NGR5149-Advanced Pathophysiology Across the Lifespan 4 NGR5149 – Exclusive Course Details

NGR5149 Course Introduction

(Syllabus) 9 Credits

Formerly: NGR5149X Course Introduction for NGR5149-Advanced Pathophysiology Across the Lifespan 4 (NGR5149X) (Syllabus)

Course Description

This course provides an introduction to the fundamental concepts of pathophysiology and the normal and abnormal physiology of human development from conception to old age. It also includes the study of the physiological and behavioral responses to illness, injury, and disease. The course is organized to provide students with a basic understanding of how physiological processes interact with one another in health and disease.

Learning Outcomes

1. Demonstrate an understanding of basic concepts related to pathophysiology through qualitative and quantitative analysis.

2. Identify major changes that occur across lifespan that alter physiological function.

3. Demonstrate an understanding of healthy aging through qualitative and quantitative analysis.

4. Demonstrate an understanding of conditions that change normal physiology that may result in pathology.

5. Apply knowledge related to specific diseases or conditions relevant to this course, including their pathophysiology, diagnosis, treatment, prevention, nursing care, prognosis, risk factors, intervention strategies for treating illness or injury.

6. Implement strategies for appropriate evaluation of patients based on their needs and preferences using verbal skills as well as quantitative measures such as information collected by standardized instruments.

7. Demonstrate effective communication skills related to knowledge acquisition and assessment in order to provide informed patient care decisions.

8. Demonstrate the ability to evaluate information provided from various sources including self-reports; questionnaires; laboratory data; observations; imaging studies; clinical records; physical examination results; objective data from blood draws; electrophysiological testing results; outcomes obtained from caregiver reports and feedback regarding patient outcomes when appropriate.

Prerequisite(s): Nil

Corequisite(s): NGR5149X

Preparation Program Coordinator: Noella Barron

NGR5149 Course Description

This course will focus on the pathophysiology of common disease processes and provide the skills and knowledge to critically evaluate clinical presentations, manage patients with acute and chronic conditions, and determine how these diseases are regulated. The student will be able to apply knowledge of the effects of disease processes on body systems as well as describe the pathophysiology of disease, its prevention and treatment through assessment, medical management, and drug therapy. The student should be able to demonstrate an understanding of how different diseases may affect people in their unique ways and identify how these diseases impact individuals with various impairments.
Learning Outcomes 1. Demonstrate a basic understanding of the core concepts related to pathology.
2. Demonstrate an ability to apply critical thinking skills for problem solving in health care.
3. Demonstrate an ability to interpret and analyze information about health issues.
4. Demonstrate an ability to develop effective communication skills in a variety of settings.
5. Communicate effectively both verbally and in writing.
6. Apply basic principles for infection control and safe handling practices during patient care activities.
7. Utilize information from multiple sources (e.g., electronic databases) in the development of patient care plans.
8. Utilize a systematic approach to analysis, evaluation, decision making, planning, implementation, evaluation & documentation related to the nursing process in health promotion & illness prevention across lifespan situations.
Graduation Requirements For successful completion of this program, students must: 1) complete 120 credits including NGR5110 Introduction to Nursing Theory II; NGR5140 Pathophysiology Across the Lifespan II; NGR5149 Advanced Pathophysiology Across the Lifespan I; NGR5150 Advanced Pharmacology II; NGR5160 Health Assessment Across the Lifespan II; NGR5210 Medical Terminology I; NGR5220 Business Communication I (1 credit); NGR5230 Business Communication II (2 credits); 2) earn a grade point average (GPA) of at least 2.5/4.0 at each term
Graduation Dates
September Term:
August-May Term:
Program Reviews Program Review Reports are prepared annually by Nursing Admissions & Student Services staff to assess program effectiveness throughout its three-year term.
To access your report online, please log into myUMD eCampus by clicking here: https://umt.maryland.edu/Students/Online-Student-Resources.aspx?tab=2
Review Process Review reports are available for public review within two weeks after their release date via myUMD eCampus under Student Records > Academic Record > Report Overview > Program Review Reports for each nursing program offered at UMBC School of Nursing

Universities Offering the NGR5149 Course

course

Prerequisites for the course NGR5149 Advanced Pathophysiology Across the Lifespan 4 (NGR5149) require advanced study in pathophysiology and are not available at all institutions.

Nursing Education Programs Offered in Canada

NURS 245 Advanced Nursing Practice – Fall, Spring, Summer 5 (NURS245)

NURS 341D-0.5 Basic Nursing Science I – Fall, Spring, Summer 1 (BNSC341D-0.5)

NURS 342D-0.5 Basic Nursing Science II – Fall, Spring, Summer 1 (BNSC342D-0.5)

NURS 343D-0.5 Basic Nursing Science III – Fall, Spring, Summer 1 (BNSC343D-0.5)

NURS 444 Advanced Clinical Practicum I – Summer only

Notes for Applying to Canadian Nursing Schools

Before you can apply to a Canadian nursing school you must register with the College of Nurses of Ontario and take the Nursing Program Entrance Exam .

Register with the College of Nurses of Ontario

Prepare for your exam by taking our test.

Find a School You’re Interested In

NGR5149 Course Outline

Course Description This course is designed to develop the knowledge and skills needed for clinical practice in the advanced management of acute and chronic disease across the lifespan. Topics addressed in this course include: overview of normal cell physiology, pathophysiology of specific disorders including heart failure, pulmonary diseases, oncology, kidney disease and neurologic disorders. The course will also introduce new areas of inquiry and practice that are emerging in this field including patient centered care, pain management and early intervention strategies for early recognition and prevention of complications. Field experiences are required with participation in service-learning programs that encourage community involvement. Field experience placements will be coordinated through your program director. A list of potential field experience sites can be found at the end of each section below.
The following sections provide information about the required core curriculum as well as some additional curricular requirements specific to this course.
Curriculum
1 Core Curriculum 2 Core Curriculum II 3 Core Curriculum III 4 Core Curriculum IV 5 Field Experience I 6 Field Experience II 7 Field Experience III 8 Field Experience IV Additional Curricular Requirements
Core Curriculum
In order to achieve a high level of competency in health care delivery and to prepare students to enter careers that utilize their graduate degree, we require all students enrolled in NGR5149-Advanced Pathophysiology Across the Lifespan: Core curriculum must complete a minimum of two core courses (1 semester) from the following categories:
A. Clinical Sciences B. Clinical Science Elective C. Health Care Delivery D. Humanities E. Communication Skills F. Inquiry G. Nursing Leadership H. Ethics CBE Approved Courses (Approved by CBE Faculty): NGR5149-Advanced Pathophysiology Across the Lifespan requires students to take one or more approved undergraduate courses each semester as listed above.
Required Courses/Prerequisites: A minimum grade point average of 3.0 is required for all students.
Courses Prerequisite Course Equivalent Advanced Pathophysiology Across the Lifespan NGR5149-1 Advanced Pathophysiology Across the Lifespan (course #17078) Advanced Pharmacology (course #17078) General Biology (course #17252) Environmental Science for Humans (course #17252) Anatomy & Physiology I (course #17151) Human Physiology I (course #17151) Physical Chemistry I (course #17352)
Clinical Science Electives:
Course Prerequisite Course Equivalent Epidemiology NGR5128 Epidemiology NGR5148-1 Nutrition NGR5129 Exercise Physiology NGR5135 Biochemistry & Molecular Biology I NGR5136 Physiological Psychology & Behavioral Neuroscience MATH 1513 Statistics for Research Design STAT2007 Introduction to Social Statistics STAT2008 Research Methods Statistics STAT2009 Research Design Statistics STAT2010 Research Methods Statistics STAT2020 Survey Research Methods Statistic Laboratory Practical Sciences STAT2302 Radiological Measurements Statistical Models STAT2303 Survey Analysis Statistical Interpretation JOURN 1015 Essentials of Critical Thinking PRAXIS CORE: English Language Arts/Composition Praxis CORE: Math Practice Praxis CORE: Biology Practice Praxis CORE: Math Subtest 1 Practice Praxis CORE: Math Subtest 2 Practice Praxis CORE: Reading Subtest 1 Practice Praxis CORE: Reading Subtest 2 Practice Praxis CORE: Writing Subtest 1 Practice
Health Care Delivery Electives:
Course Prerequisite Course Equivalent Community-Based Health Services RGT4015 Community-Based Health Services RGT4037 Advanced Public Health Service RGT4054 Clinical Skills Development RGT4044 / Proficiency Project Proficiency Project Competency Project LPT4016 Human Sexuality
Humanities Electives:
Course Prerequisite Course Equivalent Religious Faith & Spirituality JOURN1016 Humanities Critical Thinking PRAXIS CORE: English Language Arts/Composition PRAXIS CORE: Math Practice PRAXIS CORE: Reading/Subtest II PRAXIS CORE: English Language Arts/Composition PRAXIS CORE: Math Test Preparation SOWK2350 Contemporary Issues in Social Work HUM2758 Philosophy

NGR5149 Course Objectives

1. The student will demonstrate knowledge and application of the basic biopsychosocial factors that influence health and illness across the lifespan, including biological, psychological, social-cultural, environmental, and spiritual aspects of development. 2. The student will demonstrate knowledge and application of the theory of somatic symptoms across the lifespan including diagnostic assessment methods. 3. The student will demonstrate knowledge and application of the different theories of developmental psychopathology. 4. The student will demonstrate knowledge and application of differential diagnosis in a clinical setting across the lifespan.
NGR5149 Course Objectives for NGR5149-Advanced Pathophysiology Across the Lifespan
Course Description: This course examines advanced topics in pathophysiology including pathology in selected diseases such as mental retardation, cancer, cardiovascular disease, stroke, respiratory disease, neurodegenerative disorders, diabetes mellitus and neuromuscular disorders among others.
The course is intended to give students an opportunity to explore these topics further with relevant clinical examples.
Course Goals: • To understand the pathophysiology associated with certain diseases such as mental retardation • To learn about pathophysiology associated with cancer • To learn about pathophysiology associated with cardiovascular disease • To learn about pathophysiology associated with stroke
NGR5149 Course Objectives for NGR5149-Advanced Pathophysiology Across the Lifespan
Course Outcomes:
1) Demonstrate understanding of basic biopsychosocial factors that influence health and illness across the lifespan (NGR2040) 2) Demonstrate an understanding of somatic symptoms across the lifespan (NGR5165) 3) Demonstrate knowledge and application of differential diagnosis in a clinical setting (NGR5155) 4) Demonstrate knowledge and application of theories relating to development from conception through death (NGR5166)
Notes:
a. Students are expected to enroll in both NGR5149 – Advanced Pathophysiologies across Lifespan (level two) or NGR5241 – Advanced Pathophysiologies across Lifespan (level one). b. If you are enrolled at this time in NGR5241 but have not completed all required modules or have not yet passed your first module please check with your academic advisor before enrolling in this course or check back for updates on what you need to do next.
c. Students wishing to take this course without completing NGR5149-Advanced Pathophysiologies Across Lifespan may take it under either level one or two status depending upon their first semester requirements; however they must enroll as both a full time student at least half-time during both semesters which must be completed within a year.
d. Students who have taken NGR6145 – Advanced Nutritional Biochemistry may not enroll into this course under either status unless they have completed all required modules prior to enrollment into this course.
e. Students who are taking both NGR5149 & NGR6145 should only register for one section at any given time; however if they wish to take another section after this section they can change their registration until week two on August 15th when registration changes will be cancelled.
f. Courses that fulfill prerequisites are marked by asterisks (*). g. Courses that satisfy requirements cannot be counted twice towards meeting a requirement; for example if you earn a grade lower than B-, but receive an F-, you can still receive credit for it; just make sure your score was below B-. h. If you need help registering for courses please contact us at post-secondary@uwindsor.ca i. Additional information regarding grading procedures is available on our website: http://www.uwindsor.ca/facultystaff/teaching-and-learning/grading.html
Graduation Requirements:
• Successful completion of GRS5110 – Physiological Principles Across the Lifespan: Longitudinal Study requires B+ average over all modules including GRP5110 & GRP5165 • Successful completion of GRS5120 – Biostatistics Across Life Sciences requires A* average over all modules including GRP5120 & GRP5165 • Successful completion of GRS5125 – Research Design Across Life Sciences requires A* average over all modules including GRP5120 & GRP5165
Note: In some cases students may be asked to sit through lectures for which they do not receive credit or may submit examinations from which they do not receive credit due to not fulfilling a prereq or grad requirement.
Submission Requirements:
Grades offered based on submissions: • No Grading Criteria provided • All assignments must be written up using the University approved word processing program or other approved word processing program; Microsoft Office Word is preferred
• Submit assignments via DropBox – dropbox.uwindsor.ca Under GRADES click on SUBMIT ASSIGNMENTS next to each assignment listed Click on ENROLLMENT TAB Choose ENROLLMENT TYPE COURSE Select “Advanced Pathophysiologies” Make sure “Advanced Pathophysiologies” is selected then select class Click on “Submit Assignment”
Required Textbooks:
Must read before attending lecture: Marler J.S., Griffiths-Jones S., & Frye C.G., An Introduction to Nursing Research Oxford University Press: ©2007 Must Read before attending lecture Textbook: Pearson Canada-McGraw-Hill Canadian Edition ©2012 Must Read before attending lecture Textbook:
Marler J.S., Griffiths-Jones S., & Frye C.G., An Introduction to Nursing Research Oxford University Press ©2007

NGR5149 Course Pre-requisites

NGR5149 will require the following assessment requirements: Assessment Element Assessment Criteria Continuous Assessment (40% of course marks) • 1x 1000w/1200w Term test – 3 hour duration. • One individual oral presentation on a topic of your choice. • Weekly reflections. • Detailed report. Other assessment criteria will be used as detailed below in this section. Final Examination – Individual Oral Presentation (30% of course marks) Students will be required to prepare and present an oral presentation based on a topic of their choice which is designed to test their knowledge of advanced pathophysiology across the lifespan.
Assessment Element Assessment Criteria Continuous Assessment (40% of course marks) • 1x 1000w/1200w Term test – 3 hour duration. • One individual oral presentation on a topic of your choice. • Weekly reflections. • Detailed report.
Other assessment criteria will be used as detailed below in this section.
Final Examination – Individual Oral Presentation (30% of course marks) Students will be required to prepare and present an oral presentation based on a topic of their choice which is designed to test their knowledge of advanced pathophysiology across the lifespan
Learning Outcomes Learning Outcomes for this unit are listed below:
I A1 Develop knowledge, skills and capabilities in relation to theories and concepts related to pathology across the lifespan.
I A2 Use information gained from multiple sources including scholarly texts, online resources, and personal experience to develop understanding of health promoting behaviours that can reduce risk factors for disease across the lifespan.
II A3 Analyse and apply information about health promotion interventions that support people to prevent or manage disease or disability throughout the life span.
III A4 Identify complex scenarios when working with individuals at different stages of the life cycle with particular reference to managing common health conditions associated with ageing, chronic illness, disability or psychosocial issues within individuals, families and communities.
Competencies at Course Entry Competencies are identified for this unit by using an agreed framework for core competencies developed by the Australian Education Council http://www.aec.edu.au/assets/efc/ace_guidelines.pdf The competency framework adopted in this unit is: Competency Description
I I1 Develop knowledge, skills and capabilities in relation to theories and concepts related to pathology across the lifespan I I2 Use information gained from multiple sources including scholarly texts, online resources, and personal experience to develop understanding of health promoting behaviours that can reduce risk factors for disease across the lifespan I I3 Analyse information relating to health promotion interventions that support people to prevent or manage disease or disability throughout the life span
II II1 Develop knowledge, skills and capabilities in relation to theories and concepts related to pathology across the lifespan I II2 Use information gained from multiple sources including scholarly texts, online resources, and personal experience to develop understanding of health promoting behaviours that can reduce risk factors for disease across the lifespan II II3 Analyse information relating to health promotion interventions that support people to prevent or manage disease or disability throughout the life span III III1 Identify complex scenarios when working with individuals at different stages of the life cycle with particular reference to managing common health conditions associated with ageing,
chronic illness, disability or psychosocial issues within individuals ,families,and communities III III2 Identify opportunities within healthcare settings during care transitions when coordinating care at different stages in people’s lives III IV Recognise situations where effective palliative care is needed during transitions between stages
IV IV1 Recognise situations where appropriate discharge planning is needed during transitions between stages IV IV2 Recognise situations where changes occurring after discharge are required following care transition IV V Understand how changes occurring after discharge may impact upon ongoing well being VI V2 Understand how changes occurring after discharge impact upon access services VII V3 Understand how changes occurring after discharge impact upon access services VIII V4 Understand how changes occurring after discharge impact upon service provision VIII VI Understand how changes occurring after discharge may impact upon service users’ abilities VIII VII Understand how changes occurring after discharge may impact upon continuity in care VIII VIII Explain why capacity should always be considered when providing care under these circumstances IX Explain why capacity should always be considered when providing care under these circumstances X Explain why capacity should always be considered when providing care under these circumstances XI Explain why capacity should always be considered when providing care under these circumstances XII Explain why capacity should always be considered when providing care under these circumstances XIII Explain why capacity should always be considered when providing care under these circumstances XIV Explain why capacity should always be considered when providing carer ‘support’ services XV Explain why capacity should always be considered whrn providing palliative/carer ‘support’ services XVI Explain why capacity should always b e considrred when providing palliative/carer ‘support’ services xvii Describe situations where timely provision o f advice regarding access re lationships i s important xix Describe situations where timely provision o f advice regarding access re lationships i s important xx Describe situations where timely provision o f advice regarding access re lationships i s important XX Describe situations where timely provision o f advice regarding access re lationships i s important XXI Describe situations where timely provision o f advice regarding access re lationships i s important XXII Describe situations where timely provision o f advice regarding access re lationships i s important XXIII Describe situations where timel yprovision ot advice regarding access relationships is important XXIV Describe situations where timel yprovision ot advice regarding access relationships i s necessaryXXV List opportunities for improving services provided by outreach staff so as t o ensure quality outcomes XXVI List options for improving occupational therapy programs so as t o ensure quality outcomes
XXX List options for improving dental programs so as t o ensure quality outcomes XXXI List options for improving medical programs so as t o ensure quality outcomes XXXII List options for improving end-of-life programmes so as t o ensure quality outcomes XXXIII List options for developing healthy eating strategies so as t o ensure quality outcomes XXXIV List options fo r developing physical activity strategies so as t o ensure quality outcome

NGR5149 Course Duration & Credits

hours

+ 16.0 unit(s)

Level: IV Prerequisites: Completion of a minimum of 4 (four) NGR courses at the undergraduate level

Credit(s): 4 General Education Program Credit(s): 0-8 GENERAL EDUCATION PROGRAM CREDIT(S) This course is NOT available as a general education program credit for General Education Program.

Click on a subject area below for more information about that discipline. Disciplines:

NURSING AND MIDWIFERY DEPARTMENT

NURSING AND MIDWIFERY DEPARTMENT FURTHER INFORMATION ABOUT THIS COURSE REQUIREMENTS FOR THE MAJOR IN NURSING The requirements in the Major in Nursing are designed to prepare students to become effective and caring nurses who will practice as members of an interdisciplinary team, using critical thinking skills to formulate and implement nursing diagnosis, plan nursing care, and evaluate outcomes. Students gain an understanding of professional responsibility and ethical behavior within the context of nursing care. Students learn from the use of relevant evidence-based research and participate in the development of clinical competence. The major is structured to provide students with a foundation in all areas essential to becoming competent professionals: – Human growth, development, function, & life span through infancy & adolescence – Adult health assessment & disease processes – Adult health promotion & disease prevention – Health promotion through nutrition and physical activity – Health maintenance through pharmacology and therapeutic interventions – Diagnosis, planning & implementation of nursing care – Evaluation & outcome assessment – Communication skills essential for professional practice – Legal and ethical issues required for patient safety Critical Thinking/Problem Solving In this course students will develop skills in critical thinking and problem solving. Learning activities include case studies, role playing activities, simulations, etc. Students will also develop their analytical reasoning skills through a comprehensive analysis of core content in the curriculum relevant to their field experiences.

Communication Skills In this course students will learn how to communicate effectively both verbally and non-verbally.

Health Promotion In this course students will explore health promotion theory including factors that contribute to health promotion such as culture; culture specific factors such as beliefs and social norms; social determinants that influence health status; environmental influences; personal factors such as attitudes, values etc.; cognitive factors such as perceptions concerning health; biological factors such as genetics etc.; behavioral factors such as nutrition.

Clinical Competence In this course students will develop clinical competence by learning how to apply their knowledge toward the creation of an appropriate plan of care based upon their assessment data.

Professionalism This course provides further instruction on professional responsibility including ethics related issues.

Ethical Behavior In this course students will be introduced to the concept of ethical behavior including principles that guide professional behavior with patients/families/surrounding communities/organizations/citizens/humanity at large.

Therapeutic Relationship

This course introduces basic principles related to the relationship between nurse/patient/family/and other caregivers resulting from cultural diversity.This involves learning about various therapeutic relationships including those found in institutions where diverse populations are cared for.

Human Growth Development/Life Span This course provides an introduction into human growth and development across the lifespan while emphasizing physiological changes associated with maturation.The life span perspective emphasizes respect for self-determination,reproduction,and aging.This theory also includes information regarding adaptations needed during these life stages.In addition,the development process is evaluated both within the family unit,and among peers.Furthermore,the impact on society,society;s needs,and development processes are examined.This emphasis is placed on awareness regarding physical abilities during different life stages.This focuses on understanding developmental levels across childhood,end-of-life issues,and societal pressures pertaining to each stage.

Adult Health Assessment Methods used by professionals working with adults.Differentiates between acute,critical,situational,focal,and delayed assessments.

Adult Health Promotion Methods used by professionals working with adults.Differentiates between internalizing,stabilizing,integrating,and externalizing disorders,Differentiates between palliative care,dialysis,cancer,tobacco cessation,and substance abuse therapy methods.This includes information regarding methods for managing chronic illness,dysfunctional parenting practices,disease management systems,dietary management systems,family intervention strategies,inpatient/outpatient treatment programs,social support groups,supportive services,specialized housing,affect regulation,detoxification therapy,personal support groups,nutrition counseling,morbid lifestyles,motivational interviewing techniques etc.This includes action plans that can be used for planning treatment or intervention strategies which enable individuals/groups/societies based on setting/contextual factors,to promote functional recovery.Care must be taken when assessing risk due to perceived environmental supports or risks involved within community settings.In addition,the role played by medical professionals within different systems,services,policies,guidelines,risk assessments,guidelines,risk reduction strategies,and risk communication paradigms are discussed.The importance posed by healthcare providers towards proper functioning models.The effect of acute versus chronic conditions.Understanding psychological stressors during various phases of life.In addition,the impact on functional outcomes presented by various psychological stressors,responsibilities related to psychosocial risk domains,cognitive processing among professionals,hypnosis methods,therapeutic massage,eating disorder treatments,Gestalt psychotherapy interventions etc.,are discussed pertaining to functional recovery.Guidelines based upon population should be reviewed regarding best practices for promoting functional recovery along with supporting client/survivor recovery.Physiological changes associated with maturation,dysfunction management systems,palliative care,outpatient treatment programs,personal support groups,motivational interviewing techniques,lifestyle modifications,tobacco cessation interventions,cancer treatments,constipation treatments,oxygen therapy,treatment modalities utilized for cardiopulmonary disorders,eating disorder treatments,kidney failure treatments,vitamin deficiency,epigenetics,eating disorders,testosterone replacement therapies,various types of weight loss interventions,motivational interviewing techniques,nutritional supplements,blood pressure management,hormone replacement therapies,pain control,wound healing interventions,intensive outpatient treatment programs,DNA sequencing,multiple sclerosis,diseases related dementia,multiple sclerosis,nutritional supplements etc.,are discussed pertaining to functional recovery.Care must be taken when assessing risk due to perceived environmental supports or risks involved within community settings.In addition,the role played by medical professionals within different systems,services,policies,guidelines,risk assessments,guidelines,risk reduction strategies,and risk communication paradigms are discussed pertaining to functional recovery.The impacts portrayed by varying psychological stressors,responsibilities related competencies towards maintaining psychosocial well-being,responsibilities related toward funding sources affecting psychosocial functioning models.Responsibilities based upon psychology should be reviewed regarding best practices regarding promoting psychosocial functioning Models.Considering aspects regarding academic/work/job performance.Risk behaviors related towards loss control models.Relationships between financial difficulties,responsible employment practices,responsible employment policies,guidelines,risk assessments,guidelines,risk reduction strategies,inpatient/outpatient treatment programs,infection control policies,infection prevention policies,hospital guidelines,jail guidelines,Nurse Practice Act,Patient Safety Movement Act,Risk Assessment Tools,Risk Assessment Process,Risk Management Models,Marijuana legalization,Risks associated with suicide threats,HIV/AIDS testing guidelines,American Psychological Association (APA),Human Rights Act ,Legal Code Of Ethics ,United States Constitution ,Federal Bureau Of Investigations (FBI) National Crime Information Center (NCIC),United States Department Of Justice National Crime Information Center (NCIC),United States Department Of Justice National Crime Information Center (NCIC),Crime Information Services Center For Analytics And Crime Prevention (Cascap),California Commission On Access To Justice ,California Code Of Civil Procedure ,Virtue Medical Malpractice Standards V.M.M.S.A .California Medical Board,Criminal Appeal Court Rules,Court Rules,Criminal Law Trial Rules,Criminal Law Trial Rules,Criminal Procedure Act California Criminal Procedure Code ,Felony charges,Crime Scene Investigation,Termination From Employment,Tenure/Tenancy,Federal Code Of Regulations Federal Jury Instructions,Federal Jury Instructions,Texas Evidence Code Chapter 30,Texas Evidence Code Chapter 31,Texas Evidence Code Chapter 32,Texas Evidence Code Chapter 33,Texas Evidence Code Chapter 34,Texas Evidence Code Chapter 35,Texas Evidence Code Chapter 36 Texas Government Code Texas Criminal Codes Texas Statutes Annotated ,Criminal Procedural Statute Te