Concept Maps and Nursing Process Judith 2005

Concept Maps and Nursing Process

Presented by:Judith Findlay and Ute Beffert

John Abbott College

Judith Findlay & Ute Beffert June 2005 2

Concept Maps

Way of visualizing an idea using connections and showing relationshipsEncourages deeper learningTakes into consideration prior experience and understanding


Nursing Process

Traditionally is linearForces students to think in columns in a tableStudents have difficulty making their nursing process connections flow


Nursing Process: Concept Map

Shows relationships, ideas and how they connect



involves

Focus on

Introduction

Identifies

Coherently

auguments

begins the process consolidates

Takes place whenProduces / influences

differentiates among

able to perform

applies

Identifies

includes

assessed by

Leads to practice of

20F/20G MEDICINE/SURGERY

CLASS & LAB

Caring: Professional

Caring

Illness / Needs

Health

Nursing Process

Nursing Abilities

Collaborative communication (McGill

concepts)

Nutrition

Safety

Elimination

Communication

Advocacy

Collaboration

Caregiving Skills

Teaching

Comfort

Development

Surgical pain management

Anesthesia & analgesia

Critical Thinking

Focused interviewing

Health

20F/20G MEDICINE/SURGERYCLINICAL

Caring

Nursing Process

Nursing Abilities

Critical thinking

Communication

Teaching

Advocacy

Collaboration

Caregiving

Medication Administration

INCLUDES

Identifies need in Client Situation

CONCEPTS

CLASS & LAB CLINICAL

Nurse Patient Ralationship; Nurses role in rehab in relation to health team

INCLUDES

Planning, implementation

& evaluation

Data, Analysis, Nursing

Diagnosis

Diabetes MellitusEnteral

therapies

Overview of altered ability to ingest, digest, absorb &

metabolize nutrients

Common Nutritional

therapies for Medical/Sugrical

client

Diabetes: CBGM, insulin prep & administration

Neuro Assessment

Minor Emergencies

Wound care: dressings, suture & staple removal, drains, wound cultures, wound

packing

Intake & Output; (Care of foley)

IV Therapy; solutions, calculating, monitoring

Oxygen equipment &

saturation

Isolation technique

Parental Medications

Wound healing & management

of common wounds

Medication Administration

Skills Lab

IV therapy; intake & output (foley); wound drains

Vital signs,oxygen saturation, CBGM, wound care, staple/

suture removal

Nursing 1 skills

5 Rights

Oral, IM, SC

Calculations

Knowledge & research

Nursing knowledge, practice, behaviors

Clarification

Gathers all facts

Facts, opinions, assumptions

Accurate information

Identifies Basic Discharge Needs

Written documentation

Verbally

Strengths & resources

Non-Nursing Courses Sociology of the

Family

Developmental Psychology

Evaluation

Implementation

Planning

Nursing Diagnosis

Assessment:(Knowledge base;

Analysis & reasoning; Data

Collection)

Neuro Impairment: Assessment & diagnostic tests,

Multiple Sclerosis, Parkinsons, Epilepsy, CVA, Eye, Ear

Surgical site wound,

pneumonia

Risk of infection

Bowel excretion: constipation, impaction, diarrhea, C-difficile,

stomas, incontinence, hemorrhoids

Urinary excretion: Prostate disease, incontinence

Intro to Career Paths

Intro to Nursing History

Professional Awareness

Legal, ethical & advocacy issues

Influences of family & cultural values on client

responses

Strengths, coping mechanisms &

resources

client

Professional appearance

Preclinical research done

Own strengths/ areas to improve

Professional committment/ accountability


Nursing Process

2 teachers gave the students the option of doing Nursing Process by : traditional linear column format a concept map


Concept Map Trial

Students are still struggling with the nursing process Concept maps produced were interesting examples Concept maps warrant further study and discussionExamples of concept maps


Student: 1st year (2nd semester)


Student: 2nd year (3rd semester OBS)


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Student: 2nd year (3rd semester OBS)


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Student 2nd year 3rd semester



Possibility of Change?

Our faculty has mixed views on the utility of concept mapsFeedback from students was positive


What have your experiences been?Should we pursue this discussion with our faculty?Do you think concepts maps can be used effectively in teaching the nursing process?

Documents

Concept Maps and Nursing Process Judith 2005