GREAT BASIN COLLEGE
BACHELOR OF SCIENCE in NURSING (RN-BSN) PROGRAM
NURS 336 COURSE SYLLABUS
FALL 2010
NURS 336: ACUTE HEALTH NURSING (PATHOPHYSIOLOGY)
4 CREDITS: 4 Theory (60 Hours) 0 Clinical
I.
GENERAL INFORMATION
A.
CATALOG DESCRIPTION
The systematic exploration of normal and pathophysiological responses to states of health
and illness. Examines internal and external defense systems, balance and regulation of
body systems, and integration of these concepts in the assessment and management of
patient problems. Prerequisite: NURS 315 Self-Leadership and Professional Role
Transition
B.
Instructors: Theory
Heidi Johnston, MSN, RN
753-2000 (O)
397-3808 (C)
heidij@gwmail.gbcnv.edu
Note: This class is conducted entirely online so I would prefer that you use the
WebCampus mailbox for this course to correspond with me. I will respond to emails
within 24 hours, but more likely it will be sooner than this, as I plan on checking the
WebCampus course site at least a couple of times each day.
C.
Office Hours: By Appointment
D.
Theory Schedule :
Online & Self- Directed Learning Course
Dates:
October 09, 2010 – November 20, 2010
II.
REQUIRED TEXTS:

REQUIRED TEXTS & RESOURCES
1.
Huether, S. and McCance, K. (2008). Understanding Pathophysiology , 4th
edition. St Louis: Mosby.
ISBN # 978-0-323-04990-0
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2.
Online Access Code from Evolve/Elsevier. Your initial access number should be
available in your textbook. If you are using a used textbook, you may purchase the
internet access code for $59.95 from the Evolve site.
GETTING STARTED ON EVOLVE:
Evolve Directions:
Type in: http://evolve.elsevier.com
Click on : “Student Site”
Scroll down on the left side of the page and select “ Enroll in a new course”
You will be asked for a Course ID number.
The ID number you will need to put in is: 1340_hjohnston19_0001
You then need to click “Yes, this is my course.”
You will then need to add your access code from the textbook you purchased or if you are using
a used textbook, you will need to purchase an access code for $59.95 the click “update” and
follow the directions to enroll in the class and choose a user name and password. After doing
that, you will be able to access the class from the Evolve site icon embedded into
WEBCAMPUS.
III.
OPTIONAL VIDEOS:
These videos are available on WebCampus via Webstream under Weblinks. You are not
required to watch these videos but they may help you to better understand the material.
1.Acute & Chronic Renal Failure
http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/acuteandchronicrenalfailure.
wmv&proto=http
2. Heart Failure & Pulmonary Edema
http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/heartfailureandpulmonaryed
ema.wmv&proto=http
3. Coronary Artery Disease & Angina Pectoris
http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/coronaryarterydiseaseandan
ginapectoris.wmv&proto=http
4. Hypertension
http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/hypertension.wmv&proto=h
ttp
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5. Myocardial Infarction
http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/myocardialinfarction.wmv&
proto=http
6. Diabetes Mellitus
http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/diabetesmellitus.wmv&prot
o=http
7. Arrhythmias
http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/arrhythmias.wmv&proto=ht
tp
8. Asthma, Emphysema & Chronic Bronchitis
http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/asthmaemphysemaandchron
icbronchitis.wmv&proto=http
IV.
ATTENDANCE POLICY:
Students are expected log-on to the Web-Campus and Evolve site to access the course at
least two times a week. See page 24 of the Handbook for further information concerning
the attendance policy.
V.
METHODS OF INSTRUCTION:
HOW THE COURSE WILL BE CONDUCTED:
This course uses an online (WebCampus) format from Evolve consisting of 6 learning modules.
Each learning module contains a web-based online learning program with imbedded activities,
reading assignments, power point presentations, and animations. Additionally there is a pre test
(which is just for you to practice) and a test. Students will need to complete each module and
take the module test for each module.
All six tests are open book and notes may be used. You will only be allowed
to take each test once. There is no time limit for the tests and you may save your answers and
come back to the test later if necessary. ONCE THE TEST IS SUBMITTED IT WILL BE
GRADED. THE MODULE TEST MUST BE COMPLETED IN A 7 DAY PERIOD,
UNLESS YOU HAVE INSTRUCTOR PERMISSION TO TAKE THE TEST LATE. All
tests will be available on the Evolve site link that is embedded in WebCampus and will be
automatically graded and scored when the test is submitted.
VI.
THEORY EVALUATION AND CRITERIA FOR NURS 336:
It is recommended that all Learning Module assignments and tests should be completed within
the weekly time frames. In the event of Internet related problems, please contact the instructor
via phone (leave a message if you need to) and arrangements will be made that are mutually
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acceptable to rectify the problem. DON’T PANIC!!! Most internet-related problems can usually
be solved! Because this class is taught online, there will be some flexibility extended to students
in regards to testing and assignment deadlines. ALL ASSIGNMENTS AND TESTS MUST BE
COMPLETED BY: NOVEMBER 20TH, 2010.
VII.
CLINICAL EVALUATION:
None
VIII. GRADING POLICY AND CRITIERIA FOR NURS 336
EXPLANATION OF GRADING COMPONENTS AND COMPUTATION:
The awarding of points will be as follows.
6 Module tests @ 100 points/test
= 600 Possible Points
Grading Scale:
565-600 pts = A
540 -564 pts = A522-539 pts = B+
504-521 pts = B
480-503 pts = B462-479 pts = C+
450-461 pts = C
420-449 pts = C385-419 pts = D
below 385 pts = F
Students should try to stay on schedule and take a test each week during the duration of
this course. However, because this course is self-paced, students may arrange their tests to
fit their schedules. All tests must be completed to successfully pass this course.
METHODS AND TECHNIQUES OF INSTRUCTION:
Course content will be covered by online delivery methods using WebCampus as the online
learning platform. The course syllabus and individual learning Modules can be directly accessed
via WebCampus as can specific resource materials beyond the assigned course textbook
readings.
Instructor to student and student to student feedback is possible within the course itself through
WEBCAMPUS email (preferred method), announcements, and “chat” and “coffee shop” options
as well as through phone and in-person conversation.
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Students will be asked to provide evaluative feedback regarding the course, the instructor, and
instructional materials.
IX.
OTHER COURSE RESOURCES:
1. Professional Organizations. Bookmark the following list of organizational Websites and
utilize them as additional content resources for this course.
American Association of Colleges of Nursing
http://www.aacn.nche.edu/
American Association of Nurse Attorneys
http://www.taana.org
American College of Nurse Practitioners
http://www.nurse.org/acnp/
American Nurses Association
http://www.ana.org/
http://www.nursingworld.org/
Association of Preoperative Registered Nurses
http://www.aorn.org
Association of Women’s Health, Obstetric, and Neonatal Nurses
http://www.awhonn.org
National Association of Orthopedic Nurses
http://naon.inurse.com
National Association of Pediatric Nurses Associates & Practitioners
http://www.napnap.org
National Association of School Nurses
http://www.nasn.org
National Institute of Nursing Research
http://www.nih.gov/ninr
National League for Nursing
http://www.nln.org
Sigma Theta Tau International Nursing Society
http://www.nursingsociety.org
American Association of Colleges of Nursing
http://www.aacn.org
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American Association of Critical Care Nurses
http://www.aacn.org
National Institutes of Health
http://www.nih.gov/
U. S. Department of Health and Human Services
http://www.hhs.gov/
U. S. Department of Health and Human Services
Health Resources and Services Administration-Rural Health Policy
http://ruralhealth.hrsa.gov/overview/
Agency for Healthcare Research and Quality
http://www.ahcpr.gov/
Nevada Hospital Association
http://www.nvha.net/
2. Journals: Bookmark the following nursing journal Websites and utilize them as additional
content resources for this course.
Online Journal of Issues in Nursing
http://www.nursingworld.org
NursingCenter
http://www.nursingcenter.com
Check this site to see a list of standing and current nursing journals. Most articles are available in
both html and pdf formats.
X.
ACADEMIC HONESTY:
Great Basin College considers academic honesty one of its highest values. A student who
obtains academic credit for work that is not the product of his or her own effort is being
dishonest and undermining the academic integrity of the college. Students are expected to be the
sole authors of their work. Use of another’s ideas must be accompanied by specific citation and
reference. In addition, a learner may not submit the same work for credit in more than one
course. The disciplinary consequences of plagiarism and other forms of academic dishonest
include non-acceptance of work submitted, a failing grade in the course, and/or or other
disciplinary action as outlined in Great Basin College’s Student Conduct Policy.
XI.
ACCOMMODATIONS FOR DISABILITIES:
GBC supports providing equal access for students with disabilities. An advisor is
available to discuss appropriate accommodations with students. Please contact the ADA
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Officer (Julie Byrnes) in Elko at 775.753.2271 at your earliest convenience to request
timely and appropriate accommodation
GREAT BASIN COLLEGE
BACHELOR OF SCIENCE in NURSING (RN-BSN) PROGRAM
MISSION: The mission of GBC’s Bachelor of Science in Nursing Degree Program is to
provide a superior, innovative post-secondary educational experience that is highly responsive to
the undergraduate RN student by preparing them for enhanced practice and leadership
opportunities in a variety of health care settings in central and northeastern Nevada.
PROGRAM OUTCOMES
PROVIDER OF CARE: In this role, the registered nurse uses theory and research-based
knowledge in the direct and indirect delivery of care for individuals, family, groups and
communities. In this role, the registered nurse possesses and utilizes a well-delineated, broad
knowledge base that incorporates strong critical thinking, communication, and assessment skills.
In this role, the registered nurse also serves as an advocate and educator in the delivery of care in
and across all environments to increasingly diverse populations. Fundamental to the delivery of
care is continual outcomes evaluation and implementation of successive improvement measures.
DESIGNER/MANGAGER/COORDINATOR OF CARE: In this role, the registered nurse
functions autonomously and interdependently in an ever-changing and evolving health care
system. In this role, the registered nurse must possess the knowledge and authority to delegate
tasks to other health care personnel, as well as supervise and evaluate these personnel.
PROFESSIONAL MEMBER: In this role, the registered nurse is committed to life-long
learning, remains active in the political and regulatory process that influences health care
delivery, and possesses a set of values and framework consistent with the delivery of high
quality, cost-effective, ethical care. In this role, the registered nurse leads self and others in the
incorporation of professional standards and accountability into practice.
The following essential skills and critical behaviors are key constructs that are derived
from GBC’s conceptual framework. They provide the theoretical underpinnings for all
nursing actions and roles in the baccalaureate degree nursing program.
ESSENTIAL SKILLS
ES 1-COMMUICATION
Communication is a complex, ongoing, interactive process involving oral, nonverbal, written and
listening skills. Effective communication skills form the basis for meaningful and professional
interpersonal relationships with individuals, family members, and groups of individuals
including health care team members, peers, supervisors, faculty, and community leaders.
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ES-2-CRITICAL THINKING
Critical thinking skills involve a reasoned, interactive and reflective process focused on deciding
what to believe or do. Critical thinking involves the ability to identify and challenge
assumptions, the ability to explore and imagining alternatives, as well as the ability to make
judgments based on evidence (i.e., fact) rather than conjecture (i.e., guesswork).
ES-3 -EVIDENCE –BASED PRACTICE
Evidence based practice is an informed approach to one’s practice that uses problem-solving
methods that integrate best research evidence, reflection, client preference and values, and
clinical expertise.
ES-4- TECHNICAL COMPETENCY
Technical competency is the performance and monitoring of nursing interventions based on the
ongoing acquisition of knowledge and skills relative to new scientific knowledge and
technological advances. These actions involve critical thinking as well as processing and
planning clinical interpersonal and/or physical skills that may be selected and performed with the
client’s participation.
ES-5- ASSESSMENT
Assessment skills involve the gathering of information about the health status of the patient,
analyzing and synthesizing those data, making judgments about nursing interventions based on
the findings, and evaluating patient care outcomes. Assessment also includes understanding the
family, community or population and utilizing data from organizations and systems in planning
and delivering care.
CRITICAL BEHAVIORS
CB-1-ACCOUNTBAILITY
Accountability is the state of being responsible for one’s individual behaviors and their
outcomes when assuming the professional role. Being accountable means being attentive and
responsive to the health care needs of the individual, family, or group. It means providing an
explanation to self, to the client, to the organization in which one functions and/or works, as well
as to the nursing profession. The RN-BSN Program faculty believes that the initial groundwork
for accountability is laid during the Associate Degree in Nursing Program and continues
throughout the student’s professional career. Ideally, continued educational experiences
strengthen the student’s ability to further explore, analyze, and test one’s functioning relative to
accountability.
CB-2-SELF-LEADERSHIP
Self leadership can be described in terms of an individual having a positive self-regard which
consists of knowing one’s strengths and weaknesses, allowing oneself to be challenged and
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strengthened through goal setting, and understanding the fit between one’s ability to contribute to
the organization and the organization’s needs. Self-leadership is also the influence that
individuals have over themselves to regulate, manage, direct, and/or control their own behavior.
CB-3-PROFESSIONALISM
Professionalism is defined in terms of Flexner’s criteria of a profession. As such, nursing is
regarded as an intellectual activity in which the activities and techniques can be taught, are
practical in nature and based on a body of knowledge. In this context, nursing is characterized
by a strong organizational community motivated by altruism. The right to self-determination
(i.e., professional autonomy), respect for the inherent worth and uniqueness of individuals and
groups, integrity and social justice serve as additional values that guide professional thinking and
behavior.
CB-4-LIFE- LONG LEARNING
Lifelong learning involves the ongoing evaluation and re-evaluation of one’s personal and
professional developmental goals and the identification of specific actions needed in order to
accomplish these goals. This process is carried out in harmony with one’s current professional
practice environment, in collaboration with one’s professional colleagues, and in keeping with
one’s professional organizational affiliations.
CB-5-COLLABORATION
Collaboration is defined as the intentional act of professionals working together toward a
common goal. In successful collaboration, mutual respect for each professional’s background
and commitment to respond to problems as a whole are essential. Fundamental to the concept of
collaboration is the ability to independently communicate and make decisions in support of the
individual, family, group or community.
CB-6- DELEGATION
Delegation is defined by the American Nurses Association as the transfer of the performance of
an activity from one individual to another, with the former retaining accountability of the
outcome. Delegation within the context of nursing is a complex activity because of the
diversity, number, and varying degrees of knowledge and skill levels of care providers. In
addition, delegation is dependent on the presence of effective interpersonal relationships among
care providers, individuals and health care environments. Delegation involves knowing one’s
strengths, weaknesses, knowledge, skills, job description, job-related circumstances and state
practice acts. Knowing members of one’s health care team relative to these areas is also
essential for effective delegation.
CB-7-EVALUATION
Evaluation involves the analysis of information received. It is a critical phase in the nursing
process. In this phase, the nurse examines an individual’s, family’s, group’s or community’s
progress in relation to established goals to determine whether a problem or situation is resolved,
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is in the process of being resolved, or is unresolved. Evaluation may also indicate a need to
change the established goals because they are unattainable, inappropriate, based on inadequate
information, and/or based on incorrect analysis.
NURSING ROLES &
RELATED STUDENT OUTCOMES
In accordance with the philosophy and conceptual framework of the BSN Program, students who
successfully complete the program will:
As a Provider of Care:
1. Utilize theory and research-based knowledge in the direct, indirect management of complex
health care needs of culturally diverse patients, families, groups and communities in a variety
of rural health care delivery settings.
Related Student Outcomes:
a. Integrate theories, knowledge, strategies, processes and techniques from the biological
and behavioral sciences, humanities and arts in their professional nursing practice.
b. Apply appropriate knowledge of major health problems and cultural diversity in
performing nursing interventions.
c. Demonstrate knowledge of the importance and meaning of health and illness for the
patient in providing nursing care.
d. Apply information and patient care technologies to maximize optimal outcomes for
patients.
e. Perform direct and indirect therapeutic interventions.
f. Delegate and supervise the performance of nursing interventions.
g. Develop a comprehensive plan of care in collaboration with the patient.
h. Serve as the patient’s advocate.
i. Incorporate principles of quality management into the plan of care.
j. Integrate care with other members of the interdisciplinary health care team.
k. Evaluate and assess the usefulness in integrating traditional and complementary health
care practices
2. Apply methods of scientific inquiry in nursing practice as a means of improving health care
delivery.
Related Student Outcomes:
a. Utilize appropriate evaluation methods including evidence based practice to evaluate
the effectiveness of care.
b. Evaluate and/or participate in research activities that focus on the efficacy and
effectiveness of nursing interventions
As a Designer/Manager/Coordinator of Care:
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3. Collaborate with consumers, other health care professionals and agencies in the planning,
coordination, and delivery of comprehensive, cost-effective health care.
Related Student Outcomes:
a. Coordinate and manage care to meet the special needs of vulnerable populations,
including the frail elderly, in order to maximize independence and quality of life.
b. Coordinate the health care of individuals across the lifespan utilizing principles and
knowledge of interdisciplinary models of care delivery and case management.
c. Utilize knowledge related to healthcare policy, finance, and regulatory environments in
providing and evaluating health care delivery.
d. Apply principles of collaboration and effective interpersonal communication among
healthcare professions in delivering high quality and safe patient care.
4. Serve as leaders and change agents in the assessment and improvement of health care
delivery within the rural setting.
Related Student Outcomes:
a. Assume a leadership role within one’s scope of practice by applying leadership
concepts, skills and decision making.
b. Delegate and supervise the nursing care given by others while retaining the
accountability for the quality of care given to the patient.
c. Organize, manage, and evaluate the development of strategies to promote health and
disease prevention at the individual and population level.
d. Demonstrate awareness and understanding of complex organizational systems.
f. Employ principles of quality improvement, healthcare policy and cost-effectiveness to
improve healthcare delivery.
As a Member of a Profession:
5. Understand, value and promote the professional role of nursing including accepting
responsibility and accountability for individual nursing practice and for continued personal
and professional growth.
Related Student Outcomes:
a. Understand the history and philosophy of the nursing profession.
b. Incorporate professional nursing standards and accountability into practice.
c. Advocate for professional standards of practice and adhere to licensure law and
regulations.
d. Understand limits to one’s scope of practice and adhere to licensure law and
regulations.
e. Articulate to the public the values of the profession as they relate to patient welfare.
f. Negotiate and advocate for the role of the professional nurse as a member of the
interdisciplinary health care team.
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g. Develop personal goals for professional development.
h. Participate in professional organizations, working to support agendas that enhance both
high quality, cost-effective health care, and the advancement of the profession.
SUGGESTED COURSE SCHEDULE
DATE
*These are suggested dates as this class is
self paced
Week 1
READING ASSIGNMENT
Evolve Module 3: Fluids and
Electrolytes, Acids and Bases
October 9 – October 15
2010
Week 2:
Evolve Module 10: Alterations of
Hematologic Function
Evolve Module 11: Alterations of
Cardiovascular Function
Evolve Module 12: Alterations of
Pulmonary Function
You should complete test by:
November 5, 2010
Evolve Module 13: Alterations of
Renal and Urinary Tract Function
November 6 – November 12
2010
Week 6:
You should complete test by:
October 29, 2010
October 30 – November 5
2010
Week 5:
You should complete test by:
October 22, 2010
October 23 – October 29
2010
Week 4:
You should complete test by:
October 15, 2010
October 16 – October 22
2010
Week 3:
TEST DATES
(Self- Paced)
You should complete test by:
November 12, 2010
Evolve Module 15: Alterations of
Digestive Function
November 13 – November 20
2010
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You should complete test by:
November 20, 2010
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LEARNER OUTCOMES AND MEASUREMENTS
STATEMENT OF PROGRAM GOALS, LEARNER OUTCOMES AND
MEASUREMENT ACTIVITIES
PROGRAM GOALS & COURSE
LEARNER OUTCOMES
Course Learner Outcomes:
1. Understand the basic principles
and processes of pathophysiology
as they relate to:
a. cellular communication
b. genes and genetic disease
c. forms of cell injury
d. fluid and electrolytes and
acid and base balance.
e. Immunity and inflammation
f. mechanisms of infection
g. stress, coping and illness
h. tumor biology
2. Understand the mechanisms by
which alterations in structure
(anatomy) and function
(physiology) disrupt the human
body as a whole.
3. Comprehend the clinical
manifestations and summaries of
treatment for the most common
alterations according to body
system.
4. Describe the environmental and
lifestyle factors that influence
disease initiation and progression.
5. Discuss gender differences that
affect epidemiology and
pathophysiology.
6. Identify common life span
alterations associated with
common disease/disorders.
7. Identify health promotion and risk
reduction activities important for
clinical practice.
MEASUREMENT ACTIVITIES
1. Completion of all Reading Assignments
2. Completion of all Evolve Learning
Lessons/ online activities.
3. Completion of all Learning Unit Tests.
4. Completion of end of course evaluation.
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Week 1:
Dates: October 9 – October 15, 2010
Theory Readings & Online Study Assignment:
Unit 3: Fluids and Electrolytes, Acids and Bases
Assessment, Measurement & Evaluation of Learner Outcomes:

Successful completion of Evolve online learning lessons for Modules 3

Test Module 3: Available on Evolve
LEARNING OBJECTIVES
1. Describe the mechanisms responsible for the movement of water between the
intracellular fluid (ICF) and extracellular fluid volume (ECV).
2. Relate age to total body weight.
3. Describe the process of edema.
4. Describe the hormonal and neural mechanisms that regulate water and sodium
balance.
5. Correlate the alterations that can occur in sodium and water balance with its
pathogenesis.
6. Identify the major electrolytes and their function.
7. Recognize the effects of alterations in the concentration of the major electrolytes
in the ICF and ECV.
8. Define the buffer systems and their mechanism of action to regulate pH.
9. Describe the four types of acid-base imbalances with the compensatory
mechanisms involved in regulation. Describe the mechanisms of the first line of host
defense (physical, mechanical, and biochemical barriers).
WEEK 2:
Dates: October 16 – October 22, 2010
Theory Readings & Study Guide Assignments:
Module 10: Alterations of Hematologic Function
Assessment, Measurement & Evaluation of Learner Outcomes:


Successful completion of Evolve online learning lessons for Module 10
Test Module 10: Available on Evolve
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LEARNING OBJECTIVES
1. Describe the common classification and clinical manifestations of anemia.
2. Compare and contrast the risk factors, pathophysiology, clinical manifestations,
evaluation, and treatment of macrocytic-normochromic anemias, microcytichypochromic anemias, and normocytic-normochromic anemias.
3. Discuss the pathophysiology, assessment, and management of myeloproliferative red
blood cell disorders.
4. Describe the pathophysiology, assessment, and management of quantitative alterations of
leukocytes.
5. Compare and contrast the pathophysiology and clinical manifestations of acute and
chronic leukemias.
6. Identify the similarities and differences between the common forms of lymphoma.
7. Describe the common disorders of platelet function and coagulation.
8. Discuss the pathophysiology and clinical manifestations of disseminated intravascular
coagulation.
9. Describe the characteristics of thromboembolic and hypercoagulable disorders.
WEEK 3:
Dates: October 23 – October 29, 2010
Theory Readings & Study Guide Assignments:
Module 11: Alterations of Cardiovascular Function
Assessment, Measurement & Evaluation of Learner Outcomes:


Successful completion of Evolve online learning lessons for Module 10
Test Module 10: Available on Evolve
LEARNING OBJECTIVES
1. Discuss the mechanisms of deep venous thrombosis.
2. Define hypertension and describe some of the theories of its pathogenesis.
3. Compare and contrast diseases of blood vessels such as aneurysms, thrombi, emboli, and
peripheral artery disease.
4. Describe the process of atherogenesis.
5. Describe the myocardial ischemic syndromes including stable angina and silent ischemia.
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6. Describe the acute coronary syndromes including unstable angina and myocardial
infarction.
7. Compare and contrast diseases of the pericardium and myocardium.
8. Discuss four major types of valvular dysfunction, including mitral and aortic
regurgitation and stenosis.
9. Describe rheumatic heart disease and infective endocarditis.
10. Identify some of the basic dysrhythmias.
11. Describe in detail the pathophysiology of congestive heart failure.
12. Compare and contrast the different types of shock.
13. Describe in detail the pathophysiology of septic shock and multiple organ dysfunction
syndrome.
WEEK 4:
Dates: October 30 –November 5, 2010
Theory Readings & Study Guide Assignments:
Module 12: Alterations of Pulmonary Function
Assessment, Measurement & Evaluation of Learner Outcomes:


Successful completion of Evolve online learning lessons for Module 12
Test Module 12: Available on Evolve
LEARNING OBJECTIVES
1. Describe some of the common signs and symptoms of pulmonary disease.
2. Compare and contrast alterations in pulmonary function that lead to hypercapnia and
hypoxemia.
3. Describe the pathophysiology, clinical manifestations, and treatment of selected
pleural alterations such as pneumothorax and pleural effusion.
4. Describe the pathophysiology, clinical manifestation, evaluation, and treatment of
selected pulmonary parenchymal diseases, including pulmonary fibrosis, acute
respiratory distress syndrome, asthma, chronic obstructive pulmonary disease,
respiratory infections, and pulmonary vascular disease.
5. Identify the types of lung cancer and their pathophysiologic and clinical features.
WEEK 5:
Dates: November 6 – November 12, 2010
Theory Readings & Study Guide Assignments:
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Module 13: Alterations of Renal and Urinary Tract Function
Assessment, Measurement & Evaluation of Learner Outcomes:
Successful completion of Evolve online learning lessons for Module 13
Test Module 13: Available on Evolve
LEARNING OBJECTIVES
1. Discuss the consequences of urinary obstruction.
2. Describe the disorders of obstructive uropathy.
3. Compare several obstructive disorders of the lower urinary tract.
4. Discuss the variety of renal tumors and their manifestations.
5. Compare the types of urinary tract infections and their treatment.
6. Describe glomerular disease, its pathophysiology, and its treatment.
7. Discuss nephrotic syndrome, its pathophysiology, and its treatment.
8. Identify the classification of renal failure.
9. Compare and contrast acute and chronic renal failure.
10. Describe the systemic effects of uremia.
WEEK 6:
Dates: November 13 – November 20, 2010
Theory Readings & Study Guide Assignments:
Module 15: Alterations of Digestive Function
Assessment, Measurement & Evaluation of Learner Outcomes:
Successful completion of Evolve online learning lessons for Modules 15
Test Module 15: Available on Evolve
LEARNING OBJECTIVES
1. Describe the common clinical manifestations of gastrointestinal dysfunction including
anorexia, vomiting, constipation, diarrhea, abdominal pain, and bleeding.
2. Discuss the pathophysiology and clinical manifestations of disorders of gastrointestinal
motility including dysphagia, gastrointestinal reflux, hiatal hernia, and pyloric and
intestinal obstruction.
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3. Describe the two types of gastritis (acute and chronic), and discuss how they differ in
pathophysiology and clinical manifestations.
4. Compare and contrast the risk factors, pathophysiology, clinical manifestations,
evaluation, and treatment of duodenal, gastric, and stress ulcers.
5. Identify the most common malabsorption syndromes.
6. Compare and contrast the pathophysiology, clinical manifestations, and treatment of
ulcerative colitis and Crohn disease.
7. Compare and contrast the pathophysiology and clinical manifestations of diverticular
disease and appendicitis.
8. Discuss the pathophysiology and clinical manifestations of irritable bowel syndrome.
9. Describe the characteristics of vascular insufficiency.
10. Discuss the theories related to the pathophysiology of obesity.
11. Describe the characteristics of anorexia nervosa, bulimia nervosa, and starvation.
12. Discuss the pathophysiology and clinical manifestations and treatment of portal
hypertension and ascites.
13. Describe the mechanisms of hepatic encephalopathy and jaundice.
14. Discuss the pathophysiology and clinical manifestations of hepatitis A, B, and C.
15. Discuss the pathophysiology and clinical manifestations of hepatic and biliary cirrhosis.
16. Describe the major disorders of the gallbladder.
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