ANGELO STATE UNIVERSITY. MASTER of SCIENCE in NURSING NUR 6339 POPULATION HEALTH AND EPIDEMIOLOGY FOR ADVANCED NURSING SUMMER 2015

(1)

ANGELO STATE UNIVERSITY MASTER of SCIENCE in NURSING

NUR 6339

POPULATION HEALTH AND EPIDEMIOLOGY FOR ADVANCED NURSING

SUMMER 2015

BEVERLY GREENWALD, PhD, FNP

ANGELO STATE UNIVERSITY Department of Nursing

(2)

COURSE NUMBER

NUR 6339

COURSE TITLE

Population Health and Epidemiology for Advanced Nursing

CREDITS

Three Semester Credit Hours (3-0-0)

Online Class: Meets completely online using Blackboard

PREREQUISITE COURSES None

CO-REQUISITES None

PRE-REQUISITE SKILLS

Accessing internet web sites, use of ASU Library resources, and proficiency with Microsoft Word and/or PowerPoint are an expectation of on-line course delivery. Collaborative management programs such as PBwiki may be used for group projects. Computer access requirements are further delineated in the Graduate Handbook. Tutorials for ASU Library and for Blackboard are available through RamPort. The ASU Graduate Nursing Handbook should be reviewed before taking this course.

http://www.angelo.edu/dept/nursing/currentgraduate.html

Students should also have the ability to write using the American Psychological Association (APA) Style Manual, use proper formal communication in English, and be able to compare, contrast, evaluate and synthesize literature into common themes/concepts. Students must be able to effectively plan and manage their time.

COURSE DELIVERY

This is an online course offering. http://blackboard.angelo.edu

For online classes, the level of academic rigor is parallel to that of a face-to-face section of the same course and is aligned with departmental standards. Students are advised to approach this course with the same commitment they would make to a face-to-face course.

BROWSER COMPATIBILITY CHECK

It is the student’s responsibility to ensure that the browser used to access course material on his/her computer is compatible with ASU’s Blackboard Learning System. The faculty reserve the right to deny additional access to course assignments lost due to compatibility issues. Students are responsible for reviewing the guidelines posted in this course regarding accessing Blackboard assignments. Problems in this area need to be discussed with faculty at the time of occurrence, either via a phone call (preferred) during posted acceptable hours for calling, or via email notification during times outside those posted for calls.

Be sure to perform a browser test. Select the “Support” tab from the Blackboard homepage (http://www.blackboard.angelo.edu) Select “Test your Browser” option.

Please see technical requirements for MSN classes at this link:

(3)

FACULTY

Dr. Beverly Greenwald, PhD, FNP

Associate Professor, Department of Nursing Mobile Phone (701) 261-4795

beverly.greenwald@angelo.edu

Preferred method of contact: My ASU email appears on my phone. My phone voice box remains full. I respond to emails and missed phone calls as soon as I am able. If you have a general question, there are Discussion Boards where questions can be asked. Please choose the contact method that best fits your preferred preference for reply.

OFFICE HOURS

Please arrange consultation times by phone or email. I am flexible and available most times during the week and weekends.

COURSE DESCRIPTION

This course explores the distribution and determinants of health and disease that affect human populations using health information and technology. Principles of genetics, genomics and epidemiological data are considered for design and delivery of evidence-based, culturally relevant clinical prevention and health promotion strategies and interventions. Evidence-based clinical prevention and population indices form the basis of a health project.

COURSE OVERVIEW

The student will evaluate selected physiological, psychological, political, legal, economic,

ethical, theoretical, environmental, and cultural influences that impact healthcare, epidemiology, and health promotion across the lifespan. Students will identify a population to assess and then develop, deliver, and evaluate an evidence-based, lifestyle change program.

MSN PROGRAM OUTCOMES

Upon program completion, the graduate will be prepared to:

1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations.

2. Apply organizational and systems leadership skills. 3. Design and implement quality improvement initiatives 4. Integrate best research evidence to improve health outcomes. 5. Utilize informatics, healthcare technology and information systems. 6. Advocate through system level policy development.

7. Employ effective communication in inter-professional teams

8. Synthesize the impact of health determinants for provision of culturally relevant health promotion/disease prevention strategies.

9. Practice at the level of a Master’s prepared nurse.

STUDENT LEARNING OUTCOMES Student Learning Outcome

By completing all course requirements, students will be

able to:

Assessments or activities validating outcome

achievement:

Mapping to MSN Program Outcomes

Mapping to AACN Essentials

Mapping to NONPF Competencies

(4)

1 Synthesize epidemiologic evidence for practice to determine appropriate application of interventions across diverse populations.

Module 1 Module 2 Module 2 quiz Smiles for Life Courses

I: Background for Practice from Sciences and Humanities

-5-Synthesize evidence for practice to determine appropriate application of interventions across diverse populations.

Scientific Foundations Competencies -1-Critically analyzes data and evidence for improving advanced nursing practice.

2 Incorporate current and emerging genetic/genomic evidence when providing advanced nursing care.

Module 3 Module 3 quiz Risk Assessment Tool Smiles for Life Courses

I: Background for Practice from Sciences and Humanities

-2- Incorporate current and emerging genetic/genomic evidence in providing advanced nursing care to individuals, families, and communities while accounting for patient values and clinical judgment.

Scientific Foundations Competencies -1-Critically analyzes data and evidence for improving advanced nursing practice.

3 Evaluate selected physiological, psychological, political, legal, economic, ethical, environmental and cultural influences impacting healthcare, epidemiology, and health promotion across the lifespan.

Module 4 Module 4 quiz Smiles for Life Courses Oral Health Promotion

Project Cultural and Social

Assessment

8. Synthesize the impact of health determinants for provision of culturally relevant health promotion / disease prevention strategies.

VIII: Clinical Prevention and Population Health for Improving Health

-1-Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies.

Health Delivery System Competencies -1-Applies knowledge of organizational practices and complex systems to improve health care delivery.

4 Integrate theory, evidence, clinical judgment, research, and interprofessional perspectives using translational processes to improve health promotion and risk reduction for patients across the lifespan.

Module 5

Smiles for Life Courses Oral Health Promotion

Project

4. Integrate best research evidence to improve health outcomes.

IV: Translating and Integrating Scholarship into Practice

-1-Integrate theory, evidence, clinical judgment, research, and interprofessional perspectives using translational processes to improve practice and associated health outcomes for patient aggregates.

Practice Inquiry Competencies -3-Applies clinical investigative skills to improve health outcomes.

5 Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion

interventions, guideline use, and evidence-based care to individuals, families, communities, and aggregates / clinical populations across the lifespan.

Module 6 Module 6 quiz Module 7

Smiles for Life Courses Oral Health Promotion

Project

8. Synthesize the impact of health determinants for provision of culturally relevant health promotion / disease prevention strategies.

VIII: Clinical Prevention and Population Health for Improving Health

-3-Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates / clinical populations.

Health Delivery System Competencies -4-Facilitates the development of health care systems that address the needs of culturally diverse populations, providers, and other stakeholders.

6 Apply leadership and decision-making skills to provide culturally responsive, high-quality nursing care, through the delivery of lifestyle change interventions to individuals, groups,

Module 8 Module 8 quiz Smiles for Life Courses Oral Health Promotion

Project

2. Apply organizational and systems leadership skills.

II: Organizational and Systems Leadership -1-Apply leadership skills and decision making in the provision

Leadership Competencies -5-Advances practice through the development and implementation of

(5)

and communities. of culturally responsive, high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery and outcomes.

innovations

incorporating principles of change.

7 Use epidemiological, social, and environmental data in drawing inferences regarding the health status of patient populations and

interventions to promote and preserve health and healthy lifestyles.

Risk Assessment Tool Smiles for Life Courses Oral Health Promotion

Project

9.Practice at the level of a Master’s prepared nurse.

IX: Master’s-Level Nursing Practice

-6-Use epidemiological, social, and

environmental data in drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles.

Independent Practice Competencies -4-Provides patient-centered care recognizing cultural diversity and the patient or designee as a full partner in decision-making.

REQUIRED TEXTS AND MATERIALS

American Psychological Association. (2009). Publication manual of the American Psychological Association

(6th ed.). Washington, DC: American Psychological Association.

Macha, K., & McDonough, J. P. (2012). Epidemiology for advanced nursing practice. Sudbury, MA: Jones & Bartlett Publishers. ISBN: 9780763789961

Woolf, S. H., Jonas, S., & Kaplan-Liss, E. (2008). Health promotion and disease prevention in clinical practice

(2nd Ed.). Philadelphia: Lippincott, Williams, and Wilkins. ISBN: 9780781775991

OTHER REQUIRED MATERIALS

 Computer with MAC or Windows Operating System

 High Speed Internet Access

 Webcam (Logitech highly recommended)

 Logitech USB microphone headset

 Refer to Angelo State University’s Distance Education website for further technology requirements: http://www.angelo.edu/distance_education/

TOPIC OUTLINE

Epidemiology

Epidemiology, Statistics, Infectious Diseases

Epidemiology Genetics and Genomics, Environmental Epidemiology Health Promotion, Disease Prevention, Risk Assessment, Risk Reduction

Theory Application, Aging, Stages of Change, Social Cognitive Theory, Health Belief Model Health Screening, Risk Behaviors, Health Behavior Change, Health Maintenance Schedules Lifestyle Change, Chronic Diseases

Individual, Group, and Community Interventions, Cultural Influences

GRADING SYSTEM

Course grades will be dependent upon completing course requirements and meeting the student learning outcomes.

The following grading scale is in use for this course: A = 90-100 percent

(6)

C = 70-79 percent F = <70 percent

EVALUATION AND GRADES

Graded activities and percent of the overall course grade:

Assessment Item Due date (11 pm) Points Percent of Final Grade Learning Module quizzes (4)

Module 2 Module 3 & 4 Module 6 Module 8

June 20 July 1 July 18 August 5 at noon

100 100 100 100 20

Formative

Assessment

Mid-semester 100 ₅

Smiles For Life Training Courses (8) Course 1= Oral to Systemic

Health

Course 2 = Child Oral Health Course 3 = Adult Oral Health Course 4 = Acute Dental

Problems

Course 5 = Oral Health for Women: Pregnancy and Across the Life Span Course 6 = Caries Risk

Assessment, Fluoride Varnish and Counseling

Course 7 = The Oral Examination Course 8 = Geriatric Oral Health

June 6 June 13 June 13 June 27 June 13 June 27 July 11 June 13 50 50 50 50 50 50 50 50 20

Community-Based Oral Health Promotion Project

Module 2 Potential Sites June 13 50 ₅₀

Module 4 Demographic Assessment

June 27 125

Module 4 Agency Letter of Agreement

June 27 50

Module 5 Geriatric Risk Assessment Tool

-Due for student review June 27 -Student reviews due June 29, -Due for faculty review July 2

150

Module 6 Health Promotion Model for Community-Based, Oral Health Promotion Project

-Due for student review July 7 -Student reviews due July 9 -Due for faculty review July 11

150

Module 7 Project demographics July 25 125 Module 7 Presentation

Objectives

July 25 50

Module 7 Presentation Script -Due for student review July 21 -Student reviews due June 23 -Due for faculty review July 25

200

Module 9 Agency Contact Evaluation

August 5 50

Module 9 Self-Evaluation August 5 50

IDEA Evaluation End of Semester 100 ₅

Total = 1,800 Points Total = 100% TEACHING STRATEGIES

 Group discussion, problem-solving and research, online activities, and the texts’ resources will be used to promote student learning. Individual consultation with instructor periodically and as needed.

 Students are expected to be “active learners.” It is a basic assumption of the instructor that students will be involved (beyond the materials and lectures presented in the course) discovering, processing, and applying the course information using peer-review journal articles, researching additional

(7)

information and examples on the Internet, and discussing course material and clinical experiences with their peers. A Discussion Board is provided in Blackboard specifically for students (“Student Lounge”) to share websites, articles, apps, and clinical experiences relevant to the course topics.

ASSIGNMENT DESCRIPTIONS

*Please note: Rubrics for all assessments are located at the end of this syllabus. Learning Module Quizzes (4; 20%):

A Module Quiz will be administered every other Module (Modules 2, 4, 6, 8).

Detailed instructions about the quizzes can be found within the Modules on the Blackboard course site. These are multiple choice quizzes and 2 hours are allowed for each quiz. They range from 10 to 20 questions and are based upon the information covered in the Module.

Smiles for Life Training Courses (8; 20%)

Smiles for Life: A National Oral Health Curriculum was originally developed in 2005 by the Society of Teachers of Family Medicine Group on Oral Health. It was based in part on materials developed by regional consortia of family physicians, dentists, and educators between 2001 and 2004. The initial goal of the project was to provide educational resources to enhance the role of physicians training in Family Medicine residency programs in the promotion of oral health. Currently, the focus is on all primary care clinicians. Smiles for Life is now the nation's most comprehensive and widely used oral health curriculum for primary care clinicians. It has been officially endorsed by 13 national organizations, and is in wide use in

professional schools and post-graduate training programs.

Course 1= Oral to Systemic Health

This course addresses the nature, prevalence, and consequences of oral disease throughout the life cycle with a focus on correlations between oral and systemic health. Students will learn their role in preventing oral disease, addressing frequently encountered oral problems, and working as part of an interprofessional team to promote oral health among their patients.

Course 2 = Child Oral Health

This course addresses the prevalence, etiology, and consequences of early childhood caries (ECC). Students will learn to assess risk factors, recognize the various stages of ECC, and counsel patients on preventative techniques. Additionally, this module will discuss common oral developmental issues in children such as teething, eruption hematomas, and non-nutritive sucking. Students will use information from this course to prepare a parallel Risk Assessment Tool for the geriatric patient in a later exercise.

Course 3 = Adult Oral Health

This course addresses how adult oral health is impacted by factors such as disease, aging,

medication, and substance use. Students will review risk factors and etiologies of oral conditions, as well as appropriate treatment and referral procedures. Additionally, this module will address how to effectively promote oral disease prevention, coordinate dental care for patients requiring antibiotic prophylaxis, and collaboratively manage anticoagulation in patients undergoing oral procedures.

Course 4 = Acute Dental Problems

This course addresses the nature of oral pain, as well as acute dental problems precipitated by oral infections or trauma. Students will learn to treat oral pain; accurately assess, treat, and refer patients with oral infections; recognize and triage true dental emergencies; and promote the use of protective equipment to prevent oral injuries.

(8)

This course addresses the importance of oral health before, during, and after pregnancy. Students will explore the prevalence of oral disease during pregnancy and its consequences for both mothers and children, as well as review dental treatment guidelines for pregnant women.

Course 6 = Caries Risk Assessment, Fluoride Varnish and Counseling

This course focuses on caries prevention. It offers a brief review of Early Childhood Caries (ECC) and address how the use of fluoride is part of a comprehensive approach to a child's oral health.

Specifically, students will learn the benefits, appropriate safety precautions, and dosing for fluoride, as well as how to apply fluoride varnish and provide adequate follow-up care.

Course 7 = The Oral Examination

This course addresses how to perform consistent and thorough oral examinations for children and adults. Students will learn to differentiate between normal and abnormal findings, and will develop an awareness of the needs of special populations such as the elderly or medically compromised individuals.

Course 8 = Geriatric Oral Health

This course addresses the vital role medical clinicians can play in promoting the oral health needs of older adults. Students will learn how to perform a comprehensive oral assessment, identify and manage common geriatric oral conditions, counsel patients on effective preventive measures, and collaborate with dental professionals. Additionally, this module will address the link between oral and systemic health and review common oral side effects of medications. Students will use information from this course to prepare a Risk Assessment Tool for the geriatric patient.

Mid-term Formative Assessment and Summative Assessments (10%)

Students will provide course feedback on each assignment, at mid-term (formative assessment), and at the end of the semester (summative assessment). Students will evaluate progress on course learning

objectives.

Community-Based, Oral Health Promotion Project (50%):

Students will identify a population to assess and develop an evidence-based, oral health promotion program to deliver in their own communities. The student will use a theoretical model or framework of his or her choice. The timeline for this project, grading rubrics, and Black Board Discussion Boards will guide students through each stage of this process. Details about this assignment are located at the end of this syllabus.

GENERAL POLICIES RELATED TO THIS COURSE

All students are required to follow the policies and procedures presented in the following documents:

 Angelo State 2011-2012 Student Handbook located on the ASU website http://www.angelo.edu/cstudent/documents/pdf/Student_Handbook.pdf,

 ASU Graduate Catalog located on the ASU website https://www.angelo.edu/catalogs/ and

 University Graduate Nursing Handbook, located on the Nursing website http://www.angelo.edu/dept/nursing/handbook/index.html

IMPORTANT UNIVERSITY DATES

June 1 First Day of Class

July 1 Summer I ends

July 4 Holiday

July 6 Summer II starts

August 5 Final Exams

(9)

STUDENT RESPONSIBILITY & ATTENDANCE

This class is asynchronous, meaning you do not have to be on-line at a certain time. There are readings which you will have to complete to be able to adequately participate in individual and group assessments. In order to complete this course successfully, you do have to participate in all course activities i.e.

discussion boards, course projects, reflective logs, etc. Students are expected to engage in course activities and submit work by due dates and times. The hope is that students will make substantive contributions which reflect integration of assigned materials as well as any outside readings as appropriate. Scholarly contribution is an expectation. For planning purposes, this class will probably require a minimum of 6-9 study hours per week, on average, for a 15-week semester or 9 – 13.5 hours per week for a 10-week summer session.

Please note: students from other institutions, taking a one-time ASU course, are bound by ASU policies in this course.

COMMUNICATION

Faculty will respond to email and/or telephone messages within 24 hours during working hours Monday through Friday. Weekend messages may not be returned until Monday.

Written communication via Blackboard: It is an expectation of this class that you use formal writing skills giving appropriate credit to the source for your ideas. Follow APA (2010) 6th edition (2nd Printing or higher only) guidelines for referencing.

Written communication via email: All private communication will be done exclusively through your ASU email address. Check frequently for announcements and policy changes.

Virtual communication: Office hours and/or advising may be done with the assistance of the telephone, Skype, Join.me, Google Hangouts, etc.

Use Good "Netiquette":

• Check the discussion frequently and respond appropriately and on subject. • Focus on one subject per message and use pertinent subject titles.

•

Capitalize words only to highlight a point or for titles. Generally, words that are all capitalized are

more difficult to read. Excessive capitalizing may be viewed as SHOUTING!

• Be professional and careful with your online interaction. Proper address for faculty is by formal title such as Dr. or Ms./Mr. Jones unless invited by faculty to use a less formal approach.

• Cite all quotes, references, and sources.

• When posting a long message, it is generally considered courteous to warn readers at the beginning of the message that it is a lengthy post.

• It is extremely rude to forward someone else's messages without their permission.

• It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel free to use emoticons such as J or :) to let others know you are being humorous.

(The above "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net User Guidelines and Netiquette, Florida Atlantic University, 1994, available from Netcom.)

ASSIGNMENT SUBMISSION

In this class, all assignments need to be submitted through the Assignments link in the Blackboard course site. This process is for grading purposes. Issues with technology use arise from time to time. If a technology issue does occur regarding an assessment submission, email me at Beverly.Greenwald@angelo.edu and attach a copy of what you are trying to submit. This approach lets me know you completed the assessment on time and are just having problems with the online submission feature in Blackboard. Once the problem is resolved, submit your assessment through the appropriate link (grades cannot be assigned until student work is submitted in the appropriate spot). This process will document the problem and establish a

(10)

timeline. Be sure to keep a backup of all work.

LATE WORK OR MISSED ASSESSMENTS POLICY

The course is set up on weekly modules. The week begins on Monday and ends on Saturday. Assignment due dates are shown on the schedule. Late assignments are not accepted without prior approval of faculty. Faculty reserves the right to deduct points for late assignments that are accepted past the original due date.

ACADEMIC HONESTY

Academic honesty is expected on all work. Students are expected to maintain complete honesty and integrity in their online experiences. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action and possible expulsion from ASU.

The Nursing Department adheres to the academic honesty statement as set forth in the Angelo State University Student Handbook (2011-2012) http://www.angelo.edu/forms/pdf/Honor_Code.pdf. The University "faculty expects all students to engage in all academic pursuits in a manner that is above

reproach and to maintain complete honesty and integrity in the academic experience both in and out of the classroom setting and may initiate disciplinary proceedings against a student accused of any form of

academic dishonesty, including but not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials."

PLAGIARISM

Plagiarism at ASU is a serious topic. The Angelo State University’s Honor Code gives specific details on plagiarism and what it encompasses. Plagiarism is the action or practice of taking someone else's work, idea, etc., and passing it off as one's own. Plagiarism is literary theft.

In your discussions and/or your papers, it is unacceptable to copy word for word without quotation marks and the source of the quotation. We use the APA Style Manual of the American Psychological Association as a guide for all writing assignments. Quotes should be used sparingly (if at all), and in most cases are to be avoided (rather; paraphrase). It is expected that you will summarize or paraphrase ideas giving appropriate credit to the source both in the body of your paper and the reference list. Papers are subject to be

evaluated for originality via Bb Safe Assignment or Turnitin. Resources to help you understand this policy better are available at the ASU Writing Center

http://www.angelo.edu/dept/writing_center/academic_honesty.php.

STUDENTS WITH DISABILITIES

1. “Angelo State University is committed to the principle that no qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of the university, or be subjected to discrimination by the university, as provided by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), and subsequent legislation.”

2. “Student Contact: The Student Life Office is the designated campus department charged with the responsibility of reviewing and authorizing requests for reasonable accommodations based on a disability, and it is the student’s responsibility to initiate such a request by contacting the Student Life Office, Room 112 University Center, at (325) 942-2191 or (325) 942-2126 (TDD/FAX) or by email at

Student.Life@angelo.edu to begin the process.”

Reasonable accommodations will be made for students determined to be disabled or who have documented disabilities.

(11)

ASU STUDENT COMPLAINT AND GRIEVANCE POLICY

Angelo State University complies with the Commission’s policy on Complaint Procedures against the Commission or its Accredited Institutions. As summarized in Federal Requirement 4.5, Student complaints, ASU maintains a reasonable and well publicized set of policies and procedures for addressing complaints and appeals submitted by students.

Policies governing various types of student grievances are published in the Student Handbook 2011–2012, which is available through the institutional website on the Student Life page, and include the following: General student grievance and appeal procedures (Student Handbook 2011–2012, pp. 44–47).

Procedures regarding sexual or racial harassment (Student Handbook 2011–2012, p. 43).

NOTE: Policies regarding Title IX requirements concerning the handling of sexual harassment and sexual assault complaints are currently being reviewed by the Texas Tech University System (TTU System). This review process, to be completed by late summer 2012, will result in a uniform set of policies across the TTU System. Revisions will be incorporated into the ASU Student Handbook for the fall 2012 semester.

Grade grievance procedures (Student Handbook 2011–2012, pp. 8-9). Grade grievance procedures are also published in the ASU operating policies and procedures (ASU OP 10.03, Grade Grievance) and in the

institutional catalogs (ASU Undergraduate Catalog 2011–2012, p. 323; ASU Graduate Catalog 2011–2012, p. 34).

The Academic Honor Code includes definitions related to academic integrity and outlines disciplinary procedures for academic dishonesty (Student Handbook 2011–2012, pp. 23–28).

The ASU Code of Student Conduct describes specific examples of misconduct or attempted misconduct for which students may be subject to disciplinary action (Student Handbook 2011–2012, pp. 29–32), and ASU has established campus disciplinary procedures, including disciplinary appeals procedures (Student Handbook 2011–2012, pp. 32–37), which are followed in cases of student misconduct.

The office of Residential Programs has defined expectations for student conduct in the residence halls and outlined disciplinary procedures for incidents of student misconduct (Residence Hall Handbook, pp. 14–17, available on the Residential Programs page of the institutional website).

The relevant complaint policies and procedures are consistently followed and fairly administered when resolving student complaints, and ASU maintains a record of complaints received. Records concerning written student complaints and the outcomes of any appeals are generally maintained by the office responsible for resolving the complaint, as defined in the policies identified above. Complaint records are therefore decentralized. For example, complaint records are maintained by the Office of Student Life, the various academic departments, the five colleges, and in the Office of the Provost and Vice President for Academic Affairs. When complaints cannot be resolved by a particular office, they are forwarded through the appropriate chain of command until resolved, as outlined in the relevant policies and procedures. For example, if a grade grievance cannot be resolved at the department level, the grievance is forwarded to the appropriate dean’s office. The Student Life Office provides advice regarding the fair administration of university grievance procedures, and the Executive Director of Student Life has primary authority and responsibility for implementing student disciplinary procedures. The office handles a variety of student complaints and inquiries and is often a first point of contact for students who are upset about a university policy or about the behavior of a faculty or staff member. The basic elements of a student complaint record in the Office of Student Life include the name of the student, campus ID number, and a written summary of the complaint. The Student Life Office also maintains records of disciplinary proceedings and appeals, including those related to violations of academic integrity. Students enrolled via distance education have

(12)

the same rights and responsibilities regarding complaints as students attending face-to-face classes at ASU, and the same policies and procedures apply.

INCOMPLETE GRADE POLICY (OP 10.11 Grading Procedures)

It is policy that incomplete grades be reserved for student illness or personal misfortune. Please contact faculty if you have serious illness or a personal misfortune that would keep you from completing course work. Documentation may be required.

STUDENT ABSENCE FOR OBSERVANCE OF RELIGIOUS HOLY DAYS

1. “A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence.” Please see ASU Operating Policy 10.19.

COPYRIGHT POLICY

Students officially enrolled in this course should make only one printed copy of the given articles and/or chapters. You are expressly prohibited from distributing or reproducing any portion of course readings in printed or electronic form without written permission from the copyright holders or publishers.

SYLLABUS CHANGES

The faculty member reserves the option to make changes as necessary to this syllabus and the course content. If changes become necessary during this course, the faculty will notify students of such changes by email, course announcements and/or via a discussion board announcement. It is the student’s

responsibility to look for such communications about the course on a daily basis.

WEBLINKS:

Board of Nursing for the State of Texas http://www.bne.state.tx.us/

MSN Graduate Student Resources http://www.angelo.edu/dept/nursing/student_resources/grad_info.php

SCHEDULE

Please note: The course starts each week on Monday at 1 am and closes at 11 pm on Saturday. Most assignments and quizzes have a due time of 11 pm, most generally on Saturdays (but there are a few exceptions noted in the assignments).

Modules: Topics, Objectives, Assignments, Activities, & Assessments Week 1, June 1 - 6

Module 1: Introduction to Epidemiology

Topics: Epidemiology

Module 1 Overview: This module covers an introduction to epidemiology and the role of the advanced practice nurse. We will identify various epidemics in our own communities and some prevention strategies to minimize their impact on the population’s health.

Objectives:

Upon completion of this module, the student will be able to: -Describe epidemiology and the role of the APN

-Compare and contrast the terms endemic, epidemic, and pandemic.

-Evaluate the types of prevention that are most cost-effective for the community.

Assignments:

Review Syllabus

Become familiar with course and Blackboard by clicking on and reading every tab and link. Read:

(13)

Macha & McDonough Chapter 1 Epidemiology and Its Progress pg 1 – 26

View Powerpoint Chapter 1 (All reading assignments are found under the ‘Assignments’ tab) View NYU College of Nursing’s Nursing and Oral Health video at

http://smilesforlifeoralhealth.org/buildcontent.aspx?pagekey=98624&lastpagekey=62948&userkey=11788465 &sessionkey=2489511&tut=555&customerkey=84&custsitegroupkey=0

View Protecting Smiles video also at the above link.

Explore Oral Health Nursing Education and Practice website at http://ohnep.org/

Activities:

Introduction Discussion Board- introduce yourself and get to know your classmates

Discussion Board Participation on Health Promotion Project: Identify epidemics for which we could provide community interventions.

Complete Smiles for Life: A National Oral Health Curriculum, Online Course #1 The Relationship of Oral to Systemic Health at http://smilesforlifeoralhealth.org

Request Name Tag to wear for community presentation on the Student Resources section of the Nursing home page: http://www.angelo.edu/content/files/18915-msn-student-name-tag-formpdf

Assessment:

Submit Rubric and Certificate of Completion for Smiles for Life Course #1 The Relationship of Oral to Systemic Health at Assignment link, due June 6, 11 pm.

Week 2, June 8 – 13

Module 2: Role of Epidemiology and Statistics in Advanced Nursing Practice and Infectious Disease

Module 2 Overview: This module covers an introduction to the statistical approaches to epidemiology for advanced nurses. Nursing utilizes a variety of resources for data collection and these resources will be discussed. The

landscape of epidemics is forever changing and emerging infectious diseases will be examined, including for ways to control them.

Topics: Epidemiology, Statistics, Infectious Diseases

Objectives:

Upon completion of this module, the student will be able to:

-Discuss key elements of statistics related to understanding epidemiology -Define incidence, prevalence, rates, and proportions

-Describe the role played by information and health data in the field of epidemiology. -Discuss how to access vital statistics essential to community health care and policy -Describe infectious disease outbreaks in the United States

Assignments:

Read:

Macha & McDonough Chapter 2 Role of Epidemiology and Statistics in Advanced Nursing Practice pg 27 – 80 Macha & McDonough Chapter 3 Study Designs and Their Outcomes pg 81 – 114

Macha & McDonough Chapter 4 Nursing Resources for Epidemiology pg 115 - 128 Macha & McDonough Chapter 5 Emerging Infectious Diseases pg 129 - 156 View Powerpoints Macha & McDonough Chapters 2, 3, 4, & 5

Activities:

Discussion Board Participation on Community-Based, Oral Health Promotion Project: Discuss potential sites/populations to present a community-based oral health projects.

Review website contents at http://www.mplusa.com/ then under Public Health Solutions click on ‘VarnishAmerica’ and watch the ‘How to apply Varnish America’ video.

Complete SmilesForLife.Org Courses: -Course #2 Child Oral Health

-Course #3 Adult Oral Health and Disease -Course #5 Oral Health and the Pregnant Patient

-Course #8 Geriatric Oral Health (take notes regarding the conditions that increase oral health risk in geriatrics, this content will be revisited in Module 4)

Assessments:

Module 2 Community-Based, Oral Health Promotion Project Potential Sites: Submit 2 proposed project sites specifying the age group at Assignment link.

(14)

-Course #2 Child Oral Health

-Course #3 Adult Oral Health and Disease -Course #5 Oral Health and the Pregnant Patient -Course #8 Geriatric Oral Health

-Course #8 notes regarding the conditions that increase oral health risk in geriatrics Module 2 quiz (opens 1 am on June 15 and closes 11 pm June 20)

Week 3, June 15 – 20

Module 3: Genetic and Environmental Epidemiology

Module 3 Overview: This module covers an overview of genetic and environmental factors that affect

epidemiology. The role of the advanced practice nurse in genetics, genomics, and environmental epidemiology are discussed.

Topics: Epidemiology, Genetics, Genomics, Environmental, Epidemiology

Objectives:

-Explain the inheritance of diseases based upon Mendel’s Laws of Inheritance -Discuss outcomes of the Human Genome Project

-Discuss the ways the environment can influence gene expression -Identify the role of the clinician in Environmental Epidemiology

Assignments:

Read:

Macha & McDonough Chapter 8 Genetic Epidemiology pg 227 – 258 Macha & McDonough Chapter 9 Environmental Epidemiology pg 259 – 278 View Powerpoints:

Macha & McDonough Chapter 8 Macha & McDonough Chapter 9

Activities:

Review epidemiology, genetics, and genomics links and videos:

-Video on genomics/environment: http://www.youtube.com/watch?v=9XDvQG1hOxs#t=15m08s -Environmental epidemiology links: http://www.healthandenvironment.org/ and

http://www.who.int/quantifying_ehimpacts/publications/preventingdisease/en/ -The nursing and genomics resource link: http://www.genome.gov/27552317

Assessment:

Module 3 & 4 quiz (opens 1 am on June 29 and closes at 11 pm on July 1)

Week 4, June 22 – 27

Module 4: Health Promotion, Epidemiology, Risk Assessment, and Risk Reduction

Module 4 Overview: This module covers an introduction to the advanced practice nurse’s role in health promotion and disease prevention. Health promotion strategies such as risk assessment and risk reduction to ameliorate epidemics will be addressed.

Topics: Health Promotion, Disease Prevention, Risk Assessment, Risk Reduction

Objectives:

Upon completion of this module, the student will be able to: -Discuss nursing’s unique focus on health promotion

-Identify the importance of early risk assessment and risk reduction to improve future health outcomes -Apply the principles of risk assessment in advanced nursing practice

Assignments:

Read:

Woolf Chapter 1 Principles of Risk Assessment pg 3 – 23

Woolf Chapter 5 Introduction to the Principles of Health Behavior pg 129 – 148 Read chapter provided:

Kreuter Chapter 2- put yourself in the shoes of Archie Graham- this is an example of the thought process for our projects.

View Health Promotion 2011 powerpoint

Activities:

(15)

Centers for Disease Control and Prevention: http://www.cdc.gov/nccdphp/overview.htm#3 Healthy People 2020: http://www.healthypeople.gov/2020/default.aspx

Morbidity/Mortality Weekly Report: http://www.cdc.gov/mmwr/

Harvard Center for Risk Analysis: http://www.hcra.harvard.edu/index.html (risk in perspective tab has interesting facts as well as the risk quiz tab).

AHRQ Electronic Preventative Services: http://epss.ahrq.gov/PDA/index.jsp http://epss.ahrq.gov/ePSS/Tools.do (tools to use in practice) http://www.ahrq.gov/clinic/prevenix.htm http://www.ahrq.gov/clinic/uspstfix.htm Breast cancer risk assessment tool by the National Cancer Institute: http://www.cancer.gov/bcrisktool/ Osteoporosis risk assessment tool: http://depts.washington.edu/osteoed/tools.php?type=orai

Cancer prevention and control: http://www.cdc.gov/CANCER/ Complete SmilesForLife.Org Courses:

-Course #4 Acute Dental Problems

-Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling Community-Based, Oral Health Promotion Project:

Establish contact with an agency.

Confirm that presentation date can be betweenJuly 27 – Aug 5. Identify the actual learning needs of the ‘participants.’

Complete a ‘demographics’ survey of your ‘participants’ to assist in targeting your presentation content to their specific needs.

Create a Letter of Agreement to send to your agency contact.

Start on Module 4 Project Assignments: Develop a Geriatrics Risk Assessment Tool.

Assessments:

Module 3 & 4 quiz (opens 1 am on June 29 and closes at 11 pm on July 1) Module 4 Assignments:

Submit Course Completion Certificates for: -Course #4 Acute Dental Problems

-Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling -Due June 27, 11 pm.

-Submit a demographic assessment for your project ‘subjects.’ Due June 27, 11 pm. -Submit a Letter of Agreement with an agency. Due June 27, 11 pm.

-Send a signed letter to the agency after review by instructor.

Week 5, June 29 – July 1

Module 5: Application of Theory to Health Promotion and Risk Reduction Interventions

Module 5 Overview: This module covers theoretical foundations for health promotion and behavior change that the advanced practice nurse will utilize in patient and community encounters.

Topics: Theory Application, Aging Stages of Change, Social Cognitive Theory, Health Belief Model

Objectives:

Upon completion of this module, the student will be able to: -Examine the importance of self-efficacy

-Discuss the Health Promotion and Aging Model

-Differentiate between behavior management, cognitive management, healthy pleasure, Social Cognitive Theory,

Health Locus of Control, and Health Belief Model

-Apply the Stages of Change Model to patient care

Assignments:

Read chapters provided:

Kreuter Chapter 5 Theory Applied View Powerpoints:

Theoretical Models Behavioral Interventions Motivational Interviewing I Motivational Interviewing II Read article provided:

(16)

Activity:

Choose a Health Promotion Model or Framework and begin to complete the Module 6 form by applying the M/F to your presentation.

Assessments:

Submit Geriatric Oral Health Risk Assessment Tool, due for student review June 27, 11 pm, student reviews due June 29, 11 pm, due for faculty review July 2, 11 pm.

A Formative Assessment of the course is available under ‘Submit Assignment/Quizzes.’

Week 6, July 6 – 11

Module 6: Health Screening, Risk Behaviors, and Health Behavior Change

Module 6 Overview: This module covers the common, evidence-based, health screenings the advanced practice nurse will utilize. Common screening and diagnostic tests and the methods of evaluating them are discussed. This information is applied to patient care through health maintenance visits and health behavior counseling.

Topics: Health Screening, Risk Behaviors, Health Behavior Change, Health Maintenance Schedules

Objectives:

-Discuss the advanced practice nurses’ role as it relates to level of prevention, screening tests, diagnostic tests, guideline use, and evidence-based care

-Discuss health behavior counseling -Describe health maintenance schedules

Assignments:

Read:

Macha & McDonough Chapter 6 Screening and Prevention of Diseases pg 157 - 204 Woolf Chapter 4 Laboratory Screening Tests pg 89 - 128

Woolf Chapter 18 What to do with Abnormal Screening Test Results pg 460 – 495 Woolf Chapter 20 Developing a Health Maintenance Schedule pg 517 - 530 View Powerpoint:

Macha & McDonough Chapter 6

Activity:

SmilesForLife.Org Complete: -Course #7 The Oral Examination

Assessments:

Submit Certificate of Completion:

-Course #7 The Oral Examination, due July 11, 11 pm.

Submit Health Promotion Model for Community-Based, Oral Health Promotion Project, -due for student review July 7, 11 pm

-due for student reviews July 9, 11 pm -due for faculty review July 11, 11 pm.

Module 6 quiz (opens 1 am July 13 and closes 11 pm July 18)

Week 7, July 13 – 18

Module 7: Lifestyle Change Programs

Module 7 Overview: This module covers an introduction to various life style change programs which have been shown to decrease the risk for and morbidity and mortality of chronic diseases.

Topics: Lifestyle Change, Chronic Diseases

Objectives:

Upon completion of this module, the student will be able to: -Describe risk factors, mortality, and morbidity for chronic diseases -Identify prevention strategies and lifestyle change programs

Assignments:

Read

Macha & McDonough Chapter 7 Epidemiology of Chronic Diseases pg 205 - 226 Woolf Chapter 6 Regular Exercise pg 148 – 168

Woolf Chapter 7 Nutrition pg 169 – 208 Woolf Chapter 8 pg 208 – 235

(17)

Activities:

View Powerpoints: Smoking Cessation Stress

Exercise Programs Review Websites: Healthy Plate:

http://www.choosemyplate.gov/ CDC:

http://www.thecommunityguide.org

AHQR: http://www.surgeongeneral.gov/tobacco/ Quit Smoking:

http://smokefree.gov/ Obesity:

http://healthyamericans.org/obesity/

Begin work on the Community-Based, Oral Health Promotion Project: Apply the demographic information, create 2 participant learning objectives for participants, and develop the script (including all activities) for your presentation.

Assignment (none due at this time)

Week 8, July 20 – 25

Module 8: Individual, Group, & Community Interventions and the Future of Health Promotion

Module 8 Overview: This module provides an overview of individual, group, and community interventions that the advanced practice nurse will utilize. An emphasis is made on the cultural influences and beliefs that affect patient care. The importance of healthy communities on the future of populations is presented.

Topics: Individual, Group, and Community Interventions; Cultural Influences

Objectives:

-Explain the beliefs that support traditional cultural practices that may affect health

-Discuss multiple levels of intervention needed to make meaningful changes in the community

-Discuss how the adoption of healthy lifestyles can potentially alter the trajectory of future disease trends

Assignments:

Read

Macha & McDonough Chapter 10 Role of Culture in Epidemiology pg 279 - 294

Woolf Chapter 24 The Future of Health Promotion and Disease Prevention in Clinical Practice pg 582 - 594 View Powerpoints:

Macha & McDonough Chapter 10 Health Promotion

Activities:

Complete demographics, objectives, and script for presentation.

Assessments:

Submit Community-Based, Oral Health Promotion Project: demographics, objectives, and script. The script is due for student review July 21, 11 pm, the student reviews are due June 23, at 11 pm, and are due for faculty review July 25, at 11 pm.

Module 8 quiz (opens 1 am on Aug 3 and closes at noon on Aug 5)

Weeks 9 & 10, July 27 – Aug 5 Presentation Weeks 9 & 10 Activities:

Deliver community-based, oral health promotion presentation

Assessments:

Module 9 Project Assignment: Submit Self-Evaluation and Evaluation by Agency Contact, due August 5 at noon.

Last quiz opens Aug 3 – Aug 5

We will not have a final exam, but the last (Module 8) quiz will open at 1 am on Aug 3 and close at 12 noon on Aug 5.

(18)

COURSE EVALUATION

Students are provided the opportunity and are strongly encouraged to participate in a course evaluation at the end of the semester. Areas on the IDEA evaluation include:

1. Learning fundamental principles, generalizations, or theories.

2. Learning to apply course material (to improve thinking, problem solving, and decisions).

ASSIGNMENTS AND GRADING RUBRICS ASSIGNMENTS AND RUBRICS NOTE

Please note that all information needed for this course is included in this non-modifiable, PDF syllabus. To complete the assignments, students are directed to the ‘Assignments’ link on BlackBoard where modifiable Word Documents can be found and saved. Once saved, the students enter their work directly into those documents. In some instances, students will need to submit additional PDF documents along with the Word Document.

DISCUSSION BOARDS

“I have a question.” Please note that in all of our nursing courses there is a standard “I have a question” Discussion Board Forum. This is an area where students can clarify all details about the syllabus, grading rubrics, the course, or any question a student may have about the nursing program. Students can also email or call the instructor for clarification. Questions that are asked by phone or email and the answers will be posted on this Discussion Board for other students to read. Everyone should review the Discussion Board for each assignment to clarify any details, as needed.

Student Lounge: This discussion Board is available for student use. Networking with other graduate students is an important activity that will provide skills for future professional growth. This networking can be accomplished through email or on this Discussion Board.

Assignment File Exchange Discussion Boards: There is a Discussion Board that opens close to the time each course assignment is due. These Discussion Boards are another means to clarify the directions and expectations for each assignment. For some assignments, students will review 2 other students’ papers, revise their own papers, as needed, and then submit for the instructor’s review. There will be separate Discussion Boards to use for these file exchanges (or the exchanges can be done by email). These student reviews should be included within the grading rubrics along with the reviewers’ names. The formula for determining these reviewers is included in the grading rubrics. The list of students’ names will be posted on the file exchange Discussion Boards close to the due dates (as some students may drop the course and be unavailable for reviews). The due dates are found in the rubrics and in the Modules.

Module 1 Reading Assignments

Attached to this link you will find:

Macha & McDonough Chapter 1 Powerpoint

Module 1 Assignment: Request Name Tag, Due June 6, 11 pm, (ungraded assignment).

Request the ASU name tag that you will need to wear during your Community-Based Oral Health Promotion presentation (and all of your future clinicals).

Complete the form at the following website and mail it with your check, as directed, to the Department of Nursing. http://www.angelo.edu/content/files/18915-msn-student-name-tag-formpdf

Module 1 Assignment: Smiles for Life Course #1 The Relationship of Oral to Systemic Health, Due June 6, 11 pm (50 points).

(19)

Objectives Oral to Systemic Health: This course addresses the nature, prevalence, and consequences of oral disease throughout the life cycle with a focus on correlations between oral and systemic health. Students will learn their role in preventing oral disease, addressing frequently encountered oral problems, and working as part of an interprofessional team to promote oral health among their patients.

Directions: Part 1:

Complete the Smiles for Life: A National Oral Health Curriculum, Online Course #1 The Relationship of Oral to Systemic Health found at

http://smilesforlifeoralhealth.org/buildcontent.aspx?tut=555&pagekey=62948&cbreceipt=0 Save your Certificate of Completion as a PDF that includes your own name:

NameSFL1Certificate.pdf (example: SmithSFL1Certificate.pdf), do not use the name ‘Smith’ if your name is not ‘Smith.’ Rather, use your own name. I sometimes save these files to work off-line and I appreciate having your files pre-labeled for those times. Thank you in advance for labeling your files with your name.

Submit your appropriately named PDF file under the ‘Assignments’ tab at the correct link as directed in the Rubric.

Part 2:

Go to the ‘Assignments’ tab on BlackBoard and find the Word Document file there for this assignment. Rename the modifiable Word Document to include your own name and save it in your computer as:

NameCourse1Rubric.docx

(example: SmithCourse1Rubric.docx)

Do not use the name ‘Smith’ if your name is not ‘Smith.’ Rather, use your own name. Complete the Rubric form, below.

Save the document and submit your appropriately named Word Document file under the ‘Assignments’ tab at the correct link.

Grading Rubric: Smiles for Life Course #1 The Relationship of Oral to Systemic Health

Criteria

Student

Self-Evaluation

Comments

50 Points

Possible

Labels the Certificate of Completion

pdf appropriately, using the student’s

real name?

example: SmithSFL1Certificate.pdf

Thank you for labeling your files with

your name. I appreciate your help

with managing these student files.

Yes to each

question = 50

points

No to any

question = 0

points

Submits the Certificate under the

correct link for this assignment?

Labels the Rubric appropriately?

Example: SmithCourse1Rubric.docx

Submits the Rubric under the same,

correct link for this assignment?

Does not hit ‘Submit’ until both the

.docx Rubric and the .pdf Certificate

files have been uploaded at the single

(20)

link?

Notes that 2 documents must be

submitted at one link to earn the

points for this assignment?

Please add any comments you think would make this assignment more clear, easier to follow, or

more effective for student learning. Thank you!

Macha & McDonough Chapter 2 powerpoint Macha & McDonough Chapter 3 powerpoint Macha & McDonough Chapter 4 powerpoint Macha & McDonough Chapter 5 powerpoint

Module 2 Assignments: Smiles for LifeCourse #2 Child Oral Health, Course #3 Adult Oral Health and Disease, Course #5 Oral Health and the Pregnant Patient, and Course #8 Geriatric Oral Health. For Course #8, also record notes regarding the conditions that increase oral health risk in geriatrics, Due June 13, 11 pm (50 points each, 200 for 2, 3, 5, and 8), Potential Sites (50 points), due June 13, 11 pm. (250 Total Points)

Objectives Course #2 Child Oral Health: This course addresses the prevalence, etiology, and consequences of early childhood caries (ECC). Students will learn to assess risk factors, recognize the various stages of ECC, and counsel patients on preventative techniques. Additionally, this module will discuss common oral developmental issues in children such as teething, eruption hematomas, and non-nutritive sucking. Students will use information from this course to prepare a parallel Risk Assessment Tool for the geriatric patient in a later exercise.

Objectives Course #3 Adult Oral Health and Disease: This course addresses how adult oral health is impacted by factors such as disease, aging, medication, and substance use. Students will review risk factors and etiologies of oral conditions, as well as appropriate treatment and referral procedures. Additionally, this module will address how to effectively promote oral disease prevention, coordinate dental care for patients requiring antibiotic prophylaxis, and collaboratively manage anticoagulation in patients undergoing oral procedures.

Objectives Course #5 Oral Health and the Pregnant Patient: This course addresses the importance of oral health before, during, and after pregnancy. Students will explore the prevalence of oral disease during pregnancy and its consequences for both mothers and children, as well as review dental treatment guidelines for pregnant women.

Objectives Course #8 Geriatric Oral Health: This course addresses the vital role medical clinicians can play in promoting the oral health needs of older adults. Students will learn how to perform a comprehensive oral assessment, identify and manage common geriatric oral conditions, counsel patients on effective preventive measures, and collaborate with dental professionals. Additionally, this module will address the link between oral and systemic health and review common oral side effects of medications. Students will use information from this course to prepare a Risk Assessment Tool for the geriatric patient.

(21)

Part 1, Course Completion;

Complete the Smiles for Life: A National Oral Health Curriculum, Course #2 Child Oral Health

Course #3 Adult Oral Health and Disease Course #5 Oral Health and the Pregnant Patient Course #8 Geriatric Oral Health

For Course #8, also record notes regarding the conditions that increase oral health risk in geriatrics.

These courses can be found at the following link: http://smilesforlifeoralhealth.org Save each of your Certificates of Completion as a PDF that includes your own name:

NameSFL2Certificate.pdf (example: SmithSFL2Certificate.pdf),

NameSFL3Certificate.pdf

NameSFL5Certificate.pdf NameSFL8Certificate.pdf

Do not use the name ‘Smith’ if your name is not ‘Smith.’ Rather, use your own name.

Submit your appropriately named PDF files under the ‘Assignments’ tab at the correct link as directed in the Rubric.

Part 2, Rubric:

NameCourse2358Rubric.docx

(example: SmithCourse2358Rubric.docx)

Grading Rubric: Smiles for Life Course #2 Child Oral Health, Course #3 Adult Oral Health and

Disease, Course #5 Oral Health and the Pregnant Patient, Course #8 Geriatric Oral Health and

Course #8 notes on conditions that increase oral health risk in geriatrics.

Criteria

Student

Self-Evaluation

Comments

200 Points

Possible

Labels the Certificates of Completion

pdf’s appropriately, using the

student’s real name?

examples:

SmithSFL2Certificate.pdf

SmithSFL3Certificate.pdf

SmithSFL5Certificate.pdf

SmithSFL8Certificate.pdf

Yes to each

question = 50

points per

certificate (200

total points)

No to any

question = 0

points

Submits these 4 Certificates under the

correct link for this assignment?

Labels the Rubric appropriately?

Example:

SmithCourse2358Rubric.docx

Submits the Rubric under the same,

(22)

correct link for this assignment?

Does not hit ‘Submit’ until the .docx

Rubric and all 4 pdf Certificate files

(total of 5 files) have been uploaded

at the single link?

Notes that 5 documents must be

submitted at one link to earn the

points for this assignment?

Includes the Course #8 notes on

conditions that increase oral health

risk in geriatrics (see next line)?

Student’s notes from Course #8: Conditions that increase oral health risk in geriatrics:

Please add any comments you think would make this assignment more clear, easier to follow, or

more effective for student learning. Thank you!

Part 3

Module 2 Community-Based, Oral Health Promotion Project Potential Sites, (50 points).

Grading Rubric: Community-Based, Oral Health Promotion Project Potential Sites

Criteria

Student

Self-Evaluation

Comments

0 Points

Possible

Identifies 2 potential sites to give a brief

presentation on oral health during the

week of July 27 and August 5, 2015.

Completed

each section?

Yes for each

section = OK

No to any

section =

inadequate

student

performance,

not keeping up

with course

assignments.

Please contact

instructor to

resolve.

Student verifies this is not 1) a place

where s/he works, 2) a place where

his/her children attend, 3) a place where

s/he frequents as students are expected

to be

outside of his/her normal element

,

speaking to participants who are not part

of his/her weekly/monthly life.

Potential Site #1:

Name of Site:

Type of Facility (ie. day care, nursing

home, church):

Agency Contact Person:

Street Address:

City:

Zip Code:

Phone Number:

Population of Interest (ie. pre-K children

age 2 - 4, residents of nursing home ages

(23)

65 and older or with mental or physical

disabilities at any age, Ladies Church

Circle group ages 40 – 80):

Potential Site #2:

Name of Site:

Type of Facility (ie. day care, nursing

home, church):

Agency Contact Person:

Street Address:

City:

Zip Code:

Phone Number:

Population of Interest (ie. pre-K children

age 2 - 4, residents of nursing home ages

65 and older or with mental or physical

disabilities at any age, Ladies Church

Circle group ages 40 – 80):

Considers whether the sites would be

available

for a presentation between July

27 and August 5, 2015?

Please add any comments you think would make this assignment clearer or easier to follow.

Thank you!

Macha & McDonough Chapter 8 Powerpoint Macha & McDonough Chapter 9 Powerpoint

Kreuter Chapter 2 [Kreuter, M. W., Lezin, N. A., Kreuter, M. W., & Green, L. W. (2003). Community health promotion ideas that work (2nd Ed.). Sudbury: Jones and Bartlett.]

Health Promotion Powerpoint

Module 4 Assignments: Smiles for LifeCourse #4 Acute Dental Problems (50 points) and Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling (50 points), Demographic Assessment (125 points), and Agency Letter of Agreement (50 points), due June 27, 11 pm (Total = 275 points).

Objectives Course #4 Acute Dental Problems: This course addresses the nature of oral pain, as well as acute dental problems precipitated by oral infections or trauma. Students will learn to treat oral pain; accurately assess, treat, and refer patients with oral infections; recognize and triage true dental emergencies; and promote the use of protective equipment to prevent oral injuries.

Objectives Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling: This course focuses on caries prevention. It offers a brief review of Early Childhood Caries (ECC) and address how the use of fluoride is part of a comprehensive approach to a child's oral health. Specifically, students will learn the

(24)

benefits, appropriate safety precautions, and dosing for fluoride, as well as how to apply fluoride varnish and provide adequate follow-up care.

Directions:

Part 1, Course Completion;

Complete the Smiles for Life: A National Oral Health Curriculum, -Course #4 Acute Dental Problems

-Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling

-For Course #6, also record notes for factors that increase oral health risk and how this information is collected and documented. One assignment for this module is to prepare a Risk Assessment Tool for use in a geriatric population.

These courses can be found at the following link: http://smilesforlifeoralhealth.org Save each of your Certificates of Completion as a PDF that includes your own name:

NameSFL4Certificate.pdf (example: SmithSFL2Certificate.pdf),

NameSFL6Certificate.pdf

Do not use the name ‘Smith’ if your name is not ‘Smith.’ Rather, use your own name.

Submit your appropriately named PDF files under the ‘Assignments’ tab at the correct link as directed in the Rubric.

Part 2:

NameSFL46DemographicLetterRubric.docx

(example: SmithSFL46DemographicLetterRubric.docx)