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53 Cards in this Set
- Front
- Back
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3 steps of epidemiology |
1. answer the "what" by defining outcome 2. describe the distribution (how, where, & when) 3. look for factors that explain the pattern or risk |
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What is a secular trend |
-long term pattern of morbidity or mortality rates |
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What is a point epidemic |
-a time-and-space related pattern -important for infectious disease investigations -frequency of cases is graphed against time -peak indicates population's response to exposure |
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what is a cyclical pattern |
-seasonal fluctuation |
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what is an event-related cluster |
-time is not measured from fixed dates but from point of exposure
-not occurring at the same time |
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what are determinants |
-the hows and whys of health events |
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history of epidemiology |
-john snow -cholera -19th century |
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what is a proportion |
-type of ratio in which the denominator includes the numerator -0-1 |
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what is a rate |
-measure of the frequency of a health event in different populations at certain periods of time -denominator is a function of both the population size and the dimension of time -numerator is the number of events |
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what is an incidence |
-number of new cases or events in a population at risk during a period of time |
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what is an incidence rate |
-rate of development of new cases in a population at risk |
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what is an incidence proportion |
-aka cumulative incidence rate -effect of the incidence rate over the time period |
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what is the prevalence rate |
-number of cases existing in the entire population at a specific time |
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what is the measure of choice when studying epidemiology |
-incidence rates and incidence proportions |
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what is the attack rate |
-proportion of persons who are exposed to an agent and develop the disease |
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crude annual mortality rate |
-estimate of the risk for death for a person in a given population for that year -doesn't reveal COD -affected by population's age distribution |
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age-specific mortality rate |
-risk for death for persons in the specified group compared to the population at risk |
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cause-specific mortality rate |
-estimate the risk for death from some specific disease in an at risk population |
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levels of causality |
-relationship -association -cause |
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criteria for causality |
-consistency -strength of association -specificity -temporal relationship -coherence/plausibility |
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social epidemiology |
-branch of epidemiology that studies the social distribution and social determinants of health and disease -roles and mechanisms of specific social phenomena -examines social inequalities and data |
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reliability |
-the precision of the measure (consistency or repeatability) and the accuracy of the measure |
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3 major causes of error affecting reliability |
-variation inherent in the trait being measured -consistency in the instrument -observer variation |
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validity |
-typically measured by sensitivity and specificity |
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sensitivity |
-how accurately the test identifies those with the condition or trait -true positivies |
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specificity |
-indicates how accurately the test IDs those without the condition or trait -true negatives |
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surveillance |
-systematic collection, analysis, and interpretation of data related to the occurence of disease and the health status of a given population |
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active surveillance |
-public health dept searches for cases of specific disease |
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passive surveillance |
-cases are reported -no investigation until cluster of 5 or more cases |
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sentinel surveillance |
-trends are monitored for commonly occurring conditions
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3 basic methods in epidemiology |
-sources of data : routinely collected, other purpose data, and original data -rate adjustment -comparison groups: compare one group who has all factors with a group who has none |
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analytic epidemiology |
-deals with the factors that influence the observed patterns of health and disease and increase or decrease the risk for adverse outcomes |
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studies in analytic epidemiology |
-cohort, case-control cross-sectional, ecological |
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cohort study |
-standard for observational epidemiological studies (close to natural experiment) -cohort is enrolled and studied over time to observe some health outcome -calculates incidence rates and estimates risk for disease |
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prospective cohort study |
-aka longitudinal or follow-up study -sees if persons with exposure of interest develop outcome more frequently than those who are not exposed |
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retrospective cohort study |
-relies on existing records to define a cohort that is classified as being exposed or not having been exposed -followed over time using records |
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case-control study |
-subjects are enrolled because they are known to have the outcomes of interest (cases) or because they are known not to have the outcome of interest (controls) -neither incidence nor prevalence can be calculated directly -tells us how much more likely the exposure is to be found among cases than among controls -may have bias |
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cross-sectional study |
-provides a snapshot of a population or group -info is collected on current health status, personal characteristics, and potential risk factors or exposures all at once -compare the prevalence of the disease in those with the factor with the prevalence of the disease in the unexposed -if factor is unrelated the prevalence ratio will be close to 1 |
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ecological studies |
-bridges descriptive and analytic epidemiology -looks at variations in disease rates by person place or time -determines if there is a relation of disease rates to variations in rates for possible risk or protective factors -only aggregate data is used -quick and inexpensive -subject to ecological fallacy |
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behavioral learning theory |
-learning is the result of conditioning -behavior is reinforced positively or negatively until desired behavior becomes the habitual response -concentrates on behaviors that can be measured and observed |
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cognitive learning theory |
-learning is a complex process of information recognition, classification, coding, storage, and retrieval for use when needed -by changing thought patterns and providing info, learner's behavior will change |
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social learning theory |
-learning is attention to and emulation of the behavior of others based on expected and valued consequences -albert bandura -self efficacy |
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psychodynamic learning theory |
-learning occurs when emotional responses motivate acquisition of new attitudes or behaviors |
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Humanistic learning theory |
-learning is motivated in response to a universal human need for self-actualization -maslows hierarchy of needs |
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what do we asses in the health education situation |
-prior knowledge, prior experience, interest, current practices |
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goal |
-broad, unmeasurable long-term purpose statement |
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objectives |
-specific, measurable short term criteria that need to be met in order to acheive long-term goal |
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cognitive domain |
-includes memory, recognition, understanding, reasoning, application, and problem solving -master each level before moving on |
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Cognitive domain components |
Knowledge: requires recall of info Comprehension: combines recall w/understanding Application: new info is taken in and used Analysis: breaks communication down Synthesis: assembling 1st 4 levels into a whole Evaluation: judge value of what has been learned |
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Affective domain |
-changes in attitudes and the development of values -nurse attempt to influence what learners feel, think, and value |
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affective domain components: |
Knowledge: recieves the info Comprehension: responds to info recieved Application: values the info analysis: makes sense of info synthesis: organizes info evaluation: adopts behaviors consistent with new values |
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psychomotor domain |
-includes the performance of skills that require motor control -first show them how -then have then do a return demonstration |
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psychomotor learning depends on 3 conditions: |
1. learner must have the necessary ability, including both cognitive and psychomotor 2. learner must have a sensory image of how to carry out the skill 3. learner must have opportunities to practice new skills |
