NURSING 2005 - Biology of Human Disease I

North Terrace Campus - Semester 1 - 2020

Biology of Human Disease I identifies some of the most significant pathologies challenging the health of the Australian population. The use of clinical cases encourages students to relate scientific principles to medical and nursing interventions. The course provides a systematic approach to the description of pathological changes of haematological, integumentary, cardiovascular, renal and endocrine systems. The base of knowledge provided by this course will encourage students to adopt an attitude to incorporating scientific concepts throughout their nursing career.

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Course Details

Course Code	NURSING 2005
Course	Biology of Human Disease I
Coordinating Unit	Medical Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 6 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	Nursing 1005 - EN pathway students exempted
Restrictions	Available to B.Nurs students only
Assessment	Online assessments, mid-Semester test, SGDE assignments, written final exam.

Course Staff

Course Coordinator: Dr Nicola Eastaff-Leung

Course Co-Coordinator email: bonnie.williams@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1	Apply the principles of normal anatomy and physiology of the human body to the pathophysiological processes of common health problems.
2	Analyse human adaptive and compensatory mechanisms affected by specific pathological processes.
3	Explain the physiological processes, interactions and controls to maintain homeostasis in the specific areas of; immunological, skin, skeletal, respiratory, cardiovascular and haematological, metabolic and endocrine disorders.
4	Discuss the clinical manifestations and nursing management of selected disease processes and health problems.
5	Work in teams to apply their knowledge to investigate clinical scenarios and discuss pathophysiology concepts.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-4
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1-4
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1-5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1-5
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	4-5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1-5

Learning Resources

Required Resources

Course information will be provided on MyUni. Students are expected to engage frequently and deeply with this material. Course notes for each lecture session will be provided for download and will serve as a reference or template for taking notes.

Nair M and Peate I (2015), Pathophysiology for Nurses at a Glance, John Wiley & Sons, Inc.
Available as an online resource through the 成人大片 Library.

Norris, T. (2018), Porth’s Pathophysiology Concepts of Altered Health States. 10th ed. Wolters Kluwer.

Recommended Resources

Porth’s Pathophysiology: Concepts of Altered Health States”. 8th/9th Ed, LWW.

Quick study guides:

Pathophysiology for Nurses at a Glance. Muralitharan Nair, Ian Peate
Pearson Reviews & Rationales: Pathophysiology with "Nursing Reviews & Rationales", 3rd Edition Mary Ann Hogan

Online Learning

The online delivery of lectures in this course offers flexibility and enables students to study at their own pace. However, due to the asynchronous nature of the course, it is highly recommended that students are actively participating in course material on a weekly basis so as not to fall behind in course work.
Learning & Teaching Activities

Learning & Teaching Modes

Biology of Human Disease I topics are covered in lectures (face-face and online) and tutorials. The general format is that of one 50-minute face-face lecture, online lectures and one 50 minute large-group tutorial session per week.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The workload for this course has suggested hours of:
1x 50-minute face-face lecture per week
1x 50-minute tutorial per week
Online lectures

In addition to the contact hours above, some weeks will require interaction with online lectures or attendance at 2x 50-minute lectures. Preparation during non-contact hours (4-5 hours/week) is also needed for tutorials, tests and group assignments.

Learning Activities Summary

• Introduction to the immune system and inflammation
• Skin and Skeletal Pathologies
• Respiratory Pathologies
• Cardiovascular and Haematological Disorders
• Metabolic and Endocrine Disorders

Specific Course Requirements

The prerequisite for this course is a pass in BIOLOGY FOR NURSING PRACTICE (Nursing 1005) or other equivalent course.

Small Group Discovery Experience

SGDE groups consisting of 5-6 students provide experience working in a team, which is an essential skill for both academic and professional development. These activities are also intended to encourage in-depth learning; a major university graduate attribute. Through this activity, students will interact with their peers and tutors in completing a group task over the semester. Each group is expected to create one group written submission and short group oral presentation of the assigned topic.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Item No.	Assessement Task	Weighting
1	Online Concept Check Quizzes x3 (2 x 7.5%, and one x formative)	15%
2	SGDE assignment and participation	20%
3	Mid-Semester Exam	20%
4	Active Tutorial participation	10%
5	End of Semester Exam	35%

Assessment Related Requirements

Details of assessment items will be found in the Study Guide and will be further discussed in class.

Assessment Detail

ASSESSMENT 1: ONLINE CONCEPT CHECK QUIZZES
Weighting: 15% (0% for Quiz #1, 7.5% each for Quiz #2 and #3)
Description: 15 MCQs per quiz to assess concepts from the previous weeks.
Online Concept Check Quiz 1: Revision
Online Concept Check Quiz 2: Week 1-3 content ONLY
Online Concept Check Quiz 3: Week 6-8 content ONLY

ASSESSMENT 2: SGDE GROUP PROJECT
Weighting: 20%
Description: This assignment will examine the ability of students to work in a team to conduct high quality research on a topic related to the pathophysiology of human disease. This assignment provides an assessment of student’s ability to present health information to scientific audiences in a clear, concise and scientific way.

ASSESSMENT 3: MID-SEMESTER EXAM
Weighting: 20%
Description: This test will examine lecture material through MCQs and SAQs from the first half of this semester (weeks 1-5 ONLY). Note that a range of questions will be used, which will require students to provide information, apply information in defined settings, and/or integrate knowledge derived from a variety of sources in the formulation of an answer.

ASSESSMENT 4: ACTIVE TUTORIAL PARTICIPATION
Weighting:10%
Description: Students will be awarded 10% for participating in tutorial sessions throughout the semester and being involved in the completion of tutorial exercises and activities.

ASSESSMENT 5: END OF SEMESTER EXAM
Weighting: 35%
Description: The end of semester examination is aimed at ascertaining each student’s grasp of the principles and core course content presented during this course (weeks 6-10 ONLY) and will be held in the University’s official examination period.
It will contain multiple choice and short answer questions. The time allocated will be 110 minutes (including reading time), but many students should be able to complete it in less than this; the additional time is provided to enable planning and review of answers.

Note that a range of questions will be used, which will require students to provide information, apply information in defined settings, and/or integrate knowledge derived from a variety of sources in the formulation of an answer.
IMPORTANT INFORMATION

In order to pass Biology of Human Disease I, students are required to complete most components of the above-assessed items. The participation in the mid-semester examination and the end of semester examination is compulsory. Absence from more than 2 of the 9 tutorials will require the provision of appropriate medical and/or compassionate documentation for non-attendance at the relevant session. Students failing to meet these requirements may either fail outright or be required to sit supplementary examinations.

Submission

Unless otherwise indicated all assignments are to be submitted through MyUni. TurnItin will be used to check student assignments. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted.

Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.
To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.

See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

Student feedback for course satisfaction, as indicated by the 2019 eSELT, indicated a mean score of 5.6 and SD 1.3 with 89% broad agreement (46 out of 226 students responded). Unfortunately, there was not a sufficient number of responders that answered the optional questions of the course eSELT in 2019. Course eSELTs from 2018 indicated various positive aspects of the course, such as blended learning strategies, weekly in-class and post-class quizzes, tutorial activities, SGDE tasks and the quality of the lectures. This was maintained in 2019 and will be maintained in 2020. Some student concerns were raised in the course in 2018, including some technical problems with recordings, and some tutorial worksheets being too long. There were also some concerns about mark allocations for students in performing group tasks. Concerns were also raised regarding fewer weeks in the semester for the course as compared to previous years (9 weeks compared to 12 weeks).
Action has been taken in 2019 in response to student's feedback from 2018. The recording system was checked before each lecture to make sure it was functioning properly. Some tutorial worksheets have been simplified. In addition, the rubric for SGDE participation has been modified to indicate that the mark is proportionate to student's contribution. Since 2019, the number of weeks for the course has been increased to 10 weeks.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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