Concept Map: Community Health Promotion

 

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.

Sample Solution

It was highlighted early on that, to achieve sections of the standard, we would require a new contracting system that could more effectively track, maintain and ultimately satisfy one of the standard’s criteria’s. However, with financial constraints on the project in place, it was becoming increasingly difficult to source a cost effective, yet robust enough system to achieve the goal. At this stage we decided on an additional review to be held on this problem and we applied the Rational Model, as it was the most straight forward approach in quickly highlighting the issue and attempting to resolve it.

Once the problem had been laid out (which included a detailed criteria evaluation of the standard relating to this section), we were then able to reassess the issue before us. All key members of the team brought their findings and research so far, and as a team we were able to fully evaluate each option and discuss ways forward. Once it was all laid out, with all the potential options and future benefits of each option, it suddenly became clear that a previously rejected option, for being too expensive, was actually an ideal choice as it also helped achieve other criteria that we had not linked it to previously. By following this process, it allowed us to have all the data at hand to compare and contrast against all criteria, not just the one causing the issue, and though it meant a pause in the work and some time lost in sorting out this issue, it was worth it in the long run, as it also made the team more aware of crossover criteria, which helped achieve an earlier finish on other tasks.

Explain how you successfully applied each of the three following techniques – possibly during the course of this project (2.3)

Influencing

During this project I came up against a fair amount of opposition from long-term employees who were resistant to the changes that were being implemented, as this was the first overhaul of the organisations procedures in many years. I utilised “Social Approaches to Influencing” Bacon T R, (2010) whereby I was able to socialise and appeal to the relationship, depending on the employee, so that they would see me as a ‘one of them’ and then I moved it forward by consulting with them, so that they could feel part of the reforms and understand the reason for the project, and the benefits to them long-term. I was also able to use alliance building by getting groups of persons together to help influence wayward individuals.

Persuading

One of my greatest challenges on this project was involving the

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