Download Critical Analysis Course Proposal

Approved by University Studies Sub-Committee February 4, 2009
Approved by Faculty Senate February 23, 2009
WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
DIRECTIONS FOR THE DEPARTMENT
This form, Proposal for University Studies Courses, is to be used to submit course proposals for inclusion in the University Studies
Program. Read the directions below for information on providing course descriptions. The department must include the University
Studies Approval Form with this proposal. Copies of each of these forms are attached. Refer to Regulation 3-4, Policy for Changing
the Curriculum and the University Studies Program and Policies Document for complete information on submitting University
Studies courses.
The following points are contained in the University Studies Program and Policies Document (Section IV. Course Approval Process).
Material to be submitted for course approval for Course Requirements:
1.
2.
3.
4.
5.
6.
7.
Course proposals must address all specified outcomes.
The course proposal must include documentation of Course Requirements and learning activities designed to meet the
course outcomes specifies for the area.
The course proposal must include a course description (e.g., a syllabus or course outline for distribution to students) that
clearly identifies (to the student) the course as a University Studies Course.
The course description (e.g., a syllabus or course outline for distribution to students) should also include information
directed to the student that clearly identifies course activities and assignments that address the course outcomes.
Sequences of courses may be submitted to satisfy area requirements. In this case the requested material or documentation
in items 1-4 must be submitted for all of the courses in the sequence.
The USS may request other material (e.g., textbooks) for review in evaluation course proposal.
The USS may request additional information for re-approval.
Material to be submitted for course review of Flagged Courses:
1.16.09
1.
2.
3.
4.
5.
The USS recognizes that decisions as to which courses meet department flag requirements reside with the
department offering the courses. Nevertheless, departments are required to demonstrate how flagged courses
address the relevant outcomes for each flag.
Departments should submit course descriptions for flagged courses to the USS and the syllabus should clearly
identify the course as a course that satisfies a flag requirement within the University Program.
The course descriptions for flagged courses should include information directed to the students which clearly
identifies activities and assignments that address the outcomes.
The USS has the right to comment on department plans for flagged courses and to offer suggestions.
No flagged course will satisfy University Studies Course Requirements in the University Studies Program.
If the proposed course is a new course, it must be submitted for approval as a new course (see above) before submission
as a University Studies course.
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WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department _________Nursing_______________
Date ____January 16, 2009___
___N366___________
credits__________
Course No.
3
This proposal is for a(n)
__Pathophysiology________________
Course Name
Credits
___XX Undergraduate Course
Applies to: __XX__ Major
_XX__ Required
_____ Elective
______ Minor
_____ Required
_____ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:
Arts & Science Core:
Unity and Diversity:
_____ 1. College Reading and Writing
_____ 2. Oral Communication
_____ 1. Humanities
_____ 2. Natural Science
__XX_ 1. Critical Analysis
_____ 2. Science and Social
_____ 3. Mathematics
_____ 4. Physical Development & Wellness
_____ 3. Social Science
_____ 4. Fine & Performing Arts
_____ 3. a. Global Perspectives
_____ b. Multicultural
Policy
Perspectives
_____ 4. a. Contemporary
Citizenship
_____
b. Democratic
Institutions
Flagged Courses:
_____ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
Prerequisites ___Basic Anatomy and physiology all students (2 semesters) or consent of instructor. HERS prerequisite: HHP
340, physiology of exercise
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form.
Department Contact Person for this Proposal:
Catherine Nosek____________
[email protected]_____________
Name (please print)
507.457.2361________________
Phone
e-mail address
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[Revised 9-05]
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1.16.09
WINONA STATE UNIVERSITY
UNIVERSITY STUDIES APPROVAL FORM
Routing form for University Studies Course approval.
Department Recommendation
_____ Approved
_________________________________
Department Chair
_____ Disapproved
________________
Date
Dean’s Recommendation _____ Approved
_________________________________
Dean of College
Course____N366 Pathophysiology___
____________________________________________
e-mail address
_____ Disapproved*
________________
Date
*In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove
shall be provided to the University Studies Subcommittee.
USS Recommendation
_____ Approved
_________________________________
University Studies Director
A2C2 Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
Chair of A2C2
Faculty Senate Recommendation
_____ No recommendation
_____ Disapproved
________________
Date
_____ Approved
_____ Disapproved
_________________________________
President of Faculty Senate
________________
Date
Academic Vice President Recommendation
_____ Approved
_________________________________
Academic Vice President
________________
Date
_____ Disapproved
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Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 9-05]
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WINONA STATE UNIVERSITY
PROPOSAL FOR REVISED PROGRAMS AND NEW PROGRAMS
Use this form to submit proposals for revised majors, minors, concentrations, options, etc.
Note: A department, with its dean’s approval, may change up to two courses per year within an existing major, minor,
concentration, option, etc., per year without seeking review of A2C2 and/or graduate Council, provided that (1) the total
credits do not increase or decrease for the major, minor, concentration, option, etc., and (2) the change does not affect
other departments or the University Studies Program. A2C2 and/or Graduate Council do, however, wish to be informed
of these changes. Use form Notifications.
If a department wishes to make more extensive revisions to an existing major, minor, concentration, option, etc.,
complete and submit this form with the appropriate number of copies. Refer to Regulation 3-4, Policy for Changing the
Curriculum, for complete information on submitting proposals for curricular changes.
__________________________________________________________________________________________________
________
Department:
_______________________________________________
Title of Program: _______________________________________________
Revised:
______ Major
______ Minor
______ Concentration
______ Option
______ Other
List all Major/Minor Codes that Apply: _________________________________________________
New:
______ Major
______ Minor
______ Concentration
______ Option
______ Other
List all Major/Minor Codes that Apply: _________________________________________________
Total credit hours: __________
Classroom Hours __________
Proposed Implementation Date:
_________________________
Lab Hours __________
Please attach to this proposal a narrative with the following information:
A.
Statement of major focus and objectives of the revised program.
B.
New Catalog Content
1.
2.
C.
Provide a list of program content as it would appear in the catalog including required courses, electives, etc.,
by number and name. Include the number and name for each prerequisite, and all prerequisites of proposed
prerequisites. All such prerequisites, and prerequisites of prerequisites, should be included in the total credit
hour calculations for the revised program.
New catalog narrative, if any.
Description of Revisions, to include
1.
2.
3.
A display of current program requirements next to proposed new requirements for clear, easy comparison.
A clear identification of each proposed change.
The following information for each required or elective course:
a. Course number and name,
b. A brief course description, and
c. A brief statement explaining why the program should include the course.
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Attach a Financial and Staffing Data Sheet.
Attach an Approval Form.
Also fill out the MNSCU New Program Application or the Program Redesign Application, whichever applies and submit
directly to the VPAA.
Department Contact Person for this Proposal:
______________________________________________
_______________________________
Name (please print)
________________
Phone
e-mail address
[Revised 7-05-07]
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WINONA STATE UNIVERSITY
FINANCIAL AND STAFFING DATA SHEET
Course or Program____N366 Pathophysiology______________
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.
Please answer the following questions completely. Provide supporting data.
1.
Would this course or program be taught with existing staff or with new or additional staff? If this course would be
taught by adjunct faculty, include a rationale.
This course will be taught with existing faculty.
2.
What impact would approval of this course/program have on current course offerings? Please discuss number of
sections of current offerings, dropping of courses, etc.
The course is currently a requirement for the generic option nursing major. If approved as a Unity and Diversity Critical
Analysis course, it would meet requirements for the major, as well as meet the 3-credit University Studies Critical
Analysis requirement. This would facilitate the 120 credit requirement being met for the nursing major
3.
What effect would approval of this course/program have on the department supplies? Include data to support
expenditures for staffing, equipment, supplies, instructional resources, etc.
There would be no change. Desire to learn is the platform for the course. Course materials are made available for
students. No additional supplies or equipment are needed to teach this course.
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[Revised 9-05]
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WINONA STATE UNIVERSITY
NEW AND REVISED COURSE AND PROGRAM APPROVAL FORM
Routing form for new and revised courses and programs.
Course or Program__________________________________
Department Recommendation
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Approved
_________________________________
Dean of College
A2C2 Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
Chair of A2C2
_____ Disapproved
________________
Date
Graduate Council Recommendation _____ Approved
(if applicable)
_____ Disapproved
_________________________________
Chair of Graduate Council
________________
Date
_________________________________
Director of Graduate Studies
________________
Date
Faculty Senate Recommendation
____________________________________________
e-mail address
_____ Approved
_____ Disapproved
_________________________________
President of Faculty Senate
________________
Date
Academic Vice President Recommendation
_____ Approved
________________________________
Academic Vice President
________________
Date
_____ Disapproved
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Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 75-07]
WINONA STATE UNIVERSITY
REGULATION 3-4 CHANGE APPROVAL FORM
Routing form for change to WSU Regulation 3-4.
Regulation 3-4 Changes
Academic Affairs and Curriculum Committee (A2C2) Recommendation
_________________________________
Chair of A2C2
________________
Date
Graduate Council Recommendation _____ Approved
(if applicable)
_____ Disapproved
_________________________________
Chair of Graduate Council
________________
Date
_________________________________
Director of Graduate Studies
________________
Date
Faculty Senate Recommendation
_____ Approved
_________________________________
President of Faculty Senate
_____ Approved _____ Disapproved
_____ Disapproved
________________
Date
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Academic Vice President (VPAA) Recommendation
________________________________
Academic Vice President
_____ Approved
_____ Disapproved
________________
Date
*In the case of a recommendation to disapprove the proposal, a written rationale of the specific areas of concern will be provided
through Meet and Confer to the Faculty Senate with a copy to A2C2.
Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
*In the case of a recommendation to disapprove the proposal, a written rationale of the specific areas of concern will be provided
through Meet and Confer to the Faculty Senate with a copy to A2C2.
**President’s Office: Please notify VPAA, deans, Human Resources, Academic Affairs and Curriculum Committee, and department
chairs via e-mail that the change to Regulation 3-4 has been approved. Also, send this back to Meet and Confer for notification of
approval.
[7-5-07]
Critical Analysis Course Proposal
Department:
Nursing
Course Number: N366
Frequency of Offering: Fall and Spring
Course Title:
Pathophysiology
Course Description: Focuses on the systematic study of the functional changes in cells, tissues, and
organs altered by disease and/or injury and the effects that these changes have on the total body
function. Pathophysiology will also focus on the mechanisms of the underlying disease thereby providing
the background for preventive as well as therapeutic health care measures and practices. Knowledge of
anatomy and physiology and the various organ systems of the body is an essential foundation for this
course. Students will gain scientifically based knowledge needed to make sound clinical observations, as
well as the rationale health professionals provide for their actions in practice. Understanding of disease
requires both descriptive evidence and an evaluative component in which students begin to take into
account the complex interactions among the body, mind, culture, and spirit.
Course Purpose:
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Pathophysiology is part of an ongoing stream of incredible discoveries and advancing understandings in
the biologic sciences. Students learn about the advancements in our understanding of illness/disease
and the effects that these changes have on the total body function. Students are challenged to manage
and process expanding new scientific information, as well as to think about the meaning information
has in making decisions (clinical judgment) about the care of individuals unique to their field of study. To
that end, students examine differences in etiology and epidemiology, pathophysiology, clinical
manifestations, and treatment according to gender and age. Upon completion of this course students
are familiar with the latest scientific evidence as it relates to understanding and management of
illness/disease. They can explain the relationship between risk factors and disease, as well as evidenced
based treatment and therapeutic approaches to care.
Unity and Diversity: Critical Analysis
This course includes requirements and learning activities that promote students’ abilities to perform
the following 4 activities (a-d). A table follows the requirements and learning activities. The table
aligns each Critical Analysis component, with course learning outcomes, and course assignments.
a. Evaluate the validity and reliability of information:
Using case studies students will respond to pathophysiologic situations. In so doing, they refer
to textbooks, research articles, evidence based practice guidelines and standards, as well as to
rely on what they have previously learned to determine what, and how information relates to
the care of individuals with specific health conditions. Evidence-based practice is the
conscientious, explicit, and judicious use of current best evidence in making decisions about the
care of individual patients. Health care providers rely on the best external clinical evidence from
systematic research. The best external clinical evidence relies on the identification of clinically
relevant research, often from the basic sciences, but especially from patient centered clinical
studies that focus on the accuracy and precision of diagnostic tests and methods, the power of
prognostic indicators, and the effectiveness and safety of therapeutic, rehabilitative, and
preventive regimens. As students study pathophysiology, they examine and apply the most
relevant and up-to-date research to case study situations.
Case studies are central to learning pathophysiology because they reflect actual health/illness
situations or composites of actual situations. These situations provide the context for learning
and understanding disease and the effects that physiologic changes have on body function.
Context is essential for grounding the content of thinking in health care situations. Students
analyze selected case studies when preparing for class and learning about the pathophysiology
of individuals across the life-span.
b. Analyze modes of thought, expressive works, arguments, explanations, or theories:
A variety of approaches will be used to promote the students ability to explain and understand
scientific principles related to illness/disease and management. For example, tests and case
studies will require the student to do more than just memorize and regurgitate knowledge.
Instead, students reason, recognize, and question assumptions and inferences. For example,
building multilogical thinking into test questions and case studies, students will prioritize
assessments, and/or actions. Additionally, using distracters will require the student to employ a
high degree of discrimination. Multilogical thinking is thinking that requires knowledge of more
than one concept to logically and systematically apply concepts to a clinical situation. For
example, the student will be required to apply principles of fluid and electrolytes, acid base
balance, and stress response when solving a problem and caring for an 88 year old diabetic
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hospitalized with pneumonia. Students must use mulitlogical thinking to analyze and explain the
significance of pathophysiology, diagnostic results, the importance of fluid and electrolytes, and
the impact of the stress response/hormones in caring for the diabetic during illness.
c. Recognize possible inadequacies or biases in the evidence given to support arguments or
conclusions:
There are multiple approaches to problem solving. Concept mapping, case studies, testing, and
techniques such as “think-pair-share” will be utilized in this course. Regardless of the approach
utilized, students must first be able to assimilate evidence based core concepts of
pathophysiology. The course begins with a study of cells and tissues and progresses to cover
underlying processes of disease. Foundational knowledge regarding cells and tissues include the
concepts of cell communication, fluid electrolyte, and acid-base balance; inflammation,
cytokines and their biologic functions, normal and altered immunity; stress coping, and
immunity, and tumor biology and metastasis. This foundation knowledge is necessary to the
understanding of pathophysiological alterations at the organ and system level. For example,
early in the semester, students study the inflammatory response as a biochemical and cellular
response to injury. As the semester proceeds, they examine the scientific evidence describing
atherosclerosis as an inflammatory disease. This includes a discussion of oxidative stress, new
and emerging or “novel” risk factors thought to be associated with endothelial injury,
dysfunction, and the resultant pathophysiological events leading to the development of
atherosclerosis. Lastly, students will than concept map atherosclerosis and its associated signs
and symptoms that result from inadequate perfusion of tissues, as well as diagnostic findings
and evidence based treatment/management strategies. Mapping may include coronary artery
disease (stable angina and acute coronary syndromes), stroke, hypertension, renal artery
stenosis, and peripheral arterial disease.
d. Advance and support claims:
Students must learn to think like health care providers. This requires not just knowledge, but the
assimilation, analysis, and synthesis of knowledge in a variety of clinical situations. Students will
be expected to explore and be familiar with the evidence from the most recent systematic
research. Case studies, concept mapping, discussion, and testing will provide the situations in
which students advance their knowledge base for practice. Learning is accomplished as students
relate previous knowledge of sciences; recognize common manifestations of illness/disease;
interpret testing used in the diagnosis and management of illness/disease; and provide scientific
rationale for common recommended treatments.
Critical Analysis ability
Evaluate the validity and
reliability
N366 Learning Outcome


Demonstrate an
understanding of current
scientific evidence related
to physiological processes
and phenomena that form
the basis for
understanding health
conditions
Applies current scientific
Assignment/activity
Case Studies non-graded for
class discussion
Case Studies 5 graded (5-10
points each)
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principles to the
understanding the
interrelationships
between
pathophysiology,
pharmacology, diagnostic
testing, and management.
Analyze modes of thought,
expressive works, arguments,
explanations, or theories
Recognize possible
inadequacies or biases in the
evidence given to support
arguments or conclusions

Apply previous knowledge
from sciences to
understanding the
concepts of health and
disease.

Utilize evidence-based
practices to guide
understanding of
pathophysiology in
disease prevention,
diagnosis, and
management.

Applies current scientific
principles to the
understanding the
interrelationships
between
pathophysiology,
pharmacology, diagnostic
testing, and management.

Articulate an
understanding of
laboratory and diagnostic
tests used in the ongoing
diagnosis, treatment, and
management of selected
health conditions.

Explain the physiologic
changes and human
responses to
pathophysiologic
responses that produce
signs and symptoms of
health conditions and
their impact on functional
health status.

Identify the impact of
specific diseases upon the
4 Exams (40-50 points each)
1 Comprehensive final exam
(80-100 points)
Case Studies non-graded for
class discussion
Case Studies 5 graded (5-10
points each)
Concept map major diseases
reviewed in class
3 graded Concept Maps (10-15
points each)
4 Exams (40-50 points each)
1 Comprehensive final exam
(80-100 points)
Case Studies non-graded for
class discussion
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U.S. population and
globally.
Advance and support claims

Using current evidence,
delineate the risk factors
highly correlated with
specific health conditions.

Using current evidence,
delineate the risk factors
highly correlated with
specific health conditions.
Case Studies 5 graded (5-10
points each)
Concept map major diseases
reviewed in class
3 graded Concept Maps (10-15
points each)
Case Studies non-graded for
class discussion
Case Studies 5 graded (5-10
points each)
Course Syllabi
Course Number: N366
Course Title: Pathophysiology
Credit Hours: 3 SH
Prerequisites/concurrent courses: Basic anatomy and physiology all students (2 semesters) or consent
of instructor. HERS prerequisite: HHP 340, Physiology of Exercise.
Course Description: Focuses on the systematic study of the functional changes in cells, tissues, and
organs altered by disease and/or injury and the effects that these changes have on the total body
function. Pathophysiology will also focus on the mechanisms of the underlying disease thereby providing
the background for preventive as well as therapeutic health care measures and practices. Knowledge of
anatomy and physiology and the various organ systems of the body is an essential foundation for this
course. Students will gain scientifically based knowledge needed to make sound clinical observations, as
well as the rationale health professionals provide for their actions in practice. Understanding of disease
requires both descriptive evidence and an evaluative component in which students begin to take into
account the complex interactions among the body, mind, culture, and spirit. University Studies: Unity &
Diversity Critical Analysis (see page 3 for details).
Student Learning Outcomes:
The student will:
1. Apply previous knowledge from sciences to understanding the concepts of health and
disease.
2. Demonstrate an understanding of current scientific evidence related to physiological
processes and phenomena that form the basis for understanding health conditions.
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1.16.09
3. Explain the physiologic changes and human responses to pathophysiologic responses that
produce signs and symptoms of health conditions and their impact on functional health
status.
4. Utilize evidence-based practices to guide understanding of pathophysiology in disease
prevention, diagnosis, and management.
5. Applies current scientific principles to the understanding the interrelationships between
pathophysiology, pharmacology, diagnostic testing, and management.
6. Articulate an understanding of laboratory and diagnostic tests used in the ongoing
diagnosis, treatment, and management of selected health conditions.
7.
dentify the impact of specific diseases upon the U.S. population and globally.
8. Using current evidence, delineate the risk factors highly correlated with specific health
conditions.
Learning Strategies: Lecture, case studies, concept mapping, quizzes, exams, discussions
Standards for Evaluation of learning outcomes
Course expectations/requirements
1. Attend class and notify the professor of absences
2. Participate in class discussions and activities
3. Complete assignments on time
4. Prepare for class activities as directed.
5. Must complete all assignments in order to successfully complete this course.
6. Failure to maintain an average of C or better on the written and/or verbal assignments,
examinations will result in failure of the course.
7. Testing:
a. Provide own SCANTRON forms (Form no. 882-E) for examinations as needed.
b. If testing online bring Ethernet cord, plug in, and turn off instant messaging and
all other internet options (email, evolve, etc.) as well as PDAs and cell phones.
c. Leave electronic devices (cell phone, computers, PDAs etc.) out of the classroom
or your immediate seating space on examination days.
8. Must receive approval of faculty prior to taping of class sessions
9. Respect your peers and turn off cell phones during class time.
10. Respect your own learning needs and those of your peers and avoid playing games or
use instant messaging on the computer during class
11. Maintain academic integrity: See WSU Undergraduate Student Handbook
http://www.winona.edu/nursing/undergraduate/5909.asp
12. Abide by all University academic policies and procedures. That includes academic
integrity policies. Failure to do so may result in failure of the course and/or dismissal
from an academic program. www.winona.edu/studentaffairs/conduct_policy.htm
13. Follow UNIVERSITY POLICY ON DISABILITY ACCOMMODATIONS In accordance with
Section 504 of the federal Rehabilitation Act of 1973 and the Americans with Disabilities
Act of 1990, Winona State University endeavors to make reasonable adjustments in its
policies, practices, services and facilities to ensure equal opportunity for qualified
persons with disabilities to participate in all educational programs and activities. The
student requiring special accommodation or auxiliary aids must make application for
such assistance through Disability Services and is responsible for communicating such
accommodations to faculty.
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Evaluation of Learning
1. Course grade will be based on quizzes, examination, assignments, as well as other course
related activities as specified throughout the semester.
a. In order to pass the course, all students must pass the quizzes, exams, and
assignments with a minimum averaged grade of “C” or better.
b. The final course grade will be based on the percentage of points achieved of the
total points possible.
Resources
Porth Mattson, C. (2009). Pathophysiology: Concepts of altered health states (8th Ed.).
Philadelphia: Lippincott Williams & Wilkins.
McCance, K. L. & Huether, S. E. (2006). Pathophysiology: The biologic basis for disease in adults
and children (5th Ed.). St. Louis, Missouri: Mosby.
Students will access appropriate Websites to access the most recent evidence based practice
guidelines
a. American Cancer Society: http://www.cancer.org/docroot/home/index.asp
b. American Heart Association:
http://www.americanheart.org/presenter.jhtml?identifier=3003999
c. American Stroke Association:
http://www.strokeassociation.org/presenter.jhtml?identifier=1200037
d. Center for Disease Control and Prevention: http://www.cdc.gov/
e. Heart, Blood, & Lung Institute: http://www.nhlbi.nih.gov/guidelines/index.htm
f. National Council for Health Statistics:
http://www.cdc.gov/nchs/howto/w2w/w2welcom.htm
g. American Diabetes Association: http://professional.diabetes.org/
h. National Eating Disorder Association: http://www.nationaleatingdisorders.org/
i. American Obesity Association: http://www.obesity.org/
University Studies: Unity & Diversity Critical Analysis
Critical analysis courses in the University Studies program are devoted to teaching critical thinking or
analytical problem-solving skills. These skills include the ability to identify sound arguments and
distinguish them from fallacious one. The objective of these courses is to develop students’ abilities to
effectively use the process of critical analysis. Disciplinary examples should be selected to support the
development of critical analysis skills. The following table outlines and aligns critical analysis
requirements and learning outcomes, course learning outcomes, and course assignments.
Critical Analysis ability
Evaluate the validity and
reliability
N366 Learning Outcome

Demonstrate an
understanding of current
scientific evidence related
to physiological processes
and phenomena that form
the basis for
Assignment/activity
Case Studies non-graded for
class discussion
Case Studies 5 graded (5-10
points each)
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1.16.09

Analyze modes of thought,
expressive works, arguments,
explanations, or theories
Recognize possible
inadequacies or biases in the
evidence given to support
arguments or conclusions

understanding health
conditions
Applies current scientific
principles to the
understanding the
interrelationships
between
pathophysiology,
pharmacology, diagnostic
testing, and management.
Apply previous knowledge
from sciences to
understanding the
concepts of health and
disease.

Utilize evidence-based
practices to guide
understanding of
pathophysiology in
disease prevention,
diagnosis, and
management.

Applies current scientific
principles to the
understanding the
interrelationships
between
pathophysiology,
pharmacology, diagnostic
testing, and management.

Articulate an
understanding of
laboratory and diagnostic
tests used in the ongoing
diagnosis, treatment, and
management of selected
health conditions.

Explain the physiologic
changes and human
responses to
pathophysiologic
responses that produce
signs and symptoms of
health conditions and
their impact on functional
4 Exams (40-50 points each)
1 Comprehensive final exam
(80-100 points)
Case Studies non-graded for
class discussion
Case Studies 5 graded (5-10
points each)
Concept map major diseases
reviewed in class
3 graded Concept Maps (10-15
points each)
4 Exams (40-50 points each)
1 Comprehensive final exam
(80-100 points)
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1.16.09
health status.
Advance and support claims

Identify the impact of
specific diseases upon the
U.S. population and
globally.

Using current evidence,
delineate the risk factors
highly correlated with
specific health conditions.

Using current evidence,
delineate the risk factors
highly correlated with
specific health conditions.
Case Studies non-graded for
class discussion
Case Studies 5 graded (5-10
points each)
Concept map major diseases
reviewed in class
3 graded Concept Maps (10-15
points each)
Case Studies non-graded for
class discussion
Case Studies 5 graded (5-10
points each)
Topical Outline
Unit 1: Concepts of Health & Disease
1. Concepts of Health & Disease
a. Health
b. Disease
c. Health and Disease in Populations
i. Epidemiology and patterns of disease
ii. Determination of risk factors
iii. Levels of prevention
iv. Evidence-based Practice and Practice Guidelines (definitions)
2. Concepts of Altered Health Related to Age
a. Physiologic changes across the life-span (by system)
Unit II: Cell Function & Growth
1. Cell Adaptation, injury and death
a. Cellular adaptation(atrophy, hypertrophy, hyperplasia, metaplasia, dysplasia)
b. Cell injury and death
i. Causes of death
ii. Mechanisms of injury
iii. Reversible cell injury
iv. Cellular aging
2. Genetic control of cell function and inheritance
a. Genetic control of cell function (DNA structure and function; from genes to proteins
b. Chromosomes
c. Patterns of inheritance
d. Gene technology
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3. Genetic & Congenital disorders
a. Genetic and chromosomal disorders
b. Disorders due to environmental influences
c. Diagnosis and counceling
4. Neoplasia
a. Concepts of cell differentiation and growth
b. Characteristics of cell differentiation & growth
c. Etiology of cancer
d. Clinical manifestations, screening, diagnosis, treatment
Unit III: Disorders of Integrative Function
1. Stress and Adaptation
a. Homeostasis
b. Stress Response/Coping and Adaptation
c. Disorders of Stress response
i. Effects of acute and chronic stress
ii. Post-traumatic stress disorder
2. Alteration in Temperature regulation
a. Mechanisms of heat production and loss
b. Increased body temperature (fever, hyperthermia)
c. Decreased body temperature (hypothermia)
3. Activity tolerance and Fatigue
a. Exercise and activity tolerance
b. Activity intolerance and fatigue (acute and chronic)
c. Bed rest and immobility
Unit IV: Disorders of the Hematopoietic System
1. Blood cells and the hematopoietic system
2. Disorders of Hemostasis
a. Mechanisms of hemostasis
b. Hypercoagulability states
c. Bleeding disorders
3. Disorders of Red Blood Cells
a. Anemia
b. Polycythemia
4. Disorders of WBC/differential and lymphoid tissues
a. Hematopoietic and lymphoid tissues
b. Neutropenia and infectious mononucleosis
Unit V: Infection, Inflammation, Immunity
1. Mechanisms of infectious disease
a. Infectious diseases (terminology, agents of infectious disease)
b. Mechanism of infection (epidemiology, portal of entry, source, symptomatology, disease
course, site of infection)
c. Diagnosis and treatment of infectious diseases
2. Innate and Adaptive immunity
a. Immunity and immune system
b. Innate immunity
c. Adaptive immunity (antigens, cells of adaptive (B & T), active versus passive immunity,
regulation of response)
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d. Developmental aspects of immune system (transfer of immunity from mother to infant,
response in elderly)
3. Inflammation, tissue repair, and wound healing
a. The inflammatory response (acute, chronic, manifestations)
b. Tissue repair and wound healing
4. Disorders of the immune response
a. Immunodeficiency disorders
b. Hypersensitivity disorders
c. Autoimmune Disease
5. Acquired Immunodeficiency syndrome
a. AIDS epidemic and transmission of HIV infection
b. Pathophysiology and clinical course
c. Prevention, diagnosis, treatment
Unit VI: Disorders of cardiovascular function
1. Disorders of Blood flow and circulation
a. Disorders of arterial circulation (hyperlipidemia, atherosclerosis, arterial disease of
extremities)
b. Disorders of blood pressure regulation
i. Arterial blood pressure
ii. Hypertension
iii. Orthostatic hypotension
2. Disorders of cardiac function
a. Disorders of pericardium (acute pericarditis) pericardial effusion, tamponade)
b. Coronary artery disease (angina, UA/STEMI/nonSTEMI, chronic ischemic heart disease)
c. Cardiomyopathies
d. Valvular heart disease (hemodynamic derangements, mitral and aortic disorders)
3. Heart Failure & Circulatory shock
a. Heart failure
b. Circulatory shock (cardiogenic)
Unit VII: Disorders of Respiratory System
1. Respiratory tract infections
a. Respiratory tract infections
2. Disorders of Ventilation and Gas Exchange
a. Physiologic effects of ventilation and diffusion disorders
i. Hypoxemia, hypercapnia
b. Disorders of lung inflation (atelectasis and pleura disorders)
c. Obstructive airway disorders (asthma, emphysema, chronic bronchitis, bronchiectasis)
d. Disorders of pulmonary circulation
i. Pulmonary embolism
ii. Pulmonary hypertension
iii. Cor pulmonale
Unit VIII: Disorders of Renal Function and Fluid and electrolytes
1. Disorders of fluid and electrolyte balance
2. Disorders of acid base balance
3. Acute Renal Failure and chronic kidney disease
a. Acute renal failure
b. Chronic kidney disease
Unit IX: Disorders of Gastrointestinal Function
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1. Disorders of GI
a. Esophagus (GERDS)
b. Stomach (gastritis, PUD)
2. Small and large intestine: irritable bowel syndrome, inflammatory disease,
3. Disorders of Hepatobiliary and exocrine pancreas function
a. Liver and Hepatobiliary system (cholestasis, jaundice, diagnostic tests)
b. Disorders of hepatic and biliary function (hepatotoxic disorders, hepatitis, intrahepatic
biliary disease, alcohol induced liver disease; cirrhosis, liver failure)
4. Disorders of gallbladder and exocrine pancreas
5. Alteration in nutritional status
a. Overweight and obesity
b. Undernutrition and eating disorders
Unit X: Disorders of Endocrine Function
1. Diabetes Mellitus and Metabolic syndrome
a. Diabetes mellitus (classification, manifestations, diagnostic tests, acute complications,
chronic complications, infections, treatment)
Unit XI: Disorders of Neural function
1. Somatosensory function, pain, headache
a. Pain
b. Alterations in pain sensitivity
c. Headache and associated pain
d. Pain in children and older adults
2. Disorders of Motor function
a. Disorders of motor unit
i. Skeletal muscle disorders (Muscular dystrophy, muscle atrophy)
ii. Peripheral nerve disorders (injury, repair, neuropathies, polyneuropathies)
b. Disorders of Basal ganglia (Parkinson disease)
c. Upper motor neuron disorders (demyelinating disorders e.g. multiple sclerosis)
3. Disorders of Brain function
a. Mechanisms and manifestations of brain injury
b. Stroke
c. Seizure disorders
4. Disorders of thought, mood, memory
a. Disorders of thought (schizophrenia)
b. Disorders of mood (depression)
c. Disorders of memory and cognition (normal cognitive aging, dementia)
Unit XII: Disorders of Musculoskeletal and Integumentary function
1. Disorders of musculoskeletal function: trauma, infection, neoplasms
a. Injury and trauma of musculoskeletal structures (athletic injuries, soft tissue, joint
injuries, fractures, complications of fractures)
b. Bone infections
c. Neoplasms
2. Disorders of musculoskeletal function: developmental and metabolic disorders
a. Bone growth and remodeling
b. Metabolic bone disease (osteopenia, osteoporosis, osteomalacia, rickets, paget)
3. Disorders of musculoskeletal function: rheumatic disorders
a. Systemic autoimmune rheumatic diseases (rheumatoid arthritis)
b. Osteoarthritis syndrome
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4. Disorders of skin integrity and function
a. Nevi and skin cancers
Evaluation tools: Classroom Assessment Techniques (CATs); Rubrics, WSU Nursing Student Course
Evaluation Tool
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