Replaced Fall 2012
Fall 2010
Chabot College
Course Outline for Nursing 88
PATHOPHYSIOLOGY
Catalog Description
88 - Pathophysiology
3 units
Pathophysiological processes in selected disease states in the following systems of the human body:
endocrine, renal, cardiovascular, pulmonary, gastrointestinal, and neurological. Purpose and results of
supporting laboratory, radiological, and other appropriate diagnostic studies used in confirming the
presence or absence of the selected disease states will be explored. Critical thinking exercises, case
studies and examinations. Prerequisites: Satisfactory completion of Human Physiology 1 and
Microbiology 1 (or equivalent) and: satisfactory completion of (or concurrent enrollment in) Nursing 70
and possession of a valid California LVN license, or possession of a valid California RN license, or
satisfactory completion of all required nursing courses in the first semester of the nursing curriculum
(Nursing 55, Nursing 56, Nursing 58, Nursing 61, Nursing 74 or their equivalents) with a “C” or better and
concurrent enrollment in the second semester of the nursing program (Nursing 75, Nursing 59 or Nursing
60A or possession of a valid California LVN or RN license). 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
Before entering the course, the student should be able to:
1. apply principles of human anatomy, physiology, and microbiology in the care of clients;
2. demonstrate competency in application of the components of the nursing process;
3. develop a nursing diagnosis based on physical assessment;
4. describe principles of administration of medication for clients throughout the life span;
5. complete an assessment of the thorax, skin, abdomen, oral cavity, and peripheral vascular
system, including verbalizing normal physiological changes across the life span;
6. care for the client with fluid and electrolyte disturbance(s);
7. incorporate principles and methods of teaching healthy lifestyles to clients.
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1. identify and describe the major homeostatic processes which occur during inflammatory,
immunological, and hematological responses;
2. identify and explain the pathophysiological basis for the most commonly occurring symptoms
in selected disease states of each system studied;
3. identify the purpose and significance of the results of diagnostic tests used in confirming the
presence or absence of selected disease states of each system studied;
4. demonstrate verbally or in writing an understanding of system integration and
interdependence;
5. apply critical thinking in the utilization of the nursing process and evidence-based nursing in
selected disease states of each system studied.
Course Content:
1. Inflammatory response
2. Immunological response
a. allergy, autoimmunity, alloimmunity
b. immune deficiencies
3. Hematological response
a. white blood cell and red blood cell function
b. the leukemias and lymphomas
c. multiple myeloma
d. the anemias
e. clotting cascade
4. Conceptual model of the endocrine system
a. thyroid dysfunction
Chabot College
Course Outline for Nursing 88, page 2
Fall 2010
5.
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b. parathyroid dysfunction
c. adrenal dysfunction
d. pituitary dysfunction
Blood pressure regulatory mechanisms
a. physiological and hormonal controls
b. hypertension
Peripheral vascular diseases
Cardiac Dysfunctions
a. acute coronary syndromes
b. heart failure
c. valvular disorders
Pulmonary diseases
a. obstructive lung diseases (COPD)
b. infectious lung diseases (pneumonia)
Gastrointestinal disorders
a. cirrhosis and hepatitis
b. cholecystitis and pancreatitis
Renal disorders
a. glomerulonephritis
b. pyelonephritis
c. calculi
d. failure—acute and chronic
Neurological disorders
a. cerebral hemodynamics, increased intracranial pressure
b. stroke, aneurysm
c. seizure disorders, chronic neurologic disorders
Pathophysiological bases of shock states
a. hypovolemic
b. cardiogenic
c. septic
d. neurogenic
Threats to the integument (especially burns)
Methods of Presentation
1.
2.
3.
4.
Lecture/discussion
Audio-visual aids
Guest speakers
Guided independent study
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. In class or take-home case study relating to the depressed immune system, list the
rationale for assessments needed in planning safe and effective nursing care.
b. Critical thinking assignment: Given a patient in shock, perform an internet search on
evidence based practice nursing care
2. Methods of Evaluating Student Progress
a. Quizzes
b. Written assignments and/or class projects
c. Written final examination
Textbook(s) (Typical):
Pathophysiology, McCance and Heuther, 2007
Special Student Materials:
Chabot College
Course Outline for Nursing 88, page 3
Fall 2010
None