Concept Maps and Nursing
Process
Presented by:
Judith Findlay and Ute Beffert
John Abbott College
Concept Maps
Way of visualizing an idea using
connections and showing relationships
Encourages deeper learning
Takes into consideration prior
experience and understanding
Judith Findlay & Ute Beffert
June 2005
2
Nursing Process
Traditionally is linear
Forces students to think in columns in
a table
Students have difficulty making their
nursing process connections flow
Judith Findlay & Ute Beffert
June 2005
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Nursing Process: Concept Map
Shows relationships, ideas and how
they connect
Judith Findlay & Ute Beffert
June 2005
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Judith Findlay & Ute Beffert
June 2005
5
CLASS
& LAB
Overview of altered
ability to ingest,
digest, absorb &
m etabolize
nutrients
Nutrition
Enteral
the rapies
I
N
C
L
U
D
E
S
Dia betes Mellitus
Surgic al site
wound,
pne um onia
Risk of
infection
Safety
Ne uro Im pa irm ent: Assessm ent
& diagnostic te sts,
Multiple Sclerosis, P arkinsons,
Epilepsy , CVA , Eye, Ea r
Illness / Nee ds
Assessm ent:
(Know ledge base;
Analy sis &
reasoning; Data
Collec tion)
Bowel excretion: constipation,
im pac tion, diarrhe a, C-difficile,
stom as, incontinence,
hem orrhoids
Elim ination
Nursing
Dia gnosis
Urinary exc retion: P rostate
disease, incontinence
C
O
N
C
E
P
T
S
Nursing
P rocess
P lanning
Im plem enta tion
Surgic al pain
m anagem ent
Com fort
Nursing
P rocess
He alth
20F/20G
MEDICIN E/
SURGER Y
CLASS & LAB
CLINICAL
Com m on
Nutritional
the rapies for
Medic al/Sugric al
clie nt
Caring:
P rofessiona l
Caring
Evalua tion
Leads to
practic e of
Da ta, Analy sis,
Nursing
Dia gnosis
Strengths, coping
m echa nism s &
resources
involves
P lanning,
im plem e ntation
& eva luation
Introduction
Influence s of
fam ily & cultural
values on client
responses
Collabora tive
com m unication (McG ill
concepts)
P rofessiona l
Aw are ness
He alth
client
P rofessiona l
com m ittm e nt/
acc ounta bility
Intro to Career
P aths
Legal, ethic al &
advocacy issues
Identifies
P rofessiona l
appearance
Intro to N ursing
History
assessed
by
Caring
20F/20G MEDICINE/
SURGER Y
CLINICAL
Ow n stre ngths/
areas to improve
Strengths &
resources
De velopm e nt
Anesthesia &
ana lgesia
P re clinic al
research done
De velopm e ntal
P sy chology
Identifies
Non-N ursing
Course s
Soc iology of the
Fam ily
Ve rba lly
Foc use d
inte rviewing
Com m unica tion
P roduces /
influences
Advocac y
Writte n
doc um entation
Identifies ne ed in Clie nt
Situation
Coherently
Takes place when
Nurse P atie nt Ralationship; Nurses
role in re hab in re lation to hea lth tea m
Collabora tion
Teaching
begins the proc ess
Com m unica tion
Advocac y
augum ents
Collabora tion
Identifies Basic
Discha rge Nee ds
consolidates
Teaching
Ac curate
inform ation
Nursing
Abilities
Fac ts, opinions,
assum ptions
Ga thers a ll facts
Critical
Thinking
inc ludes
Clarification
differe ntiate s
am ong
Critical
thinking
Nursing knowledge,
practic e, be haviors
Medic ation
Administration
Caregiving
Skills
Foc us
on
Wound healing
& m anagem ent
of com m on
wounds
I
N
C
L
U
D
E
S
Nursing
Abilities
Knowledge &
research
Calculations
applies
Medic ation
Administration
5 Rights
Oral, IM, SC
Skills Lab
P arental
Medic ations
IV Therapy ; solutions,
calculating, m onitoring
Ne uro
Assessm ent
Dia betes: CBGM, insulin
prep & a dm inistra tion
Isolation
tec hnique
Wound c are : dressings, suture
& staple rem oval, drains,
wound cultures, wound
pac king
Oxyge n
equipm ent &
saturation
Vital signs,oxy gen
saturation, CBG M,
wound ca re , sta ple/
suture rem oval
able to
perform
Caregiving
Judith Findlay & Ute Beffert
June 2005
Minor Em ergencies
Intake & Output; (Care of foley )
Nursing 1 skills
IV the rapy; intake &
output (foley );
wound drains
6
Nursing Process
2 teachers gave the students the
option of doing Nursing Process by :
traditional linear column format
 a concept map

Judith Findlay & Ute Beffert
June 2005
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Concept Map Trial
Students are still struggling with the
nursing process
Concept maps produced were
interesting examples
Concept maps warrant further study
and discussion
Examples of concept maps
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June 2005
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Student: 1st year
(2nd semester)
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Student: 2nd
year (3rd
semester OBS)
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June 2005
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Student: 2nd year
(3rd semester
OBS)
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Student 2nd year 3rd semester
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Possibility of Change?
Our faculty has mixed views on the
utility of concept maps
Feedback from students was positive
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June 2005
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What have your experiences been?
Should we pursue this discussion with
our faculty?
Do you think concepts maps can be
used effectively in teaching the
nursing process?
Judith Findlay & Ute Beffert
June 2005
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