Pathophysiology Concept Map
Overview
This concept map activity is used to help students understand their clinical patients more holistically. It provides an opportunity for students to better understand their patients, make key clinical connections, and report relevant and priority information. This helps students with their clinical reasoning, clinical judgment, and the nursing process.
How to Use
Students will be provided a faculty-developed case study to examine and then create a concept map using the “5Cs.” Students may use the attached concept map template or develop their own visual representation of the case. This assignment may be useful in an upper-division pathophysiology course or other upper division nursing course focusing on health problems and nursing care of various populations.
The “5Cs” include:
- Causes include the etiology and associated risk factors as well as pathogenesis.
- Clinical Manifestations include the signs and symptoms associated with the health problem identified in the case study.
- Consequences explain what the long-term impact of the health problem is on the body system affected.
- Collateral includes the impact to other body systems and functions if the health problem is untreated or inadequately treated.
- Considerations address additional evidence related to the health problem and important nursing interventions.
When addressing the “5Cs” in the concept map, students analyze cues in the case presented so that the concept map represents the “5Cs” of the health problem as represented in the case. This step requires critical thinking and supports the development of clinical judgement. It is useful to indicate what resources students are expected to use to help guide them. For example, faculty may want to have students use their textbook and at least one other high-quality source of information.
Integrative Learning Strategies
Faculty may use this strategy as an ungraded in-class group exercise or online as an unfolding group discussion. Students could be divided into small groups (3-5) with each group assigned one of the “5C’s” and then provide an opportunity to reconnect to put all the information together. Peer-to-peer collaboration and active learning presents a valuable learning opportunity (Colsch, Lehman, & Tolcser, 2021, 15).
Alternatively, this assignment could be completed individually for a grade. If using as a graded assignment, it is recommended faculty first model the concept map in class, so students have a grasp of the “5C’s” approach.
Assessment Strategies
If the learning strategy is ungraded, feedback may be obtained with the use of an exit ticket using the 3-2-1 approach. Each student completes an exit ticket, in response to these questions: Identify three (3) things learned, two (2) things that were interesting, and one (1) question the student still has.
If the learning strategy is a graded assessment, the rubric below may be helpful.
| Criterion | Exemplary | Proficient | Developing | Beginner |
| Causes | Content is detailed and connects to evidence found in the literature, explains generally known causes, and individualized to the case. | Content is detailed, explains generally known causes. | Content is lacking sufficient detail and/or missing important data. | Substantial content is missing and/or erroneous. |
| Clinical Manifestations | Content is detailed and connects to evidence found in the literature, explains generally known clinical manifestations, and individualized to the case. | Content is detailed, explains generally known clinical manifestations. | Content is lacking sufficient detail and/or missing important data. | Substantial content is missing and/or erroneous. |
| Consequences | Content is detailed and connects to evidence found in the literature, explains generally known consequences associated with health problems, and individualized to the case. | Content is detailed, explains generally known consequences. | Content is lacking sufficient detail and/or missing important data. | Substantial content is missing and/or erroneous. |
| Collateral | Content is detailed and connects to evidence found in the literature, explains generally known collateral associated with health problems, and individualized to the case. | Content is detailed, explains generally known collateral. | Content is lacking sufficient detail and/or missing important data. | Substantial content is missing and/or erroneous. |
| Considerations | Content is detailed and connects to evidence found in the literature, explains generally known considerations associated with health problems, and individualized to the case. | Content is detailed, explains generally known considerations. | Content is lacking sufficient detail and/or missing important data. | Substantial content is missing and/or erroneous. |
Exemplar
Possible Courses
- Pathophysiology
- Other clinically focused nursing courses
Additional Resources/Publications
Faculty are encouraged to use a variety of clinical evidence-based resources to develop pathophysiology case studies. Faculty may wish to highlight key points that are essential for the student to address in their concept map, aligning the case with course learning outcomes.
American Association of Colleges of Nursing. 2021. “The Essentials: Core Competencies for Professional Nursing Education.” https://www.aacnnursing.org/Portals/42?AcademicNursing/pdf/Essentials-2021.pdf
Colsch, R., Lehman, S., Tolcser, K. 2021. “State of Pathophysiology in Undergraduate Nursing Education.” Journal of Nursing Education and Practice 1, no. 3: 11-16.
Sub-competencies for entry-level professional nursing education:
1.1b Apply knowledge of nursing science that develops a foundation for nursing practice.
1.2a Apply or employ knowledge from nursing science as well as the natural, physical, and social sciences to build an understanding of the human experience and nursing practice.
1.3b Integrate nursing knowledge (theories, multiple ways of knowing, evidence) and knowledge from other disciplines and inquiry to inform clinical judgment.
2.5d Incorporate evidence-based intervention to improve outcomes and safety.
2.8c Educate individuals and families regarding selfcare for health promotion, illness prevention, and illness management.
Posted: April 28, 2025
Submitted by:
Kimberly Dudas, PhD, RN, Assistant Vice Chancellor for Academic Affairs and Professor of Nursing, University of South Carolina Beaufort