Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
66 Cards in this Set
- Front
- Back
|
Health is influenced by 5 Factors |
1. Genetics 2. Social Circumstances 3. Environmental Exposures 4. Health Care 5. Behavioral Pattersn |
|
|
Health Education |
Any Combination of learning experiences designed to facilitate voluntary adaptions of behavior conducive to health. |
|
|
Assumption |
A change in knowledge ----> A change in behavior |
|
|
Health Promotion |
Planned change of health-related lifestyles and life conditions through any combination of health education and related organizational, economic, or environmental supports for behavior of individuals, groups, or sites that is conducive to health. |
|
|
Social Math |
Involves making numerical information more meaningful for the public by:
1. Values helping the public understand why this info. is important. 2. Making concrete comparisons of info. to familiar concepts. 3. Enabling the public to understand the broader impact of the information and consider appropriate solutions. |
|
|
Secondary Data |
Data already collected by someone else and available for your use; often collected via no-contact methods. |
|
|
Secondary data Advantages |
Already exists and fairly inexpensive. |
|
|
Secondary Data Disadvantages |
Might not identify the true needs of the priority population. |
|
|
Primary Data |
Data collected that answers unique questions related to your specific needs assessment; often collected via interactive contact methods. |
|
|
Primary Data Disadvantage |
Expensive and can take a great deal of time.
|
|
|
Primary Data Advantage |
Directly answers questions planners want answered. |
|
|
Quantitative Data |
Numerical datât that can be collected to understand knowledge, attitudes, perceptions, and behavior. |
|
|
Qualitative Data |
Narrative and observational data used to understand knowledge, attitude, why a particular behavior occurs, and findings from quantitative methods. |
|
|
Interview |
Qualitative Research. Learns about feelings, opinions, beliefs, misconceptions, attitudes towards a behavior. |
|
|
Focus Group |
Used to obtain info. about feelings, opinions, beliefs, misconceptions, perceptions, attitudes, and acquiring and testing of new ideas.
Qualitative Research
Discussion between participants. |
|
|
Focus Group |
8-12 people participate; participants not representative but typical of priority population.
People shouldn't know each other.
Led by a skilled moderator.
|
|
|
Multisept Survey or Delphi Technique |
Collecting data from same people multiple times. |
|
|
Community Forum |
Purpose - inform public, get feedback from public.
-Can also uncover other needs. |
|
|
Community Meetings |
Good source of information for a preliminary information and interpreting what you find in the needs assessment. |
|
|
Nominal Group Process |
Purpose - Highly structured process in which knowledgable representatives of the priority population are asked to qualify and quantify specific needs.
-5-7 People. -Each person writes answer to a single question. -Each person shares in round robin w/ no discussion. -answers then clarified in discussion. |
|
|
Windshield Tours or Walk-Through |
Useful indicators of community health and well-being. |
|
|
Photovoice |
-Those in the priority population are provided with cameras and skills training, then use the cameras to convey their own images of the community problems and strengths. |
|
|
Photovoice has 3 main goals |
1. To enable people to record and reflect their community strengths and concerns. 2. To promote critical dialogue and enhance knowledge about issues through group discussions of the photographs. 3. To inform policymakers. |
|
|
Phase 1: Social Assessment |
-Understanding the quality of life outcomes in the community
-Understanding community needs, concerns, problem-solving capacity, strengths, resources, and barriers.
-Quality of life, poverty, unemployment, education, safety, what are most pressing life problems, what is it like to live in that community. |
|
|
Phase 2: Epidemiological, Behavioral, and Environmental Assessment. |
-Which health problems are most important for which groups in the community. -Mortality, disability, incidence rates. -What are the health practices, risk factors, environmental risk factors? -What are the underlying/root causes of behavior. Genetic? Social? Family?
|
|
|
Phase 3: Educational and Ecological Assessment |
-Factors that help or hinder healthy behaviors. -Predisposing - attitudes and knowledge. -Enabling - resources and skills. Pha |
|
|
Phase 4: Administrative and Policy Assessment |
-Administration/organization concerns
-Assessment of resources (staff, facilities, equipments, supplies).
-Coordination of program with other departments.
-Also SWOT analysis. |
|
|
SWOT Analysis |
-Strengths -What the organization does well. -Weaknesses -Poor reputation, codes, regulations, policy, or management restrictions -Opportunities -Unfilled consumer needs, loosening or removal of barriers. -Threats -Consumer trends, organization competition, or private industry. |
|
|
The Four MAPP Assessments |
-Community Themes and Strengths Assessment
-Local Public Health System Assessment
-Community Health Status Assessment
-Forces of Change Assessment |
|
|
Community Themes and Strengths Assessment |
-What is important to the community your working in?
-What strengths are already present in the community?
-What resources already exist in the community? |
|
|
Local Public Health System Assessment |
-What is happening in the public health and health systems?
-How well are the systems working?
- How do theses systems interact with other systems and the community? |
|
|
Community Health Status Assessment |
-What are the health issues that are present in the community?
-What does the community see as the most relevant health issues?
-Are these the same as what you think are the most relevant issues? |
|
|
Forces of Change Assessment |
-What is happening to the community right now?
-What might be happening in the future?
-What has happened in the past?
-How are those forces impacting health? |
|
|
Community Readiness |
-The degree to which a community is ready to take action to address an issue.
|
|
|
Six Dimensions of Community Readiness |
1. Community Efforts 2. Community Knowledge of the Efforts 3. Leadership 4. Community Climate 5. Community Knowledge of the Issue 6. Resources Related to the Issue. |
|
|
Health Communication Model |
1. Planning and Strategy Development
2. Developing and Pretesting Concepts, Messages, and Materials
3. Implementing the Program
4. Assessing Effectiveness and Making Refinement. |
|
|
Health Education Strategy -3 Components of Educational Strategies |
-Provides opportunity to gain in-depth knowledge about a particular health topic.
-Assumes changing knowledge will change behavior.
Topic - What those in the target population will be taught.
Scope - Refers to breadth and depth of material covered.
Sequence - Defines the order in which the information is presented. |
|
|
Health Policy Strategies |
-Laws, ordinances, policies, regulations, and formal/informal rules. -Mandated or regulated activities such as state laws.
-Based on common good - protect the public's health.
-Appropriate when there is a behavior people don't want to do or are unsuccessful at doing.
- Must be enforceable.
-Best when supported by other strategies and has support of the community. |
|
|
Environmental Change Strategies |
-Changes "around" individuals.
-Not limited to the physical environment.
-They help remove barriers to change in the environment. -Make healthier choice the easier choice. -Help sustain behavior change. |
|
|
Community Mobilization Strategies |
-Helping communities identify and take action or shared concerns using participatory decision making.
|
|
|
Community organizing |
- The process by which community groups are helped to identify common problems or goals, mobilize resources and in other ways develop and implement strategies for reaching the goals they have collectively set. |
|
|
Community building |
- An orientation to a community that is strength-based rather than need based and stresses the identification, nurturing, and celebrating of community assets. |
|
|
Community advocacy |
- Process win which those in the community become involved in the institutions and decisions that impact their lives. |
|
|
Behavior Modification |
Interpersonal level intervention, uses positive and /or negative reinforcement techniques to help those in the priority population change a behavior.
-Process -Keep records -Analyze the records -Create a plan to modify the behavior. |
|
|
Incentives |
-Matching motivation and incentives
-Types - Social and Material. |
|
|
Disincentives |
-Discourages behavior |
|
|
Organizational Cultural Change |
-Consists of norms and traditions that are generated by and linked to the organization and employees.
-Should begin with an assessment or cultural audit to determine if the culture hinders or supports health promotion.
-The culture of an organization expresses what is and what is not considered important for the organization. |
|
|
Social Support Activities |
-Many people find it much easier to change a behavior if those around them provide support or are willing to be partners in the behavior change process.
-Social Support can work as an incentive.
-Types -Support Groups, Social Gatherings, Buddy Systems, Social networks. |
|
|
Best Practices |
-Using interventions that have undergone critical review of multiple research and evaluation studies.
|
|
|
Segmenting |
-Dividing a broader population into smaller groups.
|
|
|
Tailoring |
-Intervention created for specific needs, interests, and circumstances. |
|
|
What is Health? |
-A state of complete physical, social, and mental well-being, and not merely the absence of disease or infinity.
-A resource which permits people to lead an individually, socially, and economically productive life. |
|
|
Ecological Model |
-Intrapersonal -Interpersonal -Organizational -Community -Policy |
|
|
What is the purpose of a Rationale? |
-To gain the support of decision makers for your program. |
|
|
What goes into a Rationale? |
1. National, State, and Local Statistics. 2. Who program affects? 3. To what extent it affects? 4. Why is this a problem? 5. Justify why it should be addressed at this time. 6. Cost/benefit analysis. |
|
|
Return on Investment |
-Measures the costs of the program versus the financial return realized by that program.
-Might use it to report a Cost-Benefit Analysis (Yield the dollar benefit received from the dollars invested in the program). |
|
|
Generalized Model |
1. Assessing Needs - (Collecting and analyzing data to determine the health needs of a population). 2. Setting Goals and Objectives - (What will be accomplished). 3. Developing Interventions - (How goals and objectives will be achieved). 4. Implementing Interventions - (Putting interventions into action). 5. Evaluating Results - (Improving quality and determining effectiveness). |
|
|
Mission Statement |
-General focus or purpose of the program.
-Very vague.
-The purpose of our program is to reduce the number of children with diabetes in Oklahoma. |
|
|
Goals |
-Broad statement of program direction communicating -Who will be affected. -What will change as a result of the program.
-To reduce the number of children with diabetes through healthier choices.
|
|
|
Objectives + 3 levels of Objectives. |
-Steps to complete and accomplish the program goal.
-Process -Impact -Outcome
-WHO is going to do WHAT, WHEN, and to WHAT EXTENT. |
|
|
Process Objectives |
-Program-related activities that support program implementation and evaluation.
|
|
|
Impact objectives |
-Observable, immediate effects of the program.
-Learning -Behavioral -Environmental |
|
|
Outcome Objectives |
-Changes in health status, risk factors, and/or quality of life. |
|
|
Health Related Community Service |
Examples -Clinical screenings - BP, Cholesterol, Glucose -Services,tests, or treatments to improve health -flu shots and other immunizations. -Check-ups and exams.
-Reduce barriers to the services-be mindful of affordability, accessibility. -Referrals and follow-ups are important. |
|
|
What is a SMART Objective? |
- Specific - Specifies Outcome. -Measurable -Attainable -Realistic -Time Bound |
|
|
Healthy People 2020 |
-It will guide U.S. public health practice and health education specialists through 2020. -Includes 600 science-based objectives spread over 42 different topic areas |
