NURSING 2008 - Biology of Human Disease II
North Terrace Campus - Semester 2 - 2015
General Course Information
Course Code NURSING 2008 Course Biology of Human Disease II Coordinating Unit Anatomy and Pathology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Restrictions Available to B.Nurs students only Course Description Biology of Human Disease II identifies the most significant pathological illness states facing the Australian population. The use of clinical cases encourages students to relate scientific principles to the medical and nursing interventions. The course provides a systematic approach to the description of pathological changes of haematological, cardiovascular, renal, neurological and musculoskeletal 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 Frances CorriganCourse Coordinator: Dr Renee Turner, Head Lecturer
Phone: +61 8 8313 3114
Location: The University of Adelaide Centre for Neuroscience Research, Room S524, Medical School South
Course Coordinator: Dr Frances Corrigan
Phone: +61 8 8313 4150
Location: Room S524, Medical School South
Tutor: Associate Professor Corinna van den Heuvel
Phone: +61 8 8313 1456
Location: Room N305a, Medical School North
Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Apply the principles of normal anatomy and physiology of human body systems to the pathophysiological processes of common health problems. 2 Analyse some of the ways in which human adaptive and compensatory physiological mechanisms are affected by specific pathological conditions. 3 Identify the impact of pathophysiological processes across the lifespan. 4 Explain the physiological processes, interactions, and controls to maintain homeostasis in the specific areas of respiratory disorders. 5 Explain the physiological processes, interactions, and controls to maintain homeostasis in the specific areas of neurological diseases. 6 Explain the physiological processes, interactions, and controls to maintain homeostasis in the specific areas of gastrointestinal and hepatobilliary disorders. 7 Explain the physiological processes, interactions, and controls to maintain homeostasis in the specific areas of musculoskeletal disorders. 8 Explain the physiological processes, interactions, and controls to maintain homeostasis in the specific areas of male and female reproductive disorders 9 Discuss the clinical manifestations and nursing management of selected disease processes and health problems. 10 Discuss the nurse’s role and responsibility for assessment of individual’s experiencing health problems that result in 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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-10 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2-3 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 10 Skills of a high order in interpersonal understanding, teamwork and communication. 3, 9, 10 A proficiency in the appropriate use of contemporary technologies. 2 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 10 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 10 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 4-8
Required ResourcesBullock, S Hales, M 2013 Principles of Pathophysiology, Pearson, Frenchs Forest, NSW
Recommended Resources2013 Porth’s “Pathophysiology: Concepts of Altered Health States”. 8th/9th Ed, LWW.
Online LearningOnline resources will be provided throughout the course in lectures and tutorials.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a blend of lectures and tutorials. The opportunity for students to recognise aspects of clinical care issues and consider these in the light of lecture material is significant.
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:
• 2 x 1 hour lecture / week
• 1 x 2 hour tutorial / week
Non-contact hours for assessment and tutorial preparation will be 8 hours per week.
Learning Activities SummaryLecture Series:
1. Respiratory 1: Disorders of breathing
2. Respiratory 2: Infections
3. Respiratory 3: Chronic obstructive pulmonary disease, lung cancer
4. Respiratory 4: Asthma, cystic fibrosis
5. Neuro 1: TBI, cerebral oedema and elevated ICP
6. Neuro 2: Stroke, seizures
7. Neuro 3: Autoimmune, meningitis
8. Neuro 4: Depression and neurotransmitter disorders
9. Neuro 5: Dementia
10. Neuro 6: Parkinson’s Disease and movement disorders
11. Gastrointestinal 1
12. Gastrointestinal 2
13. Hepatobilliary 1
14. Hepatobilliary 2
15. Musculoskeletal 1: Osteoarthritis, rheumatoid arthritis, gout
16. Musculoskeletal 2: Osteoporosis, fractures
17. Reproductive 1: Female
18. Reproductive 2: Pregnanacy
19. Reproductive 3: Male
20. Reproductive 4: Sexually transmitted infections
21. Forensic 1: Autopsy – practicalities and rationale
22. Forensic 2: Injuries
1. Introduction to course; revision of normal respiratory function
2. Disorders of breathing and lung infections
3. COPD, lung cancer, asthma, CF
4. Neuro 1-2: TBI, cerebral oedema, elevated ICP, stroke, seizures
5. Neuro 3-4: autoimmune, infection, neurotransmitter disorders, depression
6. Neuro 5-6: dementia and movement disorders
7. GIT 1-2
8. Hepatobilliary 1-2
9. Musculoskeletal 1-2
10. Mid-Semester feedback
11. Reproductive 1-2: female, pregnancy
12. Reproductive 3-4: male, STIs
13: Exam revision
Small Group Discovery ExperienceThe SGDE for students within the Bachelor of Nursing is applicable to 1st year students in 2014. A SGDE for 2nd year students will be implemented in 2015.
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.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Mini Test #1 Formative 0% Lectures 1-2 Mini Test #2 Summative 7.5% Lectures 3-4 Mini Test #3 Summative 7.5% Lectures 5-8 Mid-Semester Test Summative 20% Lectures 1-6 Group clinical scenario assignment Summative 15% Group work, oral presentation on case study Final Exam Summative 50% Entire course content
Assessment DetailAssessment 1: Mini-Tests x3
Assessment type: 1x formative, 2x summative
Weighting: mini-test#1 = 0%; min-test#2 = 7.5%; mini-test#3 = 7.5% (15% total)
Description: Three short assessments using 10 MCQs to test work done in previous weeks.
Assessment 2: Mid-Semester Test
Assessment type: summative
Description: This test will examine lecture material front he first half of this semester. It will contain short answer questions and MCQs.
Assessment 3: Group Clinical Scenario Assignment
Assessment type: summative
Description: This assignment will examine the ability of a group of 6 to work together and produce a group oral presentation outlining the Pathophysiology of a common clinical condition. All group members will receive the same mark.
Assessment 4: End of Semester Exam
Assessment type: summative
Description: This 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 short answer questions and MCQs. This time allocated will be 130mins (including reading time), but many students should be able to complete it in less than this; the additional time is provided to enable planning and review of answers. Note that a range of questions will be used, which will require students to provide information, apply information in defined settings and/or integrate knowledge derived from a variety of sources in the formulation of an answer.
SubmissionUnless otherwise indicated, all assignments are to be submitted through MyUni.
Students MUST keep an electronic copy of all assignments submitted.
Cover sheets are required for all assignments and can be accessed from the School of Nursing website.
Extension of time must be negotiated with the Course coordinator. This action will be taken to prevent students who do get their work in on time being disadvantaged.
Whenever possible staff will turn around marked assignments within 4 weeks or earlier.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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- Modified Arrangements for Coursework Assessment
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- Student Grievance Resolution Process
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