Concept Mapping: An Innovative Tool to Teach Critical Community Health Nursing Using the Example of Population Health Promotion

Authors

  • Dr. Aliyah Dosani Mount Royal University
  • Dr. Candace Lind University of Calgary
  • Sylvia Loewen University of Calgary

DOI:

https://doi.org/10.25071/2291-5796.29

Keywords:

Critical thinking, social justice, concept maps, community health nursing

Abstract

Introduction: Concept mapping is a tool that is used to visualize complex factors and the links between them. While concept mapping is represented in community health practice and research literature, we found little information about using concept mapping in community health nursing education. Background: We developed an innovative concept map assignment to assist students to visualize complex inter-related factors and begin thinking about appropriate and relevant nursing interventions, using the Population Health Promotion Model (PHPM). Discussion: Concept maps enhanced the quality of meaningful teaching and learning at the university level, acting as both a learning and assessment strategy. Students exhibited critical thinking and drew conclusions that involved larger systemic issues such as social justice and health equity. Conclusion: Concept mapping is a powerful tool that facilitates and assesses authentic student learning. The concept map assignment was also an effective tool to help students grasp and apply the PHPM.

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Author Biographies

Dr. Aliyah Dosani, Mount Royal University

Aliyah Dosani, RN, BN, MPH, PhD  is a Professor in the School of Nursing and Midwifery, Faculty of Health, Community and Education at Mount Royal University in Calgary Alberta. She is also an Adjunct Associate Professor in the Department of Community Health Sciences, Cumming School of Medicine, at University of Calgary in Calgary. She holds a PhD from the University of Calgary with a specialization in population/public health. Her nursing practice includes instructing students in the Bachelor of Nursing Program, population/public health, community health nursing, and legal issues in nursing. Her work focuses on maternal, newborn, and child health. Her research interests include working with at risk populations through community-based programs and interventions. She also shares a passion for global health issues. She is Lead Editor of Community Health Nursing: A Canadian Perspective.

Dr. Candace Lind, University of Calgary

Dr Candace Lind is an associate professor in the school of nursing at the University of Calgary. Candace’s program of research focuses on child and adolescent health promotion and encompasses research that is relationship-based, builds research capacity in non-academic researchers, informs interprofessional practice and policy development, and addresses the ways in which adolescents are conceptualized in society. Her work is informed by the attributes of social justice and the social determinants of health and she is particularly interested in strengths-building health promoting approaches to research. Her mission is to help create a healthier world for children and adolescents and improve their health outcomes (e.g. social, mental, emotional, physical, spiritual, cultural) through individual, community, systems and societal change.

Sylvia Loewen, University of Calgary

Sylvia Loewen, RN, MN is a senior lecturer at the University of Calgary's school of nursing. Sylvia Loewen’s expertise is the nursing care of the growing family in the community including health promotion and prevention, home care, public health nursing and management.  She developed, coordinates and teaches senior level child & youth focus theory and practice courses.  She also co-created an international community health placement in the Dominical Republic

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Published

2019-12-14

How to Cite

Dosani, A., Lind, C., & Loewen, S. (2019). Concept Mapping: An Innovative Tool to Teach Critical Community Health Nursing Using the Example of Population Health Promotion . Witness: The Canadian Journal of Critical Nursing Discourse, 1(2), 30–48. https://doi.org/10.25071/2291-5796.29

Issue

Vol. 1 No. 2 (2019): Social Justice Nursing

Section

Articles

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