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- Course
- NU 606
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- Regis College
Lecture notes of 29 pages for the course NU 606 at Regis College (course)
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24. 8. 28. 오전 11:16 SyllabusPrint this page
Regis College
Young School of Nursing
Graduate Nursing
NU606: Advanced Pathophysiology
FA124 Course Syllabus
Section 1: Course Information
Faculty Information
Please see the Faculty Contact Information and Office Hours forum under the “Communications” tab for faculty contact information and office hours.
Course Description
This course provides an in-depth study of the concepts of the science of pathology for graduate nursing students. It will cover the physiological
causes and development of diseases, the functional and secondary changes they cause, their course, complications, and appropriate treatments.
Specific examples of disease states throughout the lifespan will be evaluated. The course will treat all levels of pathology, from molecular to cellular,
tissue, organ, and organ systems, emphasizing the role of homeostasis and the ensuing disturbances that lead to disease conditions.
Course Modality
Online, asynchronous
Credits
3 credit hours
Online Course Hour Requirements
Please note that federal regulation defines a credit hour as an amount of work represented in intended learning outcomes and verified by evidence
of student achievement that is an institutional established equivalence that reasonably approximates not less than:
1. One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately 15
weeks for one semester or trimester hour of credit, or ten to 12 weeks for one quarter hour of credit, or the equivalent amount of work over
a different amount of time; or
2. At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the
institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.
16-Week Online Course
Federal regulations acknowledge the unique circumstance of “class time” in the online learning environment. This course meets the requirements
for a 3-credit graduate course delivered over a 16-week period of time.
For this 16-week course, students will engage in various weekly asynchronous activities on MyOnline Moodle (projects, videos, threaded
discussions) and cooperative peer-project activities at a minimum of 3-hours weekly asynchronous engagement (48 hours). Students should expect
to devote 6 additional hours per week reading, writing, collaborating, and preparing assignments for this 16-week course (96 hours).
NU606 Online Course Hour Requirements
Online Course Hour Requirements
Total Hours for the Semester Hours/Week Spent on Task
Course Work Inside and Outside of Class Time
(approximate) (approximate)
Inside Class Time: Forum discussion posts
24 3 hrs/wk × 16 weeks
(reading and responding)
Inside Class Time: Projects and videos 48 3 hrs/wk × 16 weeks
Outside Class Time: Required readings 40 2.5 hrs/wk × 16 weeks
Outside Class Time: Other assignments 40 2.5 hrs/wk × 16 weeks
Total 152 11 hrs/week
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Pre-Requisites
None
Textbooks and Course Materials
Required Course Materials
VanMeter, K.C., & Hubert, R.J. (2022). Gould’s pathophysiology for the health professions. (7th ed.). Elsevier Saunders. ISBN:
9780323792882
VanMeter, K.C., & Hubert, R.J. (2022). Study guide for Gould’s pathophysiology for the health professions. (7th ed.). Elsevier Saunders
ISBN: 9780323792936
Recommended Texts & Other Readings
Fischbach, F. T., Fischbach, M. A., & Stout, K. (2022). Fischbach's a manual of laboratory and diagnostic tests. Wolters Kluwer. ISBN: 978-
1975173425
Required Technology, Equipment, and Other Course Materials
Students will need regular access to a computer with an Internet connection. High speed broadband access (LAN, cable, or DSL) is highly
recommended for an optimal learning experience. You may be able to access and interact with most course elements, readings, multimedia, and
discussions through tablets and smartphones. While tablets, smartphones and other mobile devices may allow for some completion of coursework,
they are not guaranteed to work in all areas. Please ensure you have a PC or Mac-based computer available to complete coursework.
In addition, students should have the latest version of several plugins including Adobe Reader and Java. An Internet browser (Chrome, Safari,
Firefox) is required to access MyOnline Moodle, the learning management system used in this course, as well as a compatible operating system
(PC: Windows 8 or 10; Mac: OS X). In most courses, students are required to have a webcam (or external camera) and microphone to record video
for assignments and discussions. Finally, students will need word processing software (Microsoft 365 is available to all Regis students).
Many of the Nursing courses require the use of Respondus LockDown Browser and a webcam for online exams. The webcam can be built into your
computer or can be the type that plugs in with a USB cable. Watch the short LockDown Browser (2:57) video to get a basic understanding of
LockDown Browser and the webcam feature. A student Quick Start Guide (PDF) is also available.
Sessions & Days of the Week
Due dates for assignments and discussions are stated in day numbers. Day 1 is Monday, the first day of the beginning of each weekly session,
while Day 7 is Sunday.
Days of the Week
Day Number Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7
Day of the Week Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Assignment Deadlines
Assignments are due no later than 11:55 p.m. Eastern Time (E.T.) on the day stated in the assignment. Use the chart below to determine the
assignment deadline in your area.
Eastern Time Central Time Mountain Time Pacific Time
11:55 p.m. 10:55 p.m. 9:55 p.m. 8:55 p.m.
Section 2: Student Learning Outcomes
Regis College Mission
In the spirit of our mission, which is rooted in the Catholic intellectual tradition and inspired by the social justice ideals of our founders, the Sisters of
St. Joseph of Boston, each of our courses speaks to the Regis College’s values and standards. Here at Regis, we educate the whole person,
preparing our students to pursue excellence, to become change agents in their own communities, and to serve and lead as advocates for a more
just and compassionate global society. Please review the Core Values and Standards of Regis College listed below.
Advanced Pathophysiology is a course that embodies these core values, especially Care for all God’s creations. This value is met as we focus on
looking at the whole person, taking into consideration how every aspect of an individual impacts their overall health and wellness.
Core Values of the Sisters of St. Joseph
1. Gracious hospitality
2. Love and service of the Dear Neighbor without distinction
3. Peaceful resolution of conflict
4. Care for all God’s creation
Standards Espoused by Regis College
1. The Pursuit of Truth
2. Social Justice
3. Community
4. Formation of the Whole Person
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5. Sacramental Vision of Life
Level II Student Learning Outcomes (SLO II) (Master's & Post Master's Certificate Programs)
1. Synthesize nursing and related theories as they apply to nursing leadership, advanced practice or nursing education to promote adaptation
and culturally competent therapeutic nursing interventions for individuals, families, groups, the community and society.
2. Integrate research, adaptation and related theories, and critical thinking skills in nursing leadership, advanced practice or nursing education
in all settings.
3. Facilitate effective therapeutic communication with individuals, families, groups, the community and members of the health care team to
promote optimal wellness and adaptation.
4. Synthesize knowledge gained by research utilization and evidence-based practice to advance the nursing profession.
5. Integrate ethical, legal, and professional standards of practice from the perspective of a nurse leader or advanced practice nurse.
6. Synthesize the leadership and management roles of the nurse leader, advanced practice nurse or nurse educator in meeting health needs
and nursing goals in all settings.
7. Maximize responsibility for continued learning and professional development.
8. Evaluate the dynamic forces and issues within the health care delivery system in order to initiate change that affects the quality of nursing
in a practice setting.
9. Evaluate the influence of an effective nurse educator, nurse leader, or advanced practice nurse as educator in the care of individuals,
families, groups and communities across the health care system.
Level III Student Learning Outcomes (SLO III) (BSN-DNP and MSN-DNP Programs)
1. Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for
health care delivery.
2. Synthesize evidence from research and theory to enhance delivery of quality health care.
3. Develop systems supportive of effective communication at the organizational and interdisciplinary level.
4. Generate knowledge through research and/or evidence-based practice to advance the nursing profession.
5. Evaluate ethical, legal, and professional standards of practice.
6. Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system.
7. Create an environment that maximizes continued learning and development for professional practice.
8. Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that
affects the quality of the health care system.
9. Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and
implementation of effective health care delivery.
Course Outcomes
1. Survey major and representative pathologies, following a systems organization. Physiological principles that apply across the lifespan, as
well as life-stage specific diseases, are considered. (SLO II: 1, 3, 7)
2. Correlate etiology (cause), pathogenesis (mechanism) and alterations in structure and function (clinical significance) for these pathologies.
Relate these to current and emerging diagnoses and treatments. (SLO: 2, 4, 9)
3. Integrate multiple-organ system effects in disease states. (SLO: 3, 5, 6)
4. Discuss select examples of current research pertaining to the mechanisms and treatment of disease; identify examples of controversy in
this research. (SLO: 6, 7, 8)
Section 3: Weekly Schedule
Following is a high-level, weekly schedule outlining topics, learning materials, assignments, and due dates.
Week 1: Introduction to Pathophysiology −
Weekly Objectives (WO)
1. Explain the role of pathophysiology in the process of assessing, diagnosing, and treating diseases. (CO 1)
2. Define terms appropriate for use in pathophysiology. (CO 1, 2)
3. Describe common cellular adaptations and possible reasons for the occurrence of each. (CO 1
Week 1: Learning Materials
Readings
Required
VanMeter, K. C., & Hubert, R. J. (2022). Gould's pathophysiology for the health professions. (7th ed.). Elsevier Saunders.
Chapter 1: Introduction to Pathophysiology (WO 1, 2, 3, 4, 5)
Recommended
Fischbach, F. T., Fischbach, M. A., & Stout, K. (2022). Fischbach's a manual of laboratory and diagnostic tests. Wolters Kluwer.
Chapter 1: Diagnostic Testing (WO 1, 2, 3, 4, 5)
Note: You may use the Fischbach's manual or your preferred lab manual as a reference for the diagnostic labs
covered in this module.
VanMeter, K. C., & Hubert, R. J. (2022). Study guide for Gould’s pathophysiology for the health professions. (7th ed.). Elsevier
Saunders.
Complete Study Guide Chapter 1 (WO 1, 2, 3, 4, 5)
Required Videos
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