RANGER COLLEGE

ASSOCIATE DEGREE IN NURSING

PROGRAM

Course Syllabus for:

RNSG 1311
Nursing Pathophysiology

Donna Webb, MSN, RN

Nursing Instructor

Nursing Pathophysiology
COURSE NUMBER
RNSG 1311
COURSE TITLE
Nursing Pathophysiology
COURSE CREDITS
3 Semester Credit Hours
Consists of: Lecture Hours/Week 3
Lab Hours/Week 0
PREREQUISITES/SKILLS REQUIRED
Program Prerequisites:
PSYC 230 Introduction to Psychology
1
ENG 130 Composition I
L
1
BIOL 230 Anatomy and Physiology I
2
BIOL 242 Microbiology and Clinical Pathology
0
COSC 140 Computer Applications
1
Semester I Courses:
RNS 142 Introduction to Professional Nursing
G
3
RNS 146 Clinical Nursing (RN Training)
G
0
RNS 111
G
9
Nursing Skills I
BIOL 240 Anatomy and Physiology II
2
PSY 231 Lifespan Growth and Development
C
4
CATALOG DESCRIPTION

RNSG 1311 Nursing Pathophysiology: Basic principles of pathophysiology

emphasizing nursing applications. Topics include principles of homeostasis related
to body systems. This course lends itself to either a blocked or integrated
approach.
FACULTY INFORMATION
Donna Webb, MSN, RN
Office Address: 101 Streckert Drive
Brownwood, TX 76801
Office Hours via Skype or Face-to-Face: Wednesdays 1500-1700
(Call or email for appointment)
Thursdays 1300-1500
Contact Methods:
Cell: 325/372-1105 (Please do not call after 2200.); text messages accepted.
E-mail: donna.webb@rangercollege.edu
COURSE SCHEDULE
Lecture days: Thursdays
Lecture times: 0900-1200
Campus location: Classroom or Lecture Hall (if available)
TEXTBOOKS & OTHER REQUIRED MATERIALS, ACCESS, &
RESOURCES
Required Text:
Gould, B. E., & Dyer, R. M. (2011). Pathophysiology for the health professions (4th
ed.). St. Louis, MO: SAUNDERS/Elsevier.
ISBN-13: 978-1-4377-0965-0
Computer Access:
Students taking traditional, online, and Web-supported courses should have a
computer that meets the minimum requirements listed in the Ranger College
Handbook.
Resources:
In this course, students are required to access various websites and professional
databases to complete certain lecture discussions and course assignments.
RANGER COLLEGE ASSOCIATE DEGREE NURSING PROGRAM
OBJECTIVES

By the end of this program, a graduate student nurse will be able to act as a:
NURSING ROLES
ESSENTIAL COMPETENCIES
Member of the Profession:
1. Function within the nurses legal
scope of practice and in accordance with
the policies and procedures of the
employing health care institution or
practice setting;
2. Assume responsibility and
accountability for the quality of nursing
care provided to patients and their
families;
3. Participate in activities that promote
the development and practice of
professional nursing; and
4. Demonstrate responsibility for
continued competence in nursing
practice, and develop insight through
reflection, self-analysis, self-care, and
lifelong learning.
Provider of Patient-Centered Care:
1. Use clinical reasoning and knowledge
based on the diploma or associate
degree nursing program of study and
evidence-based practice outcomes as a
basis for decision-making in nursing
practice;
2. Determine the physical and mental
health status, needs, and preferences of
culturally, ethnically, and socially
diverse patients and their families based
upon interpretation of comprehensive
health assessment findings compared
with evidence-based health data derived
from the diploma or associate degree
nursing program of study;
3. Analyze assessment data to identify
problems, formulate goals/outcomes,
and develop plans of care for patients
and their families using information
from evidence-based practice in
collaboration with patients, their

Patient Safety Advocate:

families, and the interdisciplinary health

care team;
4. Provide safe, compassionate,
comprehensive nursing care to patients
and their families through a broad array
of health care services;
5. Implement the plan of care for
patients and their families within legal,
ethical, and regulatory parameters and
in consideration of disease prevention,
wellness, and promotion of healthy
lifestyles;
6. Evaluate and report patient outcomes
and responses to therapeutic
interventions in comparison to
benchmarks from evidence-based
practice, and plan follow-up nursing
care;
7. Develop, implement, and evaluate
teaching plans for patients and their
families to address health promotion,
maintenance, and restoration; and
8. Coordinate human, information, and
materiel resources in providing care for
patients and their families.
1. Demonstrate knowledge of the Texas
Nursing Practice Act (NPA) and the
Texas Board of Nursing Rules that
emphasize safety, as well as all federal,
state, and local government and
accreditation organization safety
requirements and standards;
2. Implement measures to promote
quality and a safe environment for
patients, self, and others;
3. Formulate goals and outcomes using
evidence-based data to reduce patient
risks;
4. Obtain instruction, supervision, or
training as needed when implementing

Member of the Health Care Team:

nursing procedures or practices;

5. Comply with mandatory reporting
requirements of the Texas NPA; and
6. Accept and make assignments and
delegate tasks that take into
consideration patient safety and
organizational policy.
1. Coordinate, collaborate, and
communicate with patients, their
families, and the interdisciplinary health
care team to plan, deliver, and evaluate
patient-centered care;
2. Serve as a health care advocate in
monitoring and promoting quality and
access to health care for patients and
their families;
3. Refer patients and their families to
resources that facilitate continuity of
care; health promotion, maintenance,
and restoration; and ensure
confidentiality;
4. Communicate and collaborate in a
timely manner with members of the
interdisciplinary health care team to
promote and maintain the optimal health
status of patients and their families;
5. Communicate and manage
information using technology to support
decision-making to improve patient
care;
6. Assign and/or delegate nursing care to
other members of the health care team
based upon an analysis of patient or unit
need; and
7. Supervise nursing care provided by
others for whom the nurse is responsible
by using evidence-based nursing
practice.

COURSE OBJECTIVES/STUDENT LEARNING OUTCOMES

Upon completion of this course, the student will be able to:
1. Compare the pathologic effects of selected disease processes at the
cellular and systemic levels.
2. Correlate internal/external environmental risk factors with disease
development and progression.
3. Critique the influence of genetic, ethnic, and cultural factors in health
promotion, disease prevention, disease progression, and treatment.
4. Interpret diagnostic tests in relation to objective and subjective
symptomatology.
5. Evaluate for the presence and effects of compensatory mechanisms in
response to major physiologic alterations.
6. Discuss major variables affecting the healing process in primary tissues
and organ systems, and apply such concepts to the management and
treatment of disease.
7. Describe the impact of pathophysiology-based knowledge on nursing
practice within the context of a specific nursing model.
8. Apply the critical thinking process to the use of pathophysiologic
principles as a basis for nursing practice.
9. Employ select nursing and biomedical research studies in the application
of pathophysiologic principles to nursing practice.
METHODS OF ASSESSING LEARNING OUTCOMES
Disease Process Case Study
10%
Exams (4 at 17.5% each)
70%
Comprehensive Final Exam
20%
TEACHING STRATEGIES
This course utilizes a variety of teaching methods, including assigned text
readings, class lectures and discussions, class handouts, PowerPoint presentations,
information from nursing research databases and professional websites, video
clips, small group discussions, and case studies.
Internet technology is utilized to provide additional sources of information, prepare
and submit student assignments, provide ongoing student-faculty and studentstudent interaction and dialogue, and facilitate peer support. This technology can
provide broader, current resources and research information; thus, students are
required to access various websites and professional databases to complete certain
lecture discussions and course assignments.

CONTENT/TOPICAL OUTLINE & CALENDAR

Course Weeks &
Calendar Dates
Week 1
August 30th

Week 2
September 6th

Week 3
September 13th

Week 4
September 20th

Unit or Lesson Topics

Activities/Assignments

1. Orientation to Course
2. Syllabus Review
3. Class Lecture/Discussions
- Introduction to Pathophysiology
a. What is Pathophysiology & Why Study
It?
b. Introduction to Cellular Changes

1. Course/Syllabus Q&A
(including case study
assignment)
2. Receipt of Syllabus
Form
3. Readings/Viewings:
a. Gould Chapter 1
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
4. Think-Pair-Share &
Lesson Activities
1. Readings/Viewings:
a. Gould Chapters 2, 3,
& 8: p. 163 (eating
disorders) & p. 164
(infection)
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities

Class Lecture/Discussions
- Inflammation & Healing
a. Review of Normal Defenses in the Body
b. Review of Normal Capillary Exchange
c. Inflammation
d. Acute Inflammation
e. Chronic Inflammation
f. Treatment of Inflammation
g. Healing
h. Example of Inflammation & Healing
- Diseases Associated with Adolescence
a. Eating Disorders
b. Infection
Class Lecture/Discussions
- Infection
a. Review of Microbiology
b. Principles of Infection
c. Development of Infection
- Neoplasms
a. Review of Normal Cells
b. Benign & Malignant Tumors
c. Malignant Tumors: Cancer
d. Examples of Malignant Tumors
Class Lecture/Discussions
- Fluid, Electrolyte, & Acid-Base

1. Readings/Viewings:
a. Gould Chapters 4 &
5
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities
1. Readings/Viewings:
a. Gould Chapters 6,

Week 5
September 27th

Imbalances
a. Fluid Imbalance
b. Electrolyte Imbalances
c. Acid-Base Imbalance
d. Treatment of Imbalances
- Endocrine Disorders
a. Review of the Endocrine System
b. Endocrine Disorders
c. Insulin & Diabetes Mellitus
d. Parathyroid Hormone & Calcium
e. Pituitary Hormones
f. Growth Hormone
g. Antidiuretic Hormone (Vasopressin)
h. Thyroid Disorders
i. Adrenal Glands
- Diseases Associated with Adolescence
Obesity & Metabolic Syndrome
1. Exam 1: Weeks 1-4
2. Class Lecture/Discussions
- Blood & Lymphatic Disorders
a. Review of the Blood
b. Review of the Lymphatic System
c. Blood Dyscrasias
d. Lymphatic Disorders

Week 6
October 4th

Class Lecture/Discussions
- Cardiovascular Disorders
a. Review of the Normal Cardiovascular
System
b. Heart Disorders
c. Vascular Disorders
d. Shock

Week 7
October 11th

Class Lecture/Discussions
- Respiratory Disorders
a. Review of Normal Structures in the
Respiratory System
b. General Manifestations of Respiratory
Disease
c. Common Treatment Measures for

25, & 8: p. 158 (obesity &

metabolic syndrome)
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities

1. Readings/Viewings:
a. Gould Chapter 17
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities
1. Readings/Viewings:
a. Gould Chapter 18
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities
1. Readings/Viewings:
a. Gould Chapter 19
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &

Week 8
October 18th

Week 9
October 25th

Week 10
November 1st

Respiratory Disorders
d. Infectious Diseases
e. Obstructive Lung Diseases
f. Chronic Obstructive Pulmonary
Diseases
g. Restrictive Lung Disorders
h. Vascular Disorders
i. Expansion Disorders
1. Exam 2: Weeks 5-7
2. Class Lecture/Discussions
- Digestive System Disorders
a. Review of the Digestive System
b. Common Manifestations of Digestive
System Disorders
c. Basic Diagnostic Tests
d. Common Therapies
e. Upper Gastrointestinal Tract Disorders
f. Disorders of the Liver & Pancreas
g. Lower Gastrointestinal Tract Disorders
Class Lecture/Discussions
- Effects of Immobility
a. Musculoskeletal Effects
b. Cutaneous Effects
c. Cardiovascular Effects
d. Respiratory Effects
e. Gastrointestinal Effects
f. Urinary Effects
g. Effects of Immobility on Children &
Adolescents
- Acute Neurologic Disorders
a. Review of the Nervous System
b. General Effects of Neurologic
Dysfunction
c. Acute Neurologic Problems
Class Lecture/Discussions
- Musculoskeletal Disorders
a. Review of the Musculoskeletal System
b. Trauma
c. Bone Disorders
d. Disorders of Muscle, Tendons, &
Ligaments

Lesson Activities

1. Readings/Viewings:
a. Gould Chapter 20
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities
3. Draft of Case Study
Assignment Due
1. Readings/Viewings:
a. Gould Chapters 11 &
22
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities

1. Readings/Viewings:
a. Gould Chapters 26,
27, & 8: pp. 159-162
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed

Week 11
November 8th

Week 12
November 15th

e. Joint Disorders
- Skin Disorders
a. Review of the Normal Skin
b. Skin Lesions
c. Inflammatory Disorders
d. Skin Infections
e. Skin Tumors
- Diseases Associated with Adolescence
Musculoskeletal Abnormalities
a. Kyphosis & Lordosis
b. Scoliosis
c. Osteomyelitis
d. Juvenile Rheumatoid Arthritis
Skin Disorders
Acne Vulgaris
1. Exam 3: Weeks 8-10
2. Class Lecture/Discussions
- Potential Complications of Pregnancy
a. Embryonic & Fetal Development
b. Significant Physiologic Changes during
Pregnancy
c. Potential Complications of Pregnancy
- Urinary System Disorders
a. Review of the Urinary System
b. Incontinence & Retention
c. Diagnostic Tests
d. Diuretic Drugs
e. Dialysis
f. Disorders of the Urinary System
g. Urinary Tract Obstructions
h. Vascular Disorders
i. Congenital Disorders
j. Renal Failure
Class Lecture/Discussions
- Congenital & Genetic Disorders
a. Review of Genetic Control
b. Congenital Anomalies
c. Genetic Disorders
d. Developmental Disorders
e. Diagnostic Tools
f. Genetic Technology

2. Think-Pair-Share &
Lesson Activities

1. Readings/Viewings:
a. Gould Chapters 9 &
21
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities

1. Readings/Viewings:
a. Gould Chapters 7,
28, & 8: p. 165
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &

November 22nd
Week 13
November 29th

Week 14
December 6th

g. Example: Down Syndrome

- Reproductive System Disorders
a. Disorders of the Male Reproductive
System
b. Disorders of the Female Reproductive
System
c. Infertility
d. Sexually Transmitted Diseases
- Diseases Associated with Adolescence
Disorders Affecting Sexual Development
THANKSGIVING HOLIDAYS!
Class Lecture/Discussions
- Chronic Neurological Disorders
a. Congenital Neurologic Disorders
b. Seizure Disorders
c. Chronic Degenerative Disorders
d. Dementia
e. Mental Disorders
f. Spinal Cord Problem
- Disorders of the Eye & Ear
a. The Eye
b. The Ear
Class Lecture/Discussions
- Pain
a. Causes of Pain
b. Pain Pathways
c. Theory of Pain & Pain Control
d. Characteristics of Pain
e. Acute Pain
f. Chronic Pain
g. Headache
h. Pain Control
- Substance Abuse
a. Terminology
b. Predisposing Factors
c. Recognition of Abuse
d. Potential Complications of Substance
Abuse
e. Assistance with Substance Abuse
- Environmental Hazards
a. Chemicals

Lesson Activities

Enjoy Family Time!

1. Readings/Viewings:
a. Gould Chapters 23 &
24
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities

1. Readings/Viewings:
a. Gould Chapters 13,
14, & 15
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities

Week 15
December 13th

Week 16
December 20th

b. Physical Agents
c. Biologic Agents
1. Exam 4: Weeks 11-14
2. Class Lecture/Discussions
- Aging & Disease Processes
a. The Aging Process
b. Significant Physiologic Changes with
Aging
c. Other Factors
d. Multiple Disorders
- The Influence of Stress
a. Review of the Stress Response
b. Stress & Disease
COMPREHENSIVE FINAL EXAM:
Weeks 1-15

1. Readings/Viewings:
a. Gould Chapters 10 &
12
b. PowerPoint
Presentations/Video
Clips/Research
Articles/Class Handouts as
needed
2. Think-Pair-Share &
Lesson Activities
3. Final Copy of Case
Study Assignment Due
Enjoy Christmas
Holidays!

COURSE/CLASSROOM POLICIES
1. Class Participation
Strict class attendance and active participation is expected for all course venues.
Class participation is considered an independent student activity - NOT a group
activity (unless otherwise indicated by your course instructor).
2. Missed Exams/Assignments/Make-Up Policy
A student not present to take an assigned nursing examination may receive a grade
of zero (0) for that examination. A student may be allowed to make-up an
examination under the following circumstances:
a. Absence is due to serious illness/hospitalization of the student or an
immediate* family member. Documentation by a health care provider will
be required at the time the student requests a make-up exam for the day of
illness.
b. Absence is due to a death in the immediate* family. Documentation will
be required.
c. An absence that the faculty and/or Department Head deems as
unavoidable.
To be eligible for a make-up exam in the above circumstances, the student must
notify their instructor prior to the absence, and must make arrangements within 48
hours after the absence for the retake. Faculty has the right to offer an alternative
form of the exam and/or to deduct up to 10 points from the exam grade.

*Immediate: Family member living in the same household or outside household

totally dependent on the student for care such as a spouse, parent, child, sibling,
grandparent or grandchild.
3. Academic Dishonesty
Nursing students are expected to maintain an environment of academic integrity.
Actions involving scholastic dishonesty violate the professional code of ethics and
are disruptive to the academic environment.
Students found guilty of scholastic dishonesty are subject to disciplinary action,
including dismissal from the Associate Degree Nursing Program and Ranger
College in accordance with outlined criteria. Procedures for discipline due to
academic dishonesty have been adopted as published in the Ranger College
Student Handbook. Examples of scholastic dishonesty include, but are not limited
to:
CHEATING: Copying from another students test. Possessing or using,
during a test, materials which are not authorized. Using, buying, stealing,
transporting, or soliciting a test, draft of a test, test facsimile, answer key,
care plans, or other written works.
PLAGIARISM: Using someone elses work in your academic assignments
without appropriate acknowledgment.
COLLUSION: Collaborating with another person in preparing academic
assignments without authorization.

4. Student Behavior Policy

Students are expected to observe the following guidelines for classroom or campus
testing behavior:
a. Neither children nor pets may be brought to classes or clinical agencies
under any circumstance. Children must not be left unattended in any area of
the building.
b. All buildings housing the Associate Degree Nursing Program are
nonsmoking facilities.
c. No food or drinks are allowed in classrooms.

d. Students are expected to be seated by the designated starting time for

classes.
e. A student deemed disruptive by a faculty member may be asked to leave
the classroom or testing area.
f. Cell phones must be turned off during class (unless instructed otherwise)
or campus testing. In addition, pager/beepers, if used, must be set on silence.
Messages received during lecture may be returned during class breaks.
g. Respectful, formal communication skills are used in online forums.
5. Available Support Services
Library facilities are available at the main Ranger campus, the Brownwood campus
(Heartland Mall), and the Brownwood Public Library. Reference materials are also
available online as well.
6. ADA Statement:
Ranger College provides a variety of services for students with learning and/or
physical disabilities. The student is responsible for making the initial contact with
the Ranger College Counselor. It is advisable to make this contact before or
immediately after the semester begins.
7. Grading System/Exams/Course Assignments
Course grades are dependent upon meeting the learning objectives and completing
course requirements. Each student will receive the actual grade earned based on
graded activities according to the designated evaluation criteria and percentages.
Criteria for grading assignments are listed below. Scores and final course grades
will not be rounded up.

The grading scale is listed below:

90-100
80-89
70-79
60-69
< 60

A
B
C
D
F

Exams in this course will be measured by written exams taken at the Brownwood
campus site. Students are expected to take exams alone and not in a study group.

Disease Process Case Study*

Exam 1
Exam 2
Exam 3
Exam 4
Comprehensive Final Exam

10.0%
17.5%
17.5%
17.5%
17.5%
25.0%
100%

*Disease Process Case Study Assignment: This written work is mandatory and
will be discussed in detail during the first week of this course, at which time a case
study example, form, and grading rubric will be distributed to each student. A draft
of this work will be due at midterm with final project due by Week 15.
This assignment should reflect college-level work, including proper grammar and
spelling. Final assignments will receive 10 points deducted for each day submitted
past the due date.
NON-DISCRIMINATION STATEMENT
Admission, employment, and program policies of Ranger College are nondiscriminatory in regard to race, creed, color, sex, age, disability, and national
origin.
SYLLABUS AND CALENDAR CHANGES
The course syllabus and calendar are subject to change. Students will be notified
during scheduled class or via Ranger College e-mail concerning any revisions to
course syllabus. in

STUDENT EVALUATION OF COURSE

Students are strongly encouraged to participate in a course evaluation at the end of
the semester. Areas of evaluation include:
Gaining factual knowledge
Developing specific skills, competencies, and points of view needed by
professionals in nursing
Developing competent skills in verbal and written communication

 Learning how to find and use resources for answering questions or solving
problems
Learning to analyze and critically evaluate ideas, arguments, and points of
view
WITHDRAWAL FROM CLASS
Students wishing to drop/withdraw from the class must do so before the final
drop/withdrawal date. If the student does not drop/withdraw before the official last
date, he/she will receive the grade earned. A C or better is needed in all nursing
courses to pass. Failure to pass the lecture course will result in a failing grade in
any corresponding clinical component.
RECEIPT OF SYLLABUS FORM
All students must complete the attached Receipt of Syllabus form and return it to
the course instructor.

RECEIPT OF SYLLABUS FORM

FOR RNSG 1311
(Required of all students and filed by the course instructor)

Legibly print the following information:

Name: __________________________ Date:___________________________

I have received and understand the information in the syllabus for RNSG 1311 and I agree
to abide by the stated policies.
Signature of Student: _____________________________