NUR 502 STU Syllabus Template 2024 SP • Online Nursing Essays

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                                                                         COURSE SYLLABUS                                                                                

ST. THOMAS IS A CATHOLIC UNIVERSITY WITH RICH CULTURAL AND INTERNATIONAL DIVERSITY COMMITTED TO THE ACADEMIC AND PROFESSIONAL SUCCESS OF ITS STUDENTS WHO BECOME ETHICAL LEADERS IN OUR GLOBAL COMMUNITY.

  1. GENERAL COURSE INFORMATION
Term: Spring 2024 Course Title: Advanced Pathophysiology      
Course Number: 502    
Credit Hours: 3    
Prerequisites:  None    
     

This course will provide the student with the advanced understanding of
pathophysiology and a system-focused physiology. Content will focus on normal
physiologic and pathologic mechanism of disease which serves as the foundation for
clinical assessment, decision making, and management. Physiologic changes will be
compared. The student will utilize critical thinking processes to analyze diverse client
presentations of selected illness for symptomatology, pathophysiology, and healthcare
implications.

Upon successfully completing this course, learners will be able to:

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  1. Discuss underlying pathophysiologic processes of human illnesses and the clinical
    manifestations of common diseases. (AACN MSN Essentials: I)
    Evaluation methods: Cardiovascular/Pulmonary PowerPoint Presentation,
    discussions, and exams.
  2. Compare physiological and psychological changes over the lifespan. (AACN MSN
    Essentials: I and VIII)
    Evaluation methods: Discussions and exam
  3. Synthesize and apply evidence-based knowledge regarding alterations in selected
    disease states. (AACN MSN Essentials: I and IV)
    Evaluation methods: Cardiovascular/Pulmonary PowerPoint Presentation and exam.
  4.  Analyze physiologic responses to illness and treatment modalities. (AACN MSN
    Essentials: I and II)
    Evaluation methods: Discussions and exams
  • INSTRUCTIONAL AND TECHNOLOGY INFORMATION

(List of required textbooks or materials. Include ISBN and edition for all books.)

Resources
Textbook(s)
· Delugash, L., Story, L. (2020). Applied Pathophysiology for the Advanced Practice
Nurse. Burlington, MA: Jones and Bartlett Learning. ISBN: 978-1284150452
· American Psychological Association. (2019). Publication manual of the American
Psychological Association (7th ed.). ISBN: 9781433832154
Recommended
· McCance, C. K., Huether, E. S., Brashers, L. V., & Rote, S. N. (2019). Pathophysiology:
The biologic basis for disease in adult and children (8th ed). Elsevier. ISBN:
9780323413176
· Maria T. Codina Leik N-C, A. (2017). Family nurse practitioner certification intensive
review: Fast facts and practice questions (3rd ed.). Springer Publishing Company
· Fitzgerald, A. M. (2017). Nurse Practitioner Certification Examination and Practice
Preparation. Philadelphia, PA: F.A. Davis Company. ISBN: 978-0803660427
· Barkley, T. W., Jr. (2021). Family nurse practitioner certification review/clinical
update continuing education course. Barkley & Associates, Inc.
Other Resources
· All other resources (videos, Ted Talks, YouTube, etc.) are assigned in each module.
VIII. Course Outline and Expectations

For issues or problems related to University email, My Bobcat, or other internet related issues, don’t hesitate to contact STU Help Desk.

STU Help Desk

  1. Dial (305) 628-6610 (On campus, dial 6610)
  2. By email at [email protected]
  3. Use the Live Chat function via MyBobcat
  4. Stop by Mimi Dooner Hall, Room 111 on the first floor.

Assignments, projects, quizzes, and/or exams with brief descriptions of expectations with points/weights assigned to each activity.

Learning Objectives Quiz Project Written Assignment Lab Case Study Final Exam
1 Discussion Physiological processes 1,2,3,4 1,2,3,4 1,2,3,4 NA 1,2,3,4 1,2,3,4
2 Compare physiological and psychological changes /Lifespan  1,2,3,4 1,2,3,4 1,2,3,4 NA 1,2,3,4 1,2,3,4
3 Synthetize evidence-based knowledge 1,2,3,4 1,2,3,4   1,2,3,4 NA 1,2,3,4 1,2,3,4
4 Discussion/Exam 1,2,3,4 1,2,3,4 1,2,3,4 NA 1,2,3,4 1,2,3,4
Grading Scale   Letter Percentage A 93-100 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D+ 67-69 D 60-66 F 0-59 Grading scheme and weights   Assignments Percentage/Points Discussions  70 Presentation  20 Exams  800     TOTAL  890

In general, initial discussion posts are due on Thursdays by 11:59PM, posts in response to your peers are due on Sundays by 11:59PM. Assignments are due on Sundays by 11:59PM. Your Instructor can augment these due dates if necessary. If due dates fall on a religious holiday, it will be reassigned to the following day.

Graduate nursing students are required to achieve a minimum final course grade of 83% to successfully complete the course. If an MSN-FNP student does not attain an 83% as an average for all test/exams, case studies, quizzes and assignments, the student will receive an earned letter grade consistent with the average scores for the course and may not progress to the next core course. Students are accountable for all course specific evaluation methods such as quizzes, papers, presentations, etc.

NUR COURSES-MUST PASS WITH “B/83” OR GREATER

Students who receive a grade of “B-” or less on a course must repeat that course. However, a student can only repeat that course once. Failure of the same course or another course will result in dismissal from the program. A student who fails either the theory or the clinical portion of the course fails the didactic and clinical course. The student must repeat the theory and the clinical portion. Students must successfully pass a term and or semester to successfully progress to the next.

  • COURSE POLICIES AND PROCEDURES
    • Late Work / Make-Up Assignment(s):

Academic dishonesty is considered to be the representation of another’s work as one’s own, either directly or through complicity in falsification; cheating; plagiarism; facilitation of academic dishonesty; or infringement on the academic rights of others. For further details, please refer to Section 7.1.1 in the Student Handbook.

Communication in this course may take place online, in discussion boards, and/or through email. Netiquette is a set of rules for behaving properly online and here are some guidelines for online communication:

  1. Be sensitive to different cultural and linguistic backgrounds and political and religious beliefs.
    1. Use good taste when composing your responses. Swearing and profanity should be avoided. Also, consider that slang terms can be misunderstood or misinterpreted.
    1. Don’t use all capital letters when composing your responses. This is considered “shouting” on the Internet and impolite or aggressive. It can also be stressful on the eye when trying to read your message.
    1. Be respectful of others’ views and opinions. Avoid “flaming” (publicly attacking or insulting) others.
    1. Be careful when using acronyms. If you use an acronym, it is best to spell out its meaning first, then put it in parentheses afterward, such as Frequently Asked Questions (FAQs). After that, you can use the acronym freely throughout your message.
    1. Use good grammar and spelling and avoid using text messaging shortcuts.
    1. In emails, always identify yourself and what class and section you are in. Putting your course and section in the subject line is good practice. This helps your instructor identify course-related emails.
  • Use the eLearning environment.
  • Email your instructor and attach files to emails using the Inbox.
  • Verify your browser is the most current version and the browser privacy settings are correct.
  • Create files using MS Word, MS Excel, and MS PowerPoint and attach these files to your assignment submissions.
  • Manage your files. We suggest you create a folder for each course you are taking under My Documents on your computer and then create a folder for each week. Save your files often and with Lastname_WeekX-assignmentX.docx. It’s recommended that you save several versions to revert to by adding -v1, -v2, etc. to the end of your filename, for example, Lastname_Week1-assignment1-v1.docx and Lastname_Week1-assignment1-final.docx.
  • Able to upload MS Word, MS PowerPoint, MS Excel, and PDFs in order to complete assignments.
  • You may also be asked to use a webcam, upload videos or audio files, use social media to communicate with your peers or collaborate electronically.
  • Research information in the Library or use the Library databases. Make sure to include citations to avoid plagiarism.
  • Copying and pasting (Control C for copying and Control V for pasting on a PC, Command C for copying and Command V for pasting on a Mac) into an MS Word document or PowerPoint file.
  • Downloading and installing software and applications.

STU has a standard that students are always supposed to conduct themselves professionally. For further details regarding classroom decorum, please refer to Section 8.2.2 in the Student Policies and Standards and Student Handbook

Title IX – protects people from discrimination based on sex, sexual assault, dating violence, domestic violence, or stalking. Please refer to Section 8.2.8 in the Student Handbook for the entire policy

St. Thomas University is committed to providing an environment where all persons are safe from discrimination and adheres to all federal and state laws banning discrimination. (For details, please refer to the Student Handbook)

St. Thomas University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. (For further details, please refer to the Student Handbook)

  1. Student Success Center

The Student Success Center is located at the west end of Dooner Hall on the first floor, and it is designed to eliminate gaps from admission to placement to academic advising and provide students with a single point of contact.

Contact Information:

Local (305) 474-6900

Toll-Free (US)(800) 367-9010

[email protected]

The Virtual Care Group allows full access to their telehealth platform, so you can get the care you need anytime, from anywhere. This service includes unlimited 50-minute mental health visits, life coaching, and on-demand crisis counseling. For any questions or concerns about the platform, please email their Care Team at [email protected].

Career Services is dedicated to assisting students and alumni in attaining their career goals. The office combines one-on-one career advising with the latest career-related technology, including an Internet-based system for job openings and résumé writing/referrals. The center is located in Dooner Hall #107.

Brainfuse is a 24-hour, online tutoring service that St. Thomas University offers for free to its students. How to access Brainfuse:

  1. Login to MyBobcat
    1. Click on the CANVAS link
    1. Click on any of your courses
    1. Click the Brainfuse link on the bottom left-hand side menu.
    1. Please select an option from the services menu

The Writing Center, located in on the second floor of Dooner in room #224, allows students to engage with excellent academic writers actively willing to support students in their writing assignments. To find out more and access additional resources, please go to: https://www.stu.edu/library/services/learning-center/

As an STU Bobcat, you have access to a Grammarly Education License. To learn how to create an account, go to: https://www.stu.edu/library/services/learning-center/

  Module 1 Topic: Cellular Function; Immunity
Cardiovascular Function (Chapters 1 and 2, Delugash)
Discussion: Please see the discussion board for the case study.
  Assignment: Complete Exam 1, Chapters 1 and 2.
· Start preparing Cardiovascular/Pulmonary PowerPoint
Presentation
The student will develop a PowerPoint presentation on a cardiovascular or a pulmonary disorder discussed in the
course textbook. The presentation must include the
following: the incidence, prevalence, and pathophysiology of
the disorder to the cellular level. The presentation must also
educate the advanced practice nurses on the assessment and
care, treatment, including genetics/genomics specific for this
disorder. Patient education for management, cultural, and
spiritual considerations for care must also be addressed. The
presentation must specifically address how the disorder
affects 1 of the following age groups: infant/child, adult, or
elderly.
Due in module 7
Forms & Documentation:
Complio Report
Chain of Command Policy
    Module 2 Topic: Hematopoietic Function; Cardiovascular Function (Chapter
3, 4 Delugash)  
Discussion: Please see the discussion board for the case study.
Assignment: Complete Exam 1, Chapters 3 and 4
    Module 3 Topic: Pulmonary Function; Fluid, Electrolyte, and Acid–Base
Homeostasis (Chapter 5, 6 Delugash)
Discussion: Please see the discussion board for the case study.
Assignment: Complete Exam 2, Chapters 5 and 6
· Continuing preparing Cardiovascular/Pulmonary PowerPoint
Presentation
Due in module 7
    Module 4 Topic: Urinary Function; Reproductive Function (Chapters 7-8 Delugash)
Discussion: Please see the discussion board for the case study.
Assignment: Complete Exam 3 (Chapter 7, 8 – Delugash)
    Module 5 Topic: Gastrointestinal Function; Endocrine Function (Chapters 9-10
Delugash)
Discussion: Please see the discussion board for the case study
Assignment: Complete Exam 4, Chapters 9 and 10
    Module 6 Topic: Neural Function; Musculoskeletal Function (Chapters 11-12
Delugash)
Discussion: Please see the discussion board for the case study.
Assignment: Complete Exam 5, Chapters 11 and 12
· Continue preparing Cardiovascular/Pulmonary PowerPoint
Presentation
Due in module 7
    Module 7 Topic: Integumentary Function; Sensory Functions
(Chapter 13, 14 Delugash
Discussion: Please see the discussion board for the case study
Assignment: Final Comprehensive Exam (Chapter 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 13, 14)
Cardiovascular/Pulmonary PowerPoint Presentation: The
student will develop a PowerPoint presentation on a
cardiovascular or a pulmonary disorder discussed in the
course textbook. The presentation must include the
following: the incidence, prevalence, and pathophysiology
of the disorder to the cellular level. The presentation must
also educate the advanced practice nurses on the
assessment and care, treatment, including
genetics/genomics specific for this disorder. Patient
education for management, cultural, and spiritual
considerations for care must also be addressed. The
presentation must specifically address how the disorder
affects 1 of the following age groups: infant/child, adult, or
elderly.

*Course schedule is tentative. The instructor reserves the right to change the course outline throughout the term to best fit the content of the lecture material. Announcements will be made in class regarding outline adjustments as needed.