Fundamentals:skills Concept Mapping Questions with
100% Verified Answers Latest Update
Question: In what ways do nursing students benefit from the creation of concept maps when
learning the nursing process? Select all that apply.
Answer:
-Ability to see relationships between data not previously visible
-Development of critical thinking
-Increased use of analytic skills
Rationale: Concept mapping encourages thinking "outside the box" and in a less linear
fashion when compared to the nursing process. In some ways, a concept map is a visual
representation of clinical reasoning and clinical judgment, both of which are reflected in
actions. Because a concept map is the unique creation of the student, it allows them to see
relationships between data that may not have been previously identified. Concept maps
help expand the student's skills of analysis (recognizing and clustering cues, forming
hypotheses, and creating a nursing diagnosis) and help develop a student's critical thinking
and clinical reasoning skills on paper before caring for a client.
Question: In what way do clients benefit when receiving care from a nursing student who
used concept mapping to plan their care?
Answer:
More holistic care that incorporates all aspects of the person
Rationale: The nursing process and nursing care plans, while the heart of nursing practice,
are linear processes designed to define the profession and communicate nursing's
contribution to the holistic care of those with alterations in health. Yet, nursing itself is as
complex and dynamic as the clients receiving nursing care. Concept mapping shifts the
process of planning care from the traditionally linear nursing care plan to a visual image of
the entire client information, allowing the nursing student to see the whole person, the
overall status of their health, and the care needed to help them attain their health goals.
Question: When creating a concept map, in which box is the main idea or concept placed?
Answer:
1.Collect and analyze information. 2.Identify the main health concern on which to focus.
3.Place sub-concepts. 4.Identify connections, similarities, and cross-links. 5.Review the
concept map. 6.Revise the concept map as new information is discovered.
Rationale: The main idea or central concept is placed in the center of the concept map, or
Box 1 on the diagram. When constructing a nursing plan of care concept map, the central
, idea is the problem statement expressed as a nursing diagnosis. The remaining boxes are
used to identify related sub-concepts, like subjective and objective data, test results, goals
of care, and planned interventions.
Question: Drag Mr. Stanton's assessment data to the appropriate container. Some choices
may apply to more than one container.
Answer:
Reason for seeking care: Rehabilitation care post internal fixation of L femoral fracture;
alcoholism Health history: Alcoholism Subjective data: Unemployed, can't keep a job due to
alcoholism, drinking since age 13 (30 years total), now consumes a fifth of whiskey every 2
days, wants to stop drinking but has failed in the past; asking questions about plans for
rehabilitation and getting back to work, pain currently 3/10 Objective data: Blood alcohol
content 200 mg/dL; found at rest stop combative and mumbling; now alert and oriented,
speech clear, responds to questions appropriately, last dose of pain medication 45 minutes
prior to arrival
Question: Prioritize Mr. Stanton's areas of need based on priority for care at this time.
Answer:
level 2: alcoholism and broken leg level 3: unemployment
Based on the first, second, and third levels of priority for care, Mr. Stanton has no first-level
care needs as he is not in imminent danger due to an emergent alteration in health. His
alcoholism is a second-level problem, since his history of being combative when his blood
alcohol content (BAC) is elevated puts him at risk for injury as he works to recover from the
surgical repair of his broken leg. For his long-term health, finding a job and remaining sober
are third-level priorities at this time. Keep in mind that, despite being a third-level priority in
terms of physical health at this time, Mr. Stanton's unemployment does pose a long-term
and ongoing threat to his safety, health, and wellness.
Question: While assessing Mr. Stanton, the nurse links which assessment cues to his level of
pain? Select all that apply.
Answer:
-Facial grimacing each time he moves the casted leg
-Mr. Stanton mentions having a headache
-Request for more pain medicine before next dose can be given
-Heart rate 117 bpm at rest
-Pain score 6/10
Indicators of pain include facial expressions (grimacing or frowning), a high value assigned
to the pain scale, requesting pain medicine before the prescribed time between doses has
passed, heart rate (if elevated at rest, which Mr. Stanton's is), respirations (if elevated at
rest, which Mr. Stanton's are not), and blood pressure (if elevated, but was not provided for
Mr. Stanton). Although Mr. Stanton's headache is, most likely, not related to his leg, it still
relates to pain and should be assessed thoroughly as it may be a cue to a complication
resulting from alcohol withdrawal or his recent surgical procedure. Remember that all
assessment data needs to be critically analyzed in relation to the client's current health,
100% Verified Answers Latest Update
Question: In what ways do nursing students benefit from the creation of concept maps when
learning the nursing process? Select all that apply.
Answer:
-Ability to see relationships between data not previously visible
-Development of critical thinking
-Increased use of analytic skills
Rationale: Concept mapping encourages thinking "outside the box" and in a less linear
fashion when compared to the nursing process. In some ways, a concept map is a visual
representation of clinical reasoning and clinical judgment, both of which are reflected in
actions. Because a concept map is the unique creation of the student, it allows them to see
relationships between data that may not have been previously identified. Concept maps
help expand the student's skills of analysis (recognizing and clustering cues, forming
hypotheses, and creating a nursing diagnosis) and help develop a student's critical thinking
and clinical reasoning skills on paper before caring for a client.
Question: In what way do clients benefit when receiving care from a nursing student who
used concept mapping to plan their care?
Answer:
More holistic care that incorporates all aspects of the person
Rationale: The nursing process and nursing care plans, while the heart of nursing practice,
are linear processes designed to define the profession and communicate nursing's
contribution to the holistic care of those with alterations in health. Yet, nursing itself is as
complex and dynamic as the clients receiving nursing care. Concept mapping shifts the
process of planning care from the traditionally linear nursing care plan to a visual image of
the entire client information, allowing the nursing student to see the whole person, the
overall status of their health, and the care needed to help them attain their health goals.
Question: When creating a concept map, in which box is the main idea or concept placed?
Answer:
1.Collect and analyze information. 2.Identify the main health concern on which to focus.
3.Place sub-concepts. 4.Identify connections, similarities, and cross-links. 5.Review the
concept map. 6.Revise the concept map as new information is discovered.
Rationale: The main idea or central concept is placed in the center of the concept map, or
Box 1 on the diagram. When constructing a nursing plan of care concept map, the central
, idea is the problem statement expressed as a nursing diagnosis. The remaining boxes are
used to identify related sub-concepts, like subjective and objective data, test results, goals
of care, and planned interventions.
Question: Drag Mr. Stanton's assessment data to the appropriate container. Some choices
may apply to more than one container.
Answer:
Reason for seeking care: Rehabilitation care post internal fixation of L femoral fracture;
alcoholism Health history: Alcoholism Subjective data: Unemployed, can't keep a job due to
alcoholism, drinking since age 13 (30 years total), now consumes a fifth of whiskey every 2
days, wants to stop drinking but has failed in the past; asking questions about plans for
rehabilitation and getting back to work, pain currently 3/10 Objective data: Blood alcohol
content 200 mg/dL; found at rest stop combative and mumbling; now alert and oriented,
speech clear, responds to questions appropriately, last dose of pain medication 45 minutes
prior to arrival
Question: Prioritize Mr. Stanton's areas of need based on priority for care at this time.
Answer:
level 2: alcoholism and broken leg level 3: unemployment
Based on the first, second, and third levels of priority for care, Mr. Stanton has no first-level
care needs as he is not in imminent danger due to an emergent alteration in health. His
alcoholism is a second-level problem, since his history of being combative when his blood
alcohol content (BAC) is elevated puts him at risk for injury as he works to recover from the
surgical repair of his broken leg. For his long-term health, finding a job and remaining sober
are third-level priorities at this time. Keep in mind that, despite being a third-level priority in
terms of physical health at this time, Mr. Stanton's unemployment does pose a long-term
and ongoing threat to his safety, health, and wellness.
Question: While assessing Mr. Stanton, the nurse links which assessment cues to his level of
pain? Select all that apply.
Answer:
-Facial grimacing each time he moves the casted leg
-Mr. Stanton mentions having a headache
-Request for more pain medicine before next dose can be given
-Heart rate 117 bpm at rest
-Pain score 6/10
Indicators of pain include facial expressions (grimacing or frowning), a high value assigned
to the pain scale, requesting pain medicine before the prescribed time between doses has
passed, heart rate (if elevated at rest, which Mr. Stanton's is), respirations (if elevated at
rest, which Mr. Stanton's are not), and blood pressure (if elevated, but was not provided for
Mr. Stanton). Although Mr. Stanton's headache is, most likely, not related to his leg, it still
relates to pain and should be assessed thoroughly as it may be a cue to a complication
resulting from alcohol withdrawal or his recent surgical procedure. Remember that all
assessment data needs to be critically analyzed in relation to the client's current health,
