Course Introduction
Acknowledgement of Traditional Lands
Centennial is proud to be a part of a rich history of education in this province and in this city. We
acknowledge that we are on the treaty lands and territory of the Mississauga’s of the Credit First Nation and
pay tribute to their legacy and the legacy of all First Peoples of Canada, as we strengthen ties with the
communities we serve and build the future through learning and through our graduates. Today the
traditional meeting place of Toronto is still home to many Indigenous People from across Turtle Island and
we are grateful to have the opportunity to work in the communities that have grown in the treaty lands of
the Mississauga’s. We acknowledge that we are all treaty people and accept our responsibility to honor all
our relations.
Course Description
This course introduces students to the basic concepts of anatomy and physiology of the human body, with
focus on common conditions, diseases, and the effects of aging on each system. Students will learn about
health promotion and health maintenance recommendations that contribute to quality of life and minimize
risk of harm.
Students will be provided with experiential learning opportunities to practice and demonstrate application
skills for observing, reporting, and assisting clients with acute and/or chronic illness within the context of
their activities in daily living, in a holistic manner. Students will identify, develop and apply
a variety of learning technologies and platforms for:
• creating presentation and sharing;
• collaborating, discussing and communicating;
• formative and summative assessment.
Course Learning Outcomes
The student will reliably demonstrate the ability to:
1. List essential basic terms related to the structure and function of the human body in health and
selected diseases and conditions.
2. Examine the basic standard structure and function of the integumentary system, digestive, urinary,
circulatory, respiratory, nervous, sense organs, endocrine, reproductive, and musculoskeletal
systems, including fundamental normal changes of ageing and their effects on individuals. Identify
and investigate common conditions and associated basic effects of altered structure and function on
health status, including common signs and symptoms and effects on functional abilities and activities
of daily living.
3. Plan and assess a Personal Organizational Plan (POP) to support clients s with common conditions,
including common signs and symptoms and effects on functional abilities and activities of daily living.
4. Identify barriers to the client's functioning (physical, social, emotional, or cognitive).
5. Report the role of the Personal Support worker in assisting clients across the lifespan with common
conditions and associated primary effects of altered structure of function on health status, including
common signs and symptoms and effects on functional abilities and activities of daily living.
6. Recognize factors that can influence the behaviour of clients who require assistance in routine
activities of daily living.
7. Identify changes in condition and signs and symptoms requiring recording and/or reporting.
Course Structure
Module 1: What is Anatomy & Physiology? An Introduction to the Personal Organizational Plan
Week 1: Introduction to the Body & Infectious Diseases
Week 2: Integumentary System
Week 3: Pain Measurements, Pain Management, & Wound Care
Module 2: What Factors Affect Health? Build Knowledge About Common Diseases Affecting Care
Week 4: Digestive System
Week 5: Skeletal System & Muscular System
Week 6: Nervous System
Week 7: Sensory System
Week 8: Circulatory System
Module 3: How to Promote Health? Promoting Health and Health Maintenance
Week 9: Pulse, Blood Pressure, & Immune System
Week 10: Respiratory System
Week 11: Urinary System
Week 12: Endocrine System
Week 13: Reproductive System
Week 14: Look back to look ahead
Methods of Instruction
Anatomy 101 methods of instruction use the constructivist pedagogy principles because learning fosters
a more effective learning process for students to engage in cooperative activities actively and connect
to real-world issues. It is through educational technologies that will support teaching and learning. The
course revisions we feel will allow students to have fun while engaging better in an online environment.
To promote proficiency in using educational technology, we foster an environment that encourages
bravery to challenge fears as we explore different technology tools. The online learning environment we
use is Brightspace, also known as Desire2Learn there, you will find course content, discussion forums,
quizzes, tests, and where you can submit your assignments.
Text and other Instructional/Learning Materials
Text Book(s):
Required eTextbook:
Sorrentino, S.A., Remmert, L., Wilk, M.J. (2018). Mosby Canadian textbook for the support worker,
(4th Canadian ed.). Toronto: Elsevier.
Herlihy, B. (2018). The Human Body in Health and Illness - E-Book. St. Louis, Missouri: Saunders.
Required eWorkbook:
Sorrentino, S.A., Remmert, L., Kelly, R.T., Wilk, M.J., Cammaert, M. (2018). Workbook to accompany
Mosby’s Canadian textbook for the Support Worker (4th Canadian ed.). Toronto: Elsevier.
Online Resource(s):

Elsevier Student textbook online resources:
http://evolve.elsevier.com/Canada/Sorrentino/Support
Worker
Falls Prevention:

http://rnao.ca/sites/rnao-ca/files/Falls_Prevention__Building_the_Foundations_for_Patient_Safety._A_Self_Learning_Package.pdf
Heart and Stroke-Taking Action for Optimal Community and Long-term Stroke Care (2015). A
Resource for Healthcare Providers:

http://www.strokebestpractices.ca/index.php/taking-action-for-optimal-community-and-long-termstroke-care-a-resource-for-healthcare-providers-tacls/

Ministry of Health and Long-Term Care Personal Support Worker Training Standards
(2014): http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/health/41469.pdf
Assessment Overview
https://cdn.centennialcollege.ca/ccwiden/s/sg6fxrnjvn/top-10-tips-for-college-success
Tips for Online Course Success
Online Environment
For all 14 weeks, we will be utilizing eCentennial (Desire2Learn/Brightspace). To get started, spend
time familiarizing yourself with the course and its online nature by looking through all the files.
This week you should review the assignments, do the readings and engage in the discussions. If
you have difficulty with the technology, press the Help icon on the last tab on this main page.
There is also a General Discussion area called FAQ, where you can share questions that other
students might know the answer to before sending me an email. If this is your first time
undergoing online learning, I assure you that it is not harder, nor is it any easier than learning in
the physical classroom. It is just another method of learning that will be a part of your experience.
At the beginning of each week, you will participate in online activities. Learning anatomy can be
fun; however, a challenge can be sure that you have not missed an activity and ensuring to meet
specific dates and times for assignments. It is important to take strategies to keep track of dates
and times of assignments and activities.
Group Work
You will be working independently and in small groups to create a personal organization plan which
you will be require to complete independently for your clinical placements. This course was design
to prepare you for this important responsibility.
Discussion
It is important to reflect on your learning to understand what new knowledge you learned or
challenges you experienced. You will be using three different environments to communicate and so
ensure you take the time to ensure you are familiar with each online platform.
assemble and focus your thoughts about an issue or concept that is new or challenges
your professor will be inputting your grades as you complete the assignments; however, your
discussion mark will be given at the finishing date of this course.
Evaluation Scheme
➮ Quizzes: The quizzes are designed to help you practice find and identify terms, conditions
associated with the effects of altered structure and function on the health status of clients. Quizzes
contains 10 questions with three different types of questions (e.g. multiple choice, true and false,
and short answer). Quizzes completed on your eCentennial shell, and students have three attempts,
with the highest mark being recorded—worth 5% each, which must be completed by the end of
each week.
➮ Practice Activities: Personal Organization Plan (POP) (Independent assignment)- Part 1: POP
(Biographical Data). In part 1 of the Personal Organization Plan (POP), students are expected to
review the case study and gather information to fill out the patient's data information, level of care
and create a scheduled plan of care. The data should be recorded accurately. When referring to the
patient's name, only use initials; for example, Jen Fraser, for confidentiality reasons, uses their
initials J.F. When recording the time of activity, it must be done using military time. Part 2- POP
(Diagnosis, Plan of Care, & Specific Needs of Clients): For this part of the POP, you will gather more
information about the client and create a plan of care. The patient's data information should be
recorded accurately on the assignment sheet. For the patient's activity plan, you must record this
using military time. For example, 1:00 pm is 1300 hrs. You will also need to gather information for
each system and include the role of the PSW in addressing the patient's needs. For example, if you
identify that there is skin breakdown, add the PSW roles and responsibilities in health prevention
and health promotion of the patient to promote healing. Students will submit two POP: The first
one will be submitted independently, and the second POP will be completed as a group submission.
Students will work to complete a POP using an assessment based on their level of knowledge. The
assignment is broken up into two parts.
➮ Final Assignment: Personal Organization Plan (POP): (Group assignment)-For this assignment
students will build a group contract. Each group will be given a system of focus where they will
health teach their peers on the information related to different client then then one worked on in
the practice exercise.
➮ Midterm Test: The content to be tested is from week 1-6 (6 Systems). The midterm test is worth 40
points but worth 20% of final grade. This test can include diagrams, multiple choice, short answer)
➮ Final Test: The content to be tested is from week 7-13 (7 Systems). The final test is worth 40
points but worth 20 % of the final grade. This test can include diagrams, multiple choice, short
answer)
Evaluation Name
Course
Weight
Learning
Outcomes
Quizzes (4)
Assignment 1: Practice Personal Organization
Plan (POP) -Part 1, 2 (Independent Activity)
Assignment 2: Final Personal Organization Plan
(POP) - (Group Activity)
3
1, 3, 4, 5,
6, 7
1, 3, 4, 5,
6, 7
Weekly Discussions
Midterm Test
Final Test
3, 4, 5 ,6
1
1
Total
20
10
20
10
20
20
100%
Student Accommodation
The Centre for Accessible Learning and Counselling Services (CALCS) (http://centennialcollege.ca/calcs)
provides programs and services which empower students in meeting their wellness goals, accommodation
and disability-related needs. Our team of professional psychotherapists, social workers, educators, and staff
offer brief, solution-focused psychotherapy, accommodation planning, health and wellness education, group
counselling, psycho-educational workshops, adaptive technology, and peer support. Service locations are
located at (Ashtonbee Room L1-04, Morningside Room 190, Progress Room C1-03, The Story Arts Centre
Room 285, Downsview Room 105). Please contact us at calcs@centennialcollege.ca, 416-289-5000 ext.
3850 to learn more about accessing CALCS services.
Use of Dictionaries




Any dictionary (hard copy or electronic) may be used in regular coursework.
Only English Language Learner dictionaries are permitted for course assignments and activities
(English words, idioms, and pronunciations are explained).
English-Additional Language (e.g. English-Chinese) or Additional Language-English (e.g. RussianEnglish) dictionaries may be used for course assignments and readings.
Dictionary use is not permitted during your online testing.
Communication
Post your comments to the Discussion Board. Since often the most powerful learning comes from our
colleagues, this is an opportunity for us to learn from one another. Sometimes there will be specific
questions for you to respond to, and sometimes you will be asked for your thoughts and experiences about
an issue.
The discussion activities occur both our online synchronous sessions and using both eCentennial discussion
board as well as Padlet and to be completed on set days within the week. Refer to the Topical outline for
the specific dates and times. It is important to note that discussions are evaluated for participation and
being on time; therefore, there is no wrong answer. If you can not participate using these technology tools
here are links you can review: Desire to learn discussion board link, Zoom discussion link, Padlet link.
Evaluation Methods Policy
Grades set by the Program for individual courses supersede the College grading system.
A “C” grade is required for promotion for all theoretical courses within the program, including the
English (COMM) and general Education (GNED) courses.
Evaluative methods used in courses in the Personal Support Worker program include but is not
limited to quizzes, tests, online
participation, presentations, assignments, and comprehensive tests. If a student does not submit an
assignment on the due date and does not communicate with the Professor prior to the due date a
deduction of, 5% per calendar day will be given. It is the student’s responsibility to follow-up to
confirm that the assignment was received by the Professor.
In exceptional circumstances, * if a student cannot submit an assignment on the date, he/she must
notify the appropriate Professor at least 24 hours in advance or as soon as possible and request an
extension giving reasons for the delay. Professors can grant an extension at their discretion; the student
will receive full consideration for the assignment. Assignments with extensions are due at a specific date
and time as arranged with the Professor. Penalties will be applied to all assignments that are not
submitted on the agreed upon due date.
Tests Policy
A student is only allowed ONE missed scheduled evaluation/test per course where he/she may be
granted a makeup evaluation/test.
In case of any additional missed assignments/test, the student is required to meet with their Success
Advisor to get a written permit to be able to take another test. If not, it will result in a grade of zero for
the evaluative method. Please consult with the Professor to discuss further. Students are responsible for
contacting the Professor regarding the missed performance test. The Instructor will schedule the missed
performance test any time between 7:00 am and 9:00 pm on any day between Monday and Friday,
communicate the date, and time via email to the student.
Review of Tests
Policy The following are program policies for test review:
Test review will occur within two weeks following the release of the test mark. Review of term tests will
not occur during scheduled course time. Students may review each test only once during the semester.
To review your test please contact your professor to set a date and time.
Course Policies
The following statements are selected from Centennial College policies approved by the Board of
Governors.
Student Responsibilities and Rights
Students should familiarize themselves with all College Policies that cover students’ rights,
responsibilities.
•
For more information on the following and other policies, please visit
www.centennialcollege.ca/aboutus/respect or consult the Academic Matters Section in the fulltime and Continuing Education catalogues.
Respect at Centennial
At Centennial College, we are committed to providing a safe and respectful learning, teaching, and
working environment for all students, faculty and staff that promotes equity. Policies have been put in
place to ensure that Centennial is a place that demonstrates respect and consistency with the Ontario
Human Rights Code. All incidents of harassment, discrimination, bullying and violence will be addressed
and responded to. As a college, we take the position that all forms of harassment, including personal
harassment and bullying, must be stopped. Please click the links below for more information:
http://www.centennialcollege.ca/aboutus/respect and www.stopbullyingnow.ca.
Academic honesty is integral to the learning process and a necessary ingredient of academic integrity.
Academic dishonesty includes cheating, plagiarism, and impersonation. All of these occur when the work
of others is presented by a student as their own and/or without citing sources of information. Breaches
of academic honesty may result in a failing grade on the assignment/course, suspension, or expulsion
from the college.
College Policies
Students should familiarize themselves with all College Policies that cover academic matters
and student conduct.
All students and employees have the right to study and work in an environment that is free
from discrimination and harassment and promotes respect and equity. Centennial policies
ensure all incidents of harassment, discrimination, bullying and violence will be addressed
and responded to accordingly.
Academic honesty is integral to the learning process and a necessary ingredient of academic
integrity. Academic dishonesty includes cheating, plagiarism, and impersonation. All of these
occur when the work of others is presented by a student as their own and/or without citing
sources of information. Breaches of academic honesty may result in a failing grade on the
assignment/course, suspension, or expulsion from the college.
For more information on these and other policies, please visit
www.centennialcollege.ca/about- centennial/college-overview/college-policies.
Students enrolled in a joint or collaborative program are subject to the partner
institution's academic policies.
PLAR Process
This course is eligible for Prior Learning Assessment and Recognition (PLAR). PLAR is a process
by which course credit may be granted for past learning acquired through work or other life
experiences. The PLAR process involves completing an assessment (portfolio, test, assignment,
etc.) that reliably demonstrates achievement of the course learning outcomes. Contact the
academic school to obtain information on the PLAR process and the required assessment.
Module 1: What is Anatomy & Physiology? An introduction to the Personal Organizational Plan
Wk.
Topics
Readings/Ma
terials
1
Introduction to
the Body &
Infectious
Diseases
Sorrentino,
Remmert, &
Wilk, 2018:
 Chapter
13 p. 190200

Chapter
17 p. 273276
Additional
Information p.
273
(Box 17-1)
p. 273
(Figure 17-1)
p. 274
(Figure 17-2)
&
(Figure 17-3)
p. 275
(Figure 17-4)
p. 276
(Figure 17-5)
Chapter 23 p.
425-432
Additional
Information p.
433
(Table 23-2)
Chapter 37 p.
878-882
Additional
Information p.
879
(Table 37-2)
Weekly Learning
Outcomes
ANATOMY &
PHYSIOLOGY
1. Compare anatomy,
physiology, and how
they work together to
support the functions of
life.
DIRECTIONAL TERMS
2. Define and locate the
following directional terms
of the body:
 Superior
 Inferior
 Anterior
 Posterior
 Ventral
 Dorsal
 Proximal
 Distal
 Lateral
3. Define and locate the
following cavities of the
body:
 Ventral cavity (thoracic
cavity, diaphragm, and
abdominopelvic cavity)
 Dorsal cavity (cranial
cavity, and spinal
cavity)
CELLS, TISSUES,
ORGANS, & SYSTEMS
4. Describe for the following
its structure, function, and
interrelationship:
 Cells (5 parts and 4
types)
 Tissues (4 types)
 Organs
 Systems (11 systems)
Instructional
Strategies
Online
synchronous
session will be
Thursday from
10 am-1: 00 pm
Student Review
Exercises:
Workbook
Chapter 17
Q: 11,26,33,4952
Chapter 23
Q:1, 2, 4, 10,
11, 16,
32, 33-34,36,
39, 40,
43, 46-47, 56,
58, 61,
65
Chapter 37
Q: 40
Evaluation
Name &
Weight
Post on:
Discussion
1. What is
anatomy
and
physiology?
2. Why do
we need to
know this to
be
responsible
for assisting
clients with
their care?
Post on
ECentennial
Discussion
Board
Quiz: Week
1 content to
be tested is
from
Introduction
to The
Human
Body &
Infectious
Diseases
Evaluation
Date
Wed., Sept.
8
Sun. Sept.
12 by 11:59
pm.
CELL DIVISION, DNA,
GENES, &
CHROMOSOMES
5. Identify the two (2) types
of cell division:
2
Integumentary
System
Sorrentino,
Remmert, &
Wilk, 2018:
Chapter 17 p.
276-277
Additional
Information p.
276
(Figure 17-6)
Chapter 21 p.
374-376
Additional
Information p.
375 (Box 21-2)
ANATOMY & FUNCTION
1. List and explain the
functions of the skin.
2. Describe the structure
and function for the
following three (3)
layers of the skin:
 Epidermis
 Dermis
 Subcutaneous
3. Identify and describe the
structure and function for
the following accessory
structures of the skin:
 Hair
 Nails
 Exocrine glands
 Endocrine glands
FACTORS AFFECTING
SKIN INTEGRITY
4. Explain the factors
affecting the structure
and function of the skin.
5.Identify the normal
changes that occur in
the skin during the
aging process and how
changes affect its basic
function.
6. Explain the role of skin
in regulating body
temperature.
Online
synchronous
session will be
Thursday from
10 am-1: 00 pm
Assignment
1: Part 1 of
Practice
POP
Tues., Sept.
14 by 6:00
pm in
Assignment
Box
Discussion
2: Reflect
on Your
Assignment
1 on Padlet
Wed., Sept.
15
7. Explain the factors that
affect skin colour.
COMMON DISEASES &
CONDITIONS
8. Recognize and describe
the following common
skin disorders:
 Decubitus ulcer
 Urticaria
 Dermatitis
 Eczema
 Shingles
 Scabies
 Skin tag
 Seborrheic keratosis
 Psoriasis
 Skin cancer
9. Review the signs and
symptoms for the
following common skin
disorders that should be
reported using
appropriate medical
terminology:
 Decubitus ulcer
 Urticaria
RISK PREVENTION,
HEALTH PROMOTION
MAINTENANCE
10. Identify the ways and
means of risk
prevention and the
reduction of common
skin disorders.
3
C. Pain
Measurements,
Pain
Management,
& Wound Care
Sorrentino,
Remmert, &
Wilk, 2018:
Chapter 12
p. 178-179,
180-183
PAIN, MEASUREMENTS,
& MANAGEMENT
1. Differentiate acute,
chronic, neuropathic,
referred pain, and
phantom pain.
2. Compare and contrast
Online
synchronous
session will be
Thursday from
10 am-1: 00 pm
Assignment
2: Part 2 of
Practice
POP
Tues., Sept.
21 by 6:00
pm.
Discussion
3: Reflect
on Creating
Wed., Sept.
22
Additional
Information p.
179
(Figure 12-7)
p. 182
(Figure 12-12)
Chapter 15 p.
230-236
Additional
Information p.
231
(Table 15-1)
p. 232
(Focus on
Children)
p. 235
(Figure 15-10)
&
(Figure 15-11)
p. 236
(Figure 15-13)
Sorrentino,
Remmert, &
Wilk, 2018
(Review):
Chapter 24 p.
475-488
Chapter 37 p.
844-850
Herlihy, B.
(2018):
Chapter 13
eCentennial
various therapeutic
approaches to manage
pain.
3. Explain the following
Pain Measurement
Scales:
• Numerical
• Descriptive
• Visual Analogue
WOUND DRESSINGS
4. Explain the
guidelines for
applying
dressings.
5. Describe how to meet
the basic needs of
clients who have
wounds.
6. Identify and discuss
the development of
skin conditions.
7. Identify cultural
considerations when
assessing the
client's level of pain.
8. Discuss and
summarize the
health promotion
and risk
prevention of skin
conditions.
WOUND ARE, HEALING
AND OBSERVATIONS
9. Explain the
process, types,
and
complications
of wound
healing.
10. Describe what to
observe about wounds
and wound drainage.
a Patient
Plan of
Care,
Identifying
Patient
Needs, and
Understandi
ng Your
Role on
Padlet
VITAL SIGNS (T)
11. Know when to use each
temperature site and the
normal ranges for
temperature sites.
Module 2: What Factors Affect Health? Build Knowledge About Common Diseases Affecting Care
Wk.
4
Topics
D. Digestive
System
Readings/Ma
terials
Sorrentino,
Remmert, &
Wilk, 2018:
Chapter 17 p.
292-294
Additional
Information p.
293
(Figure 17-24)
Chapter 28 p.
593
Chapter 33 p.
731-746
Additional
Information p.
733
(Box 33-1)
p. 735
(Focus on
Children) &
(Focus on
Older Adults)
p. 740
(Figure 33-2)
P. 741
(Figure 33-3)
&
(Figure 33-4)
&
(Figure 33-5)
Chapter 37 p.
869-871
Weekly Learning
Outcomes
ANATOMY & FUNCTION
1. Identify the general
structure of the
digestive system
related to its function.
2. Describe and explain
the process of ingestion
and digestion.
3. Describe each digestive
system organ specific
functions for the
following:
 Mouth
 Pharynx
 Esophagus
 Stomach
 Small intestine
 Large intestine
 Rectum
 Anus
4. Describe each accessory
organ and specific functions
for the following:
 Teeth
 Tongue
 Salivary glands
 Liver
 Gall bladder
 Pancreas
5. Describe the appearance
of feces.
Instructional
Strategies
Online
synchronous
session will be
Thursday from
10 am-1: 00 pm
Student Review
Exercises:
Workbook
Chapter 17
Q:54, 64-69,
75, 97-98,
106
Chapter 28
Q:32
Chapter 33 Q:188
Chapter 37
Q:22, 34
Evaluation
Name &
Weight
Post on:
Discussion 4
on Padlet
Quiz 2:
Week 4
content to
be tested is
on the
Digestive
System
Evaluation
Date
Wed., Sept.
29
Sun. Oct. 3
by 11:59
pm.
Herlihy, B.
(2018):
Chapter 23
eCentennial
EFFECTS OF THE
NORMAL AGING
6. Identify the normal
changes that occur in the
digestive system during the
ageing process and the
effects on the individual’s
ability to function.
COMMON DISEASES &
CONDITIONS
7. Describe the
following related
digestive system
disorders:
• Constipation
• Fecal impaction
• Diarrhea
• Fecal incontinence
• Colostomy & ileostomy
• Vomiting
• Gastroesophageal reflux
disease (GERD)
• Gallbladder disease
• Liver disease
• Celiac disease
• Irritable bowel syndrome
• Colitis
• Crohn's disease
• Diverticular disease
8. Review the signs and
symptoms for the digestive
system disorders that
should be reported using
appropriate medical
terminology:
• Vomiting
• Constipation
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
9. Identify the ways
and means of risk
prevention and the
reduction of
common digestive
system disorders.
5
E. Skeletal
System &
Muscular
System
Sorrentino,
Remmert, &
Wilk, 2018:
• Chapter 17 p.
277-282
Chapter 21 p.
376
• Additional
Information p.
375
(Box 21-2)
• Chapter 22 p.
386-388
• Additional
Information p.
389
(Think About
Safety)
• Chapter 26 p.
534-554
• Chapter 37 p.
850-857
Herlihy, B.
(2018):
• Chapter 8
• Chapter 9
eCentennial
PowerPoint
10. Explain health
promotion and prevention
initiatives a PSW can do.
ANATOMY & FUNCTION
1. Describe the structure of
the skeletal system and
the muscular system
related to its function.
2. Classify these four (4)
types of bones according
to their shapes and name
an example of each
group:
• Long bones
• Short bones
• Flat bones
• Irregular bones
3. Describe the structure
and function for the
following three (3) kinds
of freely movable joints:
• Ball-and-socket joint
• Hinge joint
• Pivot joint
4. Discuss the
characteristics for
these (3) three
muscles:
• Skeletal muscles
• Smooth muscles
• Cardiac muscles
5. Explain the
structure and
function of tendons
and ligaments.
EFFECTS OF THE
NORMAL AGING
6. Identify the normal
changes that occur in
the skeletal system and
muscular system during
the aging process and
the effects on the
individual’s ability to
function.
Online
synchronous
session will be
Thursday from
10 am-1: 00 pm
Student Review
Exercises:
Workbook
* Chapter 17
Q:8-9, 12-14,
16, 23,
30, 34, 38-39,
60-63,
93, 102
* Chapter 21
Q: 12,
14,26,33, 58c,
58d, 60
Chapter 22
Q:13, 15, 39,
41
Chapter 26
Q:1-3, 22-23,
26-34
* Chapter 37
Q: 1-9, 24-25,
45-48,
63-64, 94-96,
98-99
Assignment
For Final
POP-Group
Contract
submission
to
assignment
box.
Tues., Oct.
5 by 6:00
pm in
Assignment
Box
Discussion
5: Reflect
on the
group
contract 1
on Padlet
Wed., Oct. 6
COMMON DISEASES &
CONDITIONS
7. Identify the
following
common
musculoskeletal
system
disorders:
• Fractures
• Amputation
• Arthritis
• Osteoporosis
• Gout
• Atrophy
• Deconditioning
• Contracture
• Myalgia (Fibromyalgia)
8. Review the signs
and symptoms for
the following
musculoskeletal
system disorders
that should be
reported using
appropriate medical
terminology:
• Fractures
• Arthritis
FACTORS
AFFECTING
MUSCULAR &
SKELETAL SYSTEM
9. Explain how
inactivity, bed rest, and
falls affect the
musculoskeletal system.
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
10. Identify the
ways and means of
risk prevention and
reduction of
common
musculoskeletal
system disorders.
6
F. Nervous
System
Sorrentino,
Remmert, &
Wilk, 2018:
• Chapter 17 p.
282 – 284,
• Additional
Information p.
282
(Figure 17-12)
&
(Figure 17-13)
p. 283
(Figure 17-14)
• Chapter 21 p.
376
• Chapter 36 p.
805
(Box 36-1)

Chapter 37
p. 857-862

Additional
Information
p. 862
(Figure 37-12)
Herlihy, B.
(2018):
 Chapter 10
 Chapter 11
 Chapter 12
eCentennial
PowerPoint
TACLS
Chapter 2:
Body Structure
11. Identify and
use valid pain
scales for verbal
and nonverbal
client populations.
ANATOMY & FUNCTION
1. Describe the
structure of the
nervous system
related to its
function.
CNS & PNS
2. Contrast the Central
Nervous System (CNS)
and peripheral nervous
system (PNS).
3. Define and explain
the structure and
function for the
following three (3)
types of neurons:
• Sensory
• Motor
• Central
4. Identify and explain the
basic structure and
function of the brain.
5. Describe the basic
structure and function of
the spinal cord.
EFFECTS OF THE
NORMAL AGING
6. Identify the normal
changes that occur in the
nervous system during the
ageing process and the
effects on the individual’s
ability to function.
COMMON DISEASES &
CONDITIONS
7. Identify the following
Online
synchronous
session will be
Thursday from
10 am-1: 00 pm
Student Review
Exercises:
Workbook
Chapter 17
Q: 6-7, 15, 4142, 94,
103
Chapter 21
Q:35
Chapter 37
Q:11-12, 68,
74, 76-78,
100, 119-120
Assignment
POP Draft
submit to
assignment
box
Discussion
3: On group
work for
draft on
Padlet
Tues., Sept.
12 by 6:00
pm.
Wed., Oct.
13
common nervous system
disorders including:
 Alzheimer’s Disease
 Cerebrovascular
Accident (CVA)
 Parkinson’s Disease
 Multiple Sclerosis (MS)
 Amyotrophic Lateral
Sclerosis (ALS)
 Acquired Brain Injury
(ABI)
 Spinal Cord Injuries
8. Review the signs and
symptoms for the following
common nervous system
disorders that should be
reported using appropriate
medical terminology:
 CVA
 MS
HEART & STROKE
(TACLS)
9. Identify and explain the
effects of a stroke:
 Hemiplegia
 Paraplegia
 Quadriplegia
 Dysphagia
 Aphasia
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
10. Identify the ways and
means of risk prevention
and reduction of common
nervous system disorders.
11. Explain health
promotion and prevention
initiatives a PSW can do.
7
Sensory
System
Sorrentino,
Remmert, &
Wilk, 2018:



Chapter 17
p. 284-286
Chapter 40
p. 913-924,
Additional
Information
p. 916
(Box 40-1)
p. 919
(Box 40-2)
p. 920
(Figure 403)
p. 923
(Think
About
Safety)
p. 924
(Figure 406)
ANATOMY & FUNCTION
1. Describe the
structure of the
sensory system
related to its
function.
2. Identify and
explain the structure
and function of the
five (5) senses:
• Smell
• Taste
• Sight
• Hearing
• Touch
EFFECTS OF THE
NORMAL AGING
3. Identify the normal
changes that occur in the
sensory system during the
ageing process and the
effects on the individual’s
ability to function.
COMMON DISEASES &
CONDITIONS
4. Identify the
following common
sensory system
disorders:
 Otitis media
 Otosclerosis
 Meniere's disease
 Presbycusis
 Cerumen
 Conjunctivitis
 Age-related macular
degeneration (AMD)
 Retinal detachment
 Diabetic retinopathy
 Cataracts
 Glaucoma
 Presbyopia
5. Review the signs and
symptoms for the
Online
synchronous
session will be
Thursday from
10 am-1: 00 pm
Student Review
Exercises:
Workbook
Chapter 17
Q:4, 16, 45, 9596
Chapter 21
Q: 58e, 61
Chapter 40 Q:129
Midterm
Test
(Content to
be covered
on this test
is wks. 1-6)
Online
Testing on
Oct 19 and
begins at
10:00 am
online
through
eCentennial
Discussion 7
on Padlet
By Wed.,
Oct. 20
following sensory system
disorders that should be
reported using
appropriate medical
terminology:
 Cataracts
 Glaucoma
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
6. Identify the ways and
means of risk prevention
and the reduction of
common sensory system
disorders.
8
H. Circulatory
System
Sorrentino,
Remmert, &
Wilk, 2018:
• Chapter 15
p. 236-239,
241-249
• Chapter 17
p. 286-291,
300
• Additional
Information p.
287
(Figure 17-18)
p.288
(Figure 17-19)
&
(Figure 17-20)
p. 289
(Figure 17-21)
p. 291
(Figure 17-22)
• Chapter 23 p.
426-427

Chapter 37
7. Explain health promotion
and prevention initiatives
a PSW can do.
ANATOMY & FUNCTION
1. Describe the structure of
the cardiovascular system
related to its function.
CARDIOVASCULAR
SYSTEM
2. Describe the three (3)
types of blood cells and
its function:
• Erythrocytes
• Leukocytes
• Thrombocytes
3. Describe the basic
structure and function
for three (3) layers of
the heart:
• Pericardium
• Myocardium
• Endocardium
4. Discuss the basic
structure and function for
four (4) chambers of the
heart:
• RT atrium
• LT Atrium
Online
synchronous
session will be
Thursday from
10 am-1: 00 pm
Online Student
Engagement
Exercises:
* Nearpod Led
lesson
* Care Plan
Mobile Chart &
Kardex Review
using Weebly.
Student Review
Exercises:
Workbook:
* Chapter 15
Q; 2-6, 10-19,
24-25,
30-33, 43-59,
61-65,
Post on:
Discussion 8
on Padlet
Wed., Oct.
27
Quiz 3:
Week 8
content to
be tested is
on the
Digestive
System
Sun. Oct. 31
by 11:59
pm.
Herlihy, B.
(2018):

Chapter 16

Chapter 17
eCentennial
PowerPoint
• RT ventricle
• LT ventricle
5. Describe the structure
and function three
(3) types of blood vessels:
• Arteries
• Veins
• Capillaries
COMMON DISEASES &
CONDITIONS
6. Identify the
following
common
cardiovascular
system
disorders:
• Coronary artery disease
(CAD)
• Hypertension
• Angina pectoris
• Myocardial infarction (MI)
• Congestive heart failure
(CHF)
• Arrhythmias
• Phlebitis
• Thrombus
7. Review the signs and
symptoms for the following
cardiovascular system
disorders that should be
reported using appropriate
medical terminology:

Angina

Myocardial Infarction
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
8. Identify the ways and
means of risk prevention
and the reduction of
common cardiovascular
system disorders.
9. Explain health promotion
and prevention initiatives a
PSW can do.
67-75, 79- 81
a-m
* Chapter 17
Q:3, 22, 27, 35,
40, 4648, 87-92, 104
* Chapter 37
Q:16-19, 35-36,
53-57,
67, 69-70, 106108
Module 3: How to Promote Health? Promoting Health and Health Maintenance
Wk.
Topics
Readings/Ma
terials
9
I. Pulse, Blood
Pressure, &
Immune
System
Sorrentino,
Remmert, &
Wilk, 2018
(Review):
• Chapter 17
p. 203, 290291, 300
Additional
Information: p.
291
(Figure 17-22)
• Chapter 19 p.
323
Weekly Learning
Outcomes
VITAL SIGNS (P & BP)
1. Explain the factors
that affect pulse and
blood pressure.
2. Discuss normal ranges
for pulse and blood
pressure rates.
Instructio
nal
Strategies
Online
synchronous
session will
be Thursday
from 10 am1: 00 pm
Evaluation
Name &
Weight
Post on:
Discussion 4
on Padlet
Quiz 4: Week
9 content to
be tested is
on the Pulse,
Blood
Pressure, &
Immune
System
Sun. Nov. 7
by 11:59 pm.
Online
synchronous
session will
be Thursday
from 10 am1: 00 pm
Assignment
For Final POPGroup
Contract
submission to
assignment
box.
Tues., Oct. 5
by 6:00 pm in
Assignment
Box
Discussion 5:
Reflect on the
Wed., Oct. 6
3. Identify and apply
knowledge of the terms
pulse and blood pressure.
Evaluation
Date
Wed., Nov. 3
IMMUNE SYSTEM
• Chapter 20 p.
362, 364
• Chapter 23
p. 426-427,
442
5
E. Skeletal
System &
Muscular
System
4. Describe the location and
function of:
• Lymph vessels
• Lymphatic organs
• Lymph nodes
5. Explain immunity and non• Additional
specific immunity.
Information: 6.
p. 429
EFFECTS OF THE
(Box 23-3, Box NORMAL AGING
23-4)
4. Discuss the normal
• Chapter 37 p.
changes that occur in the
883-884
immune system during
eCentennial
the ageing process and
PowerPoint
the effects on the
individual’s ability to
function.
Sorrentino,
ANATOMY & FUNCTION
Remmert, &
3. Describe the structure of
Wilk, 2018:
the skeletal system and
the muscular system
• Chapter 17 p.
related to its function.
277-282
4. Classify these four (4)
Chapter 21 p.
types of bones according
376
to their shapes and name
Student
Review
• Additional
Information p.
375
(Box 21-2)
• Chapter 22 p.
386-388
• Additional
Information p.
389
(Think About
Safety)
• Chapter 26 p.
534-554
• Chapter 37 p.
850-857
Herlihy, B.
(2018):
• Chapter 8
• Chapter 9
eCentennial
PowerPoint
an example of each
group:
• Long bones
• Short bones
• Flat bones
• Irregular bones
3. Describe the structure
and function for the
following three (3) kinds
of freely movable joints:
• Ball-and-socket joint
• Hinge joint
• Pivot joint
4. Discuss the
characteristics for
these (3) three
muscles:
• Skeletal muscles
• Smooth muscles
• Cardiac muscles
8. Explain the
structure and
function of tendons
and ligaments.
EFFECTS OF THE
NORMAL AGING
9. Identify the normal
changes that occur in
the skeletal system and
muscular system during
the aging process and
the effects on the
individual’s ability to
function.
COMMON DISEASES &
CONDITIONS
10. Identify the
following
common
musculoskeletal
system
disorders:
• Fractures
• Amputation
• Arthritis
• Osteoporosis
• Gout
• Atrophy
• Deconditioning
Exercises:
Workbook
* Chapter
17
Q:8-9, 1214, 16, 23,
30, 34, 3839, 60-63,
93, 102
* Chapter
21
Q: 12,
14,26,33,
58c,
58d, 60
Chapter 22
Q:13, 15,
39, 41
Chapter 26
Q:1-3, 2223, 26-34
* Chapter
37
Q: 1-9, 2425, 45-48,
63-64, 9496, 98-99
group
contract 1 on
Padlet
• Contracture
• Myalgia (Fibromyalgia)
8. Review the signs
and symptoms for
the following
musculoskeletal
system disorders
that should be
reported using
appropriate medical
terminology:
• Fractures
• Arthritis
FACTORS
AFFECTING
MUSCULAR &
SKELETAL SYSTEM
11.
Explain how
inactivity, bed rest, and
falls affect the
musculoskeletal system.
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
12. Identify the
ways and means of
risk prevention and
reduction of
common
musculoskeletal
system disorders.
11. Identify and
use valid pain
scales for verbal
and nonverbal
client populations.
10
J. Respiratory
System
Sorrentino,
Remmert, &
Wilk, 2018:
• Chapter 15 p.
240-241
• Chapter 17 p.
291-292
• Additional
Information p.
292
(Figure 17-23)
• Chapter 21 p.
377
• Chapter 23 p.
429
• Chapter 37
p. 867-869,
881-882

Additional
Information
ANATOMY & FUNCTION
1. Describe the
structure of the
respiratory system
related to its function.
2. Describe and
explain the process
of external and
internal respiration.
3. Describe for the
following its structure and
functions:
• Nose
• Pharynx
• Larynx
• Trachea
• Bronchi
• Alveoli
• Lungs
EFFECTS OF THE
NORMAL AGING
4. Identify the normal
changes that occur in the
respiratory system during
the ageing process and the
effects on the individual’s
ability to function. VITAL
SIGNS (R)
5. Describe normal
respiration.
6. Identify and apply
knowledge of the terms for
respiration.
COMMON DISEASES &
CONDITIONS
7. Identify the following
common respiratory system
disorders and conditions:

Influenza

Tuberculosis

Asthma

Types of pneumonia'

Bronchitis
Online
synchronous
session will
be Thursday
from 10 am1: 00 pm
Student
Review
Exercises:
Workbook:
* Chapter
15
Q: 7, 20-21,
60, 80, 85,
105
* Chapter
17
Q:17, 105
* Chapter
21
Q: 18, 22,
30
* Chapter
37
Q: 14-15,
29, 31, 75,
79-81, 101105
* Chapter
41
Q:1-26, 28,
57
Group
Presentation
Health
Teaching via
Zoom
Discussion:
Reflection on
discussion
board on
eCentennial to
reflect on
what you
learn on the
presentations
for this week.
Tues., Nov.
11 begins at
10: 00 am
Please note it
is
Remembrance
Day and will
we will pause
at the 11th
hour.
By Fri., Nov.
12

Chronic obstructive
pulmonary disease
(COPD)
8. Review the signs and
symptoms for the following
respiratory system disorders
that should be reported
using appropriate medical
terminology:
Pneumonia
Bronchitis
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
9. Identify the ways and
means of risk prevention
and reduction of common
respiratory system
disorders.
10. Explain health
promotion and prevention
initiatives a PSW can do.
11
L. Endocrine
System
Sorrentino,
Remmert, &
Wilk, 2018:
• Chapter 17 p.
298-299
ANATOMY & FUNCTION
1. Recognize the structure
of the endocrine system
related to its function.
2. Identify and describe the
locations of the following
Online
synchronous
session will
be Thursday
from 10 am1: 00 pm
Student
Review
Group
Presentation
Health
Teaching via
Zoom
Tues., Nov.
18 begins at
10: 00 am
Discussion:
Reflection on
discussion
By Fri., Nov.
19
• Additional
Information p.
298
(Figure 17-31)
• Chapter 37 p.
874-876
eCentennial
PowerPoint
seven (7) endocrine
glands and list their
hormones and target
cells:
• Pituitary gland
• Thyroid gland
• Parathyroid glands
• Adrenal glands
• Pancreas
• Ovaries
• Testes
COMMON DISEASES &
CONDITIONS
3. Identify the following
common endocrine system
disorders:
• Diabetes (Type 1, Type 2,
gestational)
• Hyperthyroidism
• Hypothyroidism
4. Review the signs and
symptoms for the following
endocrine system disorders
that should be reported
using appropriate medical
terminology:
• Diabetes
• Hypothyroidism
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
5. Identify the ways and
means of risk prevention
and reduction of
common endocrine
system disorders.
6. Explain health promotion
and prevention initiatives
a PSW can do.
Exercises:
Workbook
* Chapter
17
Q:19-21,4344, 76-86,
101
* Chapter
37
Q:82-93,
114
board on
eCentennial to
reflect on
what you
learn on the
presentations
for this week.
12
M. Reproductive
System
Sorrentino,
Remmert, &
Wilk, 2018:
• Chapter 17 p.
296-298
• Additional
Information p.
296
(Figure 17-27)
p. 297
(Figure 17-28)
&
(Figure 17-29)
&
(Figure 17-30)
• Chapter 21 p.
377-378
ANATOMY & FUNCTION
1. Describe the structure of
the reproductive system
related to its function.
2. Identify and describe the
basic structure and
function of the male
reproductive system
including:
• Testes
• Sperm
• Scrotum
• Epididymis
• Vas deferens
• Seminal vesicle
• Ejaculatory ducts
• Prostate gland
• Penis
3. Identify and describe
the basic structure and
function of the female
reproductive system
including:
• Ovaries
• Ova
• Ovulation
• Fallopian tube
• Uterus
• Cervix
• Vagina
• Vulva
• Mons pubis
• Pubis
• Symphysis
• Labia majora
• Labia minora
• Menstruation
• Mammary glands
EFFECTS OF THE
NORMAL AGING
4. Identify the normal
changes that occur
during the ageing
process and how these
changes affect the
function of the
individual’s reproductive
system.
Online
synchronous
session will
be Thursday
from 10 am1: 00 pm
Student
Review
Exercises:
Workbook
* Chapter 17
Q:
100,108109
* Chapter 21
Q:10
* Chapter 37
Q:23, 4042, 61,
115118
Final POP
submission
Tues.., Nov.
23
Discussion 12
on Padlet
Wed. Nov. 24
by 11:59 pm.
COMMON ILLNESS &
DISEASES
5. Identify disorders of the
reproductive system and
common communicable
diseases including:
• Ovarian cancer
• Hepatitis
• Human
immunodeficiency virus
(HIV)
• Acquired immune
deficiency syndrome
(AIDS)
• Genital herpes
• Venereal warts
• Gonorrhea
• Syphilis
6. Review the signs and
symptoms for the following
reproductive system
disorders that should be
reported using appropriate
medical terminology:
• HIV
• AIDS
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
7. Identify the ways and
means of risk prevention
and the reduction of
common reproductive
system disorders.
8. Explain health promotion
and prevention initiatives
a PSW can do.
13
Final Test
Final Test
(Content from
weeks 7-12)
Final
Discussion:
Look back to
look ahead on
Padlet
Dec.2 at
10:00 am via
eCentennial