Concept maps are visual tools used to support learners in demonstrating relationships, connections and processes between concepts and ideas about a central subject (Harrison & Gibbons, 2013). As a learner, you will have the opportunity to draw from existing knowledge, identify knowledge gaps and make learning meaningful to you through concept mapping (Fitzgerald, n.d.). Often in nursing concept maps, the central node is the client, and the arcs link to outlying nodes about the client. In this assignment the central node must be the community as the client. First, you will develop a comprehensive community health promotion concept map and then select 4 community health concepts that stand out in relation to your community client for in depth discussion in a scholarly paper.

Community health nursing is not limited to any one place or unit instead it can be found practiced anywhere and with anyone if the practitioner so chooses. The following resources are not meant as an exhaustive list but instead provide some opportunity to explore trends and issues that you may find to be both intriguing and relevant to your current nursing practice. Consider these topics as examples of how a nurse might identify a community of interest. Careful choice of your group is important as all course assignments relate to your chosen community.

Alzheimers Society of Canada. (2020).
http://www.alzheimer.ca/en/?gclid=CI3LmaPvn9MCFY61wAod2uQGew

Fentanyl Crisis. (2017).
https://www.canadian-nurse.com/en/articles/issues/2017/january-february-2017/the-fentanyl-crisis

Food Secure Canada. (n.d.). Food insecurity in Canada.
https://foodsecurecanada.org/resources-news/resources-research/food-insecurity-canada?gclid=EAIaIQobChMIm-fc3bTA5wIVFdVkCh1bkAupEAAYASAAEgLYSfD_BwE

Public Health Agency of Canada. (2020).
http://www.phac-aspc.gc.ca/index-eng.php

Reconciliation Canada. (n.d.).

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Concept maps are common in nursing practice; the following concept map is an example of an individual client in acute care, note how the client is central with the arcs identifying relationships to a variety of nodes specific to this client’s health

Community Health Concept Map Sample

You can also find a variety of concept maps by searching the internet. You may choose to use any form. Remember that whatever you choose, it must be electronically developed and contain clearly developed nodes and arcs. Consider that you will want to add to your map as you are introduced to the many aspects of community health promotion.

If you are not familiar with developing a concept map, you may find the following resources helpful:

Athabasca University Tool Cupboard, Concept Mapping.
http://tools.elab.athabascau.ca/tutorials/concept-mapping

Novak, J.D. (2008). Concept maps: What the heck is this?
http://ctools.msu.edu/ctools/How-to-Cmap.pdf

Or you may want to search your own resources by entering into your browser search terms such as, concept mapping public health, concept mapping community nursing, concept mapping nursing education. If you are a visual learner be certain to select Videos

If you are interested in reading further the full references are:

Fitzgerald, P. (n.d.). Concept mapping: A GPS for patient care in various health care environments. https://docplayer.net/19247164-Concept-mapping-a-gps-for-patient-care-in-various-health-care-environments-patrizia-fitzgerald-msn-rn.html

Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students’ critical thinking. Nursing Education Perspectives (Wolters Kluwer Health), 39(4), 208-214. https://0-doi-org.aupac.lib.athabascau.ca/10.1097/01.NEP.0000000000000307

Harrison, S., & Gibbons, C. (2013). Nursing Student Perceptions of Concept Maps: From Theory to Practice. Nursing Education Perspectives (National League For Nursing), 34(6), 395-399. doi:10.5480/10-465

Marking Criteria

Concept Map (15/30)

1A initial draft submission graded as pass/fail, 1B final submission is graded out of 15 marks.

• The community is the central node.
• Multiple nodes of community health concepts are included.
• Distinct, concise, descriptive terms of linking relationships/arcs are evident.
• Progression from the first submission to the second submission demonstrates a greater depth of understanding of community health promotion.
• Contained in a single page.

Scholarly Paper (15/30)

• Setting and chosen community are clearly articulated.
• A minimum of 4 community health concepts/nodes are selected for in depth discussion (examples concepts could include but are not limited to: harm reductions, health promotion, community resilience, health literacy or primary health care). This discussion should include, but is not limited to answering the question of how is each concept demonstrated/applied/analyzed in relation to the issue or trend that you have chosen in your community?
• Role of the nurse and evidenced based nursing practice are clearly articulated in relation to each of the 4 community health concepts
• Ability to analyze, evaluate, create, and engage in critical inquiry is evident throughout.
• Adheres to APA current addition scholarly format – limit of 6 pages (excluding title and reference pages).

Assignment 1a: First Submission, Concept Map only via the Assignment 1a Dropbox. Your tutor will provide formative feedback (a pass/fail mark will be given with this submission)

Assignment 1b: Second Submission, Concept Map & Scholarly paper via the Assignment 1b Dropbox.

Note: If you chose to complete the optional project Finding a Study Buddy be sure to submit your work at the same time you submit your second submission to the Assignment 1b Dropbox.