NURS FPX 6011 Evidence-Based Patient-Centered Concept Map Example

NURS FPX 6011 Assessment 1 Evidence-Based Patient-Centered Concept MapNURS FPX 6011 Assessment 1 Evidence-Based Patient-Centered Concept Map

NURS FPX 6011 Evidence-Based Patient-Centered Concept Map Assignment Brief

Course: NURS FPX 6011 Evidence-Based Practice for Patient-Centered Care and Population Health

Assignment Title: Assessment 1 Evidence-Based Patient-Centered Concept Map

Assignment Overview:

In this assignment, you will demonstrate your understanding of evidence-based patient-centered care by creating a concept map for a hypothetical patient scenario. The concept map will integrate evidence-based nursing diagnoses, interventions, and communication strategies tailored to the patient’s needs. Through this assignment, you will showcase your ability to apply nursing knowledge to real-world situations and communicate effectively with healthcare teams.

Assignment Objectives:

  • Demonstrate understanding of evidence-based nursing diagnoses and interventions.
  • Apply principles of patient-centered care to develop a concept map for a hypothetical patient scenario.
  • Utilize effective communication strategies to address patient needs and promote positive health outcomes.
  • Integrate cultural considerations into nursing care planning.

The Student’s Role:

As a nursing student, your role is to analyze the given patient scenario and develop a comprehensive concept map that addresses the patient’s needs from a holistic perspective. You will consider factors such as medical history, social determinants of health, and cultural background to create a patient-centered care plan. Your concept map should reflect evidence-based nursing diagnoses, interventions, and communication strategies tailored to the individual needs of the patient.

NURS FPX 6011 Evidence-Based Patient-Centered Concept Map Example

Patient Scenario

Ana, a 67-year-old Hispanic woman, received a diabetes diagnosis a decade ago. Initially, she diligently managed her condition by regularly checking her blood sugar, following a sugar-free diet, maintaining a daily walking routine, and never missing a medication dose. However, in recent years, Ana has become weary of managing her diabetes. She feels resigned, believing that diabetes is inevitable in her family. Due to an increase in her A1C levels, Ana reluctantly started insulin therapy on her doctor’s recommendation.

Despite her efforts, Ana finds it challenging to adhere to her diabetes regimen. She often finds herself unexpectedly caring for her grandchildren due to school closures during the COVID-19 pandemic. Ana prefers to care for her grandchildren herself, even when feeling overwhelmed. Consequently, she struggles to prioritize her health, sometimes forgetting to check her blood sugar or skipping meals due to busyness.

Reviewing Ana’s medical records reveals missed primary care appointments, unreturned calls, and irregular blood glucose monitoring. Recently, Ana experienced a hypoglycemic episode, prompting her husband to call emergency services. She was treated for low blood sugar at the hospital but discharged the same day. This isn’t the first time Ana has faced such an incident; two months prior, she encountered a similar situation, emphasizing her family’s concern and her realization of needing to improve her self-care.

Ana acknowledges the importance of managing her health but feels overwhelmed by her responsibilities and the demands of her family. She recognizes the need to be more diligent in her self-care but struggles to find the time and energy to do so. Ana’s husband and daughter are supportive but worried about her well-being. It is evident that Ana requires a tailored approach to diabetes management that considers her unique circumstances and challenges.

Patient Needs Analysis

Based on the patient’s case, several nursing diagnoses are crucial to address her needs effectively. Firstly, the most pressing concern is the risk for unstable blood glucose levels, as outlined by Ladwig et al. (2019). Ana has experienced episodes of hypoglycemia, prompting emergency interventions by her family. Additionally, she struggles with blood glucose monitoring and inadequate nutrition, which further exacerbate this risk. Moreover, Ana has expressed a declining interest in managing her diabetes, indicating potential challenges in adhering to treatment regimens.

Secondly, Ana exhibits signs of ineffective health management, another significant nursing diagnosis identified by Ladwig et al. (2019). She reports feeling hopeless about meeting glycemic goals and overwhelmed by her responsibilities, especially caring for her grandchildren during the COVID-19 pandemic-related school closures. These factors contribute to her inability to prioritize her health effectively.

Lastly, Ana shows readiness for enhanced health management, highlighting her recognition of the need for change and seeking care to address her concerns, as described by Ladwig et al. (2019). Despite feeling overwhelmed, Ana acknowledges the importance of managing her health and the impact it has on herself and her family.

Impact of Social Determinants

The American Diabetes Association Professional Practice Committee (ADAPPC) emphasizes the significant influence of social determinants of health on a person’s ability to self-manage their condition (2022b). Ana’s situation is a testament to this, as the COVID-19 pandemic and its associated disruptions have added additional challenges to her diabetes management. The COVID-19 pandemic has exacerbated Ana’s challenges by disrupting her routine, limiting access to healthcare services, and increasing familial responsibilities.


According to ADAPPC guidelines, there are critical times to evaluate the need for diabetes self-management education, which align with Ana’s current circumstances (2022b). Given her challenges and transitions in life, interventions such as depression screening and Diabetes Self-Management Education and Support (DSMES) are vital to address the barriers she faces in managing her diabetes effectively. These interventions aim to equip Ana and her family with the necessary skills and support to navigate her condition amidst life changes and challenges.

To address Ana’s needs, interventions must be multifaceted. Referral for depression screening and Diabetes Self-Management Education and Support (DSMES) is imperative, as highlighted by ADAPPC guidelines. These interventions aim to equip Ana with the necessary skills and support to manage her diabetes effectively, considering her unique circumstances and preferences.

Communication Strategies and Cultural Considerations

Communication with Ana should prioritize empowerment and avoid unintentional discouragement. According to ADAPPC standards, a patient-centered communication approach is crucial, emphasizing active listening, understanding patient preferences, and assessing potential barriers to care (2022a). Additionally, language used during encounters must be neutral, respectful, and free from stigma, fostering collaboration and instilling hope (Dickinson et al., 2017). For example, instead of using judgmental terms like “non-compliant,” healthcare providers should use fact-based language to maintain a supportive and inclusive dialogue.

As the matriarch of her family, Ana’s cultural values and familial responsibilities must be respected. Close familial ties, common in Hispanic culture, underscore the importance of addressing Ana’s desire to care for her grandchildren while acknowledging the stress it may cause. Moreover, considering Ana’s age and individual circumstances, discussions regarding glycemic goals should be individualized, balancing medical feasibility with her preferences and overall well-being (ADAPPC, 2022d). Ana’s reluctance to start insulin highlights the need for open dialogue with her primary care physician to address concerns and explore alternative treatment options.

The impact of the COVID-19 pandemic on childcare arrangements and healthcare access further complicates Ana’s situation. Telemedicine options may offer a solution to overcome barriers, but Ana’s comfort with such technology should be assessed to ensure effective communication and engagement. Ultimately, communication strategies should prioritize Ana’s autonomy, cultural values, and individual needs to facilitate collaborative decision-making and optimize her diabetes management.

Value and Relevance of Evidence

The resources utilized to develop the patient-centered concept map are primarily derived from the standards of care established by the American Diabetes Association (ADA). These standards serve as a foundation for clinical practice but should not override clinical judgment and individualized care (ADAPPC, 2022c). The ADA employs an evidence-based grading system to categorize these standards, with “A” representing the highest level of evidence and “E” representing the lowest (ADAPPC, 2022c). Recommendations backed by “A” level evidence are derived from well-designed clinical trials or meta-analyses and are more likely to yield positive outcomes when applied appropriately. While recommendations with lower levels of evidence may still be significant, they are not as robustly supported.

Diabetes management can pose significant challenges for patients and their families, underscoring the importance of relying on reliable and continually updated resources such as the ADA Standards for Medical Care in Diabetes (ADAPPC, 2022c). These standards have undergone rigorous evaluation and refinement over three decades, making them a trusted resource for healthcare professionals. By adhering to evidence-based guidelines like those provided by the ADA, healthcare providers can offer high-quality care tailored to individual patient needs while maximizing the likelihood of positive health outcomes.


In conclusion, Ana’s care plan underscores the importance of considering her unique values, beliefs, and lifestyle to deliver personalized care. By adhering to evidence-based practices, healthcare providers can ensure that Ana receives the most current and reliable treatment options tailored to her specific needs. Furthermore, effective communication strategies are essential to fostering understanding and promoting adherence to recommended interventions. By empowering Ana to actively participate in her diabetes management and providing support through individualized care, healthcare professionals can facilitate positive outcomes and enhance Ana’s overall quality of life.


American Diabetes Association Professional Practice Committee. (2022a). 4. Comprehensive medical evaluation and assessment of comorbidities: Standards of medical care in diabetes-2022. Diabetes Care, 45(Supplement_1), S46-S59.

American Diabetes Association Professional Practice Committee. (2022b). 5. Facilitating behavior change and well-being to improve health outcomes: Standards of medical care in diabetes-2022. Diabetes Care, 45(Supplement_1), S60–S82.

American Diabetes Association Professional Practice Committee. (2022c). 1. Introduction: Standards of medical care in diabetes-2022. Diabetes Care, 45(Supplement_1), S1–S2.

American Diabetes Association Professional Practice Committee. (2022d). 13. Older adults: Standards of medical care in diabetes-2022. Diabetes Care, 45(Supplement_1), S195–S207.

Dickinson, J. K., Guzman, S. J., Maryniuk, M. D., O’Brian, C. A., Kadohiro, J. K., Jackson, R. A., D’Hondt, R. A., Montgomery, B., Close, K. L., & Funnell, M. M. (2017). The use of language in diabetes care and education. Diabetes Care, 40(12), 1790–1799.

Ladwig, G. B., Ackley, B. J., Flynn Makic, M. B., Martinez-Kratz, M., & Zanotti, M. (2019). Mosby’s guide to nursing diagnosis (6th ed.). Elsevier, Inc.

Detailed Assessment Instructions for the NURS FPX 6011 Evidence-Based Patient-Centered Concept Map Example



Create your concept map and narrative as separate documents. Be sure to note the areas where you need to include your evidence-based support and where you need to make clear your strategies for communicating information to the patient and the patient’s family.

Note: Many organizations use the spider style of concept maps (see the Taylor & Littleton-Kearney article for an example). Also, if a specific style of concept map is used in your current care setting, you may use it in this assessment.

Create your concept map and narrative as separate documents. Be sure to note the areas where you need to include your evidence-based support and where you need to make clear your strategies for communicating information to the patient and the patient’s family.


Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance level descriptions for each criterion to see how your work will be assessed.


Integrate relevant evidence from 3–5 current scholarly or professional sources to support your assertions.

Apply correct APA formatting to all in-text citations and references.

Attach a reference list to your narrative.

Concept Map

Develop a concept map for the individual patient, based upon the best available evidence for treating your patient’s health, economic, and cultural needs.

  • Narrative
  • Develop a narrative (2–4 pages) for your concept map.

Analyze the needs of your patient and their family, and determine how those needs will influence a patient-centered concept map.

Consider how your patient’s economic situation and relevant environmental factors may have contributed to your patient’s current condition or affect their future health.

  • Consider how your patient’s culture or family should influence your concept map.

Justify the value and relevance of the evidence you used as the basis of your concept map.

Explain why your evidence is valuable and relevant to your patient’s case.

Explain why each piece of evidence is appropriate for both the health issue you are trying to correct and for the unique situation of your patient and their family.

  • Propose relevant and measurable criteria for evaluating the degree to which the desired outcomes of your concept map were achieved.

Explain why your proposed criteria are appropriate and useful measures of success.

  • Explain how you will communicate specific aspects of the concept map to your patient and their family in an ethical, culturally sensitive, and inclusive way. Ensure that your strategies:
  • Promote honest communications.
  • Facilitate sharing only the information you are required and permitted to share.

Are mindful of your patient’s culture.

  • Enable you to make complex medical terms and concepts understandable to your patient and their family, regardless of language, disabilities, or level of education.
  • Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6011 – Evidence-Based Practice for Patient-Centered Care and Population Health Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Evidence-Based Practice

Godshall, M. (2015). Fast facts for evidence-based practice in nursing: Implementing EBP in a nutshell (2nd ed.). New York, NY: Springer Publishing Company.


Blix, A. (2014). Personalized medicine, genomics, and pharmacogenomics: A primer for nursesClinical Journal of Oncology Nursing18(4), 437–441.

Baker, J. D. (2017). Nursing Research, Quality Improvement, And Evidence-Based Practice: The Key To Perioperative Nursing Practice: EditorialAssociation of Operating Room Nurses105(1), 3.

Evidence-Based Practice in Nursing & Health Sciences: Review Levels of Evidence.

Evidence-Based Practice in Nursing & Health Sciences.


Concept Mapping

Concept Maps.

This resource provides a general overview of concept maps. The guide is not specific to nursing, but may prove helpful to the initial conceptualization of your assessment.

This article will help you decide how you would like to structure and conceptualize your concept map.

Concept Map Template [DOCX].

Concept Map Tutorial | Transcript.

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