NURS_ADV-512-jason.meade-2025-02-14-09-29-40
Advanced Health Assessment, Pathophysiology, and Pharmacology
NURS_ADV-512
Spring 2025
4 Credit Hours
(3-3; 3 hours weekly in lecture, 3+ hours weekly in lab and direct care clinical, total of 60 hours required)
Prerequisites: Admission to Nursing graduate program
Course Details
Day and Time: [tbd]
Meeting Location: [tbd]
Instructor Contact Information
Instructor Name: [tbd]
Instructor Contact Information: [office location, phone, email] [tbd]
Instructor Office Hours: [tbd]
Course Description
Students will gain knowledge of advanced physical health assessment techniques, pathophysiological processes, and pharmacological management.
Course Materials
Books:
- Best, J. T., Buttriss, G., & Hines, A. (2022). Pathophysiology, physical assessment, & pharmacology: Advanced Integrative Clinical Concepts. ISBN-13: 9780803675674
- American Psychological Association (2020). Publication Manual of the American Psychological Association (7th ed.). ISBN-13: 978-1433832154
Other Materials:
Shadow Health Digital Clinical Experiences is a platform students will use for their lab training to apply knowledge of advanced health assessment, pathophysiology and pharmacology. Access to this product is paid through the course fee assigned to this class. The procedure to access the Shadow Health platform is posted in Canvas.
Bates’ Visual Guide to Physical Examination is available through the WSU Spokane Libraries site. Videos from this site are used to guide students in the development of techniques such as physical exam skills, learning physiology, and examples of proper communication of specific types of clinical encounters.
Fees: [tba]
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Course Learning Outcomes (students will be able to:) |
Assessment of the Learning Outcomes |
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1. Synthesize current research and clinical guidelines in advanced physical assessment, disease management, and pharmacological interventions to create evidence-based, patient-centered care plans. |
Patient Care Plan Project |
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2. Analyze pathophysiological processes of major body systems to understand the etiology, progression, and clinical presentation of acute and chronic diseases. |
Patient Care Plan Project OSCE Labs (Weekly) |
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3. Identify opportunities for health promotion, disease prevention, and risk reduction. |
Patient Care Plan Project Labs (Weekly) |
| Dates | Lesson Topic | Assignment | Assessment |
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Week 1 08/18- 22/2025
Zoom class 8/19/2025 9am-12pm; 3 hour lab on own time |
- Introduction to the course Course overview & review of syllabus
-Top 10 Leading Causes of Death in United States -Ensuring evidence-based practice -Health assessment for the advanced clinician |
Review syllabus and Canvas course materials before class. Lab: -orientation and introduction to the platforms. -Bates’ Visual Guide to Physical Exam (available through WSU Spokane Library link in resource list) –“1. Head-to-toe assessment – Adult” series. -Shadow Health platform –“Conversation“ lab, “Introduction to Advanced Diagnostics” due Monday 8/25/25 by 5:00 PM |
Assigned readings: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Introduction -Ahmad, F. B. & Anderson, R. N. (2021). The leading causes of death in the US for 2020. JAMA, 325(18):1829-1830. Doi: 10.1001/jama.2021.5469. -Centers for Disease Control Leading Causes of Death - Gorbenko K, Metcalf SA, Mazumdar M, Crump C. Annual Physical Examinations and Wellness Visits: Translating Guidelines into Practice. American journal of preventive medicine. 2017;52(6):813-816. Review/bookmark these websites: |
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Week 2 8/25-29/2025 |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: HEART DISEASE |
Lecture: Complete readings; view lecture posted in Canvas Lab: -View video in Bate’s Visual Guide to Physical Exam “13. cardiovascular” series. -Shadow Health activity: “The Cardiovascular System and Common Alterations”, “Telehealth Follow-up Sick Visit: Management of Cardiovascular Conditions”; “Pediatrics: Continuum of Care: CHF” due Monday 9/01/25 by 5:00 PM |
Assigned readings: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch5 MI, Ch 11 Newborn Heat Disease, Ch20 heart failure - McDermott, J. et al. Improving Advanced Practice Provider Knowledge and Assessment of Medication Adherence in Patients with Cardiovascular Disease. Journal for Nurse Practitioners, [s. l.], v. 18, n. 1, p. 86–91, 2022. -Herrington ,W., Lacey, B., Sherliker, P., Armitage, J. & Lewington, S. (2016). Epidemiology of atherosclerosis and the potential to reduce the global burden of atherothrombotic disease. Circulation Research, 118, 535-546. -Pahwa, R., & Jialal, I. (2020, August 10). Atherosclerosis. StatPearls. -American College of Cardiology ASCVD Risk Estimator Plus |
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Week 3 09/01-5/2025 |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: STROKE & HYPERTENSION |
Lecture: Complete readings; view lecture posted in Canvas
Lab: -View video in Bate’s Visual Guide to Physical Exam “14. Peripheral Vascular System”, “21. Nervous System” -Shadow Health: “Antihypertensives”, “Focused Exam: Anxiety” due Monday 9/08/25 by 5:00 PM |
Assigned Readings/Videos: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch1 HTN, Ch 6 HTN in Preg -Boehme, A., Esenwa, C. & Elkind, M. (2017). Stroke risk factors, genetics, and prevention. Circulation Research, 120, 472-495. -Ntaios et al. (2020). Characteristics and outcomes in patients with COVID-19 and acute ischemic stroke. Stroke, 51, e254-258. -Bikdeli, B. et al. (2020). Pharmacological agents targeting thromboinflammation in COVID-19: Review and implications for future research. Thrombosis and Haemostasis, 120(7), 1004-1024 -CDC Grand Rounds: Public Health Strategies to Prevent and Treat Strokes -American College of Cardiology High Blood Pressure in Adults: Guideline for the Prevention, Detection, and Management -Pan, Y., Cai, W., Cheng, Q., Dong, W., An, T., & Yan, J. (2015). Association between anxiety and hypertension: a systematic review and meta-analysis of epidemiological studies. Neuropsychiatric Disease and Treatment, 11, 1121–1130. |
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Week 4 09/08-12/2025
Zoom class 9/09/2025 9am-12pm; 3 hour lab on own time |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: CHRONIC LOWER RESPIRATORY DISEASE |
Lecture: Complete readings; view lecture posted in Canvas Lab: View video in Bate’s Visual Guide to Physical Exam: “12. Thorax and Lungs”, OSCEs 5 and 11. - ShadowHealth: “The Respiratory Concepts Lab”, “Focused Exam: Respiratory Syncytial Virus”; “COPD”; “Antiasthmatics” due Monday 9/15/25 by 5:00 PM |
Assigned Readings: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch12 newborn respiratory conditions, Ch14 asthma for children, Ch18 otitis media, Ch 21 Pneumonia -Strang, S., Osmanovic, M., Hallberg, C., & Strang, P. (2018). Family caregivers’ heavy and overloaded burden in advanced chronic obstructive pulmonary disease. Journal of Palliative Medicine, 12, 1768-1772 National Institutes of Health Asthma Action Plan |
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Week 5 09/15-19/2025 |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: INFLUENZA, PNEUMONIA, & COVID-19 |
Lecture: Complete readings; view lecture posted in Canvas Lab: - Complete the “Influenza in My Community” lab in Canvas. -Resources: due 9/22/25 by 5:00 PM |
Assigned Readings: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch21 pneumonia -Taubenberger, J. & Morens, D. (2020, December 13). The 1918 influenza pandemic and its legacy. Perspectives in Medicine. -COVID-19 Treatment and Management Recommendations -Video: Systemic Racism, Disparities ad Health |
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Week 6 09/22-26/2025 |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: UNINTENTIONAL INJURIES (ACCIDENTS) |
Lecture: Complete readings; view lecture posted in Canvas Lab: Review lab activity in Canvas; complete each module of the Rural Health Information Hub on Unintentional Injury Prevention Toolkit. Submit activity worksheet in Canvas. due Monday 9/29/25 by 5:00 PM |
Assigned Readings/Videos: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch17 traumatic brain injury -Phillips, D., Lidon-Moyano, C., Cerda, M., Gruenewald, P., & Goldman-Mellor, S. (2020). Association between unintentional injuries and self-harm among adolescent emergency department patients. General Hospital Psychiatry, 64, 87-92 -Ballesteros, M., Williams, D., Mack, K., Simon, T., & Sleet, D. (2018). The epidemiology of unintentional and violence-related injury morbidity and mortality among children and adolescents in the United States. Int’l Jrnl of Environmental Research and Public Health, 15(4), 616 -Center for Disease Control and Prevention (CDC) STEADI Initiative- Older Adult Fall Prevention |
| Week 7 09/29-10/3/2025 |
Palliative Care, Pharmacogenomics and Integrative Health |
Lecture: Complete readings; view lecture posted in Canvas Lab: -View Johns Hopkins Palliative Care Essential Workshop for Today’s Clinician; - View “Integrating Palliative Care into APRN Practice and Training” -Complete group lab activity in Canvas due Monday 10/06/25 by 5:00 PM |
Assigned Readings: , Ch. 19 Healthy Aging -McElligott, D. & Turnier, J. (2020). Integrative health and wellness assessment tool. -Crit Care Nurs Clin N Am 32 (2020) 439–450. |
| Week 8 10/6-10/2025
Zoom class 10/07/2025 9am-12pm; 3 hour lab on own time |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: CANCER |
Lecture: Complete readings; view lecture posted in Canvas Lab: -View video in Bate’s Visual Guide to Physical Exam: “8. Head and Neck”; “Breasts and Axillae”. -Shadow Health: “Conditions of the Hematologic System. -See lab activity in Canvas, “Cancer as a genetic disease” complete the activity with a peer. due Monday 10/13/25 by 5:00 PM |
Assigned Readings/Videos: - Islami F, Baeker Bispo J, Lee H, et al. American Cancer Society’s report on the status of cancer disparities in the United States, 2023. CA Cancer J Clin. 2024; 74(2): 136-166. doi:10.3322/caac.21812 - VO, J. B. et al. Health Disparities: Impact of health disparities and treatment decision-making biases on cancer adverse effects among Black cancer survivors. Clinical Journal of Oncology Nursing, [s. l.], v. 25, n. 5, p. 17–24, 2021. - Advancing Health Equity in Cancer Survivorship Lee Smith, Judith et al. American Journal of Preventive Medicine, Volume 49, Issue 6, S477 - S482 |
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Week 9 10/13-17/2025 |
Pain Assessment & Management Headache Substance Use Disorder & Medication Assisted Treatment Guest Speakers: 10:10-11:00 Community Assessment: Drs. Danielle Wrenn & Brittany Bannon, SRHD 11:10-12:00 substance use disorder & MAT: Dr. Brian Dawson, Ideal Option for opioid treatment |
Chronic Pain & Opioid Risk Assessment Interprofessional Activity: RESPECT MAT Lab: ShadowHealth: OSCEs – “Knee Pain”, “Back Pain”, “Headache” Lab activity “Severe and chronic headaches” This lab activity is a formative assignment meaning faculty feedback will provide you significant guidance to develop knowledge and skills necessary for the final clinical activity. due 10/20/25 by 5:00 PM |
Assigned Readings/Videos: -CDC Clinical Practice Guideline for Prescribing Opioids (2022). - Linton SJ, Flink IK, Vlaeyen JWS. Understanding the Etiology of Chronic Pain from a Psychological Perspective. Phys Ther. 2018 May 1;98(5):315-324. doi: 10.1093/ptj/pzy027. PMID: 29669087. -NIH Pain Consortium resource center (assessment tools for professionals) - Robbins MS. Diagnosis and Management of Headache: A Review. JAMA. 2021;325(18):1874–1885. doi:10.1001/jama.2021.1640 -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch27 substance abuse disorders |
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Week 10 10/20-24/2025 |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: ALZHEIMER'S DISEASE |
Lab: View video in Bate’s Visual Guide to Physical Exam: -“Rapport with Older Adults” and “Responding to Emotional Cues” -Complete the OSCE “15. Memory Loss” with a partner. due 10/27/25 by 5:00 PM |
Assigned Readings: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch19 healthy aging, Ch24 altered cognitive function, & -Ferretti, M. et al. (2018). Sex differences in Alzheimer disease- the gateway to precision medicine. Nature Reviews Neurology, 14, 457-469. Videos: -NIH Webinar 'Epidemiology of Cognitive Aging: Why Observational Studies Still Matter' (1:08:33) |
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Week 11 10/27-31/2025 |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in the US: SUICIDE Mental Health Disorders |
Lab: This week you will complete the first half clinical hours (minimum of 5 hours) in direct-patient care activities. See Canvas folder for instructions, expectations, and requirements. Assignment: Patient Care Plan Project starts here Shadow Health: Mental Health Focused Exam Videos: |
Assigned Readings/Videos: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch25 anxiety & depression & Ch26 psychotic disorders -Fazel, S. & Runeson, B. (2020). Suicide. The New England Journal of Medicine, 382, 266-274 -Mann, J., Michel, C., Auerbach, R. (2021). Improving Suicide Prevention Through Evidence-Based Strategies: A Systematic Review. The Amer Jrnl of Psychiatry (178)7. -Rural Suicide Prevention Toolkit |
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Week 12 11/3-7/2025
Zoom class 11/04/2025 9am-12pm; 3 hour lab on own time |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: OBESITY, DIABETES |
Lab: View video in Bate’s Visual Guide to Physical Exam: Complete OSCE “14. Child and Adolescent Obesity” Review the Diabetes Prevention Toolkit from the AMA Complete part one of the case-based Lab activity in Canvas which covers: -provider biases and self-assessment; communicating sensitively about weight -approaches to weight management -evaluating patient’s behaviors -partnering for behavior change -due 11/10/25 by 5:00 PM |
Assigned Readings: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch2 DM & Ch3 obesity -Zimmet, P. (2017). Diabetes and its drivers: The largest epidemic in human history? Clinical Diabetes and Endocrinology, 3(1), 1-8. Video: -American Academy of Pediatrics Institute for Health Childhood Weight Resource: -Health at Every Size framework. |
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Week 13 11/10-14/2025 |
Continued: Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: OBESITY, DIABETES (updates in treatments) |
Lab: Complete part two of the Lab activity in Canvas which covers: -evaluating intervention options: behavior change, medication assistance, surgical interventions -managing complications of insulin resistance and obesity |
11/11/2025 – Veteran’s Holiday, campuses closed Assigned Readings: - American Association of Clinical Endocrinology Consensus Statement: Comprehensive Type 2 Diabetes Management Algorithm – 2023 Update Samson, Susan L. et al. Endocrine Practice, Volume 29, Issue 5, 305 - 340 -Zoler, M. (2020, November 18). First SGLT1/2 inhibitor shows 'spectacular' phase 3 safety and efficacy in T2D. Medscape Medical News. |
| Week 14 11/17-21/2025 |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: CHRONIC LIVER DISEASE and CIRRHOSIS GI |
Lab: View video in Bate’s Visual Guide to Physical Exam: -Complete the Abdominal Pain OSCE ShadowHealth: -Adv. Patho: “The Gastrointestinal System and Common Alterations” due 11/24/25 by 5:00 PM |
-Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch 4 irritable bowel syndrome & Ch 16 GERD -Katz, P., Dunbar, K., Schnoll-Sussman, F. et al (2022). Clinical Guideline for the Diagnosis and Management of Gastroesophageal Reflux Disease. The American Journal of Gastroenterology 117(1), p. 27-56 -Younossi ZM, Stepanova M, Younossi Y, et al, (2020). Epidemiology of chronic liver diseases in the USA in the past three decades. Gut; 69:564-568. -Singal AK, Mathurin P. Diagnosis and Treatment of Alcohol-Associated Liver Disease: A Review. JAMA. 2021;326(2):165–176. |
| Week 15 12/1-5/2025 |
Assessment, Pathophysiology, & Pharmacology of Top Health Problem in US: KIDNEY DISEASE, NEPHRITIS, NEPHROSIS |
Lab: This week you will complete the final clinical hours (minimum of 5 hours) in direct-patient care activities. See Canvas folder for instructions, expectations, and requirements. Assignment: Complete the summative assignment, “patient care plan project”. due 12/08/25 by 5:00 PM Shadow Health: View the Adv. Patho videos: -“The Endocrine System and Common Alterations” -“The Renal and Urologic Systems and Common Alterations” |
Assigned Readings: -Best, Buttriss, & Hines (2022) Pathophysiology, physical assessment, & pharmacology Ch15 chronic kidney disease. -Centers for Disease Control and Prevention. (2019, March 5). Chronic kidney disease in the US, 2019. -Muntean C, Starcea IM, Banescu C. Diabetic kidney disease in pediatric patients: A current review. World J Diabetes. 2022 Aug 15;13(8):587-599. |
Expectations for Student Effort
Students are expected to spend the following on course work (at a minimum):
Didactic [F2F Video Conference or Directed Online Learning]:
15 hours of faculty-directed instruction per credit hour. For this course you will spend 3 hours weekly on faculty-engaged learning and instruction in the didactic component.
Lab/Non-Lecture:
For each hour of non-lecture equivalent, students should expect to have three hours of work per week. For this course there will be a minimum of 3 hours of lab requirements weekly. Each weekly lab is faculty guided and includes instruction/demonstration of advanced practice assessment and/or pathophysiological processes, and case-based learning activities. Required documentation of labs will be in Canvas. For the College’s accreditation requirements, this course will also include 10 hours of advanced practice in direct patient care demonstrating advanced knowledge of the content. Details in Canvas.
Graduate Course Outside Effort:
For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside class. For this course the outside effort is in text and science-based articles, as well as review key evidence-based practice websites.
Grading
| Type of Assignment (tests, papers, etc.) | Points | Percent of Overall Grade |
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| Participation - Zoom Classes | 5 | 5 |
| Participation - Online Engagement | 10 | 10 |
| Lab Activities | 55 | 55 |
| OSCE Skills Verification (formative) | 10 | 10 |
| Clinical Skills Verification (summative Patient Care Plan) | 20 | 20 |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
95-100 |
C | 73-75 |
| A- | 90-94 | C- | 70-72 |
| B+ | 86-89 | D+ | 66-69 |
| B | 83-85 | D | 60-65 |
| B- | 80-82 | F | 0-59 |
| C+ | 76-79 |
*Minimum passing final grade for a required nursing course is C (73%). If you receive a course grade of C- (≤72%) or lower, you will need to repeat the course.
Grade Rounding Policy
A grade is rounded up if the percentage grade is >0.5 (e.g., 93.55 is rounded to a 94) or is rounded down if the percentage grade is <0.5 (e.g., 93.43 is rounded to a 93).
Alternative Grades
Incomplete, X, or Z may be awarded based on WSU Policy at https://registrar.wsu.edu/grades-and-gpa/.
Attendance and Make-Up Policy
Policy
Attendance is graded as Course Participation which includes both live Zoom classes and engagement in the online environment. Students are expected to attend/participate in all scheduled classes and 1:1 sessions (with course instructor, mentor, peers, etc.), no matter the modality (in person, asynchronous/synchronous VC, etc.), unless arrangements are made ahead of time.
Students are expected to come to class prepared to listen (or to present) and to ask questions that add to their knowledge and to the knowledge of others. This includes students actively sharing what they are learning in the readings and discussion boards.
Procedure – Scoring
Students are scored on attendance by the course instructor and is based on the student's: preparation for class, participation in activities, and feedback to peers.
Absence Makeup
Makeups are dependent on circumstances and/or prior notice only. It is the student's responsibility to ask for any missing assignments or makeup work due to an excused absence from class.
- PRIOR TO MISSING A SCHEDULED CLASS/SESSION, and using their student WSU email account, the student is to email the course instructor to negotiate how the missed session is to be made up.
- Extreme violations of this policy will result in a Performance Improvement Plan (PIP) being filed with the Center for Student Excellence.
Late Assignments
Late Assignment Policy
All course work (including, but not limited to assignments, class activities, and discussion boards) must be submitted no later than the due date specified in this syllabus unless prior arrangements are made with the faculty and a new due date is established.
All assignments (LMS postings, individual, group, presentation/written, etc.) submitted after the deadline AND without prior notification to or arrangements with the faculty, will be subjected to a penalty.
Assignment Due Date Extension Procedure
- PRIOR TO THE ASSIGNMENT DUE DATE, and using their student WSU email account, the student is to email the course instructor to negotiate a different due date.
- If the student does not negotiate a different due date, depending on the circumstances, the course faculty will impose a penalty such as:
- an assignment score of zero.
- a loss of 5 percentage points (for the assignment) for each day (24 hours) past the deadline.
- Extreme violations of this policy will result in a Performance Improvement Plan (PIP) being filed with the Center for Student Excellence.
Academic Integrity Statement
Students and faculty share in the responsibility of upholding and protecting academic honesty standards within the University. At Washington State University, all cases of academic dishonesty or academic misconduct, including cases of plagiarism, will be handled according to the process in WAC 504-26-415.
Through the academic integrity violation process (see https://www.handbook.wsu.edu/academic-integrity-process/), the reported student will receive notice of the concerning information and will be given an opportunity to respond. The Standards of Conduct for Students covers cheating, plagiarism, or other forms of academic dishonesty including but not limited to the following:
- unauthorized collaboration on assignments;
- facilitation of dishonesty including not challenging academic integrity violations by others;
- obtaining unauthorized knowledge of course assignments or exam materials;
- unauthorized multiple submissions of the same work for different course assignments;
- sabotage of another student’s work;
- knowingly furnishing false information or data to any University official, faculty, or staff; and
- forgery, alteration, or misuse of any University document, record, or form of personal identification.
For a complete definition of academic dishonesty, see WAC 504-26-415 at https://apps.leg.wa.gov/WAC/default.aspx?cite=504-26-010.
Given the accessibility of electronic information, further discussion of commonly observed examples of plagiarism is warranted.
Examples may include:
- copying material (e.g., copy and paste) from any source without proper citation;
- copying homework solutions from online sources such as CHEGG, Bartleby, StackExchange, and solutions manuals; or
- using an essay for hire service or copying material from another student.
When submitting group projects, any example of plagiarism may result in the entire group facing disciplinary action. It is appropriate to ask professors for further clarification of proper protocol. In addition to increasing the availability of information, technology also provided enhanced methods for identifying copied work. Plagiarizing another’s work denies learning opportunities and does not advance one’s academic pursuits.
If a graduate student becomes aware of any incidents of academic dishonesty, the graduate student should report the incident to the appropriate faculty member. The faculty member is then responsible for contacting the reported student and for notifying the Center for Community Standards. Sanctions imposed by the faculty member may include failure of the assignment, test, or entire course. Sanctions may also lead to loss of one’s assistantship (see Chapter 9.G) and/or dismissal from the graduate program.
The Center for Community Standards will assign additional educational outcomes to a student found responsible for an academic integrity violation. For more information about possible outcomes from the community standards process, please visit https://handbook.wsu.edu/violations-and-possible-sanctions/. If a student is uncomfortable reporting another student to a faculty member, other resources include the ombudsman, the Graduate School, and the Center for Community Standards.
Artificial Intelligence (AI) Policy
WSU Executive Policy 8 prohibits the inclusion of legally protected or regulated data (e.g., proprietary, personally identifiable information, HIPAA, FERPA) in queries provided to generative AI platforms like ChatGPT. The appropriate use of AI in this course includes the use of the platform and tools, such as AI-based tools to improve spelling and grammar like Grammarly, use of AI tools such as TurnitIn to test for plagiarism before turning in an assignment or by the professor after an assignment is received, and use of platforms such as ChatGPT for outlining an assignment. You may not use ChatGPT for more than 10% of the content of ANY assignment. Use of AI for >10% of an assignment unless it is specifically authorized in the instructions for that assignment will result in an automatic zero for that assignment and potential referral to the Center for Community Standards.