Nursing concept map for copd

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?

Capella University

Biopsychosocial Concepts for Advanced Nursing Practice I

Concept Map

April, 2019

CONCEPT MAP 2

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Concept Map

Patient Info

Name: Jane Doe | Gender: Female | Age: 72 Vitals: Temp: 37 °C (98.6 °F), BP: 162/94, Pulse: 92, Respiratory rate: 26 and shallow Chief complaint: Shortness of breath (SOB) and difficulty breathing Medical history: Hypertension, hyperlipidemia, and chronic obstructive pulmonary disease (COPD)

Nursing Diagnosis Impaired gas exchange related to destruction of the alveoli, narrowing of bronchioles, and trapping of air resulting in loss of lung elasticity Subjective data: Difficulty breathing and SOB Objective data: Crackles and wheezing heard upon auscultation, dyspnea, tachypnea, nasal flaring, use of accessory muscles, late signs of cyanosis (Linton, 2015), and oxygen saturation is 90% on room air

Nursing Diagnosis Activity intolerance related to hypoxia (imbalance between oxygen supply and demand)

Subjective data: “I find it difficult to breathe. I can’t catch my breath when I walk a few feet.” — Jane Doe

Objective data: Late signs of cyanosis, crackles and wheezing heard upon auscultation, and use of accessory muscles (Linton, 2015)

Nursing Diagnosis Ineffective airway clearance related to bronchoconstriction, increased mucus production Subjective data: The patient states she has been sleeping in a recliner chair for the past three nights because of difficulty breathing

Objective data: Wheezing heard upon auscultation, dyspnea, tachypnea, and use of accessory muscles (Linton, 2015)

Nursing Interventions

Independent intervention (II): Monitor the patient’s arterial blood gases, oxygen saturation, vital signs, and color and assess for manifestations such as restlessness, anxiety, lethargy, and confusion Rationale: This process will help detect potential hypoxemia or hypercapnia (LeMone et al., 2015)

Collaborative intervention (CI): Supervise oxygen (O2) at 2 L/min through nasal cannula as ordered. Instruct the patient and kin not to increase the O2 level Rationale: Oxygen therapy is used to treat hypoxia and is prescribed for chronic and acute breathing problems (Rees, 2017). However, a sudden increase in the O2 level can lead to respiratory failure (Linton, 2015)

II: Position the patient in an upright or high Fowler’s position (Linton, 2015) Rationale: This posture promotes lung ventilation (LeMone et al., 2015)

II: Instruct and teach the patient to perform the pursed-lip breathing technique Rationale: This technique slows the respiratory rate and reduces air trapping and fatigue (LeMone et al., 2015)

Expected Outcomes Arterial blood gases and vital signs will be consistent with patient norms, indicating improvement in gas exchange (Linton, 2015)

The pursed-lip breathing technique will reduce dyspnea (Linton, 2015)

Nursing Interventions II: Demonstrate pursed-lip and diaphragmatic breathing and encourage the patient to practice them periodically Rationale: These techniques reduce air trapping and fatigue and help maintain open airways (LeMone et al., 2015)

II: Position the patient in an upright or high Fowler’s position Rationale: This posture promotes lung ventilation (LeMone et al., 2015)

CI: Encourage deep breathing and the use of an incentive spirometer Rationale: Using an incentive spirometer prevents complications such as pneumonia and atelectasis (LeMone et al., 2015)

CI: Collaborate with a respiratory therapist to teach the patient how to cough effectively Rationale: This technique helps open distal alveoli and remove secretions (LeMone et al., 2015)

II: Provide emotional support to the patient Rationale: This intervention will be therapeutic, make the patient feel comfortable, and help her cope with the diagnosis (Kazanowski, 2017; LeMone et al., 2015)

Expected Outcomes The patient will have open airways. Signs of clear and open airways are normal depth and rate of respiration, normal breathing sounds, and effective coughing of secretions (Linton, 2015)

Nursing Interventions II: Teach and encourage the use of the pursed-lip breathing technique while performing activities Rationale: This technique can lower breathlessness and improve respiratory function (Ackley, Ladwig, Makic, 2016)

II: Advise the patient to take rest periods before and after activities Rationale: Resting reduces fatigue and lowers the demand for oxygen (LeMone et al., 2015)

CI: Recommend a pulmonary rehabilitation program Rationale: Pulmonary rehabilitation can lower exertional dyspnea and perceived intensity of breathlessness (Ackley et al., 2016)

CI: Collaborate with a respiratory therapist for cough control and improved breathing Rationale: This will help improve or maintain oxygenation in the patient (Boon, 2018)

CI: Supervise oxygen (O2) at 2 L/min through nasal cannula as ordered. Instruct the patient and kin not to increase the O2 level Rationale: Oxygen therapy is used to treat hypoxia and is prescribed for chronic and acute breathing problems (Rees, 2017). However, a sudden increase in the O2 level can lead to respiratory failure (Linton, 2015)

Expected Outcomes

The vital signs of the patient will show normal fluctuation during physical activity, which is a measure of activity tolerance (LeMone et al., 2015)

CONCEPT MAP 3

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Introduction

This paper presents an evidence-based concept map that illustrates a nursing care plan to achieve high-quality outcomes for a

patient experiencing SOB and difficulty breathing. The concept map contains urgent diagnoses, possible nursing interventions, and

opportunities for interprofessional collaboration as well as rationales and possible high-quality outcomes. The narrative justifies the

value and relevance of the evidence used in the concept map and provides additional evidence, conflicting data, and the scope of

interprofessional collaborations in achieving high-quality outcomes.

Additional Evidence

Jane Doe is a 72-year-old female experiencing SOB and difficulty breathing. The suspected diagnoses are based on the

patient’s medical history and physical examination. The evidence used in the concept map is a combination of subjective (patient-

reported distress) and objective (symptoms or characteristics related to a condition observed in the patient) data obtained after an

investigation. Doe also suffered from emphysema in the past. Fatigue, SOB, edema, and wheezing are common symptoms of COPD.

The diagnoses in the concept map are related to various conditions related to COPD such as emphysema and chronic bronchitis. This

evidence suggests that the client’s current distress could be related to COPD. However, symptoms such as wheezing, edema, SOB,

and fatigue can also be observed in a person suffering from congestive heart failure (LeMone et al., 2015). Even though COPD and

congestive heart failure have several risk factors and symptoms in common, the causes and treatments are different.

Interprofessional Strategies

An interprofessional collaboration between health care professionals, patients, and their caregivers is required for high-quality

outcomes. Successful collaborations require positive reinforcement and mutual feedback in an objective and non-discriminatory

setting (Amalakuhan & Adams, 2015). COPD will benefit from a combination of pharmacological and non-pharmacological

interventions guided by an interprofessional collaborative practice. The concept map clearly identifies interventions that can be

performed independently and those that need interprofessional collaboration. For instance, it is necessary to collaborate with a

respiratory therapist to teach and assist a patient in coughing effectively. Similarly, referring the patient to a pulmonary rehabilitation

program can help lower exertional dyspnea and the perceived intensity of breathlessness. The concept map also facilitates

communication in an interprofessional team by identifying the types of nursing interventions required, thereby preventing conflict.

Health care professionals must collaborate with caregivers and COPD patients to achieve high-quality outcomes. This

collaboration should effectively optimize non-pharmacological interventions such as providing smoking cessation counseling for

patients who find it difficult to quit the habit, promoting pulmonary rehabilitation programs, and administering appropriate

vaccinations. Interprofessional collaborations should also focus on helping patients gradually incorporate more physical activity into

their lifestyles and managing comorbidities common in COPD in addition to the interventions discussed in the concept map. Health

care professionals, caregivers, and COPD patients must work together to deliver the prescribed pharmacotherapy (Amalakuhan &

Adams, 2015).

Value and Relevance of Evidence

An evidence-based concept map with interprofessional strategies allows health care professionals to collaborate and analyze

patient data as well as think critically (Aein & Aliakbari, 2017). According to Cook, Dover, Dickson, and Colton, concept map

development is an alternative to a traditional nursing care plan for evidence-based practices. The traditional linear format of a nursing

care plan may not have the scope to record a holistic picture of patients’ requirements. It does not facilitate visualization of the

interrelated nature of patient data. On the other hand, a concept map allows for a systematic visualization of psychological,

physiological, and pathophysiological relationships and interactions, which promotes quality analysis (as cited in Aein & Aliakbari,

2017). The findings of a study conducted by Gerdeman, Lux, and Jacko show that medical students approached concept mapping as

CONCEPT MAP 4

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an instrument to improve clinical judgment and make better clinical decisions. Finally, the minimal use of text in a concept map

facilitates easy searching for terms related to the disorder or condition being treated (as cited in Aein & Aliakbari, 2017).

Conclusion

COPD is a group of progressive lung diseases such as emphysema and bronchitis. Interprofessional strategies to treat COPD

can improve outcomes, and collaboration between health care professionals can aid in providing comprehensive care to patients.

Concept mapping is useful in improving critical thinking among professionals. A concept map helps in recording a holistic picture of

the patient’s needs and facilitates visualization of the data. Therefore, a concept map is an essential tool to develop nursing care plans

to achieve high-quality outcomes.

CONCEPT MAP 5

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References

Ackley, B. J., Ladwig, G. B., & Makic, M. B. F. (2016). Nursing diagnosis handbook: An evidence-based guide to planning care

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Aein, F., & Aliakbari, F. (2017). Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills

in clinical pediatric nursing course. Journal of Education and Health Promotion, 6(13).

Amalakuhan, B., & Adams, S. G. (2015). Improving outcomes in chronic obstructive pulmonary disease: The role of the

interprofessional approach. International Journal of Chronic Obstructive Pulmonary Disease, 10(1), 1225–1232.

Boon, C.W. (2018). Oxygenation. In Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.), Essentials for nursing practice

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