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[ANSWERED] Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations

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.

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.

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.

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.
    • 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.
    • 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.
    • 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.

Questions to Consider

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?
    • 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.

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.

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

Expert Answer and Explanation

Concept Map Assignment

Part 2: Additional Evidence

The paper herein has presented an evidence-based concept map and demonstrates high-quality outcomes for a patient feeling weakness, vomiting, nausea, and shortness of breath. The map has highlighted both subjective and objective data and a nursing diagnosis that explains the data. It also has nursing interventions, interprofessional strategies, and well as nursing outcomes for the case. Thus, this part of the assignment aims to present a narrative justifying the relevance and value of the evidence utilized in the concept map. It also provides conflicting data, additional evidence, and interprofessional strategies to achieve high-quality patient outcomes.

Value and Relevance of Evidence

According to ADA, nurses can utilize a concept map that is evidence-based with quality nursing and interprofessional interventions to think critically and develop a high-quality solution to solve health problems. The pieces of evidence used to support this concept map are so relevant and valuable. Most of these pieces of evidence have been reliable and valuable sources of data because they are scholarly papers. Gummesson et al. (2017), Conners et al. (2019), Li et al. (2016), and Viguiliouk et al. (2019) are scholarly because they have methodology section to explain the studies design, the sample used, how they were included, and data collection framework. For instance, Conners et al. (2019) aimed to investigate whether underwater treadmill training can be used to control a diabetic person’s blood lipids and glycemic. The researchers that found the underwater treadmill training can be used as one of the ways of controlling type 2 diabetes. This evidence is relevant because the researchers used a sample population that can be generalized to a larger group of people with diabetes. The evidence by ADA is valuable and reliable because it comes from a professional body. Overall, the evidence used to develop the concept map is reliable and valuable because their results and findings are admissive.

Interprofessional Strategies

Interprofessional collaboration is one of the ways of improving patient outcomes. It is the collaboration of healthcare workers, including nurses, specialists, and physicians to find the best interventions to help their patients recover. Successful interprofessional collaboration requires mutual feedback and positive feedback in a non- discriminatory and objective environment. The first interprofessional strategy that will help improve patient outcomes is the non-pharmacological interventions guided by a group of the interprofessional team. Maintaining a balanced diet is one of the non-pharmacological interventions to control glucose levels in people with type 2 diabetes. According to Li et al. (2016), eating healthy food can help a patient maintain healthy body weight, and as a result, this can moderate the fats stored in his or her body. The nurse will collaborate with a nutritionist and provide the patient with education on designing a meal plan that can help her improve her health. Another non- pharmacological intervention is exercising for 30 minutes at least three days a week.

Conners et al. (2019) note that physical exercise can also be used by diabetic patients to control glycated hemoglobin (HbA1c). The nurse will collaborate with the fitness specialist and develop fitness goals to guide the patient during exercise. The two will then educate the patient on the best fitness menu. Apart from non-pharmacological strategies, pharmacological interventions can be used to improve the health of the patient. ADA (2017) notes that the medications used to control glycated hemoglobin (HbA1c) in diabetic patients include Glumetza and Glucophage. For these medications to work properly, there must be an interprofessional collaboration between a physician, pharmacist, and a nurse. The physician will prescribe medication, the pharmacist will provide the medicine and the dosage, and the nurse will give the patient the medication as ordered. The nurse will also collaborate with fitness and nutrition specialists to develop a diet and workout program to fit the patient.

Additional Evidence

Claire Doe is 68 years old female former high school teacher complaining of weakness, vomiting, nausea, and shortness of breath. The diagnosis is based on subjective data, physical examination, and other information obtained during the investigation. The current evidence shows that the patient’s symptoms could be a result of chronic type tow diabetes. According to Conners et al. (2019), a person with chronic type 2 diabetes fruity-smelling breath, abdominal pain, confusion, and weakness, symptoms that have been reported by the patient.

References

American Diabetes Association. (2018). 2. Classification and diagnosis of diabetes: standards of medical care in diabetes—2018. Diabetes care, 41(Supplement 1), S13-S27. https://doi.org/10.2337/dc18-S002

Conners, R. T., Caputo, J. L., Coons, J. M., Fuller, D. K., & Morgan, D. W. (2019). Impact of underwater treadmill training on glycemic control, blood lipids, and health-related fitness in adults with type 2 diabetes. Clinical Diabetes, 37(1), 36-43. doi: 10.2337/cd17-0066

Gummesson, A., Nyman, E., Knutsson, M., & Karpefors, M. (2017). Effect of weight reduction on glycated haemoglobin in weight loss trials in patients with type 2 diabetes. Diabetes, Obesity and Metabolism, 19(9), 1295-1305. https://doi.org/10.1111/dom.12971

Li, X., Cai, X., Ma, X., Jing, L., Gu, J., Bao, L., … & Li, Y. (2016). Short-and long-term effects of wholegrain oat intake on weight management and glucolipid metabolism in overweight type-2 diabetics: a randomized control trial. Nutrients, 8(9), 549.

Viguiliouk, E., Kendall, C. W., Kahleová, H., Rahelić, D., Salas-Salvadó, J., Choo, V. L., … & Sievenpiper, J. L. (2019). Effect of vegetarian dietary patterns on cardiometabolic risk factors in diabetes: a systematic review and meta-analysis of randomized controlled trials. Clinical Nutrition, 38(3), 1133-1145. https://doi.org/10.1016/j.clnu.2018.05.032

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