Introduction
Pathophysiology research stimulates a variety of emotions and exposes one to different situations. In addition to the primary desired goal of completing the needed courses for clinical program competency, the study also reveals one too much more in terms of intrinsic understanding of illness origins and the relationship between an organism’s systems and disease symptoms. Since pathophysiology bridges many pathogens and diseases’ origins, mechanisms, and results, the necessity for a self-correcting investigatory process in clinical academics is successfully addressed. A sense of satisfaction and assurance in dealing with similar matters results from such a relationship in knowledge.
Pathophysiology Nursing Course
I started my pathophysiology nursing course by reviewing the syllabus to get a sense of what I would be learning. According to the schedule, I would complete visualizations, take tests, and write discussion board posts on various topics that we learned about throughout the week during this class. Each week, the focus was on a different body system function and the critical diseases and disorders that go along with it. Pathophysiology, as I learned in my associate nursing school, is the study of the epigenetic modifications that occur due to an injury or disease process (Gaspersz et al., 2018). Pathophysiology is the study of how diseases and disorders manifest in the body.
Looking back on this pathophysiology nursing course, I can state that I learned how to comprehend a complex illness process and give my thoughts on it to my classmates. My understanding of various disease processes was solidified by my ability to create concept maps, complete quizzes, and respond to questions in a discussion board format. The multiple subjects addressed in this session aided in my understanding of the illness processes described and presented (Hinkle et al., 2020). I understand how sickness or condition develops in the body and how these diseases and disorders are treated.
There were learning objectives at the start of this course that described how this course would teach the class. The first result I remembered was that students would be able to “examine the pathophysiological processes of chosen population-focused disorders” (Sareen, 2021). Many other disease processes were discussed in class, such as acute renal damage, heart failure, and diabetes. Now that I am a nurse, I feel like I can comprehend the pathophysiology and therapies connected with these diseases if I come across them.
“Examine the pathophysiology of disease to identify outcomes and assess medical, pharmacological, and nutritional therapies,” according to another course learning objective. This learning objective was reviewed in discussion board three when a novel treatment for type two diabetes was investigated that could eliminate the need for insulin injections. This issue made me consider the benefits and drawbacks of the subject. After researching, I discovered that while this type of treatment technique might be fascinating, it would not be sufficient to solve the problem. Sedentary lifestyles, poor nutrition choices, and a lack of physical activity throughout the day are all risk factors for type two diabetes. Giving people with diabetes this form of medication would not assist them in losing weight, becoming more physically active, or eating a healthy diet, all of which could lead to heart problems (Kennedy, 2019). Even though I disagreed with this new therapeutic procedure, I enjoyed researching and learning about it.
I engaged in three discussion boards with my classmates to complete this course. I had to answer three separate topics: stem cell research, chronic myelomonocytic leukemia, and finally, a new diabetes medication that might potentially eliminate injections from a diabetic’s life. Each of these discussion boards sparked debate and necessitated further investigation. While researching these numerous areas, I learned about new medical topics that I was unaware of. I enjoyed learning about these issues and utilized what I learned in my nursing practice, so I will be able to apply this information if I come across any of them in the future.
Nevertheless, pathophysiology has provided me with a broad understanding of the foundations I will need to pursue a career in nursing. During the training, I received much knowledge and discovered many of my skills. I have found that these classes go quickly. Therefore I will need a comprehensive timetable to ensure I have all I need for the quizzes. I also picked up new study habits, such as taking it one step at a time rather than cramming all the courses in two days. Writing and editing the notes has also helped me remember essential details, and I have developed a new habit of color-coding themes. Whereas the lecturer provided numerous tools for us to study and even examined during class to clarify whatever we needed, this course was challenging. Pathophysiology is a vital subject, and I believe this class was necessary to prepare us for the nursing core (Kennedy, 2019). It has provided me with a foundation in what we need to know, and I want to use these tools again in the future to assist me in going through nursing.
Conclusion
Finally, after performing three online forums, quizzes, and concept maps, I believe this pathophysiology course has improved my nursing and disease process understanding. I learned about the effects of various diseases on the body and how treatments are linked to the disease process. As a result, I am more confident in my capacity to offer treatment to my patients and fully comprehend and think about the disease process in a scholarly manner.
References
Gaspersz, R., Nawijn, L., Lamers, F., & Penninx, B. W. (2018). Patients with anxious depression: an overview of prevalence, pathophysiology, and impact on course and treatment outcome. Current Opinion in Psychiatry, 31(1), 17-25.
Hinkle, J. F., Jones, C. A., & Saccomano, S. (2020). The pilot of an adaptive learning platform in a graduate nursing education pathophysiology course. Journal of Nursing Education, 59(6), 327-330.
Kennedy, D. R. (2019). The effect of banning computers on examination performance in a first-year pathophysiology class. American Journal of Pharmaceutical Education, 83(10).
Sareen, J. (2021). Posttraumatic stress disorder in adults: Epidemiology, pathophysiology, clinical manifestations, course, assessment, and diagnosis. UpToDate, 1(1), 1.