NURS 5338-01 Advanced Pathophysiology
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NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.
This course is Web Enhanced with
Please be sure to check the Current Computer Requirements
Link to Graduate Clinical Experiences and Project Concert guides: http://nursing.uthscsa.edu/gradclinical/
Course packet may be access through Blackboard's Main Content page. Additional materials will be emailed or distributed in class on or before Thursday, August 26, 2010.
FACULTY CONTACT INFORMATION
Gordon, Phyllis, MSN, RN, ACNS-BC
Nursing School Office Phone: (210) 567-5895 (Thu & Fri)
Clinic Office Phone: (210) 567-6882 (M, T, W)
Office Fax: (210) 567-1719 (NS) or 567-1762 (Clinic)
Cell Phone: (210) 834-2692
Pager: (210) 203-7420
Office Room: NS 2.218
Office Hours: Thu 1:00 – 4:00pm
Health Restoration and Care Systems Management Nursing Care Department
Jackson, Brenda, PhD, RN
Office Phone: (210) 567-1987
Office Fax: (210) 567-1719
Cell Phone: (210) 240-3038
Office Room: NS 2.644
Office Hours: Mon 1:00-3:00pm and Thu 1:00-2:00pm
Health Restoration and Care Systems Management Nursing Care Department
In this course students focus on advanced pathophysiological processes across the lifespan, incorporating use of clinical reasoning skills to distinguish alterations across multiple physiological systems.
CREDIT AND TIME ALLOCATION
Credit Hour Allocation: 3 Semester Credit Hours
Clock Hour Allocation: 3 Clock Hours Class (45 hours class)
Upon completion of the Master of Science in Nursing Program (MSN) students will:
- Integrate scientific findings from nursing and related sciences, including genetics and genomics, into the delivery of advanced nursing care to populations in diverse settings.
- Demonstrate organizational and systems leadership to assure ethical and critical decision-making at all systems’ levels for quality and patient safety.
- Incorporate performance improvement strategies for quality, safety, and patient-centered care delivery.
- Use improvement science to achieve optimal patient care and care environment outcomes.
- Integrate meaningful and usable information systems and healthcare technologies to support safe, quality patient care and healthcare systems effectiveness.
- Advocate for policy changes that influence healthcare at appropriate levels.
- Lead interprofessional teams using collaborative strategies to effect quality patient care and population health outcomes.
- Analyze and incorporate broad ecological and social health determinants to design and deliver evidence-based clinical prevention and population healthcare and services to individuals, families, and aggregates/identified populations.
- Integrate the advanced competencies expected of a master’s prepared nurse to design, deliver, and evaluate outcomes of systems of care for individuals, families, and diverse populations.
1. Analyze epigenomics, physiological alterations and pathophysiological processes of disorders and diseases as manifested across the lifespan. (Essentials I, IV, VIII, IX)
2. Integrate current scientific findings into problem-based analysis of disorders and disease manifested across the lifespan. (Essentials I, III, IV, VIII)
3. Differentiate among diagnostic studies that evaluate and discriminate pathophysiological processes. (Essentials I, IV, VIII, IX)
4. Apply clinical reasoning skills and knowledge of pathophysiological processes to advanced nursing practice. (Essentials I, III, IV, VIII, IX)
GRADING SCALE FOR GRADUATE COURSES
A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (70-79)
D = 1 point (60-69)
F = 0 points (Below 60)
CRITERIA FOR EVALUATION / GRADES
20% - Case Study Paper
20% - Case Study Presentation
15% - Assigned Group Activities
10% - Module Exam
20% - Quizzes
15% - Final Exam
100% - Total
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = Below 60%
Attendance in class is an expectation of each student.
- If written assignments are made in a course they are required.
- Students are expected to submit written work on the scheduled date and time.
- The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
- If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
- Each student is responsible for making sure that he or she has completed the written work prior to submission.
- Late work will be accepted with consequences as outlined per course syllabi.
The APA Publication Manual 6th edition is required for use in all nursing school programs.
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.
School of Nursing Netiquette Guidelines for Online Interaction
Netiquette guidelines provide information for behaving properly online, when using email, tweets or texts so that you may successfully communicate your thoughts in a manner that is respectful and avoids misunderstandings with others.
- Be courteous about what you say to or about others in any electronic format. In electronic communication the golden rule is "Remember the Human." Remember there is a real person with real feelings on the receiving end of your email or post.
- Be respectful and open to opinions and ideas that differ from yours. The exchange of diverse thoughts, ideas and opinions are an important part of the scholarly environment. Keep in mind that the people in your classes may come from different backgrounds and have views that may vary significantly from your own.
- Flaming (defined as posting of messages that are deliberately hostile and insulting in an online social context) is never appropriate. While everyone (learners and instructors alike) is encouraged to share ideas and opinions openly, you should never use insults or resort to name-calling even if you disagree strongly with what someone else has written.
- When responding to messages or posts made by others, address the ideas, not the person.
- It’s often best to avoid using sarcasm and humor online. Without social cues, such as facial expressions and body language, a remark meant as humorous could come across hurtful or offensive. Keep in mind that ‘emoticons’ (such as J) may not convey your tone or intent.
- Capitalizing whole words is generally seen as SHOUTING and is difficult for most people to read. Use all capital letters sparingly, such as to highlight an important word or point.
- Think and reread what you’ve written before you post! Make sure that what you’ve written makes sense (is clear and to the point).
- Remember you are responsible for the content you communicate on CANVAS. What you write represents you, so use appropriate language. Remember that all writing should be professional, consisting of complete sentences, and free of grammatical and spelling errors.
- Be aware that distributing copyrighted materials, such as articles and images, is illegal. Most of the materials on the Internet are copyrighted. The only time it’s ok to distribute materials from the Internet is when you are sure those materials are "fair use." To be safe, if you want to share materials with classmates and/or your instructor, share the web link or URL only.
- To avoid plagiarism, make sure you properly cite all source materials. All materials should be cited unless you are the author of the content.
- Protect your privileges in online communication (avoid posting spam or emailing chain letters).
Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.
REQUIRED TEXT / REFERENCE
V. Kumar, A. Abbas, & N. Fausto. (2010). Robbins and Cotran Pathologic Basis of Disease. (8th Ed). Philadelphia: Elsevier Saunders. IBSN 978-1-4160-3121-5
R. Mitchell, V. Kumar & N. Fausto. (2006). Pocket Companion to Robbins and Cotran Pathologic Basis of Disease (7th Ed.). Philadelphia: Elsevier Saunders. IBSN-13: 9780721602653
B. J. Sadock & V.A. Sadock. (2007). Kaplan and Sadock’s Synopsis of Psychiatry. (10th Ed). Philadelphia: Lippincott, Williams & Wilkins. IBSN-13: 978-0-7817-7327-0 and IBSN-10: 0-7817-7327-X
RECOMMENDED (OPTIONAL) TEXT / REFERENCE
Current graduate level advanced physiology textbook.
J. Bolte, Taylor (2008). My Stroke of Insight. Penguin Group: USA. ISBN-13: 9780670020744 and ISBN: 0670020745
Introduction to clinical reasoning in advanced nursing roles
- Cellular injury, adaptation and death
- Genetic alterations and disorders
- Cancer and metastasis
- Environmental and nutritional factors
- Inflammation, infection, and altered immunity states
- Common bacterial, viral, and fungal infections
- Altered immune states
- Hypersensitivity reactions
- Immune deficiency disorders – HIV/AIDS
- Common autoimmune disorders
- Alterations in integument
- Impaired wound healing
- Inflammatory and autoimmune
- Alterations in hematological function
- RBC disorders – anemias
- Common bleeding and clotting disorders
- Disseminated intravascular coagulation
- WBC disorders
- Alterations of neurologic function
- Seizure disorders
- Cerebrovascular disease - stroke
- Common degenerative diseases
- Alzheimer’s disease
- Parkinson’s disease
- Common infectious disorders
- Myasthenia Gravis
- Neurobiology of mental illnesses
- Mood disorders
- Alterations in endocrine function
- Diabetes mellitus
- Thyroid and parathyroid disorders
- Hypothalamic/Pituitary disorders
- Adrenal disorders – cortical and medullary
- Metabolic Syndrome
- Alterations in reproductive function
- Common reproductive disorders
- Reproductive cancers
- Prostate and testicular disorders
- Common infectious diseases
- Alterations in cardiovascular function
- Ischemic heart disease
- Valvular heart disorders
- Common cardiomyopathies
- Heart failure
- Common congenital disorders
- Peripheral vascular diseases
- Venous disease
- Arterial disease
- Alterations in pulmonary function
- Pulmonary edema
- Obstructive disease
- Chronic Bronchitis
- Restrictive disease
- Pulmonary fibrosis
- Common pulmonary infections
- Lung cancer
- Alterations in uro-renal function
- Common infectious states
- Obstructive disorders
- Nephritic vs. nephritic syndromes
- Renal failure
- Alterations in gastrointestinal function
- Common esophageal and gastric disorders
- Common infectious disorders
- Inflammatory bowel disorder
- Alterations in hepatic, biliary, and pancreatic function
- Cholelithiasis and cholecystitis
- Alterations in musculoskeletal function
- Traumatic disorders of bone and joints
- Infectious state –osteomyelitis
- Arthritic disorders
- Rheumatoid arthritis
- Myositis disorders
- Muscular dystrophy
- Multiple Organ Dysfunction Syndrome and Shock
- Multiple trauma
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
Topic / Assignment Due:
During the first week of class, you will take a pre-course Knowledge Assessment Quiz covering normal physiology. If you need a review of normal anatomy and physiology prior to the Knowledge Assessment Quiz, you may want to visit the following sites or search for others:
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