7093.6.1 : Applies Care for the HEENT and Integumentary Conditions

The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations of the head, eyes, ears, nose, throat, and the integumentary system.

7093.6.2 : Applies Care for F&E, and Respiratory Conditions

The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common fluid and electrolyte and acid-base imbalances and alterations in respiratory functions.

7093.6.3 : Applies Care for the GU, Reproductive, GI, and Hepatic Conditions

The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations in genitourinary, reproductive, gastrointestinal, and hepatic functions.

7093.6.4 : Applies Care for Pain, Inflammation, Immunity, and Infection

The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing pain, inflammation, immunity, and infection.

7093.6.5 : Recognizes Diverse Adult Patient Medical Conditions

The learner recognizes the cues of diverse adult patients’ body systems using the clinical judgment model.

7093.6.6 : Recognizes Medical Conditions for a Care Plan

The learner recognizes the cues of diverse adult patients’ conditions to prepare a plan of care using the nursing process.

7093.6.7 : Explains Collaboration with Interdisciplinary Teams

The learner explains the importance of collaborating with interdisciplinary teams to promote safety, quality, and improved patient outcomes.

7093.6.8 : Explains Pharmacological Care Error Prevention

The learner explains how to provide pharmacological care to diverse adult patients using safe, person-centered practices based on principles of medication error prevention.

7093.6.9 : Describes How to Promote Well-Being

The learner describes strategies to promote health and well-being.

7093.6.10 : Describes How to Support Adult Patients

The learner describes professionalism, therapeutic communication, teaching, and learning strategies to use with diverse adult patients.

INTRODUCTIONThe Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Concept Map:

Using the “Concept Map Template” in the Web Links section, complete the following (do not include patient identifiers):

A.  Describe the pathophysiology related to a disease process, disorder, or injury.
 

B.  Identify at least 4 critical cues that are relevant to the patient’s current condition.
 

C.  Analyze the 4 critical cues from B by making 3 supporting connections between the cues and patient conditions.
 

1.  Identify 2 cues of concern related to the patient’s overall health outcome.
 

D.  Determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority.
 

E.  Develop 5 SMART goals with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient.
 

F.  Describe how each of the 5 interventions from E will be prioritized and implemented into the patient’s plan of care.
 

G.  Describe how the 5 interventions from E were effective or ineffective in improving patient outcome or care.
 

H.  Demonstrate professional communication in the content and presentation of your submission.
 

File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRICA:DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS

NOT EVIDENT

The description does not include a review of pathophysiology related to a disease process, disorder, or injury.

APPROACHING COMPETENCE

The description includes an incomplete or inaccurate review of the pathophysiology related to a disease process, disorder, or injury. Or it is missing key disease components.

COMPETENT

The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components.

B:RECOGNIZING CUES

NOT EVIDENT

The concept map is missing all 4 critical cues.

APPROACHING COMPETENCE

The concept map is missing 1 or more critical cues that are relevant to the patient’s current condition.

COMPETENT

The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition.

C:ANALYZING CUES

NOT EVIDENT

The analysis does not make any supporting connections between cues and patient conditions.

APPROACHING COMPETENCE

The analysis is missing 1 or more supporting connections between cues and patient conditions. Or one or more of the connections is inaccurate or not related to the patient’s conditions.

COMPETENT

The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions.

C1:PATIENT OUTCOMES CUES

NOT EVIDENT

The concept map does not identify any cues of concern.

APPROACHING COMPETENCE

The concept map is missing identification of 1 or more cues of concern related to patient outcome. Or one or more of the cues identified is inaccurate or not related to the patient’s conditions.

COMPETENT

The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome.

D:PRIORITIZING HYPOTHESES

NOT EVIDENT

The concept map does not include hypotheses critical to positive patient outcomes.

APPROACHING COMPETENCE

One or more hypotheses critical to positive patient outcomes are missing. Or one or more of the hypotheses is inaccurate. Or the hypotheses are not prioritized correctly.

COMPETENT

The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly.

E:GENERATING SOLUTIONS

NOT EVIDENT

The concept map does not include 5 SMART goals.

APPROACHING COMPETENCE

One or more SMART goals does not have appropriate interventions that will positively impact patient outcome or is not appropriate to the care of the patient.

COMPETENT

The concept map includes 5 SMART goals with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient.

F:TAKE ACTIONS

NOT EVIDENT

A description of how each of the 5 interventions will be prioritized and implemented into the patient’s plan of care is not included.

APPROACHING COMPETENCE

The description of how 5 interventions will be prioritized and implemented into the patient’s plan of care is incomplete or inaccurate.

COMPETENT

The description of how each of the 5 interventions will be prioritized and implemented into the patient’s plan of care is accurate and complete.

G:EVALUATING OUTCOMES

NOT EVIDENT

The concept map does not include a description of how the 5 interventions were effective or ineffective in improving patient outcome or care.

APPROACHING COMPETENCE

The concept map includes a description of how the 5 interventions were effective or ineffective in improving patient outcome or care, but the description for 1 or more interventions does not accurately explain how that intervention was effective or ineffective in improving patient outcome or care.

COMPETENT

The concept map includes an accurate and detailed description of how each of the 5 interventions were effective or ineffective in improving patient outcome or care.

H:PROFESSIONAL COMMUNICATION

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.