Concept Map: Anaphylactic Shock - Nursing Practice

This assignment presents a concept map designed to illustrate the complexities of anaphylactic shock. The map employs a combination of spider, systems, and hierarchical structures, with the central focus question being, "What is the pathophysiology, nursing interventions, nursing diagnosis and assessments in anaphylactic shock?" The map is structured to be read from top to bottom and then sideways, detailing the progression from pathophysiology to nursing diagnosis, assessments, and nursing interventions. Key elements include the use of color-coded boxes to represent different aspects such as pathophysiology, nursing diagnosis, assessments, and nursing interventions, connected by linking phrases. The concept map is supported by references to various research articles and publications, which provide the basis for the information presented. The concept map was developed using the "Cmap" software, and it aims to provide a comprehensive overview of anaphylactic shock, making complex information easier to understand and recall.

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CONCEPT MAP
Student’s Name
Concept Map
Course Studied
Course Code
State
City
Date

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Concept Map

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Briefing
Concept maps were developed with a fundamental role of diagrammatically describing
the relationship between ideas. This briefing describes the general importance and structure of
concept maps. It will then to explore concept map with respect to the specific purpose of this
assignment.
Visuality is the best approach by which an individual can present themselves (Prosser,
2011). According to Brinkmann (2005), comcept maps enable people to express their
relationships in various situations (Harris and Zha, 2017). This includes not only teaching of
particular knowledge structures, but also understanding of learning (Karpicke, and Blunt, 2011).
Concept maps can be analyzed in different ways including compositional analysis, content
analysis and semiology (Lopez et al., 2011). Concept maps assist an individual to see the pig
picture because they start with higher-level concepts. The help an individual to draw information
based on relevant meaningful connection. The concept maps makes ideas not only more
significant but also easier to recall. Concept maps promote creativity whereby an individual can
develop a new idea from the old one (Karpicke, and Blunt, 2011). This aspect is essential
because it enables an individual to identify knowledge gaps for more expansion. Furthermore,
knowledge gained through concept maps intertwines the cognitive part of the brain with the
visualities of the eyes thus making it difficult for an individual to forget (Lopez et al., 2011).
Concept maps are easy to read and interpret unlike the complex wordings which are difficult to
understand. Furthermore, they present information concisely within a small area. Most
importantly, concept maps can be utilized in a wide range of areas including education,
expression of personal feelings, and decoration among others.

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Even though concept maps take diversity of structure, there are four primary structures
employed in concept mapping. These include spider structure, flow chart maps, system maps and
hierarchy structures (Zickus and Taylor, 2018). Even though different structure displays different
visualities, concepts maps entail similar features. These features include ideas, rational lines
linking ideas, a focus question and cross links (Lucid Software Inc, 2016). The focus question
marks the starting point upon which the entire construction of the map is based.
The concept map in this assessment was developed using “Cmap” which is a
downloadable software (Institute for Human and Machine Cognition, 2014). Even though
concept maps assume diversity of structures, this concept map employs a combination of spider,
systems and hierarchical types of mapping. The focus question, includes at the top of this map
page, is, “What is the pathophysiology, nursing interventions, nursing diagnosis and assessments
in anaphylactic shock?” The concepts map is read from top to bottom before moving sideways
from pathophysiology to nursing diagnosis, nursing assessments and finally nursing
interventions. The ideas included in the concept map include pathophysiology (blue), nursing
diagnosis (orange), assessments (green), and nursing intervention (maroon) and are connected by
linking phrases in colorless boxes. Also, the arrows shown in the concept map reveal the
progression of the disease. In other words, the disease starts from the reaction between the
antigens and the allergens to reduction of cellular metabolism (blue), nursing diagnosis (orange),
assessments (green) and nursing intervention (maroon).

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References
Brinkmann, A., 2005. Knowledge maps–tools for building structure in
mathematics. International Journal for Mathematics Teaching and Learning, pp.1473-0111.
Harris, C.M. and Zha, S., 2017. Concept mapping for critical thinking: Efficacy, timing, &
type. Education, 137(3), pp.277-280.
Institute for Human & Machine Cognition, 2014, Cmap, Institute for Human & Machine
Cognition, Florida USA.
Karpicke, J.D. and Blunt, J.R., 2011. Retrieval practice produces more learning than elaborative
studying with concept mapping. Science, 331(6018), pp.772-775.
Lopez, E., Kim, J., Nandagopal, K., Cardin, N., Shavelson, R.J. and Penn, J.H., 2011. Validating
the use of concept-mapping as a diagnostic assessment tool in organic chemistry: implications
for teaching. Chemistry Education Research and Practice, 12(2), pp.133-141.
Lucid Software Inc 2016, Lucidchart, viewed 21 August 2016,
Prosser, J., 2011. Image-based educational research: Childlike perspectives. LEARNing

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Landscapes, 4(2), pp.257-273. Retrieved from: <https://www.lucidchart.com/pages/concept-
map>.
Zickus, V. and Taylor, J.M., 2018, February. 4D blood flow mapping using SPIM-microPIV in
the developing zebrafish heart. In Three-Dimensional and Multidimensional Microscopy: Image
Acquisition and Processing XXV (Vol. 10499, p. 104991E). International Society for Optics and
Photonics.
Anaphylactic Shock References
Chatterjee, M., Sengupta, S., Chakravarty, C., Ramasubban, S., Bhartia, S., Khan, S. and
Agarwal, V.K., 2018. Indolent systemic mastocytosis manifesting as protracted anaphylactic
shock. Indian journal of critical care medicine: peer-reviewed, official publication of Indian
Society of Critical Care Medicine, 22(4), p.311.
Jeppesen, A.N., Christiansen, C.F., Frøslev, T. and Sørensen, H.T., 2016. Hospitalization rates
and prognosis of patients with anaphylactic shock in Denmark from 1995 through 2012. Journal
of Allergy and Clinical Immunology, 137(4), pp.1143-1147.
Khan, Z., Ansari, I. and Kanase, V., 2017. EVALUATION OF ANTIHISTAMINE ACTIVITY.
Lee, S.H., Cha, J.M., Lee, J.I., Joo, K.R., Shin, H.P., Baek, I.H., Jeon, J.W., Lim, J.U., Lee, J.L.,
Lee, H.M. and Cho, Y.H., 2015. Anaphylactic shock caused by ingestion of polyethylene
glycol. Intestinal research, 13(1), p.90.
Lee, T., Sanderson, D., Doyle, P. and Buchsbaum, G., 2018. Anaphylactic shock after
intravenous fluorescein administration for intraoperative cystoscopy. Obstetrics &
Gynecology, 131(4), pp.727-729.

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Mikelis, C.M., Simaan, M., Ando, K., Fukuhara, S., Sakurai, A., Amornphimoltham, P.,
Masedunskas, A., Weigert, R., Chavakis, T., Adams, R.H. and Offermanns, S., 2015. RhoA and
ROCK mediate histamine-induced vascular leakage and anaphylactic shock. Nature
communications, 6, p.6725.
Mikelis, C.M., Simaan, M., Ando, K., Fukuhara, S., Sakurai, A., Amornphimoltham, P.,
Masedunskas, A., Weigert, R., Chavakis, T., Adams, R.H. and Offermanns, S., 2015. RhoA and
ROCK mediate histamine-induced vascular leakage and anaphylactic shock. Nature
communications, 6, p.6725.
Xu, N. and An, J., 2017. Formononetin ameliorates mast cell-mediated allergic inflammation via
inhibition of histamine release and production of pro-inflammatory cytokines. Experimental and
therapeutic medicine, 14(6), pp.6201-6206.