Later in the course, you will develop a concept map to showcase the diagnoses, interventions, and medications for a single patient that you encounter within clinical.Lesson 1.3: Concept Maps explained how and why concept maps are used in the nursing profession and outlined the steps of developing a concept map. During this week’s synchronous session, the instructor also went over the details of how to create a concept map.Here, you have the opportunity to create a practice concept map and receive feedback from your professor prior to completing a graded concept map in clinical.InstructionsNU 335 Practice Scenario Concept Map AssignmentOne week after starting 3rd grade, a 9-year-old male complains to his parent that his stomachhurts and he does not want to go out to play with his siblings. The next morning, he refuses togo to school and is brought to the clinic.Upon assessment the following is noted:The parent reports the son has had nausea and anorexia intermittently during the past week andhas not eaten his school lunch 3 of 5 days. The parent describes the son’s symptoms as beingtired, less activity, poor appetite, and one-day history of diarrhea (2 days ago). There has been nostool for past 36 hours. The parent gave the child acetaminophen last night and ibuprofen thismorning to help ease the child’s c/o pain. No temperature was taken by the parent. The childvoided 12 and refused to eat breakfast this morning or to drink any fluids. Recentevents are a beach weekend just before the start of school and beginning 3rd grade last week.Physical observation is a pale, normal weight male who walks hunched forward guarding andholding his abdomen. His facial expression looks worried and he stays very close to his parent.In fact, he wants to sit on the parent’s lap and not the exam table.Vital signs are oral temp of 101 F, pulse 124, and respiratory rate 24, BP 100/60. Using a Facespain scale (0-10), he reports a pain level of 6 and point to the periumbilical area and lower rightside of his abdomen. Mucous membranes are dry with dry lips. A CBC is drawn via fingerstickand results show a WBC 18,000 with increased bands, normal hemoglobin and hematocrit, andplatelets. The child cries but no tears fall.The client states that he does not like his teacher and his classmates make fun of him because hewon’t play games during recess. He has a history of school anxiety, does not make friends easilyand prefers to play at home with video games and his dog. The child has brought a stuffed toywith him because he misses his dog. He states he does not want to be here at the clinic andbegins to cry again.During the child’s exam the parent appears anxious and states that the child’s illness is one ofmany things going “wrong”. The parent tells the child to be brave and stop crying becausecrying will only make him feel worse.Upon exam, the abdomen is flat with RLQ tenderness to light touch. The child pushes the nursepractitioner’s hand away. He states that he does not want to be touched. There is reboundtenderness, no discoloration of the skin, hypoactive bowel sounds, and verbal denial of anytrauma to the abdomen. The nurse suspects appendicitis and directs the family to the localhospital emergency room for an abdominal x-ray and possible CT scan. The nurse explains whythese tests are needed and what is involved. The parent becomes upset and states that they havea high $200 insurance deductible for the ED. The nurse tells the parent that she will phone thehospital to have a financial counselor available when the family arrives. The nurse tells theparent to give no food or fluids to the boy until the potential for surgery is ruled out by the EDprovider. At this point, the parent begins to cry and expresses fear for the son. (Read the Appendicitis Case Study (PDF)Links to an external site..After reading the case study, create a concept map based on the patient presentation. Use the Concept Map Template (Word) Links to an external site.. Make sure to follow the steps provided in Lesson 1.3: Concept Maps to complete the map thoroughly and correctly.
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