Community And Public Health Exam 1

Front 1

Public Health

Back 1

healthy people in healthy communities

Front 2

Public health mission

Back 2

promote physical and mental health; prevent disease, injury, disability

Front 3

Nurses Role in Public Health

Back 3

Health promotion, risk reduction, health protection

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Aggregate

Back 4

individual units brough together into whole or sum of those individuals

-unit of analysis:a that level provider analyzes ad reports data

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population

Back 5

larger group who's members may or may not interact but share at least one characteristic

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commnity

Back 6

individuals living within same geographical area and recognize membership ties

Front 7

Florence Nightingale

Back 7

developed hand washing

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William Rathbone

Back 8

district nursing, liverpool training school

worked with florence nightingale

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Lillian Wald and Mary Brewster

Back 9

took florence''s ideas to the US

-henry street settlement

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Henry Street Settlement

Back 10

Lillian Wald and Mary brewster

-provided education, safe place for children to play, room for entertainment

-leisure important for health

-everyone deserved healthcare

-advocate for safe work places

-led to federal children bureau

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IOM Core Functions

Back 11

Assessment

Policy Development

Assurance

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Front 12

Socio-economic Model of public health

Back 12

multiple determinants of health

-population and environmental aproch=critical

-links between levels

-physical and social environmental factors

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Core Competencies is PH

Back 13

-analytic/assessment

-policy development/program planning

-communication

-cultural competency

-community dimensions of practice

-basic public health sciences

-financial planning and management

-leadership and systems thinking

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Assurance

Back 14

ensuring competent community health needs

Front 15

assessment

Back 15

collect data, monitor health status, make info available

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policy development

Back 16

provide leadership in developing policies with scientific knowledge

Front 17

PH in US -- local and state

Back 17

states have authority to structure PH departments as they want

Front 18

PH in US: national-federal

Back 18

CDC

healthy people 2020

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CDC

Back 19

goal to be premiere health promotion, prevention, and preparedness agency in USAD GOBAL leader in public health

Front 20

healthy people 202

Back 20

central to work of CDC

-eliminate health disparities and promote health equity

-high quality, longer lives free of diseases, disability, injury, premature death, healthy social and physical environment

-promote quality of life, healthy development and behaviors

Front 21

Global PH

Back 21

World Health Organization -- CDC collaborates with other countries and states to:

-eradicate malaria

-maternal and child health

-malnutriion

-communicable disease

-PH infrastructure

-sanitation

-environmental health

Front 22

WHO 6 Core Functions

Back 22

1. global leadership in health

2. health research

3. set norms and standards for health

4. establish ethical and evidenced based policy

5. provide technical support

6. conduct disease surveillance and monitor health trends

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Millennium Development Goals

Back 23

aim at improving health of all populations by 2015

-eradicate extreme poverty and hunger

-achieve universal primary education

-promote gender equality and empowering women

-combat HIV/AIDS

Front 24

Nursing intervention

Back 24

multiple steps of prevention, understanding concepts of health promotion, risk reduction, and underlying framework of prevention

Front 25

health protection

Back 25

vaccines, condom

Front 26

risk reduction

Back 26

decrease air pollutants, decrease fall firisk

Front 27

Affordable Care Act

Back 27

national prevention strategy

-health promotion at individual/family and population level

-goal: change biological and behavioral bevaiors, promote healthy lifestyles, and reduce morbidity and mortality

Front 28

Ecological Model

Back 28

Downstream: used by healthcare to influence change at individual level; knowledge of natural history; requires individual responses (vaccines)

upstream: address contributing factors, prevention, needed change (decrease use of lead paint and remove form older buildings)

Front 29

Primary Prevention

Back 29

prevent development of disease or injury

-vaccines

-at risk people

-reduce risk factors--> ban smoking in public

Front 30

secondary prevention

Back 30

early detection and treatment

-screenigns

Front 31

tertiary prevention

Back 31

prevention of disability and premature death

-prevent bedsores

-promote health so disease doesn't get worse

-already dx and need interventions to combat secondary issues

Front 32

IOM continuum of health prevention model

Back 32

-universal interventions: prevention measures or interventions designed for everyone in eligible population

-selective: prevention toward subgroup of population who's risk is above average or high

-indicated interventions: target high risk individuals with minimal but detectable amount of excess weight foreshadowing obesity

Front 33

Continuum of Care: Prevention Model

Back 33

prevention

treatment

maintenance

Front 34

Community Capacity

Back 34

ability of community members to work together to organize their assets and resources to improve the community

-recgnize, evaluate, and address key problems

-increase quality of lives, promote long term community health, increase community resilience

Front 35

epidemiology

Back 35

study of distribution of disease an injury; examination of factors that affect health and illness of populations to provide basis for interventions aimed at improving health of populations

-3 central elements: person, place, time

Front 36

Web of Causation

Back 36

model to illustrate complexity of multiple factors ththat contribute to development of disease, illness, or injury and at same time affected by interaction of biological and sociobhavioral determinants of health

heap develop strategies to reduce disease/injur related to morbidity and mortality with primary and secondary strategies

Front 37

surveillance

Back 37

systematic collection analysis, nd interpretation of data related to occurrence of disease and health status of given population

-census data, birth and death certificates, CDC data

Front 38

morbidity

Back 38

number or proportion individuals experiencing similar disability, illness, or disease

-disease within a population

-ex: number of infants in county with whooping cough

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incidence

Back 39

number of new cases of disease or illness at specific time or over specific period of time

-rate of development of NEW casein a population

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prevalence

Back 40

number of existing cases divided by total persons in population

Front 41

mortality

Back 41

number off deaths within a given population

Front 42

mortality rates

Back 42

(# of cases/ po;elation) x constant rate = rate per constant

informative for rates of death for specific group

does not tell about level of exiting disease or risk of contracting

Front 43

Epidemiological Triangle

Back 43

relations among causal agents host, and environmental factors

-agent: responsible for disease (infectious, chemical, physical)

-host: person susceptible

-environment: factors that impede or enhance transission

Front 44

Descriptive epidemiology

Back 44

analysis of population and health dat that is already available

-understanding of general features of population

Front 45

analytical epidemiology

Back 45

determine association between risk factors and occurrence of health phenomenon

-test hypothesis

-case control and odds ratio

-cohor

-clinical trials

=cross sectional

Front 46

case control and odds ratio

Back 46

compare ratio of disease in exposed and not exposed

-retrospectively: disease already occurred

Front 47

cohort study

Back 47

specific population, subset, or group over specific time period

-strong validity

-high cost

--prospective: longitudinal

--retrospective: already occurred

--historical: past and future data

Front 48

clinical trials

Back 48

control and experimental requiring random assignment

-causal relationship

Front 49

cross sectional

Back 49

estimate of disease status of frequency at one point in time

Front 50

Ethnography

Back 50

systematic study of people and cultures

-relevance of historical events

-direct observation

-reflexiity: understand views compared to others without judgement

Front 51

community assessment

Back 51

getting to now and understand community as patient

-purpose: plan interventions

-gather data, develop database, interpret and analyze

Front 52

windshield surveys

Back 52

direct observation

-drive through or walk of community to observe prior to conducting more formal assessment

-primary data collection

Front 53

Culturally Informed Community Health Assessment Tool

Back 53

Community culture inquiry: physical environment, population,social organization

-community health assessment: environmental health,population, healthcare orgaiztons. public health financing, health values and believes, indigenous and alternative systems

Front 54

Community health Diagnosis

Back 54

clarify problem, who receives care, statement of problems faced, factors contributing to problem

risk of , among, related too

Front 55

community action

Back 55

process that helps communities to understand how to move from current state to desired state

change is only possible with collaboration

Front 56

healthy people 202

Back 56

national compilation of disease prevention and health promotion goals and objectives for better health

Front 57

Precede/Proceed Model

Back 57

predisposing reinforcing and enabling factors, and causes in educational diagnosis and evaluation/policy, regulatory, and organizational constructs in education and environmental design

gives insight into how to develop an educational program that will positively change health behaviors

-multidementional, multisectoral, and participatory

Front 58

MAPP (mobility action practice pact)

Back 58

strengthened community involvement of assessment and aligned model with 10 essentials of public health services

Front 59

CHANGE (community health assessment group evaluation

Back 59

enable local stakeholders and community team members to survey and identify community strengths and areas for improvement regarding current policy, systems, and environmental change strategies

Front 60

Logic Model

Back 60

result in clear plan that is easy to evaluate with clear understanding and expected outcomes

1. resources

2. activities

3. output- direct product

4. outcomes: intended results; the objectives

5. impact: program goal, producing one-term change in community

Front 61

Program Planning

Back 61

1. who should participate

2. develop questions

3. budget

4. internal or external evaluation

5. data collection methods

6. collect data

7. analyze and interpret data

8. communicate findings to stakeholders

-cultural competency is essential

Front 62

Program Implementation

Back 62

1. community acceptance

2. specifying taste and estimating needed resources

3.developing specific plan for program activity

4. establishing mechanism for program management

5. putting plan into action

Front 63

Program Evaluation

Back 63

appraisal of effects, begins when goals an objectives are established

-costs > benefits?

-role of outcomes

-determines if activities implemented as designed, cost effective, tries are correct, appropriate tie line, duplicated program

Front 64

Formative Program evaluation

Back 64

occurs during development of program, ongoing feedback on performance of programs

Front 65

process program evaluation

Back 65

type of formative evaluation that investigates process of delivering program or technology; need to document to what extent the program has been delivered and if defined in design

Front 66

summative program evaluation

Back 66

occurs at end of program to evaluate objectives and goals

Front 67

risk

Back 67

exposure to danger, harm, or los

Front 68

risk communication

Back 68

provide meaningful, relevant and accurate info in clear and understandable terms targeted to specific audience

-people perceive and experience risk differently

Front 69

Extended Parallel Processing Model

Back 69

high efficacy- successful

-ow efficacy- control throat

fear and dancer control processes

-use of screening

Front 70

successful programs are:

Back 70

reliable, valid, capable of large group administration

innocuous, high yield, ethical and effective

Front 71

lead time bias

Back 71

one way that survival are distorted and often misscommmunicated to public

Front 72

over diagnosis bias

Back 72

misconstrued screening benefits

Front 73

education

Back 73

activity designed to effect changes in knowledge, skill, and attitudes of individuals, groups, or communities

-emphasizes provider and skills

-changing attitude and behavior is difficult

Front 74

learning

Back 74

the recipient of knowledge ad skills and person in whole a change is expected to occur

-learning involves change

-can easily change knowledge

Front 75

3 domains of learning

Back 75

-cognitive(thinking)

-affective (feeling)

-psychomotor (acting)

Front 76

children nature of learning

Back 76

rely on others for what is important to learn

-accept new info at face value

-expect info to babe useful long term

-little or no experience to draw on -- blank slate

-little ability to be knowledgable resource

Front 77

adult nature of learning

Back 77

decide themselves whats important to learn

-need to validate info based on beliefs

-esxpect learning to be immediately useful

-have substantial experience to draw on

-fixed viewpoints

-knowledgable resource to others

Front 78

5 steps of educational process

Back 78

1 identify needs

2. establish goals and objectives

3. select appropriate methods

4. implement educational plan

5. evaluate process

Front 79

process evaluation:

Back 79

examines dynamic components of educational program, assesses movement and management of info transfersand makes sure objectives are met

Front 80

educational product

Back 80

outcome of educational process; measured qualitatively and quantitatively

Front 81

group

Back 81

collection of interactiog individuals with common purpose

Front 82

formal group

Back 82

defined membership and purpose, official place in community organization

Front 83

informal group

Back 83

multiple ties between members, unwritten purpose, form spontaneously

Front 84

cohesion

Back 84

attraction between individual members, between each and the group

highly cohesive=unit working toward common goal, handle frustration, and defend against criicism

Front 85

task function

Back 85

anything member does to contribute to group purpose

Front 86

norms

Back 86

standards that guide, control, ad regulate individuals and ocmmunities

Front 87

role structure

Back 87

expected ways members are expected to behave toward one another

-forming stage, storming stage, performing stage adjourning