exam

Microorganism Profile Worksheet

1. Description of the Microorganism:

a. Write a paragraph describing your organism. Please be sure to include the type of organism (bacterial, viral, fungal, protozoa, helminth, etc), morphology (shape, arrangement, colony morphology if applicable), description of structure (gram result, type of nucleic acid or virion structure, spore type, etc if applicable) and also the type of microscope and/or stain you would use to view the organism. Please use proper scientific terminology and good grammar and sentence structure throughout this project.

2. Virulence Factors:

a. Include a paragraph on the virulence factors the pathogen has and how they affect the host. Please enhance this with detailed explanations of the virulence factors and how they affect the host as you gain a better understanding of them throughout the semester.

3. Immunity:

a. Which defenses protect us from infection by this bacterium?

b. Does this pathogen induce a specific type of immune response (example: delayed-type hypersensitivity)? If so, which one(s)?

4. Infectious Disease Information:

a. What condition(s) or infectious diseases does it cause?

b. Which tissues or organs are affected, and how are they affected (for example, chronic TB is characterized by lung tubercles)?

c. Describe the complications that can result if the infection is left untreated.

d. Are these acute, chronic, or latent infections?

e. What organ system(s) does it infect?

f. Is it an opportunistic pathogen? If so, where is it normally found in the body?

5. Epidemiology:

a. Draw and label diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, and vectors in involved in transmission, the type of transmission and the portals of entry and exit.

6. Presentations:

a. Provide a written, detailed description of a hypothetical patient. Be imaginative and create a hypothetical situation that would correspond with your microorganism. This is expected to be at least 8-10 sentences in length and is expected to be comprehensive and detailed. You are expected to include descriptions of:

i. Signs and symptoms, using correct terminology

ii. Patient history, including any situation that could expect how the infection was acquired (for example, if a food-borne intoxication is involved, when and how it could have been ingested?).

iii. Any data-specific indicators that would be important in a clinical setting, for example, urea or sugar levels in the blood or urine, elevated WBC, elevated CO2 levels, etc.

7. Prevention:

a. Is there a childhood vaccine against this microbe? Name the vaccine

b. If so, when is it administered (the recommended schedule, including boosters)?

c. If the vaccine is not recommended during childhood, which at-risk group should get the vaccine, and when?

d. Describe the type of vaccine and how it works

e. If there is no vaccine available, list at least three measures that can be implemented to prevent transmission of this infection.

8. Treatment:

a. Chemotherapeutic agents:

b. Mechanism of action for these chemotherapeutic agents:

c. Why this agent is efficacious against this particular organism?

d. Additional therapeutic agents or practices:

9. Clinical Relevance:

a. Are there any Multi-Drug Resistant strains of this microorganism? If so, name the strain(s).

b. Is this strain a known healthcare-associated pathogen?

c. Which persons/procedures within a clinical or healthcare-assisted settings are particularly at risk?

d. Which antibiotics are used against the MDR strains? Be specific.

10. References: Include at least 4 APA style references (scientifically appropriate, credible resources) that show where you found the information in this microorganism profile.

Microorganism Profile

Introduction
This project requires the ability to understand and apply scientific knowledge that you acquire both inside and outside the microbiology classroom. You will construct a comprehensive profile of a microorganism that you are assigned by the instructor. This microorganism is a pathogen that you may encounter in your nursing career. As you progress through the Worksheet, you will be asked to fill in blanks, complete tables, and provide written explanations in your own words. All written answers are expected to meet accepted standards for grammar, syntax, and punctuation. Proper microbiology terminology is also expected. The completed Worksheet is to be submitted electronically via the Assignment Drop Box in Canvas.

The Big Picture
As you progress through this course, you will acquire information in a sequential, topic-specific manner. Each topic will include information that is relevant to this assignment. For example, the knowledge you gain from the lesson on bacterial cell morphology will be applied to the first Worksheet topic, Cell Morphology and Growth Requirements. Your answers are expected to include information from sources that go beyond the textbook or classroom. Examples include peer-reviewed journal articles, interviews with clinicians who deal with microbes on a daily basis, personal experiences, and other reputable sources. You are expected to clearly understand the meaning of each topic before you construct your answer. For example, you are expected to know the meaning of “epidemiology” and to understand the topics that are connected to it. Don’t forget to read and understand the rubric before you start. Refer to it often – it will help guide you through the process.

Name of Microorganism:

 

________________________________________________________

1. Description of the Microorganism (week 1)
a) Write a paragraph describing your organism. Please be sure to include the type of organism (bacterial, viral, fungal, protozoa, helminth, etc), morphology (shape, arrangement , colony morphology if applicable), description of structure (gram result, type of nucleic acid or virion structure, spore type, etc if applicable) and also the type of microscope and/or stain you would use to view the organism. Please use proper scientific terminology and good grammar and sentence structure throughout this project.

2. Virulence Factors
a) Include a paragraph on the virulence factors the pathogen has and how they affect the host. Please enhance this with detailed explanations of the virulence factors and how they affect the host as you gain a better understanding of them throughout the semester.

3. Immunity
a) Which defenses protect us from infection by this bacterium?
b) Does this pathogen induce a specific type of immune response (example: delayed-type hypersensitivity)? If so, which one(s)?

4. Pathology (Infectious Disease Information)

a. What condition(s) or infectious disease(s) does it cause?
b. Which tissues or organs are affected, and how are they affected (for example, chronic TB is characterized by lung tubercles)? Record your answers in the table below.
c. Describe the complications that can result if the infection is left untreated.
d. Are these acute, chronic, or latent infections?
e. What organ system(s) does it infect?
f. Is it an opportunistic pathogen? If so, where is it normally found in the body?

5. Epidemiology
a. Draw and label a diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, any vectors if involved in transmission, the type of transmission, and portals of entry and exit.

6. Presentations
Provide a written, detailed description of a hypothetical patient. Be imaginative and create a hypothetical situation that would correspond with your microorganism. This is expected to be at least 8-10 sentences in length and is expected to be comprehensive and detailed. You are expected to include descriptions of:

a. Signs and symptoms, using correct terminology
b. Patient history, including any situation that could explain how the infection was acquired (for example, if a food-borne intoxication is involved, when and how it could have been ingested?)
c. Any condition that could have predisposed the patient to infection (diabetes; immunosuppressive therapy; burns, etc.). Note: Avoid the term “persons who are immune compromised,” for 2 reasons: It is a vague condition that has a variety of etiologies, and it is assumed that all persons who are “immune compromised” are at risk for all infectious diseases.
d. Any data-specific indicators that would be important in a clinical setting, for example, urea or sugar levels in the blood or urine, elevated WBC, elevated CO2 levels, etc.):

7. Prevention
a. Is there a childhood vaccine against this microbe? Name of vaccine
b. If so, when is it administered (the recommended schedule, including boosters if recommended)?
c. If the vaccine is not recommended during childhood, which at-risk group should get the vaccine, and when?
d. Describe the type of vaccine and how it works :
e. If there is no vaccine available, list at least three measures the can be implemented to prevent people from acquiring this infection.

8. Treatment
a. Chemotherapeutic agents:
b. Mechanism of action for these chemotherapeutic agents :
c. Why is this agent efficacious against this particular organism ?
d. Additional therapeutic agents or practices:

9. Clinical relevance
a. Are there any MDR (multi-drug resistant) strains of this microorganism? If so, name the strain(s)
b. Is this strain a known healthcare-associated pathogen?

c. Which persons/procedures within a clinical or healthcare-assisted setting are particularly at risk

d. Which antibiotics are used against the multi-drug resistant strains? Be specific

 

10. References

Include at least 4 APA style references (scientifically appropriate credible resources) that show where you found the information in this microorganism profile.

Galen College of Nursing

– BIO 2100

Course Syllabus

– Version 3.1 1

Galen College of Nursing

Course Syllabus

Course Information:

Course Name Microbiology for Health Professionals

Course Number BIO 2100

Course Section Number Online-XO22

Quarter Credit Hours 4/0/0

Contact Hours 48/0/0

Prerequisites BIO 1100; BIO 1350

Co-requisites

Course Location See My Galen Student Portal for information. Times and location are
subject to change. Course Meeting Days/Times

Methods of Instruction Engaged lectures, seminars, multimedia, internet, textbooks, written assignments, and small group work.

Changes to Syllabus
Faculty reserves the right to make changes as necessary to this course
syllabus. Learners will be notified in writing of any changes in a timely
fashion.

Legend  Applies to online students only.

Faculty Information: [Online students may locate faculty information in Canvas.]

Faculty Jennifer S. Lee, MS

Office Location OTC 14th Floor, San Antonio campus

Office Hours Monday 4:00 pm – 7:00 pm EST

Phone Number(s) 210-264-9301

Email Address Jlee2@galencollege.edu

Course Catalog Description:

This course provides an introductory study of microbiology with an emphasis on the nature and behavior of
microorganisms, the interrelationships between microbes and the human host in health and disease, and the
principles of prevention and control of infectious disease. Topics include the contributions of microbiology to
the healthcare professions, characteristics of prokaryotes and eukaryotes, characteristics of viruses, microbial
growth, control of microbial growth, microbial genetics, epidemiology, pathogenesis, chemotherapy, and
differential diagnostics of infectious diseases.

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Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 2

Textbooks & Resources:

Required Textbook(s)
Parker, N., Schneegurt, M., Thi Tu, A., Forster, B. M., Lister, P., Allen, S., …
Franklund, C. (2016). Microbiology. OpenStax at Rice University.
Retrieved from https://openstax.org/details/books/microbiology

Recommended Textbook(s) n/a

Additional Information:

Student Portal https://my.galencollege.edu/

Galen Website www.galencollege.edu

Student Catalog For a current edition of the Student Catalog students may visit either the Galen website or the myGalen student portal.

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This network will also provide access to student course grades, a means
to submit assignments, and handouts the faculty may post for you.

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Online Classroom Access
All Galen online courses use the Canvas learning management system to
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https://classroom.galencollege.edu

Online Faculty Commitment

Online faculty share the same commitment and dedication to student
success as our on ground faculty. They must meet the same standards of
preparation and educational experience as their on-ground counterparts.
Online faculty are required to respond to distance education students’
requests within twenty-four (24) hours.

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Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 3

General Education Competencies (GECs):

1. Social Competence – Learners will demonstrate an understanding of philosophies that represent the

current social, emotional, and behavioral attributes of society and individuals.
2. Communication – Learners will demonstrate an understanding of the views of others and communicate

in a professional manner.
3. Critical Thinking – Learners will demonstrate the ability to draw conclusions based on evidence and

consider prior knowledge, context, and perspectives in predicting implications or consequences.
4. Information Literacy – Learners will demonstrate the ability to identify, evaluate, and apply information

to accomplish a specific purpose.
5. Quantitative Literacy – Learners will demonstrate the ability to report, calculate, and analyze

quantitative data.
6. Scientific Literacy – Learners will gain the ability to read with understanding scientific content and

engage in a dialogue about scientific issues.

Course Student Learning Outcomes (CSLOs):

1. Recognize the relationship between microbiology and the medical professions. (Bloom’s: Comprehension)

(GEC 3, 6)

2. Compare the anatomy and physiology of microorganisms including viruses. (Bloom’s: Analysis) (GEC 6)

3. Recognize methods used to control microbial growth. (Bloom’s: Comprehension) (GEC 6)

4. Distinguish gene expression, gene transfer, and mechanisms of genetic change. (Bloom’s: Analysis) (GEC 3,

6)
5. Differentiate the interactions of pathogens with the human immune system. (Bloom’s: Analysis) (GEC 1, 3,

6)

6. Recognize principles of epidemiology. (Bloom’s: Comprehension) (GEC 1, 3, 6)

7. Recognize how antimicrobial drugs target pathogens. (Bloom’s: Application) (GEC 1, 3, 6)

8. Identify appropriate diagnostic methods for infectious diseases. (Bloom’s: Application) (GEC 1, 3, 6)

9. Recognize prokaryotic and eukaryotic pathogens and the diseases they cause. (Bloom’s: Comprehension)

(GEC 1, 3, 6)

Course Requirements:

Achieve a minimum cumulative course average of 74%.

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 4

Final Course Grade Determination/ Exam & Assignment Schedule:
[Students may locate the Exam & Assignment schedule in Canvas.]

Quizzes/Exams Weight Unit/Week Administered Date Administered

Exam 1 18.75% 3 01/26/

20

Exam 2 18.75% 6 02/16/20

Exam 3 18.75% 8 03/01/20

Final Exam 4 18.75% 12 03/23/20

Written Assignments Weight Unit/Week Administered Date Administered

 Discussion*/
Reflections 10% Weekly Weekly

Microorganism Profile
Assignment 15% 9 03/08/20

Total 100%

Learners must achieve a minimum cumulative course average of 74% to pass the course.

 *Discussion is defined as written online postings in an online course and may contribute up to, but not exceed, 10% of the
course grade.

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 5

Academic Policies:
All policies and procedures contained in the most recent edition of the Student Catalog apply to this course
and are hereby incorporated by reference into this syllabus. Please refer to the Galen College of Nursing
website and your campus at: http://www.galencollege.edu/campuses/ for the most recent edition of the
Student Catalog.

Students with Disabilities:
Any student who wishes to request an accommodation may do so by contacting the campus Section 504/Title
IX Coordinator. Information regarding accommodations for students with disabilities can be found in the
Student Catalog, which is made available on the Galen College of Nursing website.

On-ground Course Attendance Policy:
It is the student’s responsibility to immediately notify the appropriate faculty if there is an unavoidable
problem resulting in an absence.

Rounding of Grades:
There is no rounding of grades. When there is a decimal attached to an earned grade, the final grade will be
recorded as the whole number. For example, a student who earns a 73.8% will earn a final grade of 73%.

Make-up Exam/Quiz Policy:
Students are expected to take all exams and quizzes as scheduled. A student who will be late for or misses an
exam or quiz is expected to notify faculty in advance. The number of make-up exams or quizzes per term may
be limited. The make-up exam or quiz may be different in format from the originally administered version.
The decision to offer a make-up exam or quiz will be at the discretion of the course faculty member in
collaboration with the program director. The program director must approve any change in the scheduling of
the last exam administered in the course.

Written Assignments Policy:
All assignments are expected to be submitted by the due date. Late assignments, without faculty consent, may
result in a grade of “0.” Late assignments, with faculty consultation and consent, may result in a penalty of 5%
per school day past due on written assignments. No assignments will be accepted after the official term end
date. Weekly discussions or reflections will be penalized for lateness according to the rubric.

Course/Faculty Evaluation:

As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have
the opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be
distributed to students prior to the end of the quarter. All evaluations are completely confidential and
anonymous.

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Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 6

Topical Outline:

Any changes to this syllabus will be communicated to the student in writing.

Unit 1
Unit Student Learning Outcomes
1. Recognize the importance of microbiology.
2. Identify the major groups of microorganisms.
3. Recognize historical advances in microbiology.
4. Identify basic methods used in microbiology.

Theory Required Readings and Learning Activities

Introduction to Microbiology
• History of Microbiology
• Relationship between Microbiology and Medicine
• Binomial nomenclature: How to write a scientific name
• Three domains of life (ring of life)
• Major groups of microorganisms and biodiversity:

o Acellular (viruses, viroids and prions)
o Prokaryotic (Eubacteria and Archaea)
o Eukaryotic (algae, fungi, protozoa, Helminths)
o Kingdoms in the domain Eukarya

• Basic microbiological methods
o Microscopy techniques and their uses
o Standard units of measure used in Microbiology
o Microbial Staining techniques

Parker, et al, 2016 (OpenStax)
• Chapter 1: An Invisible World, pp. 1-39
• Chapter 2: How We See the Invisible World, pp. 43-84

Unit 2
Unit Student Learning Outcomes
1. Compare prokaryotic and eukaryotic cells.
2. Recognize prokaryotic cellular structures.
3. Differentiate Gram-positive and Gram-negative cell wall structure.

Theory Required Readings and Learning Activities
Cellular Structure
• Prokaryotic cellular structures and functions

o External structures
o Internal structures
o Bacterial cell shape and arrangement
o Membrane transport

• Eukaryotic cellular structures and functions
o Organelles
o Compared to prokaryotic cells

• Cell wall structures

Parker, et al, 2016 (OpenStax)
• Chapter 3: The Cell, pp. 89-143

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 7

o Gram-positive and Gram-negative cell walls
o Atypical cell walls
 Mycobacteria
 Mycoplasmas

Unit 3
Unit Student Learning Outcomes
1. Recognize the metabolic diversity of microorganisms.
2. Distinguish organic molecules, enzymes, and enzyme inhibition.
3. Recognize catabolism, anabolism, enzymes, and energy.
4. Compare aerobic and anaerobic respiration and fermentation.
5. Recognize carbohydrate metabolism.

Theory Required Readings and Learning Activities
Metabolic Diversity and Metabolism
• Biochemistry

o Proteins
o Lipids
o Carbohydrates
o Nucleic acids

• Diversity of Microbial Metabolism
o Chemo
o Photo
o Hetero
o Auto

• Anabolic reactions
• Catabolic reactions
• The role of enzymes in chemical reactions and metabolism
• Energy transfer in metabolism
• Pathways of carbohydrate catabolism

o Aerobic respiration
o Anaerobic respiration
o Fermentation

Parker, et al, 2016 (OpenStax)
• Chapter 7: Microbial Diversity, pp. 283-3

10

• Chapter 8: Microbial Metabolism, pp. 315-352

Unit 4
Unit Student Learning Outcomes
1. Recognize microbial growth and culture methods.
2. Identify applications of microbial growth control mechanisms.

Theory Required Readings and Learning Activities
Microbial Growth and Control of Microbial Growth
• Factors effecting microbial growth

o Temperature

Parker, et al, 2016 (OpenStax)
• Chapter 9: Microbial Growth, pp. 359-398
• Chapter 13: Control of Microbial Growth, pp. 551-602

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 8

o pH
o Osmotic pressure
o Oxygen
o Nutrient requirements

• Microbial growth patterns
o Growth curve
o Generation time

• Microbial culture methods
o Aseptic technique
o Isolation of pure cultures
o Culture media
o Inoculation of culture media
o Incubation of culture media

• Terminology associated with control of microbial growth
o Sterilization
o Disinfection
o Antisepsis
o Disinfection

• Microbial growth control mechanisms
o Physical
o Chemical
o Mechanical

Unit 5
Unit Student Learning Outcomes
1. Differentiate events in gene expression.
2. Recognize mutations and mutagens.
3. Compare vertical and horizontal gene transfer.
4. Classify mechanisms of horizontal gene transfer.

Theory Required Readings and Learning Activities
Microbial Genetics
• Gene expression

o Replication
o Transcription
o Translation
o Reverse Transcription

• Mutations
o Types of mutations
 Beneficial versus harmful
 Silent
 Frameshift

Parker, et al, 2016 (OpenStax)
• Chapter 10: Biochemistry of the Genome, pp. 405-440
• Chapter 11: Mechanism of Microbial Genetics, pp. 445-502

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 9

 Base substitutions
– Missense
– Nonsense
– Silent

o Mutagens
 Effect of mutagens on mutation rate
 Ames assay

• Vertical gene transfer
• Horizontal gene transfer

o Significance of horizontal gene transfer
o Mechanisms of horizontal gene transfer
 Transformation
 Transduction
 Conjugation
 Plasmids

Unit 6
Unit Student Learning Outcomes
1. Recognize structure of acellular infectious agents.
2. Compare viral cycles and infection processes.
3. Recognize the different types of viral infections.

Theory Required Readings and Learning Activities
Viral Structure, Function, and Diseases
• Viral structure
• Viroids
• Prions
• Viral replication cycles

o Stages
o Lytic vs lysogenic
o Bacteriophage vs animal viruses

• Types of viral infections and the relationship to viral replication cycles
o Acute
o Latent
o Chronic
o Viral oncogenesis

Parker, et al, 2016 (OpenStax)
• Chapter 6: Acellular Pathogens, pp. 243-280

Unit 7
Unit Student Learning Outcomes
1. Differentiate innate and adaptive immune responses.
2. Compare a cell mediated versus humoral response.
3. Differentiate the types of vaccines used to prevent disease.

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 10

Theory Required Readings and Learning Activities
Immunology
• First, second and third lines of defense
• Innate immune response

o Types and functions
o Cells involved in the innate immune response and their functions

• Adaptive immune response
o Types and functions
o Cells involved in the adaptive immune response and their functions

• Cell mediated vs humoral response
o 5 major classes of antibodies
o Cell types involved in humoral immunity and their functions
o Cell types involved in cell-mediated immunity and their functions

• Types of vaccines
o Advantages of each type
o Disadvantages of each type

Parker, et al, 2016 (OpenStax)
• Chapter 17: Innate Nonspecific Host Defenses, pp. 735-773
• Chapter 18: Adaptive Specific Host Defenses, pp. 777-814

Unit 8
Unit Student Learning Outcomes
1. Recognize the normal microbiota and its role in immunity.
2. Recognize types of symbiotic relationships.
3. Differentiate characteristics of pathogenicity.
4. Distinguish the process of infectious diseases including infectivity, invasiveness, and pathogenic potential, portals of entry/exit, and patterns of infectious

disease.
5. Recognize epidemiology and relevance.
6. Recall relevant epidemiological terminology.
7. Compare modes of infectious disease transmission.
8. Recognize epidemic prevention and control strategies.

Theory Required Readings and Learning Activities

Pathogenicity and Epidemiology
• Normal Microbiota

o Role of normal microbiota in immunity
o Types of symbiotic relationships
 Mutualism
 Commensalism
 Parasitism

• Characteristics of pathogens
• Virulence factors

o Structural
o Chemical

Parker, et al, 2016 (OpenStax)
• Chapter 15: Microbial Mechanisms of Pathogenicity, pp. 661-699
• Chapter 16: Disease and Epidemiology, pp. 703-731
• Chapter 21: Skin and Eye Infections, pp. 915-921
• Chapter 22: Respiratory System Infections, pp. 963-965
• Chapter 23: Urogenital System Infections, pp. 1014-1016
• Chapter 24: Digestive System Infections, pp. 1051-1056

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 11

o Infectivity, invasiveness and pathogenic potential
 Infectious dose
 Lethal dose

• Infectious disease process
• Epidemiological terminology
• Transmission of infectious diseases
• Portals of entry and exit
• Patterns of infectious disease
• Infection control strategies
• Prevention of Epidemics

Unit 9
Unit Student Learning Outcomes
1. Recognize the modes of action of antimicrobial drugs.
2. Recognize the differences in antibacterial, antifungal, antiprotozoal, antiviral, and anti-helminthic drugs.
3. Identify the main mechanisms of antimicrobial drug resistance.
4. Interpret the methods used to select appropriate drugs.
5. Recall the relationship between misuse of antibiotics and evolution of antibiotic resistance.
6. Demonstrate the functions of a clinical microbiology laboratory.
7. Relate aseptic techniques to clinical specimen collection.
8. Classify infectious disease diagnostic methods to identify unknown organisms.

Theory Required Readings and Learning Activities
Antimicrobial Drugs and Diagnosing Infectious Disease
• Modes of action of antimicrobial drugs

o Drug targets
o Spectrum of activity

• Differences in antibacterial, antifungal, antiprotozoal, and viral and
antihelminthic drugs
o Variations in drug targets between pathogens

• Mechanisms of antimicrobial drug resistance
• Methods used to select appropriate drugs

o Kirby-Bauer
o E-test
o MIC/MCL

• Misuse of antimicrobial drugs
• Evolution of antimicrobial drug resistance
• Functions of a clinical microbiology laboratory
• Aseptic techniques
• Specimen collection
• Diagnostic methods to identify unknown organisms

o Microscopic

Parker, et al, 2016 (OpenStax)
• Chapter 14: Antimicrobial Drugs, pp. 607-656
• Chapter 20: Laboratory Analysis of the Immune Response, pp. 859-907
• Chapter 6: Acellular Pathogens, pp. 268-274

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 12

o Serological
o Metabolic
o Molecular

Unit 10
Unit Student Learning Outcomes
1. Recognize the diverse types of microorganisms associated with specific diseases.
2. Distinguish eukaryotic organisms.
3. Recognize diseases caused by eukaryotic organisms.
4. Recognize the association of pathogens and specific infectious diseases.
5. Recognize modes of transmission of relevant infectious diseases.
6. Recognize important virulence factors and their association with pathogens and diseases.
7. Recognize important diagnostics methods.
8. Recognize diseases caused by viruses.

Theory Required Readings and Learning Activities
Eukaryotic and Viral Microbial Diseases
• Diverse microbes associated with specific diseases
• Types of Eukaryotic organisms
• Diseases caused by eukaryotic microbes

o Specific eukaryotic pathogens
o Modes of transmission

o Virulence factors
o Relevant diagnostic methods

• Diseases caused by Viruses
o Specific viral pathogens
o Modes of transmission
o Virulence factors
o Relevant diagnostic methods

Parker, et al, 2016 (OpenStax)
• Chapter 5: The Eukaryotes of Microbiology, pp. 197-238
• Chapter 21: Skin and Eye Infections, pp. 938-953
• Chapter 22: Respiratory System Infections, pp. 984-1004
• Chapter 23: Urogenital System Infections, pp. 1032-1043
• Chapter 24: Digestive System Infections, pp. 1082-1105
• Chapter 25: Circulatory and Lymphatic System Infections, pp. 1139-1164
• Chapter 26: Nervous System Infections, pp. 1189-1208

Unit 11
Unit Student Learning Outcomes
1. Recognize diseases caused by bacteria.
2. Recognize the association of pathogens and specific infectious diseases.
3. Recognize the modes of transmissions of relevant infectious diseases.
4. Recognize the microorganisms associated with specific diseases.
5. Recognize important virulence factors and their association with pathogens and diseases.

Theory Required Readings and Learning Activities
Bacterial Infectious Diseases
• Diseases caused by Bacteria

o Specific bacterial pathogens
o Modes of transmission

Parker, et al, 2016 (OpenStax)
• Chapter 21: Skin and Eye Infections, pp. 913-921
• Chapter 22: Respiratory System Infections, pp. 966-984
• Chapter 23: Urogenital System Infections, pp. 1016-1032

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 13

o Virulence factors
o Relevant diagnostic methods

• Chapter 24: Digestive System Infections, pp. 1056-1082
• Chapter 25: Circulatory and Lymphatic System Infections, pp. 1137-1139
• Chapter 26: Nervous System Infections, pp. 1175-1189

Unit 12
No USLOs

Theory Required Readings and Learning Activities

• Course Summation
o Student course evals

No required readings

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 14

Weekly Reflection Guidelines:
Active participation in this class is a must. A large part of your final grade will be based on the weekly
reflection assignments. You should post thoughtful replies that answer all prompts by the due date. You need
not reply to classmates posts in the reflection assignment. You should use at least one source to support your
statements and cite this source using in-text citation and listing the complete reference at the end of your post
in accordance to APA guidelines. Please note that you will be evaluated on the quality of your participation in
class.

Weekly Reflection Grading Rubric:

Criteria Points Possible
Points

Awarded
All prompts are addressed fully and responses are on target 30

Entries demonstrate critical thinking, analysis, and expected level of knowledge 30

Language is appropriate, without grammatical errors or informal English 30

Reference materials are included and are scientifically appropriate 5

In-text citations are present for all reference materials 5

Total 100

 Weekly Discussion Guidelines:
Active participation in the online portion of this class is a must. A large part of your final grade will be based
on your online participation. You should be involved in frequent, value added discussion in the class in
accordance with the specific requirements outlined by the course faculty in the course discussion forums.
Comments such as “I agree” and “ditto” are not considered value added participation. Comments which
advance the discussion contribute to meaningful participation. Please note that you will be evaluated on the
quality and quantity of your participation in class.

 Weekly Discussion Grading Rubric:
Participation in weekly class discussions will be evaluated using the criteria below.

Criteria Ratings Points
All prompts are
addressed fully
and responses are
on target

All portions of
the prompt are
addressed
correctly
[30 pts]

At least half of the
prompt is addressed
correctly
[20 pts]

Some of the
prompt is
addressed
correctly

[10 pts]

None of the
prompt is
addressed
correctly
[0 pts]

30

Entries
demonstrate
critical thinking,
analysis, and
expected level of
knowledge

The learner correctly
applies content to
nursing/ medicine
[10 pts]

The learner attempts to
apply content to nursing/
medicine
[5 pts]

The learner does not
attempt to apply content
to nursing/ medicine
[0 pts]

10

Interactions
within the
discussion are
present,
thoughtful and
complete

Interactions add relevant
content to and promote
the discussion
[10 pts]

Interactions are present
but do not add to the
content of the discussion,
or insufficient in number
[5 pts]

Interactions are no
present or are irrelevant
to the discussion
[0 pts]

10

Language is
appropriate,
without

Language is appropriate,
without grammatical
errors or informal English

Some grammatical errors
or informal English
[5 pts]

Significant grammatical
errors or informal English
[0 pts]

10

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 15

grammatical
errors or informal
English

[10 pts]

Reference
materials are
included and are
scientifically
appropriate

Appropriate reference
materials are included.
[10 pts]

Unacceptable references
are included.
[5 pts]

No references are
included.
[0 pts]

5

In-text citations
are present for all
reference
materials

In-text citations are present for all
reference materials
[5 pts]

In-text citations are absent
[0 pts]

5

Initial post
submitted on time

Initial post submitted on time
[5 pts]

Initial post submitted late
[0 pts]

5

At least three days
of participation in
the discussion

3 or more days of
participation
[20 pts]

2 days of participation
[10 pts]

1 day of
participation
[5 pts]

No participation
[0 pts]

20

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 16

Microorganism Profile Assignment

Purpose:
The purpose of the project is to enhance student understanding of the concepts of microbiology and how
microorganisms interact with their host by applying these concepts to a specific microorganism and to serve
as an artifact showing that students have demonstrated achieving the competency on scientific literacy.
General Education Competency 6 states: Learners will gain the ability to read with understanding scientific
content and engage in dialogue about scientific issues.

Introduction:
The Microorganism Project requires the ability to understand and apply scientific knowledge that you acquire
both inside and outside the microbiology classroom. You will construct a comprehensive profile of a
microorganism that you are assigned by the faculty using the worksheet below. This microorganism is a
pathogen that you may encounter in your nursing career. As you progress through the worksheet, you will be
asked to fill in blanks, complete tables, and provide written explanations in your own words. All written
answers are expected to meet accepted standards for grammar, syntax, and punctuation. Proper microbiology
terminology is also expected. The completed worksheet is to be submitted electronically via the Assignment
Drop Box in Canvas.

The Big Picture:
As you progress through this course, you will acquire information in a sequential, topic-specific manner. Each
topic will include information that is relevant to this assignment. For example, the knowledge you gain from
the lesson on bacterial cell morphology will be applied to the first worksheet topic, “Cell Morphology and
Growth Requirements.” Your answers are expected to include information from sources that go beyond the
textbook or classroom. Examples include peer-reviewed journal articles, interviews with clinicians who deal
with microbes on a daily basis, personal experiences, and other reputable sources. You are expected to clearly
understand the meaning of each topic before you construct your answer. For example, you are expected to
know the meaning of “epidemiology” and to understand the topics that are connected to it. Don’t forget to
read and understand the rubric before you start. Refer to it often: it will help guide you through the process.

Your pathogen profile will cover the following topics:

1. Description of the Microorganism
2. Virulence Factors
3. Immunity
4. Infectious Disease Information
5. Epidemiology
6. Presentations
7. Prevention
8. Treatment
9. Clinical Relevance
10. References

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 17

Microorganism Profile Grading Rubric:
Criteria Satisfactory Needs Improvement Unsatisfactory

Structure of
assigned microbe
(10 points)

CSLO 2

The student has thoroughly described
the structure of the assigned microbe in
detail, including the microbiological
tools that would be necessary to observe
the organism and virulence factors.
(Up to 10 points)

The student has partially described the
structure of the assigned microbe in
detail, and/or microbiological tools that
would be necessary to observe the
organism or virulence factors are
missing.
(Up to 7 points)

The student has insufficiently
described the structure of the assigned
microbe in detail and the
microbiological tools that would be
necessary to observe the organism and
virulence factors are missing.
(Up to 3 points)

Infectious Disease
Information
(up to 10 points)

CLSO 9

The student has thoroughly described
the infectious disease caused by the
assigned microbe including conditions,
duration of infection, complications and
predisposing factors.
(Up to 10 points)

The student has partially described the
infectious disease caused by the
assigned microbe.
(Up to 7 points)

The student has insufficiently
described the infectious disease caused
by the assigned microbe.
(Up to 3 points)

Interaction between
Microbe and Host
Immune System
(up to 10 points)

CLSO 5

All aspects concerning the interactions
between the microbe and the human
immune system were fully addressed.
(all items or terms that are listed are
described or explained in a very
complete manner).
(Up to 10 points)

Some aspects concerning the
interactions between the microbe and
the human host were mostly addressed.
(Up to 7 points)

Few aspects concerning the interactions
between the microbe and the human
host were addressed. (Items or terms
listed with very little description or
explanation).
(Up to3 points)

Principles of
Epidemiology
(up to 10 points)
CSLO 6

All aspects concerning the transmission
of the assigned microbe between hosts
are fully addressed.
(Up to 10 points)

Some aspects concerning the
transmission of the assigned microbe
between hosts are addressed.
(Up to 7 points)

Few aspects concerning the
transmission of the assigned microbe
between hosts are addressed.
(Up to 3 points)

Chemotherapeutic
options
(up to 10 points)

CLSO 7

All aspects concerning the
chemotherapeutic options for the
assigned microbe are fully addressed.
(Up to 10 points)

Some aspects concerning the
chemotherapeutic options for the
assigned microbe are addressed.
(Up to 7 points)

Few aspects concerning the
chemotherapeutic options for the
assigned microbe are addressed.
(Up to 3 points)

Clinical Relevance
(up to 10 points)

CLSO 1

All aspects concerning the clinical
relevance of the assigned microbe is
fully addressed.
(Up to 10 points)

Some aspects concerning clinical
relevance of the assigned microbe is
addressed.
(Up to 7 points)

Few aspects concerning clinical
relevance of the assigned microbe is
addressed
(Up to 3 points)

Scientific literacy
(up to 20 points)

GEC 6

Student can accurately interpret and
communicate information using
scientific vocabulary using written
and/or graphical means consistently
throughout the assignment.
(Up to 20 points)

Student can accurately interpret and
communicate information using
scientific vocabulary using written
and/or graphical means mostly
throughout the assignment.
(Up to 10 points)

Student did not accurately interpret and
communicate information using
scientific vocabulary using written
and/or graphical means throughout the
assignment.
(Up to 5 points)

Galen College of Nursing – BIO 2100 Course Syllabus – Version 3.1 18

Overall
Presentation
(10 points)

Overall presentation is 100% complete,
orderly, and demonstrates scholarly
achievement including APA format,
proper grammar and punctuation.
(Up to 10 points)

Overall presentation is mostly
complete, orderly, and demonstrates
scholarly achievement including APA
format, proper grammar and
punctuation.
(Up to 7 points)

Overall presentation is two or more of
the following: incomplete or does not
demonstrate scholarly achievement.
(Up to 4 points)

References
(10 points)

At least 4 sources have been referenced,
cited in-text, and references are from
reputable sources.
(Up to 10 points)

At least 3 sources have been referenced,
cited in-text, and references are from
reputable sources.
(Up to 7 points)

Insufficient sources were referenced,
in-text citations are missing, or
references are from inappropriate
sources.
(Up to 4 points)

Total Points (out of 100): __________

Galen College of Nursing
Galen College of Nursing
Course Syllabus
Course Syllabus
Course Information:
Course Information:
Faculty Information: [Online students may locate faculty information in Canvas.]
Faculty Information: [Online students may locate faculty information in Canvas.]
Course Catalog Description:
Course Catalog Description:
• This course provides an introductory study of microbiology with an emphasis on the nature and behavior of microorganisms, the interrelationships between microbes and the human host in health and disease, and the principles of prevention and control of…

This course provides an introductory study of microbiology with an emphasis on the nature and behavior of microorganisms, the interrelationships between microbes and the human host in health and disease, and the principles of prevention and control of…
Textbooks & Resources:
Textbooks & Resources:
Textbooks & Resources:
General Education Competencies (GECs):
General Education Competencies (GECs):
General Education Competencies (GECs):
Course Student Learning Outcomes (CSLOs):
Course Student Learning Outcomes (CSLOs):

• 1. Recognize the relationship between microbiology and the medical professions. (Bloom’s: Comprehension) (GEC 3, 6)

1. Recognize the relationship between microbiology and the medical professions. (Bloom’s: Comprehension) (GEC 3, 6)
2. Compare the anatomy and physiology of microorganisms including viruses. (Bloom’s: Analysis) (GEC 6)
2. Compare the anatomy and physiology of microorganisms including viruses. (Bloom’s: Analysis) (GEC 6)
3. Recognize methods used to control microbial growth. (Bloom’s: Comprehension) (GEC 6)
3. Recognize methods used to control microbial growth. (Bloom’s: Comprehension) (GEC 6)

• 4. Distinguish gene expression, gene transfer, and mechanisms of genetic change. (Bloom’s: Analysis) (GEC 3, 6)

4. Distinguish gene expression, gene transfer, and mechanisms of genetic change. (Bloom’s: Analysis) (GEC 3, 6)

• 5. Differentiate the interactions of pathogens with the human immune system. (Bloom’s: Analysis) (GEC 1, 3, 6)

5. Differentiate the interactions of pathogens with the human immune system. (Bloom’s: Analysis) (GEC 1, 3, 6)
6. Recognize principles of epidemiology. (Bloom’s: Comprehension) (GEC 1, 3, 6)
6. Recognize principles of epidemiology. (Bloom’s: Comprehension) (GEC 1, 3, 6)
7. Recognize how antimicrobial drugs target pathogens. (Bloom’s: Application) (GEC 1, 3, 6)
7. Recognize how antimicrobial drugs target pathogens. (Bloom’s: Application) (GEC 1, 3, 6)
8. Identify appropriate diagnostic methods for infectious diseases. (Bloom’s: Application) (GEC 1, 3, 6)
8. Identify appropriate diagnostic methods for infectious diseases. (Bloom’s: Application) (GEC 1, 3, 6)

• 9. Recognize prokaryotic and eukaryotic pathogens and the diseases they cause. (Bloom’s: Comprehension) (GEC 1, 3, 6)

9. Recognize prokaryotic and eukaryotic pathogens and the diseases they cause. (Bloom’s: Comprehension) (GEC 1, 3, 6)
Course Requirements:
Course Requirements:
Achieve a minimum cumulative course average of 74%.
Achieve a minimum cumulative course average of 74%.
Course/Faculty Evaluation:
Course/Faculty Evaluation:

• As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have the opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be distributed to students prior …

As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have the opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be distributed to students prior …
Topical Outline:
Topical Outline:
Any changes to this syllabus will be communicated to the student in writing.
Any changes to this syllabus will be communicated to the student in writing.
Total Points (out of 100): __________
Total Points (out of 100): __________