bio 545: fall 2018: advanced pathophysiology this is an ... › sites › default › files ›...

University of Southern Maine Biology Department

Bio 545: Fall 2018: Advanced Pathophysiology This is an Online Course with University Scheduled Proctored Exams!!!

Mission: The University of Southern Maine, northern New England’s outstanding public, regional, comprehensive university, is dedicated to providing students with a high-quality, accessible, affordable education. Through its undergraduate, graduate, and professional programs, USM faculty members educate future leaders in the liberal arts and sciences, engineering and technology, health and social services, education, business, law, and public service. Distinguished for their teaching, research, scholarly publication, and creative activity, the faculty are committed to fostering a spirit of critical inquiry and civic participation. USM embraces academic freedom for students, faculty, and staff, and advocates diversity in all aspects of its campus life and academic work. It supports sustainable development, environmental stewardship, and community involvement. As a center for discovery, scholarship, and creativity, USM provides resources for the state, the nation, and the world.

This Mission Statement was passed by the USM Faculty Senate on October 3, 2008 and approved by the University of Maine System Board of Trustees on November 15, 2010.

Course Faculty: Lori Bellwood, DNP, CNM, RN Office: Phone or email By Phone: (207) 246-8039: please do-not call this number unless an emergency or with scheduled appointment Monday 09-1000 Tuesday: 1700-1900

Email: [email protected] Additional office hours are available by appointment if times above are not suitable under usual circumstances

Copyright 2018 Lori Bellwood, DNP, CNM, RN

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COURSE DESCRIPTION: It is expected that the student already has sound foundation of knowledge regarding anatomy, physiology, and basic pathophysiology. This knowledge should have been obtained through coursework as an undergraduate student and through providing hands-on nursing care in a variety of health care settings over a period of time. Prerequisites: Anatomy and Physiology: 2 Semesters If not recently done, please keep in mind, this information is helpful in succeeding in the course and obtaining an A&P book for review may be helpful Learning Objectives: At the end of this course, students should have the knowledge to:

1. Analyze the etiology and pathophysiological alterations associated with elected common primary care conditions across the life span.

2. Examine relevant theories and research as a basis for explaining the pathophysiological changes associated with common conditions in primary care.

3. Discuss the pathophysiological basis for development of clinical manifestations in selected common primary care conditions.

4. Discuss the issues/considerations associated with the pathophysiological changes in special populations.

5. Apply the pathophysiological principles to case situations as a basis for APN practice. COURSE PREREQUISITES: Prerequisites: NU 216, NU 212 REQUIRED MATERIALS: Required Textbooks: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th Ed.). Washington, DC: Author. McCance, K.L., Huether, S.E., Brashers, V.L., & Rote, N.S. (2010). Pathophysiology: The biologic basis for diseases in adults and children (8 ed.). St. Louis, MO: Elsevier Mosby. Recommended Textbooks: McCance, K.L., Huether, S.E., Brashers, V.L., & Rote, N.S. (2010). Study guide for pathophysiology: The biological basis for disease in adults and children (8thed). St. Louis, MO: Mosby Elsevier. (Some students find this workbook helpful & others do not – up to you!)


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CLASS MATERIALS: All course materials and activities must remain the property of the University of Southern Maine and must not be copied from the Internet. According to university policy, consequences for academic dishonesty may include failure of the course, expulsion from the major, or expulsion from the university. All faculty generated materials are the intellectual property of faculty. You may copy for personal, study only purposes. Faculty materials may not be shared with others without first asking permission of the faculty author. Online discussions and exercises are confidential and should not be discussed with others who are not enrolled in the class. It is important for each course participant to express his/her ideas. All ideas need to be respected in discussions and exercises. It is expected that students will engage in academic, scholarly dialogue on the discussion board at all times. The minimum expectation for writing is at a graduate level. APA format is essential for citations of work and a reference list is required. This is a minimum academic standard for this course. Accurate APA formatting must be utilized in the course. Formatting is evaluated based on the 6th edition, 2nd printing (2010) of the APA Manual – which is a required textbook for the course.

Semester Weekly Outline

Date Topic Readings/Assignments

9/4-9/8/2018 (Please review basic cell biology if remote)

Introductions/Course overview: Group #1 Group #2 Group #3

None required Familiarize yourself with syllabus Familiarize yourself with book

9/10-9/15/2018

Hematologic Disorders Chapters: 28,29 &30

9/17-9/9/22/2018

Cardiovascular Pathophysiology: • Artherosclerosis/Arterioschlerosis • Hypertension • Ischemic Heart Disease

Chapter: 33


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9/24-9/29/2018

Renal Pathophysiology • Renal Failure: Acute and Chronic • Infectious/ Obstructive •

Chapter:38&39

10/1-10/6/2018

Respiratory Pathophysiology • Pulmonary Edema • Obstructive Disease

Chapter:35&36

10/8-10/13/2018

Endocrine/Metabolic Disease • Diabetes • Thyroid/Parathyroid • Hypothamic/Pituitary • Adrenal Disorders

Chapter:21,22&23

10/15-10/20/2018

Disorders of the Reproductive System • Common reproductive Disorders • Reproductive Cancers • Prostate and Testicular Disorders

Chapters: 24,25 &26

10/22-10/27/2018

Exam week • Midterm • Inclusive of information to date Cancer

Chapter: 12&13

Chapter 12&1310/29-11/3/2018

Gastrointestinal Disorders • Common esophageal and gastric disorders • Common infections • Inflammatory bowel • Malignancies

Chapter: 41&42

11/5-11/10/2018

Neurological Diseases • Neurotrauma • Seizure Disorders • Degenerative (Alzheimers, Parkinsons & Dementia) • Myasthenia Gravis • Mental Illness (Mood Disorders. Schitzophrenia)

Chapter 18

11/12-11/17/2018

Neurological Diseases continued Chapter: 18

11/19-11/24/2018

Happy Thanksgiving! Bonus week to enter a journal or submit any weekly submission on subject matter to date. NO extra credit, this is entirely a point in the class to make up in case of a week missed. All others have the week free.

11/26-12/1/2018

Hepatic, Biliary and Pancreatic Disorders Chapter 42

12/3-12/8/2018

Alterations in Musculoskeletal Function • Traumatic Disorders

Chapter: 44&45


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• Infectious states • Arthritis • Muscular Dystrophy

12/10-12/15/2018

Multiple Organ Dysfunction • Cardiopulmonary • Sepsis • Multiple Trauma • Burns

Chapter: 47

12/17-12/22/2018

Exam Week Final • Material covered since week of Midterm

GRADING:

Activity Points # % Total Introduction of Self

1 1 1 1

Weekly Reflections

14 14 14 14

Journal Article Submission (3)

15 3 15 15

Forum: Case Study (2)

10 2 10 10

Midterm 30 1 30 30 Final 30 1 30 30 Totals 100 100% 100%

Grading Scale:

A 93-100 C 73-77

A- 90-92 C- 70-72

B+ 88-89 D+ 68-69

B 83-87 D 63-67

B- 80-82 D- 60-62


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C+ 78-79 F Below 60

Grading&AttendanceA) Testing: 1. There are two exams, a Midterm and a Final exam. The Midterm will be held with the

material prior to the exam inclusive. The Final exam will be the material from the Midterm exam to the week of the Final exam. Both exams must be completed in the class time period of 2 hours unless accommodations have been granted by the University. The student has the responsibility of informing the Course Faculty of any agreed upon ADA accommodations that have been determined by the Disabilities Service Center.

2. Students must avoid scheduling appointments and other personal activities during proctored exam times. Missing scheduled exams is not permitted; do not schedule other activities on exam day.

a. Two course exams will be scheduled. Dates to be confirmed by September 14, 2018. Date, time and room for exams will be announced on the course page.

b. If a student is ill or an extraordinary circumstance prevents that student from taking an exam during the scheduled class time, the student is required to notify the course coordinator at least four hours in advance. If illness prevents a student from testing, a note is required from a healthcare provider.

c. Testing make-up is only done in extraordinary circumstances. Only one make-up date and time will be set by the faculty to reschedule a course test. All students who have missed an exam will be expected to test during the day and time scheduled by the course faculty, which may mean the student must reschedule work or personal plans. A separate make-up test will be used to assure exam academic integrity. A missed exam without appropriate prior notification will result in an assigned zero for the test.

d. Exam reviews are only done with those that failed the exam. A phone or Skype meeting will be arranged for discussion.

Weekly Online Participation (weekly required) 1.First week participation is introductions and review of syllabus. Although, not a high percentage of your class grade, it may assist in your grade at the end and myself and other classmates will get to know each other.


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2.Class attendance is in asynchronous form, meaning you do not have to attend a class at a specific date and time, however, weekly submissions and activity is required weekly as noted in assignments.

3.Your attendance, participation and completion of on-line activities is worth 30% of your final course grade.(outlined in the grading) Not participating in the on-line platform weekly with thoughtful responses to other classmate’s journal review will result in a 5% reduction per episode. This means that your submissions as outlined must be posted by 2355 hours (11:55 p.m.) each Saturday night, EST (Eastern Standard Time). No late submissions will be accepted. There is no partial credit offered for late submissions.

Journal Article Submissions:

1. Pick a journal article that you believe will be helpful for other’s in your group to

gain insight into your topic and present this with thoughtful, concise review. Please consider these following questions: (3 due)

a. Was the journal article helpful in explaining the subject matter? b. Identify the argument, comment on this with objectivity. c. Most important aspects you identified in the article? d. IS the research valid? e. Do you find the research worthy of considering change in practice?

Weekly Submissions

2. Weekly submissions online to respond to your peer’s submissions are required. If

two of your colleagues submit a journal article, you can choose either one or more than one to comment, but a weekly submission is required. No extra credit is given.

3. Your weekly submissions to the discussion board are 14% of your grade. A one

sentence submission is not enough for this interaction. I expect an insightful review of your peer’s work and comment that is informative and backed by your personal review of the literature. Do not forget to cite your references.

4. There is one week, in case someone did not get their online line submission in to

catch up. This is NOT for extra credit! If you are on target and up to date, your Thanksgiving week is free other than reading if desired. If you have one week that was missing the submission, a great week to get it done. Two are not accepted. Weekly submissions are required and a significant portion of the grade. Please note; a 5% reduction in your grade will be deducted for each week no submission is made.


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Case Study Submission: (2 required) See Appendix A for online Case Study Submission Rubric 1. Beginning week # 2, I will submit a weekly case study for students to

consider.Write a report and submit following the RUBRIC in Appendix A. If you are interested in learning a bit deeper on a subject, then, go for it. But you will need to do a total of 2 of these. The intent of these will be to find a peer reviewed articles, research and your text and discuss the topic in a scholarly manner. Your case study does not need to be lengthy, but rather, concise and on point with thoughtful objective reasoning and critical thinking,

2. Please do not wait until the end of the semester to do this portion of your work as there are few students in your groups and you have 2 of these to do.

3. Each of the Case Study Submissions are worth a total of 5 points in your grade. The rubric will depict the grading process.

4. This Case Study should be submitted for grading to the faculty when complete

WRITTEN ASSIGNMENTS Plagiarism

All members of the University of Southern Maine community are expected to adhere to the principles of academic honesty. Academic honesty is of the utmost importance in all classes because it maintains the integrity of the entire educational process. Plagiarism,


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cheating, and falsification of information are violations of academic integrity that will not be tolerated in this class. Please check the USM Office of Community Standards website for official definitions of these practices. For a more information about academic honesty please become familiar with the USM Student Academic Integrity Policy. You can also get a copy of the policy through the Office of Student Judicial Affairs.

In addition:

All uses made of the content, style, conceptualization, organization methods, and factual materials of others, or of other work you may have produced, must also be documented.

COURSE POLICIES:

1. ALL work must be written using APA format. 1. ALL communication should be done using the Maine-street email, unless there is an

emergency. This prevents missed communication. Students may also contact the course instructor via phone for emergencies only.

2. Participation in all modules is required. 3. The entire class will be divided into three groups and your feedback must be with in your

assigned group for grading. If you wish to reflect in another group, this is allowed, but not for grading.

4. Each student will be required to submit a Case-Study 5 times during this semester. This case study will need to follow the Rubric below and be in APA format. Each student will provide constructive feedback to the case-studies with constructive, thoughtful reflection using evidenced based practice.

5. Please submit these case-studies in Dropbox for grading purposes as well as posting these on your specific group thread.

6. It is expected that all submissions are in the threads, by 2355, EST (Eastern Standard Time) on Sunday, or they will not be accepted.

7. Again, each weekly submission is an automatic 5% reduction in your grade and the 2nd missed will result in total loss of points for this activity

8. There is no extra bonus points or ability to make up your missed work. 9. It is important to organize yourself and formulate early in the semester anticipated dates

for your case studies to assure you have time for completion. 10. I would recommend you do NOT wait until the end of the semester for this activity as

you may not submit more than one case study in a 7day week timeframe.

Classroom Policy: Online-Classroom Environment: The best learning environment is respectful, reflective and interactive. You are expected to behave professionally in all online communication and sessions. For example, you are expected to be prepared (i.e. complete readings/assignments) and demonstrate professional communication with faculty and peers. Expectations regarding preparation and participation:


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1. Take the course seriously, it is a fair amount of work, but ENJOY!!! 2. Prepare each week by completing all required readings. You are responsible for all readings in the chapters assigned. Any additional educational information such as the case study submissions and discussions are for additional insight and critical review. 3. Be prepared to participate on-line weekly with thoughtful comprehension of the topics for discussion. 4. Participate by listening to others, asking questions, and responding to questions. 5. Respect the rights of others to ask questions and seek clarification and guidance on class topics and/or course assignments. 8. Contribute in a positive manner to the overall experience of this course. 9. Assume responsibility for your part in the learning that takes place. 6. Work collaboratively to resolve differences. 6. Maintain academic honesty on all assignments. 7. Bring course concerns to the attention of Dr. Bellwood CNM in a thoughtful and civil manner.

Netiquette Email is a method of communication that has become part of our daily lives. It is an electronic form of a written memorandum. When we talk in person we expect others to observe certain guidelines; the same should hold true when we communicate via email. Email is not private – it can be very public as it immortalizes our words and cannot be undone easily. This section presents some simple guidelines for email etiquette when corresponding by email in this course.

Email’s to Faculty or Peers 1. Subject lines: BIO545: topic 2. Salutations: address the recipient in the manner you would if holding a conversation with

them, for example: Dear Dr. Bellwood 3. Keep it simple: keep your messages short and focused to the subject line without

including lots of extraneous information. 4. Use proper spelling, grammar, and punctuation. Avoid instant messaging shorthand. 5. Don’t use all capital letters – it implies you are shouting at the person. 6. Avoid angry outbursts. Do not send or reply to an email if you are angry – if you have

complaints or dissatisfaction, discuss directly with the individual over the phone rather than send an email.

7. Allow time for a reply. Emails messages may not always be able to be answered immediately so please allow for 24-48 hours in response time.

8. Re-read your message one more time before sending it.

Getting and Giving Feedback:


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It is expected that you may want to provide input into the class structure or leaning platform. This input can be positive or negative, but constructive thought about what would serve you more purposefully will be anticipated if negative input is presented. This can be formal or informal. There will have an evaluation at the end of the semester for each student. This will assist is guiding future classes. How to succeed: 1) To be sure you know the basics, get a good A&P book and review the first section that has chapter on chemistry, cell biology, and tissues. You should also review the sections on second messenger systems (cell to cell signaling) and genetic function. 2) Read the chapters on normal physiology to refresh your memory before you start into the disease processes. 3) Participate weekly. You can't learn if you're not involved. My explanations and Power point will clarify the material in the text and, in some cases, expand upon it. 4) Keep up with the reading. This course will be fast paced. Once you get behind, it can be a lot of work to catch up. 5) Ask questions if needed. If you don't understand something, chances are that others don't understand it either. You're doing both yourself and your classmates a favor when you ask questions. If it is a general question, you can pose it on the discussion thread. If you need personal assistance, please contact me. 6) Answer questions. This allows me to know what your level of understanding of an idea is. Don't worry if your answer isn't perfect. Any thoughtful answer is better than saying nothing. I will be reading the threads and will try to assist if possible so others can understand as well. Drop/ Incomplete Policy: USM establishes the policy for grading when a student drops a course. A student may receive a grade of W if s/he withdraws before 60% of the course is completed. There is a date that you may drop and receive and “W” with no effect on your GPA, however, this is your responsibility to know this date and withdraw in appropriate time. After that time, the grade is “F.” It is important that students understand that this is a University policy. I cannot give grades of “W” to students who leave a class after the set date. If you are passing this course and an emergency arises that makes it impossible for you to finish, please come see me to discuss a grade of “Incomplete.” I will consider requests for an incomplete when: 1) a legitimate emergency exists, and 2) the student is passing at the time of the request, and 3) the student has a realistic plan to complete the course work by the end of the following semester. On-line Course Evaluations: USM is now using an Electronic Course Evaluation (ECE) system and this course is included in the project. During the last week of classes, students will receive an email notice that asks you to


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complete your course evaluation online. This email will include a direct link to the course evaluation, and you will log-in by using your Mainestreet ID and password. Your ratings on the evaluation would be very useful to your instructor if you answer thoughtfully and honestly. The responses you give are confidential and will be collected by the Office of Academic Assessment. After the final grades are posted, your instructor will receive a summary report of the student responses. All student feedback is valued and is being used for course and program improvement purposes. Thanks, in advance, for your participation. Inclement Weather Policy: Fortunately, this will not interrupt the flow of this course in a significant manner. Of note, the two exams are both to be scheduled at very specific times and dates, if they are cancelled d/t weather issues, I have asked for an alternate date for each. Since there are only two exams, this should not be a huge issue. (I hope). Title IX statement: The University of Southern Maine is committed to making our campuses safer places for students. Because of this commitment, and our federal obligations, faculty and other employees are considered mandated reporters when it comes to experiences of interpersonal violence (sexual assault, sexual harassment, dating or domestic violence, and stalking). Disclosures of interpersonal violence must be passed along to the University’s Deputy Title IX Coordinator who can help provide support and academic remedies for students who have been impacted. More information can be found online at http://usm.maine.edu/campus -safety project or by contacting Sarah E. Holmes at [email protected] or 207-780-5767. If students want to speak with someone confidentially, the following resources are available on and off campus: University Counseling Services (207-780-4050); 24 Hour Sexual Assault Hotline (1-800-871-7741); 24 Hour Domestic Violence Hotline (1-866-834-4357). ADA Accommodations:

If you need course adaptations or accommodations because of a disability, please make an appointment to speak with me as soon as possible following discussion and recommendations from the University’s Disability Center. Assistance is available through Disabilities Services

Center, 242 Luther Bonney Hall, Portland campus. You can call them at 780-4706 to arrange an appointment with the Coordinator of DSC.

****** Please refer to University of Maine’s Student Handbook for any general policies.


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This course was developed by Dr. Lori J Bellwood CNM for the exclusive use of students

enrolled in Fall 2018 Bio:545 at University of Southern Maine


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Case Study Rubric Appendix A

Criterion Strong Average Weak Main Issues and Problems: Identify for further insight

Identifies and Demonstrates with outstanding understanding the main issue/problem in the Case Study

Identifies and demonstrates most of the issues/problems in the case study

Identifies and demonstrates some of the issues/problems in the case study or is unable to identify the main issue or problem,

Analysis and Evaluation of Problems

Provides an insightful analysis of the problems and alternatives

Provides a thorough analysis of the problems and alternatives

Provides an adequate analysis of problems/issues and alternatives

Solutions or Strategies: your Recommendations

Supports the diagnosis with strong evidence through insightful, balanced review and evaluation of the research.

Supports diagnosis with limited evidence and supplements support with limited research

Little or no action is recommended or inappropriate actions are recommended and little to no support is demonstrated through research

Links to Course readings and additional research

Provides concrete connections between the recommendations through concepts in readings and in additional research

Makes appropriate, but vague connections between concepts found in readings and additional research

Does not make connections or they are weak between links of the issues

Writing and use of APA guideline

Clear and concise, free of Grammatical and spelling errors. Proper use of APA

Lacking organization, But clear presentation of ideas. Some Grammatical or spelling areas are occasionally noted. There are also issues with APA use

Grammatical errors throughout. Spelling errors throughout. Poor organization. APA not followed


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