Biology Week 4 – Assignment: Discussion of 3-Column Notes Using Our Coded Text

 

There are three parts to this assignment: Coded Text, 3-Column Notes, and peer reply.  Be sure to go through the details of each part. Please review the material in

USLO 4.1

,

USLO 4.2

, and

USLO 4.3

before posting in this discussion. 

Post 1: Coded Text: Find the below components in one of your textbooks, preferably A&P, and label them in your textbook. You can use sticky notes, paper, or textboxes for a digital book.  Then take a picture of your text, or screenshot the e-book, and embed picture into the discussion.  See instructions on

how to embed a picture into the discussion

.  Please post by day 4. 

**If you do not have a textbook, please use this A&P textbook:

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

Links to an external site.

 

(https://openstax.org/details/books/anatomy-and-physiology-2e)

Links to an external site.Links to an external site.

Here are the 6 parts we covered in the Coded Text Lesson.  Please make sure to included all parts in your submission for full credit. 

1. What? Declarative knowledge: What is the concept or process being discussed? (important)
2. So What? Procedural knowledge: How does this concept work?
3. Now What? Conditional knowledge: When do I act? Under what circumstances?
4. Vocabulary: What vocabulary words are important in this reading?
5. FCD Figures, Charts, Diagrams: What information is in the figures, charts, or diagrams?
6. FCD+: What am I inferring from the figures, charts, or diagrams?

 

Post 2: 3-Column Notes

Using the 6 parts in the Coded Text from Part 1, you will translate the information into 3-Column Notes. Take a picture/screenshot of your 3-Column Notes and embed the photo into the discussion forum by clicking insert->image->upload image. Please resize your image. 

Here is the document you need to use ——>

3-Column Note Template

© 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.

So

What?

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

infection.

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

Now

what?

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

micro

organisms

16.4, Nurse cleansing hands of

microorganisms

16.5, Types of masks (PPE)

Table 16.1, Normal flora of the

body

Table 16.2, Disease-producing

organisms

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

patients.

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

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)?