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Competencies

7093.11.1 :  Differentiates Between Healthcare Systems

The learner differentiates U.S. and global healthcare systems and how they facilitate fiscally responsible and equitable person-centered care

7093.11.2 :  Analyzes Policies That Impact Healthcare

The learner analyzes public healthcare policies, federal and state laws, and the resulting impact on patients and healthcare delivery

7093.11.3 :  Analyzes the Population Health Outcomes

The learner analyzes principles and priorities of population health, including social determinants of health and their relationship to health outcomes and healthcare costs

7093.11.4 :  Analyzes Community Health Factors for Nursing

The learner analyzes factors influencing nursing in community and population health

7093.11.5 :  Applies Health Promotion Strategies

The learner applies health promotion strategies for diverse community populations

7093.11.6 :  Apply Principles of Community Assessment

The learner applies principles of community assessment

7093.11.7 :  Analyzes Environmental Health and Disaster Management

The learner analyzes environmental health, and disaster management plans to respond to communities experiencing natural and human-caused emergencies and disasters

7093.11.8 :  Applies Assessment Principles of Epidemiology

The learner applies principles of epidemiology to the assessment of the healthcare needs of global communities

7093.11.9 :  Responds to Community and Population Health Needs

The learner responds to diverse patients’ needs in a community health and population-focused setting using the clinical judgment model

7093.11.10 :  Performs Management of Care

The learner performs management of care in a community health and population-focused setting using the nursing process

7093.11.11 :  Collaborates with Medical Interdisciplinary Teams

The learner collaborates with interdisciplinary teams in a community health and population-focused setting to promote safety, quality, and improved patient outcomes

7093.11.12 :  Provides Pharmacological Care

The learner provides pharmacological care to diverse patients using safe, person-centered practices based upon principles of medication error prevention in a community health and population-focused setting

7093.11.13 :  Integrates Health and Well-being

The learner integrates strategies to promote the health and well-being of diverse patients in a community health and population-focused setting

7093.11.14 :  Applies Therapeutic Support to Patients

The learner applies professionalism, therapeutic communication, teaching, and learning strategies with diverse patients in a community health and population-focused setting

Introduction

The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

Requirements

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may  not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Concept Map:

Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail.  There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference.   Note: Do NOT include patient identifiers.

A.  In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

B.  In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

C.  Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

1.  Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome.  Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

D.  In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

E.  In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

F.  In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

G.  In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

H.  Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

Rubric

A:DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS

A:DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS

Not Evident

The description does not include a review of pathophysiology related to a disease process, disorder, or injury.

Approaching Competence

The description includes an incomplete or inaccurate review of the pathophysiology related to a disease process, disorder, or injury. Or it is missing key disease components.

Competent

The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components.

B:RECOGNIZING CUES

Not Evident

The concept map is missing all 4 critical cues.

Approaching Competence

The concept map is missing 1 or more critical cues that are relevant to the patient’s current condition.

Competent

The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition.

C:ANALYZING CUES

Not Evident

The analysis does not make any supporting connections between cues and patient conditions.

Approaching Competence

The analysis is missing 1 or more supporting connections between cues and patient conditions. Or one or more of the connections is inaccurate or not related to the patient’s conditions.

Competent

The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions.

C1:PATIENT OUTCOMES CUES

Not Evident

The concept map does not identify any cues of concern.

Approaching Competence

The concept map is missing identification of 1 or more cues of concern related to patient outcome. Or one or more of the cues identified is inaccurate or not related to the patient’s conditions.

Competent

The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome.

D:PRIORITIZING HYPOTHESES

Not Evident

The concept map does not include hypotheses critical to positive patient outcomes.

Approaching Competence

One or more hypotheses critical to positive patient outcomes are missing. Or one or more of the hypotheses is inaccurate. Or the hypotheses are not prioritized correctly.

Competent

The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly.

E:GENERATING SOLUTIONS

Not Evident

The concept map does not include 4 solutions.

Approaching Competence

One or more solutions does not have appropriate interventions that will positively impact patient outcome or is not appropriate to the care of the patient.

Competent

The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient.

F:TAKE ACTIONS

Not Evident

The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is not included.

Approaching Competence

The description of how the 4 solutions will be prioritized and implemented into the patient’s plan of care is incomplete or inaccurate.

Competent

The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete.

G:EVALUATING OUTCOMES

Not Evident

The concept map does not include a description of how the 4 solutions were effective or ineffective in improving patient outcome or care.

Approaching Competence

The concept map includes a description of how the 4 solutions were effective or ineffective in improving patient outcome or care, but the description for 1 or more interventions does not accurately explain how that intervention was effective or ineffective in improving patient outcome or care.

Competent

The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care.

H:PROFESSIONAL COMMUNICATION

Not Evident

This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.

Approaching Competence

This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.

Competent

This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.