Nursing 211
Mental Health Nursing
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Clinical Assignment
Concept Map
· For this homework, you will use a concept map to address the areas stated below. You may use a concept map template that you find online or create your own map. Your map can be as long as necessary due to plenty of information that must be included. Just make sure that it clearly shows continuity and organization of information.
· Refer to the grading rubric to receive the maximum points.
· Refer to your weekly clinical schedule for the due date.
Based on the ATI Real Life RN Mental Health 3.0, Module on Bipolar Disorder, develop a concept map that would include the following information.
PATHOHYSIOLOGY AND ETIOLOGY OF BIPOLAR DISODER
· Explain the physiological changes in the brain that result in the pathological signs/symptoms of bipolar disorder.
· Identify the etiology or possible causes of bipolar disorder.
CLINICAL MANIFESTATIONS
· Identify the signs/symptoms that Susan exhibits during the manic episode of the disorder.
· Identify the signs/symptoms that Susan exhibits during the depressive episode of the disorder.
NURSING PROCESS
· Formulate two priority nursing diagnoses based on Susan’s S/S
during the manic episode – decide, based on your clinical judgment, which two problems must take precedence over the other problems that Susan has (can be two actual nursing diagnoses
or
one actual and one risk nursing
diagnoses
).
– Nursing diagnoses must be included on the current NANDA-I list.
– Actual nursing diagnosis must be a 3-part statement.
– Risk for nursing diagnosis must be a 2-part statement.
· Develop three client outcomes/goals for each nursing diagnosis (must meet the SMART criteria).
· Identify five appropriate nursing interventions for each nursing diagnosis.
MEDICAL MANAGEMENT OF SUSAN
· Medications
– Identify the prescribed medications for Susan including their purposes.
– Include lab values that need to be monitored with each medication that you have identified.
· ECT
– State the purpose of ECT and its mechanism of action.
– Identify the three preop medications (include the purpose for each one).
– Identify the common side effects of ECT.
Client /Family Teaching
· Identify five most significant areas that must be included when teaching the client/family regarding bipolar disorder (do not use the “you” pronoun).
· Decide the organization of the necessary information in your map.
· Make sure all areas are addressed in your concept map.
· Assigned work that is not submitted on time will have a
5-point-deduction per day.
· Student must receive a grade of 80% or better to pass (a failing grade will result in modifying work done or receiving a completely different assignment to make-up).
· A revised paper or make-up assignment will only receive a maximum grade of 80%.
· For this assignment, you can have a separate page for your references.
Concept Map Grading Rubric
(ATI Simulation: Bipolar Disorder Module)
|
Excellent
4
|
Very Good
3
|
Fair
2
|
Poor
0-1
|
|
Pathophysiology
|
Clear and accurate explanation of the disease process and etiology
|
Mostly clear and accurate in the explanation of disease process & etiology
|
Lacks clarity and/or accuracy in some parts of the explanation on disease process & etiology
|
Explanation of disease process and etiology mostly unclear or missing
|
|
Clinical Manifestations
|
Identifies accurately client’s signs/symptoms based on diagnosis
|
Identifies accurately most of client’s sign/symptoms based on diagnosis
|
Identifies accurately some of client’s signs/symptoms based on diagnosis
|
Missing most of client’s signs/symptoms based on diagnosis
|
|
Medical Management (medications, electroconvulsive therapy)
|
Thorough and accurate description of client’s medical treatment
|
Thorough and accurate for the most part in describing client’s medical treatment
|
Thorough and accurate in describing some parts of client’s medical treatment
|
Inaccurate and/or missing several components of client’s medical treatment
|
|
Nursing diagnosis #1
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NANDA-approved diagnosis appropriate and correctly written as a 3-part statement
|
NANDA-approved diagnosis appropriate and written as a 3-part statement (one error)
|
NANDA-approved diagnosis appropriate and written as a 3-part statement (two errors)
|
|
Not a NANDA-approved diagnosis
|
|
|
Client Goals/Outcomes for Nursing Diagnosis #1
|
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Identifies 3 goals/outcomes specific to nursing diagnosis using the SMART criteria
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Identifies 3 goals/outcomes specific to nursing diagnosis using the SMART criteria for the most part (a total of 1-2 errors)
|
|
Identifies 3 goals/outcomes specific to nursing diagnosis with missing components of SMART (a total of 3 or more errors)
|
Identifies goals/outcomes irrelevant to nursing diagnosis
|
|
Nursing Interventions for Nursing Diagnosis #1
|
|
Identifies 5 appropriate nursing interventions relevant to goals
|
Identifies 4 appropriate nursing interventions relevant to goals
|
|
Identifies 3 appropriate nursing interventions relevant to goals
|
|
Identifies 4-5 nursing interventions irrelevant to goals
|
|
Nursing diagnosis #2
|
NANDA-approved diagnosis appropriate and correctly written as a 3-part statement (for actual dx) or 2-part statement (for risk for dx )
|
NANDA-approved diagnosis appropriate and written as a 3-part or 2-part statement (one error)
|
NANDA-approved diagnosis appropriate and written as a 3-part statement (two errors)
|
Not a NANDA-approved diagnosis
Client Goals/Outcomes for Nursing Diagnosis #1
Identifies 3 goals/outcomes specific to nursing diagnosis using the SMART criteria
Identifies 3 goals/outcomes specific to nursing diagnosis using the SMART criteria for the most part (a total of 1-2 errors)
|
Identifies 3 goals/outcomes specific to nursing diagnosis with missing components of SMART (a total of 3 or more errors)
Identifies goals/outcomes irrelevant to nursing diagnosis
|
|
Nursing Interventions for Nursing Diagnosis #2
|
Identifies 5 appropriate nursing interventions relevant to goals
Identifies 4 appropriate nursing interventions relevant to goals
|
Identifies 3 appropriate nursing interventions relevant to goals
Identifies 4-5 nursing interventions irrelevant to goals
|
Prioritization of Problems
|
Appropriate prioritization of 2 client problems
|
Incorrect prioritization of one client problem
|
Incorrect prioritization of two client problems
|
Identifies problems irrelevant to client’s condition
|
|
Client/Family Teaching
|
Identifies thorough and accurate client/family teaching
|
Generally thorough and accurate in identifying client/family teaching
|
Missing some significant parts of client/family teaching
|
Missing most of the significant parts of client/family teaching
|
|
Creativity
|
Structure used presents a clear & complete picture of ideas/concepts
|
Structure used presents a clear picture of most ideas/concepts
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Structure used presents a clear picture of some ideas/concepts
|
Poorly constructed and unclear in presenting ideas/concepts
|
|
Organization
|
Ideas/concepts are clearly connected and flowing smoothly from one to another
|
Ideas/concepts are clearly connected and flowing smoothly in most parts
|
Some ideas/concepts are connected but quite confusing to follow
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Most ideas/concepts are incorrectly connected and/or confusing to follow
|
|
Spelling/Grammar
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Exhibits mastery in spelling & grammar
|
Minimal errors in spelling and/or grammar (total of 3 or less)
|
Some errors in spelling and/or grammar (total of 4-5)
|
Several errors in spelling and/or grammar (total of 6 or more)
|
|
Citations
|
Reference page in proper APA format (7th edition)
|
Reference page with 1 error in using APA format (7th edition)
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Reference page with 2 errors in using APA format (7th edition)
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Reference page with 3 or more errors in using APA format (7th edition)
|
Total points: 60 Student Points: _______
