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Concept Map

·       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.


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The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between emotional, personality, cultural, and socioeconomic considerations that impact health.

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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.


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MSN Program Journey

The following is a useful map that will guide you as you continue your MSN program. This map gives you an overview of all the steps required to prepare for your practicum and to complete your degree. It also outlines the support that will be available to you along the way. The following is a useful map that will guide you as you begin your MSN program. This map gives you an overview of all the steps required to prepare for your practicum and to complete your degree. It also outlines the support that will be available to you along the way.

·       MSN Program Journey | Transcript.

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6021 â€“ Biopsychosocial Concepts for Advanced Nursing Practice I Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.


·       Vaughan, J., & Parry, A. (2016). Assessment and management of the septic patient: Part 1. British Journal of Nursing25(17), 958–964.

·       Vaughan, J., & Parry, A. (2016). Assessment and management of the septic patient: Part 2. British Journal of Nursing25(21), 1196–1200.


·       Assessment Instructions


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.


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:

o   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.

o   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.

Patient Info: Name: Carrie Alves Gender: Female Age: 31 Chief complaints: Menstrual cycle irregularities in the past six months, birth control, insomnia, weight gain, and acne breakouts

Most Urgent Nursing Diagnosis: Oligomenorrhea

Description Oligomenorrhea is a condition of an infrequent menstrual period that occurs in women of childbearing age. Usually occurs in a woman who regularly goes more than 35 days without menstruating may be diagnosed with oligomenorrhea www.healthline.com/health/oligomenorrhea.

Assessment The diagnosis changes to oligomenorrhea after more than 90 days without a period.

Treatment The treatment of oligomenorrhea will depend on the cause. For some athletes, changes in training routines and eating habits may be enough to return the woman to a regular menstrual cycle (http://www.healthofchildren.com/N-O/Oligomenorrhea.html#ixzz6CCsFqq3Y).

Nursing Diagnosis 2: Polycystic ovary syndrome (PCOS) is very common, affecting up to one in five women of reproductive age. Implications including reproductive, metabolic and psychological features.

Description 2 Polycystic ovary syndrome (PCOS) has significant and diverse clinical implications including reproductive (infertility, hyperandrogenism, hirsutism), metabolic (insulin resistance, impaired glucose tolerance, type 2 diabetes mellitus, adverse cardiovascular risk profiles) and psychological features (increased anxiety, depression and worsened quality of life).

Assessment The phenotype varies depending on life stage, genotype, ethnicity and environmental factors including lifestyle and bodyweight. Importantly, PCOS has unique interactions with the ever-increasing obesity prevalence worldwide as obesity-induced insulin resistance significantly exacerbates all the features of PCOS.

Outcome Many women, including those with PCOS, are successfully treated with hormones for oligomenorrhea (http://www.healthofchildren.com/N-O/Oligomenorrhea.html#ixzz6CCsqGP9s).

Treatment Focus on support, education, addressing psychological factors and strongly emphasizing a healthy lifestyle with targeted medical therapy as required. Monitoring and management of long-term metabolic complications is also an important part of routine clinical care.

Nursing Diagnosis 3: Ineffective individual coping related to emotional excess.

Assessment Maternal anxiety of the pain will be greatly influenced by knowledge.

Description 3 Assess clients’ understanding of her illness.

Outcome Risk for Loneliness Susceptible to experiencing discomfort associated with a desire or need for more contact with others, which may compromise health. Affectional deprivation; emotional deprivation; physical isolation; social isolation. (Ackley, et.al., 2020),



Concept Map was first posted on January 30, 2020 at 4:03 am.
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