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Course Description:
This course introduces basic pathophysiological processes across the lifespan, including cellular communication, genes and genetic disease, forms of cellular injury, fluid & electrolyte/acid base balance, immunity, stress coping and illness, and tumor biology. Pathophysiology and clinical manifestations of common health alterations are included, with examples of health alterations in Pacific Islands.
The student will be able to:
B. STUDENT LEARNING OUTCOMES (SLOs) - GENERAL:
The student will be able to:
SLO |
PLO 1 |
PLO 2 |
PLO 3 |
PLO 4 |
PLO 5 |
PLO 6 |
PLO 7 |
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I = Introduced
D = Demonstrated
M = Mastered
C. STUDENT LEARNING OUTCOMES (SLOs) - SPECIFIC:
The student will be able to:
General SLO 1. Determine ethical and legal concerns and standards of practice associated with the diagnosis of clients with selected health alterations and developmental alterations across the lifespan.
Student Learning Outcomes |
Assessment Strategies |
1.1. Describe the relationship between legal and ethical principles and the evolving body of physiology and pathophysiology in developing and implementing standards of practice. |
Case scenarios and presentation (scored by rubric) |
1.2. Determine the ethical and legal responsibilities of the nurse in assessment, client education, and documentation related to selected health alterations and developmental alterations based on changing physiology and pathophysiology. |
Quizzes, exams |
General SLO 2. Incorporate knowledge of physiology and pathophysiology of selected health alterations and developmental alterations in implementing focused health assessments.
Student Learning Outcomes |
Assessment Strategies |
2.1. Demonstrate basic physiology and pathophysiology of selected health alterations and developmental alterations. |
Quizzes, exams |
2.2. Determine data to be gathered in focused health assessments based on the pathyphysiology of selected health alterations and developmental alterations. |
Quizzes, exams |
General SLO 3. Utilize current, reliable information sources grounded in principles of pathophysiology.
Student Learning Outcomes |
Assessment Strategies |
3.1. Access pertinent references, textbooks, websites, and journals reflecting evidenced-based data of selected health alterations. |
Quizzes, exams |
3.2. Support clinical decision-making based on current, evidence-based information. |
Quizzes, exams |
General SLO. 4. Correlate pathophysiology with best practices to improve health outcomes and the quality of patient care.
Student Learning Outcomes |
Assessment Strategies |
4.1. Given trends in health data and knowledge of the pathophyisology, identify incidence, mortality, warning signs, best practices for prevention and early detection and treatment of selected health alterations and developmental alterations. |
Quizzes, Exams |
4.2. Based on knowledge of pathophysiology, clinical manifestations, laboratory and diagnostic data, determine indicators to measure improvement in quality of patient care. |
Quizzes, Exams |
General SLO 5. Identify pertinent physiological patient data to be communicated to the interprofessional health team and health information to educate patients and families.
Student Learning Outcomes |
Assessment Strategies |
5.1. Report significant physiology patient data to communicate with the interprofessional health team for selected health alterations and developmental alterations. |
Quizzes, exams |
5.2. Determine pertinent health information to education patients and families about selected health alterations and developmental alterations. |
Quizzes, exams |
General SLO 6. Determine pathophysiological processes with the risk factors and clinical manifestations of health alterations for Micronesians and other ethnic groups.
Student Learning Outcomes |
Assessment Strategies |
6.1. Identify the role of lifestyle practices and development of pathophysiological processes in the risk factors and health status of Micronesians and other ethnic groups. |
Quizzes, Exams |
6.2. Describe the role of genetics in the development of pathophysiological processes in the risk factors health status of Micronesians and other ethnic groups. |
Quizzes, Exams |
General SLO 7. Apply knowledge of physiology and pathophysiology principles to primary care and public health practices to prevent selected health alterations and developmental alterations and to promote family and community wellness.
Student Learning Outcomes |
Assessment Strategies |
7.1. Determine primary care and public health practices to prevent selected health alterations: immunity, inflammation, and infection; diabetes; hypertension; cardiovascular disease; respiratory disease; cancer; |
Quizzes, Exams |
7.2. Determine primary care and public health practices to promote health and prevent illness during developmental alterations: stress and illness; childbearing; childhood diseases; reproductive health; mental health; and aging. |
Quizzes, Exams |
D. COURSE CONTENT
E. METHODS OF INSTRUCTION
F. REQUIRED TEXT(S) AND COURSE MATERIALS
Porth, C. (2011). Essentials of pathophysiology: North American edition. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Porth, C. (2011). Study guide for essentials of pathophysiology: North American edition. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
G. REFERENCE MATERIALS (previously purchased references)
Carpenito-Moyet, L. (2009). Nursing diagnosis: Application to clinical practice (13th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Karch, A. (2011). Focus on nursing pharmacology (5th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Lippincott, Williams, and Wilkins. (2011). Lippincott’s interactive tutorials and case studies. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Pilliteri, A., and others. (2009). Care of the childbearing and childrearing family (6th ed), text, study guide, and Lippincott’s clinical simulations: maternity/pediatric nursing course set. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Smeltzer, S., Bare, B., Hinkle, J., and Cheever, K. (2011). Textbook of medical-surgical nursing. (12th ed.). Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)
Smeltzer, S. (2011). Smeltzer, Brunner and Suddarth's Handbook for Laboratory and Diagnostic Tests. Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)
Stedman, (2011) Stedman’s medical dictionary for the health professions. (28th ed.). Philadelphia: Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Taylor, C., Lillis, C., LeMone, P., and Lynn, P. (2011). Fundamentals of nursing: the art and science of nursing (7th ed). Philadelphia: Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)
Nutrition book of choice.
H. INSTRUCTIONAL COSTS
None.
I. EVALUATION
This nursing course must be passed with a “C” or better, along with corequisites NU 133 and 135 to progress to the next semester of nursing courses (either NU 145, PN exit, or NU 225 Second Level).
J. CREDIT BY EXAMINATION
None.
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