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.
[
J Nurs Educ.
2019;58(4):193–200.]
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Araldehyde hydrazones III of N‐aminophthalimide underwent rapid ring opening reactions initiated by the addition of excess base to their refluxing methanolic solutions. The products were conveniently isolated through liquid‐liquid extraction as the stable sodium salts V, and acidification precipitated the resulting phthalic acid congeners VI from aqueous solution. Compounds III readily exchanged one hydrazine moiety for another. For example, IIId reacted with 2,4‐dinitrophenylhydrazine to give the 2,4‐dinitrophenylhydrazone of 4‐chlorobenzaldehyde (VIId, 93%). Nonetheless, IIIg reacted exclusively at the carboxaldehyde function to give products VIIIa and VIIIb.
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