NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Reflection Paper

SYLLABUS COURSE NUMBER: NUR 3125 DL-AD COURSE TITLE: Pathophysiology COURSE CREDITS: 4 credits PREREQUISITES: See student handbook INSTRUCTOR: Karell Curbelo, APRN-BC, MSN INSTRUCTOR’s EMAIL: kcurbelo@fnu.edu 1.Text and Materials: Grossman, S. & Porth, C. (2014). Porth’s Pathophysiology (9th ed). Philadelphia: Wolters Kluwer Lippincott Williams & Wilkins. ISBN 978-1451146004 Publication Manual American Psychological Association (APA) (6 ed.). 2009 ISBN: 978-14338-0561-5 2. Course Description: Provides the facts of adaptive responses of cells, tissues, organs and systems in the pathogenesis, clinical manifestations, and nursing management of common diseases across the life span. 3. Learning Outcomes – Apply principles of normal anatomy and physiology of human body systems to the pathophysiologic processes of common health problems. Identify concepts, principles, and responses related to pathophysiologic processes that result in disease. Discuss clinical manifestations of selected disease processes and health problems. Identify appropriate pharmacological treatment of specific diseases using the nursing process. Discuss the nurse’s role and responsibility for assessment of individuals experiencing health problems that result in pathophysiologic alterations 4. Course Objectives: Upon completion of this course, the student will be able to: Understand the body’s adaptive/maladaptive, defense, and compensatory mechanisms, the genetic contributions to pathologic changes, and correlate pathophysiological changes in one system to the functioning of other systems. Analyze relationships among pathophysiological processes (etiology, pathogenesis, and clinical manifestations) and laboratory and diagnostic tests of selected diseases and disorders. Demonstrate an understanding of and consider ethical issues related to genetics and genomics in health, prevention, screening, diagnostics, prognostics, and treatments of culturally diverse individuals. Describe evidenced-based treatment modalities to provide quality nursing care for individuals experiencing selected diseases and disorders. Compare and contrast pathophysiological processes across the lifespan. Discuss appropriate technology for the assessment, measurement and monitoring of physiological parameters in selected diseases and disorders. Identify health promotion/disease prevention strategies for selected pathophysiological disorders across the lifespan. Topical outline cellular physiology and dysfunction alterations in fluid and electrolytes & acid/base balance alterations in genetics & genomics: nursing implications selective disease states: evidence-based treatment response to pain & stress: pathophysiological basis alterations, diagnostics and physiological monitoring parameters: nursing implications. NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Reflection Paper

Hematopoietic system, immune system, cellular proliferation, circulatory system, pulmonary system, digestive system, endocrine system, renal system, reproductive system, neurological system, musculoskeletal system, integumentary system risk factors/disease mechanisms contributing to health promotion and disease prevention socioeconomic, racial and ethical factors contributing to health disparities. (ACCN Essential VIII, IX; QSEN: safety). 5.Course Outline: Date Module/Topic WEEK Concepts of Health and 1 Disease (Unit 1) Assignment Read Chapter 1,3, & 4, DQ’s answer to main question is due Thursday 11:59 pm Read Chapter 7,10, & 12 DQ’s WEEK Unit 2, 3, & 4 Cell Function, answer to main question is due 2 Infection, Wednesday 11:59 pm Quizzes Practice Quiz (Due Sunday at 11:59pm) Two posts to peers due Sunday 11:59 pm Two posts to peers due Sunday 11:59 pm Quiz 1 Due Saturday at Read Chapter 11:59 pm WEEK 14-16 DQ’s answer to main 3 Infection, Inflammation, and question is due Wednesday 11:59 Two posts to peers due Immunity (Unit 4) pm Sunday 11:59 pm Read Chapter WEEK Disorders of Neural 19,20 DQ’s answer to main Two posts to peers due 4 Function (Unit 5) question is due Wednesday 11:59 Sunday 11:59 pm pm Immunity Disorders of the WEEK Hematopoietc System 5 (Unit 7) Read Chapter 25-28 DQ’s answer to main question is due Wednesday 11:59 pm Quiz 2 Due Saturday at 11:59 pm Two posts to peers due Sunday 11:59 pm Read Chapter 29-31 WEEK Disorders of Cardiovascular Two posts to peers due 6 Function (Unit 8) DQ’s answer to main question is Sunday 11:59 pm due Wednesday 11:59 pm Quiz 3 Due Saturday at Read Chapter 11:59 WEEK Disorders of Cardiovascular 32-34 DQ’s answer to main 7 Function (Unit 8) question is due Wednesday 11:59 Two posts to peers due pm Sunday 11:59 pm Midterm Comprehensive WEEK Midterm Comprehensive Midterm Comprehensive Due Due Sunday at by 8 Due Sunday at midnight midnight Read Chapter Sunday at Disorders of WEEK 35-37 DQ’s answer to main Two posts to peers due 9 Respiratory Function (Unit question is due Wednesday 11:59 Sunday 11:59 pm 9) pm Quiz 4 Due Saturday at Disorders of Renal Function Read Chapter 38-40 DQ’s WEEK 11:59 and Fluids and Electrolytes answer to main question is due 10 Two posts to peers due (Unit 10) Wednesday 11:59 pm Sunday 11:59 pm Disorders of Renal Function Read Chapter 41-43 DQ’s WEEK Two posts to peers due and Fluids and Electrolytes answer to main question is due 11 Sunday 11:59 pm (Unit 10) Wednesday 11:59 pm Read Chapter 44-45 DQ’s WEEK Disorders of Gastrointestinal Two posts to peers due answer to main question is due 12 Function (Unit 11) Sunday 11:59 pm Wednesday 11:59 pm Quiz 5 Due Saturday at Read Chapter 46,50 DQ’s answer WEEK Disorders of Endocrine 11:59 to main question is due 13 Function (Unit 12) Two posts to peers due Wednesday 11:59 pm Sunday 11:59 pm Two posts to peers due Disorders of Genitourinary Read Chapter 55 DQ’s answer to Sunday 11:59 pm WEEK and Reproductive Function main question is due Wednesday Final Exam 14 (Unit 13) 11:59 pm Comprehensive due Saturday 11:59 pm WEEK Course Reflection due Course Reflection Course Reflection 15 Friday 11:59 pm WEEK For week 16 there is no 16 discussion topic. Please use this forum for any questions or clarification of topics from the class All paper submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.). 2009 ISBN: 978-1-4338-0561-5 This course will use a variety of learning experiences to attain the course objectives, including but not limited to lecture, online discussion, case study, assessment strategies, group and or individual exercises, team and individual presentation, and learning games. NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Reflection Paper

Discussion Question (DQ) Participation Guidelines Students must post a minimum of three times in each graded discussion. The three posts in each individual discussion must be on separate days, the initial answer and two responses to peers. The student must provide an initial answer to the graded discussion posted by the course instructor, by Wednesday, 11:59 p.m. EST, of each week. If the student does not provide an answer to each graded discussion topic (not a response to a student peer) before the Wednesday deadline, an automatic “0” will be issued for that week’s DQ. Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. EST of each week. *Credit for peer responses will be issued via the DQ rubric if peer responses are made without an initial DQ response. NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Monday at 12:01 a.m. EST. Unless otherwise specified, access to most weeks begins on Monday at 12:01 a.m. EST. Discussion Question (DQ) Submission Guidelines Students must submit their initial, weekly DQ post in two separate areas. First, the student will submit their initial response via that week’s assignment link provided under the assignments tab as a Word document. Once this is done, the student will then copy and paste their answer onto that week’s DQ thread under the Discussions tab. Thereafter, all discussions and peer replies will be conducted via the DQ board. Failure to submit your initial DQ response to BOTH the assignments tab and the DQ thread will result in a “0” for that week’s DQ. Note: All DQ submissions will be monitored for plagiarism. Students are also required to know the expectations or “etiquette” that pertains to the discussion board. Students who abuse this forum by making harassing, inappropriate or abusive statements will be removed and receive a zero (0). Remember, your participation is essential to connecting with other students and developing an online learning community. Further, often it is the deciding factor between receiving a higher or lower grade at the end of the term. Assignments: Specific assignments, their due dates, and grading criteria are listed in this syllabus. You are accountable for both individual assignments and for providing a significant contribution toward your learning team’s collaborative assignments. Your course grade includes scores from both your individual and group assignments. You are also responsible for completing all assignments including readings, written papers, presentations, and class discussions. You will be graded on the achievement of the objectives, not on the effort you put into your assignments. All online discussions, written assignments and documentation of others’ ideas and words in presentations must be in APA 6th edition format. You have one opportunity to complete each assignment. Papers cannot be rewritten, and presentations cannot be re-given in an attempt to obtain a higher grade. Late Assignments: Due dates are established for reasons of equity. It is not fair to peers who complete assignments on time if other classmates have extra time to work on their assignments. It is also not fair to the professor who must grade assignments in a timely fashion. Therefore, 5% of the assignment points (i.e., 1 out of 20, 1.25 out of 25, .2 out of 40 will be deducted each day for late submissions. 6. Class Policies: All students are responsible for reviewing the School Catalog POLICIES http://www.fnc.edu/publications/Cataloggeneral.pdf STUDENT CODE OF ETHICS Cheating or plagiarism is dishonest, undermines the necessary trust upon which relations between students and faculty are based, and is unacceptable conduct. Students who engage in cheating or plagiarism will be subject to academic sanctions, including a lowered or failing grade in a course; and the possibility of an additional administrative sanction, including probation, suspension, or expulsion. Cheating is the act of obtaining or attempting to obtain credit for academic work by using dishonest means. Cheating at FNC includes but is not limited to: Copying, in part or whole from another’s examination, paper, mathematical analysis, research or creative project, or the like; Submitting as one’s own work an examination, paper, mathematical analysis, research or creative project, or the like which has been purchased, borrowed, or stolen; or fabricating data; Consulting notes, sources, or materials not specifically authorized by the instructor during an examination; Employing a surrogate to take an examination, write a paper, do mathematical analysis, or complete, in part or wholly, an evaluation instrument; Aiding or abetting any act that a reasonable person would conclude, when informed of the evidence, to be a dishonest means of obtaining or attempting to obtain credit for academic work; and committing any act that a reasonable person would conclude, when informed of the evidence, to be a dishonest means of obtaining or attempting to obtain credit for academic work. Plagiarism is the act of obtaining or attempting to obtain credit for academic work by representing the work of another as one’s own without the necessary and appropriate acknowledgment. NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Reflection Paper

More specifically, plagiarism is: The act of incorporating the ideas, words of sentences, paragraphs, or parts thereof without appropriate acknowledgment and representing the product as one’s own work; and The act of representing another’s intellectual work such as musical composition, computer program, photographs, painting, drawing, sculpture, or research or the like as one’s own. If a student is in doubt about the nature of plagiarism, he/she should discuss the matter with the course instructor. Theft – Copying computer programs owned, leased, or rented by the University for use by the student in his or her course of studies is considered theft and will be dealt with according to the laws covering such actions and to the University norms for disciplinary actions. In cases like these, the Campus Dean will convene a Hearing Committee which will hear, investigate and render a report to the Campus Dean. This Committee will be composed of three members from the faculty or staff. According to the findings, the Campus Dean has the choice to make a decision. If this decision is not acceptable to those involved, a petition to the Dean to appoint an Honor Court must be signed by at least three people. The Honor Court procedure is explained in the Student Handbook. Religious Holidays Religious holidays are an excused absence, but not beyond the day for the holiday itself. Students should make their requests known at the beginning of the semester and arrangements must be made with the faculty member for missed work. Students with Disabilities Students with disabilities who may need special accommodations must register with the Office of Disability Services. In addition, students must contact the instructor so that arrangements can be made to accommodate their needs. 7. Grading Criteria: Discussions and clinical cases Midterm Exam Quizzes Course Reflection Final Exam (comprehensive) Total 20% 20% 25% 10% 25% 100% 8. Grading System: Letter Grade Superior Achievement Good Average Failure Incomplete Numerical Points Quality Point A B C F I (93-100) (85-92) (80-84) ( 0-79) 4.0 points 3.0 points 2.0 points Unsatisfactory FNU is committed to offering accessible courses to all students, in full compliance with the Americans with Disabilities Act (ADA) Amendments Act of 2008 (ADAAA), Titles I and II of the ADA of 1990, and Sections 503 & 504 of the Rehabilitation Act of 1973. If you require special accommodations, you have the right to receive services including but not limited to customized assessments, individualized tutorial services, and other accommodations provided to you by faculty and staff. Please do not hesitate to contact our Student Services Office or Distance Learning department if you require any special accommodations. Florida National University NUR3125 Course Reflection Guidelines PURPOSE The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3125 course. COURSE OUTCOMES This assignment provides documentation of student ability to meet the following course outcomes: – Apply principles of normal anatomy and physiology of human body systems to the pathophysiologic processes of common health problems. Identify concepts, principles, and responses related to pathophysiologic processes that result in disease. Discuss clinical manifestations of selected disease processes and health problems. Identify appropriate pharmacological treatment of specific diseases using the nursing process. Discuss the nurse’s role and responsibility for assessment of individuals experiencing health problems that result in pathophysiologic alterations POINTS This assignment is worth a total of 100 points (10%). DUE DATE Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed. REQUIREMENTS 1. The Course Reflection is worth 100 points (10%) and will be graded on quality of selfassessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). a. Course Reflection b. Conclusion PREPARING YOUR REFLECTION The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3125 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to: 1. “Demonstrate the professional standards of moral, ethical, and legal conduct. 2. Assume accountability for personal and professional behaviors. NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Reflection Paper

NUR3125 Course Reflection Guidelines.docx 08/21/19 1 Florida National University NUR3125 3. Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession. 4. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers. 5. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice. 6. Reflect on one’s own beliefs and values as they relate to professional practice. 7. Identify personal, professional, and environmental risks that impact personal and professional choices, and behaviors. 8. Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care. 9. Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations. 10. Protect patient privacy and confidentiality of patient records and other privileged communications. 11. Access interprofessional and intra-professional resources to resolve ethical and other practice dilemmas. 12. Act to prevent unsafe, illegal, or unethical care practices. 13. Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development. 14. Recognize the relationship between personal health, self-renewal, and the ability to deliver sustained quality care. 15. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. 16. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology. 17. Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings. 18. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. 19. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences. 20. Implement patient and family care around resolution of end of life and palliative care issues, such as symptom manageme …