Applied Pathophysiology for the Advanced Practice Nurse, Second Edition
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
Solution Manual for Applied Pathophysiology for the Advanced
Practice Nurse 2nd Edition Author: Lucie Dlugasch & Lachel
Story All Chapters Covered Latest Update
FULL TEST BANK!!!
1|Page
, 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|Page
, 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|Page
, Applied Pathophysiology for the Advanced Practice Nurse, Second Edition
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
• 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 in students and
understanding their unique circumstances. Students will likely fall into varying age groups and may be in
different stages of life. Some will have difficult work schedules, and some will be changing careers in an effort
to secure work. Additionally, English may be a second language to some of your students. Understanding this
context with respect to each student will be helpful in establishing a successful and productive online course.
Additional Resources
Resources that may be helpful for online teaching and facilitating learning:
• http://www.nwlink.com/~donclark/hrd/bloom.html
• http://www.learning-styles-online.com/overview/
• https://onlinelearninginsights.wordpress.com/resources-2/
4|Page
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
Solution Manual for Applied Pathophysiology for the Advanced
Practice Nurse 2nd Edition Author: Lucie Dlugasch & Lachel
Story All Chapters Covered Latest Update
FULL TEST BANK!!!
1|Page
, 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|Page
, 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|Page
, Applied Pathophysiology for the Advanced Practice Nurse, Second Edition
Lucie Dlugasch, PhD, MSN, APRN & Lachel Story, PhD, RN
Instructor Resource Guide
• 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 in students and
understanding their unique circumstances. Students will likely fall into varying age groups and may be in
different stages of life. Some will have difficult work schedules, and some will be changing careers in an effort
to secure work. Additionally, English may be a second language to some of your students. Understanding this
context with respect to each student will be helpful in establishing a successful and productive online course.
Additional Resources
Resources that may be helpful for online teaching and facilitating learning:
• http://www.nwlink.com/~donclark/hrd/bloom.html
• http://www.learning-styles-online.com/overview/
• https://onlinelearninginsights.wordpress.com/resources-2/
4|Page
