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Community Health > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Five Core Elements of Community

A
  1. Locus (Sense of place)
  2. Sharing (Common interests/perspectives)
  3. Joint Actions (Sense of identity/cohesion)
  4. Social Ties (Interpersonal Relationships)
  5. Diversity (Social complexity)

(Little Sharon Joined Several Dances)

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2
Q

Public Health vs Community Health

A

PUBLIC HEALTH
Programs and Policy
Provides guidance at a “political’ level

COMMUNITY HEALTH
Where prevention and intervention actually happen

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3
Q

Definition: Community Assessment

A

A process of ENGAGING THE COMMUNITY in the collection/analysis/interpretation of data on health outcomes, identification of health disparities, and identification of resources used to address priority needs

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4
Q

What is a Community Assessment?

A
  1. Comprehensive evaluation of the status of a community/organization
  2. Logical, systematic approach to identify community needs
  3. Used to set goals, plan interventions, evaluate outcomes
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5
Q

ADPIE within Community Health

A 
Community ASSESSMENT
Community DIAGNOSIS (CHED)
PLANNING Programs/Interventions
IMPLEMENTATION
EVALUATION of Programs/Interventions
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6
Q

How do you plan health improvement in a community?

A
  1. Obtain data
  2. Determine priority needs
  3. Identify assets and resources
  4. Define the scope of the project
  5. Articulate expected outcomes
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7
Q

Three Core Public Health Functions

A
  1. Assessment
  2. Policy Development
  3. Assurance
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8
Q

Assessment (Core Function)

A

Assessment, monitoring, and surveillance of local health problems and needs, and of the resources available for dealing with them.

  1. Monitor Health status and understand health issues facing community
  2. Diagnose and Investigate health problems and hazards
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9
Q

Policy Development (Core Function)

A

Policy development and leadership that fosters local involvement and a sense of ownership that emphasizes local needs and that advocates for equitable distribution of public resources and complementary private activities commensurate with community needs

  1. Inform, Educate, Empower people re: health issues
  2. Mobilize Community Partnerships to identify and solve health issues
  3. Develop Policies and that support individual/community efforts
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10
Q

Assurance (Core Function)

A

Assurance that high-quality services, including personal health services, are available and accessible to all persons; that the community receives proper consideration in the allocation of resources for public health; and that the community is informed about how to obtain public health, including personal health services, or how to comply with public health requirements

  1. Enforce Public Health Law and regulations
  2. Link to personal health services & provide care where we can
  3. Assure a Competent Workforce in public health and health services
  4. Evaluate and improve programs
  5. Research new insights and innovative solutions to health problems
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11
Q

Why do we do community assessments?

A
  1. Gain a deeper UNDERSTANDING of our community
  2. Identify ASSETS and KEY COLLABORATORS
  3. DETERMINE community PRIORITIES
  4. ENGAGE STAKEHOLDERS and gain community SUPPORT/TRUST
  5. Identify POTENTIAL BARRIERS for project/interventions
  6. GUIDE PROGRAM INTERVENTIONS and programming
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12
Q

Who should be involved in community assessments?

A
  1. Stakeholders
  2. Nurses and nursing students
  3. Communities
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13
Q

Data Gathering

A

Obtaining data which already exists

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14
Q

Data Generation

A

“Collecting” data

think windshield survey, informant interviews, focus groups, surveys, etc.

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15
Q

Public Health

A

“Science of protecting and improving the health of people and their communities”

“What we do collectively to assure the conditions in which people can be healthy.”

It is a broad field encompassing many professions/academic fields
Provides large-scale solutions aka care to many

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16
Q

Public Health Nursing

A
  1. Synthesis of nursing theory and public health theory applied to promoting and preserving the health of populations
  2. Population based
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17
Q

Aims of Public Health Nursing

A
  1. Prevent disease and disability

2. Promote and protect the health of the community as a whole

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18
Q

The Quad Council

A
  1. Alliance of four national nursing organizations that address public health issues
  2. Define and publish the Scope & Standards of Public Health Nursing Practice & Core Competencies
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19
Q

Population-Based Practice

A
  1. Focuses on entire populations (begin by identifying population-of-interest and population-at-risk)
  2. Grounded in assessment of the population’s health status
  3. Considers broad determinants of health
  4. Emphasizes all levels of prevention
  5. Intervenes with communities, systems, individuals, and families
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20
Q

Population

A

Collection of individuals who have 1+ characteristics in common

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21
Q

Socio-Ecologic Model

A 
Multi-level framework
**Aim to intervene at many levels for most success**
1. Individual
2. Interpersonal
3. Organizational
4. Community
5. Public Policy
(Aye Aye, Oh Captain Pirate!!)
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22
Q

Health Impact Pyramid

A

Intervening at the bottom increases population impact
(Bottom of pyramid –> top)
1. Socioeconomic factors
2. Changing the Context to Make Individuals’ Default Decisions Healthy (e.g. calorie labels on the front of sodas)
3. Long-Lasting Protective Interventions (primary prevention)
4. Clinical Interventions (direct 1:1 care)
5. Counseling and Education

(So Connie Likes Clinical Counseling?)

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23
Q

Primary Prevention

A

Prevention of initial occurrence of disease and illness

Examples: Vaccinations, hand hygiene, helmets, genetic counseling

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24
Q

Secondary Prevention

A

Early detection of disease and treatments with goal of limiting severity and adverse events

Examples: Screening, early treatment

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25
Q

Tertiary Prevention

A

Maximization of recovery after an illness or injury

Examples: Rehab therapies, support groups, case management

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26
Q

Minnesota Wheel of PHN Interventions

A

Defines the scope of public health nursing practice by type of intervention and level of practice (rather than location of service)

Most interventions can be individual, community, and/or systems focused

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27
Q

Surveillance

A

Describe and monitor health events through ongoing and systematic collection, analysis, and interpretation of health data

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28
Q

Investigation

A

Systematically gather and analyze data regarding threats to the health of populations

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29
Q

Outreach

A

Locates populations of interest or risk and provides information

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30
Q

Screening

A

Identifies individuals with unrecognized health risk factors or asymptomatic disease conditions

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31
Q

Case Finding

A

Locates individuals and families with identified risk factors and supplies them with resources

Only possible at the Individual-focused Level

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32
Q

Referral and Follow-Up

A

Assist individuals, families, groups, orgs, and/or communities to identify and access necessary resources in order to prevent or resolve problems/concerns

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33
Q

Case Management

A

Optimize self-care capabilities of individuals and families and the capacity of systems and communities to coordinate and provide services

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34
Q

Delegated Functions

A

Direct care tasks a RN carries out under authority of a health care practitioner as allowed by law. Also includes tasks an RN delegates to other appropriate personnel to perform

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35
Q

Health Teaching

A

Communicates facts, ideas, and skills that change knowledge, attitudes, values, beliefs, behaviors, and practices of individuals, families, systems, and/or communities

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36
Q

Counseling

A

Establishes and interpersonal relationship with a community, system, family, or individual intended to increase or enhance their capacity for self-care and coping. Engagement at an emotional level

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37
Q

Consultation

A

Seeks information and generates optional solutions to perceived problems/issues through interactive problem solving with a community, system, family, or individual. NOTE: The community, system, family, or individual selects and acts on the best option

38
Q

Collaboration

A

Commits two or more persons or organizations

to achieve a common goal

39
Q

Coalition Building

A

Promotes and develops alliances among organizations or constituencies for a common purpose. Builds linkages, solves problems, and/or enhances local leadership

Only possible at the Community-focused and Systems-focused Levels

40
Q

Community Organizing

A

Helps community groups to identify common problems or goals, mobilize resources, and
develop and implement strategies to meet the collective goals

41
Q

Advocacy

A

Plead someone’s cause or act on someone’s behalf, with a focus on developing the capacity or the community, system, individual or family with a focus on developing their ability to advocate for themselves

42
Q

Social Marketing

A

Utilizes commercial marketing principles and technologies for programs designed to influence the knowledge, attitudes, values,
beliefs, behaviors, and practices of the population of interest

43
Q

Policy Development & Enforcement

A

Places health issues on agendas. Results in laws, rules, regulation, ordinances, and policies. Compels others to comply with them.

44
Q

Example: Teenage Pregnancy and Health Levels

A
  1. Individual-focused
    Provide health education to group of preadolescent girls with the goal to change their individual knowledge, attitude, beliefs
  2. Community-focused
    Work with local news station to run an educational series about the consequences of teenage pregnancies in the community
  3. Systems-focused
    Policy that mandates that all girls in middle school
    receive education as part of their health ed class
    about ways to prevent teenage pregnancy
45
Q

Population of Interest

A

A population essentially healthy, but who could improve factors that promote or protect health

46
Q

Population at Risk

A

Population with a common identified risk factor or risk-exposure that poses a threat to health

47
Q

SMART Objective

A 
Specific
Measurable
Achievable
Realistic
Temporal
48
Q

Planning: Logic Model

A
  • It is a depiction of a program showing what the program will do and what it should accomplish
  • A series of “if-then” relationships that, if implemented as intended, should lead to the desired outcome
  • The core of program planning and evaluation
  1. Inputs (program investments)
  2. Outputs (activities and participants)
  3. Outcomes (Short-term, medium, long-term results)
49
Q

Implementation: Action Plans

A

Should be complete, clear, and current

  1. WHAT actions or changes will occur?
  2. WHO will carry these changes out?
  3. BY WHEN will they take place and for how long?
  4. WHAT RESOURCES (ie money, staff) are needed to carry out the proposed changes?
  5. COMMUNICATION (who should know what?)
50
Q

Evaluation of Programs/Interventions

A

A systematic process to understand what a program does and how well the program does it

51
Q

6 Steps in Conducting an Evaluation

A
  1. Engage stakeholders
  2. Identify program elements to monitor
  3. Select key evaluation questions
  4. Determine how the information will be gathered
  5. Develop a data analysis and reporting plan
  6. Ensure use and share lessons learned

(Engagement [to] Ida Seems Dumb, Dear Evan)

52
Q

The role of the nurse in policy process

A

The work nurses do in influencing policy affects decisions that impact quality of life and universal access to care. We have the capacity and responsibility to influence current and future healthcare delivery systems

53
Q

Policies

A
  • Define and integrate appropriate standards for delivery of care
  • Impact resource allocation to support delivery of healthcare
54
Q

Writing a Policy Letter - Paragraph Topics

A

First Paragraph: Identify yourself and state your purpose
Second Paragraph: Explain more in depth and how it affects our population
Third Paragraph: Personalize it
Fourth Paragraph: Call to action

55
Q

Epidemiology

A

The study (basic science of public health) of the distribution (frequency and pattern) and determinants of health related states in specified populations, and the application of this study to control health problems

56
Q

Epidemiology and the Minnesota Wheel

A

Surveillance, investigation, outreach, screening (purple section)

57
Q

Natural History of a Disease

A

Helps us to study the progression of the disease over time –> Does it get worse? What symptoms arise?

58
Q

Pre-pathogensis

A

Before you get sick

Primary prevention

59
Q

Pathogenesis

A

Subclinical and convalescence

Secondary and tertiary prevention

60
Q

Subclinical period

A

Time of exposure to onset of symptoms

    • Incubation period (communicable disease)
    • Latency period (chronic disease)

No signs or symptoms present –> screening needed

61
Q

Clinical period

A

Marked by the onset of symptoms

Looks at the spectrum of disease (the range from mild –> moderate –> severe –> fatal)

62
Q

Chain of Infection

A
  1. Agent
  2. Reservoir (where it lives and reproduces)
  3. Portal of Exit
  4. Mode of Transmission
  5. Portal of Entry
  6. Host
    Start it over again!
63
Q

Study designs

A

Observational and Experimental

64
Q

Observational Studies

A

The researcher studies, but does not alter, what occurs

1. Cross-sectional surveys
2. Cohort studies
3. Case-control studies
4. Case studies
The 4 Cs

65
Q

Experimental Studies

A

The researcher intervenes to change reality, then observes what happens

  1. Randomized Controlled Trials
  2. Quasi-experimental Designs
66
Q

Cross-sectional study

A
  • Used to help establish relationships, but cannot establish cause and effect
  • Snapshot or cross-section –> must have a representative sample
67
Q

Cohort study

A

Prospective

  • Observational, analytical
  • studies a population and look at exposures and outcomes
  • Determines cause and effect / correlations
68
Q

Case-control study

A

Retrospective

  • Work backward from outcome to a suspected cause
  • Compares a group with a health problem to a group without the health problem
69
Q

Case Study

A
  • Descriptive, observational

- In-depth analysis of an individual, group, or social institution

70
Q

Randomized Control Trial

A
  • Randomized, Control, Intervention
  • Studies groups before and after intervention
  • Baseline vs Outcome
71
Q

Quasi-experimental study

A
  • No random allocation
  • May be controlled or uncontrolled
  • Often used for “natural” experiments (eg mental health appointments after and earthquake)
72
Q

Components Needed to Establish Causality

A
  1. Strong association
  2. Consistency
  3. Biological plausibility
  4. Correct temporal sequence
  5. Dose-response relationship

(Suzie Can’t Bop. Can Dan?)

73
Q

Incidence Rate

A 
# New cases
---------------------
# Persons at risk
74
Q

Prevalence Rate

A 
# Cases (established and new)
---------------------------------------------
# Persons in population
75
Q

Point Prevalence

A

Do you currently have asthma?

76
Q

Period Prevalence

A

Have you had asthma during the last (n) years?

77
Q

Crude Mortality Rate

A

Occurrence of death in the entire population, not due to certain disease

Midyear population

78
Q

Cause-specific Mortality Rate

A

Midyear population

79
Q

Age-specific Mortality Rate

A

Midyear population of age group

80
Q

Proportional Mortality Ratio

A

Total pop. deaths in time period

81
Q

Case Fatality Rate

A 
# deaths from disease
---------------------------------
# cases of disease
82
Q

Screening objectives

A

Primary: Detection of disease in early stages
Secondary: Reduction of cost

83
Q

Types of Screening

A
  1. Mass (entire population)
  2. Selective (specific high-risk populations)
  3. Periodic (small, but well, subgroup of population on regular basis for predictable risks or problems)
84
Q

Advantages of screening

A
  1. Simplicity
  2. Targeted
  3. Options of one-test or multiple-test
  4. Gives health education opportunity
85
Q

Disadvantages of screening

A

Not 100% accurate

86
Q

Implications for False Positives

A

Undue worry, stigma, unnecessary invasive testing and treatment

87
Q

Implications for Flase Negatives

A

Loss of time for early intervention, engagement in risky behavior due to “negative” status

88
Q

Sensitivity

A

Ability of a test to correctly identify the people WITH the condition (true positives)

Poor sensitivity = increased false negatives

89
Q

Specificity

A

Ability of a test to correctly identify the people WITHOUT the condition (true negatives)

Poor specificity = increased false positives

90
Q

Calculation for Sensitivity

A

(True Positives + False Negatives)

91
Q

Calculation for Specificity

A

(True Negatives + False Positives)

92
Q

Principles of Nursing Ethics

A
  1. Autonomy (respect right to make own decision)
  2. Beneficence (compassion, do good)
  3. Non-maleficence (do no harm)
  4. Social justice (uphold fairness and equity)

Community Health (1 decks)

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