psychiatric Mental Health NP Competencies (PDF) (WO 1, 3) Pediatric NP Competencies: Primary Care and Acute Care (PDF) (WO 1, 3) | Assignments / Assessments / Activities (WO) Week 3 Discussion: Role Specific Nurse Practitioner Competencies (WO 1, 2) |
| Week 4: Billing and CMS | ||
| Weekly Topics: Billing and coding as NP: CMS and Medicare considerations | ||
| Weekly Objectives (WO): Analyze the documentation required for CMS in relation to health physical exams, counseling, and evaluation and management visits for new and established patients. (CO 6, 7) Evaluate the Medicare regulations for NP practice. (CO 2, 4, 6, 7) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 4: Federal Regulation of the Nurse Practitioner Profession including Appendix 4-A (WO 1, 2) Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed.). F. A. Davis Company. Chapter 9: Participation of the Advanced Practice Nurse in Health Plans and Quality Initiatives (WO 1, 2) Required Resources CMS Evaluation and Management Services (PDF) Documentation Guideline. (WO 1, 2) Medicare Benefits Policy Manual (PDF) (WO 2) Centers for Medicare & Medicaid Services (CMS). ICD-10-CM Official Guidelines for Coding and Reporting FY 2021 American Medical Association (AMA). CPT® Evaluation and Management (E/M) Office or Other Outpatient (99202-99215) and Prolonged Services (99354, 99355, 99356, 99417) Code and Guideline Changes. Medical Billing & Coding. 2.09: CPT Modifiers | Assignments / Assessments / Activities (WO) Week 4 Assignment: Coding (WO 1, 2) |
| Week 5: Scope of Practice: State Regulations | ||
| Weekly Topics: Scope of practice: State licensing and regulations, IPPD | ||
| Weekly Objectives (WO): Evaluate the scope of practice for NPs in the state in which you will be practicing as an APRN. (CO 2, 3, 5) Explain the steps of licensing as an NP in your state. (CO 2, 4) Evaluate the regulations addressing MD collaboration and/or supervision as it relates to NP. (CO 2, 5) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 2: Nurse Practitioner Scope of Practice Chapter 3: State Regulation of the Nurse Practitioner Practice (WO 1, 2, 3) Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed). F. A. Davis Company. Chapter 2: Emerging Roles of the Advanced Practice Nurse (WO 1) Chapter 8: The Kaleidoscope of Collaborative Practice (WO 1, 3) Required Resources AANP: Scope of Practice for NP (PDF) (WO 1) Infographic: The Future of Nursing (WO 1, 3) The Case for Removing Barriers to APRN Practice (WO 1, 2, 3) | Assignments / Assessments / Activities (WO) Week 5 Assignment: Individual Professional Practice Document: Scope of Practice (WO 1, 2, 3) |
| Week 6: Prescriptive Authority: State and Federal Regulations | ||
| Weekly Topics: Prescriptive authority of the NP: IPPD | ||
| Weekly Objectives (WO): Evaluate the prescriptive authority regulations for NPs in the state in which you will be practicing as an APRN in relation to clinical practice and professional development. (CO 2, 4, 5) Evaluate the federal prescriptive authority regulations for NPs in relation to clinical practice and professional development. (CO 2, 4, 5) Evaluate the regulations addressing MD collaboration and/or supervision as it relates to NP prescriptive authority. (2, 4, 5) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 4: Federal Regulation of the Nurse Practitioner Profession (WO 2) Chapter 5: Prescribing, including Appendix 5-A Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed). F. A. Davis Company. Chapter 6: Advanced Practice Nurses and Prescriptive Authority (WO 1, 2, 3) Required Resources American Association of Nurse Practitioners. (2020). Nurse Practitioner Prescriptive Authority (WO 1, 2, 3) Mid-Level Practitioners Authorization by State (PDF) (WO 1, 2, 3) | Assignments / Assessments / Activities (WO) Week 6 Discussion: Prescriptive Authority: State Regulations (WO 1, 2, 3) Week 6 Assignment: Individual Professional Practice Document: Prescriptive Authority (WO 1, 2, 3) |
| Week 7: Safe Prescribing | ||
| Weekly Topics: Opioid epidemic; Safe prescribing | ||
| Weekly Objectives (WO): Identify patients at risk for substance abuse. (CO 3, 5, 6) Identify effective patient pain management plans. (CO 3, 6) Counsel patients about the side effects, addictive nature, and proper storage and disposal of prescription medications. (CO 3, 5, 6) Fulfill the state requirements for prescriptive practices. (CO 1, 4) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 5: Prescribing (WO 1, 2, 3) Recommended Resources Boston University School of Medicine. (2021). Scope of pain micro-cases. These Scope of Pain Micro-Case podcasts are all less than five minutes in duration. You are encouraged to listen to one or all of them to further your knowledge on safer opioid prescribing as an advanced practice nurse. | Assignments / Assessments / Activities (WO) Week 7 Discussion: Opioid Epidemic (WO 1, 2, 3) Week 7 Assignment: Scope of Pain Modules Activity (WO 1, 2, 3, 4) |
| Week 8: Legal Prescriptive: Communication and Termination | ||
| Weekly Topics: Legal and ethical issues: Conflict | ||
| Weekly Objectives (WO): Evaluate the components of therapeutic communication and factors that can negatively affect the provider–patient relationship. (CO 2, 3, 5) Analyze the importance of laws that pertain to vulnerable populations. (CO 2, 3, 5) Analyze the ethical and legal implications of patient termination. (CO 2, 5) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 7: Negligence and Malpractice (WO 2, 3) Chapter 8: Risk Management (WO 1, 3) Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed). F. A. Davis Company. Chapter 29: Malpractice and the Advanced Practice Nurse (Risk Reduction Strategies section only). (WO 1, 3) Chapter 30: Ethics and the Advanced Practice Nurse (WO 1, 2, 3) Required Activity Search your BON to see if there are statutes or regulations related to vulnerable populations. Some examples include use of restraint laws, enhancing the disclosure of unanticipated outcomes (also known as apology laws), caring for clients with mental health issues or incarcerated individuals, pregnant women, emancipated minors or children, and section 12, to name a few. (WO 1, 2) Required Resources Recent BORN Advisory Ruling provides guidance in promoting effective disclosure of unanticipated outcomes to patients and their families by APRN. Please review an example of Massachusetts BON Advisory Ruling on Nursing Practice (PDF). (WO 1, 2, 3) Instructional Materials Legal Communication and Termination of a Patient (PPT) (WO 1, 2, 3) Hicks, J., & McCray, C. (2021, February 16). When and where to say “I’m sorry.” Claims and Litigation Management (WO 1, 2, 3) Video The Basics of Communication Theory (WO 1) | Assignments / Assessments / Activities (WO) Week 8 Get Started: Mock Interview Week 8 Assignment: Conflict Reflection (WO 1, 2, 3) |
| Week 9: Legal Perspective: Malpractice | ||
| Weekly Topics: NPs and malpractice: Legal Case Study | ||
| Weekly Objectives (WO): Synthesize concepts of legal and ethical practice actions as they apply to advanced nursing practice. (CO 5) Identify legal aspects of a malpractice suit, including identifying the defendant and the malpractice concept: duty, breach of duty, causation, damages, and negligence. (CO 2, 5) Analyze the actions of the defendant versus standard of care for the practical issues relevant to the case (CO 5) Integrate ethical, legal, and professional standards of practice from the perspective of an advanced practice nurse to advance the rights of individuals, families, groups, the community, and society. (CO 1, 2, 3, 5) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 7: Negligence and Malpractice (WO 2) Chapter 8: Risk Management (WO 2) Joel, L. A. (2022). Advanced practice nursing: essentials for role development (5th ed). F. A. Davis Company. Chapter 29: It can Happen to You: Malpractice and the Advanced Practice Nurse (WO 1, 2, 4) Required Resources Federal Tort Claims Act (FTCA) and Malpractice (WO 4) Telehealth and Legal Implications for Nurse Practitioners (2018) (PDF) (WO 1, 4) 20 years after To Err Is Human (WO 1, 4) | Assignments / Assessments / Activities (WO) Week 9 Get Started: National Provider Identification Number Week 9 Discussion: APRNs and Malpractice (WO 1, 4) Week 9 Assignment: Legal Case Study (WO 1, 2, 3, 4) |
| Week 10: Resume building, cover letter, and local, state, and national professional networking | ||
| Weekly Topics: Networking; Resume and CV development | ||
| Weekly Objectives (WO): Create a professional Curriculum Vitae. (CV) (CO 1, 2) Create a professional cover letter. (CO 1, 2) Evaluate the professional organizations available according to your specialty, region, state, and nation. (CO 1, 4) Create a professional networking account. (CO 1, 2) | Learning Materials Required Resources Nurse Practitioner Presentation CV Development (PPT) (WO 1, 2) Regis College Graduate Career Services (WO 1,2) Videos Networking and Job Searching Strategies (18:05 minutes) (WO 3, 4) Resume and Cover Letters (14:36 minutes) (WO 1, 2) | Assignments / Assessments / Activities (WO) Week 10 Assignment 1: LinkedIn Account (WO 4) Week 10 Assignment 2: State and National Networking (WO 3) Week 10 Assignment 3: CV Development (WO 1) Week 10 Assignment 4: Cover Letter Development (WO 2) |
| Week 11: Job Search, Interviewing, and Negotiation | ||
| Weekly Topics: Job Search; Interviewing; Contract Negotiation | ||
| Weekly Objectives (WO): Analyze strategies for a successful job search. (CO 1, 2) Analyze and demonstrate key components of a professional interview. (CO 1, 2, 3,) Evaluate data and processes used in employment contract negotiation. (CO 1, 2, 3, 5) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 10: The Employed Nurse Practitioner (all content except Appendix 10-A). (WO 1, 2, 3) Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed). F. A. Davis Company. Chapter 3: Role Development: A Theoretical Perspective (Role Acquisition and Stress and Strain sections only) (WO 1, 2, 3) Chapter 27: The Advanced Practice Nurse as Employee or Independent Contractor: Legal and Contractual Considerations (WO 3) Required Resources NP Fellowship Resources (PDF) (WO 1, 3) Finding an NP Position and Tips for Interviewing (Word) (WO 1, 2, 3) Deering, M. (2022, May 20). Nurse Practitioner Salary: How Much Does an NP Make? Nurse Journal. (WO 1,2, 3) Behavioral Interviewing and Resources (PDF) (WO 2, 3) Videos The Job Search Strategies (9:40 minutes) (WO 1) Behavioral Interviewing for MSNs (11:09 minutes) (WO 2, 3) | Assignments / Assessments / Activities (WO) Week 11 Discussion: Next Steps: Job Search, Interview, and Negotiation (WO 1, 2, 3) Week 11 Assignment: Mock Interview (WO 1, 2, 3) |
| Week 12: Entry into Advanced Practice: Certification and Licensure | ||
| Weekly Topics: NPI Number and APRN Certification | ||
| Weekly Objectives (WO): Identify the eligibility requirements for certification, testing parameters, and application process. (CO 2, 4, 5) Identify the steps for obtaining an NP license. (CO 1, 2, 4, 5) Obtain a National Provider Identification (NPI) Number. (CO 1, 2, 4) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 6: Hospital Privileges (required for AGACNP students, recommended for all others) (WO 1) Chapter 9: Reimbursement for Nurse Practitioner Services (WO 1) Chapter 14: Standards of Care for Nurse Practitioner Practice (read only the “Credentialing” section) (WO 1, 2) Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed). F. A. Davis Company. Chapter 3: Role Development: A Theoretical Perspective (WO 1) Chapter 7: Credentialing and Clinical Privileges for the Advanced Practice Registered Nurse (WO 1, 2) Chapter 8: Kaleidoscope of Collaborative Practice (Strategies for Success section only). (WO 1, 2) Required Resources American Academy of Nurse Practitioners, FNP and AGNP (WO 1, 2) ANCC Certification FNP, AGNP, and PMHNP (WO 1, 2) Centers for Medicare and Medicaid Services (CMS). How to Apply for an NPI Online (PDF). (WO 3) NCC Certification WHNP (WO 1, 2) PNCB Certification PNP (WO 1, 2) NPI—What You Need to Know (WO 3) | Assignments / Assessments / Activities (WO) Week 12 Assignment 1: Obtain a National Provider Identification (NPI) Number (WO 3) Week 12 Assignment 2: Certification (WO 1, 2, 3) |
| Week 13: Professional Development and Advancement | ||
| Weekly Topics: Barriers to practice; Political action; Professional advocacy | ||
| Weekly Objectives (WO): Analyze barriers to the full scope of practice specific to the home state. (CO 1, 2, 4) Identify strategies to eliminate scope of practice barriers. (CO 1, 2, 4) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 14: Standards of Care for Nurse Practitioner Practice (WO 1, 2) Chapter 15: Measuring Nurse Practitioner Performance (WO 1, 2) Required Resources IOM Crossing the Quality Chasm Report (download the pdf of the book for free) (WO 1, 2) Browse the chapters for highlights of the report and recommendations Agency for Healthcare Research and Quality (AHRQ): Six Domains of Healthcare Quality (WO 1, 2) Graduate-level QSEN competencies: Knowledge, skills and attributes (PDF) (WO 1) | Assignments / Assessments / Activities (WO) Week 13 Discussion: APRN Political Action State Initiatives (WO 1, 2) Week 13 Assignment: Professional Advocacy (WO 1, 2) |
| Week 14: Quality Improvement/Patient Safety—SWOT Analysis Part 1 | ||
| Weekly Topics: Quality improvement; Patient safety; QSEN; SWOT analysis | ||
| Weekly Objectives (WO): Evaluate the QSEN competencies for graduate-prepared nurses. (CO 1, 3, 5, 6, 7) Evaluate current quality or patient safety data in your practice or clinical settings. (CO 2, 3, 5, 6, 7) | Learning Materials Readings Required Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers. Chapter 12: Lawmaking and Health Policy (WO 1, 2) Chapter 17: Strategies for Nurse Practitioners (WO 1, 2) Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed). F. A. Davis Company. Chapter 1: Advanced Practice Nursing: Doing What Has to Be Done (WO 1, 2) Chapter 4: Educational Preparation of Advanced Practice Nurses: Looking to the Future (WO 1,2 ) Chapter 10: Public Policy and the Advanced Practice Registered Nurse (WO 1, 2) | Assignments / Assessments / Activities (WO) Week 14 Discussion: Practical / Clinical Issue (WO 1, 2) Week 14 Assignment: Aligning Clinical Issues to QSEN (WO 1, 2) |
| Week 15: SWOT Analysis Part 2 and Technology Competencies | ||
| Weekly Topics: SWOT Analysis Part 2: Technology Competencies | ||
| Weekly Objectives (WO): Create a SWOT analysis related to a patient safety or quality-improvement project needed in your practice or clinical setting. (CO 1, 3, 6) Evaluate the Informatic “Competencies of Technology, Utility, and Leadership” in relation to the varying user levels. (CO 1, 3) Identify the personal user level for each informatic competency. (CO 1, 3) Identify areas of professional development related to informatic competencies upon completion of a self-assessment test on keyboarding, word processing, use of email and the web, and use of spreadsheets. (CO 1, 3) | Learning Materials Readings Required None Required Resources A Detailed SWOT Analysis Example (WO 1) Recommended Resource Healthcare Information and Management System Society | Assignments / Assessments / Activities (WO) Week 15 Assignment 1: SWOT Analysis (WO 1) Week 15 Assignment 2: Technology Competency Assessment (WO 2, 3, 4) |
| Week 16: Course Evaluations | ||
| Weekly Topics: End of Course Evaluation | ||
| Weekly Objectives (WO): N/A | Learning Materials Readings Required N/A | Assignments / Assessments / Activities (WO) End of Course Evaluation |
*Please complete your end-of-course evaluation by the last day of the semester.
