This document provides information about the NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Assignment. It discusses the course outcomes, requirements, grading criteria, and components that must be included. The assignment requires students to apply principles of anatomy and physiology to pathophysiological processes, identify concepts related to disease processes, and discuss clinical manifestations and appropriate treatment. It is worth 100 points and is due by Week 15.
Pathophysiology Bachelor of Science in Nursing Course Assignment.pdfbkbk37
This document outlines the course requirements for a Pathophysiology Bachelor of Science in Nursing course. The course aims to apply principles of anatomy and physiology to pathophysiological processes, identify concepts related to disease processes, discuss clinical manifestations of diseases, and identify appropriate pharmacological treatments. The course is worth 100 points and consists of weekly reading assignments, discussion questions, and quizzes. Students are expected to post an initial response to the weekly discussion question by Wednesday and respond to peers by Sunday to receive full credit.
This document provides information about the anatomy course for the MD Program at the National Defence University of Malaysia for the 2014/15 session, including:
- Contact details for the course coordinator and lecturers.
- An overview of the course content, which will cover gross anatomy, histology, embryology and neuroanatomy through lectures, demonstrations and small group sessions.
- Assessment details, which include formative continuous assessments and summative exams.
- A weekly timetable and breakdown of teaching hours for different topics.
- Reference materials and reading lists for the course.
SYLLABUS COURSE NUMBER NUR 3826 COURSE TITLE Ethi.docxdeanmtaylor1545
SYLLABUS
COURSE NUMBER: NUR 3826
COURSE TITLE: Ethical and Legal Aspects of Nursing Practice
COURSE CREDITS: 2 credits
PREREQUISITES: See student handbook
INSTRUCTOR: Karell Curbelo, APRN-BC,MSN-INSTRUCTOR’S EMAIL: [email protected]
1.Text and Materials: Professional Issues in Nursing: Challenges and Opportunities, Fifth
Edition
ISBN: 978-1-4963-9818-5
Publication Manual American Psychological Association (APA) (6th ed.). 2009 ISBN: 978-1-
4338-0561-5
2.Course Description: Introduces contemporary bioethical and legal issues confronting
healthcare providers in a variety of settings. Focuses on the critical analysis of ethical theories
and principles that enable ethical decision making in nursing such as resolution of conflict, role
of patient, role of nurse and role of agency.
3. Learning outcomes:
The students will be able to identify the different legal and ethical aspects in the nursing practice
(ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
The students will analyze the legal impact of the different ethical decisions in the nursing
practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
The students will understand the essential of the nursing law and ethics (ACCN Essential V;
QSEN: patient-centered care, teamwork and collaboration).
4. Course Objectives: Upon completion of this course, the student will be able to:
• Explore images of nurses as participants in ethical decision making.
• Examine foundations, theories, and principles of ethical decision making.
• Evaluate professional nursing codes of ethics and explain the significance to their
professional nursing practice.
• Identify The Law and the Nursing Practice
• Identify Liability in Patient Care
• Identify The Law and the Nursing Practice
• Identify Documentation Issues
• Identify Nursing Law and Ethics in Employment and the Workplace.
• Comparing and contrasting the identified codes; justifying the legitimacy of the codes
related to ethical principles and ethical standards.
• Demonstrate ethical decision making.
• Explaining the significance of using an ethical decision-making model.
• Interpreting ethical theories and principles/standards which influence ethical decision-
making skills.
• Discussing practices to promote environmental health; promoting environmental health
activities in the acute care setting/community.
• Describe current issues related to nursing practice, health care, and the environment
locate professional sources of information to identify current ethical issues in nursing
practice, health care, and the environment.
5. Course Requirements: See College Catalogue
6. This course will use a variety of learning experiences to attain the course objectives, including
but not limited to lecture, online discussion, case study, assessment strategies, group and or
individual exercises, team and individual presentation, and .
Florida National University NUR3178
NUR3178 Syllabus November 2020 1
Syllabus
Course Number
NUR 3178
Course Title
Complementary and Alternative Health Care
Course Credits
2 Credits
Prerequisites
NUR 3805, NUR 3065, NUR 3125, NUR 3165, NUR 3826, NUR 4636, NUR 3655, NUR 4287
Instructor Information
Raiza Figueredo-Guillo, APRN, PNP, FNP, Board Certified
[email protected]
Text and Materials
Fontaine, K. (2019). Complementary and alternative therapies for nursing practice. (5th Edition)
Pearson.
ISBN-13: 978-0134754062
American psychological Association (2019). Publication manual of the American Psychological
Association: The official guide to APA style. (7th Edition). American Psychological Association.
ISBN: 978-1-4338-3216-1
Course Description
• Students will learn holistic aspects of care while evaluating complementary and
alternative healthcare in diverse populations across the lifespan and around the globe. The
course addresses different complementary and alternative treatment practices through
evidence-based research.
*This course will use a variety of learning experiences to attain the course objectives, including
but not limited to lecture, online discussion, case study, assessment strategies, group and or
individual exercises, team and individual presentation, and learning games.
Florida National University NUR3178
NUR3178 Syllabus November 2020 2
Learning Outcomes
The students will be able to identify and apply alternative therapies during the care of patient in
the nursing practice. (ACCN Essential I, VII, VIII; QSEN: patient-centered care, teamwork and
collaboration).
The students will be able to determine the impact of complementary and alternative therapies
in nursing practice. (ACCN Essential I, VII, VIII; QSEN: patient-centered care, teamwork and
collaboration).
Course Objectives
Upon Completion of this course, the student will be able to:
• Define complementary, alternative and integrative practices as identified by current
health paradigms.
• Discuss history for complementary and alternative medicine.
• Given case studies, describe the extent to which complementary and alternative health
practices are encouraged and used among multiple cultures.
• Relate concepts into clinical practice.
• Analyze the research regarding the efficacy of selected complementary and alternative
practices and products.
• Incorporate integrative medicine which embodies conventional and complementary and
alternative medicine, making use of the best available evidence of all three approaches to
healing within p ...
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docxjeremylockett77
This 3-credit online course provides an overview of caring for aging families. The course uses a nursing textbook and focuses on assessing, managing care, and promoting health for diverse older adults and their families. It is divided into 15 weekly modules that include assigned readings, discussions, and quizzes. Students must achieve learning objectives such as identifying the aging process and differentiating adaptive responses to aging. The syllabus outlines the course requirements, including discussion participation, weekly quizzes accounting for 30% of the grade, a midterm exam worth 20%, a final exam worth 20%, and a course reflection paper worth 10% of the final grade.
This document provides an overview of the Epidemiology Unit at Columbia University for the 2011 academic year. It is led by Dr. Steven Shea and introduces students to epidemiology and clinical epidemiology. The goal is to help students interpret published epidemiological studies and clinical trials. Students will learn how to measure disease burden, identify causes of disease, and evaluate diagnostic tests and clinical trials. The primary textbook is Epidemiology by Leon Gordis and students will analyze research articles. Attendance at small group sessions is required to discuss assigned readings. The final exam will evaluate students' ability to critically interpret epidemiological data from journal articles.
The document provides guidelines for a course reflection assignment in an RN-BSN nursing course. Students are asked to reflect on how the course helped them develop competencies outlined in the BSN Essentials, including demonstrating professionalism, applying pathophysiology concepts, and implementing evidence-based care. The reflection should address 36 specific subcompetencies. Students will be evaluated on introducing their reflection, conducting a self-assessment with examples, and concluding by summarizing benefits of developing the competencies. The reflection must be 3-6 pages long and follow APA format.
Pathophysiology Bachelor of Science in Nursing Course Assignment.pdfbkbk37
This document outlines the course requirements for a Pathophysiology Bachelor of Science in Nursing course. The course aims to apply principles of anatomy and physiology to pathophysiological processes, identify concepts related to disease processes, discuss clinical manifestations of diseases, and identify appropriate pharmacological treatments. The course is worth 100 points and consists of weekly reading assignments, discussion questions, and quizzes. Students are expected to post an initial response to the weekly discussion question by Wednesday and respond to peers by Sunday to receive full credit.
This document provides information about the anatomy course for the MD Program at the National Defence University of Malaysia for the 2014/15 session, including:
- Contact details for the course coordinator and lecturers.
- An overview of the course content, which will cover gross anatomy, histology, embryology and neuroanatomy through lectures, demonstrations and small group sessions.
- Assessment details, which include formative continuous assessments and summative exams.
- A weekly timetable and breakdown of teaching hours for different topics.
- Reference materials and reading lists for the course.
SYLLABUS COURSE NUMBER NUR 3826 COURSE TITLE Ethi.docxdeanmtaylor1545
SYLLABUS
COURSE NUMBER: NUR 3826
COURSE TITLE: Ethical and Legal Aspects of Nursing Practice
COURSE CREDITS: 2 credits
PREREQUISITES: See student handbook
INSTRUCTOR: Karell Curbelo, APRN-BC,MSN-INSTRUCTOR’S EMAIL: [email protected]
1.Text and Materials: Professional Issues in Nursing: Challenges and Opportunities, Fifth
Edition
ISBN: 978-1-4963-9818-5
Publication Manual American Psychological Association (APA) (6th ed.). 2009 ISBN: 978-1-
4338-0561-5
2.Course Description: Introduces contemporary bioethical and legal issues confronting
healthcare providers in a variety of settings. Focuses on the critical analysis of ethical theories
and principles that enable ethical decision making in nursing such as resolution of conflict, role
of patient, role of nurse and role of agency.
3. Learning outcomes:
The students will be able to identify the different legal and ethical aspects in the nursing practice
(ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
The students will analyze the legal impact of the different ethical decisions in the nursing
practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
The students will understand the essential of the nursing law and ethics (ACCN Essential V;
QSEN: patient-centered care, teamwork and collaboration).
4. Course Objectives: Upon completion of this course, the student will be able to:
• Explore images of nurses as participants in ethical decision making.
• Examine foundations, theories, and principles of ethical decision making.
• Evaluate professional nursing codes of ethics and explain the significance to their
professional nursing practice.
• Identify The Law and the Nursing Practice
• Identify Liability in Patient Care
• Identify The Law and the Nursing Practice
• Identify Documentation Issues
• Identify Nursing Law and Ethics in Employment and the Workplace.
• Comparing and contrasting the identified codes; justifying the legitimacy of the codes
related to ethical principles and ethical standards.
• Demonstrate ethical decision making.
• Explaining the significance of using an ethical decision-making model.
• Interpreting ethical theories and principles/standards which influence ethical decision-
making skills.
• Discussing practices to promote environmental health; promoting environmental health
activities in the acute care setting/community.
• Describe current issues related to nursing practice, health care, and the environment
locate professional sources of information to identify current ethical issues in nursing
practice, health care, and the environment.
5. Course Requirements: See College Catalogue
6. This course will use a variety of learning experiences to attain the course objectives, including
but not limited to lecture, online discussion, case study, assessment strategies, group and or
individual exercises, team and individual presentation, and .
Florida National University NUR3178
NUR3178 Syllabus November 2020 1
Syllabus
Course Number
NUR 3178
Course Title
Complementary and Alternative Health Care
Course Credits
2 Credits
Prerequisites
NUR 3805, NUR 3065, NUR 3125, NUR 3165, NUR 3826, NUR 4636, NUR 3655, NUR 4287
Instructor Information
Raiza Figueredo-Guillo, APRN, PNP, FNP, Board Certified
[email protected]
Text and Materials
Fontaine, K. (2019). Complementary and alternative therapies for nursing practice. (5th Edition)
Pearson.
ISBN-13: 978-0134754062
American psychological Association (2019). Publication manual of the American Psychological
Association: The official guide to APA style. (7th Edition). American Psychological Association.
ISBN: 978-1-4338-3216-1
Course Description
• Students will learn holistic aspects of care while evaluating complementary and
alternative healthcare in diverse populations across the lifespan and around the globe. The
course addresses different complementary and alternative treatment practices through
evidence-based research.
*This course will use a variety of learning experiences to attain the course objectives, including
but not limited to lecture, online discussion, case study, assessment strategies, group and or
individual exercises, team and individual presentation, and learning games.
Florida National University NUR3178
NUR3178 Syllabus November 2020 2
Learning Outcomes
The students will be able to identify and apply alternative therapies during the care of patient in
the nursing practice. (ACCN Essential I, VII, VIII; QSEN: patient-centered care, teamwork and
collaboration).
The students will be able to determine the impact of complementary and alternative therapies
in nursing practice. (ACCN Essential I, VII, VIII; QSEN: patient-centered care, teamwork and
collaboration).
Course Objectives
Upon Completion of this course, the student will be able to:
• Define complementary, alternative and integrative practices as identified by current
health paradigms.
• Discuss history for complementary and alternative medicine.
• Given case studies, describe the extent to which complementary and alternative health
practices are encouraged and used among multiple cultures.
• Relate concepts into clinical practice.
• Analyze the research regarding the efficacy of selected complementary and alternative
practices and products.
• Incorporate integrative medicine which embodies conventional and complementary and
alternative medicine, making use of the best available evidence of all three approaches to
healing within p ...
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docxjeremylockett77
This 3-credit online course provides an overview of caring for aging families. The course uses a nursing textbook and focuses on assessing, managing care, and promoting health for diverse older adults and their families. It is divided into 15 weekly modules that include assigned readings, discussions, and quizzes. Students must achieve learning objectives such as identifying the aging process and differentiating adaptive responses to aging. The syllabus outlines the course requirements, including discussion participation, weekly quizzes accounting for 30% of the grade, a midterm exam worth 20%, a final exam worth 20%, and a course reflection paper worth 10% of the final grade.
This document provides an overview of the Epidemiology Unit at Columbia University for the 2011 academic year. It is led by Dr. Steven Shea and introduces students to epidemiology and clinical epidemiology. The goal is to help students interpret published epidemiological studies and clinical trials. Students will learn how to measure disease burden, identify causes of disease, and evaluate diagnostic tests and clinical trials. The primary textbook is Epidemiology by Leon Gordis and students will analyze research articles. Attendance at small group sessions is required to discuss assigned readings. The final exam will evaluate students' ability to critically interpret epidemiological data from journal articles.
The document provides guidelines for a course reflection assignment in an RN-BSN nursing course. Students are asked to reflect on how the course helped them develop competencies outlined in the BSN Essentials, including demonstrating professionalism, applying pathophysiology concepts, and implementing evidence-based care. The reflection should address 36 specific subcompetencies. Students will be evaluated on introducing their reflection, conducting a self-assessment with examples, and concluding by summarizing benefits of developing the competencies. The reflection must be 3-6 pages long and follow APA format.
ICIS Module Spec - BI1S61 Diversity of Life 2Daniel Band
This module focuses on the diversity of invertebrate life, including the classification, evolution, and characteristics of major invertebrate taxa. The module aims to develop students' understanding of classification principles, evolutionary processes in invertebrates, and the relationship between form and function in different taxa. Students will learn through lectures, practical classes, fieldwork, and independent study. Assessment includes a laboratory practical, written assignment, and closed-book written exam.
Class 1 Introduction, Levels Of Measurement, Hypotheses, Variablesaoudshoo
This document summarizes the key points from Lecture 1 of the N3318a Fall 2009 Elementary Statistics online course. It introduces the instructor, Abe Oudshoorn, and provides an overview of the course, including expectations, assignments, exams, and a research paper. It also discusses the importance of statistics for nursing and presents sample health data on nurses to illustrate statistical concepts. Key topics covered in the lecture include measurement scales, types of variables, and hypotheses.
- The document discusses neurological and musculoskeletal disorders and their relationship. It provides an overview of common neurological disorders like strokes and Parkinson's disease, and musculoskeletal disorders like osteoporosis.
- Neurological and musculoskeletal systems can impact each other, as issues in one system can lead to complications in the other. Factors like genetics and lifestyle can also influence physiological functioning.
- The learning objectives are to analyze concepts of pathophysiology across systems, identify how racial/ethnic factors may impact health, and evaluate how patient characteristics relate to disorders and altered physiology.
NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...bkbk37
This document provides guidelines for a course reflection assignment in an undergraduate nursing course. The reflection requires students to assess their preparation in 22 nursing competencies based on BSN Essentials. Students must discuss each competency using examples from course readings, discussions, and applications. The 3-6 page reflection is graded based on introduction, reflection content, conclusion, writing quality, and APA format. The reflection allows students to demonstrate meeting course outcomes of applying nursing processes and documenting with critical thinking skills.
Pleasure and Pain Lecture & Syllabus Information Spring 2013Rabia Sohail
This document provides the schedule and syllabus information for Psychology 103: Schedule of Classes for Pleasure and Pain: Spring, 2013. The course will be taught on Tuesdays and Thursdays from 8:00-9:15 AM in Rosenthal Library Auditorium, Rm. 230 by Drs. Richard Bodnar and James Stellar. The course will introduce students to psychological, philosophical, biological, and sociological perspectives on pleasure and pain through lectures, guest lectures, exams and a research paper. Grades will be based on two exams, worth 45% and 35% respectively, and a 5-page research paper, worth 20%. The course aims to further students' understanding of pleasure and pain using multi
This document provides an overview of the course NURS 6501: Advanced Pathophysiology. The first week focuses on cellular processes and the genetic environment. Students will evaluate cellular processes, alterations within cellular processes, and the impact of the genetic environment on disease. A discussion examines a case study to identify potential diseases based on presented symptoms and the cells and processes involved. The document outlines learning objectives and resources for the course.
This document provides a course syllabus for Pathology and Microbiology (PTM 3010) at the University of Zambia School of Medicine. The 3-credit course aims to provide students with knowledge of abnormal body functioning caused by disease, injury, and microorganisms. Over 150 contact hours, students will learn about topics like inflammation and repair, cardiovascular and immune systems, infectious diseases, and medical microbiology through lectures, tutorials, assignments, tests, and a final exam. Assessment will include tests, assignments, laboratory reports, and the final exam.
This Tutorial contains 2 Set of Papers for each Assignment, Quiz (DQs – 1 Set)
PSY 326 Week 1 Assignment Research Article Identification (2 Papers)
PSY 326 Week 1 DQ 1 Ethics in Research
PSY 326 Week 1 Quiz (2 Set -- 100% Score)
This course provides a comprehensive introduction to human nutrition science. Students will learn about macronutrient and micronutrient requirements, their food sources, digestion, and metabolism. The course will also cover energy requirements, body composition, weight management, and nutrition-related health conditions. Assessment includes a tutorial workbook, mid-semester exam, and final exam.
Course Syllabus Course Title Advanced Pathophysiology CruzIbarra161
Course Syllabus
Course Title: Advanced Pathophysiology
Course Code: NU621
Credit hours: 3
Prerequisites: NU 500 - Theoretical Foundations for Nursing and NU 560 -
Research Methods and Evidence-Based Practice
Course Description:
The course examines scientific concepts of pathophysiology essential to
diagnostic reasoning and clinical management of common disease states. The
dilemma of cost and need for laboratory and radiographic evidence to support
diagnosis is examined.
Program: Graduate Nursing
Program Outcomes:
1. Integrate scientific evidence from nursing and biopsychosocial disciplines,
genetics, public health, quality improvement, and organizational sciences
when designing and implementing outcome measures in diverse settings
and through the lifespan.
2. Demonstrate leadership skills that emphasize ethical and critical decision-
making, fiscal responsibility, inter-professional relationships that promote
safe, quality care within a systems framework.
3. Apply methods, tools, performance measures, and evidence-based
standards when evaluating quality indicators within an organizational
system.
4. Synthesize theories, models and research findings inherent to nursing
practice, education, and management to guide an organization or
healthcare system towards achieving successful outcomes.
5. Apply client/patient care technologies and informatics to coordinate and
ensure safe quality care and promote effective communication among
members of the interprofessional healthcare team.
6. Analyze ethical, legal and sociocultural factors to influence policy
development and healthcare delivery systems that promote the health of
individuals and populations.
7. Articulate a leadership role within interprofessional teams through
effective communication, collaboration and consultation with other
professionals to manage, coordinate care and provide safe, quality family-
centered and population based care.
8. Incorporate organizational and culturally sensitive client and population
centered concepts in the planning, delivery, management and evaluation of
direct and indirect evidence-based health promotion care and services to
specified individuals, families and populations.
9. Implement scholarly activities in selected individuals, populations, and
systems.
FNP Program Outcomes:
1. Critical Thinking: Demonstrate critical thinking and holistic caring as an
advanced practice nurse.
2. Scientific Literature Analysis: Analyze scientific literature for application to
selected diagnosis and treatment plans.
3. Ethical Principles: Synthesize ethical principles into the management and
evaluation of healthcare delivery concerns in culturally diverse care settings
4. Competencies: Articulate a personal philosophy and framework
acknowledging professional and accrediting agency competencies relating
to the role and scope of practice of the family nurse practitioner.
5. Role of FNP: Implement ...
Psy 326 Effective Communication - tutorialrank.comBartholomew83
This document outlines the course materials for PSY 326, including assignments, discussion questions, quizzes, and papers. It provides instructions and criteria for two papers on research article identification and annotated bibliographies. Students must select a research article, identify whether it uses qualitative or quantitative methods, and determine if the study is experimental or non-experimental. The course also includes discussion questions on research design, hypothesis testing, and types of research. Quizzes cover key terms, research methods and processes.
Rubric detail select grid view or list view to change the rubriaryan532920
This study investigated the impact of stress on sleep patterns in the US population aged 18-60. An online survey was completed by 48 participants regarding stress, sleep, health, and disease features. Stress had a significant negative impact on sleep patterns (p<0.001). Factors like alcohol consumption, night rest, and illness were examined in relation to stress and sleep patterns. The results showed that stress levels increased with age and negatively correlated with sleep quality. This supports the hypothesis that stress affects sleep patterns.
Answer each topic in at least two paragraphs.Topic 1 List.docxjustine1simpson78276
This document summarizes a study that used short-term group psychotherapy as a non-pharmacological intervention for first-time mothers at risk for postpartum depression. The study involved weekly group therapy sessions over 8 weeks. Results showed that the mothers who participated experienced a decrease in their scores on the Edinburgh Postnatal Depression Scale, reducing their risk for postpartum depression. The summary concludes that group psychotherapy is an effective evidence-based approach for this population and should remain a competency for psychiatric nurses.
Wills Clinical Vision Research Training and Mentoring Program: Implementation...Susan Umfer
Presentation by Julia A. Haller MD, Wills Eye Hospital Ophthalmologist-in-Chief, at the 2016 annual meeting of the Association of University Professors of Ophthalmology.
ICIS Module Spec - BI3S74 Clinical and Molecular ImmunologyDaniel Band
This document provides information on the Clinical and Molecular Immunology module. The module aims to provide an integrated understanding of the human immune system in health and disease at the molecular and cellular level. It will cover topics such as the cellular components of the immune system, generation of T-cell and B-cell diversity, inflammation, antibodies, immune responses to microorganisms, clinical immunology, transplantation, and immunological techniques. Students will learn through lectures, practical classes, and independent study. The module assessment includes a lab practical, classroom tests, written assignments, and a final exam.
This document summarizes and provides details about the BRS Physiology book and audio CD. It is the leading physiology book for medical students to use in their first and second years of school. The book provides a concise yet comprehensive review of all essential physiology concepts. It includes over 350 clinical case-style multiple choice questions to help students prepare for course exams and the USMLE Step 1. The audio CD allows students to download audio files to assist with review. The book is authored by Linda S. Costanzo, PhD and utilizes illustrations, flowcharts, and tables to effectively communicate complex physiology topics. It offers chapter overviews, summaries, and detailed answer explanations for the multiple choice questions to maximize learning and preparation.
This document contains information about a training manual for students of the Stomatological Faculty at Ivano-Frankivsk National Medical University. The manual was prepared by M.R. Gerasymchuk, V.V. Cherkasova, and L.M. Zaiats and covers the topic of General Pathology. It includes a calendar plan for practical and lecture classes on various pathological topics over the course of the semester. The document also provides information on the assessment process for modules, including points allocated for different levels of preparation and performance on tasks during practical classes.
Robbins and Cotran Review of Pathology 4th Ed 2015.pdfRocoHuamn2
Robbins, libro completo donde contiene imágenes histológicas de problemas patológicas, también contiene lo normal y lo patológico, todo esto a color y algunas imágenes señaladas y con explicación a lado de las imágenes.
This course introduces students to major theories and findings regarding human learning from a psychological perspective. It will be held on Tuesdays and Thursdays from 4:30-5:45pm in Cushing Hall 332 during the fall 2016 semester. The course objectives are for students to learn about key learning theories, cognitive and motivational processes underlying learning, how social and biological factors influence learning, and implications for educational practice. Assessment includes class participation, exams, and a reaction paper connecting a media article on learning/development issues to course concepts.
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NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Assignment.pdf
1. NUR 3125 Pathophysiology Bachelor of Science in Nursing Course
Assignment
NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Assignment ON NUR
3125 Pathophysiology Bachelor of Science in Nursing Course AssignmentThis assignment
provides documentation of student ability to meet the following course outcomes:Apply
principles of normal anatomy and physiology of human body systems to the
pathophysiologic processes of common health problems.Identify concepts, principles, and
responses related to pathophysiologic processes that result in disease.Discuss clinical
manifestations of selected disease processes and health problems.Identify appropriate
pharmacological treatment of specific diseases using the nursing process.Discuss the
nurse’s role and responsibility for assessment of individuals experiencing health problems
that result in pathophysiologic alterationsPointsThis assignment is worth a total of 100
points (10%).Due DateSubmit your completed assignment under the Assignment tab
by Sunday 11:59 p.m. EST of Week 15 as directed.RequirementsThe Course Reflection is
worth 100 points (10%) and will be graded on quality of self-assessment, use of citations,
use of Standard English grammar, sentence structure, and overall organization based on the
required components as summarized in the directions and grading criteria/rubric.Follow
the directions and grading criteria closely. Any questions about your essay may be posted
under the Q & A forum under the Discussions tab.The length of the reflection is to be within
three to six pages excluding title page and reference pages.APA format is required with both
a title page and reference page. Use the required components of the review as Level 1
headers (upper and lower case, centered):Course ReflectionConclusionNote: Introduction –
Write an introduction but do not use “Introduction” as a heading in accordance with the
rules put forth in the Publication manual of the American Psychological Association (2010,
p. 63).NUR 3125 Pathophysiology Bachelor of Science in Nursing Course
Assignmentattachment_1attachment_2Unformatted Attachment PreviewSYLLABUS
COURSE NUMBER: NUR 3125 DL-AD COURSE TITLE: Pathophysiology COURSE CREDITS: 4
credits PREREQUISITES: See student handbook INSTRUCTOR: Karell Curbelo, APRN-BC,
MSN INSTRUCTOR’s EMAIL: kcurbelo@fnu.edu 1.Text and Materials: Grossman, S. & Porth,
C. (2014). Porth’s Pathophysiology (9th ed). Philadelphia: Wolters Kluwer Lippincott
Williams & Wilkins. ISBN 978-1451146004 Publication Manual American Psychological
Association (APA) (6 ed.). 2009 ISBN: 978-14338-0561-5 2. Course Description: Provides
the facts of adaptive responses of cells, tissues, organs and systems in the pathogenesis,
2. clinical manifestations, and nursing management of common diseases across the life span. 3.
Learning Outcomes – Apply principles of normal anatomy and physiology of human body
systems to the pathophysiologic processes of common health problems. Identify concepts,
principles, and responses related to pathophysiologic processes that result in disease.
Discuss clinical manifestations of selected disease processes and health problems. Identify
appropriate pharmacological treatment of specific diseases using the nursing process.
Discuss the nurse’s role and responsibility for assessment of individuals experiencing health
problems that result in pathophysiologic alterations 4. Course Objectives: Upon completion
of this course, the student will be able to: Understand the body’s adaptive/maladaptive,
defense, and compensatory mechanisms, the genetic contributions to pathologic changes,
and correlate pathophysiological changes in one system to the functioning of other systems.
Analyze relationships among pathophysiological processes (etiology, pathogenesis, and
clinical manifestations) and laboratory and diagnostic tests of selected diseases and
disorders. Demonstrate an understanding of and consider ethical issues related to genetics
and genomics in health, prevention, screening, diagnostics, prognostics, and treatments of
culturally diverse individuals. Describe evidenced-based treatment modalities to provide
quality nursing care for individuals experiencing selected diseases and disorders. Compare
and contrast pathophysiological processes across the lifespan. NUR 3125 Pathophysiology
Bachelor of Science in Nursing Course AssignmentDiscuss appropriate technology for the
assessment, measurement and monitoring of physiological parameters in selected diseases
and disorders. Identify health promotion/disease prevention strategies for selected
pathophysiological disorders across the lifespan. Topical outline cellular physiology and
dysfunction alterations in fluid and electrolytes & acid/base balance alterations in genetics
& genomics: nursing implications selective disease states: evidence-based treatment
response to pain & stress: pathophysiological basis alterations, diagnostics and
physiological monitoring parameters: nursing implications. Hematopoietic system, immune
system, cellular proliferation, circulatory system, pulmonary system, digestive system,
endocrine system, renal system, reproductive system, neurological system, musculoskeletal
system, integumentary system risk factors/disease mechanisms contributing to health
promotion and disease prevention socioeconomic, racial and ethical factors contributing to
health disparities. (ACCN Essential VIII, IX; QSEN: safety). 5.Course Outline: Date
Module/Topic WEEK Concepts of Health and 1 Disease (Unit 1) Assignment Read Chapter
1,3, & 4, DQ’s answer to main question is due Thursday 11:59 pm Read Chapter 7,10, & 12
DQ’s WEEK Unit 2, 3, & 4 Cell Function, answer to main question is due 2 Infection,
Wednesday 11:59 pm Quizzes Practice Quiz (Due Sunday at 11:59pm) Two posts to peers
due Sunday 11:59 pm Two posts to peers due Sunday 11:59 pm Quiz 1 Due Saturday at
Read Chapter 11:59 pm WEEK 14-16 DQ’s answer to main 3 Infection, Inflammation, and
question is due Wednesday 11:59 Two posts to peers due Immunity (Unit 4) pm Sunday
11:59 pm Read Chapter WEEK Disorders of Neural 19,20 DQ’s answer to main Two posts to
peers due 4 Function (Unit 5) question is due Wednesday 11:59 Sunday 11:59 pm pm
Immunity Disorders of the WEEK Hematopoietc System 5 (Unit 7) Read Chapter 25-28 DQ’s
answer to main question is due Wednesday 11:59 pm Quiz 2 Due Saturday at 11:59 pm Two
posts to peers due Sunday 11:59 pm Read Chapter 29-31 NUR 3125 Pathophysiology
3. Bachelor of Science in Nursing Course AssignmentWEEK Disorders of Cardiovascular Two
posts to peers due 6 Function (Unit 8) DQ’s answer to main question is Sunday 11:59 pm
due Wednesday 11:59 pm Quiz 3 Due Saturday at Read Chapter 11:59 WEEK Disorders of
Cardiovascular 32-34 DQ’s answer to main 7 Function (Unit 8) question is due Wednesday
11:59 Two posts to peers due pm Sunday 11:59 pm Midterm Comprehensive WEEK
Midterm Comprehensive Midterm Comprehensive Due Due Sunday at by 8 Due Sunday at
midnight midnight Read Chapter Sunday at Disorders of WEEK 35-37 DQ’s answer to main
Two posts to peers due 9 Respiratory Function (Unit question is due Wednesday 11:59
Sunday 11:59 pm 9) pm Quiz 4 Due Saturday at Disorders of Renal Function Read Chapter
38-40 DQ’s WEEK 11:59 and Fluids and Electrolytes answer to main question is due 10 Two
posts to peers due (Unit 10) Wednesday 11:59 pm Sunday 11:59 pm Disorders of Renal
Function Read Chapter 41-43 DQ’s WEEK Two posts to peers due and Fluids and
Electrolytes answer to main question is due 11 Sunday 11:59 pm (Unit 10) Wednesday
11:59 pm Read Chapter 44-45 DQ’s WEEK Disorders of Gastrointestinal Two posts to peers
due answer to main question is due 12 Function (Unit 11) Sunday 11:59 pm Wednesday
11:59 pm Quiz 5 Due Saturday at Read Chapter 46,50 DQ’s answer WEEK Disorders of
Endocrine 11:59 to main question is due 13 Function (Unit 12) Two posts to peers due
Wednesday 11:59 pm Sunday 11:59 pm Two posts to peers due Disorders of Genitourinary
Read Chapter 55 DQ’s answer to Sunday 11:59 pm WEEK and Reproductive Function main
question is due Wednesday Final Exam 14 (Unit 13) 11:59 pm Comprehensive due Saturday
11:59 pm WEEK Course Reflection due Course Reflection Course Reflection 15 Friday 11:59
pm WEEK For week 16 there is no 16 discussion topic. Please use this forum for any
questions or clarification of topics from the class All paper submitted must be in APA format
according to Publication Manual American Psychological Association (APA) (6th ed.). 2009
ISBN: 978-1-4338-0561-5 This course will use a variety of learning experiences to attain the
course objectives, including but not limited to lecture, online discussion, case study,
assessment strategies, group and or individual exercises, team and individual presentation,
and learning games. Discussion Question (DQ) Participation Guidelines Students must post
a minimum of three times in each graded discussion. The three posts in each individual
discussion must be on separate days, the initial answer and two responses to peers. The
student must provide an initial answer to the graded discussion posted by the course
instructor, by Wednesday, 11:59 p.m. EST, of each week. If the student does not provide an
answer to each graded discussion topic (not a response to a student peer) before the
Wednesday deadline, an automatic “0” will be issued for that week’s DQ. Subsequent posts,
including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. EST
of each week. *Credit for peer responses will be issued via the DQ rubric if peer responses
are made without an initial DQ response. NOTE: To receive credit for a week’s discussion,
students may begin posting no earlier than the Monday at 12:01 a.m. EST. Unless otherwise
specified, access to most weeks begins on Monday at 12:01 a.m. EST. Discussion Question
(DQ) Submission Guidelines Students must submit their initial, weekly DQ post in two
separate areas. First, the student will submit their initial response via that week’s
assignment link provided under the assignments tab as a Word document. Once this is done,
the student will then copy and paste their answer onto that week’s DQ thread under the
4. Discussions tab. Thereafter, all discussions and peer replies will be conducted via the DQ
board. Failure to submit your initial DQ response to BOTH the assignments tab and the DQ
thread will result in a “0” for that week’s DQ. Note: All DQ submissions will be monitored for
plagiarism. NUR 3125 Pathophysiology Bachelor of Science in Nursing Course
AssignmentStudents are also required to know the expectations or “etiquette” that pertains
to the discussion board. Students who abuse this forum by making harassing, inappropriate
or abusive statements will be removed and receive a zero (0). Remember, your
participation is essential to connecting with other students and developing an online
learning community. Further, often it is the deciding factor between receiving a higher or
lower grade at the end of the term. Assignments: Specific assignments, their due dates, and
grading criteria are listed in this syllabus. You are accountable for both individual
assignments and for providing a significant contribution toward your learning team’s
collaborative assignments. Your course grade includes scores from both your individual and
group assignments. You are also responsible for completing all assignments including
readings, written papers, presentations, and class discussions. You will be graded on the
achievement of the objectives, not on the effort you put into your assignments. All online
discussions, written assignments and documentation of others’ ideas and words in
presentations must be in APA 6th edition format. You have one opportunity to complete
each assignment. Papers cannot be rewritten, and presentations cannot be re-given in an
attempt to obtain a higher grade. Late Assignments: Due dates are established for reasons of
equity. It is not fair to peers who complete assignments on time if other classmates have
extra time to work on their assignments. It is also not fair to the professor who must grade
assignments in a timely fashion. Therefore, 5% of the assignment points (i.e., 1 out of 20,
1.25 out of 25, .2 out of 40 will be deducted each day for late submissions. 6. Class Policies:
All students are responsible for reviewing the School Catalog POLICIES
http://www.fnc.edu/publications/Cataloggeneral.pdf STUDENT CODE OF ETHICS Cheating
or plagiarism is dishonest, undermines the necessary trust upon which relations between
students and faculty are based, and is unacceptable conduct. Students who engage in
cheating or plagiarism will be subject to academic sanctions, including a lowered or failing
grade in a course; and the possibility of an additional administrative sanction, including
probation, suspension, or expulsion. Cheating is the act of obtaining or attempting to obtain
credit for academic work by using dishonest means. Cheating at FNC includes but is not
limited to: Copying, in part or whole from another’s examination, paper, mathematical
analysis, research or creative project, or the like; Submitting as one’s own work an
examination, paper, mathematical analysis, research or creative project, or the like which
has been purchased, borrowed, or stolen; or fabricating data; Consulting notes, sources, or
materials not specifically authorized by the instructor during an examination; Employing a
surrogate to take an examination, write a paper, do mathematical analysis, or complete, in
part or wholly, an evaluation instrument; Aiding or abetting any act that a reasonable
person would conclude, when informed of the evidence, to be a dishonest means of
obtaining or attempting to obtain credit for academic work; and committing any act that a
reasonable person would conclude, when informed of the evidence, to be a dishonest means
of obtaining or attempting to obtain credit for academic work. Plagiarism is the act of
5. obtaining or attempting to obtain credit for academic work by representing the work of
another as one’s own without the necessary and appropriate acknowledgment. More
specifically, plagiarism is: The act of incorporating the ideas, words of sentences,
paragraphs, or parts thereof without appropriate acknowledgment and representing the
product as one’s own work; and The act of representing another’s intellectual work such as
musical composition, computer program, photographs, painting, drawing, sculpture, or
research or the like as one’s own. If a student is in doubt about the nature of plagiarism,
he/she should discuss the matter with the course instructor. Theft – Copying computer
programs owned, leased, or rented by the University for use by the student in his or her
course of studies is considered theft and will be dealt with according to the laws covering
such actions and to the University norms for disciplinary actions. In cases like these, the
Campus Dean will convene a Hearing Committee which will hear, investigate and render a
report to the Campus Dean. This Committee will be composed of three members from the
faculty or staff. According to the findings, the Campus Dean has the choice to make a
decision. If this decision is not acceptable to those involved, a petition to the Dean to
appoint an Honor Court must be signed by at least three people. NUR 3125 Pathophysiology
Bachelor of Science in Nursing Course AssignmentThe Honor Court procedure is explained
in the Student Handbook. Religious Holidays Religious holidays are an excused absence, but
not beyond the day for the holiday itself. Students should make their requests known at the
beginning of the semester and arrangements must be made with the faculty member for
missed work. Students with Disabilities Students with disabilities who may need special
accommodations must register with the Office of Disability Services. In addition, students
must contact the instructor so that arrangements can be made to accommodate their needs.
7. Grading Criteria: Discussions and clinical cases Midterm Exam Quizzes Course Reflection
Final Exam (comprehensive) Total 20% 20% 25% 10% 25% 100% 8. Grading System:
Letter Grade Superior Achievement Good Average Failure Incomplete Numerical Points
Quality Point A B C F I (93-100) (85-92) (80-84) ( 0-79) 4.0 points 3.0 points 2.0 points
Unsatisfactory FNU is committed to offering accessible courses to all students, in full
compliance with the Americans with Disabilities Act (ADA) Amendments Act of 2008
(ADAAA), Titles I and II of the ADA of 1990, and Sections 503 & 504 of the Rehabilitation Act
of 1973. If you require special accommodations, you have the right to receive services
including but not limited to customized assessments, individualized tutorial services, and
other accommodations provided to you by faculty and staff. Please do not hesitate to
contact our Student Services Office or Distance Learning department if you require any
special accommodations. Florida National University NUR3125 Course Reflection
Guidelines PURPOSE The purpose of this assignment is to provide the student an
opportunity to reflect on selected RN-BSN competencies acquired through the NUR3125
course. COURSE OUTCOMES This assignment provides documentation of student ability to
meet the following course outcomes: – Apply principles of normal anatomy and physiology
of human body systems to the pathophysiologic processes of common health problems.
Identify concepts, principles, and responses related to pathophysiologic processes that
result in disease. Discuss clinical manifestations of selected disease processes and health
problems. Identify appropriate pharmacological treatment of specific diseases using the
6. nursing process. Discuss the nurse’s role and responsibility for assessment of individuals
experiencing health problems that result in pathophysiologic alterations POINTS This
assignment is worth a total of 100 points (10%). DUE DATE Submit your completed
assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.
REQUIREMENTS 1. The Course Reflection is worth 100 points (10%) and will be graded on
quality of selfassessment, use of citations, use of Standard English grammar, sentence
structure, and overall organization based on the required components as summarized in the
directions and grading criteria/rubric. 2. Follow the directions and grading criteria closely.
Any questions about your essay may be posted under the Q & A forum under the
Discussions tab. 3. The length of the reflection is to be within three to six pages excluding
title page and reference pages. 4. APA format is required with both a title page and
reference page. Use the required components of the review as Level 1 headers (upper and
lower case, centered): Note: Introduction – Write an introduction but do not use
“Introduction” as a heading in accordance with the rules put forth in the Publication manual
of the American Psychological Association (2010, p. 63). a. Course Reflection b. Conclusion
PREPARING YOUR REFLECTION The BSN Essentials (AACN, 2008) outline a number of
healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the
NUR3125 course readings, discussion threads, and applications you have completed across
this course and write a reflective essay regarding the extent to which you feel you are now
prepared to: 1. “Demonstrate the professional standards of moral, ethical, and legal conduct.
2. Assume accountability for personal and professional behaviors. NUR 3125
Pathophysiology Bachelor of Science in Nursing Course AssignmentNUR3125 Course
Reflection Guidelines.docx 08/21/19 1 Florida National University NUR3125 3. Promote the
image of nursing by modeling the values and articulating the knowledge, skills, and
attitudes of the nursing profession. 4. Demonstrate professionalism, including attention to
appearance, demeanor, respect for self and others, and attention to professional boundaries
with patients and families as well as among caregivers. 5. Demonstrate an appreciation of
the history of and contemporary issues in nursing and their impact on current nursing
practice. 6. Reflect on one’s own beliefs and values as they relate to professional practice. 7.
Identify personal, professional, and environmental risks that impact personal and
professional choices, and behaviors. 8. Communicate to the healthcare team one’s personal
bias on difficult healthcare decisions that impact one’s ability to provide care. 9. Recognize
the impact of attitudes, values, and expectations on the care of the very young, frail older
adults, and other vulnerable populations. 10. Protect patient privacy and confidentiality of
patient records and other privileged communications. 11. Access interprofessional and
intra-professional resources to resolve ethical and other practice dilemmas. 12. Act to
prevent unsafe, illegal, or unethical care practices. 13. Articulate the value of pursuing
practice excellence, lifelong learning, and professional engagement to foster professional
growth and development. 14. Recognize the relationship between personal health, self-
renewal, and the ability to deliver sustained quality care. 15. Conduct comprehensive and
focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental
assessments of health and illness parameters in patients, using developmentally and
culturally appropriate approaches. 16. Recognize the relationship of genetics and genomics
7. to health, prevention, screening, diagnostics, prognostics, selection of treatment, and
monitoring of treatment effectiveness, using a constructed pedigree from collected family
history information as well as standardized symbols and terminology. 17. Implement
holistic, patient centered care that reflects an understanding of human growth and
development, pathophysiology, pharmacology, medical management, and nursing
management across the health illness continuum, across the lifespan, and in all healthcare
settings. 18. Communicate effectively with all members of the healthcare team, including the
patient and the patient’s support network. 19. Deliver compassionate, patient centered,
evidence-based care that respects patient and family preferences. 20. Implement patient
and family care around resolution of end of life and palliative care issues, such as symptom
manageme …NUR 3125 Pathophysiology Bachelor of Science in Nursing Course Assignment