Concept Map
Module Objectives:
1. Demonstrate an understanding of public health interventions at all levels- individuals,
families, communities, and the systems that impact their health.
2. Distinguish professional nursing roles/process with clients in the community and analyze
the implications of those roles.
3. Apply core principles of public/community health nursing.
4. Identify the actual and potential commitments and contributions of the public/community
health nurse.
Resources:
1. American Nurses Association. (2013). Public health nursing: Scope and standards of
practice (2nd ed.). (Available free through the SMSU McFarland Library e- books):
https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=tru
e&db=nlebk&AN=647105&scope=site
2. American Nurses Association. (2015). Code of ethics for nurses: With interpretive
statements (3rd ed.). Available free through the SMSU McFarland Library ebooks: http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=nlebk&AN=1021757&scope=site
3. American Psychological Association. (2020). Publication manual of the American
Psychological Association (7th ed.).
4. Minnesota Department of Health. (2019). Public health interventions: Application for
public health nursing practice.
https://www.health.state.mn.us/communities/practice/research/phncouncil/wheel.html
Description of Assignment: After completion of at least 20 hours with a preceptor at the
clinical site, the student will apply critical thinking related to experiences gained from their
public/community health clinical experience, correctly identify and translate problems including
components of interprofessional collaboration, or issues in complex contexts relevant to your
clinical hours using a concept map. Students will demonstrate critical thinking by evaluating
information wisely and examine how assumptions/beliefs and positions are shaped. The concept
map assignment will foster student’s thinking about their clinical experience/hours.
Assignment Instructions: Students will either use the concept map template provided in the
NURS 450 course/concept map module or provide their own template/design. The concept map
can be computer generated or hand drawn (it is not a requirement to purchase a concept
mapping program). The concept map will depict a diagrammatic representation and meaningful
learning incorporating the following 3 elements and contents of the concept map assignment
rubric below:
•
Justify an understanding that supports/suggests relationships between ideas/concepts in
the form of a network centering on your public/community health-based vulnerable
population from your clinical experience/hours
•
•
Create boxes/circles to represent ideas and the lines between the ideas to represent
connections to organize data, analyze relationships and
Demonstrate knowledge that enables students to take a holistic view on the client-based
situation pertaining to risk/protective factors and public health interventions
Concept Map Assignment Rubric: 90 points
Objective
Excellent
1. Describe in
detail the aggregate
population of interest
from your clinical
experience (place in
center of concept
map).
2. Identify health
status of the
population and
potential or actual
risk factors affecting
families, groups,
population(s), within
the community (focus
on priority risk/need
within boxes/circles
on concept map).
Correctly identifies
and describes the
aggregate population
of interest on center
of concept map.
(7.25-8)
Unsatisfactory
Provides limited
identification or
description of the
aggregate population
of interest on the
concept map.
Does not correctly
identify or describe
the aggregate
population of interest
on the concept map.
(6-7 points)
Correctly interprets
and evaluates
Actual or potential
risk factors
relevant to aggregate
population of
interest/health status
with each circle/box
labeled as actual or
potential risk factors.
(11.75-13 points)
Examples may
include (e.g.,
premature deaths,
intimate partner
violence,
communicable
disease,
unemployment, poor
housing conditions,
Satisfactory
Limited interpretation
and evaluation of the
actual or potential
risk factors relevant
to aggregate
population of
interest/health status
(circle/box not
identified as actual or
potential)
(10.25-11.5 points)
(0-5.5 points)
May receive (0)
points if unable to
identify or describe
population of interest.
Does not correctly
interpret or evaluate/
translate risk factors
relevant to aggregate
population of
interest/health status.
(0-10 points)
May receive (0)
points if unable to
interpret or evaluate
risk factors relevant
to population of
interest.
new manufacturing
plant moving into the
area, teen pregnancy,
high school dropouts,
food recall)
3. Interpret
Minnesota
Department of Health
Public Health
Intervention Wheel to
develop one of the 17
public health
interventions
depicted that you
witnessed/participate
d in during the
clinical experience)
that can be
implemented as an
intervention to your
identified problem as
needing an
intervention (place in
boxes/circles and link
to objective 2).
(Refer to pages 1-11
of the Public Health
Interventions:
Application for
Public Health
Nursing Practice to
get started)
4.Critically consider
and identify how
student’s chosen
public health
intervention can be
applied at one or all 3
levels of prevention
(primary, secondary,
tertiary). Link
interrelationships
with findings from
Correctly develops
one public health
intervention from the
Public Health
Intervention Wheel
that addresses the
student’s analysis of
the health status or
actual and/or
potential risk
factor(s).
Identifies one public
health intervention
information but does
not address the
analysis of the health
status or actual and/or
potential risk
factor(s).
(0-10.5 points)
(11-12.25 points)
May receive (0)
points if unable to
utilize public health
intervention toward
analysis of identified
risk factor(s).
(12.5-14 points)
Correctly identifies
one or all 3 levels of
prevention (primary,
secondary, or
tertiary) provided
through the identified
public health
intervention in
Objective 3.
Does not utilize one
public health
intervention towards
addressing the
analysis of identified
health status risk
factor (s).
Incorrectly identifies
one or all 3 levels of
prevention.
Does not correctly
identify levels of
prevention.
(10.25 points-11.5)
(0-10 points)
May receive (0)
points if unable to
correctly identify
levels of prevention.
Objective 3 on
concept map through
pathways.
5.Critically consider
and identify how
your chosen public
health intervention
can be applied at one
or all 3 levels of
population-based
practice levels
(individual/family,
community, and
systems). Link
interrelationships
with findings from
Objective 3 on
concept map through
pathways.
6. Discuss and
identify
interprofessional
collaboration (twoway collaboration
between at least two
healthcare
professionals from
different disciplines
within your
public/community
health clinical
setting).
Analyze how the
needs of your
identified aggregate
population and as the
public health nurse,
how you served and
bridged
communication,
teamwork and
interprofessional
collaboration
between disciplines
in a leadership role
(11.75-13 points)
Correctly identifies
one or all 3 levels of
population-based
practice levels
(individual/family,
community, and
systems) provided
through the identified
public health
intervention in
Objective 3.
Incorrectly identifies
one or all 3 levels of
population-based
practice levels.
Does not correctly
identify populationbased practice levels.
(0-10 points)
(10.25-11.5 points)
May receive (0)
points if unable to
correctly identify
population-based
practice levels.
(11.75-13 points)
Correctly identify at
least 3 collaborative
partnerships.
Explanation of the
role of the nurse as a
leader and
coordinator of these
health care team
members and the
population gives
specific examples,
including how nurse
is an advocate for the
population. (11.75-13
points)
Correctly identify 2
collaborative
partnerships.
Explanation of the
role of the nurse as a
leader and
coordinator of these
health care team
members and the
population is present;
includes the role of
the nurse as an
advocate for the
population. (10.25 to
11.5)
Identify 2 or less
collaborative
partnerships.
Explanation of the
role of the nurse as a
leader and
coordinator of these
health care team
members and the
population lacks
examples.
Presentation of the
nurse as advocate for
the population is
weak or gives no
examples. (0-10)
within this clinical
setting.
7.Applies public
health intervention
identified in
Objective 3 to
construct logical
intervention steps that
could or may lead to
desired outcomes.
Applies intervention
to display meaningful
and logical
organization and
interrelationships by
incorporating and
linking
concepts/elements.
Applies intervention
and some meaningful
and logical
organization but
somewhat difficult to
follow concept map
template.
(6-7 points)
(7.25-8 points)
8.Organization APA
Formatting:
Students are to
integrate the
following two
references within the
concept map:
The Public
Health
Interventions:
Application for
Public Health
Nursing Practice
and
Public Health
Nursing: Scope
and Standards of
Practice
(Other references are
not required but may
be used to support
concepts (map),
Demonstrates
information literacy
through formatting,
citing, and
documenting a
reference list for
resources while
displaying a
proficient
understanding of how
to appropriately
organize his/her work
using APA
formatting.
(7.25-8 points)
Demonstrates
information literacy
through formatting,
citing, and
documenting relevant
materials but does not
organize work using
APA formatting.
(6-7 points)
Does not
apply/incorporate
intervention or link
concepts/elements
and difficult to
follow.
(0-5.5 points)
May receive (0)
points if unable to
apply any
intervention or link
concepts.
Does not include
required references or
use APA formatting.
(0-5.5 points)
being credible and
relevant).
**hint – include intext citations within
concept map
bubbles/boxes
Name: Esther Tureti
Date: 2/24/2022_____________________
Concept Map
Actual risk:
Falls
Choking
Identified Population:
Young adults between the
age of 20 to 30 years. They
have lung failure secondly,
prior disease, That makes
them ventilator depended
for their oxygen needs.
Potential risks:
Ventilator dependent
pneumonia
Emotional stress
Public Health Intervention
from PHN Wheel:
PHN Scope and Standards:
Population health is the focus
2013
Levels of prevention
interventions:
Population-based
interventions:
Desired outcomes:

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