Capella University Biopsychosocial Concepts for Advanced Nursing Discussion

Capella University Biopsychosocial Concepts for Advanced Nursing Discussion

Capella University Biopsychosocial Concepts for Advanced Nursing Discussion

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The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion.

What is the primary condition, disease, or disorder affecting the patient?
    What types of experience have you had working with patients with this condition, disease, or disorder?
    How does this condition, disease, or disorder typically present?
    What are the recommended treatment options?
        What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
How have you used concept maps to help plan and organize care?
    What are the advantages of concept maps, from your point of view?
    How could concept maps be more useful?
How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations?
    What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

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.

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.

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. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion.

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The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.

What is the primary condition, disease, or disorder affecting the patient?

    What types of experience have you had working with patients with this condition, disease, or disorder?
    How does this condition, disease, or disorder typically present?
    What are the recommended treatment options?

        What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
How have you used concept maps to help plan and organize care?

    What are the advantages of concept maps, from your point of view?
    How could concept maps be more useful?
How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations?

    What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

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 – 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.

Assessment

Vaughan, J., & Parry, A. (2016). Assessment and management of the septic patient: Part 1. British Journal of Nursing, 25(17), 958–964.
Vaughan, J., & Parry, A. (2016). Assessment and management of the septic patient: Part 2. British Journal of Nursing, 25(21), 1196–1200.

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Biopsychosocial

Saragiotto, B. T., de Almeida, M. O., Yamato, T. P., & Maher, C. G. (2016). Multidisciplinary biopsychosocial rehabilitation for nonspecific chronic low back pain. Physical Therapy, 96(6), 759–763.
Semrau, J., Hentschke, C., Buchmann, J., Meng, K., Vogel, H., Faller, H., . . . Pfeifer, K. (2015). Long-term effects of interprofessional biopsychosocial rehabilitation for adults with chronic non-specific low back pain: A multicentre, quasi-experimental study. PLoS One, 10(3), 1-28.
Van de Velde, D., Eijkelkamp, A., Peersman, W., & De Vriendt, P. (2016). How competent are healthcare professionals in working according to a bio-psycho-social model in healthcare? The current status and validation of a scale. PLoS One, 11(10), 1–19. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion

Concept Maps

Capella University’s Concept Maps.
Lucid Software Inc. (2017). How to make a concept map. Retrieved from https://www.lucidchart.com/pages/concept-map/how-to-make-a-concept-map
View the simulation Vila Health: Concept Maps as Diagnostic Tools | Transcript.
View the Concept Map Tutorial | Transcript for information on working with the concept map and template to complete your assessment.

Pathophysiology

Stanford School of Medicine. (2013). Basics of metabolism [Video]. Retrieved from https://www.khanacademy.org/partner-content/stanford-medicine/growth-and-metabolism/v/basics-of-metabolism
Khan, S. (2011). Glucose insulin and diabetes [Video]. Retrieved from https://www.khanacademy.org/test-prep/mcat/biomolecules/hormonal-regulation/v/glucose-insulin-and-diabetes
Patton, R. S. (2013). Hormone concentration metabolism and negative feedback [Video]. Retrieved from https://www.khanacademy.org/science/health-and-medicine/advanced-endocrine-system/endocrine-system-introduction/v/hormone-concentration-metabolism-negative-feedback

Optional Resources

The following additional resources are for your further exploration of specific conditions, diseases, or disorders. These resources will help you with your initial research for the Concept Map assessment. They may also provide ideas and information for creating your own case study around a specific condition, disease, or disorder if you choose to do so for the first assessment.

You do not have to read all of these resources—nor should you. Review them as needed to complete your assessments.

Cancer

American Cancer Society (n.d.). Retrieved from https://www.cancer.org/
Office on Women’s Health. (2014). Cancer. Retrieved from https://www.womenshealth.gov/cancer/index.htm

Diabetes (Type 2 and Complications)

American Diabetes Association. (2017). Type 2 diabetes. Retrieved from http://www.diabetes.org/diabetes-basics/type-2/?loc=util-header_type2
American Diabetes Association. (2017). Complications. Retrieved from http://www.diabetes.org/living-with-diabetes/complications/
American Diabetes Association. (2017). Standards for medical care in diabetes—2017 abridged for primary care providers. Clinical Diabetes, 35(1), 5–26. Retrieved from http://clinical.diabetesjournals.org/content/35/1/5
American Diabetes Association. (n.d.). DiabetesPro. Retrieved from http://professional.diabetes.org/?loc=bb-dorg
Geisz, M. B. (2010). The diabetes initiative. Retrieved from http://www.rwjf.org/en/library/research/2010/04/the-diabetes-initiative.html
Office on Women’s Health. (2016). Diabetes. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/diabetes.html

HIV/AIDS

AIDS Foundation of Chicago. (n.d.). About HIV. Retrieved from http://www.aidschicago.org/page/about-hiv
Mody, A., Bartz, S., Hornik, C. P., Kiyimba, T., Bain, J., Muehlbauer, M., . . . Freemark, M. (2014). Effects of HIV infection on the metabolic and hormonal status of children with severe acute malnutrition. PLoS One, 9(7), e102233.
Office on Women’s Health. (2017). HIV and AIDS. Retrieved from https://www.womenshealth.gov/hiv-and-aids. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion.

Hypo- and Hyperthyroidism

American Thyroid Association. (2017). Thyroid information. Retrieved from http://www.thyroid.org/thyroid-information/
Office on Women’s Health. (2017). Thyroid disease. Retrieved from https://www.womenshealth.gov/a-z-topics/thyroid-disease

Metabolic Syndrome

Saylor, J., & Friedmann, E. (2015). Biopsychosocial contributors to metabolic syndrome: A secondary analysis of 2007–2010 National Health and Nutrition Examination Survey data. Nursing Research, 64(6), 434–443.
Sheehan, P. (2010). Beyond metabolic syndrome. DiabetesInsight, 1(3). Retrieved from http://professional.diabetes.org/podcast/beyond-metabolic-syndrome
Sherif, K. (Ed.). (2017). Metabolic syndrome. Retrieved from http://www.healthywomen.org/condition/metabolic-syndrome

Obesity

AACE Obesity Resource Center. (n.d.). Stay current with ongoing developments in the management of patients with obesity. Retrieved from http://obesity.aace.com/
Obesity Action Coalition. (2017). Retrieved from http://www.obesityaction.org/
Office on Women’s Health. (2012). Overweight, obesity, and weight loss fact sheet. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/overweight-weight-loss.html

Polycystic Ovary Syndrome

Office on Women’s Health. (2016). Polycystic ovary syndrome. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/polycystic-ovary-syndrome.html
Teede, H., Deeks, A., & Moran, L. (2010). Polycystic ovary syndrome: A complex condition with psychological, reproductive and metabolic manifestations that impacts on health across the lifespan. BMC Medicine, 8(1), 41–50.

Prediabetes

American Diabetes Association. (2017). Diagnosing diabetes and learning about prediabetes. Retrieved from http://www.diabetes.org/are-you-at-risk/prediabetes/
Perreault, L., Pan, Q., Mather, K. J., Watson, K. E., Hamman, R. F., & Kahn, S. E. (2012). Effect of regression from prediabetes to normal glucose regulation on long-term reduction in diabetes risk: Results from the diabetes prevention program outcomes study. The Lancet, 379(9833), 2243–2251.
Perreault, L., Temprosa, M., Mather, K. J., Horton, E., Kitabchi, A., Larkin, M., . . . Goldberg, R. B. (2014). Regression from prediabetes to normal glucose regulation is associated with reduction in cardiovascular risk: Results from the diabetes prevention program outcomes study. Diabetes Care, 37(9), 2622–2631. Retrieved from http://care.diabetesjournals.org/content/37/9/2622

Pregnancy

Office on Women’s Health. (2017). Pregnancy. Retrieved from https://www.womenshealth.gov/pregnancy
Liu, L. X., & Arany, Z. (2014). Maternal cardiac metabolism in pregnancy. Cardiovascular Research, 101(4), 545–553. Retrieved from https://academic.oup.com/cardiovascres/article/101/4/545/2930815/Maternal-cardiac-metabolism-in-pregnancy
Lowe, W. L., & Karban, J. (2014). Genetics, genomics and metabolomics: New insights into maternal metabolism during pregnancy. Diabetic Medicine, 31(3), 254–262.
Thadhani, R. (2016). Study of pregnancy regulation of insulin and glucose. Retrieved from https://clinicaltrials.gov/ct2/show/NCT02763267

Concept Map Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
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. Does not 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 related aspects. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion Develops an evidence-based concept map. However, the outcomes or connection to a specific disorder or condition that has impaired glucose or metabolic imbalance as related aspects is unclear or missing. Develops 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. Develops 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. Identifies assumptions on which the plan is based. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion
Justify the value and relevance of the evidence used as the basis for a concept map. Does not justify the value and relevance of the evidence used as the basis for a concept map. Attempts to justify the value and relevance of evidence used as the basis for a concept map, but the justification or relevance of evidence is weak Justifies the value and relevance of the evidence used as the basis for a concept map. Justifies the value and relevance of the evidence used as the basis for a concept map. Impartially considers conflicting data and other perspectives.
Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Does not analyze interprofessional strategies. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion Analyzes interprofessional strategies, but their application to the concept map or outcomes is unclear or missing. Analyzes how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Analyzes how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis).
Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Constructs concept map in a way that is confusing or otherwise causes difficulty in understanding any links or key information. Constructs concept map. However, linkage to additional evidence is unclear and may cause confusion about key information or links. Constructs concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Constructs concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Identifies specific strategies or approaches used to ensure clear communication.
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. Does not integrate relevant sources to support assertions; does not correctly format citations and references using current APA style. Sources lack relevance or are poorly integrated, or citations or references are incorrectly formatted. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors.

Scenario

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.

Instructions

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. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion.

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:
    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.
    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. Capella University Biopsychosocial Concepts for Advanced Nursing Discussion.

cf_exemplar_msn_fp6021_assessment_1.pdf
direction_1.docx
scenario_1.docx