Concept Maps and Nursing Process Presented by: Judith Findlay and Ute Beffert John Abbott College

Concept Maps and Nursing Process

Presented by:Judith Findlay and Ute Beffert

John Abbott College

Judith Findlay & Ute Beffert June 2005

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Concept Maps

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

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Nursing Process

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

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Nursing Process: Concept Map

Shows relationships, ideas and how they connect

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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

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Nursing Process

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

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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

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Student: 1st year (2nd semester)

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Student: 2nd year (3rd semester OBS)

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Student: 2nd year (3rd semester OBS)

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Possibility of Change?

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

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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?