The Nuts and Bolts of Concept Map Care Plans – Flashcards

-Define concept map -Describe why concept mapping should be used for care planning -Explain the components of the Concept Map Care Plan

-a type of diagram which shows various relationships between concepts (dictionary.com) -Concept Map Example

-Concept Mapping assists nurse educators to prepare graduates to think critically in the complex health care environment (Clayton, 2006) -Encourages the use of both sides of the brain (Johnfaig, 2008).

-Concept map care planning encourages the student to think critically and recognize the links between the phases of the nursing process. -Promotes critical thinking by guiding the student to identify, graphically display, and link key concepts while organizing and analyzing information (Potter & Perry, 2009). -The linear approach to care planning does not encourage the student to make these links, which can inhibit critical thinking.

-You should attach an extra sheet with this information, as this space is not big enough. -Information should be complete but concise.

-The selection of the nursing diagnosis should be appropriate, and a priority for the patient. The nursing diagnosis should be formatted correctly. -Objective and Subjective Data should align with the choice of nursing diagnosis

-Diagnostic Label -Related Factors -Supporting Factors

-the name of the nursing diagnosis approved by NANDA International; ie pain

-the condition or etiology identified from the client's assessment data; ie related to abdominal incision

-the assessment information that led to the choice of the diagnosis; ie as evidenced by patient reporting pain at a level of 6 on a scale of 0-10 --Not necessary for at risk diagnoses, ie risk for infection

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-Pain related to abdominal incision as evidenced by patient reporting pain at a level of 6 on a scale of 0-10 --Objective Data: Patient reports pain at a level of 6 on a scale of 0-10 --Subjective Data: Patient states "It hurts!"

-Short-term outcomes are identified. The outcomes should be patient-oriented, include a time frame, and should be measurable. -Long-term outcome is identified. The outcome should be patient-oriented, include a time frame, and should be measurable. -Goals should be realistic and individualized to the patient. -Short-term goal should be able to be achieved within the next few hours or by the end of the student's shift (whichever is appropriate for the diagnosis assigned). -Long-term goals should by able to be achieved by the end of the student's shift or by discharge (whichever is appropriate for the diagnosis assigned).

-Short-Term Goal -Long-Term Goal

-Patient will report an acceptable level of pain within 1 hour

-Patient will verbalize 2 non-pharmacologic and 2 pharmacologic interventions for pain management by the end of the shift

-Should not be regurgitated from a care plan book, but should reflect the needs of the patient and assist in the attainment of the short and long-term goals. -Should be sufficient to address the nursing diagnosis; addresses what the nurse will assess, do, and teach; and is specific (what, when, where, how). -Should be properly cited using APA formatting --All interventions require a source!

-Short-Term Goal -Long-Term Goal

-Patient will report an acceptable level of pain within 1 hour --Assess: assess patient's current level of pain, and what level of pain is acceptable for the patient. --Do: Administer 1 Percocet as ordered.

-Patient will verbalize 2 non-pharmacologic and 2 pharmacologic interventions for pain management by the end of the shift --Teach: Teach the patient non-pharmacologic and pharmacologic methods to manage pain.

-Rationale for each intervention should be identified and rationales should be accurate. -Rationales should be properly cited using APA formatting.

-Explanation about why outcomes were met/unmet includes specific data on effectiveness of interventions -Evaluation of patient outcomes should align with short-term and long-term goals. Evaluation should answer the question was my goal met?

-Short-Term Goal -Long-Term Goal

-Patient will report an acceptable level of pain within 1 hour -Evaluation: Goal met --Patient reported pain 3 on a scale of 0-10, 30 minutes after Percocet administered. --Patient reported that 3 is an acceptable level of pain.

-Patient will verbalize 2 non-pharmacologic and 2 pharmacologic interventions for pain management by the end of the shift -Evalution: Goal met --Patient demonstrated abdominal splinting when changing position. -Patient applied ice to the incision for 15 minutes. --Patient verbalized that he could request Motrin or Percocet when needed for pain.

-Be certain that there are no errors in grammar, spelling, punctuation. The Concept Map Care Plan should be typed, using the provided template.

-Clayton, L. H. (2006). Concept mapping: An Effective, Active Teaching-Learning Method. Nursing Education Perspectives, 27(4), 197-203. -Derr, R. (2012). Concept mapping: A basic introduction to concept mapping. Retrieved from http://prezi.com/gskimcnhtczq/concept-mapping/ -Donnerbee. (200p). A simple concept map. Retrieved from http://www.youtube.com/watch?v=ZWVLrmfYYMw&feature=related -Potter, P., & Perry, A. (2009). Fundamentals of nursing (7th ed.). St. Louis, Missouri: Mosby Elsevier.