BIOL121 Human Biological Science 1
Teaching organisationTeaching and learning strategies will include lectures, tutorials, web-based learning and science laboratory activities. Students will be expected to take responsibility for their learning and to participate actively within group activities, demonstrating respect for the individual as an independent learner.
Unit description and aim
Health professionals need to have an understanding of disease processes and drug action in order to prevent and manage diseases, promote health and care for their patients/clients.
In this unit students will extend their knowledge of the human body by developing an understanding of pathophysiology and pharmacology with respect to selected National Health Priority (NHP) areas and Quality Use of Medicines (QUM). The influence of lifespan changes will also be introduced in the context of these areas and drug administration. Basic prinicples of microbiology will be linked to infection control practices.
Students will apply scientific knowledge to understand disease processes and their pharmacological management for successful progression to later units in their respective courses.
On successful completion of this unit, students should be able to:
LO1 - Describe basic principles of pharmacology with respect to Quality Use of Medicines (QUM) (GA4, GA5)
LO2 - Describe the pathophysiology of selected National Health Priority areas to explain their respective clinical manifestations and pharmacological management (GA4, GA9)
LO3 - Explain how physiological changes that occur across the lifespan impact on disease processes and drug administration (GA4, GA9)
LO4 - Relate microbiological principles to infection control practices (GA4, GA5)
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA9 - demonstrate effective communication in oral and written English language and visual media
ANMC Competency Standards Nurse developed in this unit are:
Australian Nurses’ and Midwifery Council Competency Standards for the Registered Nurse developed in this unit are:
Professional Practice 2.6
1, 2, 3, 4, 5,
Critical Thinking and Analysis 3.3
2, 4, 5
Provision and Coordination of Care
5.1, 5.2, 5.3, 6.1, 6.2, 8.1,
1, 2, 3, 4, 5
Collaborative and Therapeutic Practice 9.5
1, 2, 3, 4, 5
Topics will include:
Principles of pathophysiology
Principles of pharmacology
Adverse drug reactions and drug interactions
Selected drug groups based on NHP areas
Prevention and control of infection
Selected National Health Priority (NHP) areas
Arthritis and musculoskeletal conditions
Learning and teaching strategy and rationale
Lectures, tutorials, web-based learning and science laboratory activities will be scheduled over a ten week semester.
This unit uses an active approach with on-campus lectures and workshop classes that are supported by online activities. Lectures allow teachers to convey necessary information so that students can gain an overall understanding and make connections between different components. Lectures also provide opportunities for students to check their understanding and ask questions. Workshop classes will consolidate student learning in a supported environment. A series of pre-class activities will allow students to build foundational knowledge and evaluate their understanding in order to successfully undertake workshop classes. In workshop classes students will work collaboratively and engage in activities such as reading, writing, discussion, or problem solving to promote analysis, synthesis and evaluation of class content. Case studies will also be used so that students can explore how what they have learned applies to real world situations. Online activities at the end of each week will provide students with feedback regarding their understanding of the relevant topic
Assessment strategy and rationale
In order to successfully complete this unit, students need to complete and submit three assessment tasks. Students must obtain an aggregate mark of equal to or greater than 50% for these three assessment tasks.
The assessment strategy used allows students to progressively develop their knowledge of pathophysiology and pharmacology. The first assessment task is divided into two parts and primarily focusses on knowledge acquisition and assimilation. Part A is an online quiz, which assesses basic principles of pathophysiology and pharmacology. This is an early assessment task which enables students to receive timely feedback regarding their progress in the unit. Part B is another online quiz where students are assessed on how well they can relate basic pathophysiology principles to selected National Health Priority areas including their pharmacological management. The second assessment task is a vodcast where students produce a 5-minute voice recording with accompanying visual material based on a person who has a disease/condition that is a National Health Priority area. This assessment task allows students to apply their knowledge of pathophysiology and pharmacology to a real situation. The final assessment task is the end-of-semester worksheet, which will assess integration and application of key concepts covered in this unit. This open book assessment requires students to connect and integrate different aspects of the content, integrate what they learned throughout the semester, and reflect on their BIOL122 studies.
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes||Graduate Attributes|
Assignment 1— Quizzes
Part A: Online quiz
This quiz enables students to use appropriate resources to demonstrate knowledge of basic principles of pathophysiology and pharmacology, including lifespan influences on drug administration.
Part B: Online quiz.
This quiz enables students to relate disease processes to clinical outcomes and pharmacological management of selected National Health Priority areas.
The vodcast is an oral presentation that enables students to describe a National Health Priority area in relation to a person.
Assignment 3—End-of-semester worksheet
The end-of-semester worksheet requires students to use critical thinking skills to demonstrate their knowledge of pathophysiology and pharmacology.
Representative texts and references
Bryant, B. & Knights, K. (2015). Pharmacology for health professionals (4th ed.). Chatswood, NSW:Elsevier.
Bullock, S. & Manias, E. (2014). Fundamentals of pharmacology (7th ed.).French’s Forest, NSW: Pearson Australia.
Copstead, L.C., & Banasik, J.L. (2013). Pathophysiology (5th ed.). St. Louis, Missouri: Elsevier Saunders.
Guyton, A.C., & Hall, J.E. (2011). Textbook of medical physiology (12th ed.). Philadelphia: Saunders.
Lee, G. & Bishop, P. (2010). Microbiology and infection control for health professionals (4th ed.). French’s Forest, NSW: Prentice Hall.
Martini, F., Nath, J. & Bartholomew, E (2015). Fundamentals of anatomy and physiology (10th ed.). San Francisco: Benjamin/Cummings.
McCance, K., & Huether, S. (Eds.) (2014). Pathophysiology: The biologic basis for disease in adults and children.(6th ed.). St. Louis, Mo.: Elsevier Mosby.