Concept map


A concept map, also called mind maps, provides the student an opportunity to visually think, make connections, and foster critical thinking in a non-linear fashion. A concept map is also is a powerful and efficient way of depicting data in a graphical structure. A concept map consists of words, graphics, or illustrations used to connect concepts, ideas, or elements to a core word, thought, idea, or central point. The words, graphics, or illustrations used in a concept map should be minimal yet carefully considered to convey the linkages completely and accurately, therefore each word, graphic, or illustration matters. (CLO 1, 2, 3, 4)


A concept map can be simple or elaborate, as neat or messy as the creator prefers. Therefore, an electronically created concept map is not required. If it is desired to create an online concept map, there are several free online concept map programs available as well as in google.doc. The outcome is for the creator to demonstrate relationships and not a visual appealing product.

Select an organism you have encountered either through patient care or personal exposure or select an infection that has spread through the nursing unit you work on. An alternative is to select a potential infection that could be virulent and easily spread from person to person.
Introduction – This will be a brief narrative; it can be on the concept map or attached as a word document.
a. Provide a brief description of the patient’s history leading to the infection or theoretically how the organism may present itself.

b. Do not include any patient identifiers in the concept map.

c. Identify the organism, classification, and any other relevant information about the organism (emerging, drug resistant, reemergent, etc.).

d. Identify the body system involved, respiratory, neurological, cardiovascular, skin, GI, renal, etc.

3. Create a concept map that creates the journey the organism took to get to the patient that led to an infection. An alternative is to create a concept map that demonstrates the journey the organism took to go from patient to patient or equipment to patient.

a. Analyze how the organism infected the patient. Use the chain of infection: reservoir, portal of exit, mode of transmissions, portal of entry, and host, as a guide. The connections can be brief, for example, host – susceptible due to diabetes or reservoir water – patient went It needs to be evident that you have made connections to your patient or staff.

b. Demonstrate a cause and effect relationship between the pathophysiological changes the organism caused the primary system involved as well other systems.

c. Correlate the clinical manifestations associated with the infection as well as the clinical manifestations evidenced in other body systems secondary to the pathophysiology.

d. Relate the outcomes of the associated diagnostic tests, positive or negative, to the pathophysiology.

5. Use appropriate medical terminology throughout the concept map. Abbreviations and symbols are acceptable but should be commonly used in health care. If an uncommon abbreviation or symbol is used, it should be identified on the concept map in a legend.

6. Upload the completed concept map as a google.doc or word document into Canvas for grading.

7. The concept map assignment is worth 30 points.

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