Nursing Pathopysiology

RANGER COLLEGE

ASSOCIATE DEGREE IN NURSINGPROGRAM

Course Syllabus for:

RNSG 1311

Nursing Pathophysiology

Donna Webb, MSN, RN

Nursing Instructor

Nursing Pathophysiology

COURSE NUMBERRNSG 1311

COURSE TITLENursing Pathophysiology

COURSE CREDITS3 Semester Credit Hours Consists of: Lecture Hours/Week – 3 Lab Hours/Week – 0 PREREQUISITES/SKILLS REQUIRED Program Prerequisites: PSYC 2301 Introduction to PsychologyENGL 1301 Composition IBIOL 2302 Anatomy and Physiology IBIOL 2420 Microbiology and Clinical PathologyCOSC 1401 Computer Applications

Semester I Courses:RNSG

1423

Introduction to Professional Nursing

RNSG

1460

Clinical Nursing (RN Training)

RNSG

1119 Nursing Skills I

BIOL 2402

Anatomy and Physiology II

PSYC

2314

Lifespan Growth and Development

CATALOG DESCRIPTIONRNSG 1311 – Nursing Pathophysiology: Basic principles of pathophysiology emphasizing nursing applications. Topics include principles of homeostasis related to body systems. This course lends itself to either a blocked or integrated approach. FACULTY INFORMATION

Donna Webb, MSN, RNOffice Address: 101 Streckert Drive Brownwood, TX 76801Office Hours via Skype or Face-to-Face: Wednesdays – 1500-1700 (Call or email for appointment) Thursdays – 1300-1500Contact Methods:

Cell: 325/372-1105 (Please do not call after 2200.); text messages accepted.E-mail: [email protected]

COURSE SCHEDULELecture days: Thursdays Lecture times: 0900-1200Campus location: Classroom or Lecture Hall (if available)

TEXTBOOKS & OTHER REQUIRED MATERIALS, ACCESS, & RESOURCES

Required Text:Gould, B. E., & Dyer, R. M. (2011). Pathophysiology for the health professions

(4th ed.). St. Louis, MO: SAUNDERS/Elsevier.

ISBN-13: 978-1-4377-0965-0

Computer Access: Students taking traditional, online, and Web-supported courses should have a computer that meets the minimum requirements listed in the Ranger College Handbook.

Resources:In this course, students are required to access various websites and professional databases to complete certain lecture discussions and course assignments.

RANGER COLLEGE ASSOCIATE DEGREE NURSING PROGRAM OBJECTIVESBy the end of this program, a graduate student nurse will be able to act as a:

NURSING ROLES ESSENTIAL COMPETENCIESMember of the Profession: 1. Function within the nurse’s legal

scope of practice and in accordance with the policies and procedures of the employing health care institution or

mailto:[email protected]

practice setting;2. Assume responsibility and accountability for the quality of nursing care provided to patients and their families;3. Participate in activities that promote the development and practice of professional nursing; and4. Demonstrate responsibility for continued competence in nursing practice, and develop insight through reflection, self-analysis, self-care, and lifelong learning.

Provider of Patient-Centered Care: 1. Use clinical reasoning and knowledge based on the diploma or associate degree nursing program of study and evidence-based practice outcomes as a basis for decision-making in nursing practice;2. Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the diploma or associate degree nursing program of study;3. Analyze assessment data to identify problems, formulate goals/outcomes, and develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary health care team;4. Provide safe, compassionate, comprehensive nursing care to patients and their families through a broad array of health care services;

5. Implement the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles;6. Evaluate and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care;7. Develop, implement, and evaluate teaching plans for patients and their families to address health promotion, maintenance, and restoration; and8. Coordinate human, information, and materiel resources in providing care for patients and their families.

Patient Safety Advocate: 1. Demonstrate knowledge of the Texas Nursing Practice Act (NPA) and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards;2. Implement measures to promote quality and a safe environment for patients, self, and others;3. Formulate goals and outcomes using evidence-based data to reduce patient risks;4. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices;5. Comply with mandatory reporting requirements of the Texas NPA; and6. Accept and make assignments and delegate tasks that take into consideration patient safety and

organizational policy.Member of the Health Care Team: 1. Coordinate, collaborate, and

communicate with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient-centered care;2. Serve as a health care advocate in monitoring and promoting quality and access to health care for patients and their families;3. Refer patients and their families to resources that facilitate continuity of care; health promotion, maintenance, and restoration; and ensure confidentiality;4. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and maintain the optimal health status of patients and their families;5. Communicate and manage information using technology to support decision-making to improve patient care;6. Assign and/or delegate nursing care to other members of the health care team based upon an analysis of patient or unit need; and7. Supervise nursing care provided by others for whom the nurse is responsible by using evidence-based nursing practice.

COURSE OBJECTIVES/STUDENT LEARNING OUTCOMES Upon completion of this course, the student will be able to:

1. Compare the pathologic effects of selected disease processes at the cellular and systemic levels.

2. Correlate internal/external environmental risk factors with disease development and progression.3. Critique the influence of genetic, ethnic, and cultural factors in health promotion, disease prevention, disease progression, and treatment.4. Interpret diagnostic tests in relation to objective and subjective symptomatology.5. Evaluate for the presence and effects of compensatory mechanisms in response to major physiologic alterations.6. Discuss major variables affecting the healing process in primary tissues and organ systems, and apply such concepts to the management and treatment of disease.7. Describe the impact of pathophysiology-based knowledge on nursing practice within the context of a specific nursing model.8. Apply the critical thinking process to the use of pathophysiologic principles as a basis for nursing practice.9. Employ select nursing and biomedical research studies in the application of pathophysiologic principles to nursing practice.

METHODS OF ASSESSING LEARNING OUTCOMESDisease Process Case Study 10%Exams (4 at 17.5% each) 70%Comprehensive Final Exam 20%

TEACHING STRATEGIES This course utilizes a variety of teaching methods, including assigned text readings, class lectures and discussions, class handouts, PowerPoint presentations, information from nursing research databases and professional websites, video clips, small group discussions, and case studies.

Internet technology is utilized to provide additional sources of information, prepare and submit student assignments, provide ongoing student-faculty and student-student interaction and dialogue, and facilitate peer support. This technology can provide broader, current resources and research information; thus, students are required to access various websites and professional databases to complete certain lecture discussions and course assignments.

CONTENT/TOPICAL OUTLINE & CALENDAR Course Weeks &Calendar Dates

Unit or Lesson Topics Activities/Assignments

Week 1 1. Orientation to Course 1. Course/Syllabus Q&A

August 30th 2. Syllabus Review3. Class Lecture/Discussions - Introduction to Pathophysiology a. What is Pathophysiology & Why Study It? b. Introduction to Cellular Changes

(including case study assignment)2. Receipt of Syllabus Form3. Readings/Viewings: a. Gould – Chapter 1 b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed4. Think-Pair-Share & Lesson Activities

Week 2September 6th

Class Lecture/Discussions - Inflammation & Healing a. Review of Normal Defenses in the Body b. Review of Normal Capillary Exchange c. Inflammation d. Acute Inflammation e. Chronic Inflammation f. Treatment of Inflammation g. Healing h. Example of Inflammation & Healing - Diseases Associated with Adolescence a. Eating Disorders b. Infection

1. Readings/Viewings: a. Gould – Chapters 2, 3, & 8: p. 163 (eating disorders) & p. 164 (infection) b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities

Week 3September 13th

Class Lecture/Discussions - Infection a. Review of Microbiology b. Principles of Infection c. Development of Infection - Neoplasms a. Review of Normal Cells b. Benign & Malignant Tumors c. Malignant Tumors: Cancer d. Examples of Malignant Tumors

1. Readings/Viewings: a. Gould – Chapters 4 & 5 b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities


Class Lecture/Discussions - Fluid, Electrolyte, & Acid-Base Imbalances a. Fluid Imbalance b. Electrolyte Imbalances c. Acid-Base Imbalance d. Treatment of Imbalances - Endocrine Disorders a. Review of the Endocrine System b. Endocrine Disorders

1. Readings/Viewings: a. Gould – Chapters 6, 25, & 8: p. 158 (obesity & metabolic syndrome) b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share &

c. Insulin & Diabetes Mellitus d. Parathyroid Hormone & Calcium e. Pituitary Hormones f. Growth Hormone g. Antidiuretic Hormone (Vasopressin) h. Thyroid Disorders i. Adrenal Glands - Diseases Associated with Adolescence Obesity & Metabolic Syndrome

Lesson Activities


1. Exam 1: Weeks 1-42. Class Lecture/Discussions - Blood & Lymphatic Disorders a. Review of the Blood b. Review of the Lymphatic System c. Blood Dyscrasias d. Lymphatic Disorders

1. Readings/Viewings: a. Gould – Chapter 17 b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities

Week 6October 4th

Class Lecture/Discussions - Cardiovascular Disorders a. Review of the Normal Cardiovascular System b. Heart Disorders c. Vascular Disorders d. Shock


Week 7October 11th

Class Lecture/Discussions - Respiratory Disorders a. Review of Normal Structures in the Respiratory System b. General Manifestations of Respiratory Disease c. Common Treatment Measures for Respiratory Disorders d. Infectious Diseases e. Obstructive Lung Diseases f. Chronic Obstructive Pulmonary Diseases g. Restrictive Lung Disorders h. Vascular Disorders i. Expansion Disorders


Week 8October 18th

1. Exam 2: Weeks 5-72. Class Lecture/Discussions - Digestive System Disorders a. Review of the Digestive System

1. Readings/Viewings: a. Gould – Chapter 20 b. PowerPoint Presentations/Video

b. Common Manifestations of Digestive System Disorders c. Basic Diagnostic Tests d. Common Therapies e. Upper Gastrointestinal Tract Disorders f. Disorders of the Liver & Pancreas g. Lower Gastrointestinal Tract Disorders

Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities3. Draft of Case Study Assignment Due

Week 9October 25th

Class Lecture/Discussions - Effects of Immobility a. Musculoskeletal Effects b. Cutaneous Effects c. Cardiovascular Effects d. Respiratory Effects e. Gastrointestinal Effects f. Urinary Effects g. Effects of Immobility on Children & Adolescents - Acute Neurologic Disorders a. Review of the Nervous System b. General Effects of Neurologic Dysfunction c. Acute Neurologic Problems


Week 10November 1st

Class Lecture/Discussions - Musculoskeletal Disorders a. Review of the Musculoskeletal System b. Trauma c. Bone Disorders d. Disorders of Muscle, Tendons, & Ligaments e. Joint Disorders - Skin Disorders a. Review of the Normal Skin b. Skin Lesions c. Inflammatory Disorders d. Skin Infections e. Skin Tumors - Diseases Associated with Adolescence Musculoskeletal Abnormalities a. Kyphosis & Lordosis b. Scoliosis c. Osteomyelitis d. Juvenile Rheumatoid Arthritis Skin Disorders Acne Vulgaris

1. Readings/Viewings: a. Gould – Chapters 26, 27, & 8: pp. 159-162 b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities

Week 11November 8th

1. Exam 3: Weeks 8-102. Class Lecture/Discussions

1. Readings/Viewings: a. Gould – Chapters 9 &

- Potential Complications of Pregnancy a. Embryonic & Fetal Development b. Significant Physiologic Changes during Pregnancy c. Potential Complications of Pregnancy - Urinary System Disorders a. Review of the Urinary System b. Incontinence & Retention c. Diagnostic Tests d. Diuretic Drugs e. Dialysis f. Disorders of the Urinary System g. Urinary Tract Obstructions h. Vascular Disorders i. Congenital Disorders j. Renal Failure

21 b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities

Week 12November 15th

Class Lecture/Discussions - Congenital & Genetic Disorders a. Review of Genetic Control b. Congenital Anomalies c. Genetic Disorders d. Developmental Disorders e. Diagnostic Tools f. Genetic Technology g. Example: Down Syndrome - Reproductive System Disorders a. Disorders of the Male Reproductive System b. Disorders of the Female Reproductive System c. Infertility d. Sexually Transmitted Diseases - Diseases Associated with Adolescence Disorders Affecting Sexual Development

1. Readings/Viewings: a. Gould – Chapters 7, 28, & 8: p. 165 b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities

November 22nd THANKSGIVING HOLIDAYS! Enjoy Family Time!Week 13

November 29thClass Lecture/Discussions - Chronic Neurological Disorders a. Congenital Neurologic Disorders b. Seizure Disorders c. Chronic Degenerative Disorders d. Dementia e. Mental Disorders f. Spinal Cord Problem - Disorders of the Eye & Ear a. The Eye b. The Ear


Week 14December 6th

Class Lecture/Discussions - Pain a. Causes of Pain b. Pain Pathways c. Theory of Pain & Pain Control d. Characteristics of Pain e. Acute Pain f. Chronic Pain g. Headache h. Pain Control - Substance Abuse a. Terminology b. Predisposing Factors c. Recognition of Abuse d. Potential Complications of Substance Abuse e. Assistance with Substance Abuse - Environmental Hazards a. Chemicals b. Physical Agents c. Biologic Agents

1. Readings/Viewings: a. Gould – Chapters 13, 14, & 15 b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities

Week 15December 13th

1. Exam 4: Weeks 11-142. Class Lecture/Discussions - Aging & Disease Processes a. The Aging Process b. Significant Physiologic Changes with Aging c. Other Factors d. Multiple Disorders - The Influence of Stress a. Review of the Stress Response b. Stress & Disease

1. Readings/Viewings: a. Gould – Chapters 10 & 12 b. PowerPoint Presentations/Video Clips/Research Articles/Class Handouts as needed2. Think-Pair-Share & Lesson Activities3. Final Copy of Case Study Assignment Due

Week 16December 20th

COMPREHENSIVE FINAL EXAM: Weeks 1-15

Enjoy Christmas Holidays!

COURSE/CLASSROOM POLICIES1. Class ParticipationStrict class attendance and active participation is expected for all course venues. Class participation is considered an independent student activity - NOT a group activity (unless otherwise indicated by your course instructor).

2. Missed Exams/Assignments/Make-Up Policy

A student not present to take an assigned nursing examination may receive a grade of zero (0) for that examination. A student may be allowed to make-up an examination under the following circumstances:

a. Absence is due to serious illness/hospitalization of the student or an immediate* family member. Documentation by a health care provider will be required at the time the student requests a make-up exam for the day of illness.b. Absence is due to a death in the immediate* family. Documentation will be required.c. An absence that the faculty and/or Department Head deems as unavoidable.

To be eligible for a make-up exam in the above circumstances, the student must notify their instructor prior to the absence, and must make arrangements within 48 hours after the absence for the retake. Faculty has the right to offer an alternative form of the exam and/or to deduct up to 10 points from the exam grade.

*Immediate: Family member living in the same household or outside household totally dependent on the student for care such as a spouse, parent, child, sibling, grandparent or grandchild.

3. Academic Dishonesty Nursing students are expected to maintain an environment of academic integrity.Actions involving scholastic dishonesty violate the professional code of ethics and are disruptive to the academic environment. Students found guilty of scholastic dishonesty are subject to disciplinary action, including dismissal from the Associate Degree Nursing Program and Ranger College in accordance with outlined criteria. Procedures for discipline due to academic dishonesty have been adopted as published in the Ranger College Student Handbook. Examples of scholastic dishonesty include, but are not limited to:

CHEATING: Copying from another student’s test. Possessing or using, during a test, materials which are not authorized. Using, buying, stealing, transporting, or soliciting a test, draft of a test, test facsimile, answer key, care plans, or other written works.

PLAGIARISM: Using someone else’s work in your academic assignments without appropriate acknowledgment.

COLLUSION: Collaborating with another person in preparing academic assignments without authorization.

4. Student Behavior Policy Students are expected to observe the following guidelines for classroom or campus testing behavior:

a. Neither children nor pets may be brought to classes or clinical agencies under any circumstance. Children must not be left unattended in any area of the building.b. All buildings housing the Associate Degree Nursing Program are nonsmoking facilities.c. No food or drinks are allowed in classrooms.d. Students are expected to be seated by the designated starting time for classes.e. A student deemed disruptive by a faculty member may be asked to leave the classroom or testing area.f. Cell phones must be turned off during class (unless instructed otherwise) or campus testing. In addition, pager/beepers, if used, must be set on silence. Messages received during lecture may be returned during class breaks.g. Respectful, formal communication skills are used in online forums.

5. Available Support ServicesLibrary facilities are available at the main Ranger campus, the Brownwood campus (Heartland Mall), and the Brownwood Public Library. Reference materials are also available online as well.

6. ADA Statement:Ranger College provides a variety of services for students with learning and/or physical disabilities. The student is responsible for making the initial contact with the Ranger College Counselor. It is advisable to make this contact before or immediately after the semester begins.

7. Grading System/Exams/Course AssignmentsCourse grades are dependent upon meeting the learning objectives and completing course requirements. Each student will receive the actual grade earned based on graded activities according to the designated evaluation criteria and percentages.

Criteria for grading assignments are listed below. Scores and final course grades will not be rounded up.

The grading scale is listed below:

90-100 A80-89 B70-79 C60-69 D< 60 F

Exams in this course will be measured by written exams taken at the Brownwood campus site. Students are expected to take exams alone and not in a study group.

Disease Process Case Study* 10.0%Exam 1 17.5%Exam 2 17.5%Exam 3 17.5%Exam 4 17.5%Comprehensive Final Exam 25.0%

100%

*Disease Process Case Study Assignment: This written work is mandatory and will be discussed in detail during the first week of this course, at which time a case study example, form, and grading rubric will be distributed to each student. A draft of this work will be due at midterm with final project due by Week 15.

This assignment should reflect college-level work, including proper grammar and spelling. Final assignments will receive 10 points deducted for each day submitted past the due date.

NON-DISCRIMINATION STATEMENTAdmission, employment, and program policies of Ranger College are non-discriminatory in regard to race, creed, color, sex, age, disability, and national origin.

SYLLABUS AND CALENDAR CHANGES

The course syllabus and calendar are subject to change. Students will be notified during scheduled class or via Ranger College e-mail concerning any revisions to course syllabus. in

STUDENT EVALUATION OF COURSE Students are strongly encouraged to participate in a course evaluation at the end of the semester. Areas of evaluation include:

Gaining factual knowledge Developing specific skills, competencies, and points of view needed by

professionals in nursing Developing competent skills in verbal and written communication Learning how to find and use resources for answering questions or solving

problems Learning to analyze and critically evaluate ideas, arguments, and points of

view

WITHDRAWAL FROM CLASSStudents wishing to drop/withdraw from the class must do so before the final drop/withdrawal date. If the student does not drop/withdraw before the official last date, he/she will receive the grade earned. A “C” or better is needed in all nursing courses to pass. Failure to pass the lecture course will result in a failing grade in any corresponding clinical component.

RECEIPT OF SYLLABUS FORMAll students must complete the attached “Receipt of Syllabus” form and return it to the course instructor.

RECEIPT OF SYLLABUS FORMFOR RNSG 1311

(Required of all students and filed by the course instructor)

Legibly print the following information:

Name: __________________________ Date:___________________________

“I have received and understand the information in the syllabus for RNSG 1311 and I agree to abide by the stated policies.”

Signature of Student: _____________________________

Nursing Pathopysiology

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Transcript of Nursing Pathopysiology