23 Jul Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course. Expand All In
Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.
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Introduction
Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors, concept maps can improve communication, treatment planning, and health outcomes. Understanding how to create accurate, well-organized, and easy to understand concept maps will help you improve your efficacy as a healthcare practitioner and the outcomes of the patients you work with.
Instructions
Before beginning this assessment, make sure that you have completed the three Sentinel U case study activities included in the assessment. These will form the basis of your assessment.
For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.
The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.
To complete your concept map, you may wish to follow these steps:
- Select one of the mental health Sentinel U scenarios:
- Ivy Jackson, 61 YO, Female, African American.
- Marco Mancini, 43 YO, Male, Mediterranean.
- Wesley Blanco, 13 YO, Non-Binary, Filipino, White.
- Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.
- Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.
- Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
- You may wish to use the Concept Map Template [DOCX], but are also free to create your own.
- Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Your assessment submission will be assessed on the following criteria.
- Diagnosis: Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.
- Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.
- Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.
- Concept Map: Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
- Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.
- Organization: The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.
- Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.
- Professional Communication: The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.
- APA format and style: The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.
Additional Requirements
- Concept Map: 1-page concept map that clearly organizes the 3Ps related to a mental health diagnosis, risk factors, diagnostics, complications, nursing diagnosis, and nursing interventions.
- SIM Report: Ensure you download the completed SIM report showing the patient selected.
- Reference List: Create an APA style reference list for all sources that you used to help build and support the information in your concept map. Include this in the same document as your concept map, but on its own page.
- APA Style: Use current APA style for all in-text citations and any current APA-approved font.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
- Describe a mental health diagnosis that is supported by relevant and evidence-based sources.
- Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
- The concept map is well-organized and easy to follow, with a clear purpose and goals.
- Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.
- Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.
- Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
- The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.
- The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.
( Risk Factors ) ( Pathophysiology )Mental Health Diagnosis Concept Map
( Mental Health Diagnosis )
( Diagnostic Procedures ) ( Pharmacology )
( Complications ) ( Physical Assessment (Signs and Symptoms) )
( Nursing Interventions ) ( Nursing Diagnosis )
Reference List
,
Mental Health Condition Case Study
Introduction The assessment of mental health conditions
continues to rely heavily on understanding the interplay between pathology, pharmacology, and physical assessments, providing a comprehensive
approach to patient care. Review the following conversation, which demonstrates how leveraging the
3Ps for gathering information and asking the right questions can allow a healthcare provider to see the whole picture.
Conclusion By exploring the case in this activity, you have gained insight into applying the 3Ps framework — pathology,
pharmacology, and physical assessment — to understand and manage obsessive-compulsive
disorder (OCD) more effectively, better preparing you for future coursework.
You have completed this activity!
Intro Was this media helpful? Transcript
Licensed under a Creative Commons Attribution 3.0 License.
PATHOPHYSIOLOGY
PHYSICAL ASSESSMENT
PHARMACOLOGY
NURSING IMPLICATIONS
Jane, a 28-year-old teacher, presents with red and irritated hands due to excessive hand washing, revealing a fear of germs.
The pathophysiology in this case involves dysfunction in the prefrontal cortex, anterior cingulate cortex, and basal ganglia, along with an imbalance in serotonin levels.
The patient reports distress and impairment in daily functioning. Physical examination reveals chapped hands; mental status exam confirms obsessions and compulsions.
Pharmacology recommendations could include:
SSRIs (Selective Serotonin Reuptake Inhibitors): First-line treatment, e.g., Fluoxetine, Sertraline.
Tricyclic Antidepressants: For SSRI- resistant cases, e.g., Clomipramine.
Antipsychotics: Used adjunctively in some cases, e.g., Risperidone.
Assess for obsessions (e.g., fear of germs) and compulsions (e.g., excessive hand washing).
Check for signs of anxiety, stress-related physical symptoms, and self-harm behaviors.
Provide information about OCD, treatment options, and the importance of therapy adherence.
Offer emotional support and encourage participation in therapy, such as cognitive- behavioral therapy (CBT).
Regularly assess mental health status, medication side effects, and improvement in symptoms.
,
Full TextFull TextFull TextFull Text | Scholarly Journal
Are We Preparing Future Nurses to Provide Patient-Centered Care to People With Mental Illness?: Do We Need to Pivot to Self-Management? Nadia Ali Muhammad Ali Charania; Shattell, Mona. Journal of Psychosocial Nursing & Mental Health Services;;;;
ThorofareThorofareThorofareThorofare Vol. 61, Iss. 10, (Oct 2023): 2-4. DOI:10.3928/02793695-20230915-01
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Abstract TranslateM
According to the Agency for Health Care Research and Quality (2020), future nurses must use SM to support and
help people manage their chronic health conditions daily. […]we all know that one size does not fit all. […]health care
providers must demonstrate cultural humility to learn from patients while expanding their ability to provide culturally
competent care. […]in addition to recognizing their positionality in patient-centered care, using SM requires health
care providers to recognize and manage their personal biases about people with mental illness and the strategies
they identify and use to address them.
TranslateM
Listen
Millions of people worldwide struggle with the burden of mental illness requiring urgent attention. Limited and
inequitable quality and access to mental health care, self- and social stigma, negative experiences in prior
encounters with mental health services, and little or no social support for seeking care further complicate the
struggle of people with mental illness.
The World Health Organization's ( ) latest World Mental Health Report states that transforming mental health
for all will require deliberate attention from all sectors and stake-holders. The report also points to the need to
strengthen the competencies of the health care workforce in transforming mental health. The report notes that
people with mental illnesses must feel socially included, protect their rights, and receive person-centered care. The
American Association of Colleges of Nursing ( ) has also indicated in the new Essentials that nurses must be
competent in person-centered care, among other competencies/domains. The Essentials define person-centered care as “holistic, individualized, just, respectful, compassionate, coordinated, evidence-based, and developmentally
appropriate” ( , p. 10). The Quality and Safety Education for Nurses ( ) project also calls for preparing
future nurses with knowledge, skills, and attitudes to address health system challenges by equipping them with a
range of competencies, including safe, high-quality, evidence-based, patient-centered care.
As a behavioral health nursing faculty, we prepare future nurses with knowledge and skills to work with people with
mental illness while also working to change the negative attitudes (if any) toward this population. We might ask
whether we prepare future nurses to do more than recognize signs and symptoms of various mental illnesses, place
them in diagnostic buckets, and ensure they know how to implement ordered medical management. Is there a need
to transform mental health nursing curricula to prepare future nurses for the focus and competencies envisioned by
the WHO and AACN? If so, how should we go about it?
We need to reflect on the behavioral health nursing courses offered at the undergraduate level and determine how we
prepare future nurses, particularly in developing competencies in caring for people with mental illness. In such a
reflective process, we must go beyond reviewing the course description and objectives to determine how the AACN
Essentials-specific competencies/domains are actualized. Time for collective reflection within and across nursing
education institutions and clinical settings could be of immense value. For example, determining what concepts and
frameworks need to be incorporated into the behavioral health curriculum while identifying and strategizing about
existing faculty challenges. Whether we use individual or collective reflection, one thing is clear: to achieve the
desired outcome of preparing future nurses capable of providing safe, respectful, caring, holistic, equitable, high-
quality, evidence-based, and patient-centered care while meeting the challenges of the current health care
environment, we must be more intentional.
To begin discussions about what concepts and frameworks to consider, we suggest that behavioral health nursing
faculty who envision preparing future nurses to provide patient-centered care consider the concept of self-
management (SM) as part of the behavioral health nursing curriculum. Scholars suggest that undergraduate nursing
curricula need more mental health education ( ) and concept-based education with clinical relevance for
student application ( ; ). According to the Agency for Health Care Research and Quality ( ),
future nurses must use SM to support and help people manage their chronic health conditions daily. According to
Van de Velde et al. ( ), health care providers need education to facilitate their patients' SM skills in the clinical
setting; therefore, “…self-management competencies must be part of healthcare curricula” (p. 13).
SM has been defined in several ways over decades, including as a strategy (Corbin & Strauss, 1989), self-regulatory
process ( ), and framework supporting patients' strategies for monitoring and managing illness over
time ( ). Van de Velde et al. ( ) performed a conceptual analysis of SM and proposed three main
groups of SM–related attributes: (a) person-oriented, (b) person-environment-oriented, and (c) summarizing
attributes. Their work led to the definition of SM as “the intrinsically controlled ability of an active, responsible,
informed and autonomous individual to live with the medical, role and emotional consequences of his chronic
condition(s) in partnership with his social network and the healthcare provider(s)” ( , p. 10).
We see value in integrating SM as a framework for reconceptualizing behavioral health content and practice
approaches for preparing future nurses for several reasons. First, SM would help providers recognize the centrality of
the patient's role in their care plan and the need to invite their participation as experts in their illness experiences and
unique contexts. Second, there must be a partnership between patient and provider based on trust and respect in
which the patient feels included. A patient–provider partnership facilitates learning from patients about their
experiences with their illness and strategies they have used or would like to try to manage their health condition.
Such discussions would help patients consider safety (recognizing that not all strategies are safe and have
therapeutic value), associated barriers (e.g., social factors), and facilitators (e.g., social support). Third, we all know
that one size does not fit all. We also have more empirical knowledge about SM strategies that diverse populations
use to manage their mental illness. Therefore, health care providers must demonstrate cultural humility to learn from
patients while expanding their ability to provide culturally competent care. This approach of learning from the patient
challenges the notion that the health care provider is the expert and final authority on the patient's care plan, and the
patient is simply a follower of the care plan. If the patient has difficulty following the prescribed care plan, the patient
is at fault. Finally, in addition to recognizing their positionality in patient-centered care, using SM requires health care
providers to recognize and manage their personal biases about people with mental illness and the strategies they
identify and use to address them.
Complementing the conversation about pivoting to using SM as a conceptual framework for patient-centered care,
we share the acronym “MY PT CARE STRATEGY” as an example to help nursing faculty consider using it in teaching
behavioral health nursing theory and clinical practice to our future nurses. In addition, the MY PT CARE STRATEGY
acronym should serve as a reminder tool for nursing students to ensure they prioritize the integration of the SM
concept into mental health clinical practice to offer patient-centered care:
MMMM—My personal biases against people with mental illness need to be acknowledged first.
YYYY—Yearn to find ways to address identified biases (if any) before becoming involved in caring for people with mental
illness.
PPPP—Portray cultural humility to learn from patients about their illness experiences and contexts, including family,
community, society, and culture.
TTTT—A trusting patient–provider partnership is essential to the patient's journey with recurrent chronic mental illness.
CCCC—Care is patient-centered while ensuring that it is safe, holistic, compassionate, and high quality.
AAAA—Actively seek the patient's participation in SM of their mental health condition. Recognize, however, that
depending on the patient's health status, the level and quality of participation may vary.
RRRR—Revitalize professional commitment to the delivery of patient-centered care.
EEEE—Ensure equitable, accessible, evidence-based mental health care.
SSSS—Identify social determinants of health factors that affect the mental well-being of patients and contribute to the
difficulty of managing their mental illness.
TTTT—Teach self-regulation and the value of actively managing mental illness daily.
RRRR—Rehearse SM strategies when seeking professional help and in their contexts.
AAAA—Ask patients about facilitators and barriers to implementing identified SM strategies in their daily management of
mental illness.
TTTT—Be there when patients face struggles in their mental illness journey.
EEEE—Evaluate the effectiveness of strategies tried during the patient–provider interaction to determine which were
helpful or not in managing their mental illness, sustaining daily functioning and promoting holistic well-being.
GGGG—Go beyond patient identification of SM strategies that focus only on illness management to prevent a relapse.
YYYY—Yield patient-centered care in which a patient with mental illness drives their care with available professional and
other contextual support.
Our acronym, MY PT CARE STRATEGY, where PT stands for the word patient, provides behavioral health faculty with
strategies for framing their classroom discussions and clinical practice. At the same time, it allows nursing students
and current practicing nurses to think critically about integrating each aspect of the acronym into their patient care
practices.
The value of integrating the SM concept seems promising for preparing future nurses to engage in patient-centered
care in the ever-evolving complexities of mental health. As part of its premise, SM recognizes the centrality of
engaging patients as experts on their illness experiences and contexts in developing a care plan. Such a care plan
includes patient-centered SM strategies that the patient can use or revise, with professional and contextual support,
to live with a recurrent, chronic mental illness. The empirical value of integrating SM as a framework in behavioral
health courses and preparing future nurses from the SM framework in caring for people with recurrent and chronic
mental illness remains to be established.
Nadia Ali Muhammad Ali Charania, PhD, RNNadia Ali Muhammad Ali Charania, PhD, RNNadia Ali Muhammad Ali Charania, PhD, RNNadia Ali Muhammad Ali Charania, PhD, RN
University of Michigan, School of Nursing
Ann Arbor, Michigan
Mona Shattell, PhD, RN, FAANMona Shattell, PhD, RN, FAANMona Shattell, PhD, RN, FAANMona Shattell, PhD, RN, FAAN
Editor
ReferencesReferencesReferencesReferences
Agency for Health Care Research and Quality. (2020). Self-management support.
https://www.ahrq.gov/ncepcr/tools/self-mgmt/index.html
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing
education. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Baron, K. A. (2017). Changing to concept-based curricula: The process for nurse educators. The Open Nursing
Journal, 11, 277–287. 10.2174/1874434601711010277
Bennett, C. (2021). Improving mental health education in nursing school. Nursing, 51(9), 48–53.
10.1097/01.NURSE.0000769868.09336.15
Charania, N. A. M. A., & Hagerty, B. M. (2016). The pervasive role of religion/spirituality in Pakistani women's self-
management of recurrent depression. International Journal of Current Research, 8(04), 30107–30114.
Corbin, J., & Strauss, A. (1985). Managing chronic illness at home: Three lines of work. Qualitative Sociology, 8(3),
224–247.
Hagerty, B. M., Bathish, M. A., & Kuchman, E. (2020). Development and testing ofaself-regulation model for recurrent
depression. Journal of Health Psychology, 25(10–11), 1732–1742. 10.1177/1359105318772083
Quality and Safety Education for Nurses. (2020). QSEN Institute competencies. https://qsen.org/competencies/pre-
licensure-ksas/
Van de Velde, D., De Zutter, F., Satink, T., Costa, U., Janquart, S., Senn, D., & De Vriendt, P. (2019). Delineating the
concept of self-management in chronic conditions:Aconcept analysis. BMJ Open, 9, e027775. 10.1136/bmjopen-
2018-027775
World Health Organization. (2022). World mental health report: Transforming mental health for all.
https://www.who.int/publications/i/item/9789240049338
AuthorAffiliationAuthorAffiliationAuthorAffiliationAuthorAffiliation
Disclosure: The authors have disclosed no potential conflicts of interest, financial or otherwise.
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Copyright 2023, SLACK Incorporated
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WHO; 2022
AACN; 2021
AACN, 2021 2020
Bennett, 2021
Baron, 2017 Bennett, 2021 2020
2019
Hagerty et al., 2020
Charania & Hagerty, 2016 2019
Van de Velde et al., 2019
Here is the key takeaway.
Future nurses must be prepared to provide patient-
centered care for individuals with mental illness by
integrating self-management strategies into their
education and practice.
Additional topics discussed include:
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Subject
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Patient-centered care
Mental health care
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Mental disorders
Chronic illnesses
Cultural humility in healthcare
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