Transcript Concept Maps and Nursing Process

Concept Maps and Nursing
Process
Presented by:
Judith Findlay and Ute Beffert
John Abbott College
Concept Maps
Way of visualizing an idea using
connections and showing relationships
Encourages deeper learning
Takes into consideration prior
experience and understanding
Judith Findlay & Ute Beffert
June 2005
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Nursing Process
Traditionally is linear
Forces students to think in columns in
a table
Students 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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CLA SS
& LAB
Overview of altered
ability to ingest,
digest, absorb &
metabolize
nutrients
Nutrition
Enteral
therap ies
I
N
C
L
U
D
E
S
Diabetes Mellitus
Surgical site
woun d,
pneumonia
Risk o f
infection
Safety
Neuro Impairment: A ssessment
& diagnostic tests,
Multip le Sclerosis, Parkinsons,
Epilep sy, CVA , Ey e, Ear
Illness / Needs
Assessment:
(Know ledge base;
Analy sis &
reasoning; Data
Collection)
Bowel excretion: constipation,
impaction, diarrhea, C-difficile,
stomas, incontinence,
hemorrhoids
Elimin ation
Nursing
Diagn osis
Urinary excretion: Prostate
disease, incontinence
C
O
N
C
E
P
T
S
Nursing
Process
Planning
Implementation
Surgical pain
management
Comfort
Nursing
Process
Health
20F/2 0G
MED IC INE/
SUR GER Y
CLASS & LAB
CLINICAL
Common
Nutritional
therap ies for
Medical/Sugrical
client
Caring:
Professional
Caring
Evaluation
Leads to
practice of
Data, Analysis,
Nursing
Diagn osis
Strengths, coping
mechanisms &
resources
involves
Planning,
implementation
& evaluation
Introduction
Influences of
family & cultural
values on client
responses
Collab orative
communication (McG ill
concepts)
Professional
Aw areness
Health
client
Professional
committment/
accountability
Intro to Career
Paths
Legal, ethical &
advocacy issues
Identifies
Professional
appearance
Intro to Nursing
History
assessed
by
Caring
20F/2 0G MEDIC IN E/
SUR GER Y
CLINICAL
Ow n strengths/
areas to improve
Strengths &
resources
Development
Anesthesia &
analgesia
Preclinical
research done
Developmental
Psych ology
Identifies
Non-N ursing
Courses
Sociology of the
Family
Verbally
Focused
interview ing
Communication
Produces /
influences
Advo cacy
Written
documentation
Identifies need in Client
Situation
Coherently
Takes place w hen
Nurse Patient Ralationship; Nu rses
role in rehab in relation to health team
Collab oration
Teaching
begins the process
Communication
Advo cacy
auguments
Collab oration
Identifies Basic
Discharge Needs
conso lidates
Teaching
Accurate
information
Nursing
Abilities
Facts, opinions,
assumptions
Gathers all facts
Critical
Think ing
includ es
Clarification
differentiates
among
Critical
thinking
Nursing knowledge,
practice, behaviors
Medication
Administration
Caregiving
Skills
Focus
on
Wound healing
& management
of common
woun ds
I
N
C
L
U
D
E
S
Nursing
Abilities
Know ledge &
research
Calculations
applies
Medication
Administration
5 Rights
Oral, IM, SC
Skills Lab
Parental
Medications
IV Th erapy; solutions,
calculating, monitoring
Neuro
Assessment
Diabetes: CBGM, in sulin
prep & administration
Isolation
technique
Oxyg en
equipment &
saturation
Wound care: dressings, suture
& stap le removal, d rains,
woun d cultures, w ound
packing
Vital signs,oxygen
saturation, CBGM,
woun d care, staple/
suture removal
able to
perform
Caregiving
Judith Findlay & Ute Beffert
June 2005
Minor Emergencies
Intake & Output; (Care of foley)
Nursing 1 skills
IV therapy; intake &
outpu t (foley);
woun d drains
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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 discussion
Examples 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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Student 2nd year 3rd semester
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Possibility of Change?
Our faculty has mixed views on the
utility of concept maps
Feedback 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?
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