Diabetes Patient Concept Map Assignment
Create a concept map graphic and write a 2-4 page narrative on the patient scenario presented in Assessment Case Study: Evidence-Based Patient-Centered Concept Map. Base your report on the information provided in the case study and your own research of 3-5 evidence-based resources.
Evidence-based practice is a key skill in the tool kit of the master’s-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, 2015). In essence, evidence-based practice is all about ensuring quality care.
In this assessment, you will apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient. The concept map that you will create is an example of a visual tool that you can use for patient and family education.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Godshall, M. (2015). Fast facts for evidence-based practice in nursing: Implementing EBP in a nutshell (2nd ed.). New York, NY: Springer Publishing Company.
The charge nurse at the wellness center has sent you an email to request that you review a patient file before the patient arrives at the clinic. She has asked you to put together a concept map for your patient’s care plan. The concept map is intended to help you think through the best strategy for your patient’s care and for subsequent use for patient education. In addition, the nurse needs a narrative report that describes your patient with up to five diagnoses, in order of urgency. Diabetes Patient Concept Map Assignment
You are a nurse at a community wellness center who has received a request for patient case review and preparation for an upcoming appointment.
Review the Assessment Case Study: Evidence-Based Patient-Centered Concept Map media activity.
Create your concept map and narrative as separate parts of your document. Be sure to note where you must include your evidence-based support and clarify your strategies for communicating information to the patient and the patient’s family.
Integrate relevant evidence from 3–5 current scholarly or professional sources to support your assertions.
ACTIVITY DETAILS FROM LINK:
We have a new patient coming in today.
Her name is Carole Lund. Carole is a new mother who had gestational diabetes during her pregnancy. She has continued to track her blood glucose postpartum, and is worried that it does not appear to be stabilizing.
It probably will be helpful to create a concept map for Carole to show her this care plan in a visual way. Talk to your patient and start planning her care. Thanks!
— Janie Poole
Carole Lund is a 44–year–old woman of mixed Native American and European descent, and a new mother. She is concerned that she is not recovering from gestational diabetes.
Carole is here with her daughter, Kassandra, who is 10 weeks old. Carole was diagnosed with gestational diabetes at week 30 of her pregnancy. She has carefully logged her blood glucose since the diagnosis, and it shows 150–200 fasting, over 200 following meals.
Carole Lund Diabetes Patient Interview:
Well, they gave me a glucometer, so I started using that. I could see right away that the way I was eating was a problem; I would usually work straight through the day and then have one big meal in the evening, and that was making my numbers bounce all over. So I set alarms on my laptop, so three times a day I would get interrupted, have a small meal, take a short walk, and then test my blood sugar. That helped. And then I stopped drinking juice and soda, which I should have done years ago, and that helped too. But I don’t think my numbers improved as much as my OB/GYN wanted them to, but she said my blood sugar should return to normal after delivery.
She did, yeah, and we talked about it. I don’t like the idea of being dependent on a drug. I called my mother. She’s still on the reservation, so she called the elders, and we all agreed that injecting my body with an animal hormone was a bad idea. But then the doctor told me that they make synthetic insulin now, but that means it’s made in a laboratory somewhere, and I’m not sure that’s any better.
By then I was in my third trimester, and all the tests said Kassandra was big but healthy, so I thought we would just ride it out. It was supposed to clear up after she was born. But it hasn’t, and I know you have to be careful having a baby at my age. I want to do what’s best, but I don’t want to believe that insulin is my only option.
It’s harder now than it was before she was born. It’s just the two of us in the apartment, which is wonderful, but I don’t remember the last time I had a good night’s sleep. A lot of my work is freelance, so I make my own hours, but that also means if I’m not working I don’t get paid. I had family help while I was recovering from the C-section, and they helped cook healthy meals for me, and kept me on my schedule. Now it’s all on me — work, caring for my daughter, and managing my blood sugar. If I fall behind on anything, it will be looking after my health.
I worry about Kassandra. She’s healthy and perfect, but I know that she’s at a greater risk for developing Type 2 Diabetes. I want to do whatever I can to reduce that risk, to care for her, and as she grows, to teach her how to care for herself.
1. Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.
Passing Grade: Designs an individualized, patient-centered concept map based on the best available evidence for treating a patient’s specific health, economic, and cultural needs, and identifies. Outcomes for each diagnosis are aligned and complementary.
2. Analyze the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.
Passing Grade: Analyzes the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle. Identifies unanswered questions or areas of uncertainty where further information could improve the analysis.
3. Determine the value and relevance of evidence used as the basis of a patient-centered concept map.
Passing Grade: Justifies the value and relevance of evidence used as the basis of a patient-centered concept map, and impartially considers conflicting data and other perspectives.
4. Propose relevant and measurable criteria for evaluating the outcomes the patient needs to achieve.
Passing Grade: Proposes relevant and measurable criteria for evaluating the outcomes the patient needs to achieve and acknowledges challenges specific to such an evaluation process.
5. Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.
Passing Grade: Develops a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way, and identifies assumptions on which the strategy is based.
6. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Passing Grade: Integrates relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Citations are error-free.
Diabetes Patient Concept Map Assignment