NURSING 2005 - Biology of Human Disease I
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code NURSING 2005 Course Biology of Human Disease I Coordinating Unit Medical Studies 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 Prerequisites Nursing 1005 - EN pathway students exempted 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 Coordinator: Dr Kencana DharmapatniCourse Coordinator: Dr Kencana Dharmapatni
Phone: +61 8 8313 5986
Location: Room N612aHelen Mayo North,
Course Co-Coordinator: Mr Mark Gibson
Location: Room 240 Helen Mayo North
Course Co-ordinator email: firstname.lastname@example.org
Email: email@example.com; firstname.lastname@example.org
The full timetable of all activities for this course can be accessed from Course Planner.
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 Explain the pathophysiological processes, interactions, and controls to maintain homeostasis in the specific areas of gastrointestinal disorders 12 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)
1,2,4,5,6,7,8,9,10,11,12 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
2,3,4,5,6,7,8,9,10,11,12 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
2,12 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,3,4,5,6,7,8,9,10,11,12 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
2,3,12 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
• Porth’s Pathophysiology: Concepts of Altered Health States”. Sheila C. Grossman, Carol Mattson Porth: 9th Ed, Lippincott Williams and Wilkins. 2013
• Online resource: Pathophysiology for nurses at a glance / Muralitharan Nair, Ian Peate. ISBN/ISSN 1-118-74619-8. John Wiley & Sons, Inc. 2015
Recommended ResourcesPorth’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 LearningOnline resources will be provided throughout the course in lectures and tutorials.
Learning & Teaching Activities
Learning & Teaching ModesTimetabled 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.
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 SummaryTOPIC COVERED
- BLOOD DISORDERS: CLOTTING DISORDERS, DEEP VENOUS THROMBOSIS & ANAEMIA
- METABOLIC DISORDERS: DIABETES MELLITUS AND OBESITY
- HEMODYNAMIC DISTURBANCES: SHOCK - ANAPHYLAXIS, SEPSIS & HAEMORRHAGE
- SKIN PATHOLOGICAL CONDITIONS: PRESSURE ULCER, SKIN BURN & SKIN WOUND
- KIDNEY DISEASE: ACUTE KIDNEY INJURY AND CHRONIC KIDNEY DISEASE
- CARDIOVASCULAR DISEASE: ANGINA / ACUTE CORONARY SYNDROME, MYOCARDIAL INFARCTION & ATHEROSCLEROSIS
- ENDOCRINE DISEASE: HYPOTHYROIDISM / HYPERTHYROIDISM / CUSHING’S
- GASTROINTESTINAL PATHOLOGY
Specific Course RequirementsHas passed the BIOLOGY FOR NURSING PRACTICE course
Small Group Discovery ExperienceSGDE 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.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Item No. Item Weighting 1 Fortnightly in-class MCQ / EMQs tests (x5) (learning outcomes: 1,2,3,5,7,8,9,10,12) total 5% 2 Fortnightly post-class MCQ / EMQs tests (x5) (learning outcomes: 1,2,3,5,7,8,9,10,12) total 20% 3 Mid-semester MCQ / SAQs test (learning outcomes: 1,2,3,4,6,7,8,12) 15% 4 End of semester MCQ / SAQs test (learning outcomes: 1,2,3,4,5,6,7,8,9,10,11,12) 40% 5 SGDE assignments and participation (learning outcomes: 1,2,3,4,5,,8,9,10,12) total 20%
Assessment DetailAssessment 1: Fortnightly In-Class tests (online)
Five pre-tests in total
Weighting: a total of 5%
Description: These tests will evaluate pre-class learning. The individual score will account for 5% of the mark. The answers and explanations for each of the questions will be provided at the end of each session to allow immediate student feedback and self-appraisal.
Assessment 2: Fortnightly Post-Class tests (online)
Outside the classroom, fortnightly, open for 6 days. Five post-tests in total.
Weighting: total of 20%
Description: These will evaluate post-class learning. The score will account for 20% of the mark. The answers and explanations for each of the questions will be provided to allow immediate student feedback and self-appraisal.
Assessment 3: Mid Semester Test
In-class, on hard paper
Description: This test will examine lecture material from the first half of the 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 in the examination link in MyUni
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 MCQs / SAQs. The time allocated will be 130 mins (including 10 minutes for reading time), 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 the 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 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. summative MCQ tests, mid-semester examination and the end of semester examination). Absence at more than 2 of the 9 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.
SubmissionUnless 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/
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.
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 feedback, as indicated in the 2018 course eSELT, has been very positive with a mean score of 6 and 93% broad agreement for the 9 items assessed. Some positive aspects, such as a blended learning strategy, weekly in-class and post-class quizzes, tutorial activities, SGDE tasks and the quality of the lectures will be maintained as much as possible this year. Some student concerns were raised in the course, including some problems with recordings (not as clear due to microphone problems), and some tutorial worksheets being too long. There were also some concerns about mark allocations for students in performing group tasks. Some concerns were also raised regarding fewer weeks in the semester for the course as compared to previous years (9 weeks compared to 12 weeks).
Some action will be taken this year in response to student's feedback from 2018. The recording problem will be resolved by confirming that the equipment is working well beforehand. This year some tutorial worksheets have been simplified to fit a session. In addition, the rubric for the SGDE participation mark has been modified to indicate that the mark is proportionate to student contribution. This year, the number of weeks for the course has been increased to 10 weeks.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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