2808NRS : Human Pathophysiology and Pharmacology 2

Assessment Overview

This assessment is designed to develop your skills in critically analysing a patient case study. You will:

• Differentiate between normal and abnormal findings

• Identify evidence-based diagnostic investigations and treatment strategies

• Integrate and apply understanding of human pathophysiology and pharmacology through:

  • A single-page concept map

  • A 500-word written explanation

This assessment covers all course learning outcomes.

Case Study

Patient: George Russell, 72-year-old male
History: Type 2 diabetes mellitus, diagnosed 12 years ago

Presentation:

• Found at home confused and dehydrated after several days

• Paramedics report: disoriented, minimally responsive, dry mouth, sunken eyes, poor skin turgor

• Vital signs: BP 86/54 mmHg, HR 122 bpm, RR 24/min, shallow breathing

• Urination: No urine for >12 hours

• Medication adherence: Weekly pack untouched for 2 weeks

• Lifestyle observations: Many empty sugary drink bottles, takeout containers

• Social history: Withdrawn since wife’s death 6 months ago, no social activity

Diagnosis: Hyperosmolar Hyperglycaemic State (HHS), a serious complication of type 2 diabetes

Assessment Requirements

Part 1: Concept Map

Develop a single-page, color-coded concept map that demonstrates:

1. Patient Risk Factors (RFs)

   • Identify 3 risk factors from the case study

   • Show links to the aetiology/pathophysiology of HHS

2. Pathophysiological Sequence

   • Link the aetiology (cause) to five clinical manifestations (CMs)

   • Group CMs by body system:

     • Cardiovascular

     • Metabolic/Endocrine

     • Neurological

     • Integumentary

     • Renal

3. Body System Details

   • How each system is affected by the disease process

   • Specific clinical signs or symptoms

Note: No in-text references are required in the concept map.

Part 2: Written Explanation (500 words)

Provide a 500-word explanation including:

1. Diagnostic Investigations

   • Explain and justify two evidence-based tests to confirm HHS

2. Treatment and Management

   • Explain and justify two evidence-based approaches to treat/manage the condition

   • One approach must be pharmacological

Requirements:

• Use at least four scholarly references (2015–2025)

• Strict 500-word limit (marker stops at 500 words)

• Headings/subheadings can be used

• Formal introduction/conclusion not required

• Use academic language; avoid first person

Submission Guidelines

• Submit Parts 1 and 2 as a single document

• Recommended: PowerPoint for concept map + written explanation

• Save as PDF to avoid formatting issues

• Submit via: ‘A2 FINAL Concept map written assignment submission’ tab

Draft Submission:

• Submit a draft to the ‘A2 DRAFT SUBMISSION’ tab to check for plagiarism

Additional Resources

• Concept-map FAQs

• “What is a Concept Map?” video (start from 15 min mark)

Marking Rubric

Refer to the rubric at the end of your assessment document to understand the weighting of each section.

Summary of Assessment Requirements

The 2808NRS Human Pathophysiology and Pharmacology 2 – Assessment 2 is designed to develop students’ ability to critically analyse a patient case study and integrate knowledge of pathophysiology and pharmacology. The assessment consists of two parts:

Part 1: Concept Map

• Develop a single-page, color-coded concept map

• Identify three patient risk factors from the case study and link them to the aetiology/pathophysiology of Hyperosmolar Hyperglycaemic State (HHS)

• Present a pathophysiological sequence linking the cause of HHS to five clinical manifestations

• Group clinical manifestations by body system: cardiovascular, metabolic/endocrine, neurological, integumentary, and renal

• Show how each system is affected and highlight specific signs or symptoms

Part 2: Written Explanation (500 words)

• Explain and justify two evidence-based diagnostic investigations for HHS

• Explain and justify two evidence-based treatment/management approaches, with one being pharmacological

• Adhere to 500-word limit

• Use at least four scholarly references (2015–2025)

• Academic language, headings/subheadings allowed; no introduction or conclusion required

Submission Guidelines:

• Submit both parts as a single document (PowerPoint recommended for concept map, saved as PDF)

• Draft submission available for plagiarism check

• Refer to the marking rubric for weighting

Learning Outcomes Covered:

• Critical analysis of patient data

• Understanding pathophysiology and pharmacology

• Linking clinical signs to underlying disease processes

• Evidence-based diagnostic and management strategies

Assessment Approach Guided by Academic Mentor

The Academic Mentor guided the student in a step-by-step process:

1. Case Study Analysis

   • Reviewed George Russell’s history, clinical presentation, and social factors

   • Identified risk factors such as advanced age, poor medication adherence, and social isolation

   • Discussed how these factors contribute to HHS development

2. Concept Map Development

   • Explained the importance of color-coding and logical flow for visual clarity

   • Guided linking risk factors → aetiology → pathophysiology → clinical manifestations

   • Grouped clinical manifestations by body system for structured representation

3. Pathophysiology Sequencing

   • Mentored the student to trace hyperglycemia → osmotic diuresis → dehydration → electrolyte imbalance → neurological and renal effects

   • Ensured each step included observable clinical signs

4. Written Explanation

   • Guided selection of two diagnostic investigations, e.g., plasma glucose measurement and serum osmolality, with evidence-based justification

   • Reviewed treatment approaches, including IV fluids and insulin therapy, and pharmacological rationale

   • Assisted in maintaining academic tone, proper referencing, and adherence to the 500-word limit

5. Integration and Submission

   • Advised on merging concept map and written explanation into one PDF

   • Checked alignment with learning outcomes and rubric

Outcome Achieved

• The student produced a clear, logically structured concept map linking risk factors to pathophysiology and clinical manifestations

• The written explanation provided evidence-based justification for diagnostic tests and treatment strategies

• Academic rigor was maintained with proper scholarly references

• Learning outcomes achieved:

  • LO1: Critical analysis of patient data

  • LO2: Application of pathophysiology knowledge

  • LO3: Interpretation of clinical manifestations

  • LO4: Evidence-based decision making

  • LO5: Understanding pharmacological management

  • LO6: Integration of knowledge into a holistic case study assessment

This approach ensured the student could apply theory to practice, demonstrating both analytical skills and understanding of HHS management.

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