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CHN 02 > CHAPTER 4 > Flashcards

CHAPTER 4 Flashcards

1
Q

This refers to the collection of data in the community which serve as a guide in determining the actual and potential health problems.

A

Community Assessment

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2
Q

It is a quantitative and qualitative description of the health of citizens and the factors which influence their health. It identifies problems, proposes areas for improvement and stimulates action.

A

Community Diagnosis

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3
Q

This is an official count or survey of a population, typically recording various details of individuals.

A

Census

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4
Q

These are the formal and informal community leaders or persons of position and influence, such as leaders in local government schools and businesses.

A

Key Informants

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4
Q

It refers to a process by which community members gain an understanding of the health, concerns, and health care systems of the community by identifying, collecting, analyzing, disseminating information on community assets, strengths, resources, and needs

A

Community Assessment

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4
Q

Primarily, it involves the collection of data which is mainly dependent on the objectives of the assessment

A

Community Assessment

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4
Q

In general, who desires to collect data on the three categories of the community health determinants such as people, place and social system.

A

community health nurse

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4
Q

In Collecting Primary Data, what are the tools that are commonly used for the conduct of community assessment.

A
  • Observation
  • Survey
  • Informant Review
  • Community Forus
  • Focus Group
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4
Q

This may be done through an ocular or windshield survey, either by driving or riding a vehicle or walking through it.

A

Observation

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4
Q

This gives the community health nurse the opportunity to observe the people as well as to take note of the environmental conditions and existing facilities.

A

Observation

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4
Q

This may be necessary when there is no available when there is no available information about the community or specific population group to be studied.

A

Survey

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5
Q

According to Mauret & Smith (2009), it is made up of a series of questions for systematic collection of information from a sample of individuals or families in a community which may be written or oral.

A

Survey

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6
Q

It is appropriate for determining attitudes, knowledge, behaviors and perception of health and health services. Likewise, it is also used by the nurse in identifying patterns of utilization of health services

A

Survey

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7
Q

This denotes to a purposeful talks with either key informants or ordinary members of the community.

A

Informant Review

The interview may be structured where the nurse will direct the talk based on an interview guide, or it may be unstructured where the informant guides the talk.

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8
Q

It provides the nurse valuable information on community perceptions about the health and health care.

A

Informant Review

The interview may be structured where the nurse will direct the talk based on an interview guide, or it may be unstructured where the informant guides the talk.

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9
Q

This refers to an open meeting of members of the community

A

Community Forum

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9
Q

It does not only give the nurse information on community perceptions on needs, health and health care, but it also an effective tool in providing the people with medium for expressing their views and developing their capacity to influence decision makers.

A

Community Forum

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9
Q

It may be used as a venue for informing people about secondary data, for data validation and for getting feedback from the community people themselves about the gathered data previously.

A

Community Forum

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9
Q

This method is effective in the assessment of health needs of a specific groups in the community

A

Focus Group

A good example is a focus group of teenage mothers.

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9
Q

These are of the particular importance to the community health nurse, since they are sources of fertility and mortality data.

A

The birth and death registries

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9
Q

What R.A was enacted in 1930, established the civil registry in the Philippines that requires the registration of vital events like births, marriages and deaths.

A

R. A. 3753

otherwise known as the Civil Registration Law

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10
Q

what R.A assigned the function of civil registration to local governments and mandated the appointment of Local (municipal/city) Civil Registrars.

A

R.A. 7160

known as the Local Government

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10
Q

What Executive Order No. specifies that the Field Health Service Information System (FHSIS) as the official recording and reporting system of the Department of Health and used by the NSCB to generate health statistics.

A

Executive Order No. 352

Office of the President, Republic of the Philippines

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10
Q

It is a tool in monitoring health status of the population at the different levels. Thus, it serves as basis for priority setting by local governments, planning and decision making at barangay, municipality, district, provincial as well as national levels.

A

Field Health Service Information System (FHSIS)

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11
Q

It is used for monitoring and evaluating health program implementation. Detection of unusual occurrence of diseases is being facilitated. And it also provides a standardized, facility-level database for more in-depth studies

A

Field Health Service Information System (FHSIS)

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11
Q

It refers a listing of persons with specific type of disease in a defined population

A

Disease registry

The data or information that are collected through disease registries serve as basis for monitoring, decision making and management of program (DOH,2011)

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12
Q

It refers to the periodic governmental enumeration of the population.

A

census

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12
Q

What provides for a national census of the population and other related data in the Philippines for every 10 years.

A

The Batas Pambansa Blg. 72

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12
Q

It provides statistical information and services to the public.

A

The Philippine Statistical System (PSS)

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13
Q

It is the policy-making and coordination body of the PSS, where the NSO, now the PSA (Philippine Statistics Authority), is the PSS arm that generates general purpose statistics such as population, employment, prices, and family income/expenditures

A

National Statistical Coordination Board (NSCB)

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13
Q

It is the process of determining the health status of the community and the factors responsible for it.

A

Community diagnosis

The term is applied both to the process of determination and to its findings.

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13
Q

It is the quantitative and qualitative description of the health of citizens and the factors that influence their health.

A

Community diagnosis

Community Diagnosis allows identification of problems and areas of improvement, thereby stimulating action.

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14
Q

Depending on the context and the purpose of the presentation, community data may be presented what:

A
  • as text
  • in tables
  • in pictorial for (maps and graphs).
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15
Q

It can be used to show differences or similarities across geographic areas

A

Maps

In divergence, numeric data are usually more clearly presented through tables and graphs or charts.

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15
Q

Graphs for presenting community data:

A
  • Bar Graph
  • Line Graph
  • Pie Chart
  • Scatter plot or diagram
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15
Q

Type of graph:

This is used to compare values across different categories of data.

For example, a population pyramid is made up to two horizontal bar graphs representing the age structure of the male and female population.

A

Bar Graph

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16
Q

Type of graph:

This is utilize to have a visual image of trends in data over time or age.

For example, the trend of the total fertility rate or average number of children per woman in the Philippines from 2000-2020.

A

Line Graph

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16
Q

Type of graph:

This is commonly use in showing percentage distribution or composition of a variable, such as population or households.

A

Pie Chart

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17
Q

Type of graph:

It is an effective tool in highlighting the value of a group in relation to the whole population. However, it can only illustrate only a small number of categories, usually not more than six.

For example, it may be used to visually present the percentage distribution of households based on environmental variables, such as water source method of refuse, and excreta disposal.

A

Pie Chart

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17
Q

Type of graph:

This is made to show the correlation between two variables. The values of both variables in subjects are plotted in a graph with an x-axis and a y-axis.

For example, it may be done to show a positive correlation between body mass index and waist circumference among women aged 20 years and above.

A

Scatter plot or diagram

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17
Q

Types of Community Diagnosis:

A
  1. Traditional Research
  2. Participatory Action Research (PAR)
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17
Q

Type of Community Diagnosis:

A method of research that follows a systematic or scientific procedure in which a question is asked and a hypothesis is proposed in which it is either proved or disproved.

A

Traditional Research

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17
Q

Type of Community Diagnosis:

This is related to the investigation or experimentation aimed at the discovery and interpretation of facts or revision of accepted theories or laws in the light of new facts.

A

Traditional Research

17
Q

Type of Community Diagnosis:

An approach to research that aims at promoting change among the participants.

Members of the group being studied participate as partners in all phases of the research, including design, data collection, analysis and dissemination.

A

Participatory Action Research (PAR)

17
Q

Decision making Emphasis:

  • Top-down
  • Expert/Nurse-driven process
  • Much premium is placed on the data and output

Traditional Research OR Approach COPAR

A

Traditional Research Approach

17
Q

Decision making Emphasis:

  • Bottom-up
  • Community-driven process
  • Premium is placed on the process

Traditional Research OR Approach COPAR

A

COPAR

18
Q

Roles:

  • Nurse as researcher: the community members are subjects or objects of research, usually respondents of the research instrument.
  • Data analysis is done by the nurse, and then presented to the community.

Traditional Research OR Approach COPAR

A

Traditional Research Approach

18
Q

Roles:

  • Community members as researchers: the nurse is a facilitator and recorder
  • Data analysis is done collectively by the community.

Traditional Research OR Approach COPAR

A

COPAR

19
Q

Methodology:

Research tools and methodologies are predetermined/prepackaged by the nurse-organizer

Traditional Research OR Approach COPAR

A

Traditional Research Approach

19
Q

Methodology:

Research tools and methodologies are identified and developed by the community.

Traditional Research OR Approach COPAR

A

COPAR

19
Q

Output:

Upon completion, the study is packaged, submitted to the agency, and published. Recommendations are made by the researcher based on findings of the study.

Traditional Research OR Approach COPAR

A

Traditional Research Approach

20
Q

Output:

Conclusions and recommendations are made by the community. These will lead to agreed community actions/projects. The whole research cycle continues until it becomes part of community life, leading towards community development. Community members formulate the recommendations.

Traditional Research OR Approach COPAR

A

COPAR

21
Q

The different schemes in stating community diagnosis:

A
  • NANDA.
  • Shuster and Goeppinger
  • The Omaha System
21
Q

Scheme in stating community diagnosis:

This focused more on individual but in the recent versions, it has included diagnoses in the community level.

A

NANDA

22
Q

Scheme in stating community diagnosis:

It proposed a practical adaptation of a format of nursing diagnoses for population groups.

A

Shuster and Goeppinger

22
Q

Scheme in stating community diagnosis:

A comprehensive and research-based classification system for client problems that exists in the public domain.

A

The Omaha System

Components of the classification system:
* Problem classification scheme (client assessment)
* Intervention scheme
* Problem rating scale for outcomes

22
Q

It consists of three components that offer a relational, reliable, and valid structure and set of terms that can link clinical data to demographic, financial, administrative, and staffing data.

A

The Omaha System

The three components include;
1. Problem Classification Scheme
2. Intervention Scheme
3. Problem Rating Scale for Outcomes

22
Q

Component of The Omaha System:

Organize assessment (needs and strengths) for individuals, families, and communities

A

Problem Classification Scheme

22
Q

Component of The Omaha System:

Organize multidisciplinary practitioners’ care plans and the services they deliver

A

Intervention Scheme

22
Q

Component of The Omaha System:

Evaluate individual, family, or community change over time

A

Evaluate individual, family, or community change over time

23
Q

Component of The Omaha System:

This serves as a guide in collecting, classifying, analyzing, documenting and communicating health-related needs and strengths.

A

Problem Classification Scheme

23
Q

Problem Classification Scheme:

First and most general level of classification is composed of 4 domains:

A
  • Environmental
  • Psychosocial
  • Physiological
  • Health-related behaviors
23
Q

Problem Classification Scheme:

Second level consists of problems or areas of concern under the 4 domains:

A
  • Environmental domain (material resources and physical surroundings both inside and outside the living area, neighborhood, and broader community)
  • Psychosocial domain (patterns of behavior, emotion, communication, relationships, and development)
  • Physiological domain (functions and processes that maintain life)
  • Health-related behaviors domain (patterns of activity that maintain or promote wellness, promote recovery, and decrease the risk of disease)
23
Q

Problem Classification Scheme:

What level presents the problem or area of concern classified according to 2 sets of qualifiers

A

Third level

24
Q

Problem Classification Scheme:

What level is made up of clusters of signs and symptoms that describe the actual problems

A

Fourth level

and most specific

25
Q

It is designed to describe and communicate multidisciplinary practice, practice that is intended to prevent illness, improve or restore health, decrease deterioration, and/or provide comfort before death.

A

Intervention Scheme

26
Q

Activities designed to provide information and materials, encourage action and responsibility for self-care and coping, and assist the individual/family/community to make decisions and solve problems.

A

Teaching, Guidance, and Counseling

26
Q

Technical activities such as wound care, specimen collection, resistive exercises, and medication prescriptions that are designed to prevent, decrease, or alleviate signs and symptoms of the individual/family/community.

A

Treatments and Procedures

27
Q

This is a method to evaluate client progress throughout the period of service. It consists of three five-point, Likert-type scales to measure the entire range of severity for the concepts of Knowledge, Behavior, and Status

A

Problem Rating Scale for Outcomes

27
Q

Activities such as coordination, advocacy, and referral that facilitate service delivery, improve communication among health and human service providers, promote assertiveness, and guide the individual/family/community toward use of appropriate resources.

A

Case Management

28
Q

Activities such as detection, measurement, critical analysis, and monitoring intended to identify the individual/family/community’s status in relation to a given condition or phenomenon

A

Surveillance

28
Q

It is a logical process of decision making to determine which of the identified health concerns requires more immediate consideration (priority setting) and what actions may be undertaken to achieve goals and objectives.

A

Planning

29
Q

This step provides the nurse and the health team with a logical means of establishing priority among the identified health concerns.

A

Priority Setting

29
Q

________ is defined as what the client knows, ________ as what the client does, and ________ as the number and severity of the client’s signs and symptoms or predicament

A
  • Knowledge
  • Behavior
  • Status
30
Q

considerations in IDENTIFYING THE COMMUNITY HEALTH NURSING PROBLEMS

A
  • Health Status Problems
  • Health Resources Problems
  • Health-Related Problems
30
Q

This is described in terms of increased or decreased morbidity, mortality, fertility or reduced capability for wellness

A

Health Status Problems

31
Q

This is described in terms of lack or absence of manpower, money, materials or institutions necessary to solve health problems

A

Health Resources Problems

32
Q

This is described in terms of existence of social, economic, environmental and political factors that aggravate the illness-inducing situations in the community

A

Health-Related Problems

32
Q

PRIORITY SETTING:

problems are classified as health status, health resources or health-related problems

A

Nature of the condition/problem presented

32
Q

PRIORITY SETTING:

refers to the severity of the problem which can be measured in terms of the proportion of the population affected by the problem

A

Modifiability of the problem

33
Q

PRIORITY SETTING:

refers to the perception of the population or the community as they are affected by the problem and their readiness to act on the problem

A

Social concern

33
Q

PRIORITY SETTING:

refers to the probability of controlling or reducing the effects posed by the problem

A

Modifiability of the problem

33
Q

It is a process of participation through which people, groups, and organizations work together to achieve desired results.

A

Collaboration

33
Q

These are the desired outcomes at the end of interventions, whereas objectives are the short-term changes in the community that are observed as the health team and the community work towards the attainment of goals.

A

Goals

33
Q

It is a collaborative relationship between willing entities formed to address shared objectives.

A

community partnership

33
Q

It accomplish shared vision, achieve positive outcomes for the audiences they serve, and build an interdependent system to address issues and opportunities.

A

Collaboration

34
Q

Its aim is to get people to work together in order to address problems or concerns that affect them.

A

partnership and collaboration

35
Q

It gives people the opportunity to learn skills in group relationship, interpersonal relations, critical analysis and most important of all, decision-making process in the context of democratic leadership.

A

partnership and collaboration

35
Q

It is one way the nurse can promote active community participation.

A

Advocacy work

The nurse helps the people attain optimal degree of independence in decision-making in asserting their rights to a safe and better community.

35
Q

This is the phase of the planning cycle that determines whether the program is relevant, effective, efficient and adequate

It is concerned with finding out the specific input, process and output/outcome indicators of the program stating the criteria and standards of each. This exercise is called evaluation.

A

Designing and Implementing Evaluation Plan

36
Q

refers to an organized process of overseeing and checking the activities undertaken in a project, to ascertain whether it is capable of achieving the planned results or not.

A

Monitoring

36
Q

the process by which we judge the worth or value of something. This is a scientific process that gauges the success of the project or program in meeting the objectives

A

Evaluation

Evaluation involves two processes:
1. observation
2. measurement.

37
Q

Two approaches of evaluating a program:

A
  1. Qualitative methods of evaluation
  2. Quantitative methods
37
Q

approaches of evaluating a program:

determine the meaning and experience of the program for the people involved; and interprets the effects that may be observed.

A

Qualitative methods of evaluation

38
Q

approaches of evaluating a program:

measure and score changes occurring as a result of the program.

A

Quantitative methods

39
Q

Aspects of a program to be evaluated:

A
  • Process evaluation
  • mpact evaluation
  • Outcome evaluation
40
Q

Aspects of a program to be evaluated:

measures the activities of the program, its quality and who is reaching out

A

Process evaluation

41
Q

Aspects of a program to be evaluated:

measures the immediate effects of the program and determines whether the objectives of the program were met

A

Impact evaluation

42
Q

Aspects of a program to be evaluated:

measures the long-term effects of the program and determines if it meets the goal of the program

A

Outcome evaluation

43
Q

5 Types of Evaluation

A
  • Formative
  • Summative
  • Process
  • Outcomes
  • Impact
44
Q

Type of Evaluation:

Definition
* Evaluates a program during development in order to make early improvements
* Helps to refine or improve a program

Uses
* When starting a new program
* To assist in the early phases of program development

Examples
 How well is the program being delivered?
 What strategies can we use to improve this program?

A

Formative

45
Q

Type of Evaluation:

Definition
* Provides information on program effectiveness
* Is conducted after the completion of the program design

Uses
* To help decide whether to continue, end, or expand a program

Examples
 Should funding continue for this program?
 Should service expand to other after-school programs in the community?

A

Summative

46
Q

Type of Evaluation:

Definition
* Focuses on program implementation
* Determines whether specific program strategies were implemented as planned

Uses
* To determine why an established program has changed over time
* To address inefficiencies in program delivery
* To accurately portray program operations to outside parties (e.g., for replication elsewhere)

Examples
 Did your program meet its goals for participant recruitment?
 Did participants receive the specified number of service hours?

A

Process

47
Q

Type of Evaluation:

Definition
* Focuses on the changes in comprehension, attitudes, behaviors, and practices that result from program activities
* Can include both short- and long-term results

Uses
* To decide whether an activity affected participants’ outcomes
* To establish and measure clear benefits of the program

Examples
 Did your participants report the expected changes after completing a program cycle?
 What are the short- or long-term results observed among (or reported by) participants?

A

Outcomes

48
Q

Type of Evaluation:

Definition
* Focuses on long-term, sustained changes as a result of program activities, both positive and negative and intended and unintended

Uses
* To influence policy
* To see impact in longitudinal studies with comparison groups

Examples
 What changes in your program participants’ behaviors are attributable to your program?
 What effects would program participants miss out on without this program?

A

Impact

CHN 02 (6 decks)

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