NURSING 2005 - Biology of Human Disease I

North Terrace Campus - Semester 1 - 2018

Biology of Human Disease I identifies some of the most significant pathologies challenging the health of the Australian population. The use of clinical cases encourages students to relate scientific principles to medical and nursing interventions. The course provides a systematic approach to the description of pathological changes of haematological, integumentary, cardiovascular, renal and endocrine systems. The base of knowledge provided by this course will encourage students to adopt an attitude to incorporating scientific concepts throughout their nursing career.

  • General Course Information
    Course Details
    Course Code NURSING 2005
    Course Biology of Human Disease I
    Coordinating Unit Medicine
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Available to B.Nurs students only
    Course Description Biology of Human Disease I identifies some of the most significant pathologies challenging the health of the Australian population. The use of clinical cases encourages students to relate scientific principles to medical and nursing interventions. The course provides a systematic approach to the description of pathological changes of haematological, integumentary, cardiovascular, renal and endocrine systems. The base of knowledge provided by this course will encourage students to adopt an attitude to incorporating scientific concepts throughout their nursing career.
    Course Staff

    Course Coordinator: Dr Kencana Dharmapatni

    Course Coordinator: Dr. Kencana Dharmapatni
    Phone: +61 8 8313 5986
    Location: Helen Mayo North, room N612a

    Course Coordinator: Mr.Kent Algate
    Phone: +61 8 8313 6322
    Location: Helen Mayo North, room N620c

    Course Co-ordinator email: bhd@adelaide.edu.au

    School Office
    Email: medical.sciences@adelaide.edu.au; nursing@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Recognise and understand the pathophysiological processes of common health problems, using the background knowledge of normal anatomy and physiology of human body systems.
    2 Analyse human adaptive and compensatory physiological mechanisms affected by specific pathological conditions.
    3 Identify the impact of pathophysiological processes across the lifespan.
    4 Explain the pathophysiological processes, interactions, and controls to maintain homeostasis in the specific areas of blood disorders
    5 Explain the pathophysiological processes, interactions, and controls to maintain homeostasis in the specific areas of cardiovascular diseases
    6 Explain the pathophysiological processes, interactions, and controls to maintain homeostasis in the specific areas of skin disorders
    7 Explain the pathophysiological processes, interactions, and controls to maintain homeostasis in the specific areas of haemodynamic disturbances
    8 Explain the pathophysiological processes, interactions, and controls to maintain homeostasis in the specific areas of kidney diseases
    9 Explain the pathophysiological processes, interactions, and controls to maintain homeostasis in the specific areas of metabolic disorders
    10 Explain the pathophysiological processes, interactions, and controls to maintain homeostasis in the specific areas of endocrine disorders

    11 Understand the nurse’s role and responsibility as an individual and a member of a team for assessment and management of individual’s experiencing the pathophysiological alterations.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,4,5,6,7,8,9,10,11
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2,3,4,5,6,7,8,9,10,11
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2,11
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2,3,4,5,6,7,8,9,10,11
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    2,3,11
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2,3,11
  • Learning Resources
    Required Resources



    Recommended Resources
    Porth’s Pathophysiology: Concepts of Altered Health States”. 8th/9th Ed, LWW.

    Quick study guides:

    Pathophysiology for Nurses at a Glance. Muralitharan Nair, Ian Peate
    Pearson Reviews & Rationales: Pathophysiology with "Nursing Reviews & Rationales", 3rd Edition Mary Ann Hogan
    Online Learning
    Online resources will be provided throughout the course in lectures and tutorials.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Timetabled self-directed study sessions to allow review of pre-class content covering all important concepts of the pathophysiology of human disease.
    Face-to-face sessions (lectures, tutorials and SGDE) involving engaging and interactive team-based learning and SGDE activities to apply learned concepts to nursing practice 
    Face-to-face sessions offer synchronous evaluation of learning and immediate feedback opportunities to enable students to quickly clarify concepts.
    The content for this course is supported by numerous online resources and the recommended textbooks.
    This course utilises the audio and video capture of lecture content as an aid to revision.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The workload for this course requires attendance at:
    • 1 x 1-hour self-study session for pre-class material per week with an in-class mini test
    • 1 x 1-hour face to face lecture per week
    • 1 x 1-hour face to face tutorial/SGDE per week




    Learning Activities Summary
    TOPIC COVERED
    1. BLOOD DISORDERS: CLOTTING DISORDERS, DEEP VENOUS THROMBOSIS & ANAEMIA 
    2. METABOLIC DISORDERS: DIABETES MELLITUS AND OBESITY
    3. HEMODYNAMIC DISTURBANCES: SHOCK - ANAPHYLAXIS, SEPSIS & HAEMORRHAGE
    4. SKIN PATHOLOGICAL CONDITIONS: PRESSURE ULCER, SKIN BURN & SKIN WOUND
    5. KIDNEY DISEASE: ACUTE KIDNEY INJURY AND CHRONIC KIDNEY DISEASE
    6. CARDIOVASCULAR DISEASE: ANGINA / ACUTE CORONARY SYNDROME, MYOCARDIAL INFARCTION & ATHEROSCLEROSIS
    7. ENDOCRINE DISEASE: HYPOTHYROIDISM / HYPERTHYROIDISM / CUSHING’S






    Specific Course Requirements
    Has passed the BIOLOGY FOR NURSING PRACTICE course
    Small Group Discovery Experience
    SGDE groups are created to allow students to experience working in a team, which is an essential skill for both academic and professional development. These activities are also intended to encourage in-depth learning, as one of the university graduate attributes.Through this, they will interact with their peers in completing a group task for the semester. Each group is expected to create a group written submission and a group short presentation of the assigned topic.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Item No. Item Weighting
    1 Weekly in-class MCQ / EMQs tests (x5)  total 5%
    2 Weekly post-class MCQ / EMQs tests (x5)  total 20%
    3 Mid-semester MCQ / SAQs test 15%
    4 End of semester MCQ / SAQs test 40%
    5 SGDE assignments and participation  total 20%
    Assessment Detail
    Assessment 1: Weekly In-Class Assessment  (online)
    Due date: weekly sessions Monday morning 8.20-8.35 am from 24th April to Monday 29th May 2018. Five pre-tests in total
    Weighting: total of 5% 
    Description: Weekly MCQs will evaluate pre-class learning. The individual score will account for 5% of the mark. The answers and explanations to each of the questions will be provided at the end of each session to allow immediate student feedback and self-appraisal.

    Assessment 2: Weekly Post-Class Assessment (online)
    Due date: Outside classroom, weekly, opens every Friday afternoon 2.00 pm to the following Monday 23.59 pm. Five post-tests in total
    Weighting: total of 20%
    Description: Weekly MCQs will evaluate post-class learning. The score will account for 20% of the mark. The answers and explanations to each of the questions will be provided to allow immediate student feedback and self-appraisal.

    Assessment 3: Mid Semester Test
    Due date: Tuesday, 15th May 2018, 8.10-9.00 
    Weighting:15% 
    Description: This test will examine lecture material from the first half of this semester (weeks 1-5 content only). It will contain 20 MCQs / and 5 SAQs. The time allocated is 40 minute 

    Assessment 4: End of Semester Test
    Due date: Exact date and time to be specified: www.adelaide.edu.au/governance/principal_dates
    Weighting:40%
    Description: The written examination is aimed at ascertaining each student’s grasp of the principles and core course content presented during this module and will be held in the university’s official examination period. It will contain MCQ / SAQs. The time allocated will be 100 mins, but many students should be able to complete it in less than this. Note that a range of questions will be used, which will require students to apply information in defined clinical settings. 

    Assessment 5: SGDE assignments (total of 20%)
    SGDE group written assignment (7.5%)
    This is a short essay (500 words) and will assess students’ abilities to research and undertake high quality research on a topic related to pathophysiology of human disease and working in a team. This assessment task is to enable students to present health information to the scientific audiences in a clear, concise and scientific way. Assessment will be marked using a rubric.
    SGDE group oral presentation (7.5%)
    The SGDE Group oral presentation takes inspiration from the prestigious “3-Minute Thesis” competitions. This is a short, 3-minute discussion, highlighting the major key aspects of a disease management. This style of high-impact/short-time presentations will provide essential communication skills that will be utilised in the clinical setting when conversing with medical colleagues, After the oral presentation, there will be a 2-minute question and answer session for students to reinforce or elaborate in key concepts covered during the 3-minutes oral presentation. Assessment will be marked using a rubric.
    SGDE Participation (5%) 
    Participation of each student during SGDE/Tutorial will be assessed by tutors using a rubric to encourage students to improve their ability and responsibility to work as a team.

    FINAL IMPORTANT INFORMATION

    In order to pass Biology of Human Disease I, students are required to have completed all components of the assessment (i.e. weekly MCQ tests, mid-semester examination and the end of semester examination). Absence at more than 2 of the 6 tutorials will require the provision of appropriate paperwork documenting medical and/or compassionate reasons for non-attendance at the relevant session. Students failing to meet these requirements may either fail outright or be required to sit supplementary examinations.

    Submission
    Unless otherwise indicated all assignments are to be submitted through MyUni. TurnItin will be used to check student assignments. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted.

    Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.
    To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.

    See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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