Health promotion constitutes a complex field of study, as it addresses multifaceted problems and involves a range of methods and theories. Students in the field of health promotion can find this challenging. To raise their level of reflexivity and support learning we have developed the "context model," which is presented in this article. The model provides a framework for the analysis of health-promotion initiatives, employing eight perspectives each intertwined with the others. It is based on the assumption that health and health inequities are contextual and that the theoretically inspired understanding of contexts is central for health promoters. Contexts for health are seen as more than the local setting; they are embedded in societal and global conditions-which, vice versa, influence the local setting. A Danish community health project is used to exemplify how the model can be used in relation to educational purposes.

Aim To investigate how graduates of a Nurse Specialist Education in Community and Primary Healthcare Nursing programme self‐assess their competencies and possibilities to translate knowledge into practice. Methods A mixed methods design based on the triangulation convergence model was used. Thirty‐four community nurse specialists, who had graduated from a Nurse Specialist Education in Community and Primary Healthcare Nursing programme, participated in a cross‐sectional survey and of these; seven nurses participated in a semi‐structured interview. Data from the survey were analysed using descriptive statistics and data from the interviews underwent a thematic analysis. All results were combined and compared according to the study design. Findings The combined comparison of the results from the survey and the findings from the interviews showed, how the community nurse specialists self‐assessed their competencies in direct clinical practice, professional development, ethical decision‐making, clinical leadership, cooperation and collaboration, and critical thinking as high. However, they experienced very few opportunities to translate their new knowledge in practice due to low alignment between the statutory purpose of the education and their own expectations. Conclusions Competent clinical nurses working in community care settings who completed an education in advanced community care experienced few opportunities to use their new knowledge in practice. The community nurse specialists' expectations of how to use their new knowledge in practice after graduation does not align with the statutory order of the specialist education, which is directed towards combining direct and specialised patient care with coordination of care trajectories for the most fragile patients. It is important to include the managers in coordination of the community nurse specialists' usage of their new knowledge in practice.