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

Nursing Process
Traditionally is linear Forces students to think in columns in a table Students have difficulty making their nursing process connections flow

Judith Findlay & Ute Beffert June 2005

Nursing Process: Concept Map

Shows relationships, ideas and how they connect

Judith Findlay & Ute Beffert June 2005

Judith Findlay & Ute Beffert June 2005

CLASS & LAB

Nutrition

Overview of altered ability to ingest, digest, absorb & metabolize nutrients Enteral therapies

Common Nutritional therapies for Medical/Sugrical client Diabetes Mellitus

CLINICAL

I N C L U D E S
Illness / Needs

Risk of infection Safety

Surgical site wound, pneumonia

Neuro Impairment: Assessment & diagnostic tests, Multiple Sclerosis, Parkinsons, Epilepsy, CVA, Eye, Ear

Elimination

Bowel excretion: constipation, impaction, diarrhea, C-difficile, stomas, incontinence, hemorrhoids Urinary excretion: Prostate disease, incontinence

Assessment: (Knowledge base; Analysis & reasoning; Data Collection) Nursing Diagnosis Planning Implementation Nursing Process

C O N C E P T S Nursing Process

Comfort

Surgical pain management

Anesthesia & analgesia Leads to practice of

Evaluation

Data, Analysis, Nursing Diagnosis involves Planning, implementation & evaluation Collaborative communication (McGill concepts) Intro to Nursing History Intro to Career Paths

Strengths, coping mechanisms & resources Influences of family & cultural values on client responses client Professional appearance Professional committment/ accountability Own strengths/ areas to improve Developmental Psychology Sociology of the Family Verbally Focused interviewing Preclinical research done assessed by Caring 20F/20G MEDICINE/ SURGERY CLINICAL Identifies Health

Health

Introduction

20F/20G MEDICINE/ SURGERY CLASS & LAB

Caring: Professional Caring

Professional Awareness Legal, ethical & advocacy issues

Strengths & resources Development Identifies Non-Nursing Courses

Communication

Written documentation Identifies need in Client Situation Nurse Patient Ralationship; Nurses role in rehab in relation to health team

Coherently

Communication

Advocacy

Produces / influences

Takes place when

Advocacy

Collaboration

auguments

Collaboration

Identifies Basic Discharge Needs Teaching begins the process Accurate information Nursing Abilities Facts, opinions, assumptions Critical Thinking Gathers all facts includes Clarification Nursing knowledge, practice, behaviors Knowledge & research Calculations 5 Rights Oral, IM, SC applies Medication Administration differentiates among Critical thinking consolidates Teaching

I N C L U D E S

Nursing Abilities

Medication Administration Wound healing & management of common wounds Skills Lab

Caregiving Skills

Focus on

Parental Medications Neuro Assessment Isolation technique Oxygen equipment & saturation

IV Therapy; solutions, calculating, monitoring Diabetes: CBGM, insulin prep & administration Wound care: dressings, suture & staple removal, drains, wound cultures, wound packing Minor Emergencies

Vital signs,oxygen saturation, CBGM, wound care, staple/ suture removal able to perform Caregiving

Judith Findlay & Ute Beffert June 2005

Nursing 1 skills IV therapy; intake & output (foley); wound drains

Intake & Output; (Care of foley)

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


Judith Findlay & Ute Beffert June 2005

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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tudent: 2nd year (3rd semester B )

age 1 of 2

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age 2 of 2
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age 1 of 3
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age 2 of 3
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age 3 of 3
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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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