Map Concept - infection

DFC Concept Map Instructions Level 2

Concept Map Assignment Instructions – Levels 2 and 3

Concept maps allow you to organize and display key information in a way that you can see how information is connected and interrelated. The DFC Concept Map Assignments in this course allow you to extract key client information and practice clinical judgment using DFC or VCBC clients. Choose a concept from the Concepts for Nursing Practice eBook (found under your course eBooks) that relates to the patient you selected. You must choose a different concept for each of your concept map assignments.

DFC Concept Map goal:

The purpose of this assignment is to provide the learner an opportunity to strengthen their clinical judgment using a concept map format. Use the attached rubric for map requirements to ensure you receive full credit.

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Instructions:

1. Choose your map concept: infection 

Choose a concept from the Concepts for Nursing Practice eBook (found under your course eBooks) that relates to the patient you selected.

 

2. Choose a client that aligns with your chosen concept.

You can use a current client, a past encounter, or a simulated experience if needed.

You can use a concept only once per course.  SIMULATED 

 

3. Complete the client information section and the topic of the map.

Use SBAR format for the client information. Visit the ELO to learn more. SBAR includes:

Situation

Situation states what is currently happening with the patient. It usually begins with the identity of the person communicating the SBAR, patient identifiers such as age and gender, and a brief statement of the current problem or situation.

Background

Background covers clinical background such as patient history related to the current situation, signs and symptoms of the presenting complaint, and any test results, such as lab or imaging reports.

Assessment

Assessment reports what the person communicating the SBAR thinks the problem is. It states what the nurse or other provider has assessed based on the background information, patient history, and observations.

Recommendation

Recommendations and Requests states an initial recommendation, what is needed and when, and repeats back the stated response from the other provider or patient to ensure accuracy.

The topic of the map is your chosen concept. This might not always be the client’s primary concern.

For example, if your chosen concept is ‘Mobility’, focus on cues and interventions related to ‘Mobility’ even if the client has a higher priority concern (such as ‘Perfusion’.) Concepts are often interrelated, but you should maintain the focus of the map on the chosen concept.

 

4. Build your Clinical Judgment Concept Map.

Locate and download the concept map template within the ‘DFC Concept Map’ module.

Complete all boxes for your client.

Use the assignment rubric to ensure you meet the requirements of the assignment.

The arrows on the template are there to remind you that this map is intended to be completed in a certain order.

What is a hypothesis?

A hypothesis is a proposed explanation made on the basis of available information. It is a starting point to problem-solving.

Recognize cues: Based on available client data, identify relevant or important cues or information. Subjective and objective could be considered. Specific client values are included where appropriate (i.e. heart rate, oxygen saturation, etc).

Analyze cues: Link identified cues to the client’s presentation. Determine conditions that are consistent with those cues.

A condition is defined as “a normal state with regard to one's health, such as pregnancy, or to a disease, disorder, illness, or injury” (National Institutes of Health, n.d.).

Prioritize hypotheses: Think “Where do I start?” Based on your analysis of the client’s condition, determine which explanations are most likely. List and rank hypotheses according to most urgent problems and priority order.

Generate solutions: Using the hypothesis, identify desirable outcomes for the client. Goals are listed in SMART format.

In SMART format, goals are Specific, Measurable, Achievable, Relevant, and Time-Bound. Visit the ELO for more information.

Here is an example of a SMART goal: The patient will report a pain level of 4 or less on a 0-10 scale within 30 minutes of pain medication administration.

Take action: Using the identified SMART goals, identify and describe how nursing interventions will be performed, administered, communicated, or taught. Interventions will address the priority concerns and are designed to help meet the client’s goals.

Intervention #1 should be crafted to help meet SMART goal #1.

Evaluate outcomes: Compare observed outcomes against expected outcomes. Determine if your identified interventions were effective.

Be sure that these evaluative statements are in past tense, as you are seeing how the interventions progressed. This should look like "The (goal was achieved) by (time specified) as evidenced by (supporting findings) after (nursing intervention was performed)."

You are evaluating if Goal #1 was accomplished by Intervention #1 by the time frame specified.

*To reiterate: SMART goal #1, Intervention #1, and Evaluation #1 should all be related. This should be repeated for all goals and their associated interventions and outcomes.