Exam 1 Flashcards
What is health education
Any combination of learning experiences designed to predispose, enable, and reinforce voluntary behavior conducive to healthy individuals, groups, or communities
cognitive learning domain for health education
knowledge, memory, recognition, understanding, reasoning, application, problem solving
affective learning domain for health education
changes in attitudes and values, motivation
psychomotor learning domain for health education
skills, skill performance, demonstration, hands-on
what is the goal of health education
to translate knowledge into relevant interventions and strategies for health enhancement, disease prevention, and chronic illness management
what are the roles of nursing in health education
-become a partner with the client; collaborate
-offer appropriate health information and educational interventions– appropriate for culture, literacy, beliefs, etc.
-promote self-care, self-efficacy, and self-advocacy (empowerment)
-serve as catalyst for change
-activate ideas
-negotiate with client or mediate between client and other
-identify, link to, and facilitate navigation of recourses
-serve as counselor, consultant, case manager as necessary
what is the framework for developing health communications
- planning and strategy development
- developing and pretesting concepts, messages, and materials
- implementing the program
- assessing effectiveness and making refinements
what is part of the planning and strategy (step 1) stage for health education
-establish a relationship with clients
-assess what clients want to learn and what they think is important- this should be the crucial determinant of all goals of health education programs
-assess where clients are baseline
health education- stage 1, planning and strategy selection
-who is the audience?
-what is known about the audience and from what sources?
-what are the education objectives/goals?
-what evaluation strategies will the nurse use?
-what are the issues of most concern?
-what is the health issue of interest?
review data
get community partners involved
obtain new data
determine perceptions of health problems
determine communities assets and strengths
identify underlying issues and knowledge gaps
establish goals and objectives
assess resources
Most importantly:
-establish relationship with clients
-assess what clients want to learn and what is important to them
-assess where clients are baseline
health education stage II, developing and pretesting concepts, messages, and materials
questions:
-what channels are best?
-what communication educational formats should be used?
-what is the best setting to use?
-what is the best way to launch the program
-are there existing resources?
-how can the nurse present the message?
-how will the intended audience react to the message?
-will the audience understand, accept, and use the message?
-what changes may improve the message?
actions to take:
-id messages and materials
-decide whether to use existing materials or produce new ones
-select communication channels and formats
-develop relevant materials with the target audience
-pretest the message and materials and obtain audience feedback
-Brainstorming sessions
-roleplaying
-group discussions
-health fairs
-demonstration
-social media campaign
-select program setting
-determine how program will be “launched”
-evaluate all health materials before disseminating
-use materials in addition to teaching
-assess/address barriers to learning
what is health literacy
ability to read, understand, and act on health information
what is the REALM-SF
looks at understanding of medical terminology recognition not comprehension or proficiency.
estimates adult literacy in medicine
Rapid estimate adult literacy in medicine, short form
scores literacy level
they are given a list of medical terminology and asked to read out loud
higher score = higher literacy
REALM-SF Scoring
0- third grade and below, will not be able to read most low-literacy materials, will need repeated instructions, will need materials with primarily instructions
1-3: fourth-6th grade; will need low literacy materials; may not be able to read prescription labels
4-6: 7th to 8th grade; will struggle with most patient education materials; will not be offended by low literacy materials
7: high school; will be able to read most patient education materials
Newest Vital Sign (NVS)
assess numeracy and comprehension
uses nutrition label that clients must read and interpret
total of six questions related to label provided
SMOG readability formula
can be used to adapt anyone’s written materials to a specific audience reading level
flesch-kincaid formula
measures materials written between the 5th-grade and college level
important considerations with health literacy
dont assume low literacy
don’t ask directly
look for cues
ask indirectly- do you find it helpful for someone to read the health information with you?
assess using health literacy tools using language to explain that it is sensitive to the client
assess understanding– teach back
if suspicious of health illiteracy can intervene by reading materials and employing teach-back method to assess understanding
assessing relevancy of health materials
Do materials match the intended audience?
Are materials appealing and culturally and linguistically relevant?
Do they convey accurate and up-to-date information?
Are messages clear and understandable?
Do messages promote self-efficacy and motivation?
tips for teaching effective educational programs
-present a clear message
-use clear and concise language
-stick with essentials
-pace according to learners abilities
-summarize often
-involve clients in active and participatory learning
-allow time for questions
-employ teach-back methods
-conduct other forms of learner verification
the more input and participation the client has the more they will learn
tips for effective educational programs in general
-ID motivating factors
-set realistic goals and objectives
-develop a glossary of common words
-create positive learning environment throughout program/intervention
-space teaching over time and pace to learners abilities
-personalize health messages
-incorporate methods of illustration, demonstration, and real-life examples
-be a giver and receiver
-use creative methods
-id supportive recourses
-put clients at ease
-be encouraging, praise often
-remember that comprehension and understanding take time and practice
-evaluate the teaching plan
community
a group of individuals who interact as social units, sharing common characteristics, interests, values, and/or geographic locale
types of community
-face to face community or virtual community
-community based on political jurisdictions or physical boundaries
-neighborhood, city, state, national, or international community
-community of identifiable need or of special interest
nursing process in regards to community
Assessment of the community
Diagnosis- community focused
Planning with the community (mutual goals and objectives)
Implementation: with the community; intervention address the health of the community
Evaluation: with the community; outcomes are measured at the level of the community
what is the purposes of community assessment
provides opportunities to
-begin to know the community
-initiate partnerships and develop collaborations with community members
provides the basis for:
-identifying risk factors in the community and at-risk populations
-identifying community needs and community strengths
-identifying resources in community
what is included in a community assessment
-geography
-population
-environment
-industry
-education
-recreation
-religion
-communication
-transportation
-public services
-political organizaiton
-community development or planning
-disaster programs
-health statistics
-social problems
-health manpower
-health professional organizations
-community services
blooms taxonomy
Bloom identified 6 levels within the cognitive domain that represent intellectual activity
Lowest to highest level: basic to more abstract
knowledge- observation and recall information
Comprehension- understanding information
Application - use information
Analysis - see patterns
Synthesis- use old ideas to create new ones
Evaluation- compare and discriminate between ideas
sociodemographic community assessment data
-size
-age, gender, racial/ethnic distributions
-culture
-economic status
-employment
-educations
Health community assessment data
-general health status of community members
-risk factors and factors that support health
-environmental health
community assessment: primary data sources
-viral statistics
-epidemiological data
-census data
-hospital data
-data from the CDC
-literature reviews
What is the purpose of the windshield survey?
-community vitality
-indicators of social and economic conditions
-health resources
-environmental conditions related to health
-social functioning
-attitudes toward health and health care
What is the purpose of the key informant interview in the community assessment?
To collect information from a wide range of people, including community leaders, professions, or residents with firsthand knowledge about the community
Health planning model
- ID health problems and needs
- Prioritize identified problems and needs
- Analyze both primary and secondary data
- Priority health needs
- ID focus population/aggregate
- ID factors that contribute to the health need
Risk of… (disability, disease, etc)
Among (community or population)
Related to… (etiological statments)
As evidence by… (health indicators if appropriate )
Formative evaluation
Ongoing throughout the intervention, although can be at one time point during and a second time point at end of study
This is a way to determine if program is operating per planned
SUMMATIVE evaluation
Evaluation at the completion of intervention
Evaluation of the final product/outcome
Outcome evaluation
Focuses on the observable conditions or behaviors that the program was expected to affect most directly and immediately
Impact evaluation
Examines long-term outcomes- observable conditions or behaviors the program was expected to affect long term based on the program goals
what is public health?
the promotion of health and quality of life by preventing and controlling disease, injury, and disability
the science and art of preventing disease, prolonging life and promoting health through the organized efforts and informed choices of society, organizations, communities, and individuals
what is the mission of public health
social justice, which entitles all people to basic necessities such as adequate income and health protection and accepts collective burdens to make this possible
what are some major public health achievements in the 20th century
-safer, healthier foods
-vaccine-preventable diseases
-flouridation of drinking water
-healthier mothers and babies
-family planning
-reduction in coronary heart disease and stroke
-safer, healthier workplaces
-motor vehicle safety
-control of infectious disease
John snow
connected water contamination to human disease (chlorea), removed the handle from the broad street pump
Florence Nightingale
she and a team of nurses improved the unsanitary conditions at a british base hospital, reducing the death count by two-thirds. Her writings sparked worldwide health care reform
lilian wald
nurse who created the henry street settlement in NYC. Connected poverty, justice, environmental conditions to health and was instrumental in training and expanding PHN role
Mary Breckinridge
Established the Frontier Nursing Service
