Apollo Bramwell Nursing SchoolRabita Hall, Pope Hennessy Street, Port- Louis

Guidelines in Concept Mapping

Introduction:

The emergence of new challenges in education allows innovation in improving students motivation and learning process. One of which is the use of concept map. Concept maps are visual, graphical displays of key learning concepts and the relationship between and among them (Deyoung, 2009). It allows students to integrate one concept to another thus improving critical thinking. According to Bastable (2008), concept mapping enhances motivation by allowing learner to integrate previous learning with newly acquired knowledge and it also sustains interest by promoting autonomy and competence.

The validity of concept map in improving students learning has been proven in several studies. According to Bradshaw and Lowenstein (2007), concept map is a tool for nursing students to organize their thoughts and actions to communicate these ideas to their clinical instructor. With this, teacher can tract students performance and identify in which part of the concept the students need support. Furthermore, looking at the relationship from one concept to another increases the student critical thinking overtime. A nursing care presented in a concept map tends to be more individualized to a particular patient and it increases the student understanding of content, critical thinking and satisfaction (Deyoung, 2009).Objectives:

1. To improve students ability to integrate and relate concepts in nursing2. To enhance critical thinking in data gathering and analysis3. To improve the skill in nursing care planningMethodology:

A. Establishing a Database

The student is expected to create a comprehensive database that will give a total picture of the patient. It includes all relevant assessment findings in relation to the patients condition.

a. The presentation of the database should start with an overview of the patient. It includes the chief complaint, the diagnosis and the general survey of the patient.

b. The succeeding informations are categorized whether the data were obtained through history taking, physical assessment or diagnostic procedure. Note, only abnormal findings should be included in the database. Some informations might not be directly related to patients disease process, however, it should still be included in the database. Figure 1: Establishing a Database

B. Data AnalysisIt includes analysis of data presented in the database. The informations gathered in the nursing history, physical assessment and diagnostic results should be explained and presented in a pathophysiologic diagram. It will basically give an overview on how those assessment findings can be seen in such patient.

a. The informations in the database will serve as your notes in the pathophysiologic presentation.

b. Your notes can be arranged either by hierarchical which means from a more general concept at the top and the detailed information at the bottom or in a nonhierarchical manner in which the notes are arranged in a web like manner.

c. The relationship from once concept to another will be connected using an arrow or lines together with a proposition if necessary. Each linked concept must be read like a sentence.d. The proposition is used to denote the relationship from one major concept to more specific concepts (e.g., lead to, due to, will result to). Proposition contains two or more concepts connected together using linking words or phrases to form a meaningful statement (Novak and Canas, 2008).Figure 2: Concept Map for MI

C. Care Planning

This uses a nonlinear approach in organizing data and selecting nursing diagnosis so as student will better understand the relationship between patients problem (Castellino, 2001 cited in Bradshaw and Lowenstein, 2007, p. 378). The student may learn more from the constructive thinking that goes into the concept map preparation thus graphically displays the learners idea about a particular patient (Deyoung, 2009).

a. The student will cluster related data coming from the patients history, physical examination and diagnostic results in a single box. Data in which you think are not relevant to group must be set aside. It might be needed when you will cluster another group of data for a different diagnosis.b. Formulate appropriate nursing diagnosis out of the clustered data. This should be adequately supported by the clustered information. The NANDA-I Typology of Nursing Problem is strongly encouraged.c. The formulation of goals and interventions will proceed after the nursing diagnosis. The criteria in making goal statement will be observed (SMART). Each goal should be followed by 5-7 nursing interventions that will be implemented to meet the desired objectives.

d. The plan of care should be evaluated based on the predetermined outcome criteria (goal statement). The evaluation should be supported by the data gathered during the reassessment of the patient after the implementation of nursing interventions. Recommendations for the unmet goals can also be included.

e. With critical thinking and analysis, the student may be required to establish link or relationship between nursing diagnoses.f. Prioritizing the nursing diagnosis must also be exercised by putting number in each nursing problem.

Figure 3: Care Planning

D. Evaluation Tool for Concept MapName: __________________________________________________________

Date of Presentation: _____________________________________________

Case Presented: __________________________________________________

CriteriaMaximum MarkMark Obtained

Presentation

a. Presentation of data: the data presented are relevant4

b. Hierarchical presentation of data: the data are presented so that specific data relates to the general concept8

c. The use of proposition clearly defines the relationship from one concept to another7

d. Presentation shows clarity and creativity5

e. Shows good attitude towards presentation

Starts presentation on time, accept criticism and shows politeness

An output is submitted 2 days before the presentation4

Content

a. The database provides complete and clear picture of the patient6

b. Able to outline and identify abnormal findings in the database4

c. Analysis of the data:

The manifestations in the database were clearly explained in the concept map8

The concept map reflects the actual case of the patient instead of a mere translation from the book5

Correlates the presence of coexisting morbidities5

Explains complication associated with the disease4

The map shows a clear correlation from one concept to another7

d. Care planning

Able to derive and cluster data from the database5

Utilizes NANDA-I in formulating nursing diagnosis6

The nursing diagnosis clearly reflects or is supported by the clustered data7

Goals and objectives are defined clearly using the SMART criteria4

Interventions are geared towards the resolution of the nursing problem and are based on well defined rationales and scientific evidences7

Prioritization is exercised in the presentation4

Evaluate nursing care based on a predetermined criteria5

Identify needs to revise nursing care plan3

Total

Signature of the Student: __________________________________________________

Signature of the Evaluator: _________________________________________________

References:1. Bastable, S. B., 2008. Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. 4th Edition. Sudbury: Jones and Bartlett Publisher, Inc.

2. Bradshaw, M.J. and Lowenstein, A.J., 2007. Innovative Teaching Strategies in Nursing and Related Health Professionals. 4th Edition. Sudbury: Jones and Bartlett Publisher, Inc.

3. Clark, C.C., 2008. Classroom Skills for Nurse Educator. Sudbury: Jones and Bartlett Publisher, Inc.

4. Deyoung, S., 2009. Teaching Strategies for Nurse Educators. 2nd Edition. Jurong: Pearson Education, Inc.5. Edvane, D.D. et.al., 2008. Concept Map Applied to the Development of Nursing Students Clinical Judgement. [online]. Estonia and Helsinki: Proc. of the Third Int. Conference on Concept Mapping. Available at: [Accessed 5 September 2011]6. Novak, J.D. and Canas A.J., 2008. The Theory Underlying Concept Maps and How to Construct and Use Them. [online]Florida: Institute for Human and Machine Cognition. Available at: [Accessed 6 September 2011]

Overview of the Patient

Nursing History

Assessment Database

Diagnostic Result

Physical Assessment

Clustered Data: Subjective and Objective

Nursing Diagnosis

Goal 2

Goal 1

Goal 3

Interventions:

1.

2.

3.

4.

5.

6.

7.

Interventions:

1.

2.

3.

4.

5.

6.

7.

Interventions:

1.

2.

3.

4.

5.

6.

7.

Evaluation

Myocardial Infarction

due to

Pulling of blood to pulmonary areas

causing

must be checked

Prothrombin time

Hypertension

Compensatory mechanism:

SNS stimulation

RAAS activation

Will trigger

Weakness

Apprehension and restlesness

causing

Cardiac output (decrease)

Will affect

Altered cellular permeability

Intracellular cardiac enzyme leakage:

ck MB

Trop I elevation

causing

leading to

Not relieved by nitrogycerin

Chest pain

Myocardial ischemia

Narrowing of coronary artery

Hyperlipidemia

Coronary artery disease

smoking

due to

due to

end diastolic pressure

a clinical indication of

can lead to

can cause

dyspnea

can lead to

Will contribute

causing an