Franklyn A Plus Pass
TEST BANK for Applied Pathophysiology for
the Advanced Practice Nurse, 2nd Edition by
Lucie Dlugasch & Lachel Story
INSTRUCTOR RESOURCE GUIDE| A+ PASS
Swift Response
All Chapters included
Fr
Answers Discussion Points for Application to Practice Questions.
an
Additional Application to Practice Case Studies, Chapters 11 and 14.
kl
yn
e
A
pl
us
Pa
ss
Page 1 of 176
, Franklyn A Plus Pass
Contents
Applied Pathophysiology for the Advanced Practice Nurse
Jones & Bartlett Learning
For Instructors Who Are Teaching Completely Online Courses
Enhancing the Online Learning Experience
Ensuring a Student-Centered Approach
Additional Resources
Course Items and Supplemental Material
Fr
Chapter 1: Cellular Function
an
Chapter 2: Immunity
kl
Chapter 3: Hematopoietic Function
yn
Chapter 4: Cardiovascular Function
Chapter 5: Pulmonary Function
e
Chapter 6: Fluid, Electrolyte, and Acid–Base Homeostasis
A
Chapter 7: Urinary Function
pl
Chapter 8: Reproductive Function
us
Chapter 9: Gastrointestinal Function
Chapter 10: Endocrine Function
Pa
Chapter 11: Neural Function
ss
Chapter 12: Musculoskeletal Function
Chapter 13: Integumentary Function
Chapter 14: Sensory Function
Page 2 of 176
, Franklyn A Plus Pass
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
Fr
master’s and doctorate level, provided as a separate document.
an
For Instructors Who Are Teaching Completely Online Courses
kl
Online courses have become an increasingly popular option. Institutions can expand their reach, and
yn
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
e
courses combining traditional classroom sessions with online course meetings and activities.
A
pl
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
us
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
Pa
outcomes with all types of students.
ss
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.
Page 3 of 176
, Franklyn A Plus Pass
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.
Fr
• Set up ―office time‖ or time when you are available for student interaction online.
an
• 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
kl
experience.
yn
• 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
e
the student to a better outcome.
A
• Regularly ask students for their feedback on the course and determine whether they have general
problems or questions that you can help them answer.
pl
• Use direct emails to give personal feedback as often as possible, particularly with students who
us
seem to be struggling.
• Use message boards to keep in contact.
Pa
ss
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:
Page 4 of 176
TEST BANK for Applied Pathophysiology for
the Advanced Practice Nurse, 2nd Edition by
Lucie Dlugasch & Lachel Story
INSTRUCTOR RESOURCE GUIDE| A+ PASS
Swift Response
All Chapters included
Fr
Answers Discussion Points for Application to Practice Questions.
an
Additional Application to Practice Case Studies, Chapters 11 and 14.
kl
yn
e
A
pl
us
Pa
ss
Page 1 of 176
, Franklyn A Plus Pass
Contents
Applied Pathophysiology for the Advanced Practice Nurse
Jones & Bartlett Learning
For Instructors Who Are Teaching Completely Online Courses
Enhancing the Online Learning Experience
Ensuring a Student-Centered Approach
Additional Resources
Course Items and Supplemental Material
Fr
Chapter 1: Cellular Function
an
Chapter 2: Immunity
kl
Chapter 3: Hematopoietic Function
yn
Chapter 4: Cardiovascular Function
Chapter 5: Pulmonary Function
e
Chapter 6: Fluid, Electrolyte, and Acid–Base Homeostasis
A
Chapter 7: Urinary Function
pl
Chapter 8: Reproductive Function
us
Chapter 9: Gastrointestinal Function
Chapter 10: Endocrine Function
Pa
Chapter 11: Neural Function
ss
Chapter 12: Musculoskeletal Function
Chapter 13: Integumentary Function
Chapter 14: Sensory Function
Page 2 of 176
, Franklyn A Plus Pass
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
Fr
master’s and doctorate level, provided as a separate document.
an
For Instructors Who Are Teaching Completely Online Courses
kl
Online courses have become an increasingly popular option. Institutions can expand their reach, and
yn
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
e
courses combining traditional classroom sessions with online course meetings and activities.
A
pl
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
us
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
Pa
outcomes with all types of students.
ss
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.
Page 3 of 176
, Franklyn A Plus Pass
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.
Fr
• Set up ―office time‖ or time when you are available for student interaction online.
an
• 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
kl
experience.
yn
• 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
e
the student to a better outcome.
A
• Regularly ask students for their feedback on the course and determine whether they have general
problems or questions that you can help them answer.
pl
• Use direct emails to give personal feedback as often as possible, particularly with students who
us
seem to be struggling.
• Use message boards to keep in contact.
Pa
ss
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:
Page 4 of 176
