Indeed, the content on developing care and concept maps was very interesting and insightful. The material was critical in understanding all the processes involved in establishing an effective care plan. It explicitly explained the steps that make up a caring plan, such as assessing the patient, performing diagnosis, planning how to treat the patient, implementing the treatment plan, and evaluating the patient. The stages were key in grasping the material for developing a care plan and concept maps.
The information in the assessment and diagnostic stages of developing a care plan was enlightening. The two stages were elaborated on in detail and captured all the data that a practitioner requires to ensure the caring process is a success. For instance, the assessment stage of a care plan involves engaging the patient by asking questions relevant to their medical status. It entailed collecting the patient’s history of present illness, current medication, and past medical history, including chronic diseases suffered in the past, past accidents, history of hospitalization, and surgery history (Brown et al., 2018). The diagnosis process involved using appropriate laboratory and diagnostic tests to examine the patient’s systems for any underlying complications. The content emphasized how this step was critical in determining the correct diagnosis and developing the appropriate and most effective care plan.
Additionally, the content highlighted the significance of concept maps in developing efficient, cost-effective, and safe care plans. The concept maps are essential in informing students and preparing them to properly understand patients’ health issues (Garwood et al., 2018). Indeed, medical students become more equipped to describe patient conditions, summarize the outcome of an assessment, choose appropriate diagnostics and procedures, and evaluate outcomes following the concept maps approach since it ensures they acquire more details concerning the care process.
Brown, S., Lhussier, M., Dalkin, S. M., & Eaton, S. (2018). Care planning: what works, for whom, and in what circumstances? a rapid realist review. Qualitative Health Research, 28(14), 2250-2266. Web.
Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students’ critical thinking. Nursing education perspectives, 39(4), 208-214. Web.