Module 1: Foundational Concepts of Cellular Pathophysiology (Weeks 1–2)

Module 1 is a 2-week module covering Weeks 1 and 2. Students examine fundamental concepts of cellular processes and the alterations that lead to various diseases, evaluate the genetic environment and its impact on disease, and consider patient characteristics — including racial and ethnic variables — that affect physiological functioning.

Key Learning Resources: McCance & Huether, Chapters 1–13; Justiz-Vaillant & Zito (2022) on immediate hypersensitivity reactions; Evolve media for Chapters 3, 7, and 8.

Module 1 Schedule

Week 1 Discussion: Alterations in Cellular Processes

At its core, pathology is the study of disease. Diseases occur for many reasons. But some — such as cystic fibrosis and Parkinson’s disease — occur because of alterations that prevent cells from functioning normally. For the APRN, understanding the signals and symptoms of alterations in cellular processes is a critical step in diagnosis and treatment, and can also help educate patients and guide them through their treatment plans.

To Prepare

By Day 1 of Week 1, you will be assigned to a specific scenario for this Discussion. Please see the Course Announcements section of the classroom for your assignment from your Instructor.

By Day 3 of Week 1 — Initial Post

Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

• The role genetics plays in the disease.
• Why the patient is presenting with the specific symptoms described.
• The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
• The cells that are involved in this process.
• How another characteristic (e.g., gender, ethnicity, age) would change your response.

By Day 6 of Week 1 — Peer Responses (min. 2, on 2 different days)

Respond to at least two colleagues on 2 different days. Respectfully agree or disagree with your colleague’s assessment and explain your reasoning. Include why their explanations make physiological sense — or why they do not.

Note: You are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Once you click Submit, you cannot delete or edit your post.

Module 1 Assignment: Case Study Analysis (1 to 2 Pages)

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact on disease emergence and severity.

To Prepare

By Day 1 of Week 2, you will be assigned to a specific case study for this Assignment. Please see the Course Announcements section of the classroom for your assignment from your Instructor.

The Assignment (1- to 2-page Case Study Analysis)

Develop a 1- to 2-page case study analysis in which you:

• Explain why you think the patient presented the symptoms described.
• Identify the genes that may be associated with the development of the disease.
• Explain the process of immunosuppression and the effect it has on body systems.

Save as: M1Assgn+LastName+FirstInitial.(extension). Submit by Day 7 of Week 2.

Module 1 Case Study Analysis Rubric

Total Possible: 100 points

Module 2: Cardiovascular and Respiratory Disorders (Weeks 3–4)

Module 2 is a 2-week module covering Weeks 3 and 4. Students examine fundamental concepts of diseases and disorders that impact the cardiovascular and respiratory systems. The cardiovascular and respiratory systems work in close partnership — a disease in one creates cascading effects in the other. Students analyze alterations in both systems, evaluate racial and ethnic variables, and consider patient characteristics that impact physiological functioning.

Key Learning Resources: McCance & Huether, Chapters 32, 33, 35, 36.

Module 2 Schedule

Week 3 Discussion: Alterations in the Cardiovascular and Respiratory Systems

Cardiovascular and respiratory disease and disorders are among the most common reasons for hospital visits and among the leading causes of mortality. For APRNs, the ability to recognize and explain pathophysiological processes in both systems — and the ways they interact — is essential for diagnosis, patient education, and treatment planning.

By Day 3 of Week 3 — Initial Post

You will be assigned to a specific scenario. Post an explanation of the cardiovascular and/or respiratory disorder, including:

• The cardiovascular and/or cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.
• How another characteristic (e.g., age, gender, comorbidity) would change your explanation.

By Day 6 of Week 3 — Peer Responses (min. 2, on 2 different days)

Agree or disagree with their physiological analysis and support your position. Address whether their explanation of the interaction between the cardiovascular and respiratory systems is physiologically accurate.

Module 2 Assignment: Case Study Analysis (1 to 2 Pages)

The Assignment (1- to 2-page Case Study Analysis)

In your Case Study Analysis related to the scenario provided, explain the following:

• The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.

Save as: M2Assgn+LastName+FirstInitial.(extension). Submit by Day 7 of Week 4.

Module 2 Case Study Analysis Rubric

Total Possible: 100 points

Module 3: Gastrointestinal and Hepatobiliary Disorders (Weeks 5–6)

Module 3 covers Weeks 5 and 6. Students analyze pathophysiological processes related to gastrointestinal and hepatobiliary disorders. The Midterm Exam is administered in Week 6 and covers Modules 1 through 4. Begin reviewing for the Midterm using the NURS 6501 Midterm Exam Review document in the Learning Resources.

Key Learning Resources: McCance & Huether, Chapters 39–43.

Module 3 Schedule

Week 5 Discussion: Alterations in the Gastrointestinal and Hepatobiliary Systems

The gastrointestinal tract is one of the most complex organ systems in the human body. When alterations occur — whether due to infection, autoimmune processes, structural abnormalities, or metabolic dysfunction — the consequences frequently extend beyond the GI system, affecting nutrition, fluid balance, immune function, and systemic metabolic homeostasis.

By Day 3 of Week 5 — Initial Post

You will be assigned to a specific GI or hepatobiliary scenario. Post an explanation of the disorder, including:

• The gastrointestinal and/or hepatobiliary pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.
• How another patient characteristic (e.g., alcohol use history, nutritional status, comorbidity) would change your explanation.

By Day 6 of Week 5 — Peer Responses (min. 2, on 2 different days)

Agree or disagree with your colleague’s pathophysiological explanation. Identify any physiological connections between the GI and hepatobiliary systems they may not have addressed, or explain why their interaction analysis is or is not physiologically accurate.

Module 3 Assignment: Case Study Analysis (1 to 2 Pages)

The Assignment (1- to 2-page Case Study Analysis)

In your Case Study Analysis related to the scenario provided, explain the following:

• The gastrointestinal and/or hepatobiliary pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.

Save as: M3Assgn+LastName+FirstInitial.(extension). Submit by Day 7 of Week 6.

Module 3 Case Study Analysis Rubric

Total Possible: 100 points

Module 4: Endocrine Disorders (Weeks 6–7)

Module 4 is a 2-week module covering Weeks 6 and 7. Students analyze diseases and disorders that impact the endocrine system. The endocrine system governs hormonal regulation across all major organ systems, and alterations — from hypothyroidism to diabetes to adrenal insufficiency — produce widespread systemic effects. The Discussion post for Module 4 occurs in Week 6, concurrent with the Midterm Exam.

Key Learning Resources: McCance & Huether, Chapters 21–23; Evolve animations for endocrine chapters.

Module 4 Schedule

Week 6 Discussion: Alterations in Endocrine Function

The endocrine system’s reach extends through virtually every tissue and organ in the body. A single gland’s dysfunction — whether it produces too much or too little of a hormone — can disrupt fluid balance, metabolic rate, reproductive function, vascular tone, and immune defense simultaneously. Precision in identifying the hormonal mechanism behind a patient presentation is essential for both diagnosis and treatment planning.

By Day 3 of Week 6 — Initial Post

You will be assigned to a specific endocrine scenario. Post an explanation of the disorder, including:

• The endocrine pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How the endocrine dysfunction interacts with other body systems to affect the patient.
• How another patient characteristic (e.g., pregnancy, age, medication use) would change your explanation.

By Day 6 of Week 6 — Peer Responses (min. 2, on 2 different days)

Evaluate whether your colleagues have accurately explained how the hormonal dysfunction produces the patient’s presenting symptoms, and whether the interaction with other body systems is correctly analyzed.

Module 4 Assignment: Case Study Analysis (1 to 2 Pages)

The Assignment (1- to 2-page Case Study Analysis)

• The endocrine pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these endocrine processes interact with other body systems to affect the patient.

Save as: M4Assgn+LastName+FirstInitial.(extension). Submit by Day 7 of Week 7.

Module 4 Case Study Analysis Rubric

Total Possible: 100 points

Module 5: Neurological and Musculoskeletal Disorders (Weeks 7–8)

Module 5 is a 2-week module covering Weeks 7 and 8. Students analyze diseases and disorders that impact the neurological and musculoskeletal systems. Conditions such as stroke, Parkinson’s disease, and multiple sclerosis have significant secondary impacts on musculoskeletal function. Students analyze how these systems interact and how patient characteristics influence disease expression.

Key Learning Resources: McCance & Huether, Chapters 15–17 (neurological) and Chapters 44–47 (musculoskeletal).

Module 5 Schedule

Week 7 Discussion: Alterations in Neurological and Musculoskeletal Function

Neurological and musculoskeletal disorders frequently co-exist. Parkinson’s disease leads to progressive loss of motor control; multiple sclerosis produces demyelination with cascading musculoskeletal consequences; stroke disrupts the motor pathways that govern muscle function. The ability to analyze both the neurological mechanism and its musculoskeletal consequences is essential for holistic patient assessment and care planning.

By Day 3 of Week 7 — Initial Post

• Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.
• How another patient characteristic (e.g., age, prior injury, genetic predisposition) would change your explanation.

By Day 6 of Week 7 — Peer Responses (min. 2, on 2 different days)

Evaluate whether colleagues have accurately identified the neurological mechanism underlying the musculoskeletal presentation. Offer an additional perspective on the systems interaction or a racial/ethnic variable they may not have considered.

Module 5 Assignment: Case Study Analysis (1 to 2 Pages)

The Assignment (1- to 2-page Case Study Analysis)

• Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.

Save as: M5Assgn+LastName+FirstInitial.(extension). Submit by Day 7 of Week 8.

Module 5 Case Study Analysis Rubric

Total Possible: 100 points

Module 6: Renal and Urologic Disorders (Week 9)

Module 6 is a 1-week module covering Week 9. Students analyze diseases and disorders that impact the renal and urologic systems. The kidneys maintain fluid, electrolyte, and acid-base balance and serve as major endocrine organs. When renal function is compromised — from acute kidney injury through chronic kidney disease to end-stage renal failure — systemic consequences are profound and often multi-organ in scope.

Key Learning Resources: McCance & Huether, Chapters 37–38.

Module 6 Schedule

Week 9 Discussion: Alterations in Renal and Urologic Function

The renal system’s critical role in maintaining homeostasis means that alterations in kidney function quickly produce complications throughout the body — fluid overload, electrolyte imbalances, acid-base disturbances, hypertension, anemia, and impaired drug clearance. Recognizing the cascade of systemic consequences that flow from a specific renal pathophysiology is essential for both diagnosis and safe prescribing.

By Day 3 of Week 9 — Initial Post

• The renal and/or urologic pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these renal processes interact with other body systems to affect the patient.
• How another patient characteristic (e.g., diabetes, hypertension, medication use) would change your explanation.

By Day 6 of Week 9 — Peer Responses (min. 2, on 2 different days)

Evaluate whether colleagues have accurately explained the renal pathophysiology and its systemic consequences. Identify a variable or systemic interaction they may not have considered, or affirm their analysis with evidence from the Learning Resources.

Module 6 Assignment: Case Study Analysis (1 to 2 Pages)

The Assignment (1- to 2-page Case Study Analysis)

• The renal and/or urologic pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these renal and urologic processes interact with other body systems to affect the patient.

Save as: M6Assgn+LastName+FirstInitial.(extension). Submit by Day 7 of Week 9.

Module 6 Case Study Analysis Rubric

Total Possible: 100 points

Module 7: Women’s and Men’s Health, Reproductive, and Hematologic Disorders (Week 10)

Module 7 is a 1-week module covering Week 10. Students analyze diseases and disorders related to women’s and men’s reproductive health and hematologic disorders — from sexually transmitted infections and fertility disorders to hemolytic anemias, coagulation disorders, and gender-specific cancers. Racial and ethnic variables have significant documented influence across all of these conditions.

Key Learning Resources: McCance & Huether, Chapters 24–26 (reproductive) and Chapters 28–30 (hematologic).

Module 7 Schedule

Week 10 Discussion: Alterations in Reproductive and Hematologic Function

Reproductive and hematologic pathophysiology present some of the most nuanced challenges in advanced practice nursing. Conditions such as sickle cell disease, infertility, polycystic ovary syndrome, and testicular or prostate disorders require APRNs to integrate hormonal, genetic, immune, and vascular mechanisms — and to understand how racial, ethnic, and gender variables shape each patient’s disease experience.

By Day 3 of Week 10 — Initial Post

• The reproductive and/or hematologic pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.
• How gender-specific physiology or another patient characteristic (e.g., genetic background, hormonal status) would change your explanation.

By Day 6 of Week 10 — Peer Responses (min. 2, on 2 different days)

Evaluate whether colleagues have accurately addressed the genetic mechanism, racial/ethnic variable, or systemic interaction. Offer an additional evidence-based perspective where relevant.

Module 7 Assignment: Case Study Analysis (1 to 2 Pages)

The Assignment (1- to 2-page Case Study Analysis)

• The reproductive and/or hematologic pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.

Save as: M7Assgn+LastName+FirstInitial.(extension). Submit by Day 7 of Week 10.

Module 7 Case Study Analysis Rubric

Total Possible: 100 points

Module 8: Pediatric Pathophysiology (Week 11)

Module 8 is a 1-week module covering Week 11. Students analyze disease processes specific to pediatric populations. Children are not simply small adults — their organ systems are still developing, their immune responses differ, and their disease processes have distinct mechanisms, presentations, and outcomes compared to adults. The Final Exam covers Modules 5 through 8 and is administered in Week 11.

Key Learning Resources: McCance & Huether, Chapters 48–50.

Module 8 Schedule

Week 11 Discussion: Alterations in Pediatric Physiology

Pediatric pathophysiology demands a distinct clinical lens. The anatomical and physiological differences between children and adults — immature immune systems, developing airways, proportionally different fluid volumes, and rapidly changing pharmacokinetics — mean that disease presents differently, progresses differently, and responds to treatment differently across pediatric age groups. Applying adult pathophysiological models to pediatric patients without modification is a common source of clinical error for APRNs.

By Day 3 of Week 11 — Initial Post

• The pediatric pathophysiologic processes that result in the patient presenting these symptoms.
• How pediatric-specific physiology (e.g., immature immune function, airway anatomy, fluid-to-body-weight ratios, developmental stage) modifies the disease process compared to an adult presentation.
• Any racial/ethnic variables that may impact physiological functioning.
• How the child’s specific developmental stage or another patient characteristic would change your explanation.

By Day 6 of Week 11 — Peer Responses (min. 2, on 2 different days)

Evaluate whether colleagues have correctly applied pediatric-specific physiological principles. Identify any adult-model assumptions in their analysis, or affirm the accuracy of their pediatric mechanism description with an additional evidence-based perspective.

Module 8 Assignment: Case Study Analysis (1 to 2 Pages)

The Assignment (1- to 2-page Case Study Analysis)

• The pediatric pathophysiologic processes that result in the patient presenting these symptoms.
• How pediatric-specific physiological differences (developmental, immunological, pharmacokinetic) modify the disease process compared to an adult presentation.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the pediatric patient.

Save as: M8Assgn+LastName+FirstInitial.(extension). Submit by Day 7 of Week 11.

Module 8 Case Study Analysis Rubric

Total Possible: 100 points