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NURS 5043 Pathologic Processes for Advanced Nursing Practice
Faculty: Anne-Marie Williamson, MSN, FNPC (940) 397-4681 annemarie.williamson@mwsu.edu
DRAFT
Course Description Development of an in-depth knowledge base of pathophysiology and psychopathology across the life span for advanced nursing practice. Focus is on examination and analysis of the mechanisms of alteration in both physiologic and psychological functions, which result in pathologies.
Credit Hours 3 semester hours (3-0)
Course Objectives: Participants in this course will have the opportunity to:
Objective AACN Essentials NONPF Guidelines
NLN CORE
- Discuss alterations in body system functions in individuals across the life span.
IX-1 I. A. 1 I.M
- Interpret manifestations of selected pathophysiological and psychopathological processes and compensatory changes in maintaining homeostasis.
VIII-1, IX-2 I.14, I.15-17, II.1 I.M
- Analyze relationships between known or suspected risk factors and pathophysiological and psychopathological processes.
VII-1, IX-3 I. 1-6, I.8, I.12-14 I.M
- Explore the interrelationship between pathophysiological and psychopathological function across the life span.
IX-3 I.9, I.12, I.18, I.24 I.M
- Correlate clinical signs, symptoms, and diagnostic test results with pathology.
IX-3 I.9, I.12, I.14 I.M
Time Management: This is a 3 semester hour graduate course and should expect to spend 9 hours weekly on learning activities and assessments in this course.
Learning Experiences:
- Assigned Readings
- Web-based Seminar / Discussion
- Integration / Application Exercises
Required Textbooks:
McCance, K.L. & Huether, S. (2006). Pathophysiology: The Biologic Basis for Disease in Adults & Children. Saint Louis: C.V. Mosby.
Parkinson, C.F. (2006). Study Guide & Workbook for Pathophysiology: The Biologic Basis for Disease in Adults & Children. Saint Louis: C.V. Mosby.
Recommended Textbooks:
Corwin, E. J. (2006). Handbook of Pathophysiology. Philadelphia: J.B. Lippincott.
Evaluation:
Assessment Measure Course Grade Discussion board 5 % Journal Club 5 % Reflective Journal 10 % Quizzes 30 % Exams 50 % Total 100
Note: An overall course grade of at least 80% must be achieved to progress in the Master of Science in Nursing Program. See the Graduate Catalog.
Grades: Letter Grade Numerical Grade A 90 - 100 B 80 – 89 C 74 – 79 D 70 – 73 F < 70
Timeliness of Work: I expect that your work will be turned in on time. Five points will be deducted for any late assignment with an additional 5 points deducted every 24 hours. Reflective Journal postings will not be graded if more than 72 hours late. Late discussion postings will receive no credit. All work will be submitted via WebCT/Blackboard. Assignments must be submitted in Microsoft word [compatibility mode]. Assignments must be titled with the student’s last name.
Academic Honesty: The MSN Program expects the highest level of academic integrity of Master’s students. Academic honesty involves the submission of work that is wholly the student’s own work, unless group work has been authorized. In addition, academic honesty involves the citation of other authors’ works according the 5 th^ edition of the APA Publication Manual. Plagiarism in any aspect of the course requirements results in no credit for that activity.
“ By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and educational purposes.”
Americans with Disabilities Act:
The following is the ADA/504 statement that the faculty approved on May 9, 1995: Midwestern State University does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility, and employment of individuals in programs and activities.
MSU provides academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic employment requirements. For assistance, call (940) 397-4618 or (940) 397- 4515, TDD.
(or link to it), the summary, and questions must be posted on the discussion board by 10pm on the Monday of the week the article is relevant to. NO LATE POSTINGS WILL BE GRADED. In addition to summarizing the article, the group leader should write three questions to assess peers’ understanding of the article.
Grading Criteria for Journal Club
Article Appropriate Accurately and completely follows directions for choosing an article (see above)
Clear, Concise Summary stated
Accurately and completely summarized all of the following: key points to be taken from the study (which reflect study limitations), therapy, practical implications, and the need for further research.
Question quality All questions engage peers in higher-order thinking (analysis and synthesis) and promote critical thinking/discussion
Group discussion
Discussion postings include thought- provoking input and feedback designed to enhance communication from/with other participants
Quality of Writing Complies with established class best practices for learning (on time, referenced, respectful).
Connections to professional practice
A Reflective journal is a collection of writings reflecting on thoughts, ideas, etc. The act of reflecting on thoughts, ideas, feelings, and one’s own learning encourages the development of metacognitive skills by helping individuals self- evaluate and sort what they know from what they don't know. The process of examining one's own thoughts and feelings is particularly helpful for students who are learning new concepts or beginning to grapple with complex issues that go beyond right and wrong answers. These postings are due by 10:00pm on Mondays.
Please address the following questions/statements. Your answers are required to be thoughtful and extended. Please see the grading rubric in the table below.
A.
- This week I learned…
- My writing and reading skills…(reflect on them and your efforts, areas of strength and weakness providing specific examples)
- My listening and speaking skills…(reflect on them and your efforts, areas of strength and weakness providing specific examples)
- What strategies will you use to improve your skills B.
- What I have found difficult about what I have read/viewed/heard this week is…
- How is what you are currently reading/viewing or studying challenging you?
- What is puzzling you as you are reading at present? (About the concepts, relationships, ideas etc.) What specific questions are being raised by what you are reading?
- Can you make any connections between what you are reading/viewing and everyday life, history, situations in the world, any other subject you are studying or your own life?
- Write down 3 questions you have about what you are reading/viewing/studying at present. Explain why you have asked those questions.
- What are you learning about yourself from what/ how you are reading/viewing/studying? (Your own values, attitudes and beliefs).
Grading Criteria for Reflective Journal
Unsatisfactory Limited Satisfactory High Very High No personal response is made to the issues/concepts raised in the text/class
Analysis conveys little evidence of a personal response to the issues/concepts raised in the text/class
Analysis conveys some evidence of a personal response to the issues/concepts raised in the text/class
Analysis conveys evidence of a personal response to the issues raised in the text. Student demonstrates that he/she is beginning to develop new ways of reflecting on his/her world
Analysis conveys extensive evidence of a personal response to the issues raised in the text/class Student demonstrates personal growth
Does not reflect on own work at all and no examples are provided
Reflects on own work and improvement on occasion but does not provide many examples at all
Demonstrates an ability to reflect on own work but examples provided are minimal
Demonstrates an ability to reflect on own work. Provides examples consistently. Begins to demonstrate good meta-cognition.
Reflects well on own work, demonstrates a range of meta- cognitive practices and provides many examples
Student makes no reference to what is heard in class or outside class
Student makes minimal reference to what is heard in class or outside class
Reflection alludes to what student has heard in class and outside the classroom situation
Reflection indicates that student is listening well in class and outside the classroom situation
Reflection indicates that student is listening well in different contexts and is able to relate what is heard to what is read
Is not comprehending or reflecting on what is read or viewed
Demonstrates some basic comprehension of texts but does not make connections with the bigger picture.
Comprehends the surface level meaning of text and begins to relate issues to general knowledge and experience of other texts/life situations
Is able to make inferences and comprehends deeper meaning on most occasions. Relates texts and issues raised to other texts/life situations consistently
Is able to make inferences well and comprehends deeper meaning consistently, demonstrating insight and their relevance to the world and society
Very little effort was made to attempt all tasks set
Little effort was made to attempt all tasks set
Work demonstrates that some effort was made to attempt all tasks set
Work demonstrates that much effort was made to attempt all tasks set
Demonstrates that much effort was made to attempt all tasks set, with some originality and extra initiative
Course Calendar
Topic Assignment Evaluation Cellular Biology AUG 24
McCance & Huether, Chapters 1- Parkinson, Chapters 1-
Genetics McCance & Huether, Chapters 4 - 5 Parkinson, Chapters 4 - 5
Reflective Journal entry 1 due
Immune System McCance & Huether, Chapters 6- Parkinson, Chapters 6-
Reflective Journal entry 2 due Quiz 1-Cellular & Genetics
Altered Integumentum McCance & Huether, Chapters 44 - 45 Parkinson, Chapters 44 – 45
Reflective Journal entry 3 due Integument article due
Pulmonary Pathology McCance & Huether, Chapters 32- Parkinson, Chapters 32-.
Reflective Journal entry 4 due Quiz 2- Immune & Integument Pulmonary article due Digestive Pathology McCance & Huether, Chapters 38- Parkinson, Chapters 38-
Reflective Journal entry 5 due Digestive article due
Cardiovascular Pathology McCance & Huether, Chapters 29- Parkinson, Chapters 29-
Reflective Journal entry 6 due Quiz 3- Pulmonary & Digestion Cardiovascular article due Musculoskeletal Pathology McCance & Huether, Chapters 41- 43 Parkinson, Chapters 41- 43
Reflective Journal entry 7 due EXAM 1 Musculoskeletal article due Renal Pathology McCance & Huether, Chapters 35 – 37 Parkinson, Chapters 35-
Reflective Journal entry 8 due Renal article due
Hematology & Oncology McCance & Huether, Chapters 10-13 & 25- Parkinson, Chapters 10-13 & 25-
Reflective Journal entry 9 due Quiz 4- CV, MS, & Renal Hematology or Oncology article due Endocrine McCance & Huether, Chapters 20- Parkinson, Chapters 20-
Reflective Journal entry 10 due Endocrine article due
Reproductive Pathology McCance & Huether, Chapters 22- Parkinson, Chapters 22-.
Reflective Journal entry 11 due Quiz 5- Heme-Onc & Endocrine Reproductive article due Neuropathology/ Psychopathology
McCance & Huether, Chapters 14- Parkinson, Chapters 14-
Reflective Journal entry 12 due Neuro or Psych article due
Quiz 6- Reproductive & Neuro/Psych
EXAM 2
Comprehensive Final EXAM
