Competency

Use tools that enhance the development of scholarly communication in nursing.

Scenario

You have agreed to develop an article suitable for publication in a peer-reviewed journal. The topic of what you are to address is totally foreign to you as you have no experience with this subject matter. As you are creative and resourceful, you devise a plan to help you creatively build information using several tools such as mind-mapping, sequencing, arranging, and prioritizing.

Instructions

• Identify and describe a nursing topic that is completely outside of your current nursing experiences and comfort zone.
• Describe steps you may take using tools such as mind-mapping, sequencing, arranging, and prioritizing to develop knowledge that may be used for scholarly communications in nursing. The choice of tool or technique is yours to make.
• Explain and justify how the selected tools will help to build your knowledge of a topic for scholarly communication in nursing.
• Utilize credible resources to support your post to this e-newsletter.

Rubric

Exemplary identification and description of a nursing topic that is completely outside of current nursing experience and comfort zone

Exemplary description of steps you may take using tools such as mind-mapping, sequencing, arranging, and prioritizing to develop knowledge that may be used for scholarly communications in nursing. The choice of tool or technique is yours to make.

Exemplary explanation and justification of how the selected tool will help you build knowledge of a topic for scholarly communication in nursing.

Sources used are credible, support the purpose of the assignment, and using APA format.

Tools for Scholarly Communication in Nursing

Student’s Name

Institutional Affiliations

Tools for Scholarly Communication in Nursing

The primary goal of conducting health research is to create knowledge that can be used by healthcare professionals to inform practice. When nurses gather information or knowledge about a particular topic, they should ensure that it is accessible to the target audience. Nurses utilize numerous tools to relay scholarly information related to specific topics in a manner that can be accessed and easily be understood by stakeholders (Agency for Healthcare Research and Quality, 2022). The purpose of this paper is to describe the steps that a nurse would take when using mind-mapping to develop knowledge that may be used for scholarly communications in nursing.

Nursing Topic

Patients and families who are facing life-threatening diseases require care that will improve their quality of life and prevent suffering. According to Schroeder and Lorenz (2018), palliative care nurses play a key role in ensuring that patients who need end-of-life care receive holistic care that adequately addresses their health needs. They utilize the nursing process to assess the patient, diagnose the existing health conditions, develop a care plan, implement care interventions, and evaluate patient outcomes. Not all nurses have been trained to provide palliative care to patients (Elias et al., 2022). In this respect, it is highly imperative that knowledge that communicates the care process for a palliative care patient is presented clearly and in a manner that can easily be understood by healthcare professionals from other specialties.

Mind-Mapping: Steps

Mind-mapping is an evidence-based tool for communicating scholarly information in nursing. Mind maps are visual diagrams that are used to show relationships among interrelated concepts (Baliga et al., 2021). When using mind mapping, nurses must present brief and clear information related to the chosen nursing topic. The specific steps that a nurse would take to create a mind map that communicates the palliative care process for a patient would contain four interrelated steps namely; the identification of patients’ symptoms, naming the nursing diagnoses, listing nursing interventions, and identifying the expected health outcomes (Schroeder & Lorenz, 2018). The steps should be connected using arrows with the patient’s symptoms positioned at the center. Three nursing diagnoses should emanate from the center of the map and each should connect to the related nursing interventions and subsequently to the expected outcomes (Baliga et al., 2021). Mind maps that are developed using the named steps are easy to follow and understand.

Justification

Articles that are published in peer-reviewed journals need to contain information that is supported by research-based evidence. Published evidence supports mind-mapping as an effective tool for building knowledge around different nursing topics. According to Wu and Wu (2020), mind mapping promotes critical thinking and enhances the understanding of important nursing concepts. The tool allows nurses to summarize lengthy information that might take time to read and understand. Moran et al. (2021) support the effectiveness of mind-mapping as a tool for presenting visual thematic maps that communicate the values of palliative care nursing. Essentially, mind-mapping will help the nurse to build knowledge of palliative care for scholarly communication in nursing.

Conclusion

            Nurses can use mind-mapping to creatively build information that can be published in a peer-reviewed journal. Mind-mapping enables nurses to create visual diagrams that clearly summarize concepts related to specific nursing topics. Properly developed mind maps are easy to follow and understand.

References

Agency for Healthcare Research and Quality. (2022). Communication and dissemination strategies to facilitate the use of health-related evidence. https://effectivehealthcare.ahrq.gov/products/medical-evidence-communication/research-protocol

Baliga, S. S., Walvekar, P. R., & Mahantshetti, G. J. (2021). Concept map as a teaching and learning tool for medical students. Journal of Education and Health Promotion, 10, 35. https://doi.org/10.4103/jehp.jehp_146_20

Elias, H., Dow, L. A., Boit, J., Asirwa, C. F., & Cornetta, K. (2022). Developing Palliative Medicine as an Accredited Medical Specialty in Kenya. JCO global oncology, 8, e2200025. https://doi.org/10.1200/GO.22.00025

Moran, S., Bailey, M., & Doody, O. (2021). An integrative review to identify how nurses practicing in inpatient specialist palliative care units uphold the values of nursing. BMC Palliative Care, 20(1), 111. https://doi.org/10.1186/s12904-021-00810-6

Schroeder, K., & Lorenz, K. (2018). Nursing and the future of palliative care. Asia-Pacific Journal of Oncology Nursing, 5(1), 4–8. https://doi.org/10.4103/apjon.apjon_43_17

Wu, H. Z., & Wu, Q. T. (2020). Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. The Journal of International Medical Research, 48(3), 300060519893225. https://doi.org/10.1177/0300060519893225