Dr. Betty Carlson Bowles PhD, MSN, RNC, IBCLC
Nursing, Wilson School of
» Associate Professor
Registered Nurse, Texas, 1965 - present
|Semester||Course #||Section||Course Name||Location||Days / Times|
|Details||Fall 2014||4152||Community Health Nursing Care||Bridwell Hall 108||
MWF 1:00 - 3:00 pm
|Details||Spring 2014||NURS4152||Community Health Nursing||Bridwell Hall 108|
|Details||Fall 2013||4153||01||Community Health Nursing||Bridwell Hall 108|
|Details||Spring 2013||NURS 3203||Pathophysiologic Processes||Bridwell Hall 108||
NURS 3203 – X1: PATHOPHYSIOLOGIC PROCESSES
Spring 2013 : WEB CT
FACULTY: Betty Bowles, RNC, PhD (397-4048) Office: Bridwell Hall 323
Course Description: This course is a study of the pathophysiologic concepts associated with illness and disease. The organizing framework of the course is a body-systems approach. We will examine the more common alterations in physiologic function that affect selected body systems. The format for examining each altered state involves defining the altered state, explaining etiology and pathogenesis, and describing associated clinical manifestations.
Prerequisites: BIOL 1134 & 1234 (Anatomy and Physiology), BIOL 3004 (Microbiology), and CHEM (3 hours).
Credit Hours: 3
Learning Tools: Required readings; study guides; crossword puzzles; online quizzes, examinations, collaborative ing.
Objectives: Upon completion of this course, the student will be able to:
AACN Essentials: For information regarding the AACN Essentials refer to the BSN Handbook.
Gould, B. & Dyer, R. (2011). Pathophysiology for the Health Professions (3rd or 4th ed.). Philadelphia: Saunders.
Chapter Online Quizzes 20%
Exam 1 20%
Exam 2 20%
Exam 3 20%
Exam 4 20%
Note: The average on the 4 on-campus exam scores must be 74% or above in order to pass the course. The online chapter quizzes will NOT factor in to this 74% average.
(Note: nursing students must achieve a grade of C or better in order to progress in the nursing program.)
Attendance Policy: This is a Web-based course. Students are expected to come to campus for orientation on the first scheduled class day, and for exams. (See attached schedule.) Students will complete lessons on Web CT and take weekly on-line quizzes over EACH chapter. There is a week-by-week “schedule” recommended for keeping up with the assignments in preparation for scheduled on-campus exams.
For additional information, please review attendance policy in the Student Handbook and Activities Calendar.
Reading Guides: There are Reading Guides for each chapter. This will assist you in preparation for the on-line chapter quizzes.
Chapter Quizzes: There will be an on-line quiz over EACH chapter. It is expected that students will use available resources for these quizzes. Work slowly and carefully on the on-line quizzes. Do not progress to the next question until you are sure you have saved the previous answer. Unsaved questions are counted as wrong. The on-line quizzes will count 20% of the grade. Quizzes will close each week on Mondays at 11:55 pm. Please budget your time and work ahead to allow for emergencies because online quizzes may NOT be made up for any reason. See the course calendar for a schedule of readings and quizzes.
Exams: Students are required to come to campus for exams. These exams each count 20% of the course grade. Students may NOT use learning resources or study guides during these exams. Anyone arriving late for a , will NOT be granted additional time to complete the because collaborative ing will begin one hour after the beginning of the exam. Note: The average on the 4 on-campus exam scores must be 74% or above in order to pass the course.
Collaborative ing: After each exam, students will collaboratively re-take the exam in groups. Any group scoring greater than 90% as a group will get 3 points added to each individual grade and any group scoring 80-89% will get 2 points added to each individual grade. Besides having the opportunity to raise your grade, you will also get experience in group process by reviewing the exam together and receive immediate feedback on the questions. Collaborative ing will only be done at regularly scheduled times (not for make-up exams).
Missed exam(s): Students are expected to take exams on the day they are scheduled. If you cannot take the exam on the scheduled day, please notify course instructor before the scheduled exam to arrange an exam make-up. Make-up exams will be administered during the scheduled final exam period on May 8, 2013
1. Turn all cell phones and pagers OFF and leave them in the back of the room.
2. Leave everything EXCEPT a #2 pencil & Student ID card in the back of the room.
3. No food or drink allowed.
4. Complete the scantron sheet with LAST NAME ONLY. If another student in the class has the same last name, include your first initial. Put your name on the paper.
5. Read the instructions, sign the honor code LEGIBLY, and remove that sheet to use as a cover sheet.
6. Keep your paper and answer sheet ON THE DESK and COVERED at all times. DO NOT write answers in the margin. If I can see your answers, I will assume you are sharing answers with others and will collect your paper.
7. If you have a question about a item, please write your question on the back of the scantron. These questions will be reviewed before the is graded.
8. When you are finished, turn in your ing materials in the back of the room and quietly leave the room through the side doors. Do not congregate outside the classroom as this is a noisy distraction to those still taking the exam.
9. You will be assigned collaborative ing groups after the exam.
10. The purpose of collaborative ing is to learn negotiation and compromise skills and to get immediate feedback on the . Remember that each individual in the group gets the same bonus points, so be sure everyone is included in the discussion.
9. Each group should choose a recorder who will record on the scantron sheet the LAST NAMES of each group member who is present (in alphabetical order), and the answers selected by the group.
10. You will have 20 minutes to complete the . When time is called, you must promptly submit your paper and Scantron.
11. I will post a note in the “News” telling which groups get the bonus points (so remember your
12. I will NOT discuss the answers until the item analysis is completed.
13. See the Grade book on WebCT to get your exam grade. The grade posted in the WebCT grade book
INCLUDES the addition of the collaborative ing bonus points.
Crossword Puzzles: There is a crossword puzzle for each chapter. These are optional, but highly recommended for drill in terminology and definitions. These terms will appear on quizzes and s.
Medical Terminology: You will be given several prefixes and/or suffixes and their meanings each week. These will be included on each exam.
Communication / E-mail / Announcements: All announcements regarding the course or s will be done on the “News” on D2L, so you are encouraged to check these frequently.
Questions about s or grades should be directed to the instructor via D2L e-mail. Some of your e-mails may be answered via Discussion Board if the answer pertains to everyone. Please use the e-mail rather than the phone to contact me for three reasons: 1) I have a hearing impairment that makes telephone communication difficult; 2) with e-mail I have a record of all communications; and 3) I can retrieve and answer the e-mails from off campus if I am out of the office.
Technical issues should be discussed with Crystal Boyle in Extended Education at firstname.lastname@example.org.
Code of Conduct
MSU Code of Conduct - Academic Dishonesty
(From the MSU Student Handbook, p. 77)
Cheating, collusion, and plagiarism (the act of using source material of other persons, either published or unpublished, without following the accepted techniques of crediting, or the submission for credit of work not the individual’s to whom credit is given). Additional guidelines on procedures in these matters may be found in the Dean of Students office.
a. The term “cheating” includes, but is not limited to: (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; or (3) the acquisition, without permission, of s or other academic material belonging to a member of the university faculty or staff.
b. The term “plagiarism” includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.
c. The term “collusion” means collaboration with another person in preparing work offered for credit if that collaboration is not authorized by the faculty member in charge.
Student Honor Creed
(From the MSU Student Handbook, p.5)
“As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so.”
As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.
Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.
We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one’s own, work or ideas which are not entirely one’s own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.
We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.
Written and adopted by the 2002-2003 MSU Student Senate.
NURS 3203 adheres to the MSU Code of Conduct. In particular, academic dishonesty, however small, creates a breach in academic integrity. A student’s participation in this course comes with the expectation that his or her examinations will be completed in full observance of the MSU Code of Student Conduct.
Many components of NURS 3203 are designed to be highly interactive with students helping each other learn. Students are encouraged to take full advantage of many resources available including online WebCT course resources, Internet sites, faculty and peers when meeting the objectives of the course. This interactive collegial learning environment is conducive for life-long learning.
The on campus examinations in NURS 3203 must represent efforts of each student INDIVIDUALLY and are NOT to be shared or copied from other students, notes or other sources. When students submit their exams for grading, they are ating that they abided by this rule.
Academic dishonesty will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification. If students are guilty of academic dishonesty, a grade of zero (0) will be given for the examination. Cases may also be referred to the Dean of Students for possible dismissal from the university.
By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course. The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes.
Americans with Disabilities Act: Midwestern State University does not discriminate on the basis of an individual's disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility, and employment of individuals in programs and activities. MSU provides academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic/employment requirements. For assistance, call (940) 397-4618 or (940) 397-4515. It is the student's responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required. Please see the instructor outside of class to make any arrangements involving special accommodations.
Class Schedule—Spring 2013
Note: The instructor reserves the right to modify the syllabus as necessary.
|Details||Fall 2012||NURS 3203||Pathophysiologic Processes||Bridwell Hall 108|
|Details||Spring 2012||NURS 3203 x202||Pathophysiologic Processes||Bridwell Hall 108||
|Details||Spring 2012||NURS 3203 x202||Pathophysiologic Processes||Bridwell Hall 108|
|Details||Spring 2012||NURS 3203 x202||Pathophysiologic Processes||Bridwell Hall 108|
|Details||Fall 2011||NURS 3203-x20||Pathophysiologic Processes||Bridwell Hall 108||
Wednesday, 4:00 pm
|Details||Spring 2011||NURS 3203 - x10||Pathophysiologic Processes||Bridwell Hall 108||
Wednesday, 4:00 pm
|Details||Spring 2011||NURS - 3503||101||Nursing Research||Bolin Hall 127||
Wednesday 0100p (For Orientation and Final Exam only)
|Details||Spring 2011||MWSU 4433 2H2||Honors - Death: Planning for the Inevitable||Bridwell Hall 305||
Tuesdays, 5:00 - 7:00 pm
|Details||Fall 2010||NURS 3203 - x10||Pathophysiologic Processes||Bridwell Hall 108||
Wednesday, 4:00 pm
|Details||Fall 2010||NURS - 3503||101||Nursing Research||Bolin Hall 127||
MW 0130p - 0250p
|Incarnate Word College, San Antonio||Bachelor of Science in Nursing||1965-5-14|
|Texas Woman's University, Denton, TX||PhD (Health Studies)||Aug 31 2009 12:00AM|
|Texas Woman's University, Houston, TX||Master of Science (Nursing)||Sep 1 1974 12:00AM|
|Institution||Position||Start Date /||End Date|
|Bethania Hospital||Charge Nurse (PT)||1965-05-15||1966-09-01|
|Bethania School of Vocational Nursing||Instructor of Nursing||1965-05-15||1968-09-01|
|Cameron State University||Instructor of Nursing||1966-09-01||1968-09-01|
|Head Start, Burkburnett||School Nurse||1968-05-15||1968-09-01|
|Midwestern State University||Instructor of Nursing||1968-09-01||1974-09-01|
|Midwestern State University & Burkburnett Continuing Education||Preparation for Childbirth Instructor (PT)||1970-09-01||1990-09-01|
|Midwestern State University||Assistant Professor of Nursing||1974-09-01||1981-09-01|
|Midwestern State University||Associate Professor of Nursing||1981-09-01||1990-09-01|
|Wichita General Hospital||Labor and Delivery Staff Nurse (PT)||1988-05-15||1990-09-01|
|Wichita General Hospital||Lactation Consultant||1990-05-15||1995-09-01|
|Wichita General Hospital||Director of Maternal Child Health||1990-09-01||1995-09-01|
|Wichita General Hospital /United Regional Health Care System||Director of Education||1995-09-01||2000-09-01|
|Midwestern State University||Coordinator of Professional Outreach||2000-09-01||2003-09-01|
|Midwestern State University||Assistant Professor of Nursing||2003-09-01|
Jansen, L., Gibson, M., Bowles, B., & Leach, J. (2013). First do no harm: Interventions during childbirth. Journal of Perinatal Education, 22(2), 83-92.
Gibson, M., Bowles, B., Jansen, L. & Leach, J. (2013). Childbirth education in rural Haiti: Reviving low-tech teaching strategies . Journal of Perinatal Education, 22(2), 93-102.
Bowles, B., Gibson, M., Jansen, L, & Leach, J. (2012). Intrapartum nurse’s guide to protecting, promoting and supporting breastfeeding: Another ten steps. Clinical Lactation, 1(4), 147-154.
Bowles, B., Gibson, M., & Jansen, L. (2012). Haiti: Exclusive breastfeeding in the prevention and treatment of cholera. Clinical Lactation, 3(2), 51-57.
Gresham, J., Bowles, B.C., Gibson, M., Robinson, K., Farris, M., Felts, J. (2012). Death- Planning for the inevitable: A hybrid honors course. Honors in Practice, 8, 43-54.
Bowles, B.C. (2011). Breast massage: A handy multipurpose tool to promote breastfeeding success. Clinical Lactation, 2(4):21-24.
Bowles, B.C. (2011). Promoting breastfeeding self-efficacy: Fear appeals in breastfeeding management, Clinical Lactation, 2(1):13-16.
Bowles, B., Cook, W., Gibson, M., Horner, N. & Jansen, L. (2010). Dalquest Desert Research Station Handbook: Health Promotion and Injury Prevention. Published online at
Bowles, B.C. (2009). Genograms as threat appeals: Using the Extended Parallel Process Model with familial cardiovascular disease (Doctoral dissertation, Texas Woman’s University, 2009).
Sportsman, S, Bowles, B, & Hawley, L. (2004). The state of prevention in allied health
education and practice. Journal of Allied Health Professions, 33(3), 218-223.
Bowles, B, Leach, J., Starr, S., & Foster, M. (1993). Infant feeding preference card, Journal of Human Lactation, 9(4): 256-258.
Bowles, B, & Leach, J. (1993). Breastfeeding by Federal Express, Journal of Human Lactation, 8(3): 154-155.
Bowles, B.C. (1991). Breastfeeding consultation in sign language, Journal of Human Lactation, 7(1):21.
Bowles, B.C., & Williamson, B. P. (1990).Pregnancy and lactation following anorexia and bulimia, JOGNN, 19(3): 243-248.
Stutte, P.C., Bowles, B.C., & Morman, G.Y. (1988). Effects of breast massage on volume and fat content of human milk, Genesis, 10(2):22-25.
Bowles, B.C., Stutte, P.C., & Hensley, J.H. (1987/1988). New benefits from an old technique: Alternate massage in breastfeeding, Genesis, 9(6): 5-9, 17.
Bowles, B. C. (1974). Situational doll plan to relieve anxiety in children receiving injections. (Masters thesis, Texas Woman’s University, 1974).
Terrell, J., Bowles, B., Gibson, M. (2012). Sustainability of Endangered Species: Queen Conch Research Refuge Ranch. Presentation at 2012 Hawaii University International Conferences in Education, Math & Engineering Technology, July 31 – August 2, Honolulu, Hawaii.
Terrell, J., Bowles, B., & Gibson, M. (2012). Teaching marine assessment skills while promoting sustainability of the Queen Conch. (Denied by Journal of College Science Teaching).