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NU-134 Pathophysiology

GENERAL INFORMATION:

Course title:

NU 134: Pathophysiology

Campus:

            National Campus  

Initiator:

               Rudelyn Dacanay  

Date:

April 2021

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.

 

COURSE HOURS/CREDITS:

 

 

 

 

Hours per Week

 

No.  of  Weeks

 

Total Hours

 

Semester Credits

Lecture

 

          3

x

16

x

48

=

3

Laboratory

 

         

x

 

x

 

=

 

Workshop

 

 

x

 

x

 

=

 

 

 

 

 

 

     

Total  Semester

 

Credits

 

 

             3
                     

 

PURPOSE OF COURSE:         

                                            [X] Degree requirement

                                            [   ] Degree elective

                                            [   ] Certificate

                                            [   ] Other

 

PREREQUISITES:  NU 125; Corequisite: NU 133 and NU 135

 1)INSTITUTIONAL STUDENT LEARNING OUTCOMES

 

 

[ X]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

 

[  ]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[  ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

 

[   ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

 

[X ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

 

[  ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

 

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

  1. Model personal and professional actions based on self-reflection, core nursing values, and lifelong growth integrating new knowledge, ethical principles, and legal standards for safe, quality nursing practice.
  2. Incorporate nursing knowledge to assess, plan, deliver, and evaluate care within the context of the inter-professional health team.
  3. Make evidence-based nursing judgments in the delivery of safe, holistic nursing care.
  4. Demonstrate a spirit of inquiry to manage and improve the quality of care and outcomes for individuals, families, and communities.
  5. Practice relationship-centered communication and incorporate health technology as a member of the inter-professional team.
  6. Advocate for a caring, culturally safe, and flourishing environment that reflects the values and needs of Micronesian families and communities.
  7. Practice and contribute to the primary care and public health care systems in Micronesia to promote family and community wellness.

                                          

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:  

 

  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.
  2. Demonstrate knowledge of physiology and pathophysiology of selected health alterations and developmental alterations in implementing focused health assessments.
  3. Utilize current, reliable information sources grounded in principles of pathophysiology.
  4. Correlate pathophysiology with best practices to improve health outcomes and the quality of patient care.
  5. Identify pertinent physiological patient data to be communicated to the interprofessional health team and health information to educate patients and families.
  6. Determine pathophysiological processes with the risk factors and clinical manifestations of health alterations for Micronesians and other ethnic groups.
  7. Apply 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.

 

 

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:  

 

CSLO (General) 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 Outcome (specific)

ISLO

PSLO

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.

  *7

 

 

 

 

 

1

 

 

 

Case study scenarios (scored by rubric & clinical evaluation tool).

Reflective journal

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.

*7,1

 

 

 

 

1

 

 

Reflective journal

Case  study scenarios and presentation (scored by rubric & clinical evaluation tool)

Quizzes, exams

CSLO (General) 2. Demonstrate knowledge of physiology and pathophysiology of selected health alterations and developmental alterations in implementing focused health assessments.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1.Describe physiology and pathophysiology of selected health alterations and developmental alterations.

3,1

 

 

 

2

 

 

 

In chapter quizzes

Reflective journal

Case study scenarios and oral presentation (scored by rubric)

2.2 Determine data to be gathered in focused health assessments based on the pathophysiology of selected health alterations and developmental alterations.

 

3

 

 

 

2

 

 

Quizzes, exams

Case  Study scenarios (scored by rubric & clinical; evaluation tool)

 

CSLO (General) 3: Utilize current, reliable information sources grounded in principles of pathophysiology.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1. Identify pertinent references, textbooks, websites, and journals reflecting evidenced-based data of selected health alterations.

 

6,1

 

 

 

 

 4

 

 

 

 

Reflective journal

Case studies(scored by rubric)

Specific assigned topic presentations

 

3.1.Support clinical decision-making based on current, evidence-based information.

 

6,1

 

 

 

4

 

 

Case scenarios (scored by rubric)

Individual health alteration topic Presentation (scored by rubric)

CSLO (General) 4: Correlate pathophysiology with best practices to improve health outcomes and the quality of patient care

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1.Identify incidence, mortality, warning signs, best practices for prevention and early detection and treatment of selected health alterations and developmental alterations.

 

*3

 

 

 

3

 

Quizzes, Exams

Case study  scenarios (scored by rubric & clinical Evaluation tool)

 

4.2      Determine indicators to measure improvement in quality of patient care.

 

*3

 

 

 

    3

Quizzes, Exams

Case study  studies (scored by rubric & clinical evaluation tool)

CSLO (General) 5: Identify pertinent physiological patient data to be communicated to the interprofessional health team and health information to educate patients and families.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1  Report significant physiology patient data to communicate with the interprofessional health team for selected health alterations and developmental alterations.

 

 

7,1

 

 

 

5

 

Quizzes, Exams

Case study Scenarios (scored by rubric & Clinical evaluation tool

Reflective journal

 

5.2  Determine pertinent health information to education patients and families about selected health alterations and developmental alterations.

 

 

7,1

 

 

5

Clinical evaluation tool

Case scenarios (scored by rubric)

Health alteration topic Presentation (scored by rubric)

CSLO (General) 6: Determine pathophysiological processes with the risk factors and clinical manifestations of health alterations for Micronesians and other ethnic groups.

 

Student Learning Outcome (specific)

ISLO

PSLO

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.

 

3,1

 

 

 

4

 

 

Quizzes, Exams

Case studies on actual patient assignment (scored by rubric)

Individual Presentation (scored by rubric)

Clinical evaluation tool

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.

 

 

3,1

 

 

     4

 Quizzes, Exams

Case scenarios (scored by rubric)

Individual Case Presentation (scored by rubric)

CSLO (General) 7: Apply  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 Outcome (specific)

ISLO

PSLO

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;

 

*7,1

 

 

 

 

      7

 

Quizzes, Exams

Case scenarios (scored by rubric)

Individual Case Presentation (score d by rubric)

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.

 

7,1

 

 

 

 

7

 

Quizzes, Exams

Case study scenarios (scored by rubric)

Individual Case  Presentation (score d by rubric)

 

 

 

5) COURSE CONTENT:

  1. Ethical-legal influences related to expanding knowledge of pathophysiology.
  2. Genes and genetic disease
  3. Stress, coping, and illness
  4. Cell injury, death, and adaptation; aging
  5. Cell repair: regeneration, fibrosis, and wound healing
  6. Immune response
  7. Acute and chronic inflammation
  8. Fluid, electrolyte, and acid-base
  9. Cell proliferation: neoplasia
  10. Hemodynamic system, thrombosis, and shock
  11. Cardiovascular and lymphatic system
  12. Respiratory system
  13. Endocrine and gastrointestinal system
  14. Renal system
  15. Integumentary system
  16. Musculoskeletal system
  17. Neurologic dysfunction

 

 

6)   METHODS OF INSTRUCTION

  1. Mini-lecture and discussion
  2. Computer assisted learning activities
  3. Online activities.
  4. Interactive group activities; case scenarios, problem-focused activities.
  5. Independent learning activities.

 

7)   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) 

8)   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. (2009). Lippincott's interactive case studies for Brunner & Suddarth's textbook of medical-surgical nursing. 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.

 

9)   INSTRUCTIONAL COSTS

None.

10)       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).   

 

 

11)       CREDIT BY EXAMINATION

 

NU 134 Pathophysiology
 Endorsed  by CC: 05/04/2021
  Approved by VPIA:05/06/2021

 

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