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NR601 -Primary Care of the Maturing and Aged Family
NR601 -Primary Care of the Maturing and Aged Family
Syllabus
| Course Number: | NR601 |
| Course Title: | Primary Care of the Maturing and Aged Family |
| Course Credit: | 3 credits (Theory 0.5/ Clinical 2.5) |
| Pre-requisite: | NR503, NR507, NR508, NR509, NR510, and NR511 |
CCN Pledge
You can access Chamberlain College of Nursing Pledge here
Course Description
This course continues to expand the knowledge of health-assessment principles specific to the role of the FNP, with a focus on the common health problems and healthcare needs of the middle-aged and older adult and family. The student will explore, analyze, apply, and evaluate chronic health conditions frequently encountered in the primary care of older adults. Students will further develop their skills related to patient education, protocol development, follow-up, and referral through a clinical practicum experience in a precepted primary-care setting.
Textbooks
Required Textbooks
The following books are required for this course.
Seller, R., & Symons, A. (2012). Differential diagnosis of common complaints. (6th ed.). Philadelphia, PA: Elsevier Saunders.
Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, T. P. (2014). Geriatrics at your fingertips (16th ed.). New York, NY: The American Geriatrics Society
Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics (7th ed.). China: McGraw Hill.
Touhy, T., & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response (8th ed.). St. Louis, MO: Elsevier.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Recommended Textbooks
Goroll, A., & Mulley, A. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer Health.
NR601 -Primary Care of the Maturing and Aged Family
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
Many of the courses may use the same books. We encourage you to please keep all books you have purchased until you have completed your program. This will prevent you from having to repurchase books.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes. The Course Outcomes(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 Course Outcomes item 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 | Demonstrate effective leadership skills that support relationship-based caring with a patient-centered focus to promote quality advanced practice nursing. (POs 1, 10) |
| 2 | Incorporate relationship-based caring and ethical-legal principles within the nursing metaparadigm to benefit a culturally diverse society and advanced practice nursing. (PO 6) |
| 3 | Synthesize health promotion, health protection, disease prevention, and treatment for mature and aging individuals and families. (PO 1) |
| 4 | Demonstrate patient-centered care through the nurse practitioner-patient relationship for mature and aging individuals and families. (POs 1, 2) |
| 5 | Promote safety and quality patient outcomes through integration of the teaching-coaching function for mature and aging individuals and families. (PO 2) |
| 6 | Exemplify a commitment to the professional role of the family nurse practitioner when providing care for mature and aging individuals and families. (POs 2, 7) |
| 7 | Apply management and leadership concepts in diverse healthcare delivery systems to improve health outcomes for mature and aging individuals and families. (POs 4, 8, 10) |
| 8 | Utilize continuous quality improvement strategies to promote healthcare quality and safety for mature and aging individuals and families. (POs 1, 2) |
| 9 | Incorporate cultural preferences, values, health beliefs, and behaviors into healthcare for mature and aging individuals and families. (PO 4) |
| 10 | Integrate theory and best evidence appropriate to the care of patients and their families in advanced practice nursing. (PO 7) |
| 11 | Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10) |
Program Outcomes
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:
- Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
- Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
- Use contemporary communication modalities effectively in advanced nursing roles.
- Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
- Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
- Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
- Design patient-centered care models and delivery systems using the best available scientific evidence.
- Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
- Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
- Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
- Apply principles of informatics to manage data and information in order to support effective decision making.
NR601 -Primary Care of the Maturing and Aged Family
Course Schedule
| Week, COs, and Topics | Readings | Assignments |
| Week 1 CO 10 Theories and Concepts Critical to the Maturing Family |
Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics (7th ed.). China: McGraw Hill.
• Chapter 1: Clinical Implications of the Aging Process Touhy, T. & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response (8th ed.). St. Louis, MO: Elsevier. • Chapter 1 Gerontological Nursing and an Aging Society Ferrara, L. R. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research & Theory for Nursing Practice, 24(4), 213–216. doi:http://dx.doi.org/10.1891/1541-6577.24.4.213 Ruel, J., & Motyka, C. (2009, July). Advanced practice nursing: A principle-based concept analysis. Journal of the American Academy of Nurse Practitioners, 21(7), 384–392. doi:http://dx.doi.org/10.1111/j.1745-7599.2009.00415.x |
Clinical Encounter Log in eLogs
Learning Agreement in eLogs Case Study Discussions |
| Week 2 COs 3, 5, and 9 Health Promotion, Health Protection, Disease Prevention, and Treatment of Selected Diagnoses Commonly Affecting the Adult in Primary Care |
Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics (7th ed.). China: McGraw Hill.
• Chapter 11: Cardiovascular Disorders Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, P. T. (2014). Geriatrics at your fingertips (16th ed.). New York, NY: The American Geriatrics Society • Chapter 6- Cardiovascular Disease Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints (6th ed.). Philadelphia, PA: Elsevier Saunders. • Chapter 6: Chest Pain Touhy, T. & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response (8th ed.). St. Louis, MO: Elsevier. • Chapter 2: Health and Wellness Schäfer, I., Hansen, H., Schön, G.; Höfels, S., Altiner, A., Dahlhaus, A. & Wiese, B. (2012). The influence of age, gender, and socio-economic status on multimorbidity patterns in primary care. First results from the multi-care cohort study. BMC Health Services Research, 12, 89. Zhiwei, W., Lijuan, Z., Zhi, G., Lei, L., Jun, J., Jianian, Z.,… Yingyan, Y. (2012). The impact of influenza vaccinations on the adverse effects and hospitalization rate in the elderly: A national-based study in an Asian country. Plos ONE, 7(11), 1–9. |
Clinical Encounter Log in eLogs
Case Study Discussions |
| Week 3 COs 2, 3, and 8 Health Promotion, Health Protection, Disease Prevention, and Treatment Considerations in the Primary Care Geriatric Assessment |
Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013), Essentials of clinical geriatrics (7th ed.). China: McGraw Hill.
• Chapter 2: The Geriatric Patient: Demography, Epidemiology, and Health Services Utilization Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, P. T. (2014). Geriatrics at your fingertips (16th ed.). New York, NY: The American Geriatrics Society. • Chapter 3- Malnutrition Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints (6th ed.). Philadelphia, PA: Saunders. • Chapter 8: Constipation Touhy, T. & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response (8th ed.). St. Louis, MO: Elsevier. • Chapter 7: Health Assessment Daniels, R., van Rossum, E., Metzelthin, S., Sipers, W., Habets, H., Hobma, S.,…de Witte, L. (2011). A disability prevention programme for community-dwelling frail older persons. Clinical Rehabilitation, 25(11), 963-974. doi:http://dx.doi.org/10.1177/0269215511410728 Gray. L., Dakin, L., Counsell, S., Edwards H., Wootton, R., & Martin-Khan, M. (2012, March).’Online’ geriatric assessment procedure for older adults referred for geriatric assessment during an acute care episode for consideration of reliability of triage decisions. BMC Geriatrics, 12, 10. Wolpaw, T., Wolpaw, D., & Papp, K. (2003). SNAPPS: A learner-centered model for outpatient education. Academic Medicine, 78(9), 893-898. Recommended: Goroll, A., & Mulley, A. (2014). Primary care medicine: Office evaluation and management of the adult patient (8th ed.). China: Wolters Kluwer Health. • Chapter 239: Approach to Frailty in Older Adults |
Clinical Encounter Log in eLogs
Case Study Discussions |
| Week 4 COs 3 and 4 Health Promotion, Health Protection, Disease Prevention, and Treatment of Selected Geriatric Diagnoses in Primary Care |
Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics. (7th ed.). China: McGraw Hill.
• Chapter 4- Chronic Disease Management (pp. 79-92) Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, P. T. (2014). Geriatrics at your fingertips (16th ed.). New York, NY: The American Geriatrics Society. • Chapter 19- Kidney Disorders Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints (6th ed.). Philadelphia, PA: Saunders. • Chapter 28- Shortness of Breath Touhy, T. & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier. • Chapter 15- Chronic Conditions Green, D. (2012). Encouraging independence in continence management. Nursing & Residential Care, 14(6): 272. |
Midterm
Clinical Encounter Log in eLogs Case Study Discussions |
| Week 5 COs 3 and 5 Health Promotion, Health Protection, Disease Prevention, and Treatment of Unique Geriatric Diagnoses in Primary Care |
Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013), Essentials of clinical geriatrics. (7th ed.). China: McGraw Hill.
• Chapter 9: Falls Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, P. T. (2014). Geriatrics at your fingertips (16th ed.). New York, NY: The American Geriatrics Society. • Chapter 5- Anxiety Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints. (6th ed.). Philadelphia, PA: Saunders. • Chapter 16: Forgetfulness Seller, R. H. & Symons, A. (2012). Differential diagnosis of common complaints. (6th ed.). Philadelphia, PA: Saunders. • Chapter 16: Forgetfulness Touhy, T. & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier. • Chapter 9: Geopharmacology Riley McCarten, J., Anderson, P., Kuskowski, M., McPherson, S., Borson, S., & Dysken, M. (2012). Finding dementia in primary care: The results of a clinical demonstration project. Journal of the American Geriatrics Society, 60(2), 210-217. doi:http://dx.doi.org/10.1111/j.1532-5415.2011.03841.x Wu Chen, B., Chaim. M., & Wodchis, W. (2012). Incidence and economic burden of adverse drug reactions among elderly patients in Ontario emergency departments: A retrospective study.Drug Safety, 35(9), 769-781. doi:http://dx.doi.org/10.2165/11599540-000000000-00000 |
Clinical Encounter Log in eLogs
Case Study Discussions |
| Week 6 COs 3 and 8 Health Promotion, Health Protection, Disease Prevention, and Treatment Considerations in Long-Term Care |
Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013). Essentials of clinical geriatrics. (7th ed.). China: McGraw Hill.
• Chapter 16: Nursing Home Care Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, P. T. (2014). Geriatrics at your fingertips (16th ed.). New York, NY: The American Geriatrics Society. • Chapter 10- Dermatologic Condition Seller, R. H. & Symons, A. (2011). Differential diagnosis of common complaints. (6th ed.). Philadelphia, PA: Saunders. • Chapter 29: Skin Problems Touhy, T. & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier. • Chapter 11: Elimination, Sleep, Skin, and Foot Care Wilson, D., Harris, A., Hollis, V., & Mohankumar, D. (2011). Upstream thinking and health promotion planning for older adults at risk of social isolation.International Journal of Older People, 6(4), 282-288. doi:http://dx.doi.org/10.1111/j.1748-3743.2010.00259.x |
Clinical Encounter Log in eLogs
Case Study Discussions |
| Week 7 COs 2, 3, and 7 Health Promotion, Health Protection, Disease Prevention, and Treatment Considerations in End-Of-Life Care |
Kane, R., Ouslander, J., Abrass, I., & Resnick, B. (2013), Essentials of clinical geriatrics. (7th ed.). China: McGraw Hill.
• Chapter 17: Ethical Issues in the Care of Older Persons Reuben, D. B., Herr, K. A., Pacala, J. T., Pollock, B. G., Potter, J. F., & Semla, P. T. (2014). Geriatrics at your fingertips (16th ed.). New York, NY: The American Geriatrics Society Touhy, T. & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier. • Chapter 16: Care Across the Continuum Shawler, C. (2011, May-June). Palliative and end-of-life care: Using a standardized patient family for gerontological nurse practitioner students. Nursing Education Perspectives, 32(3), 168-172. doi:http://dx.doi.org/10.5480/1536-5026-32.3.168 |
Clinical Encounter Log in eLogs
Case Study Discussions |
| Week 8 COs 1, 2, 3, 6 and 11 Health Promotion, Health Protection, Disease Prevention, and Treatment of Selected Emergent Conditions Impacting the Maturing Family |
Touhy, T. & Jett, K. (2012). Ebersole and Hess’ toward healthy aging: Human needs and nursing response. (8th ed.). St. Louis, MO: Elsevier.
• Chapter 13- Environment Safety and Security Imbody, B. & Vandsburger, E. (2011). Elder abuse and neglect: Assessment tools, interventions, and recommendations for effective service provision.Educational Gerontology, 37(7), 634-650. doi:http://dx.doi.org/10.1080/15363759.2011.577721 Meeks-Sjostrom, D. (2013).Clinical decision-making of nurses regarding elder abuse, Journal of Elder Abuse & Neglect, 25(2), 149-161. doi:10.1080/08946566.2013.751818 Ruiter. R., Visser, L. E., Rodenburg, E. M., Trifirò, G., Ziere, G., Stricker, B. H. (2012). Adverse drug reaction-related hospitalizations in persons aged 55 years and over: A population-based study in the Netherlands. Drugs & Aging, 29(3), 225-232. |
Clinical Encounter Log in eLogs (graded)
Comprehensive Final Exam (graded) Clinical Performance Evaluation (graded) Learning Agreement in eLogs (required, but not graded) Reflection (required, but not graded) |
NR601 -Primary Care of the Maturing and Aged Family
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 ITEM | WEIGHTING | PERCENTAGE |
| Case Study Discussions (75 points, Weeks 1–7) |
525 | 52.5% |
| Learning Agreement (due Week 1 and 8) Required to progress to Week 3 |
N/A | N/A |
| Midterm Exam (due Week 4) |
75 | 7.5% |
| Final Exam (due Week 8) |
150 | 15% |
| Clinical Encounter Log (due Weeks 1–8 in eLogs) Clinical Performance Evaluation Pass or satisfactory anddocumentation of 125 hours = 250 points Fail or unsatisfactory and less than 125 hours documented = 0 points |
250 | 25% |
| Totals | 1,000 | 100% |
The course grade is determined by transferring the total number of points possible in the course to a percentage grade. There is no rounding up of scores. In addition, a passing grade, or S, must be achieved on the clinical encounter log and clinical performance evaluation to receive the points.
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.
NR601 -Primary Care of the Maturing and Aged Family
| LETTER GRADE | POINTS | PERCENTAGE |
| A | 940–1,000 | 94–100% |
| A- | 920–939 | 92–93% |
| B+ | 890–919 | 89–91% |
| B | 860–889 | 86–88% |
| B- | 840–859 | 84–85% |
| C+ | 810–839 | 81–83% |
| C | 760–809 | 76–80% |
| F | 759 and below | 75% and below |
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.
NR601 -Primary Care of the Maturing and Aged Family
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.
Participation: MSN-Clinical
Participation Guidelines
The weekly case study discussion is worth up to 75 points. Students are expected to participate a minimum of four times (once in part one by Wednesday, 11:59 p.m. MT, once in part two by Friday, 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). The student must provide answers to the graded case study questions from part one, post a treatment plan for part two and provide a written summation of their case for part three.
NR601 -Primary Care of the Maturing and Aged Family
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Grading Rubric
| Case Study Discussion Criteria | A Outstanding or highest level of performance |
B Very good or high level of performance |
C Competent or satisfactory level of performance |
D Poor or failing unsatisfactory level of performance |
| 20 points | 15 points | 10 points | 0 points | |
| Support from Evidence-Based Practice (EBP)
Scholarly Literature is present in case study for diagnosis and treatment plan. |
Discussion posts are supported by evidence from appropriate sources published within the last five (5) years. In-text citations and full references are provided. | Discussion posts partially supported by evidence from appropriate sources published within the last five (5) years. Evidence-based appropriate source cited. |
Discussion posts partially supported by evidence. Sources may not be scholarly in nature or may be older than five (5) years. In-text citations and/or full references may be incomplete or missing. |
No appropriate evidence-based sources cited. |
| 20 points | 15 points | 10 points | 0 points | |
| Application of Course Knowledge
Incorporated findings from the physical exam that relate to the development of the differential diagnoses being considered for the case |
Post contributes unique perspectives or insights applicable to the results from the physical exam differential diagnoses. Part One: Initial post includes at least three (3) differential diagnoses with rationale for each PBL case study patient. Parts Two and Three: Presumptive diagnosis and treatment plan are appropriate and evidence based for each case study patient. |
Post contributes unique perspectives or insights, but may lack some applicability to presented case study patients. Part One: Initial post includes at least two (2) differential diagnoses with rationale for each PBL case study patient. Parts Two and Three: Confirmed diagnosis and treatment plan partially applicable and evidence based for each case study patient. |
Post has limited perspective, insights and/or applicability to presented case study patients. Part One: Initial post does not address each patient or does not include at least two (2) differential diagnoses for each patient. Some evidence-based rationale may be missing. Parts Two and Three: Confirmed diagnosis and treatment plan are not applicable or may not be evidence-based. |
Post perspectives are not consistent with current practice. |
| 20 points | 15 points | 10 points | 0 points | |
| Interactive Dialogue
Presented findings of the case study to the group and participated in the discussion |
Presents case study findings and responds substantively to at least one topic-related post of a peer and all direct faculty questions posted in parts one and two. | Presents case study findings and responds substantively to at least one topic-related post of a peer. Responds to some direct faculty questions posted in parts one and two. |
Responds to a peer and/or the faculty, but the nature of the response is not substantive. | Does not respond to a topic-related peer post.
Does not respond to faculty questions. |
| 15 points | 10 points | 5 points | 0 points | |
| Organization
Presented case study findings and differentials |
Discussion posts and SOAP notes present case study findings in a logical, meaningful, and understandable sequence. Each PBL case study patient is presented individually in all discussion posts and SOAP notes. Part One: Discussion questions addressed individually for each patient. |
Posts/SOAP notes are relevant to the topic but may be unclear or difficult to follow in places. Part One: Discussion questions may not be addressed individually for each patient. SOAP note contains all elements but may not be written following SOAP note format. |
Posts/SOAP notes not fully relevant to the topic. May be unclear or difficult to follow in places. SOAP note does not contain all components and/or may be missing data. |
Posts/SOAP notes not relevant to the topic. Posts are unclear and/or poorly organized. SOAP note format absent. |
| 0 points deducted | 8 points deducted | 9 points deducted |
10 points deducted |
|
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing |
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to three errors. | Four to six errors in APA format, grammar, spelling, and/or punctuation noted | Seven to nine errors in APA format, grammar, spelling, and/or punctuation are noted | Post contains greater than nine errors in APA format, grammar, spelling, and/or punctuation. |
| 0 points deducted | -5 points deducted per discussion part |
|||
| Participation Enters first post to part one by 11:59 p.m. MT on Wednesday; First post to part two by 11:59 p.m. MT on Friday. *5 points deducted per discussion part if this criteria is not met. |
Enters first post to part one by 11:59 p.m. MT on Wednesday; first post to part two by 11:59 p.m. MT on Friday; and submits written summation by Sunday 11:59 p.m. MT. | *5 points deducted per discussion part if this criteria is not met. |
NR601 -Primary Care of the Maturing and Aged Family
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
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.