Pathophysiology: The Respiratory System
Course #38822 - $90 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
Pathophysiology is the study of disordered and altered functions affecting the body's dynamic homeostasis and the concepts of illness development and progression. This course is designed to broaden the nurse's understanding of respiratory pathophysiology by exploring causes, alterations and physiology adaptations, manifestations, and resolution of disease states. Pathophysiologic symptoms and signs are described in relation to the patient's clinical presentation, allowing the nurse can monitor physical changes and relate them directly to the illness process. Appropriate diagnostic tests and treatments for each problem are included to provide information about disease progression, remission, and resolution.
- INTRODUCTION
- THE RESPIRATORY SYSTEM IN HEALTH AND ILLNESS: STRUCTURAL AND FUNCTIONAL INTER-RELATIONSHIPS
- PATHOPHYSIOLOGIC INFLUENCES AND EFFECTS
- RELATED SYSTEM INFLUENCES AND EFFECTS
- PSYCHOSOCIAL/LIFESTYLE INFLUENCES AND EFFECTS
- NURSING ASSESSMENT: ESTABLISHING THE DATA BASE
- NURSING DIAGNOSES, PLANNING, AND IMPLEMENTATION
- DISORDERS OF THE UPPER RESPIRATORY SYSTEM
- DISORDERS OF THE LOWER RESPIRATORY SYSTEM
- TRAUMATIC DISORDERS
- RESPIRATORY SURGERY OF THE UPPER AIRWAY
- THORACIC SURGERY
- CONCLUSION
- CASE STUDIES
- Works Cited
- Evidence-Based Practice Recommendations Citations
This course is designed for nurses working in critical care and general and specialty medical-surgical units in which patients with multiple organ system problems are found.
As health care becomes more complex, it is essential that the theoretical concepts of the basis of illness (pathophysiology) be well understood. The purpose of this course is to reinforce the scientific rationales for the interventions nurses perform and the decisions nurses make as patients move through the ever-changing struggle with their respiratory illness.
Upon completion of this course, you should be able to:
- Identify the key structures and functional inter-relationships in the respiratory system.
- Describe the components and functions of pulmonary circulation.
- Discuss the pathophysiologic and environmental influences and effects on the respiratory system.
- Outline the role of subjective data in completing a full nursing assessment of the respiratory system.
- Describe objective data compiled during a nursing assessment of the respiratory system.
- Identify diagnostic tests used in the identification and classification of respiratory diseases.
- Outline the nursing diagnoses, planning, and management of conditions related to respiratory dysfunction.
- Discuss clinical manifestations of infectious diseases of the upper respiratory system.
- Review signs and symptoms of upper respiratory neoplasms and related nursing actions.
- Describe the common causes, appearances, and treatment of traumatic disorders of the upper respiratory disorders.
- Analyze the presentation and nursing management of occupational lung diseases.
- Evaluate pathologic causes and manifestations of disorders of the lower respiratory tract.
- Discuss the pathophysiology and clinical manifestations of traumatic respiratory disorders.
- Outline the concepts and information the nurse should provide for the patient during the health teaching and discharge planning process after respiratory surgery.
- Describe key concepts related to caring for patients who receive thoracic surgery.
Jane C. Norman, RN, MSN, CNE, PhD, received her undergraduate education at the University of Tennessee, Knoxville campus. There she completed a double major in Sociology and English. She completed an Associate of Science in Nursing at the University of Tennessee, Nashville campus and began her nursing career at Vanderbilt University Medical Center. Jane received her Masters in Medical-Surgical Nursing from Vanderbilt University. In 1978, she took her first faculty position and served as program director for an associate degree program. In 1982, she received her PhD in Higher Education Administration from Peabody College of Vanderbilt University. In 1988, Dr. Norman took a position at Tennessee State University. There she has achieved tenure and full professor status. She is a member of Sigma Theta Tau National Nursing Honors Society. In 2005, she began her current position as Director of the Masters of Science in Nursing Program.
Contributing faculty, Jane C. Norman, RN, MSN, CNE, PhD, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Margo A. Halm, RN, PhD, NEA-BC, FAAN
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.