Group Studies in Nursing, Hepatitis, and SBAR: The Need for Communication and Teamwork

Dear writer,
Please follow assignments requirement. My concept map section is HEALTH PROMOTION and my major issue is TYPE of HEPATITIS. I should write how I can apply health promotion to hepatitis. Provided scenario is incomplete and we have to find missing information. Please create graph for SBAR. You can find sample on google. The teacher didn't send us a template for SBAR. And answer following sections:
IDENTIFICATION- you can leave this I will fill in
SITUATION
BACKGROUND
REQUEST/RECOMENDATION
I requested 5 pages, 2 pages for papers, 1 page for concept map and 2 pages for SBAR. Please fill in SBAR using bullets. Please scroll down for provided semester scenario.
Thank you
Worth: 40% of final grade
Evaluation: While this is a group project, there will be no group grade. Each learner will achieve an individual grade based on their participation in group work as well as a grade for the individual assignment components.
1. Rubric of Evaluation – Individual Participation in Group Concept Map (20%) a. Each learner will be graded on their section of the concept map and how well it connects to other sections of the concept map.
Critical thinking is an important educational life skill. Traditional care planning using a linear format does not allow the learner to create an holistic picture of their client/patient, thus not stimulating clinical reasoning and failing to foster critical thinking skills. Concept maps help nursing students collect and organize patient/client data, learn to critically think about relationships in the data, and provide opportunities for enhancing clinical reasoning and practicing critical thinking skills.
Using a learner centered inquiry based approach, learners will be required to actively participate in constructing meaning from new knowledge. A group concept map assignment with individual learner components will allow the learner to demonstrate in creative ways their learning and ability to meet the course outcomes.
The purpose of this assignment is to help each learner develop their leadership and communication abilities as a nurse. This is a two (2) part assignment: • Part 1 focuses on working in a group, providing opportunities for demonstrating communication and leadership • Part 2 focuses on individual work where each learner has opportunity to self reflect on their communication and leadership abilities, and additionally provides opportunities to send and receive peer feedback
Assignment Requirements
Review plagiarism guidelines. Plagiarized assignments will receive a grade of zero (0). Cite ALL references using proper APA format.
Due: Week 5 – Tuesday October 13, 2020 no later than midnight (2359) Ontario time, ONE submission from each group. The Individual Group Member Assigned Components form listing the Group Concept Map Section each group member is assigned and the Major Issue each group member is assigned for the individual SBAR component of the assignment.
Due: Week 9 – Monday November 9, 2020 no later than midnight (2359) Ontario time. ALL components of the assignment are due at this time. A sign up list for recording the group presentation will be made available to peers via Blackboard.
Worth: 40% of final grade
Evaluation: While this is a group project, there will be no group grade. Each learner will achieve an individual grade based on their participation in group work as well as a grade for the individual assignment components.
1. Rubric of Evaluation – Individual Participation in Group Concept Map (20%) a. Each learner will be graded on their section of the concept map and how well it connects to other sections of the concept map
Group Concept Map Assignment
b. Evaluating connectedness of each section will demonstrate effective communication, collaboration, ability to work within a group, manage conflict 2. Rubric of Evaluation – Individual Small Assignments Related to Group Concept Map (20%) a. Each learner will submit a completed SBAR for individual grading (5 %) b. Each learner will submit a self-evaluation of their participation in the group work (15%)
NOTE: For the case scenario assigned for this semester, please scroll to the last page of this document located above/before the References page. If another case scenario is used, the submissions (group and individual) will not be accepted and graded, resulting in a Grade of ‘0’ for the assignment.

Part 1 of the Assignment – Group Concept Map (20%) • ALL group members MUST be present for the entire group presentation of their group concept map • Each group member is to actively participate, presenting their assigned section of the group concept map with equal time allotted for each group member • No group member may present only the introduction and summary – this is to be shared group work
Online course • Presentations will be done during class time. • The Course Instructor will post a sign up list. • Each group will have 30 minutes for their presentation
• Each group will make a Blackboard Collaborate recording. • The Course Instructor will provide direction for how this is to be done. • Each group will have a prebooked 30 minute time slot in Collaborate to create their group recording.
1. Each learner will be assigned to a group by the Course Instructor. Each group will have 5-6 members depending on course enrollment. 2. Using the semester assigned case scenario, each group will create one concept map for the assigned case scenario a. The reverse case study format will be used as this format requires the learners to map the missing information, creating an holistic picture of the client/patient
Group Concept Map Assignment
b. Each group will have the ability to develop the case scenario uniquely, rationale for the findings will be a requirement of the assignment 3. Each group concept map MUST include the following sections: a. Missing information – what is not found in the assigned case scenario that is needed to fully develop the concept map. Include rationale for each item of missing information the group decides to include in the concept map. b. Major issues – once the missing information is developed, identify ALL the major issues in the case scenario. c. Nursing Actions – identify and describe ALL the nursing actions required to provide comprehensive patient/client and family centered care d. Health promotion – identify and describe all communication related to health promotion taken with patient/client and family e. Conflict and conflict resolution – identify and describe how this will be addressed based on the assigned semester case scenario f. Culturally safe care – identify and describe how cultural safe care is provided for patient/client and family. Also identify and describe how the culture of the individual nurse impacts on the case scenario 4. The group will determine what component of the concept map each group member will present. a. No one group member may only do the presentation introduction and summary. This work is to be shared by all group members. b. Note: When a group has less than 6 members, some sections can be completed as a group, e.g. Missing Information.
Part 2 of the Assignment – Individual Small Assignments Related to Group Concept Map (20%)
The Part 2 of the assignment must be submitted as ONE document in either WORD or PDF format; if more than one document is submitted, only the first document submitted will be graded (this does NOT affect the two attempts to submit using SafeAssign as long as the final submission for grading is one document).
A title page is required at the beginning of each learner’s submission.
SBAR
Each learner will individually complete an SBAR based on the semester assigned case scenario. • To be submitted ONLY as a chart with rows and columns. DO NOT answer in paragraph format. • The SBAR is to be comprehensive and include: a. Which team member(s) you are communicating with b.The details you are communicating
Group Concept Map Assignment
COURSE NAME: Leadership and Advanced Communication Page 4 COURSE CODE: NURS 1052 and NURS 1062 September 2020
o The request / recommendation you are making as the nurse providing care for the patient/client with rationale for why you are making the request / recommendation • The focus of the SBAR is to develop and report on ONE major issue already identified in the group concept map presentation. The SBAR is NOT to be a change of shift hand off report. o The group is to decide and assign which major issue each learner is to report on in their individual SBAR submission.
Self-evaluation on Participation as a Group Member
Each learner will write a Scholarly Paper which is a minimum length of two (2) pages using the appropriate APA formatting. Each learner is to think about their participation in the group work related to course outcomes. Select from the following list, ONE item and self-evaluate your performance as a group member, analyzing how your involvement influenced group members and the group outcomes.
Select ONE of the following as the focus for your paper:
• Emotional intelligence
• Peer feedback
• Coaching and mentoring
• Roles taken in the group
• Communication
• Conflict management
• Leadership
Learners must refer directly to a minimum of one (1) relevant scholarly nursing article from a nursing journal to support their answer. The journal article MUST be dated within the past 5 years. The journal article is to be cited in the body of the paper to support your answer.
Group Concept Map Assignment
Semester Case Scenario for Group Concept Map Assignment
This is the ONLY case scenario to be used for this semester. If another case scenario is used, the submissions (group and individual) will not be accepted and graded, resulting in a Grade of ‘0’ for the assignment.
Client Profile
Biming is 27 years old male, admitted this evening. He has been diagnosed with viral hepatitis. He is jaundiced and his urine is very dark yellow.
Subjective Data
• He says he has not had an appetite for several days
• Complaining of itching and nausea
• Biming is homeless, living in a cardboard tent or sleeping on benches
• The physician in the ED admission notes wrote, “Denies using any substances – need to verify.”
• The staff on the unit do not want to provide care as Biming is malodourous, his hair is matted, his skin appears unclean, and staff are heard saying, “He looks scary – not sure what he might do. He is homeless and they are known to cause trouble, get into fights.”
Objective Data
• T 37.5° C, P 88, R 24, BP 130/70, pain level 1, pulse ox 98%
• Intake for the shift was 100 mL and output 300 mL
• BS = 12.1
• Total bilirubin 0.24 mmol/L
Collaborative Care
• Weigh daily • IV: D5/0.9 NS @125 mL/hr
• Stool for occult blood
Group Concept Map Assignment
References
All, A.C., Huycke, L.I., & Fisher, M.J. (2003). Instructional tools for nursing education: Concept maps. Nursing Education Perspectives, 24(6), 311-317.
Cook, L. K., Dover, C., Dickson, M., & Colton, D.L. (2012). From care plan to concept map: A paradigm shift. Teaching and Learning in Nursing, 7, 88-92. doi:10.1016/j.teln.2011.11.005
Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T., & Billett, S. (2019). Learning through structured peer discussion: An observational study. Nurse Education Today, 82, 99-105.
Hagell, P., Edfors, E., Hedin, G., Westergren, A., Sjödahl Hammarlund, C. (2016). Group concept mapping for evaluation and development in nursing education. Nurse Education in Practice, 20, 147-153. http://dx(dot)doi(dot)org/10.1016/j.nepr.2016.08.006
Hsu, L. & Hsieh, S-I. (2005). Concept maps as an assessment tool in a nursing course. Journal of Professional Nursing, 21(3), 141-149.
Jones, T. (2017). Playing detective to enhance critical thinking. Teaching and Learning in Nursing, 12, 7376. http://dx(dot)doi(dot)org/10.1016/j.teln.2016.09.005
Kinchin, I. & Hay, D. (2005). Using concept maps to optimize the composition of collaborative student groups: A pilot study. Journal of Advanced Nursing, 51(2), 182-187.
King, M. & Shell, R. (2002). Teaching and evaluating critical thinking with concept maps. Nurse Educator, 27(5), 214-216.
Mathew, L. (2017). Using Wikis to build nursing concept maps: Promoting group interactive learning. Computers, Informatics, Nursing, 35(2), 63-66.
McDonald, M.S., Neumeier, M., & Olver, M.E. (2018). From linear care plan through concept map to Concepto-Plan: The creation of an innovative and holistic care plan. Nurse Education in Practice, 31, 171-176. https://doi(dot)org/10.1016/j.nepr.2018.05.005
Pilcher, J. (2011). Teaching and learning with concept maps. Neonatal Network, 30(5), 336-339.
Taylor, L.A. & Littleton-Kearney, M. (2011). Concept mapping: A distinctive educational approach to foster critical thinking. Nurse Educator, 36(2), 84-88.
Zandvakilim E., Washington, E., Gordon, E.W., Wells, C., & Mangaliso, M. (2019). Teaching patterns of critical thinking: The 3CA Model—concept maps, critical thinking, collaboration, and assessment. SAGE Open, October-December 2019, 1-15. DOI: 10.1177/2158244019885142