NU-134 Pathophysiology

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.

  • Prerequisite Courses:  NU 125; Corequisite: NU 133, 135   

A. PROGRAM LEARNING OUTCOMES (PLOs): 

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 interprofessional 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 interprofessional 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.

B.  STUDENT LEARNING OUTCOMES (SLOs) - GENERAL:
The student will be able to:

  1. Determine the impact of ethical and legal issues associated with the diagnosis of clients with selected health alterations across the lifespan.
  2. Incorporate 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 knowledge of physiology and pathophysiology principles to primary and public health practices to prevent selected health alterations and developmental alterations and to promote family and community wellness.

SLO

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

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ID

 

 

 

 

 

 

2

 

ID

 

 

 

 

 

3

 

 

ID

 

 

 

 

4

 

 

 

ID

 

 

 

5

 

 

 

 

ID

 

 

6

 

 

 

 

 

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7

 

 

 

 

 

 

ID

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
Case scenarios and presentation (scored by rubric)

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
Case scenarios and presentation (scored by rubric)

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

Quizzes, exams
Case scenarios and presentation (scored by rubric)

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
Case scenarios and presentation (scored by rubric)

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

Quizzes, exams
Case scenarios and presentation (scored by rubric)

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
Case scenarios and presenation (scored by rubric)

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
Case scenarios and presentation (scored by rubric)

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
Case scenarios and presentation (scored by rubric)

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

Quizzes, exams
Case scenarios and presentation (scored by rubric)

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
Case scenarios (scored by rubric)
Group Poster Presentation (score d by rubric)

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
Case scenarios (scored by rubric)
Group Poster Presentation (score d by rubric)

 

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
Case scenarios (scored by rubric)
Group Poster 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.

Quizzes, Exams
Case scenarios (scored by rubric)
Group Poster Presentation (score d by rubric)

D.  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

E.  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.

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. (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.

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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