NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map – Step-by-Step Guide
The first step before starting to write the NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.
How to Research and Prepare for NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map
The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility.
Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.
How to Write the Introduction for NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map
The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.
How to Write the Body for NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map
The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.
How to Write the In-text Citations for NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map
In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:
The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.
How to Write the Conclusion for NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map
When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.
How to Format the Reference List for NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map
The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.
Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:
References
Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456
Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.
An Example NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map Follows:
Evidence-Based Patient-Centered Concept Map Analysis
Summary Brief of the Patient
JB is a 54-year-old Black American male with type 2 diabetes who has lived with the condition for 24 years. He had a right leg amputation below the knee five years ago due to wet gangrene and now uses crutches to walk. He was recently brought to the hospital with symptoms of altered consciousness, severe dehydration, and hyperglycemia. Upon laboratory testing, it was found that JB had hyperglycemia of 32 mmol/L, a high hemoglobin A1c level of 7.9%, and deranged urea and electrolyte levels. He was diagnosed with a diabetic hyperosmolar hyperglycemic state and admitted to the intensive care unit for controlled insulin therapy.
JB was previously a truck driver but lost his job following the amputation and is now unable to work. He is married with one child, who is studying water engineering on a scholarship. JB does not have medical insurance, and his wife works as a supermarket attendant, which does not provide enough income to afford JB’s antidiabetic medications consistently. As a result, JB has a history of not taking his medications as prescribed due to cost concerns and does not regularly monitor his blood sugar levels. Despite being told that uncontrolled blood sugar and poor diabetes self-care led to the development of wet gangrene in his right leg, JB has not sufficiently improved his knowledge and self-care practices.
Patient Needs Analysis
It is important to consider his health, economic, and cultural needs to ensure that the interventions in the concept map are relevant and appropriate for JB’s beliefs, values, and lifestyle. JB’s medical needs include diabetes care, physical therapy and rehabilitation to enhance mobility, and mental health assistance to address the psychological burden of amputation and unemployment. His economic needs may include financial aid to pay medical treatment and prescription expenses, a steady income to support the family’s basic necessities, and assistance in seeking work or training possibilities.
Respect for JB’s personal beliefs and values, consideration of his cultural background as a Black American man, support for maintaining cultural traditions and connections, recognition of any cultural barriers or challenges, and provision of interpreters or other language support services as needed are all examples of cultural needs. Addressing these demands allows the concept map interventions to be tailored to JB’s individual needs, assisting him and his family in managing his health condition and enhancing their general well-being.
To incorporate the patient’s culture, identity, abilities, and beliefs into the care plan, it is important to consider the patient’s and his family’s specific needs and preferences. Since lack of knowledge on efficient diabetes self-care led to the complication of wet gangrene causing the subsequent amputation, part of the plan of care involves providing information and education about diabetes management in a culturally sensitive and appropriate manner. This could include using culturally relevant materials and resources and incorporating any cultural beliefs or practices that may affect JB’s self-management behaviors, such as his diet, physical activity, and medication adherence. Furthermore, the information will be provided in the patient’s native language (English) to aid understanding.
As a Black American, JB faces significant discrimination in healthcare. According to a review of socioeconomic disparities in lower extremity amputations by Girijala and Bush (2018), comparing amputees to non-amputees, the African American race was more common in amputees (25.1% vs. 12.6%). In addition, Black American amputees often have limited access to healthcare services due to higher rates of medical non-insurance and difficulty with transportation (Connell et al., 2019). To address these barriers, JB’s care plan includes connecting him to various healthcare providers, including physical therapists and mental healthcare providers, to facilitate access to care and promote a holistic approach. This will allow JB to easily access and utilize these services, improving his overall care and health outcomes.
Communication Strategies
It is essential to follow a few key strategies to communicate with JB and his family in an ethical, culturally sensitive, and inclusive way. First, it is critical to establish open and honest communication with JB and his family. This may include seeking their permission to share health information, explaining the aim of any tests or treatments, and being open about any risks and benefits (Roodbeen et al., 2020). It is also crucial to provide a secure and inviting atmosphere for JB and his family and actively listen to their worries and questions to foster honest conversation. In addition to encouraging open communication, it is critical to guarantee that only authorized information is exchanged in compliance with data protection regulations. This may involve explaining the limits of confidentiality and obtaining consent from JB or his family before sharing any personal health information.
Finally, making complex medical terms and concepts understandable to JB and his family, regardless of language, abilities, or educational level, is crucial. This may include utilizing primary and plain language, giving written materials in JB’s native language or a language that he and his family can comprehend, and using visual aids or other types of communication to communicate information. It may also be beneficial to ask JB and his family if they have any questions or concerns and to explain any information they may not comprehend carefully. Following these principles will allow healthcare personnel to interact with JB and his family ethically, culturally sensitive, and inclusively.
Value and Relevance of the Resources
Various resources were employed to develop a meaningful concept map for JB and a critical analysis of his needs. Connell et al. (2019), Girijala and Bush (2018), and Lewis and Van Dyke (2018), for example, discuss the challenges African Americans face in healthcare access and utilization. The three articles are relevant to JB’s case because he is a Black American amputee without medical insurance who is at a high risk of having difficulty accessing and utilizing healthcare services. Furthermore, the studies are current (published within the last five years), written by medical experts in various health fields, and give accurate findings supported by a variety of research studies.
On the other hand, Demir and Aydemir (2020) provide a comprehensive lower extremity amputation protocol, including physical mobility and strengthening exercises. This information helps care for JB, an amputee who needs physical mobility and strengthening exercises to keep his joints functioning properly. An extensive array of research papers supports the information in the article, and it is current (published within the past five years). Furthermore, Demir and Aydemir (2020) have specialist backgrounds in physical medicine and rehabilitation, which gives them the competence to write about lower extremity amputation protocol.
Furthermore, whereas Roodbeen et al. (2020) investigate communication and collaborative decision-making during patient care, Silbert et al. (2018) address hypoglycemia in type 2 diabetes patients. The results of Roodbeen et al. (2020) may be valuable in assisting healthcare personnel in efficiently communicating with JB, who has little health literacy, and including him in decision-making about his treatment. Moreover, Silbert et al. (2018) findings on risk factors and preventative measures may be valuable in assisting JB and his healthcare professionals in identifying ways to regulate his blood sugar levels and lower his risk of hypoglycemia. The two studies were written and published within the last five years by medical professionals and communication specialists, and they are supported by a large body of evidence from various research studies, boosting their credibility.
Conclusion
The patient at the center of the concept map is a 54-year-old Black American man with type 2 diabetes who has lived with the condition for 24 years. He is an amputee, uses crutches to walk, and has recently been admitted to the intensive care unit (ICU) to manage a diabetic hyperosmolar hyperglycemic coma. As a Black American amputee without medical insurance, he faces significant discrimination in accessing healthcare. Therefore, developing a comprehensive care plan that considers the patient’s culture, identity, abilities, and beliefs is crucial.
Additionally, the patient will need a strong social support system to help him cope with his physical debilitation and prevent any psychiatric consequences of his condition. The care plan should also address the patient’s economic and cultural needs, which may require extending beyond the hospital to his home. Although healthcare providers may have limited ability to address the patient’s financial needs directly, they can help educate the patient and his family on potential solutions and link them with relevant social and community resources to provide further support.
NURS-FPX6011 Assessment 1 Evidence-Based Patient-Centered Concept Map References
Connell, C. L., Wang, S. C., Crook, L., & Yadrick, K. (2019). Barriers to healthcare seeking and provision among African American adults in the rural Mississippi Delta region: Community and provider perspectives. Journal of Community Health, 44(4), 636–645. https://doi.org/10.1007/s10900-019-00620-1
Demir, Y., & Aydemir, K. (2020). Gülhane lower extremity amputee rehabilitation protocol: A nationwide, 123-year experience. Turkish Journal of Physical Medicine and Rehabilitation, 66(4), 373–382. https://doi.org/10.5606/tftrd.2020.7637
Girijala, R. L., & Bush, R. L. (2018). Review of socioeconomic disparities in lower extremity amputations: A continuing healthcare problem in the United States. Cureus, 10(10), e3418. https://doi.org/10.7759/cureus.3418
Lewis, T. T., & Van Dyke, M. E. (2018). Discrimination and the health of African Americans: The potential importance of intersectionalities. Current Directions in Psychological Science, 27(3), 176–182. https://doi.org/10.1177/0963721418770442
Roodbeen, R., Vreke, A., Boland, G., Rademakers, J., van den Muijsenbergh, M., Noordman, J., & van Dulmen, S. (2020). Communication and shared decision-making with patients with limited health literacy; helpful strategies, barriers, and suggestions for improvement reported by hospital-based palliative care providers. PloS One, 15(6), e0234926. https://doi.org/10.1371/journal.pone.0234926
Silbert, R., Salcido-Montenegro, A., Rodriguez-Gutierrez, R., Katabi, A., & McCoy, R. G. (2018). Hypoglycemia among patients with type 2 diabetes: Epidemiology, risk factors, and prevention strategies. Current Diabetes Reports, 18(8), 53. https://doi.org/10.1007/s11892-018-1018-0
Now that you are here, have you read the example provided in this guide? What is your feedback for us? Assessment 2 of this NURS-FPX6011 is coming up next. Be ready.
Frequently Asked Questions (FAQs)
When approaching a 500-word essay, it’s essential to understand the nuances of this compact form of writing. These frequently asked questions will guide you through the process of crafting a concise and impactful essay.
How many pages is a 500-word essay typically?
A 500-word essay usually spans about one page if single-spaced or two pages when double-spaced, with standard margins and a 12-point font size.
Can you provide examples of a well-structured 500-word essay?
Certainly, to see the structure and flow of a well-written essay, you might want to take a look at a student’s writing guide that provides insights and examples.
Are there specific formatting guidelines for a 500-word essay?
Formatting guidelines typically involve using a legible font like Times New Roman or Arial, size 12, with double-spacing and one-inch margins on all sides. Check any specific requirements your instructor might have provided.
What are some effective strategies for writing a personal essay of 500 words?
For a personal essay, focus on a singular event or characteristic, ensuring your ideas are clear and you reflect on the significance of the subject matter. Use concise language and powerful imagery to maximize impact.
What topics are suitable for a concise 500-word essay?
Choose topics you can thoroughly address within the word limit, such as a personal anecdote, a critical analysis of a poem, or a focused argument on a singular point or issue.
How much time should you allocate to write a 500-word essay effectively?
Depending on your familiarity with the topic and writing proficiency, allocate anywhere from one to several hours for planning, drafting, and revising to ensure a well-presented essay.