Late Spring/ Summer 2025

Course Number:	NU 551
Course Title:	Advanced Pharmacology for the Nurse Practitioner
Course Credit:	Theory: 3 credit hours
Faculty:	Dr. Jeannette R. Koziel DNP, MSN, APRN, NP-C Clinical Assistant Professor
Contact Information:
Office Hours:	By appointment
Class Times/Format:	Online, Asynchronous

Course Description:

Focus is on the pharmacotherapeutic principles of drugs most commonly used by the APRN in the primary care setting. Pharmacologic effects and clinical uses of various drug groups and classifications are discussed. Emphasis is placed on rational drug therapy for agent selection, monitoring drug therapies, identification and avoidance of adverse drug reactions and interactions, and extensive patient education and counseling. This course meets the standards for advanced practice nurse certification in Connecticut. Prerequisite: Take NU-566. 3 Credits.

Student Learning Outcomes:

Graduate Advanced Student Learning Outcomes  

1. Translate into action knowledge from the philosophical and theoretical traditions of nursing science and other disciplinary perspectives to facilitate the ethical integration of evidence-based practice to advance nursing scholarship. (domain 1 & 4) 

2. Lead collaboratively within the interprofessional team to develop and evaluate plans of care with evidence-based, person-centered care principles promoting quality and safety outcomes. (domain 2, 5, & 6) 

3. Collaborate with strategic partners to implement health policy while advocating for equitable and sustainable population health care. (domain 3)

4. Integrate complex systems-based practice to develop innovative and evidence supporting equitable solutions to improve health outcomes across the lifespan of diverse populations. (domain 7) 

5. Apply best practices of informatics and communication technologies in diverse care settings to collect, analyze, and synthesize data to promote quality and safe health care outcomes. (domain 8) 

6. Demonstrate professional behaviors reflecting current regulations, policies, and practice integrating professional concepts including ethics, compassion, diversity, equity, and inclusion. (domain 9) 

7. Model leadership within the nursing profession that embraces self-care, a spirit of inquiry, advocacy, change, mentorship, and service to others. (domain 10) 

Domains = AACN The Essentials: Core Competencies for Professional Nursing Education (2021) 

Objectives:

At the conclusion of this course, students will be able to:

1. Analyze ethical, legal, and professional issues related to the prescriptive practice of

advanced practice nurses. (SLO I, II, VI)

2. Utilize current evidence-based practice as a basis for prescriptive practice in the

primary care setting. (SLO I, VI)

3. Apply principles of Pharmacokinetics and Pharmacodynamics to prescriptive practices. (SLO I, II)

4. Identify principles of drug dosing, including desired effects, side effects, toxicity, and adverse reactions. (SLO I, II)

5. Discuss monitoring strategies, case evaluation, and patient counseling to ensure appropriate outcomes in specific disease states. (SLO I, II, III, V, VI)

6. Identify what criteria should be included when writing a prescription from the perspective of State and federal law regulations and mandates. (SLO I)

Student Evaluation:

Discussion Boards	40% (OBJ #1-6)
NP Certification Booster Pharmacology Practice Tests	10% (OBJ #1-6)
Examinations	50% (OBJ #1-6)
Calculated Weighted Total Grade	100%

 

Topical Outline:

TOPIC	REQUIRED READINGS & ASSIGNMENTS
Week 01 - General Principles of Pharmacology; Prescriptive Practice	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.).  F.A. Davis. ·         Chapters 1-6   Week 01 Discussion - Read and Respond   Week 01 Discussion - Introductions - Post in Student Lounge Week 01 Multimedia and Related Websites ·         Audio/PowerPoint presentations o   Principles of Pharmacology o   Prescriptive Practice   Week 01 Discussion - Prescriptive Authority
Week 02 - Drugs Affecting Mental Health	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapters 29, 30, 49   Week 02 Multimedia and Related Websites ·         Audio/PowerPoint presentations o   Anxiety and Depression o   ADHD   Week 02 Discussion - Anxiety and Depression, ADHD   Week 02 Assignment - Set up digital access for NP Certification Booster (Due in Week 14)
Week 03 - Agents for Pain Management; Skin, Hair, and Nails	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapters 9, 23, 25, 46,   Week 03 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Pain Management o   Skin, Hair and Nails   Week 03 Discussion - Pain, Skin, Hair and Nails   Week 03 Practice Exam
Week 04 - Cardiovascular System Drugs	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapter 13, 15, 39, 42, 43   Week 04 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Hypertension o   Hyperlipidemia o   Congestive Heart Failure o   CAD, Atrial Fibrillation, Anti-Coagulants   Week 04 Discussion - Cardiovascular
Week 05 - Respiratory System Drugs	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapter 14, 31, 32, 47, 50   Week 05 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Asthma and COPD o   Pneumonia o   Smoking Cessation o   TB   Week 05 Discussion – Respiratory Week 05 Exam 1 will cover (Week 1-4)
Week 06 - Head, Eye, Ear, Nose, and Throat; Anti-infectives; Women as Patients	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapters 27, 51, 52 Handout: Antibiotic Chart Week 06 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   HEENT o   Anti-infectives   Week 06 Discussion: EENT, Anti-infectives   Week 06 Assignment - Set up digital access for NP Certification Booster (Due in Week 14)
Week 07 - Gastrointestinal Drugs	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapter 18, 37 Week 07 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Gastrointestinal Agents o   GERD and PUD   Week 07 Discussion - Gastrointestinal
Week 08 - Endocrine System Drugs	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapters 20, 36,  44 Week 08 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Thyroid disorders o   Diabetes   Week 08 Discussion – Endocrine Exam 2 will cover week 5-8
Week 09 - Drugs in the Reproductive System	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapter  21, 33, 40, 48,   Week 09 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Contraception o   Hormone Replacement Therapy o   Sexually Transmitted Infection o   UTI   Week 09 Discussion - Reproductive
Week 10 - Bones and Joints & Women as patients	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapter 22. 53 Week 10 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Bones and Joints   Week 10 Discussion – Musculoskeletal     Last Day to Withdraw from the course 06/23/25
Week 11 - Nervous System Drugs	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapter 12, 38 Week 11 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Autonomic and Central Nervous System Drugs o   Headaches   Week 11 Discussion - Neurological system
Week 12 - Special Consideration for Pediatric & Male Patients	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapter 54, 55 Week 12 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Special Considerations Prescribing to Pediatric Patients   Week 12 Discussion - Pediatric Patients   Week 12 Assignment - Set up digital access for NP Certification Booster (Due in Week 14)
Week 13 - Considerations for Geriatric Patients & Transgender Patients	Textbook Woo, T. & Robinson, M. (2024). Pharmacotherapeutics for advanced practice nurse prescribers (6th ed.). F.A. Davis. ·         Chapter 56, 57 Week 13 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Special Considerations Prescribing to Geriatric Patients Week 13 Discussion - Geriatric
Week 14 - Time to study for the Final	Textbook none   Week 14 Multimedia and Related Websites ·         Audio/PowerPoint presentation o   Practical Tips on Writing Prescriptions ·         Drug Laws and Regulations   Week 14 Assignment - NP Certification Booster Pharmacology Practice Tests Submission
Week 15 - Final Exam	Final Exam will cover content in weeks 9-14.

The MSN/FNP course faculty are ultimately responsible and accountable for the oversight of the student in the practice setting. In collaboration with the preceptor, clinical advisor, (and clinical site visitor if required), the course faculty ensures that the course and student’s learning objectives are met and the evaluative process has been completed according to Davis & Henley College of Nursing policy. 

Grading System:

The Davis & Henley College of Nursing Grading System is posted in the Program’s Student Guide. 

Important information regarding grading for this course includes:

• For graduate students in the MSN Nurse Practitioner program track, the weighted cumulative average of all course activities must be a 75. The final grade is calculated based on all course evaluation components identified in the syllabus, including quizzes, exams, papers, required lab demonstrations, clinical, and other assignments.
• For those courses that include clinical and/or simulation lab: Clinical and Simulation Lab need to be successfully passed in order to pass this entire course. Clinical and Simulation Lab need to be successfully passed in order to pass this entire course. Failure of any clinical portion of the course, will result in a grade of F for the final course grade. Passing of the clinical/practicum requires a minimum course grade of “80” (B-), satisfactory final evaluation, and meeting/passing all clinical competencies if applicable to the course (examples include Telehealth, Virtual Simulations, Residency 2 or 3 competency skills (must be 80% or higher) and completing the required number of clinical hours.
• Email Etiquette and Naming Convention: Student’s last name, Course Number, Assignment. All assignments need a formal title page or title slide for PPT presentations.
• Assignment Submission: All assignments are submitted via Blackboard Assignment Manager unless directed differently by your course faculty. Assignments are considered late until they are submitted correctly.
• This table shows the letter grade assigned to the final course score:

Grade	QP	Range
A	4.00	93 & above
A-	3.67	90-92
B+	3.33	87-89
B	3.00	83-86
B-	2.67	80-82
C+	2.33	77-79
C	2.00	73-76
C-	Not assigned in graduate courses	Not assigned in graduate courses
D	Not assigned in graduate courses	Not assigned in graduate courses
F	0.00	72 and below
P (Pass)	Not assigned in graduate courses	Not assigned in graduate courses
W (Withdrawal)	0.00
I (Incomplete)	0.00
NG (No Grade)	0.00

All Assignment Guidelines and Grading Rubrics are located at the end of Syllabus.

Required Texts/Readings:

American Psychological Association (2020).  Publication Manual of the American Psychological Association (7^th ed.).  American Psychological Association.

Woo, T. & Robinson, M. (2020). Pharmacotherapeutics for advanced practice nurse prescribers (5th ed.).  F.A. Davis.

NP Certification Booster Pharmacology Practice Tests

Course and Program Policies:

See Student Nursing Guide for Policies. You can access the Nursing Student Guide via the Davis & Henley College of Nursing website as it is an important document that provides information for your success in the program. You can access the student guide from:  https://www.sacredheart.edu/academics/colleges--schools/college-of-nursing/student-resources/student-guides-and-guidelines/

• Late Assignments

Each assignment listed on the course syllabus or in a learning contract is due at the time specified by the course instructor. Any assignments turned in to the instructor after the due date and time are considered late. All assignments must be submitted through Blackboard Assignment Manager unless otherwise specified by the course instructor. Unless the student made advance arrangements with the course faculty or in the event of an emergency, all late assignments will receive a reduction of 5 points for each day late. After 5 days past the due date, assignments will receive a grade of zero. Advance arrangements with the faculty for late submission approval must be made in writing.

• Classroom Etiquette

Respectful, professional communication is expected in all course interactions, either face-to-face, online discussions, emails, and group work. 

For on-ground course meetings, all cell phones and other electronic devices must be in the non-audio mode during class. Texting during class/clinical is prohibited.  Computers may be used in class for the purpose of personal note taking only (unless otherwise instructed.)

If classroom etiquette guidelines are not followed, students will be asked to leave the course room. Professional warnings may result from such behaviors.

Per Sacred Heart University policy, Instructor permission is required for any audio recording of class.

• Class Participation
• Class participation will be based on weekly participation in Discussion Boards. This participation will be measured against the quality (clarity, relevance, factual knowledge, and creativity) of contributions. Each week the expectation is for every student to submit his/her own opinion. Students should also respond to comments by other students to either lend support or challenge classmates (saying "I agree" is not enough). Not every posting requires a response from every class member, but there must be some participation noted for each week. Grading will be based on the grading rubric that follows.

• Academic Integrity

Students are referred to the Sacred Heart University statement of Academic Integrity available on the Sacred Heart University website. Cheating, plagiarism, and other behaviors that constitute academic dishonesty will not be tolerated in this course. In accordance with the DHCON Student Handbook policy on academic integrity, you are required to be truthful in all of your academic work. Any time a piece of work borrows directly or indirectly from another source, it must be properly cited. Plagiarism is the use of another person's work without their permission or acknowledgement. Another instance of plagiarism is the use of content (AI-generated content) from a third-party service or website without giving due credit or license. If you use AI-generated content, you must cite it.  Students are advised to review this policy as published by Sacred Heart University and may ask for clarification if some aspect of this policy seems confusing.

https://www.sacredheart.edu/offices--departments-directory/registrar/academic-integrity-policy/

• Student Guide

An important document that provides important information for your success in the program. Of particular note for this course is the policy on health requirements, uniforms, test-taking and progression. You can access the student guide from

https://www.sacredheart.edu/academics/colleges--schools/college-of-nursing/student-resources/student-guides-and-guidelines/

• P.A. Format

All written papers are to be typed and in A.P.A. 7^th edition format using the Nursing Department Guideline as noted in the Student Handbook. Failure to adhere to these guidelines will result in up to 15 points deducted from the paper grade.

• Exam and Assignment Requirements

Students must notify faculty of any extenuating circumstance or the need for assistance prior to taking an exam or submitting an assignment.

SHU Course Withdrawal Policy

Access information about the course withdrawal policy by clicking the following link: https://www.sacredheart.edu/offices--departments-directory/registrar/course-withdrawal-policy/

Please contact your faculty advisor and Student Services Coordinator to complete the necessary paperwork.

Americans with Disabilities Act (ADA) Policy Statement

The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973 is a federal antidiscrimination statute that provides comprehensive civil rights protections for persons with disabilities. Among other items, this legislation requires that students with documented disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe that you have a disability requiring accommodation, please contact Kathy Radziunas, Director of the Office of Student Accessibility, This email address is being protected from spambots. You need JavaScript enabled to view it., 

or Laurie Scinicariello, Assistant Director of the Office of Student Accessibility, This email address is being protected from spambots. You need JavaScript enabled to view it.. The Office of Student Accessibility https://www.sacredheart.edu/offices--departments-directory/student-success-center/office-of-student-accessibility/accommodations-process/

Statement on Diversity, Equity, and Inclusion

Sacred Heart affirms and strives to make available for every student a learning environment that is welcoming, equitable, and culturally sensitive and is supported by a curriculum that celebrates diverse voices, fosters agency, and encourages the capacity for self-advocacy. Although we at SHU know there is much work to be done, we will do what is needed to advance the cause of social justice on our campus and in the community as we learn together and from each other. To read more, visit the You Belong at SHU web page.

If you have any ideas about ways to enhance your success, please reach out to me. If you feel that you have been mistreated in any way, you should contact the SHU Bias Response Team. If you are experiencing challenges relating to access to food, housing, technology, or other resources that might affect your performance in this course, you are urged to contact the dean of students, Larry Wielk.

Writing Resources

One of the hallmarks of a graduate degree-prepared nursing professional is the responsibility to disseminate the knowledge of the profession. In order to do this, one must be able to communicate effectively in writing. This is a challenge for many nurses who have been accustomed to documenting in phrases or clicking on a selection from a drop-down menu in an electronic medical record. Assignments in this course require scholarly writing demonstrating use of correct grammar, spelling, and syntax. Academic writing has specific standards and guidelines, and the nursing profession has chosen to utilize the American Psychological Association (APA) ‘rules.’ As a result, students are expected to be proficient in using the current edition of the Publication Manual of the American Psychological Association. This content is not reviewed in courses so you will have to access and learn this information from the publication manual, websites, and/or video tutorials on your own.

In the Davis & Henley College of Nursing, all written assignments must be typed and formatted according to the current edition of the Publication Manual of the American Psychological Association; citations and references must also be formatted according to APA guidelines. Failure to do so will result in significant point deduction as specified in each assignment rubric. We encourage you to review the American Psychological Association website (apastyle.apa.org), the Purdue Online Writing Lab website (owl.english.purdue.edu) as well as the APA Resources in our library’s Nursing Research Guide (https://library.sacredheart.edu/nursingresearch)

Technology Requirements

You do not have to be technologically sophisticated to study online. You do need to be able to troubleshoot with assistance of others. We will provide technical support by phone and email for using the course software, but you will need support for problems with your own hardware. Back up plans for when or if your computer crashes is recommended! This might include your children’s, spouse’s or relative’s computer or using your computer at work. However, some students experience problems using their work computer due to firewalls at the work site. If this is a problem for you, you may not be able to use your work computer.

The second area of assessment is your comfort with technology and your tolerance when things go wrong. Generally, you will need a computer that is no more than 3- 4 years old. You will need basic skills in sending and receiving e-mail, searching the Internet and having some basic understanding of Internet protocols (if you can order a book from Amazon.com or clothes from your favorite store, you know what is needed to take this course!), and basic skills in word processing.

Modifications needed to be successful: At this point you should make some minor modifications to your existing computer.

These are the technical requirements necessary for your online courses to run properly. Please read this information carefully, as you must ensure that your computer is properly configured. If you have any questions or problems, please call the university Personal Support Center. The most important thing you can do to ensure your system functions properly to update your browser at the start of each term. Here you will find a link to the Blackboard “Browser Checker” (https://en-us.help.blackboard.com/Learn/9.1_2014_04/Student/015_Browser_Support/Browser_Checker). Click the link and Blackboard will instantly indicate if your browser is supported.

Please note that if using Internet Explorer, the browser checker may give false “Ok”. Students should NOT use Internet Explorer due to Sacred Heart, specific issues.

Hardware

Any computer that is capable of running the following Operating Systems (OS):

• Windows 10
• Windows 8
• Mac OSX 10.7 or above

1.      More memory (RAM) will allow for more applications, such as your online course and Microsoft Word, to be open and will speed up your computer in general.

2.      A High Speed/Broadband Internet connection.

3.      For use in courses with multimedia, you may wish to purchase a microphone, either standalone or with a set of headphones and have a computer with a built-in camera or auxiliary webcam. These would be for the times that you may need to do Voice-Over-IP chats, Voice-Over-PowerPoint presentations or video recording.

Supported Browsers

(Assignment viewer requires the most update version of browser. It is important to do updates when suggested.)

Find detailed information regarding browser compatibility and computer operating system atBlackboard Support.

The following web browsers are supported and tested:

Chrome ** 36+ (** Google Chrome versions 42+ does not support NPAPI-type plug-ins including Java plug-ins and many media browser plug-ins. Blackboard doesn't support these browsers for use with the Virtual Classroom and Lightweight Chat tools, the multiple-file upload interface, or embedded media that require NPAPI plug-ins for viewing.)

Firefox 31+

Safari 6+ (MacOS only, not tested for Windows)

Tested Operating Systems (OS)

Windows 8, Windows 10, MacOS 10.8, MacOS 10.9 MacOS 10.10, Chrome OS

Note: Strongly discouraged browsers have compatibility issues with the online course's LMS/CMS (Learning Management System/Course Management System). These browsers are Internet Explorer, and Microsoft EDGE. Some mobile device browsers do work, but will render (display) your course system in odd ways. It is best practice to have multiple browsers available for use. Google Chrome is a recommended browser but as mentioned above there are issues NPAPI-type plug-ins causing difficulty with multimedia elements in your course.

Cookies Must Be Enabled on your Browser

A cookie is a small file that is placed on your computer by the server. Cookies are a very common Internet technology used by many websites, such as Amazon or eBay. Your browser has a setting that allows you to control whether you allow cookies or not.

Since cookies are so common, your browser probably already has cookies enabled. If you are unsure whether your browser is set up properly, please call the Personal Support Center.

It is important to verify your version of Java is up to date. Read more about Java in the Suggested Plug-ins document linked below.

Download a list of Suggested Plug-ins and Software.

*Videotaping and audio recording of students may be a required component for successful completion of courses offered in Davis & Henley College of Nursing programs.

TOPICAL OUTLINE AND DUE DATES ARE SUBJECT TO CHANGE

 

Assignment I – Discussion Boards

Assignment Summary

Purpose: The purpose of the discussion assignment is to engage in a scholarly forum to demonstrate an in-depth understanding of concepts presented during the course. Content in the discussion posts should be substantiated with evidence-based peer reviewed sources to demonstrate synthesis of the course content and foster an ongoing dialogue. Students are encouraged to discuss opinions other than their own, compare and contrast various points of view, share knowledge and experiences, and discuss recent developments in the field of nursing.

Guidelines: Discussion Post Naming

When you post your discussions, please label your discussion post with your first and last name and the week number (e.g. “Smith Week 1 Discussion") with replies labeled (e.g. “Smith Week 1 reply 1), or the appropriate number of the reply. This helps when reading your posts and your responses both within the threads and by individual student for grading. When grading, all of your posts are read in context and then collected by student.

Keep in mind that the discussion board is your interactive classroom. You are required to post a minimum of three posts (one initial and two responses). These should not be three short essays, but rather substantive conversation among the class. Be sure to check back to your initial thread to respond to any questions or comments that your instructor or your classmates have posted on your thread. Only the required three posts need to be referenced but be sure to keep your discussion posts scholarly for the best learning experience.

Discussion Grading

Rules for Discussion Postings:

1. Discussion posts to your classmates are to be interactive - you should be commenting on your classmate’s original post, adding additional material, or clarifying a point. Out of professional curiosity you should respond to your classmates and faculty who ask questions or post additional material, adding to your post.
2. Discussion posts are to be professional and contribute to a discussion of class content/concepts. Informal comments such as great job and I really like your post are not appropriate and will be graded a zero.
3. Discussion posts must include evidence-based references per the rubric to support your discussion. Primary sources should be written at the level of the health care provider versus to the lay public. For example, lay public sites would be sites such as mayoclinic.org or medlineplus.gov.
4. Students are required to post three evidence-based responses - one initial response to the question of the week and two peer responses to different classmates unless the assignment designates different guidelines. Responding to faculty question(s) does not meet a required peer response; however, response to faculty will add support to your original discussion and extend further learning. Ability to view fellow learner responses will be available after you post your initial response.
5. Students should follow the due dates as listed in the assignment for the initial post and peer posts for each week it is assigned.
6. No posts will be accepted after the end of the weekly discussion is over with requested permission and post will lose 5 pts per late day if not previously excused.
7. Discussion posts are to be comprehensive and concise. The initial posting is to be 250-350 words. Peer responses are to be 150-200 words.
8. All postings must be respectful and demonstrate and/or promote significant learning.
9. Refer to the discussion rubric for grading criteria.

The faculty of the Davis & Henley College of Nursing at Sacred Heart University strongly suggest that you use the above list as a checklist to ensure that you have met all criteria for successful discussion postings.

Of special note:

Students are required to review scholarly literature to support their initial response to the weekly discussion prompt and peer responses to classmate postings.  Evidence should be gathered from additional peer-reviewed resources.  Evidence collected should be summarized and paraphrased using the student’s own words.  Very limited use of direct quotations is allowed. Correct citation in standard American Psychological Association (APA) 7th edition format is required. Students are referred to APA textbook.

Sacred Heart University (SHU) and the faculty of the Davis & Henley College of Nursing (DHCON) comply with the University policy on plagiarism and take this matter very seriously. The faculty of the DHCON strongly recommend that students bring questions of APA format directly to the SHU writing center and/or to the faculty teaching your course. Students are strongly encouraged to read and understand the University policy.

Discussion Board Rubric

Criteria	Well-Done	Above-Average	Acceptable	Unacceptable
Initial Response   45 points	45-43	42-36	35-24	23-0
	Critiques course concepts, theories, and materials using examples or supporting evidence. Evidence is documented utilizing three peer-reviewed references. Initial post is on time.	Analyzes course concepts, theories and materials using examples or supporting evidence.  Evidence is documented utilizing three peer-reviewed references (<5 years) to support discussion. Initial post is on time.	Explains course concepts theories and materials and applies using examples or supporting evidence. Evidence is documented utilizing one to two peer-reviewed references (<5 years) to support discussion. Initial post is on time.	Defines course concepts, theories and materials. Fails to use examples or supporting evidence. Does not utilize peer-reviewed references (<5 years) to support discussion. Initial posting is late or no initial posting.
Peer Response #1   20 points	20-18	17-14	13-9	8-0
	Critiques fellow learners’ initial discussion.  Appraises relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences to extend the dialogue. Response is respectful, demonstrates and/or promotes further learning. Utilizes minimum of one to three peer-reviewed reference (<5 years) to support discussion. Peer response is on time.  Responded to faculty if appropriate.	Analyzes fellow learners’ initial discussion.  Compares relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences to extend the dialogue. Response is respectful, demonstrates and/or promotes further learning. Utilizes a minimum one to three peer-reviewed reference (<5 years) to support discussion. Peer response is on time. Responded to faculty if appropriate.	Explains fellow learners’ initial discussion.  Reports relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences. Response lacks respect, limited demonstration and/or promotes further learning. Utilizes a minimum of one to three peer-reviewed reference (<5 years) to support discussion. Peer response is on time. Responded to faculty if appropriate.	Recalls fellow learners’ initial discussion.  List relationships between topics/concepts; fails to introduce new examples from professional, personal, or real-world experiences to extend the dialogue. Response is disrespectful, does not demonstrate and/or promote of further learning. Does not utilize peer-reviewed reference (<5 years) to support discussion. Peer response is late or no peer response. Did not respond to faculty if appropriate.
Peer Response #2   20 points	20-18	17-14	13-9	8-0
	Critiques fellow learners’ initial discussion.  Appraises relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences to extend the dialogue. Response is respectful, demonstrates and/or promotes further learning. Utilizes a minimum of one to three peer-reviewed reference (<5 years) to support discussion. Peer response is on time.	Analyzes fellow learners’ initial discussion.  Compares relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences to extend the dialogue. Response is respectful, demonstrates and/or promotes further learning. Utilizes a minimum of one to three peer-reviewed reference (<5 years) to support discussion. Peer response is on time.	Explains fellow learners’ initial discussion.  Reports relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences. Response lacks respect, limited demonstration and/or promotes further learning. Utilizes a minimum of one to three peer-reviewed reference (<5 years) to support discussion. Peer response is on time.	Recalls fellow learners’ initial discussion.  List relationships between topics/concepts; fails to introduce new examples from professional, personal, or real-world experiences to extend the dialogue. Response is disrespectful, does not demonstrate and/or promote of further learning. Does not utilize peer-reviewed reference (<5 years) to support discussion. Peer response is late or no peer response.
Scholarly Writing, APA guidelines, Grammar, and Mechanics   15 points	15-13	12-10	9-7	6-0
	Writing is clear, accurate, and concise without errors in punctuation, grammar, spelling, sentence structure, and APA publication guidelines.  Supporting references are evidence based, primary source, peer reviewed literature or websites ending in .org, .gov or .edu and source is <5 years old. Sources support viewpoint and are rephrased in your own words. No quotes utilized.	Writing is clear, accurate, and concise with no more than 1-3 types of errors in punctuation, grammar, spelling, sentence structure, and APA publication guidelines.  Supporting references are evidence based, primary source, peer reviewed literature or websites ending in .org, .gov or .edu and source is <5 years old. Sources support viewpoint most is rephrased in own words with minimal use of direct quotation.	Writing is not clear, accurate, or concise with no more than 4-5 types of errors in punctuation, grammar, spelling, sentence structure, and APA publication guidelines.  Supporting references may not be evidence-based, may be secondary source or may be website ending in .com Minimal in supporting viewpoint and rephrasing into own words with some use of direct quotation.	Writing is not clear, accurate, or concise with 6 or more types of errors in punctuation, grammar, spelling, sentence structure, and APA publication guidelines.  Supporting references are not evidence based. Posts relies heavily on the textbook or other non-peer reviewed reference as primary source.  Minimal to no rephrasing into own words with excessive use of direct quotation.

Assignment II – NP Certification Booster Pharma Practice Tests

Assignment Summary

Purpose: To help you prep for your nurse practitioner boards and improve diagnostic reasoning, the NP Certification Booster Pharmacology online resource is a valuable study tool to review and reinforce essential pharmacological concepts, drug classifications, therapeutic uses, adverse effects, and drug interactions.

Guidelines: Go to the NP Certification Booster Pharmacology online resource and purchase access. You can begin taking the practice quizzes anytime after you set up your access. You will be expected to submit your results for the practice tests in Week 14.

Assignment Resources

Assignments

All assignments must be submitted in an APA 7^th edition format and in a MS Word document: files that are saved in the doc. or docx. format.

Naming Convention

Naming convention for all submitted work, which is uploaded to the Assignment Manager or posted to the discussion board, must include your name (last name first), the course number, and title of the paper. If posted to the discussion board, you must include this at the top of the post. For example: 

SmithJ_NU782_ProjectPlanning.doc (for individual work).

 

Assignment III - Examinations

Assignment Summary

Purpose: The purpose of these examinations is to assess the student’s level of knowledge in content areas.

Students will complete three examinations for the course. Review your notes, chapters, PowerPoints, and other content. If you have a new textbook, you can create an account in Davis Edge to access practice questions created by the publisher.

Guidelines: Students will complete three examinations for the course. Any evidence of cheating or not following exam-taking directions as outlined in the course syllabus is considered academic dishonesty. Examples of academic dishonesty include but are not limited to taking screenshots or photos of the examination or portions of the examination, copying and pasting examination results and feedback from questions as well as using materials to assist you during the examination. Dismissal from the program may result.

Students are expected to follow the assignment guidelines and Examination policy in the MSN Student Guide. All examinations will be taken in Respondus. You must have this downloaded to your computer.

Rubric: Examination grades will be calculated on completion of the examination.