If you live in an urban centre, are there particular communities that face challenges maintaining their health and meeting their potential? If you work in a health facility, is there one population that has higher rates of admission? If you live in a rural setting, are there certain groups that have unmet needs, or who are at risk for poor health? Thinking about the community around you may help when you try to focus on one group that you would like to research and write about throughout the course.

Between assignment 1 A and 1 B, students will demonstrate growth in learning. Assignment 1A outlines your initial understanding of the target community and demonstrates you have considered relevant factors and the determinants of health impacting your community. At the end of the course, concept map and scholarly paper (assignment 1B) will build on earlier course work. The concept map in the final course submission (1B), will have increased depth and detail. The scholarly paper will introduce the target community and analyses 4 chosen community health concepts and demonstrate how concepts relate to the community�s overall health.

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.).
http://reconciliationcanada.ca/

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

Acute Care 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?
https://msu.edu/~luckie/ctools/

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. http://nursing.advanceweb.com/SharedResources/Downloads/2013/022513/ConceptMapping.pdf

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
Assignment 3 , please work on assignment 3
Assignment 3: Community Assessment and Diagnosis | Value 25%

Due Date: Negotiable. However, it is recommended that you work through Section I, Units 1-4, and Section II, Unit 5 and Unit 6 prior to completing work on this assignment.

Purpose

The purpose of this assignment is to provide students with an opportunity to conduct a partial community assessment and diagnose one area of need for health promotion related to an identified population.

Assignment Guidelines

The paper will begin with an overview of your selected population, providing the reader with a rational for the importance of the health assessment and will include demographic details to provide context for this work. Students will then conduct an assessment using either the Population Health Promotion Model or the Canadian Community as Partner Model. The student will provide rational outlining why the selected model was chosen before discussing either 3 determinants of health or 3 segments from the community assessment wheel. An analysis of the assessment data will be included. Assessment data will form the basis of a community diagnosis. This diagnosis will shape the basis for your health promotion program in Assignment 4. In Assignment 3 students will:

Describe and provide the rationale for the selected population/group you have chosen.
Include relevant demographic and epidemiological data.
Outline the assessment methods used:
Population Health Promotion Model, provide the rationale for your choice, select 3 determinants of health, and complete an assessment in relation to the group.
OR
Canadian Community-as-Partner Model, provide the rationale for your choice, select 3 segments from the community assessment wheel, and complete an assessment in relation to the group.
Analyse the assessment data of the community using the chosen community assessment model. Provide a concise analysis of the assessment data.
From your analysis you have the opportunity to formulate several community diagnoses. Write one clearly written community diagnoses. Outline if it is a wellness or deficit diagnosis. The community diagnosis will frame your work in Assignment 4).
Provide rationale for the community diagnosis supported by the analysis of the assessment data for the community.
Marking Criteria

Each element of the assignment guidelines is addressed.
Ability to analyze, evaluate, create, and engage in critical inquiry is evident throughout.
Adheres to APA current addition scholarly format – limit of 8 pages (excluding title, reference, and appendix pages).

Assignment 4: in relation to assignment 3 and the first two assignments.
Purpose

The purpose of this assignment is to provide you with an opportunity to develop a health promotion program. Your program will address the community health diagnosis you identified in Assignment 3. The program must incorporate two health promotion approaches and will demonstrate an understanding of community planning, implementation, evaluation and the role of the community health nurse. Please note you are not expected to carry out the health promotion program that you develop.

Assignment Guidelines

Describe your target community and provide the rational for the development of a community health promotion program. >
Based on your community diagnosis from Assignment 3, outline a plan for a health promotion program that incorporates two health promotion approaches. These health promotion approaches can include but are not limited to community social action, community development, social planning, community organizing, service extension (see Planning a Community Health Program chapter in your text).
Formulate an overarching goal and 3-4 specific objectives related to the planned health promotion program. It should include a rational for the goals and objectives as well as outcome measures necessary in the evaluation of the program.
Hint: Consider using a program logic model or similarly structured overview (as an appendix) to present the program goals, objectives and outcome data in detail.
Evaluate two selected health promotion approaches. Include rational for incorporating these approaches and provide an overview of each approach in the assessment, planning and evaluation phases of the planned health promotion program.
Summarize the strengths and limitations of these two approaches in relation to your health promotion program.
Explain the role of the community health nurse within the planned health promotion program.
Marking Criteria

Each element of the assignment guidelines is addressed.
Ability to analyze, evaluate, create, and engage in critical inquiry is evident throughout.
Adheres to APA current addition scholarly format – limit of 8 pages (excluding title, reference, and appendix pages).