MSN FP6021 Polycystic Ovarian Syndrome Concept Map

Assessment 1 Instructions: 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. Introduction 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. The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

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The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder. 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. Preparation 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. 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? o What types of experience have you had working with patients with this condition, disease, or disorder? o How does this condition, disease, or disorder typically present?

o 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? o What are the advantages of concept maps, from your point of view? o 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? o What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals? 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 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. Concept Map Template [DOCX]. You may choose to use this template for completing this component of the assignment. 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. Use the APA Style Paper Tutorial [DOCX] to complete this narrative component. 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 Style Paper Tutorial [DOCX] to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes. o 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. Justify the value and relevance of the evidence used as the basis for a concept map. Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes. o Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. o Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. o Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. o • • Use the scoring guide to understand how your assessment will be evaluated. MSN-FPX6021 Concept Map Template Instructions • You may use the template on the following page to help you complete your Concept Map assessment. Use the text that you have downloaded from the Vila Health: Concept Maps as Diagnostic Tools media piece to fill in the elements of this template. • To get started, you can copy and paste the information you exported into a Microsoft Word document from the media piece. • Remember to change the title of the diamonds currently labeled “[Other, Insert Appropriate Title]” to a title that accurately reflects the category of information in the diamond. • Remember to insert APA style, in-text citations where appropriate. • Add additional items and connections as appropriate to fully develop your concept map. • You are not required to use this template. MSN FP6021 Polycystic Ovarian Syndrome Concept Map

You may use a different template or tool. • If you encounter accessibility issues while working with this template, please contact your instructor for assistance and possible alternatives. Nursing Diagnosis 2: Most Urgent Nursing Diagnosis: Patient Info: Treatment: [Other, Insert Appropriate Title] Nursing Diagnosis 3: Treatment: Outcomes: Outcomes: Treatment: Outcomes: [Other, Insert Appropriate Title] [Other, Insert Appropriate Title] MSN-FP6021 Assessment 1 Guiding Questions: Concept Map This document is designed to give you questions to consider and additional guidance to help you successfully complete the Concept Map assessment. You may find it useful to use this document as a pre-writing exercise, as an outlining tool, or as a final check to ensure that you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment. Do not turn in this document as your assessment submission. 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.

• Does your concept map fully illustrate the case study, the diagnostic and treatment connections for the condition in the case study, the specific metabolic or glucose-related aspects of the condition, and interprofessional strategies? o Does your concept map contain all the relevant sections and connections that are present in the example concept map that is most closely related to yours? • Does your concept map illustrate the desired high-quality outcomes of treatment in the context of your chosen case study? • Did you use at least 3–5 sources of scholarly or professional evidence as the basis for your concept map? o Note: You will need to further discuss the value and relevance of this evidence in your narrative. However, be sure to cite where specific evidence or sources were used in your concept map. o The evidence you cite should be no more than five years old. MSN FP6021 Polycystic Ovarian Syndrome Concept Map

Part 2: Additional Evidence (Narrative) Justify the value and relevance of the evidence you used as the basis for your concept map. • Have you noted why the evidence you have presented in your concept map is valuable and relevant to the case study you are using as the basis for the concept map? o Have you explained why each particular piece of evidence is appropriate to the case study you are using? o Have you explained the linkage between the evidence and the specific metabolic or glucose-related aspects of the condition from your chosen case study? o Have you explained why the evidence you have used is the best available? In other words, how is it linked to best practices, professional or regulatory guidelines, et cetera? 1 MSN-FP6021 Assessment 1 Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. • What interprofessional strategies are most applicable to the context of the case study that you are using as the basis for the concept map? o • • Why are these interprofessional strategies appropriate in the context of the case study and your concept map? What are the desired outcomes in your concept map (or for the case study that you are using)?

o How will the interprofessional strategies you deemed appropriate and applicable help to achieve the desired outcomes? o What potential challenges might you need to address to best implement the interprofessional strategies and achieve the desired outcomes? Remember, the evidence you cite should be no more than five years old. Address Generally Throughout Both Parts Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. • Is your concept map clearly presented? • Are the links between the evidence and your diagnostic, treatment, or other care decisions clear and justified? • Is your writing in both the concept map and the narrative clear and professional? • Is your writing free from errors?

• Is your narrative submission 2–3 pages (not including the title page and reference list)? • Are you communicating in an ethical way? o Are you communicating honestly? Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. • Did you use 3–5 sources in your assessment? o Are the sources you used no more than five years old? • Are your sources cited in APA format throughout the concept map and narrative? • Have you included an attached reference list? • Did you use the APA Paper Template for the proper formatting and to include a running head and title page? o No abstract is needed for this assessment. 2
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. MSN FP6021 Polycystic Ovarian Syndrome Concept Map

MSN FP6021 Polycystic Ovarian Syndrome Concept Map