Exam 2 Flashcards
Health
a quality, an ability to adapt to change, or a resource
to help cope with challenges and processes of daily living
Well-being
a subjective perception of full functional ability as a human being
What are the ten key components of public health practice
that are central to keeping populations healthy and safe
- Preventing epidemics (stresssing important of hand washing, social distanceing, wearing a mask (covid))
- Protecting the environment, workplaces, and sources of food and water (we have occupational nurses, school nurses, environmental nurses )
- Promoting health behavior
- Monitoring the health status of the population ( by looking at demographics, look at census , birth and death certificates )
- Mobilizing community resources into service ( if there is a sort of disaster, we have to see what resources we have, who do we have to call outl MRCs are contacted and see which type of people goes to which areas )
- Responding to disasters
- Assuring the public that there are trained personnel to assist
them and that there is access to areas for health care - Reaching out to those at high risk (many people in the community dont know they are at high risks; reach out to those people )
- Researching risk, disease acquisition, and ways to prevent
injury through interventions - Influencing policy to acquire resources to effect change (there are school nurses in Long Beach and they were very involve with kids with asthma; …nurses are involved with the policy)
Cognitive Domain
Involves the mind and thinking process
when you are working with somone, you bring them through the different levels
The six categories under this domain are :Knowledge, comprehensive, application, analysis, synthesis, , evaluation
Knowledge
Is one of the cognitive domains; it’s the simpliest; lowest level of learning.
Verbs- recall,define, repeat, list, name
E.g., working with an asthmatic child; & they list triggers
/
the ability to recall data and/or information.
Example: A child recites the English alphabet.
Comprehension
combines remembering and understanding. Verbs- describe, discuss, explain,
identify, report
where they remeber and understand… their goal and describe how they feel when exposed to a asthma trigger
Application
understands and applies material, transfers into practice.
Verbs- practice, apply, use,
demonstrate, illustrate
when you apply this material
Analysis
break down the material into parts, understands the relationship between the parts.
Verbs- compare, differentiate, contrast,
debate, question, examine
describe how you would feel if you go to the gym w.o medicating (inhaler) before you go to exercise . How would you feel when you medicated prior to exercise
Synthesis
break down and understand the elements and form elements into a new whole, develop own solution.
Verbs- prepare, compose, design, formulate, create, organize
understanding a whole new solution
◦ One of the verbs is formulating a plan on how you are going to premeditate
Evaluation
judge usefulness of new material and compare to goal or criteria. Verbs- measure, judge, rate, choose, estimate
no matter what you are doing, you are going to measure your evaluation of the work that is being done
◦ Is it helpful or useful?
◦ E.g., measure the amount of time you were able to run on the treadmill
‣ If you premeditated vs. if you did not
Affective Domain
Learning occurs, involves emotion, feelings, or affect.
Nurse- influence what client values and feels (what the client feels and values the nurse has to take those things into account that is learn developed over time)
Attitude and values are learned, developed gradually
Molded by family, friends, peers, experiences (When you learn something—-is it molded by family / friends; what kind of experiences you had )
Imitation and conditioning
Difficult to change
Imitation and conditioning, role models
Takes patience
Need reinforcement
So all of these…. Things are very difficult to change; so for that nurse to make these changes, you need to be supportive & offer encouragement
Affective domain—how does one approach learning?
Look at slide for visual
Psychomotor Domain
to see how somone can do a skill ; varied the way children learn; practice is key
• Visible and demonstrative
• Neuromuscular coordination
• Range from simple to complex
• Assessment to move to higher level
1. Learner must be capable of skill
2. Learner must have a sensory image of how to perform skill
3. Learner must practice skill
◦ With adult: cant say im giving you injection, and when you go home you can do it; obviously they wont Earle to do that ◦ We have to teach and practice the skill; not everyone is able to do every skill; the learner must have the ability, they must have an image to do it and that opportunity to practice ‣ Some people are very illiterate; so becarefule; when you are teaching and that return demonstartion is huge, another thing you could do is have the client teach a family member to see if they really get it • Psychomotor can be good when teaching new parents how to change a diaper ; or giving meds ◦ - who is actually teaching the client how to use the inhaler?- is the doctor or pharmacist doing it?— most people are just getting the order and thats it ◦ If there is no improvement in their health, stop and ask how they are taking their meds
Behavioral Learning Theory
Skinner, Pavlov
learning is a behavioral
change, a response to a certain stimuli
if encouraging and giving positive reinforcent, hopefully they continue to move forward
Cognitive Learning Theory
Piaget
go from step from step
orderly, sequential, and interactive.
Gestalt- people are not good or bad, interact with environment
Social Learning Theory
Bandura
focus on the learner and need that role model
/
focus on learner, benefit from role
models-A behavior change model that considers environmental influences, personal factors, and behavior as key components to change
Humanistic Learning Theory
(Maslow, Rogers)
satisfy basic needs before
can move on
/
have to satisfy someone’s basic needs before they move on
◦ I cant talk to a pt that is going to happen 3 years from now if right now r they cat supply their own food or not in housing; they are not going to worry about whats going to happen to their diabetes 3 years from now
Knowles’ Adult Learning Theory
self directed, experience, focused on social
and occupational role, problem-centered time perspective
/
when you talk to adults; they need to focus on a need to know basis
◦ E.g.., right now you are taking notes and you want to know if this is on the test
Adults need to know why they need to learn something
Health Belief Model
A health teaching model that is useful in explaining the behaviors and
actions taken by people to prevent injury and illness. Readiness to act depends on:
• Perceived susceptibility of condition
• Perceived seriousness of condition
• Perceived benefit of taking action
• Barriers to taking action
• Cues to action
• Self-efficacy
/
How do we teach?
Think about how people are behaving and what types of actions are they ready to take; we want to keep people healthy, prevent illness & injuries; why are some people ready to act and others are not?— a big peice of this is to look at the person
◦ Do they perceive that they are susceptible of this disease; do they see it serious or no and they see any benefit of taking action? Do they have barriers of taking action? ◦ We tell people ok they have diabetes—- if they don’t we it a serious or they dont think they have it ‣ E.g. a pt has DM they eat sugars and drink Diet Pepsi; ◦ What are the barriers of taking action?— maybe financial; ‣ It is very expensive to eat healthy; its cheaper to eat junk food ‣ Is there self efficacy?
Pender’s Health Promotion Model
A health teaching model that:
• Focus on predicting behaviors that influence health promotion
• Includes interpersonal influences of others
• Awareness of characteristics, experiences, comprehension
/
Healthy lifestyle through holistic approach
How do we stop illness before it happens?— we wanna focus on wellness instead of just the abscence of the disease; we need to look at outside influences
How is that making an impact on someone’s health?
Are the interventions working?
We have to look at the person, environment, health and illness; and how does nursing plays a part in this
We need to see their readiness to learn
E.g., prediabetic, wee need to teach them health foods, potion control, exercise
When you are teaching, think of the level the pt is is coming from; dont talk above them or below them either
◦ E.g., show them a healthy plate
What are the Bariers to learning?
Educator & Learner
• Educator
– public speaking
– Not credible
– Not experienced- reading, timing, questions
There are different ways people learn; sometimes its not alway the person—it could be he educator.
◦ If the educator is not comfortable speaking in a group, thats gonna come across or has no experience, that is going o make the learner uncomfortable & if somone is speaking to you, and says not having can be implanted by the enthusiasm and the involment of the providers..are you going to listen?
‣ Have more of a conversation, be open and be available for questions, that’ll make a difference
• Learner
– Literacy
– Motivation-
-Why? Can I? Feel? (build on knowledge, confidence, opportunity to use skills)—What is the motivation: how do they feel about making those changes? Are they seeing barriers? Are they seeing and sort of benefit?
dont Mae the mistake that somone who speaks English that they can read and write in English, find out what language they are comfortable to get educated in
◦ Look at health literacy
‣ Health literacy is different from literacy (regular reading and writing)
• There is a significant link btwn those with low literacy and those that have trouble reading and writing and those that are not proficient in English
‣ when somone is not familiar with disease, healthcare sytem, cultural review — that makes a difference;
• Stress and anxiety makes a difference and effects the person’s learning ability.
• We need to train about these things when dealing with these patients, dont use medical jargon, speak in short hand
TEACH
• Tune in, listen before you start
• Edit information, necessary info first
• Act on each teaching moment
• Clarify often
• Honor client as partner
Which group has the perceived need to change?
Often seen in higher socioeconomic status
What are the teaching methods and materials?
Lecture, discussion , demonstration, role-playing, visuals, casual conversation, culturally appropriate, teach by example, special needs
Lecture
large group, formal, passive learning environment
/
I’m talking you are listening
Discussion
2 way, discuss, question, role play, feedback
Its more fun
Demonstration
used for psychomotor skills, explain, discuss,
demonstrate
Role-playing
Do not push people to join in
/
if you decide to use this, never push somone in; encourage them only not push
When in large groups how do you set it up?
think about setting up rules; what type of discipline would you have? How can you have equal participation …ride range of needs and ability, might have limited space and material
Break out. Into small groups to have people to speak and not lose their voice in that crowd
Visuals
PowerPoint, video, posters, pictures, chalkboard, charts, flyers, pamphlets…
Special needs
language, behavioral issue, visual and hearing impairment, LD
What are Children’s Health and Major Public Health Issues
• Obesity
• Injuries and accidents
• Developmental considerations
• Injury and accident prevention
• Child maltreatment
• Alteration of behavior and mental health problems
• Acute illnesses
• Chronic health conditions
What are the Target Areas for Prevention
In Children’s Health ?
• Acute illnesses
• Smoking
• Nutrition
• Immunizations
• Environmental health
What are the teenage female (12-18) health issues/problems?
• Menarche
• Growth and development
• Balance independence
• Feminine hygiene
• STDs
• Prevention of pregnancy
• Healthy life style- diet, exercise, smoking
Teenage female we are looking at their first time getting their period, its a big deal for them; need them to understand feminine hygiene, prevent pregnancy, we need to discuss STDs
This is a hard time for them becaus they are growing and developing; if far behind or shed, they will be self conscious
We want them to understand the importance of a healthy lifestyle ; talk to them about diet, exercise and smoking
What are the young adult female (18-35) health issues/problems?
• Choosing significant other
• Life work
• Plan for children
• Positive health practices
• Develop life’s philosophy
This is where there are looking for taht significant other, planning for life work and children, with that it is important to know about car safety tips —do they understand how important it is that their car seat is place properly in their car
All children. Under age 2, must be rear safet car seat,
Talk to them about positive health practices
What are the adult female (35-65) health issues/problems?
Already established
Can make choices r/t chronic illness
Menopause
Hormone replacement
Heart disease- #1 killer, different symptoms
Cancer- 2nd leading cause of death (trachea, bronchus, lung, colon,
rectum, anus, breast)
Chronic- substance abuse, eating disorders, chronic fatigue
They have made their choices deciding on what they want to do
Facing menopause
◦ Creates a lot of changes in body and the vaginal, urinary tract, cardiovascular system, issues with bone density
◦ Need to be doing weight bearing exercises, increases vitamin D, changes in libido, sleep pattern., memory and emotions
◦ C/o hot flashes
• usually see high cholesterol, HTN, obesity , diabetes, smoking, inactivity, depression , broken heart syndrome, complications with pregnancy,
• osteoporosis (increase vit d and calcium ;
◦ exposure to sunlight for 20mins a day), exercise and need weight bearing (walking, weight limiting, climbing stairs ) limit alcohol consumption
◦ Need to be proactive
• Often women of color have poorer health; because of decrease access to healthcare, preventative services and inadequate insurance
What are the Sxs of a heart disease in women?
of arms, n/v, sweating, lightheaded, extreme fatigue, SOB… many times women are ignored and told they are just stress, you have a family, and busy ..describe as chest pressure, some women have a blockage, and it is the small arteries called “small vessel heart disease”
What are the mature adult female (65-85) health issues/problems?
• Outnumber men
• Fixed income
• Cope with loss
• Find meaning in life
• Support- family, friends, spiritual
• Satisfied with life, few regrets
• Hopefully statisfied with life and few regrets
• They have lots of chronic illness and — the nurse needs to encourage preventative services and management of their chronic illness
What are the expert adult female (85 and older) health issues/problems?
• Safety and housing r/t falls—Donating money, writing checks, letting people in their house when they shouldn’t
• Osteoporosis
• Trusting and gullible
• Senses decrease
• Live alone- outlived spouse
• Health change
• Housing change
Loss of tastebuds: talk to them about safe seasoning and cooking; we dont want the over salting
Sense of touch is diminishing: dues to diabetes, stroke, Parkinson’s, and higher increase of pressure ulcers, hypothermia, they can get burns from getting in bath water that is too hot, loss of smell, diminished security of olfactory nerve, they had loss of smell and taste sensation
GI tract; issues with bladder tone, and capacity so issues with incontinence, respiratory decrease, elasticy of lung
Decrease of ventilation
The skin thins; we have atrophy of the sweat glands
So for the nurse we think about skin breakdown and easy injury and the sweat glands, we have increase of heat stroke because they are not sweating to cool down
Ethical and Legal Issues and Legislation for Older Adults
• Decision making
– Assessment of the ability of the client to make
decisions
– Appropriate surrogate decision maker
– Disclosure of information to make informed
decisions
– Level of care needed on the basis of function
– Termination of treatment at the end of life
• National Center on Elder Abuse
/
Are they able to make their own decisions? Have they decided who they are going to have them speak for them… have they let their needs be known
What point to do we terminate treatment
We have to be concern with elder abuse (physical, mental or financial)
What are the 4 I’s of chronic conditions in older adults?
Intellectual impairment
Immobility
Instability
Incontinence
Iatrogenic drug reactions (e.g., adverse drug reaction)
What are examples of intellectual impairment?
Dementia
Depression
Delirium
Vision in older adults
• Age-related changes in vision usually begin in midlife, then
tend to stabilize until around age 70 or 80 when further
visual changes occur.
• About 95% of individuals over 70 years of age develop
cataracts or some other form of vision loss.
• Although older individuals can compensate environmentally for many of these changes by increasing illumination, reducing glare, using large, clear visual images, and using
higher contrasts between foreground and background materials, they are more likely to experience problems with
daily tasks.
/
Visual acuity decreases, their color discrimination is less acute. Pupil size is constricted, ability decreases, peripheral vision dimension, lens becomes yellow and predisposes them to cataracts; there are at high risk glacoma and increse intraocular pressure
Hearing in older adults
Changes in acoustic acuity begin at midlife.
• (60-70) reduced ability to hear low intensity and high frequency sounds pose significant problems for over 1/3 of older individuals.
• Presbycusis, or high-frequency loss, makes it difficult to distinguish consonants and understand verbal messages.
“That’s the wrong way” may be interpreted as “That’s the
long way.” • Use a low-pitched voice and speak slowly. Rephrase your
sentence. • Avoid background noise and make sure that your face is in
clear view of the listener (to enable lip reading).
Smell & taste in older adults
• Reduced olfactory function puts older individuals at risk for succumbing to noxious
substances in their environment such as leaking gas or spoiled food as well as poor
nutrition.
• Taste sensation shows only minor changes in late adulthood. The ability to taste
salt appears to be moderately diminished, while detection of sweet, sour, and
bitter flavors remains relatively unimpaired.
• Dental disease, poor oral hygiene, and some medicines can alter the ability to
taste.
/
Poor oral hygiene and some of the medications dry their mouth ; they need better dental hygiene
They lose pleasure from eating because it didnt taste like it did; not quite the same
What are the teenage males (12- 18) health issues/problems?
• Strive for independence
• Sexual experimentation: straight/gay
• Puberty (10-13)
• Body image
• Risk for testicular cancer
• STDs • Substance abuse
• Driving- Alcohol
– Texting and driving
– Texting
/
Regardless males and females; injuries are the #1 causes of death ; MVA leading causes of death in children and teens
No alcohol and driving
List unintentional injuries
MVA, firearms, poisoning, suffocation, falls, fires, drowning
Public health- saves lives and billions of dollars in health costs
– Car seat
– Bicycle helmet
– Smoke detector
– Poison control center
What are the young adult male (18-35) health issues/problems?
• Finding career
• Healthy lifestyle- exercise, food, rest, work
• 2 major killers- heart disease and cancer • Monogamy? Safe sex?
• STDs
• Substance abuse
• Birth control
• Few interactions with health care
/
Hopefully develop a healthy lifestyle
Are they finding time to rest and exercise
The two major killers: heart disease & cancer
Are they haveing safe sex? Or in a monogamy?
What type of birth control they are going to use
This is the time where many men dont see a healath care provider at any regular time frames;
What are the Adult Male (35-65) health issues/problems?
• Sandwich generation
• Midlife crisis
• Retirement
• Chronic health problems emerge
• Promote cardiac health, prevent cancer
• Sexual health- prostate, ED
/
The adult male … this is the sand which generation because they are taking care of their kids and their elder parents; so they are sand which stick in between there
Face midlife crisis
Time for them to retir
ED: this is the one time men will make their doctor appointment
What are the mature adult male (65 and older) health issues/problems?
• Retirement- loss of income, status
• Chronic disease
• Depression- loss of loved ones
• Health promotion- flu, pneumonia, HTN
At this point, they are retiring, they have that loss of income, loss of status with something they decided on their own or they forced to retire
Major Health Issues and Chronic Disease Management of Adults
• Health status indicators
• Chronic disease
– Cardiovascular disease
– Hypertension
– Stroke
– Diabetes
– Mental Illness
– Cancer
– Weight control
Who has Health Disparities Among Special Groups of Adults
• Adults of color
• Incarcerated adults
• Lesbian/gay adults
• Adults with physical and mental disabilities
• Frail older adults
What are the community care settings for older adults?
– Senior centers: come on a daily basis ; keeping the senior social (thats important)
– Adult day health
– Home health and hospice
– Assisted living
– Long-term care and rehabilitation
What is that Americans with Disabilities Act (ADA)?
• Protects the civil liberties of Americans living with disabilities
• Prohibits discrimination on the basis of disability in employment, state and local gov’t, public accommodations, commercial facilities, transportation, and telecommunications.
TLC—meaning
The need for normalcy and certainty
• T- training-need for information, education
• L- leave the situation periodically- Respite care
• C- care for self- sleep, diet, exercise, socialization, financial
• Need for partnership
• Obstacles
– Need for assistive devices
– Welfare reform
– Missed workdays
– Transportation
If you look at the family, they have a need of normalcy , need to get info and partnerships
How we help them move forward
What are the obstacles?
We take for granted opening a jar or stepping off a curb
Advanced Directives
Instructions about a person’s wishes,
goals, values regarding what will be
done in case one becomes incapable of
making decisions
Historical fact about communicable diseases
• By 2000, improved nutrition and sanitation,
vaccines, and antibiotics had put an end to
the epidemics that once ravaged entire
populations.
• As people live longer, chronic diseases
replaced infectious diseases as the leading
causes of death.
Infectious diseases are still ……
The number-one cause of
death worldwide
New killers are emerging, and old familiar diseases
are taking on different, more virulent characteristics
Old disease- more virulent (Old diseases are back
&stronger)
We look at the Epidemiological Triangle of how diseases occurs, but if I was talking about various factors causing disease, I’m not looking at this triangle anymore, I am looking at ____
The web of causation
Because the triangle only show 3 factors (agent, host, & environment)
Epidemiological Triangle— change in the behavior
A change in the behavior of humans—the host
• A change in the behavior of the microbes—the
agent
• A change in the environment
• Things change, right? You think about how the host has changed. Think about people 20, 30 years ago versus people now. How we have changed. Do we move as much? How about our healthy eating? Back then, people cooked, imagine that. I don’t know, I know so many families. I don’t know, if they eat one home cooked meal a week is a lot, because everybody’s so busy. So people are under a lot of stress, little exercise, more smoking,
• Change in microbes; it mutates and changes along the way
What are the six characteristics of Infectious Agent
Infectivity
Pathogenicity
Virulence
Toxicity
Invasiveness
Antigenicity
Infectivity
ability to enter and multiply in the
host
Pathogenicity
Ability to produce specific clinical reaction after infection
Virulence
ability to produce severe pathological reaction
Toxicity
ability to produce a poisonous reaction
Invasiveness
ability to penetrate and spread throughout tissue
Antigenicity
ability to stimulate immunological response
Immunity
Host’s ability to resist a particular
infectious disease-causing agent
• If somebody walks in the room and sneezes, I got that, right? You know it, when you are beat down, this is what happens. So, when you’re feeling your worst, all the more. You have to sleep, you have to eat, you have to hydrate, you have to exercise. Simple little things you can do for yourself to boost your immunity, right?
Cross-immunity
immunity to 1 agent provides immunity to another
Herd
immunity level that is present in the group
Induced Imunity
Using antibodies to resist specific diseases
Active Immunity
Antibodies produced in the person’s body
“I am actively producing antibodies”
Active Immunity (Natural)
Pathogens enter the body in a natural manner
E.g., catching a cold
“I got the flu”
/
- resistance acquired as result of precious exposure (ie: had measles)
Active Immunity (Artificial)
The pathogen is introduced into the body as a vaccine.
E..g., being immunized or vaccinated for polio
Or getting the flu shot/vaccination
/
administration of antigen- produce antibodies (ie: immunization for mumps)
Passive Immunity
Antibodies from another organism enter the person’s body
“Something/Someone gave me the antibodies; I am not making my own”
Passive Immunity (Natural)
Antibodies enter a person in a natural manner
E.g., antibodies cross the placenta into the fetus ; breast milk
/
transfer from immunized individual to non-immunized (ie: mother to baby)
Passive Immunity (Artificial)
Antibodies are injected into a person.
E.g., anti-tetanus injections
/
Occurs immediately but short- lived (ie: immunoglobulin, anti-tetanus injection)
Influence Emergence of New Disease: Societal
economic impoverishment, war, population
growth, migration
/
Things that are really super crowded, how that affects disease, right? Urbanization, we’re really close together, we’re sharing things even if we don’t want to share them.
Influence Emergence of New Disease: Healthcare
transplant, ^antibiotics,
immunosuppression
think of blood transfusions, so medical care, we’re still getting other diseases from it, right?
Look at healthcare, we certainly have the overuse of antibiotics, right? Giving them out way too often, how many people come in? It’s Friday, I can’t be sick this weekend, you just gotta give me something, right?
Influence Emergence of New Disease: Food
Globalization of supply
Food, we can buy food here that was grown elsewhere. Do they have the same type of criteria that we do? Certainly hope so, but who’s guaranteeing that? I don’t know,
Influence Emergence of New Disease: Human Behavior
sexual, drugs, travel, child care
I’m here today, tonight I can be in Spain. So whenever I got here, I’m sick today, I brought it and I just contaminated how many people on the plane,
Influence Emergence of New Disease:Environment
flood, drought, famine, global warming
Influence Emergence of New Disease: Public Health
cut prevention programs
Microbial
drug resistance, virulence
What are the modes of transmission?
Vertical & Horizontal
Vertical
passing from parent to offspring: sperm,
placenta, milk, contact in vaginal canal (HIV,
syphilis)
(Think of a mother giving birth “vertically” whatever the mom has the baby gets)
Horizontal
person to person: indirect/direct contact
(STD, pinworm), common vehicle (Hepatitis A- food,
Hep B-blood), airborne (Legionnaires’, TB), vector-
borne (Lyme- tick, malaria- mosquito)
(Think of a two people standing next to each other and passing something “horizontally”
Vector-borne Diseases
refers to illnesses
for which the infectious agent is
transmitted by a carrier (vector)
E.g.:
Lyme disease
Maleria
Rocky Mountain spotted fever
Zoonoses (animal to human)
Rabies
Infection vs. Disease
Infection = entry, development, multiplication
(HIV); thats where its multiplying
• Disease is a possible outcome of infection (AIDS)
Incubation
time from infection to s/s of disease
Communicable period
can infect others (flu- 3-5
days, Hep B- weeks for symptoms to acute and
chronic phase)
What are the Vaccine preventable diseases
• Measles
• Mumps
• Rubella
• Pertussis
• Influenza
• Polio
• Tetanus
So why are they still here???—Because people are not vaccinated
Polio
Most people who get infected will not have any visible
symptoms.
• About 1 out of 4 people (or 25 out of 100) with will have
flu-like symptoms that can include:
Sore throat
Fever
Tiredness
Nausea
Headache
Stomach pain
Infected person can spread the virus immediately before and after two weeks after symptoms. It can live in infected person’s intestines for many days.
Poliovirus is very contagious and spreads through
person-to-person contact.
Where does the poliovirus live?
It can contaminate food and water in unsanitary conditions.
How is poliovirus spread?
Poliovirus only infects people. It enters the body through
the mouth. It spreads through:
• Contact with the feces (poop) of an infected person
• Less common from sneeze or cough
An infected person can spread the virus to
others immediately before and up to 2 weeks
after symptoms appear.
• The virus can live in an infected person’s intestines for many weeks. It can contaminate food and water in unsanitary conditions.
• People who don’t have symptoms can still pass the virus to others and make them sick.
How to prevent poliovirus?
• Inactivated poliovirus vaccine (IPV) given
as an injection in the leg or arm, depending
on the patient’s age. Only IPV has been
used in the United States since 2000.
However, Oral poliovirus vaccine (OPV) is still used
throughout much of the world; goes into he intestines
What advice should travelers be aware of?
Those traveling outside the U.S. need to be aware of and take
precautions against diseases they may be exposed to; may return to the U.S. with an “unplanned souvenir”; health professionals taking client history need to consider recent travel by the client
• Malaria
• Foodborne and waterborne diseases
• Diarrheal diseases
• Yellow fever
• Hepatitis
It’s cdc.gov forward slash travel. And when you do that, where you’re going, it can tell you prevalent diseases. Do you need to be immunized against anything? Are there any vaccines that you need?
Nosocomial Infection
infections acquired
during hospitalization or developed within the
hospital setting – May involve patients, health care workers, visitors, or anyone who has contact with a hospital
Universal Precautions
procedures to prevent
exposure to blood-borne diseases
