19
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 2
Concept Maps
Way of visualizing an idea using connections and showing relationshipsEncourages deeper learningTakes into consideration prior experience and understanding
Judith Findlay & Ute Beffert June 2005 3
Nursing Process
Traditionally is linearForces students to think in columns in a tableStudents have difficulty making their nursing process connections flow
Judith Findlay & Ute Beffert June 2005 4
Nursing Process: Concept Map
Shows relationships, ideas and how they connect
Judith Findlay & Ute Beffert June 2005 5
Judith Findlay & Ute Beffert June 2005 6
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
Judith Findlay & Ute Beffert June 2005 7
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 8
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
Judith Findlay & Ute Beffert June 2005 9
Student: 1st year (2nd semester)
Judith Findlay & Ute Beffert June 2005 10
Student: 2nd year (3rd semester OBS)
Judith Findlay & Ute Beffert June 2005 11
Page 1 of 2
Student: 2nd year (3rd semester OBS)
Judith Findlay & Ute Beffert June 2005 12
Page 2 of 2
Judith Findlay & Ute Beffert June 2005 13
Page 1 of 3
Judith Findlay & Ute Beffert June 2005 14
Page 2 of 3
Judith Findlay & Ute Beffert June 2005 15
Page 3 of 3
Judith Findlay & Ute Beffert June 2005 16
Student 2nd year 3rd semester
Judith Findlay & Ute Beffert June 2005 17
Judith Findlay & Ute Beffert June 2005 18
Possibility of Change?
Our faculty has mixed views on the utility of concept mapsFeedback from students was positive
Judith Findlay & Ute Beffert June 2005 19
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?
