1. J Borrero 1/11

2.  Traditional linear format  Amount of time involved  Not real time  GOAL: Learn the Nursing Process and foster Critical Thinking  Viable and reliable alternative  Visual presentation and organization of data  Promotes critical thinking and active learning

3.  Link the steps of the nursing process  Relate concepts  Think holistically  Care plan in a more meaningful way  Concepts and ideas are represented with different shapes and are linked with lines

4.  Assessment/ DNPP  Patient centered  Data collection  List of Nursing Diagnoses/Problems  Concept map : includes Goals/Outcomes, Interventions and Evaluation  Lines will link the concepts together

5. Preliminary diagram shows patient-centered data collection/ assessment START THINKING: Why the patient is seeking health care? Why is the patient here? “What am I doing this day for this patient?” Major problem areas/priority list Arrange info according to nursing diagnoses/medical diagnoses/potential complications in priority order

6.  Work on concept map throughout the day and update it.  Use different shapes for different parts  In postconference have students “think out loud” and explain their maps  Use rubric for grading

7.  Assessment data  Nursing Diagnoses  Measurable Outcome  Interventions  Evaluation Assessment Data Intervention s Eva l

9.  Assessment Form- SCCC or Clinical Agency  Priority List of Nsg Dx/Collaborative Problems  Extended Post-Conference: Complete Concept Map: Includes Hx, Chief Complaint, Assessment Data, Dx, Outcomes, Interventions, Evaluations on ONE sheet of paper (>8x11)  Article summary- discuss in post conference  Rubric grade

10. “ What happens in clinical stays in clinical” L. Caputi