NURS FPX 6021 Concept Map Nursing Example

NURS FPX 6021 Assessment 1 Concept Map

NURS FPX 6021 Assessment 1 Concept Map Nursing Assignment Brief

Course: NURS FPX 6021 Biopsychosocial Concepts for Advanced Nursing Practice 1

Assignment Title: Assessment 1 Concept Map Nursing and Evidence-based Narrative

Assignment Objective:

The objective of this assignment is to develop a concept map and provide a supporting evidence-based narrative that illustrates a plan for achieving high-quality outcomes for a condition related to impaired glucose regulation or metabolic imbalance. This assignment aims to enhance students’ understanding of evidence-based practice, quality improvement initiatives, and interprofessional collaboration in nursing care.

Understanding Assignment Objectives:

In this assignment, you are tasked with creating a concept map that outlines a comprehensive plan for managing a specific condition or disorder related to impaired glucose regulation or metabolic balance. Additionally, you are required to provide a brief narrative that justifies the evidence used in the concept map and analyzes how interprofessional strategies can improve patient outcomes.

The Student’s Role:

As a student, your role is to critically analyze the provided information, apply evidence-based principles, and demonstrate your understanding of nursing interventions and interprofessional collaboration in managing conditions related to impaired glucose regulation or metabolic imbalance. You will develop a concept map that outlines a comprehensive care plan and provide a narrative that justifies your decisions and strategies.

You Can Also Check Other Related Assessments:

NURS FPX 6021 Change Strategy and Implementation Essay Example

NURS FPX 6021 Quality Improvement Presentation Poster Example

NURS FPX 6021 Concept Map Nursing Example

Patient Info

• Name: Jena Olivia
• Gender: Female
• Age: 72
• Vitals:
  • Temp: 37 °C (98.6 °F)
  • BP: 162/94
  • Pulse: 92
  • Respiratory rate: 26 and shallow
• Chief complaint: Shortness of breath (SOB) and difficulty breathing
• Medical history: Hypertension, hyperlipidemia, and chronic obstructive pulmonary disease (COPD)

Nursing Diagnoses

• Impaired gas exchange related to destruction of the alveoli, narrowing of bronchioles, and trapping of air resulting in loss of lung elasticity.

1. • Subjective data: Difficulty breathing and SOB
   • Objective data: Crackles and wheezing heard upon auscultation, dyspnea, tachypnea, nasal flaring, use of accessory muscles, late signs of cyanosis, and oxygen saturation is 90% on room air.

• Activity intolerance related to hypoxia (imbalance between oxygen supply and demand).

1. • Subjective data: “I find it difficult to breathe. I can’t catch my breath when I walk a few feet.”
   • Objective data: Late signs of cyanosis, crackles and wheezing heard upon auscultation, and use of accessory muscles.

• Ineffective airway clearance related to bronchoconstriction, increased mucus production.

1. • Subjective data: The patient states she has been sleeping in a recliner chair for the past three nights because of difficulty breathing.
   • Objective data: Wheezing heard upon auscultation, dyspnea, tachypnea, and use of accessory muscles.

Nursing Interventions

Independent interventions (II):

• Monitor the patient’s arterial blood gases, oxygen saturation, vital signs, and color and assess for manifestations such as restlessness, anxiety, lethargy, and confusion.
  • Rationale: This process will help detect potential hypoxemia or hypercapnia.
• Position the patient in an upright or high Fowler’s position.
  • Rationale: This posture promotes lung ventilation.
• Instruct and teach the patient to perform the pursed-lip breathing technique.
  • Rationale: This technique slows the respiratory rate and reduces air trapping and fatigue.

Collaborative interventions (CI):

• Supervise oxygen (O2) at 2 L/min through nasal cannula as ordered. Instruct the patient and kin not to increase the O2 level.
  • Rationale: Oxygen therapy is used to treat hypoxia and is prescribed for chronic and acute breathing problems. However, a sudden increase in the O2 level can lead to respiratory failure.

Expected Outcomes

• Arterial blood gases and vital signs will be consistent with patient norms, indicating improvement in gas exchange.
• The pursed-lip breathing technique will reduce dyspnea.

Additional Evidence (Concept Map Narrative Part)

Jena Olivia, a 72-year-old female, is experiencing SOB and difficulty breathing. The evidence used in the concept map is a combination of subjective and objective data obtained after investigation. Doe also suffered from emphysema in the past. Symptoms such as fatigue, SOB, edema, and wheezing are common in COPD. The diagnoses in the concept map are related to various conditions related to COPD such as emphysema and chronic bronchitis. However, symptoms such as wheezing, edema, SOB, and fatigue can also be observed in congestive heart failure. Interprofessional collaboration between health care professionals, patients, and their caregivers is required for high-quality outcomes. Successful collaborations require positive reinforcement and mutual feedback. COPD will benefit from a combination of pharmacological and non-pharmacological interventions guided by an interprofessional collaborative practice. The concept map facilitates communication in an interprofessional team by identifying the types of nursing interventions required. Health care professionals, caregivers, and COPD patients must work together to deliver the prescribed pharmacotherapy. An evidence-based concept map with interprofessional strategies allows health care professionals to collaborate and analyze patient data as well as think critically. Concept mapping is useful in improving critical thinking among professionals and recording a holistic picture of the patient’s needs.

References

Ackley, B. J., Ladwig, G. B., & Makic, M. B. F. (2016). Nursing diagnosis handbook: An evidence-based guide to planning care (11th ed.).

Aein, F., & Aliakbari, F. (2017). Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course.

Amalakuhan, B., & Adams, S. G. (2015). Improving outcomes in chronic obstructive pulmonary disease: The role of the interprofessional approach.

Boon, C.W. (2018). Oxygenation. In Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.), Essentials for nursing practice (9th ed.).

Kazanowski, M. K. (2017). End-of-life-care concepts. In Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.), Medical-surgical nursing: Concepts for interprofessional collaborative care (9th ed.).

LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham, L., & Reid-Searl, K. (2015). Medical-Surgical nursing: Critical thinking for person-centred care (2nd Australian ed.).

Rees, H. (2017). Care of patients requiring oxygen therapy or tracheostomy. In Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.), Medical-surgical nursing: Concepts for interprofessional collaborative care (9th ed.).

Detailed Assessment Instructions for the NURS FPX 6021 Assessment 1 Concept Map Assignment

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2–3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.

Assessment Instructions

Scenario

You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.

Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:

• Cancer.
• Diabetes (type 2).
• HIV/AIDS.
• Hyperthyroidism.
• Hypothyroidism.
• Metabolic syndrome.
• Obesity.
• Polycycstic ovary syndrome.
• Prediabetes.
• Pregnancy.

Instructions

Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.

Part 1: Concept Map

• Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Part 2: Additional Evidence (Narrative)

• Justify the value and relevance of the evidence you used as the basis for your concept map.
• Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 1 Example [PDF].

Additional Requirements

• Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive.
• Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
• APA formatting:
  • For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
  • For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.

Questions to Consider:

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESSThe assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.

Vila Health attached below as images

examples attached

templates attached

*****Must get distinguished in all categories or revise*****

• What is the primary condition, disease, or disorder affecting the patient? 
  • What types of experience have you had working with patients with this condition, disease, or disorder?
  • How does this condition, disease, or disorder typically present?
  • What are the recommended treatment options? 
    • What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
• How have you used concept maps to help plan and organize care? 
  • What are the advantages of concept maps, from your point of view?
  • How could concept maps be more useful?
• How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations? 
  • What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

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