Client Information (SBAR, H&P) Main Concept (Should be focus of below map) CONCEPT MAP TEMPLATE: Recognizing Cues (S&S) Disease Process/Pathophysiology/Risk Factors Prioritizing Hypotheses 3. ☐☐ Analyzing Cues/Conditions Generate Solutions/Outcomes/Interventions SMART Planning 2. Evaluating Outcomes 2. References Page 2. ↓ Taking Action - (How To) + NIGHTINGALE COLLEGE DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET NURSING PROCESS TEMPLATE: Assessment (Recognizing Cues) Which client information is relevant? What client data is most important? Which client information is of immediate concern? Consider signs and symptoms, lab work, client statements, H & P, and others. Consider subjective and objective data. Analysis (Analyzing Cues) Which client conditions are consistent with the cues? Do the cues support a particular client condition? What cues are a cause for concern? What other information would help to establish the significance of a cue? Analysis (Prioritizing Hypotheses) What explanations are most likely? What is the most serious explanation? What is the priority order for safe and effective care? In order of priority, identify the top 3 client conditions. Planning (Generate Solutions) What are the desirable outcomes? What interventions can achieve these outcomes? What should be avoided? (SMART Planning-specific, measurable, attainable, realistic/relevant, time-restricted- Goal setting) Implementation (Take actions) How should the intervention or combination of interventions be performed, requested, communicated, taught, etc.? What are the priority interventions? (Mark with asterisk) Evaluation (Evaluating Outcomes) What signs point to improving/declining/unchanged status? What interventions were effective? Are there other interventions that could be more effective? Did the client's care outlook or status improve?

Phlebotomy Essentials

6th Edition

ISBN:9781451194524

Author:Ruth McCall, Cathee M. Tankersley MT(ASCP)

Publisher:Ruth McCall, Cathee M. Tankersley MT(ASCP)

Chapter1: Phlebotomy: Past And Present And The Healthcare Setting

Section: Chapter Questions

Problem 1SRQ

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Helle,

I am buldig a concept map, but first I need to do the steps.

Can you please help me with it?

Case Study: Insect-Stings and Pediatric Anaphylaxis A 12-year-old boy is brought to the emergency department after being stung by a bee. He had been well until he was stung on his right forearm, while playing in the yard. He initially complained of localized pain and swelling. Fifteen minutes later, he began to complain of shortness of breath. His parents observed him to be wheezing. He also said that he felt very weak and dizzy. His parents brought him immediately to the local emergency department. Exam: VS T 37.1, P 120, R 39, BP 69/45. He is in mild respiratory distress. He is drowsy and pale, but awakens when you talk to him. He has generalized urticaria. He has no conjunctival edema. His lips and tongue are not swollen. His voice sounds normal. Heart tachycardic without murmurs. His lung examination shows mild wheezing and fair aeration with minimal retractions. His abdomen is soft and non-tender. His face is moderately pale. The bee sting site on his right forearm is unremarkable with no foreign body seen. He appears to in early anaphylactic shock and he is immediately given subcutaneous epinephrine and an albuterol updraft with improvement of his symptoms. An IV is started, but since his condition is improving, he is not given IV epinephrine. He is given diphenhydramine IV, cimetidine IV, methylprednisolone IV, and an IV fluid bolus of normal saline.

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