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
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1. What? What is the objective? What is the concept being studied? |
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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.
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
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