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Concept Map

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Concept Map

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Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2–3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.

Assessment Instructions

Scenario

You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.

Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:

  • Cancer.
  • Diabetes (type 2).
  • HIV/AIDS.
  • Hyperthyroidism.
  • Hypothyroidism.
  • Metabolic syndrome.
  • Obesity.
  • Polycycstic ovary syndrome.
  • Prediabetes.
  • Pregnancy.

Instructions

Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.

Part 1: Concept Map
  • Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
Part 2: Additional Evidence (Narrative)
  • Justify the value and relevance of the evidence you used as the basis for your concept map.
  • Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
  • Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

  • Assessment 1 Example [PDF].

Additional Requirements

  • Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
  • APA formatting:
    • For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
    • For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.

Questions to Consider:

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESSThe assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.

Vila Health attached below as images

examples attached

templates attached

*****Must get distinguished in all categories or revise*****

  • What is the primary condition, disease, or disorder affecting the patient?
    • What types of experience have you had working with patients with this condition, disease, or disorder?
    • How does this condition, disease, or disorder typically present?
    • What are the recommended treatment options?
      • What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
  • How have you used concept maps to help plan and organize care?
    • What are the advantages of concept maps, from your point of view?
    • How could concept maps be more useful?
  • How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations?
    • What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

Concept Map

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Concept Map

Description

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Please use the concept map to plan care for Mr. Jackson. Mr. Jackson is a 38-year-old African American that presents with an altered level of consciousness (ALOC). He has been having headaches for the last three months but due to a hectic work schedule he has not been able to go to see his medical practitioner. During his last visit two years ago, his blood pressure was slightly elevated, but he never followed up. Upon arrival to the ED a CT scan is completed and it shows a large bleed near the frontal lobe. What should Mr. Jackson’s plan of care include?

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Concept Map essay paper

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Concept Map

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Individual Care Map Evaluation Tool – NSG240/315/ 350/430

 

Name: _______________________ Date: ___________ Patient’s initials: _______________ 

 

Concept 240/315/ 350/430 Concept Map
(Follow instructions provided and on Moodle)
The  student will: Maxi-mum Points/
Prepare: Concept Map and Written Analysis to plan care for a clinical patient: Student points Unsatisfactory Basic Satisfactory Exceeds expectations Comments:
Conduct and describe a thorough history and physical  (Medical diagnosis, Lab and diagnostic tests, physician’s orders, Nursing physical assessment)   History and physical with many errors and components not addressed. (2 pts) Partially conducts and describes history and physical with <80% accuracy.     (5 pts) Concept Map Conducts and describes thorough history and physical. 80-90% components accurate and complete.  (8 pts) Conducts and describes thorough history and physical. 90-100% components complete and individualized to patient. (10 pts)  
Prepare: a table describing the pharmacotherapies: Medication, dose, frequency, route, class, top 3 side effects, indications   Table of pharmacologic interventions with many errors of omission and content accuracy.  (2 pts) Prepares a partially complete table of pharmacologic interventions with <80% accurate content. (5 pts) Prepares a complete and accurate table of pharmacologic interventions.         (8 pts) Prepares a complete and accurate table of pharmacologic interventions. Indications are individualized for the patient.      (10 pts)  
Demonstrate appropriate use of Gordon’s Functional Patterns (GP) by organizing data into meaningful data clusters to determine associated nursing diagnosis (NDx).   Data disorganized; GP not identified or not with appropriate data clusters; NDx do not reflect understanding of client problems.     (1 pt) 60-80% of data organized and clustered; <80% of GP supported; NDx partially reflects understanding of client needs.        (2 pts) 80-90% of data organized and clustered; 80-90% of GP identified with supportive data clusters; NDx identified reflect understanding of client problems.     (4 pts) All data organized and clustered to represent 90-100% of Gordon’s functional patterns; associated NDx identified reflect understanding of client problems.    (5 pts) Concept Map  
List at least 3 Nursing Diagnoses (NDx) based upon analysis of the data (must have at least 1 actual physiological, 1 psychosocial, and 1 educational nursing diagnosis clearly identified). All identified NDx listed from highest priority to lowest priority. Methods of prioritization of the nursing diagnoses discussed and diagram of prioritization process provided.Concept Map   Does not have required number or types of NDx; NDx not written in correct format; NDx not listed from highest to lowest priority. Or, Method of prioritization not discussed.(2 pts) ≤ 3 NDx listed based upon analysis of the data; does not include at least 1 actual physiological, 1 psychosocial, and 1 educational NDx; < 80% of NDx statements reflect correct formatting;  <80% identified NDx listed from highest priority to lowest priority.  Method of prioritization not met.    (5 pts) 3 NDx listed based upon analysis of the data; includes at least 1 actual physiological, 1 psychosocial, and 1 educational NDx; All parts of the NDx statements reflect correct formatting;  All identified NDx listed from highest priority to lowest priority. 80-90% of prioritization discussed.  (8pts) 4 (four) or more NDx listed based upon analysis of the data; includes at least 1 actual physiological, 1 psychosocial, and 1 educational NDx; All parts of the NDx statements reflect correct formatting;  All identified nursing diagnoses listed from highest priority to lowest priority (discussed).     (10 pts)  
Answer the required questions in a separate document by Explaining the data to identify the human responses to a given health situation and determine the priority client needs based upon clusters of relevant data and Gordon’s Patterns. Questions that must be answered are provided in the instructions and are required as the header for each section.   Does not explain components of the care planning process; Components missing; Methods of prioritization not discussed. (2 pts) Explanation of components of care planning process partially met; Questions head each section; Diagrams are missing or do not add to the planning process. (5 pts) Provides detailed and insightful explanation of 80-90% of components of care planning process; Questions head each section; Diagrams are easily understood and support. (8 pts) Provides detailed and insightful explanation of all components of care planning process; Questions head each section; Diagrams are easily understood and support. Care plan individualized for the patient.     (10 pts)  
Demonstrate appropriate use of nursing process: Select and prepare a plan of care for the patient’s priority Physiological NDx identified. All components included:
• NDx with all relevant data;
• Patient-centered goal (measurable and timeframe);
• Patient-centered expected outcomes in SMART format;
• 4 or more nursing interventions with evidence based (EBP) rationale and citation;
• Evaluation of interventions and whether met/unmet/partially met with plan for revision.		   Does not reflect priority physiological NDx. Components of nursing process with incomplete or inaccurate information. Does not demonstrate appropriate use of nursing process.   (5 pts) Priority physiological NDx correctly identified. < 80%% of components of nursing process present on the care map with complete and accurate information. 2 or more expected outcomes; 3 or more interventions selected. (12 pts) Priority physiological NDx correctly identified. All components of nursing process present on the care map with complete and accurate information. 2 or more expected outcomes showing goal achievement; 4 or more individualized interventions selected. (16 pts) Concept Map Priority physiological NDx correctly identified. All components of nursing process present on the care map with complete and accurate information. 5 or more individualized interventions selected. (20 pts)  
Demonstrate appropriate use of nursing process: Select and prepare a plan of care for the patient’s priority Psychosocial NDx identified. All components included:
• NDx with all relevant data;
• Patient-centered goal (measurable and timeframe);
• 2 Patient-centered expected outcomes in SMART format;
• 4 or more nursing interventions with evidence based (EBP) rationale and citation;
• Evaluation of interventions and whether met/unmet/partially met with plan for revision.		   Does not reflect priority psychosocial NDx. Components of nursing process with incomplete or inaccurate information. Does not demonstrate appropriate use of nursing process.   (5 pts) Priority psychosocial NDx correctly identified. < 80% of components of nursing process present on the care map with complete and accurate information. 2 or more expected outcomes; 3 or more interventions selected without evidence-based rationale. (12pts) Priority psychosocial NDx correctly identified. All components of nursing process present on the care map with complete and accurate information. 2 or more expected outcomes showing goal achievement; 4 or more individualized interventions selected. (16 pts) Priority psychosocial NDx correctly identified. All components of nursing process present on the care map with complete and accurate information. 3 or more expected outcomes showing goal achievement; 5 or more individualized interventions selected. (20pts)  
NSG 315, 350, 430 only:        Demonstrate appropriate use of nursing process: Select and prepare a plan of care for the patient’s priority Educational NDx identified. All components included:
• NDx with all relevant data;
• Patient-centered goal (measurable and timeframe);
• Patient-centered expected outcomes in SMART format;
• 4 or more nursing interventions with evidence based (EBP) rationale and citation;
• Evaluation of interventions and whether met/unmet/partially met with plan for revision.		   Does not reflect priority educational NDx. Components of nursing process with incomplete or inaccurate information. Does not demonstrate appropriate use of nursing process.    (5 pts) Priority educational NDx correctly identified. < 80% of components of nursing process present on the care map with complete and accurate information. 2 or more expected outcomes; 3 or more interventions selected without evidence-based rationale. (12 pts) Priority educational NDx correctly identified. All components of nursing process present on the care map with complete and accurate information. 2 or more expected outcomes showing goal achievement; 4 or more individualized interventions selected. (16 pts) Priority educational NDx correctly identified. All components of nursing process present on the care map with complete and accurate information. 3 or more expected outcomes showing goal achievement; 5 or more individualized interventions selected. (20pts)  
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

            
Use Care Map to Cluster and Analyze Data            
Create and format a client care map relevant to the patient’s presenting problems.   Data clusters disorganized and does not show critical thinking leading to identification of human response to the situation.   Relationships between concepts with Care Map format poorly indicated.               (2pts) Non-patient-centered care map developed. All components of nursing process are identified and incorporated into the care map. . Data cues organized data clusters which reveal Patterns of function dysfunction.  OR Relationships between concepts ambiguous.      Does not show critical thinking leading to the identification of the priority NDx.                   (5pts) Patient-centered care map developed. All components of nursing process are identified and incorporated into the care map. Data clusters which reveal Patterns of function or dysfunction. Relationships between concepts clearly indicated to include influences, results, and how each step of the nurse process affects the others. Does not show critical thinking leading to the identification of the priority NDx     (8pts) Patient-centered care map developed. All components of nursing process are identified and incorporated into the care map. Data clusters reveal Patterns of function or dysfunction (labeled). Relationships between concepts clearly indicated to include influences, results, and how each step of the nursing process affects the others. Demonstrates critical thinking leading to the identification of the priority NDx.       (10pts)  
Communicate knowledge in a manner that is concise, balanced, and logically organized; Demonstrates professional writing and communication skills to explain planning of care. De-identifies patient data and clinical setting.   Does not communicate knowledge in a manner that is concise, balanced, and logically organized; does not demonstrate professional writing and communication skills; does not apply APA style and formatting for references and citations.    (0 pts.) Partially communicates knowledge in a manner that is concise, balanced, and logically organized; Partially demonstrates professional writing and communication skills to explain planning of care;  applies APA style and formatting; assignment contains > 20% errors.  (2 pts) Communicates knowledge in a manner that is concise, balanced, and logically organized; Demonstrates professional writing and communication skills to explain planning of care; applies APA style and formatting for references and citations with        ≤ 20% errors.    (4 pts) Communicates knowledge in a manner that is concise, balanced, and logically organized; Demonstrates professional writing and communication skills to explain planning of care; applies APA style and formatting for references and citations with no errors.(5 pts)  
Total Points Available (NSG 240) 100          
Total Points Available (NSG 315, 350, NSG 430) 120          

 

 

Satisfactory (80 points NSG 240)

Satisfactory (96 points NSG 315, 350, 430)

If satisfactory not met, correct named deficiencies and resubmit for further evaluation on ________ Initials____________

 

Faculty signature: ______________________  Student signature: __________________________

Concept Map essay paper

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Concept Map

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Individual Care Map Evaluation Tool – NSG110

 

Name: ______________________________________________________ Date: ___________ Patient’s initials: _______________                                 

Concept              
(Follow instructions provided and on Moodle)              
The student will: Maxi-mum Points/            
Prepare: Written Analysis and Concept Map Student points Unsatisfactory     Satisfactory Exceeds expectations Comments:
Identify and Organize the Assessment data from patient chart/case study. (Organized into subjective/objective data and by body system)   Data disorganized and/or ≤ 60% included. (5pts.) Data not organization into subjective and objective data or by body system. ≤ 80% of data included (10pts.) Data organized into subjective and objective data or data organized by body system.  90-100% of data included              (12pts.) Data organized into subjective and objective data and by body system. ≤80% of data included.            (16 pts.) Data organized into subjective and objective data and by body system. 90-100% of data included.            (20 pts)  
Demonstrate appropriate use of Gordon’s Functional Patterns by organizing data into meaningful data clusters. Functional or dysfunctional patterns correctly labeled. Each Gordon’s pattern is defined and has a citation   Concept MapData analysis is unorganized without relationship to Gordon’s patterns. < 67% of problems are identified or patterns not defined. Functional or dysfunctional patterns not labeled.  (5pts) Data is not analyzed with relationship to Gordon’s patterns; OR does not clearly identify the human responses to the situation, Patterns not defined. > 80% Functional or dysfunctional patterns incorrectly labeled.  (10pts) Data is not analyzed with relationship to Gordon’s patterns; does not clearly identify the human response with appropriate data; ≥ 67% of the problems are identified. Patterns defined missing citation. <80%Functional or dysfunctional patterns correctly labeled.  (12pts) Data is analyzed with relationship to Gordon’s patterns; clearly identifies the human response to the health situation. ≤ 67% of the problems are identified. At least 80% of patterns are defined with citation.  At least 80% Functional or dysfunctional patterns correctly labeled. (16pts) Data is analyzed with relationship to Gordon’s patterns; clearly identifies the priority human responses to the health situation. All patterns are  defined with citation. Functional or dysfunctional patterns correctly labeled.  (20pts)  
List at least 3 Nursing Diagnoses (NDx) based upon analysis of the data (must have at least 1 problem-oriented physiological NDx). All identified nursing diagnoses listed from highest priority to lowest priority.   Does not list at least 3 nursing diagnosis and does not have at least 1 problem-oriented physiological NDx. Nursing diagnoses not prioritized. does not reflect understanding of the client problem (5pts.) At least 3 nursing diagnoses are listed and does not include at least 1 problem-oriented physiological NDx.                  Does not use NANDA approved nursing diagnoses. OR NDx components are complete in < 67% of the NDx.      ≤ 67% of nursing diagnoses prioritized from highest to lowest priority. OR does not reflect understanding of the client problems.  (8 pts) At least 3 nursing diagnoses are listed with at least 1 problem-oriented physiological NDx. NDx components are complete or correct in < 67% of the NDx. ≥ 67% of nursing diagnoses prioritized from most important to least important.  Nursing diagnoses do not reflect understanding of the client problem. (10pts) Three (3) nursing diagnoses are listed with at least 1 problem-oriented physiological NDx. Components of the NDx are correct in  ≥ 67% of NDx.  ≥ 67% of nursing diagnoses prioritized from highest to lowest priority.        Reflects understanding of the client problems.              (12pts) More than 3 nursing diagnoses are listed with at least 1 problem-oriented physiological NDx. All components of the NDx (NANDA diagnosis, related to factors and evidence including all data for each problem) are included and correct for each NDx. All nursing diagnoses listed and prioritized from highest to lowest priority.            Reflects understanding of the client problems.          (15 pts)  
Correctly Planning care by writing a goal and outcomes for the priority nursing diagnosis   Goal statement not included. Expected outcomes listed not in SMART format or do now show advancement toward goal achievement. Minimal effort.          (5) Goal statement or ≤ 2 Expected outcomes are not patient-centered or missing one or more components. (8pts)

 

 Goal statement and ≤ 2 expected outcomes patient-centered; does not address the problem. (10pts) Writes one patient-centered goal addresses the problem and ≤ 2 expected outcomes in SMART format. (12pts) Writes one patient-centered goal and 3 or more expected outcomes in SMART format that show advancement toward goal achievement.        . (15pts)  
Use Care Map to Cluster and Analyze Data              
Format relevant CConcept Mapare Map:   Relationships between concepts do not show critical thinking leading to identification of human response to the situation.   Relationships between concepts with Care Map format poorly indicated.               (5pts) Does not use care map template. Data clusters do not originate from the client.                                  Or Data clusters do not demonstrate use of Gordon’s Patterns with the organization process and identification of Functional and Dysfunctional Patterns.            Or  Data clusters do not show critical thinking leading to identification of priority human response to the situation.       Relationships between concepts  poorly indicated.                (10pts) Patient-centered care map developed. Uses care map template. All components of nursing process are identified and incorporated into the care map. Data cues organized data clusters which reveal Patterns of function or dysfunction. Relationships between concepts ambiguous. Does not show critical thinking leading to the identification of the priority NDx.                   (12pts) Patient-centered care map developed. Uses care map template. All components of nursing process are identified and incorporated into the care map. Data  clusters which reveal Patterns of function or dysfunction. Relationships between concepts clearly indicated to include influences, results, and how each step of the nurse process affects the others. Does not show critical thinking leading to the identification of the priority NDx     (16pts) Patient-centered care map developed. Uses care map template. All components of nursing process are identified and incorporated into the care map. Data clusters reveal Patterns of function or dysfunction (labeled). Relationships between concepts clearly indicated to include influences, results, and how each step of the nursing process affects the others. Demonstrates critical thinking leading to the identification of the priority NDx.       (20pts)  
Communicate knowledge in a manner that is concise, comprehensible, and logically organized; apply APA style and formatting for citations and references   Does not communicate knowledge in a manner that is concise, comprehensible, and logically organized; does not apply APA style and formatting.     (1pt) Communicates knowledge in a manner that is concise, comprehensible, and logically organized; applies APA style and formatting; assignment contains >=80% errors.                (5pts) Empty space Communicates knowledge in a manner that is concise, comprehensible, and logically organized; applies APA style and formatting for references; assignment contains <80% errors. (8 pts) Communicates knowledge in a manner that is concise, comprehensible, and logically organized; applies APA style and formatting for references; assignment contains no errors. (10 pts)  
Total Points Available/ Student Points Earned: /100            

 

Satisfactory (80 points) Concept Map

Concept Map essay paper

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Concept Map

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Individual Care Map Evaluation Tool – NSG110

 

Name: ______________________________________________________ Date: ___________ Patient’s initials: _______________                                 

Concept              
(Follow instructions provided and on Moodle)              
The student will: Maxi-mum Points/            
Prepare: Written Analysis and Concept Map Student points Unsatisfactory     Satisfactory Exceeds expectations Comments:
Identify and Organize the Assessment data from patient chart/case study. (Organized into subjective/objective data and by body system)   Data disorganized and/or ≤ 60% included. (5pts.) Data not organization into subjective and objective data or by body system. ≤ 80% of data included (10pts.)Concept Map Data organized into subjective and objective data or data organized by body system.  90-100% of data included              (12pts.) Data organized into subjective and objective data and by body system. ≤80% of data included.            (16 pts.) Data organized into subjective and objective data and by body system. 90-100% of data included.            (20 pts)  
Demonstrate appropriate use of Gordon’s Functional Patterns by organizing data into meaningful data clusters. Functional or dysfunctional patterns correctly labeled. Each Gordon’s pattern is defined and has a citation   Data analysis is unorganized without relationship to Gordon’s patterns. < 67% of problems are identified or patterns not defined. Functional or dysfunctional patterns not labeled.  (5pts) Data is not analyzed with relationship to Gordon’s patterns; OR does not clearly identify the human responses to the situation, Patterns not defined. > 80% Functional or dysfunctional patterns incorrectly labeled.  (10pts) Data is not analyzed with relationship to Gordon’s patterns; does not clearly identify the human response with appropriate data; ≥ 67% of the problems are identified. Patterns defined missing citation. <80%Functional or dysfunctional patterns correctly labeled.  (12pts)Concept Map Data is analyzed with relationship to Gordon’s patterns; clearly identifies the human response to the health situation. ≤ 67% of the problems are identified. At least 80% of patterns are defined with citation.  At least 80% Functional or dysfunctional patterns correctly labeled. (16pts) Data is analyzed with relationship to Gordon’s patterns; clearly identifies the priority human responses to the health situation. All patterns are  defined with citation. Functional or dysfunctional patterns correctly labeled.  (20pts)  
List at least 3 Nursing Diagnoses (NDx) based upon analysis of the data (must have at least 1 problem-oriented physiological NDx). All identified nursing diagnoses listed from highest priority to lowest priority.   Does not list at least 3 nursing diagnosis and does not have at least 1 problem-oriented physiological NDx. Nursing diagnoses not prioritized. does not reflect understanding of the client problem (5pts.) At least 3 nursing diagnoses are listed and does not include at least 1 problem-oriented physiological NDx.                  Does not use NANDA approved nursing diagnoses. OR NDx components are complete in < 67% of the NDx.      ≤ 67% of nursing diagnoses prioritized from highest to lowest priority. OR does not reflect understanding of the client problems.  (8 pts) At least 3 nursing diagnoses are listed with at least 1 problem-oriented physiological NDx. NDx components are complete or correct in < 67% of the NDx. ≥ 67% of nursing diagnoses prioritized from most important to least important.  Nursing diagnoses do not reflect understanding of the client problem. (10pts)Concept Map Three (3) nursing diagnoses are listed with at least 1 problem-oriented physiological NDx. Components of the NDx are correct in  ≥ 67% of NDx.  ≥ 67% of nursing diagnoses prioritized from highest to lowest priority.        Reflects understanding of the client problems.              (12pts) More than 3 nursing diagnoses are listed with at least 1 problem-oriented physiological NDx. All components of the NDx (NANDA diagnosis, related to factors and evidence including all data for each problem) are included and correct for each NDx. All nursing diagnoses listed and prioritized from highest to lowest priority.            Reflects understanding of the client problems.          (15 pts)  
Correctly Planning care by writing a goal and outcomes for the priority nursing diagnosis   Goal statement not included. Expected outcomes listed not in SMART format or do now show advancement toward goal achievement. Minimal effort.          (5) Goal statement or ≤ 2 Expected outcomes are not patient-centered or missing one or more components. (8pts)

 

 Goal statement and ≤ 2 expected outcomes patient-centered; does not address the problem. (10pts) Writes one patient-centered goal addresses the problem and ≤ 2 expected outcomes in SMART format. (12pts) Writes one patient-centered goal and 3 or more expected outcomes in SMART format that show advancement toward goal achievement.        . (15pts)  
Use Care Map to Cluster and Analyze Data              
Format relevant Care Map:   Relationships between concepts do not show critical thinking leading to identification of human response to the situation.   Relationships between concepts with Care Map format poorly indicated.               (5pts) Does not use care map template. Data clusters do not originate from the client.                                  Or Data clusters do not demonstrate use of Gordon’s Patterns with the organization process and identification of Functional and Dysfunctional Patterns.            Or  Data clusters do not show critical thinking leading to identification of priority human response to the situation.       Relationships between concepts  poorly indicated.                (10pts) Patient-centered care map developed. Uses care map template. All components of nursing process are identified and incorporated into the care map. Data cues organized data clusters which reveal Patterns of function or dysfunction. Relationships between concepts ambiguous. Does not show critical thinking leading to the identification of the priority NDx.                   (12pts) Patient-centered care map developed. Uses care map template. All components of nursing process are identified and incorporated into the care map. Data  clusters which reveal Patterns of function or dysfunction. Relationships between concepts clearly indicated to include influences, results, and how each step of the nurse process affects the others. Does not show critical thinking leading to the identification of the priority NDx     (16pts) Patient-centered care map developed. Uses care map template. All components of nursing process are identified and incorporated into the care map. Data clusters reveal Patterns of function or dysfunction (labeled). Relationships between concepts clearly indicated to include influences, results, and how each step of the nursing process affects the others. Demonstrates critical thinking leading to the identification of the priority NDx.       (20pts)  
Communicate knowledge in a manner that is concise, comprehensible, and logically organized; apply APA style and formatting for citations and references   Does not communicate knowledge in a manner that is concise, comprehensible, and logically organized; does not apply APA style and formatting.     (1pt) Communicates knowledge in a manner that is concise, comprehensible, and logically organized; applies APA style and formatting; assignment contains >=80% errors.                (5pts) Empty space Communicates knowledge in a manner that is concise, comprehensible, and logically organized; applies APA style and formatting for references; assignment contains <80% errors. (8 pts) Communicates knowledge in a manner that is concise, comprehensible, and logically organized; applies APA style and formatting for references; assignment contains no errors. (10 pts)  
Total Points Available/ Student Points Earned: /100            

 

Satisfactory (80 points)