Adverse childhood experiences: Concept mapping in the bachelor of science in nursing curriculum

Abstract

Background: Adverse childhood experiences (ACEs) have deleterious effects on health across the lifespan. Educating health professionals for ACEs awareness and prevention facilitates quality care. Literature documents concept mapping as an effective teaching strategy used in health professions to stimulate learning and foster students’ critical thinking. However, ACEs curricular concept mapping remains unexplored. Method: Content analysis with manifest coding was used to identify key concepts based on faculty narratives and discussion notes about ACEs content. Results: Major and minor themes emerged to support the ACEs Curricular Concept Map development with direct and indirect paths to culture of health and health equity. Conclusions: The ACEs Curricular Concept Map was developed to guide teaching ACEs knowledge in a Bachelor of Science in Nursing program. Future studies are needed to evaluate the impact of ACEs curricular concepts on nursing students’ learning and graduates’ ability to translate knowledge to practice ACEs awareness and prevention toward health equity for all.

Publication Title

Journal of Nursing Education

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