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:
Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.
A. In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.
B. In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.
C. Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.
1. Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome. Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.
D. In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.
E. In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.
F. In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.
G. In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.
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, csv, 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
A: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 4 solutions.
Approaching Competence
One or more solutions 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 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient.
F:TAKE ACTIONS
Not Evident
The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is not included.
Approaching Competence
The description of how the 4 solutions will be prioritized and implemented into the patient’s plan of care is incomplete or inaccurate.
Competent
The description of how each of the 4 solutions 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 4 solutions were effective or ineffective in improving patient outcome or care.
Approaching Competence
The concept map includes a description of how the 4 solutions 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 4 solutions were effective or ineffective in improving patient outcome or care.
H:PROFESSIONAL COMMUNICATION
Not Evident
This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.
Approaching Competence
This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.
Competent
This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.
