D115 Advanced Pathophysiology E-Portfolio – Hypertension Analysis 2025

PHASE 1: USING THE FEYNMAN TECHNIQUE TO LEARN AND TEACH PATHOPHYSIOLOGY

Overview of Phase 1 Learning Strategy

Phase 1 focuses on foundational learning through structured planning, self-directed synthesis, and reflective teaching. The Feynman technique is used as the core learning framework to promote deep understanding of pathophysiology concepts commonly encountered in primary care. This phase emphasizes organization, simplification of complex material, and reflective learning supported by documentation in an electronic portfolio.

What activities are involved in Phase 1, and how should they be organized?

Phase 1 begins with a thorough review of all Clinical Practice Experience (CPE) requirements, which are distributed across three progressive phases. To prevent cognitive overload and missed deadlines, the overall workload is divided into smaller, achievable tasks. Each task is assigned a specific deadline and estimated completion time.

A comprehensive schedule is developed and maintained within the e-portfolio. This schedule functions as both a planning and accountability tool by clearly outlining required activities, due dates, and anticipated time commitments. Consistent use of this structured plan supports effective time management and ensures steady progress throughout the CPE (10/7/2024, 25 minutes).

How do I apply the Feynman technique to synthesize knowledge of a disease commonly seen in primary care?

Application of the Feynman technique begins by selecting a disease frequently encountered in primary care practice, such as hypertension, diabetes mellitus, asthma, depression, or osteoarthritis. The learner initially writes out their current understanding of the disease, including its pathophysiology, common clinical manifestations, and diagnostic approaches.

This preliminary knowledge is then expanded and corrected using authoritative sources such as course materials, pathophysiology textbooks, and peer-reviewed or evidence-based online resources. The final product is a one-page, single-spaced synthesis written in plain language, as if explaining the condition to an individual with no medical background. This step reinforces mastery by requiring simplification without loss of accuracy. All sources must be cited using APA format, and the completed synthesis is uploaded to the e-portfolio (10/13/2024, 2–3 hours).

How should I assess and improve my synthesis?

Following completion of the initial synthesis, learners conduct a structured self-assessment focused on clarity, accuracy, and educational effectiveness. Reflection includes identifying areas where explanations may be overly technical, unclear, or incomplete.

Documented reflections guide targeted revisions aimed at improving readability and conceptual flow. This iterative revision process strengthens both content mastery and teaching ability prior to final submission to the e-portfolio (10/13/2024, 1 hour).

What is involved in the GoReact video reflection?

An essential component of Phase 1 is the creation of a 3–5 minute GoReact video reflection. In this video, learners describe their learning process, discuss insights gained from the Feynman technique, identify challenges encountered during self-assessment, and explain how revisions were implemented.

After posting the video, learners review and provide constructive feedback on two peers’ reflections. Screenshots of the learner’s video and peer feedback interactions are collected and stored in the e-portfolio as supporting evidence (1/16/2025, 1 hour).

What evidence should be included in the e-portfolio for Phase 1?

The Phase 1 e-portfolio must include structured documentation demonstrating planning, synthesis, reflection, and peer engagement. Required evidence includes a detailed schedule table, the completed Feynman synthesis, visual documentation of GoReact participation, and a written reflection summarizing the video content.

Phase 1 CPE Schedule Table

PHASE 1 FEYNMAN SIMPLIFIED SYNTHESIS: HYPERTENSION

What is hypertension?

Hypertension refers to a chronic elevation in blood pressure, which represents the force of circulating blood against arterial walls. Normal blood pressure averages approximately 120/80 mmHg. Stage 1 hypertension is defined by systolic readings between 130–139 mmHg or diastolic readings between 80–89 mmHg, while Stage 2 hypertension involves systolic values of 140 mmHg or higher and/or diastolic values of 90 mmHg or higher.

The condition often develops gradually and is influenced by a combination of genetic predisposition and lifestyle factors, including poor dietary habits, physical inactivity, obesity, and tobacco use (Huether & McCance, 2019).

What are the clinical signs?

Hypertension is frequently asymptomatic in its early stages, which contributes to delayed diagnosis. When symptoms do occur, they typically result from long-term complications rather than elevated blood pressure itself. These complications may include renal dysfunction, visual disturbances, peripheral edema, neurological deficits, or vascular disease (Centers for Disease Control and Prevention [CDC], n.d.; Huether & McCance, 2019).

How is hypertension diagnosed?

Diagnosis requires multiple blood pressure measurements obtained under standardized conditions, including adequate rest and avoidance of stimulants such as caffeine or nicotine prior to assessment. Ambulatory blood pressure monitoring over a 24-hour period may be used to distinguish sustained hypertension from white-coat or masked hypertension.

Laboratory evaluations and diagnostic tests—including electrolyte panels, fasting glucose, lipid profiles, urinalysis, thyroid studies, and electrocardiography—are used to identify secondary causes and assess for target organ damage (Huether & McCance, 2019; Block & Badile, 2024).

PHASE 2: REFINEMENT WITH ADVANCED PROFESSIONAL FEEDBACK

What steps are taken in Phase 2?

Phase 2 builds upon foundational knowledge by incorporating professional feedback. The CPE schedule is reviewed and updated to reflect progress and upcoming responsibilities. Adjustments are made to ensure continued alignment with learning objectives and deadlines (10/7/2024, 25 minutes).

How do I collaborate with advanced nurses or colleagues?

The original Feynman synthesis is presented to experienced nurses or healthcare professionals for evaluation. Feedback is solicited regarding accuracy, clarity, clinical relevance, and effectiveness of analogies used to explain complex concepts.

All feedback is documented, along with a plan describing how suggested improvements will be implemented. The revised synthesis, reflecting professional input, is then uploaded to the e-portfolio (10/13/2024, 1 hour).

What should be included in the GoReact reflection for Phase 2?

Learners record a 3–5 minute GoReact video reflecting on the professional feedback process. This reflection highlights insights gained, challenges encountered while presenting material, and the impact of expert feedback on content refinement. Peer review and screenshots of interactions are included in the portfolio (1/16/2025, 45 minutes).

What evidence is required for Phase 2?

Phase 2 documentation includes the revised synthesis with APA citations, screenshots of GoReact participation, and a written reflection summarizing the video discussion.

Phase 2 CPE Schedule Table

PHASE 3: CONSUMER-FOCUSED SYNTHESIS

How do I maintain progress and adjust timelines?

To sustain momentum during Phase 3, the CPE schedule is reviewed regularly and adjusted as needed. This ongoing evaluation ensures realistic timelines and supports timely completion of remaining tasks (10/7/2024, 20 minutes).

How is the consumer-focused synthesis developed?

Using the refined professional synthesis as a foundation, the content is rewritten for a non-medical audience. Medical jargon is minimized, and explanations focus on everyday language, practical examples, and preventive strategies. This version prioritizes health literacy while maintaining scientific accuracy (1/10/2025, 2 hours).

What is the role of healthcare consumers in this phase?

Healthcare consumers—including peers, family members, or students—review the simplified synthesis to evaluate clarity and usefulness. Feedback is collected regarding comprehension and engagement, and revisions are made accordingly. The finalized consumer-focused synthesis is uploaded to the e-portfolio (1/10/2025, 1–2 hours).

What is required in the Phase 3 GoReact reflection?

A final 3–5 minute GoReact video documents the experience of translating complex medical information for a lay audience. Reflection includes challenges encountered, communication strategies used, and the impact of consumer feedback. Peer reviews and screenshots are included as evidence (1/16/2025, 1 hour).

What evidence should be included for Phase 3?

Phase 3 evidence consists of the consumer-focused synthesis with APA citations, screenshots of GoReact activities, and a written reflection summarizing learning outcomes.

Phase 3 CPE Schedule Table

References

Block, M. J., & Badile, J. N. (2024, October 18). Overview of hypertension in adults. UpToDate.

Centers for Disease Control and Prevention. (n.d.). About high blood pressure.

Huether, S. E., & McCance, K. I. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). Elsevier.

D115 Advanced Pathophysiology E-Portfolio – Hypertension Analysis (2025)