Week 4 discussion gps1200

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https://openstax.org/details/books/anatomy-and-physiology    (TEXTBOOK)

Part 2: 3-Column Notes

Using the coded text from Part 1, you will translate that information into 3-column notes.

3-Column Notes

1. What?

What is the objective? What is the concept being studied?

2. So What?

So what do I need to know about this concept? What are the parts, the pieces, the steps, or the processes associated with this concept?

3. Now What?

Now what are my clinical moves? How do I translate knowledge about this concept into nursing practice?

To prompt your “thinking like a nurse,” consider these questions:

· What assessments would you complete? What signs and symptoms would you expect to find? What specific patient population would this affect?

· What would tell you that your patient is improving (measurable data)?

· What nursing care (interventions) will you provide to help your patient alleviate/prevent complications? How will each of these actions help your patient (rationale)? What would happen if you did not intervene?

· How will you know that your patient is improving (evaluation)?

© Christine G. Price, October 2017
Galen College of Nursing, Nursing Literacy Initiative

Coding Text

Use the following codes to mark the text as you read. The gray section provides a model of the thinking (the voice in

your head) that should be going on during reading and studying.

What? Declarative knowledge: What is the concept being discussed?
(Since there are multiple concepts within a chapter, use chapter or course objectives to identify the most important)

Infection is the main word in the first four chapter objectives. I will mark it as one important concept

to attend to during reading.



Procedural knowledge: How does this concept work? What are the steps of the process?
(Before class, identify the important characteristics and/or steps of the declarative knowledge identified – in this case: infection)

Infection is my first concept so I will use the chapter objectives to outline what I should know about


o Theory: Types of microorganisms that can cause infection

o Theory: Links in the infection process – cycle, chain of infection

o Theory: Susceptibility of elderly – they are more prone to infection

o Theory: Defense against infection

o Skin barrier

o Immune system (white blood cells)

o Clinical: Precautions/preventing infection

o Handwashing

o Gowns, gloves, masks



Conditional knowledge: When do I act? Under what circumstances?
(Identify how understanding this concept is important to professional nursing)

Infection is the whole reason we have a healthcare industry. As a nursing student, I must understand

the components of infection so that I can communicate with the doctor and prevent the spreading of

infections to provide appropriate care for patients.

V? What vocabulary words are important in this reading? Which ones are confusing or problematic?
(Think about bolded vocabulary as well as vocabulary concepts identified in chapter or course objectives)

Box 16-1 lists vocabulary related to infection. There are lots of ex words: endotoxin, exotoxin, exudate.

I am also unsure about the relationship between leukocytosis, phagocytes, and phagocytosis. Also, how

can prions cause a disease without triggering the immune system?

FCD What information is in the figures, charts, or diagrams used in the text?
(Attend to the figures, charts, or diagrams that are linked to chapter or course objectives)

Figures Charts Diagrams

16.1, Pathogenic


16.4, Nurse cleansing hands of


16.5, Types of masks (PPE)

Table 16.1, Normal flora of the


Table 16.2, Disease-producing


Table 16.3, Portals of entry

Table 16.4, Factors that

increase susceptibility

Table 16.5, Breaking the chain

of infection

Table 16.6, Increased

susceptibility of elderly

Concept Map 16-1, The

inflammatory response

+FCD What am I inferring from the figures, charts, and/or diagrams? How am I reading between the lines?

What does the author want me to know, even though he/she doesn’t actually say it?

 There is a diagram that shows the proper way to put on personal protective equipment (PPE). If a

patient’s auto-immune system is already compromised because of a particular treatment (like

chemotherapy), they often have to be isolated so they are not exposed to contagious illnesses. The

diagram explains what typical PPE is. Now I understand why I see even some family members

wearing gowns, masks, and gloves before they enter a patient’s room.

 Infections can not be completely prevented, but following general guidelines that establish

barriers to infection can help the nursing professional stay healthy and provide appropriate care to


© Christine G. Price, October 2017
Galen College of Nursing, Nursing Literacy Initiative


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