NURS 524: Advanced Pathophysiology
Syllabus – Summer 2009
Instructor: Maria Pettinato, RN, PhD
Office: Garrand 402; phone 296-5878; email pettinat@seattleu.edu
Office Hours: M 12:00-1:00, F 11:00- 12:00 or by appointment
Class location: Piggt 102
Class hours: varies on Mondays and Fridays
Required text:
Pathophysiology: The Biologic Basis for Disease in Adults and Children, Kathryn L.
McCance and Sue E. Heuther, fifth edition, 2006, Mosby, Inc.
Course Description:
In-depth analysis of advanced Pathophysiology study. Focus is on disease states and
health alterations as seen in primary care settings.
Course Objectives:
1. To investigate the similarities and differences between usual, well-ordered
biological processes and altered, often deleterious, biological processes.
2. To understand the relationship between pathophysiological mechanisms and
clinical manifestations of common illnesses.
3. To investigate the rationales for therapeutic interventions, including disease
prevention approaches, based on underlying disease mechanisms.
Course Philosophy:
Familiarity with pathophysiology concepts and the ability to apply these concepts
in clinical situations is crucial to working in the health professions for numerous reasons:
-Preventing health problems, diagnosing patients accurately, noticing when their
health is taking a turn for the worse (or better), and making sure that they receive the
proper medication depends on an understanding of their (potential) disease processes.
-Educating your patients about their disease processes makes a big difference to
their state of mind and ability to care for themselves.
-Remaining thoughtful and asking yourself and others questions about the disease
processes in your patients is part of what keeps you engaged and interested in your work.
My hope is that this course will offer knowledge and ways of thinking that will
challenge and interest you now and continue to help you throughout your career. I am
always happy to meet with you outside of class to give you extra help with your studies.
Evaluation Methods:
Three quizzes
Final exam
20% each
40%
Grade Distribution
Final grade computation is as follows:
A
AB+
B
BC+
4.0
3.7-3.9
3.3-3.6
3.0-3.2
2.7-2.9
2.3-2.6
94 and up
90-93
87-89
83-86
80-82
77-79
**C
CD+
D
DF
2.0-2.2
1.7-1.9
1.3-1.6
1.0-1.2
0.7-0.9
0.0-0.6
73-76
70-72
67-69
63-66
60-62
below 60
**Minimum passing grade for APNI and Foundation MSN courses.
Classroom conduct:
Please feel free to ask questions – it helps us all learn and keeps class lively. We come
from a variety of backgrounds and bring different interests to this class – I welcome
everyone’s perspectives and contributions. Occasionally, in the interest of using class
time most effectively, I may ask you to postpone questions until the end of class.
Attendance and participation are a vital part of the course. Please check in with me if you
need to miss class. Excessive absences may lead to a reduction in your final grade.
Please be punctual. Turn cell phones and pages off or set to “vibrate” mode.
Statement from the Student Handbook:
“Standards of conduct assist each student in the development of a responsible lifestyle rewarding
to the individual student, respectful of the rights of others, and compatible with the legal norms of
society. It is neither possible nor necessary to specify every instance of behavior or misconduct
that could result in disciplinary action against a student. Conduct that evidences good intentions,
mature consideration of the foreseeable consequences, and respect for the rights of others
generally will not conflict with University standards”. Refer to the Code of Student Conduct
regarding the following areas: Acts of Dishonesty, Responsible Use of Property, Conduct toward
Others, Health and Safety and General Conduct (Code, pp. 3-6).
Seattle University Nondiscrimination Policy:
Seattle University does not discriminate on the basis of race, color, religion, sex, national
origin, age, disability, marital status, sexual or political orientation, or status as a
Vietnam-era or special disabled veteran in the administration of any of its education
policies, admission policies, scholarship and loan programs, athletics, and other schooladministered policies and programs, or in its employment related policies and practices.
All University policies, practices and procedures are administered in a manner consistent
with Seattle University’s Catholic and Jesuit identity and character. Inquiries relating to
these policies may be referred to the University's Associate Vice President of Human
Resources and Equal Opportunity Officer. Consistent with the requirements of Title IX of
the Education Amendments of 1972 and its implementing regulations, Seattle University
has designated three individuals responsible for coordinating the University's Title IX
compliance.
Students or employees with concerns or complaints about discrimination on the basis of
sex in employment or an education program or activity may contact any one of the
following Title IX coordinators: Philip Irwin, Associate Vice President of Human
Resources and Equal Opportunity Officer, University Services Building 107, 206-2965869, irwinp@seattleu.edu; Robert Kelly, Assistant Vice President for Student
Development, STCN 140B, 206-296-6066, rkelly@seattleu.edu; Robert Dullea, Vice
Provost for Academic Administration, Administration Building 104, 206-296-6151,
dullea@seattleu.edu (Revised 11/15/05)
Referral to Disabilities Services:
If you have, or think you may have, a disability (including an ‘invisible disability’ such
as a learning disability, a chronic health problem, or a mental health condition) that
interferes with your performance as a student in this class, you are encouraged to discuss
your needs and arrange support services and/or accommodations through Disabilities
Services staff in the Learning Center, Loyola 100, (206) 296-5740.
Study Suggestions and Assignments:
I cannot overemphasize how important it is to understand normal structures and functions
of the body (what you learned in your A&P class) in order to understand disease
processes (what you are going to learn in this class). It is your responsibility to review
this material, although I will sometimes give mini-physiology reviews when it is most
crucial and there is time.
You will notice in the textbook that the first chapter on each topic is a physiology review
(very useful!) and the last is generally about children. The lectures will usually not cover
children, but I recommend that you scan the pediatric chapters, especially if you have an
interest in treating kids. Each week, I will PowerPoint presentations that will be useful as
you focus your reading from the text.
I highly recommend reading the physiology review chapter and scanning the rest of the
relevant chapter/s before lectures, then reading it in more depth afterward. Studying your
class notes – focus on understanding concepts and terms rather than just memorizing
them – is the most effective preparation for quizzes and tests. Studying with a partner or
small group, taking turns asking questions and explaining concepts is usually helpful and
fun.
I am always happy to meet with you to give additional study tips or explanations of
concepts. Please feel free to arrange a meeting time with me other than during my posted
office hours. Email is the best way to contact me outside of class.
I recommend buying a new or used medical dictionary, if you do not already own one,
and getting into the habit of looking up unfamiliar terminology, with particular attention
to the meanings of the Greek and Latin roots.
Questions that Arise in Class:
During each class, students will be in charge of keeping track of any questions
none of us can answer on the spot. Students will then look into these questions and report
back on the following Monday or Friday.
COURSE SCHEDULE
WEEK
TOPICS
ASSIGNMENTS
ONE – 6/22/26
Intro to course &
Concepts of Pathophysiology
Begin Inflammation, neoplasia
& Immune Disorders
Relevant reading in text
TWO – 6/29
Musculoskeletal, GI
Relevant reading in text
THREE – 7/6
Urinary/Renal Disorders
Fluids & Electrolytes,
Endocrine Disorders
Relevant reading in text
Friday-Quiz
FOUR – 7/13
CV System, respiratory, Acid/base, Relevant reading in text
Cardiovascular Disorders
Friday-Quiz
FIVE – 7/20
Neurologic Disorders,
Reproductive Disorders
Relevant reading in text
Friday- Quiz
SIX – 7/27
Genetics
Relevant reading in text
SEVEN – 8/3
Comprehensive final