Applied Pathophysiology for the Advanced Practice Nurse, Second Edition
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
Applied
Pathophysiology for
the Advanced
Practice Nurse,
Second Edition
INSTRUCTOR RESOURCE GUIDE
** Immediate Download
** Swift Response
** All Chapters included
** Answers Discussion Points for Application to
Practice Questions.
** Additional Application to Practice Case
Studies, Chapters 11 and 14.
1
,Applied Pathophysiology for the Advanced Practice Nurse, Second Edition
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
Applied Pathophysiology for the Advanced Practice Nurse
Contents
Applied Pathophysiology for the Advanced Practice Nurse .......................................................................... 2
Jones & Bartlett Learning ....................................................................................................................................................... 3
For Instructors Who Are Teaching Completely Online Courses ................................................................. 3
Enhancing the Online Learning Experience ............................................................................................... 3
Ensuring a Student-Centered Approach ............................................................................................. 4
Additional Resources.................................................................................................................................. 4
Course Items and Supplemental Material ................................................................................................. 5
Chapter 1: Cellular Function ...................................................................................................................... 6
Chapter 2: Immunity................................................................................................................................ 10
Chapter 3: Hematopoietic Function ........................................................................................................ 14
Chapter 4: Cardiovascular Function......................................................................................................... 18
Chapter 5: Pulmonary Function ............................................................................................................... 22
Chapter 6: Fluid, Electrolyte, and Acid–Base Homeostasis ...................................................................... 26
Chapter 7: Urinary Function .................................................................................................................... 30
Chapter 8: Reproductive Function ........................................................................................................... 34
Chapter 9: Gastrointestinal Function....................................................................................................... 38
Chapter 10: Endocrine Function .............................................................................................................. 42
Chapter 11: Neural Function ................................................................................................................... 46
Chapter 12: Musculoskeletal Function .................................................................................................... 50
Chapter 13: Integumentary Function ...................................................................................................... 54
Chapter 14: Sensory Function.................................................................................................................. 58
2
,Applied Pathophysiology for the Advanced Practice Nurse, Second Edition
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
Jones & Bartlett Learning
The comprehensive package of learning materials provided with Applied Pathophysiology for
the Advanced Practice Nurse fosters learning from beginning to end. The core content is
presented in a clear, easy-to-follow style and is available in a variety of formats—eBook, online
interactive lectures, and printed textbook—making it easy for you to tailor the course for
traditional face-to-face classes, blended learning, flipped classrooms, or fully online courses. To
aid students in understanding and applying core knowledge, we provide a number of support
tools as well.
The Course Items and Supplemental Materials section provides a detailed description of assets
available to support each chapter and provides chapter-specific recommendations on how to
best use these materials. Each chapter has also been mapped to the related nursing curriculum
competencies at the master’s and doctorate level, provided as a separate document.
For Instructors Who Are Teaching Completely Online Courses
Online courses have become an increasingly popular option. Institutions can expand their
reach, and students benefit from having courses that fit their schedule. There are a number of
ways in which online courses are taught. They range from self-paced courses with minimal
instructor involvement to hybrid courses combining traditional classroom sessions with online
course meetings and activities.
The classroom experience presents a unique opportunity to communicate with students and to
impart an understanding of a particular subject and the nuances behind it. A successful online
course should emulate this standard as much as possible. For the self-motivated student, online
learning may be an excellent tool to help maximize learning potential. For others, self-learning
may be difficult, making the online experience a challenge. The tools in this program have been
designed to assist you in achieving positive outcomes with all types of students.
Here are some of the tools available to you:
Stop and Think exercises along with a detailed Case Study in each interactive
lecture emphasize the development of critical thinking skills.
Discussion questions, assignments, practice activities, and graded chapter quizzes
are included to enrich the learning experience and develop students’ cognitive skills.
Enhancing the Online Learning Experience
The National Education Association has published an online document that suggests some of
the best ways for engaging students in the online learning experience
(https://www.cstu.org/files/onlineteachguide.pdf). This document is meant for high school
distance learning, but many of its ideas can be applied to online learning in general.
Researchers and instructors generally suggest the key to making online learning successful is
to maintain all forms of contact between the student and instructor as much as possible. This
may involve individual feedback for students, online class meetings at appointed times, or being
available for student questions and concerns. Some specific suggestions for maintaining
valuable contact include the following:
Hold an introductory session either online or in-person so students can get to know
you, the instructor, as well as their fellow students.
3
, Applieda3Pathophysiologya3fora3thea3Advanceda3Practicea3Nurse,a3Second
a3Edition
Luciea3Dlugasch,a3PhD,a3MSN,a3APRNa3&a3Lachela3Story,a3PhD,a3RN
a3Instructora3Resourcea3Guide
Set up “office time” or time when you are available for student interaction online.
Hold class meetings via the various online formats that allow for exchanges between
you and your students as well as among the students themselves. This type of
feedback enhances the learning experience.
Provide regular feedback to students regarding scored assessments. If a particular
student is having a problem, ask for a “conference” online to find out what the
problem is and how you can direct the student to a better outcome.
Regularly ask students for their feedback on the course and determine whether they
have general problems or questions that you can help them answer.
Use direct emails to give personal feedback as often as possible, particularly with
students who seem to be struggling.
Use message boards to keep in contact.
Ensuring a Student-Centered Approach
One of the most important qualities of an effective online instructor is taking a personal interest
ina3studentsa3anda3understandinga3theira3uniquea3circumstances.a3Studentsa3willa3likelya3falla3i
ntoa3varyinga3agea3groupsa3anda3maya3bea3ina3differenta3stagesa3ofa3life.a3Somea3willa3havea3
difficulta3worka3schedules,a3anda3somea3willa3bea3changinga3careersa3ina3ana3efforta3toa3secur
ea3work.a3Additionally,a3Englisha3maya3bea3aa3seconda3languagea3toa3somea3ofa3youra3studen
ts.a3Understandinga3thisa3contexta3witha3respecta3toa3eacha3studenta3willa3bea3helpfula3ina3est
ablishinga3aa3successfula3anda3productivea3onlinea3course.
Additionala3Resources
Resourcesa3thata3maya3bea3helpfula3fora3onlinea3teachinga3anda3facilitatinga3learning:
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.learning-styles-online.com/overview/
https://onlinelearninginsights.wordpress.com/resources-2/
4
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
Applied
Pathophysiology for
the Advanced
Practice Nurse,
Second Edition
INSTRUCTOR RESOURCE GUIDE
** Immediate Download
** Swift Response
** All Chapters included
** Answers Discussion Points for Application to
Practice Questions.
** Additional Application to Practice Case
Studies, Chapters 11 and 14.
1
,Applied Pathophysiology for the Advanced Practice Nurse, Second Edition
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
Applied Pathophysiology for the Advanced Practice Nurse
Contents
Applied Pathophysiology for the Advanced Practice Nurse .......................................................................... 2
Jones & Bartlett Learning ....................................................................................................................................................... 3
For Instructors Who Are Teaching Completely Online Courses ................................................................. 3
Enhancing the Online Learning Experience ............................................................................................... 3
Ensuring a Student-Centered Approach ............................................................................................. 4
Additional Resources.................................................................................................................................. 4
Course Items and Supplemental Material ................................................................................................. 5
Chapter 1: Cellular Function ...................................................................................................................... 6
Chapter 2: Immunity................................................................................................................................ 10
Chapter 3: Hematopoietic Function ........................................................................................................ 14
Chapter 4: Cardiovascular Function......................................................................................................... 18
Chapter 5: Pulmonary Function ............................................................................................................... 22
Chapter 6: Fluid, Electrolyte, and Acid–Base Homeostasis ...................................................................... 26
Chapter 7: Urinary Function .................................................................................................................... 30
Chapter 8: Reproductive Function ........................................................................................................... 34
Chapter 9: Gastrointestinal Function....................................................................................................... 38
Chapter 10: Endocrine Function .............................................................................................................. 42
Chapter 11: Neural Function ................................................................................................................... 46
Chapter 12: Musculoskeletal Function .................................................................................................... 50
Chapter 13: Integumentary Function ...................................................................................................... 54
Chapter 14: Sensory Function.................................................................................................................. 58
2
,Applied Pathophysiology for the Advanced Practice Nurse, Second Edition
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
Jones & Bartlett Learning
The comprehensive package of learning materials provided with Applied Pathophysiology for
the Advanced Practice Nurse fosters learning from beginning to end. The core content is
presented in a clear, easy-to-follow style and is available in a variety of formats—eBook, online
interactive lectures, and printed textbook—making it easy for you to tailor the course for
traditional face-to-face classes, blended learning, flipped classrooms, or fully online courses. To
aid students in understanding and applying core knowledge, we provide a number of support
tools as well.
The Course Items and Supplemental Materials section provides a detailed description of assets
available to support each chapter and provides chapter-specific recommendations on how to
best use these materials. Each chapter has also been mapped to the related nursing curriculum
competencies at the master’s and doctorate level, provided as a separate document.
For Instructors Who Are Teaching Completely Online Courses
Online courses have become an increasingly popular option. Institutions can expand their
reach, and students benefit from having courses that fit their schedule. There are a number of
ways in which online courses are taught. They range from self-paced courses with minimal
instructor involvement to hybrid courses combining traditional classroom sessions with online
course meetings and activities.
The classroom experience presents a unique opportunity to communicate with students and to
impart an understanding of a particular subject and the nuances behind it. A successful online
course should emulate this standard as much as possible. For the self-motivated student, online
learning may be an excellent tool to help maximize learning potential. For others, self-learning
may be difficult, making the online experience a challenge. The tools in this program have been
designed to assist you in achieving positive outcomes with all types of students.
Here are some of the tools available to you:
Stop and Think exercises along with a detailed Case Study in each interactive
lecture emphasize the development of critical thinking skills.
Discussion questions, assignments, practice activities, and graded chapter quizzes
are included to enrich the learning experience and develop students’ cognitive skills.
Enhancing the Online Learning Experience
The National Education Association has published an online document that suggests some of
the best ways for engaging students in the online learning experience
(https://www.cstu.org/files/onlineteachguide.pdf). This document is meant for high school
distance learning, but many of its ideas can be applied to online learning in general.
Researchers and instructors generally suggest the key to making online learning successful is
to maintain all forms of contact between the student and instructor as much as possible. This
may involve individual feedback for students, online class meetings at appointed times, or being
available for student questions and concerns. Some specific suggestions for maintaining
valuable contact include the following:
Hold an introductory session either online or in-person so students can get to know
you, the instructor, as well as their fellow students.
3
, Applieda3Pathophysiologya3fora3thea3Advanceda3Practicea3Nurse,a3Second
a3Edition
Luciea3Dlugasch,a3PhD,a3MSN,a3APRNa3&a3Lachela3Story,a3PhD,a3RN
a3Instructora3Resourcea3Guide
Set up “office time” or time when you are available for student interaction online.
Hold class meetings via the various online formats that allow for exchanges between
you and your students as well as among the students themselves. This type of
feedback enhances the learning experience.
Provide regular feedback to students regarding scored assessments. If a particular
student is having a problem, ask for a “conference” online to find out what the
problem is and how you can direct the student to a better outcome.
Regularly ask students for their feedback on the course and determine whether they
have general problems or questions that you can help them answer.
Use direct emails to give personal feedback as often as possible, particularly with
students who seem to be struggling.
Use message boards to keep in contact.
Ensuring a Student-Centered Approach
One of the most important qualities of an effective online instructor is taking a personal interest
ina3studentsa3anda3understandinga3theira3uniquea3circumstances.a3Studentsa3willa3likelya3falla3i
ntoa3varyinga3agea3groupsa3anda3maya3bea3ina3differenta3stagesa3ofa3life.a3Somea3willa3havea3
difficulta3worka3schedules,a3anda3somea3willa3bea3changinga3careersa3ina3ana3efforta3toa3secur
ea3work.a3Additionally,a3Englisha3maya3bea3aa3seconda3languagea3toa3somea3ofa3youra3studen
ts.a3Understandinga3thisa3contexta3witha3respecta3toa3eacha3studenta3willa3bea3helpfula3ina3est
ablishinga3aa3successfula3anda3productivea3onlinea3course.
Additionala3Resources
Resourcesa3thata3maya3bea3helpfula3fora3onlinea3teachinga3anda3facilitatinga3learning:
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.learning-styles-online.com/overview/
https://onlinelearninginsights.wordpress.com/resources-2/
4
