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64 Cards in this Set
- Front
- Back
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Limitations of the WHO Definition of Health |
-health is dynamic -it is subjective -its hard to measure -is it even achievable |
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Infectious Diseases |
-disease caused by a pathogen such as bacteria, viruses, etc ; the disease is contagious |
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Chronic Disease |
-disease that manifest over time, may be long lasting or recurring, and isn't always apparent |
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The Epidemiological Triangle |
-Host -Agent -Environment |
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Ecological Model |
-Intrapersonal -Interpersonal -Institutional/Organizational -Community -Public Policy |
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How is the ecological model used to explain a health behavior? |
-there are many influences of health behavior at both the micro- and macro- level -these levels can interact -when designing an intervention all levels should have intervention for the largest impact |
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Primary Prevention |
-efforts are made to intercept the onset of disease, injury, or behavior -like a vaccination, or bike helmet |
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Secondary Prevention |
-focus is to minimize the consequences through early detection and intervention -used when a disease process is diagnosed early -like mammography, and smoking cessation programs |
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Tertiary Prevention |
-mitigating the consequences of a disease after the fact -occurs with a late diagnosis
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Health Education |
-learning experiences designed to predispose voluntary behavior that is conducive to health |
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Health Promotion |
-combination of educational, political, regulatory, and organizational supports for actions and conditions of living conducive to health |
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Key Differences between H.E. and H.P. |
-H.E. is voluntary while H.P. sometimes isn't -H.P. isn't performed at the individual level but H.E. is |
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Intervention |
-implies planned approach and is systematic -a mix of behavior change strategies with a specific goal in mind |
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Obesity |
-simply a positive energy imbalance |
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2 Ways obesity is tracked |
-NHANES -BRFSS |
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Consequences of Obesity |
-metabolic syndrome -restricted ventilation -liver fat accumulation -psychosocial morbidity |
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Goals of someone with Diabetes |
-fix their diet -become physically active -check your blood glucose -attend doctor's appointments |
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Elements of the Diabetic Exchange |
-foods are grouped into basic types -each group has a defined number of CHO/PRO/fat/calories |
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Starch Exchange |
-15g CHO/ 3g PRO/ 0-1g Fat / 80 Calories |
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Fruit Exchange |
-15g CHO/ 0g PRO/ 0g Fat/ 60 calories |
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Milk Exchange |
-12g CHO/ 8g PRO/ 0-8g Fat/ calories vary
Skim - 0-3g Fat 2% - 5g Fat Whole - 8g Fat |
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Non-Starchy Vegetables |
-5g CHO/ 2g PRO/ 0g Fat/ 25 calories |
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Meat Exchange |
- 0g CHO/ 7g PRO/ 0-8g Fat/ calories vary Very Lean - 0-1g fat/ 35 calories Lean - 3g fat/ 55 calories Medium Fat - 5g fat/ 75 calories High Fat - 8g fat/ 100 calories |
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Fat Exchange |
-0g CHO/ 0g PRO/ 5g Fat/ 45 calories |
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Activity Factor |
-1.2 for sedentary -1.55 for active -1.725 for very active |
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If you want to lose or gain weight |
-subtract or add 500 calories to the end |
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Ranges for Macronutrients |
CHO - 45-65% PRO - 10-35% Fat - 20-35% |
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How to start the Diabetic Exhcange |
1)Fruit - 3-5 2)Milk - at least 3 3)NS Veg - 4-7 4)Starch - take carbs left and divide by 15 5)Protein - take protein left and divide by 7 6)Fat - take fat left and divide by 5
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Skills for implementing individual level interventions |
-ability to pretest the needs of the learner -must by knowledgeable about diverse recommendations for different learners -be sensitive to cultural background -willing to follow up with learner |
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VARK |
-Visual -Auditory -Reading/Writing -Kinesthetic -shows how to tailor the counseling according to the learning style of learner |
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Cultural Sensitivity |
-paying attention to and incorporating one's culture into the program |
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Cultural Competence |
-the possession of cultural knowledge and respect |
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Acculturatoin |
-adjustment to a new culture from another culture |
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Integration |
-integrating both cultures
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Assimilation |
-identifies solely with the new culture |
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Separation |
-involved in only their native culture |
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Maginalization |
-lack of involvement in either culture |
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Health Literacy |
-the capacity of an individual understand basic health info and services |
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4 Elements of Health Literacy |
-Fundamental Literacy -Literacy pertaining to science and tech -Community/Civic Literacy -Cultural Literacy |
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Flesh Reading Ease Score |
-the higher the number the lower the grade level |
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Cognitive vs Affective group level education interventions |
Cognitive - lectures, case study, video presentation, self study Affective - small group discussion, role play, psychodrama, simulation |
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Lecture Advantages and Disadvantages |
Advant - good for large audience, provides summary of key points, help transfer new info Disadvant - can be boring, no group interaction, no flexibility
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Case Study Advant and Disadvant |
Advant - effective for analytical skills, provides contextual info, helps one appreciate other's view points Disadvant - personal bias, often cases are written poorly, requires seasoned facilitator |
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Role Play, psychodrama and simulation Advant and Disadvant |
Ad - ability to change attitudes, builds confidence in ability to perform behavior, generates helpful discussion Dis - people are sometimes shy, may lead to emotional outbursts, requires high level of facilitation skills |
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Each Behavior has 3 elements |
Complexity - if it is simple or hard Frequency - how often it happens Volitionality - degree of control |
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3 rules of thumb for selecting determinants for health promotion |
- they have research documenting a consistent impact on health behavior -you have the ability to modify -determinants should be housed in a theory |
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Theory |
-set of interrelated concepts that present a systematic view of events by specifying relations among variables in order to explain and predict the event |
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Attributes of a theory |
-have broad application -testable -abstract -predictive power |
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Explanatory Theories |
-helps describe what problems exist -theory of the problem |
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Change Theories |
-guide the development of interventions -theory of action |
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Concepts |
-building blocks to theories -not measurable or observable |
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Constructs |
-when concepts have been adopted for use in a particular theory they are constructs |
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Indicators |
-when specific attributes are assigned to a construct it become an indicator |
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Mediating Variable Framework |
-intervention don't necessarily target behaviors -they target mediating variables to influence behavior |
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Value Expectancy Theory |
-assume that people will change a behavior if they anticipate the personal benefits derived from the outcome |
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Behavior (construct 1) |
-has a yes/no answer -usually is observable -ask if behavior is good or bad |
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Behavioral Intention (construct 2) |
-perceived likelihood of performing behavior - I intend to , I want to |
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Attitudes (Construct 3,4,5) |
-refers to overall feeing toward given behavior Behavioral Beliefs - belief the behavior is associated with certain outcomes Evaluation of Outcome - value attached to behavioral outcome |
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Subjective Norm (Construct 6,7,8) |
-refers to one's belief that people in their life think they should or should not do a behavior Normative Beliefs - belief about whether they approve or disapprove Motivation to Comply - motivation to adhere to what the person thinks they should do |
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Perceived Behavioral Control |
-how much a person feels they are in command of behavior Control Beliefs - internal or external factor that inhibit or facilitate the behavior Perceive Power - how easy or difficult it is to perform behavior |
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TRA vs TRB |
TRA - intentions are builtby influencing attitudes and subjective norms TPB - intentions are built by TRA and perceived behavioral control |
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Information (IMBS Model) |
-suggest that having a high degree of relevant knowledge is considered a prerequisite to behavior change -it alone is not sufficient to change behavior |
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Motivation (IMBS Model) |
-the combined influence of a person's attitudes toward a behavior and their motives to perform the behavior |
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Behavioral Skills (IMBS Model) |
-are an integration of actual skill and self-efficacy |
