Course Outline
School:
Community and Health Studies
Department:
Nursing
Course Title:
Anatomy
Course Code:
PSHS 100
Course Hours/Credits:
42
Prerequisites:
N/A
Co-requisites:
N/A
Office Hours: By appointment only
Phone: (416)289-5000 Ext. 8095
(Preferred) sburgos@centennialcollege.ca
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 examine 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.
Supporting Technologies Used in this Course
Centennial College provides students with instructions on how to use
eCentennial(Bright space) for more information click this link
Centennial College also offer IT Technical Support. The IT Service Desk can be
reached:
•
•
•
By phone at 416-289-5280, or from any on-campus computer lab telephone by
dialing ext. 5280
Via email at ITServiceDesk@centennialcollege.ca
Through the IT Service Desk Self-Service Portal
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/Sorren
tino/SupportWorker
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-andlong-term-stroke-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
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 more complicated nor 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 ensure that you have not missed an
activity to meet specific dates and times for assignments. It is essential to take
strategies to keep track of dates and times of assignments and activities. For more tips
click this link
Assignments
You will be working independently and in small groups to create a personal organization
plan (POP). Every student will be required to complete a POP before your clinical
Instructor assigns you to work with a client in your clinical placements. The POP
assignments are to prepare you for your critical role in assisting the client with their
activities of daily living (ADLs). For late assignment submission, you will lose 5% each
day, and students must complete all assignments to meet the curriculum goals of the
program in which they are taught.
Discussion
It is essential to reflect on your learning to understand the new knowledge you learned
and or challenges you experienced. You will be using three different environments to
communicate, so take the time to ensure you are familiar with each online platform.
Your professor will be inputting your grades as you complete the assignments;
however, the discussion mark is entered at the end 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 answers)
Grading
Grades will be determined using evaluation rubrics and weighted as indicated in the
table below. Rubrics will be posted in eCentennial with each assignment description.
Evaluation Name
Quizzes (4)
Assignment 1: Practice Personal Organization
Plan (POP) -Part 1 (Independent Activity)
Assignment 2: Practice Personal Organization
Plan (POP) -Part 1 and 2 (Independent Activity)
Assignment 2: Final Personal Organization Plan
(POP) - (Group Activity): Contract, Draft, Health
Teaching
Weekly Discussions
Midterm Test
Final Test
Total
Course
Weight
Learning
Outcomes
3
20
1, 3, 4, 5,
6, 7
1, 3, 4, 5,
6, 7
1, 3, 4, 5, 6,
7
3, 4, 5 ,6
1
1
5
5
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, solutionfocused psychotherapy, accommodation planning, health and wellness education, group
counselling, psycho-educational workshops, adaptive technology, and peer support. Please
contact us at calcs@centennialcollege.ca, 416-289-5000 ext. 3850 to learn more about
accessing CALCS services and book an appointment click link.
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). Here’s a link
English-Additional Language (e.g. English-Chinese) or Additional Language-English (e.g.
Russian- English) 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
the eCentennial discussion board and 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 there is no wrong answer. If you can not participate using these
technology tools, you can review links: 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 eview:
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.
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 click
link
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.
Topical Outline
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)
Instructional
Strategies
Online
synchronous
session will be
Thursday from
10 am-1: 00
pm
Student
Review
Exercises:
Workbook
Chapter 17
Q:
11,26,33,49-52
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
By Wed.,
Sept. 8
Sun. Sept.
12 by
11:59 pm.
•
•
Organs
Systems (11 systems)
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
By Wed.,
2: Reflect on Sept. 15
Your
Assignment 1
on Padlet
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.
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 a
By 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
2. Compare and contrast
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.
VITAL SIGNS (T)
Patient Plan
of Care,
Identifying
Patient
Needs, and
Understandin
g Your Role
on Padlet
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
Herlihy, B.
(2018):
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:1-88
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
By Wed.,
Sept. 29
Sun. Oct. 3
by 11:59
pm.
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
3a
For Final
POP-Group
Contract
submission
to
assignment
box.
Discussion
5: Reflect on
the group
contract 1 on
Padlet
Tues., Oct.
5 by 6:00
pm in
Assignment
Box
By 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
common nervous system
disorders including:
Online
synchronous
session will be
Thursday from
10 am-1: 00
pm
Assignment
3 b for Final
POP Draft
submit to
assignment
box
Tues., Oct.
12 by 6:00
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
Discussion
6: On group
work for
draft on
Padlet
By Wed.,
Oct. 13
•
•
•
•
•
•
•
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:
ANATOMY & FUNCTION
1. Describe the
structure of the
sensory system
Online
synchronous
session will be
Thursday from
Midterm
Test
(Content to
be covered
Online
Testing on
Oct 21 and
begins at
•
•
•
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)
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
following sensory system
disorders that should be
reported using
appropriate medical
10 am-1: 00
pm
Student
Review
Exercises:
Workbook
Chapter 17
Q:4, 16, 45,
95-96
Chapter 21
Q: 58e, 61
Chapter 40
Q:1-29
on this test is
wks. 1-6)
10:00 am
online
through
eCentennial
Discussion
7 on Padlet
By Wed.,
Oct. 20
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
Herlihy, B.
(2018):
•
Chapter 16
•
Chapter 17
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
• RT ventricle
• LT ventricle
5. Describe the structure
and function three
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,
67-75, 79- 81
a-m
* Chapter 17
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.
eCentennial
PowerPoint
(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.
Q:3, 22, 27,
35, 40, 4648, 87-92, 104
* Chapter 37
Q:16-19, 3536, 53-57,
67, 69-70,
106-108
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
Group
Presentatio
n Health
Teaching via
Zoom
Discussion
9: Reflection
on discussion
board on
eCentennial to
reflect on
what you
learn on the
presentations
for this week.
Sun. Nov. 7
by 11:59
pm.
Online
synchronous
session will
be Thursday
from 10 am1: 00 pm
Group
Presentatio
n Health
Teaching via
Zoom
Thurs., Oct.
5 by 6:00
pm in
Assignment
Box
Student
Review
Discussion
10: Reflection
on discussion
Wed., Oct. 6
3. Identify and apply
knowledge of the terms
pulse and blood pressure.
IMMUNE SYSTEM
• Chapter 20 p.
362, 364
• Chapter 23
p. 426-427,
442
10
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.
J. Respiratory Sorrentino,
ANATOMY & FUNCTION
System
Remmert, &
1. Describe the
Wilk, 2018:
structure of the
respiratory system
• Chapter 15 p.
related to its function.
240-241
2. Describe and
• Chapter 17 p.
explain the process
of external and
291-292
internal respiration.
Evaluation
Date
Wed., Nov. 3
• Additional
Information p.
292
(Figure 17-23)
• Chapter 21 p.
377
• Chapter 23 p.
429
• Chapter 37
p. 867-869,
881-882
•
Additional
Information
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
•
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
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
board on
eCentennial to
reflect on
what you
learn on the
presentations
for this week.
Bronchitis
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
9. Identify the ways and
means of risk prevention
and reduction of common
respiratory system
disorders.
11
K. Urinary
System
Sorrentino,
Remmert, &
Wilk, 2018:
• Chapter 17
p. 294-296
10. Explain health
promotion and prevention
initiatives a PSW can do.
ANATOMY & FUNCTION
1. Describe the structure of
the urinary system related
to its function.
2. Describe for the
following its structure and
functions:
• Kidneys
• Ureters
• Urinary bladder
• Urethra
3. Describe the structure
and function of the
nephron.
4. Explain the following
three (3) steps in the
production of urine:
•
Glomerular filtration
•
Tubular absorption
•
Tubular secretion
5. Discuss urinary output in
terms of normal amounts
and characteristics.
Group
Presentatio
n Health
Teaching via
Zoom
Tues., Nov.
11 begins at
10: 00 am
Please note it
is
Remembrance
Day and will
we will pause
at the 11th
hour.
Discussion
11: Reflection
on discussion
board on
eCentennial to
reflect on
what you
learn on the
presentations
for this week.
By Fri., Nov.
12
6. Describe the urinary
bladder and the process
of micturition.
EFFECTS OF THE
NORMAL AGING
7. Identify the normal
changes that occur in the
urinary system during the
ageing process and the
effects on the individual’s
ability to function.
COMMON DISEASES &
CONDITIONS
8. Identify common urinary
system disorders:
• Dysuria
• Hematuria
• Nocturia
• Oliguria
• Polyuria
• Urinary frequency
• Overflow incontinence
• Urinary incontinence
• Urinary urgency
• Urinary tract infection
(UTI)
• Renal calculi
• Renal failure (acute &
chronic)
• Benign Prostatic
Hypertrophy (BPH)
9. Review the signs and
symptoms for the following
urinary system disorders
that should be reported
using appropriate medical
terminology:
• UTI
• Renal calculi
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
10. Identify the ways
and means of risk
prevention and the
reduction of common
urinary system
disorders.
12
L. Endocrine
System
Sorrentino,
Remmert, &
Wilk, 2018:
• Chapter 17 p.
298-299
• Additional
Information p.
298
(Figure 17-31)
• Chapter 37 p.
874-876
eCentennial
PowerPoint
11. Explain health
promotion and
prevention initiatives a
PSW can do.
ANATOMY & FUNCTION
1. Recognize the structure
of the endocrine system
related to its function.
2. Identify and describe the
locations of the following
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
Online
synchronous
session will
be Thursday
from 10 am1: 00 pm
Student
Review
Exercises:
Workbook
* Chapter
17
Q:19-21,4344, 76-86,
101
* Chapter
37
Q:82-93,
114
Group
Presentatio
n Health
Teaching via
Zoom
Tues., Nov.
18 begins at
10: 00 am
Discussion
12: Reflection
on discussion
board on
eCentennial to
reflect on
what you
learn on the
presentations
for this week.
By Fri., Nov.
19
RISK PREVENTION,
HEALTH PROMOTION &
MAINTENANCE
5. Identify the ways and
means of risk prevention
and reduction of
common endocrine
system disorders.
13
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
6. Explain health promotion
and prevention initiatives
a PSW can do.
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
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
Assignment
3c
Discussion
13 on Padlet:
Final
Discussion:
Look back to
look ahead on
Padlet
Tues.., Nov.
30 by 6:00
pm
Wed. Nov.
24 by 11:59
pm.
• 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.
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.
14
Final Test
Final Test
(Content
from weeks
7-12)
Dec.2 at
10:00 am via
eCentennial