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EXAM REVIEW Flashcards

1
Q

incidence vs prevalence

A

incidence- measure of the probability that people without a certain condition will develop that condition over a period of time

prevalence- measures the number of people in a given population who have an existing condition at a given point in time.

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2
Q

crude vs adjusted rate

A

crude- general or summary rates that measure the occurrence of the health problem or condition being investigated in the entire population

adjusted- statistical procedure that removes the effects of differences in the composition of a population, such as age, when comparing one to another

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3
Q

relative risk

A

the ratio of the incidence rate in the exposed group and the incidence rate in nonexposed group

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4
Q

sensitivity vs specificity

A

sensitivity- ability of a test to correctly identify people who have a health problem; the probability of testing positive if the health problem is truly present (true positive)

Specificity- ability of a test to correctly identify people who do not have a health problem; the probability of testing negative if the health problem is truly absent (truly negative)

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5
Q

incidence density

A

use of a person-time denominator in the calculation of rates; a person-day reflects one person at risk for 1 day, and a person-year represents one person at risk for 1 year

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6
Q

case-control study

A

An observational analytic study that enrolls one group of persons with a certain health problem (cases) and a group of persons without the health problem (controls). It compares differences in exposures, behaviors, and other characteristics to identify and quantify associations and develop and test hypotheses

can do chart analysis (retrospective)

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7
Q

descriptive vs analytic research

A

descriptive- study in which information is collected to identify the characteristics of individuals, groups, or situations, and the frequency with which certain phenomena (risks) occur (creates a hypothesis)

analytical- investigation that uses data to determine the role of various factors related to a problem (allows one to create interventions and prove causality) (retrospective and prospective studies)

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8
Q

qualitative vs quantitative research

A

qualitative- open-ended inquiry method that can provide insight into the perceptions, values, opinions, and norms. (word-based: survey, interview)

quantitative- number based data

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9
Q

types of research designs

A
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10
Q

how to calculate rates

A
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11
Q

use of specific rates - describe people, places, times

A

Detailed rates that are calculated using the number of people in the smaller subgroups of the population in the denominator. Often, people are divided into subgroups by age and sex, although any characteristics can be used.

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12
Q

research for community/public health questions

A
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13
Q

primary, secondary, tertiary prevention

A

primary- EDUCATE/PREVENT (before illness/injury present)

secondary- SCREEN (early and active chronic stages of pathogenesis of illness and injury)

tertiary- TREAT (things put into place at the palliation and end stage of disease/injury-MEDICATIONS)

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14
Q

levels of pathogenesis

A

prepathogenis-
early pathogenesis
pathogenesis across time-

prevention efforts are intended to decrease the physical, psychological, and economic costs of chronic, serious illness, as well as physical and emotional challenges

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15
Q

health belief model

A

considers perceived severity, perceived susceptibility, perceived benefits, and perceived challenges

it may be a mild illness BUT if perceived to be a problem then the patient will take action

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16
Q

ecological model

A

all processes occurring within individual people and their environment should be viewed as interdependent ( behavioral changes aren’t just based on the person, but also the environment they live in)

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17
Q

health impact pyramid

A

useful framework for community health nurses when planning health promotion interventions at multiple levels.

While we often think about health education and screening interventions, these require the GREATEST effort on the part of individuals and have the LEAST population impact.

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18
Q

behavior change theories and models

A

assist clients, groups, and communities to redirect activities toward health and wellness (involved “change” which is a tough thing to do

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19
Q

functional, interactive, and critical health literacy

A

BE SIMPLE

use plain words, avoid medical jargon use active voice

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20
Q

health education vs health promotion

A

health literacy, health education, and health promotion are interrelated and collectively work to support health self-care management, effective provider-client communication and collaboration, and community engagement and activism to address the social determinants of health and achieve health equity

health education: component of health promotion that supports the acquisition of knowledge and skills required for self-management of health, informed decision making, and participation in community action

health promotion: seeks to both support individuals to assume responsibility for their own health and to work to create an environment in which they can be successful.

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21
Q

self-management skills for health

A
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22
Q

social determinants of health (SDOH)

A

economic stability
social and community context
neighborhood and built environment
health care access and quality
education access and quality

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23
Q

health disparities and health equity

A

health disparities- differences in health outcomes among different population groups, often based on factors like race, ethnicity, socioeconomic status, or location

health equity- a state where everyone has the opportunity to attain their full potential for health, regardless of their background

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24
Q

social justice

A

fair and equitable distribution of resources, opportunities, and privileges in society, ensuring that everyone has access to basic necessities and a fair chance to thrive

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25
recidivism (with justice-involved populations)
A person relapses into criminal behavior (AFTER) experiencing institutional intervention. due to social injustice- unemployment, drug abuse, SDOH
26
barriers to health equity and possible policy solutions
in discerning community/public health practices the as a nurse, one of the fundamental issues that needs to be faced is the biases and prejudices that can be barriers to understanding the needs of population availability- insufficient number and diversity of formal services and providers; lack of acceptable services and human service infrastructure accessibility- shortages of adequate, appropriate, and affordable transportation; cultural and geographic isolation
27
universal healthcare
US does NOT have it
28
US healthcare paradox (spending vs outcomes)
although the us spends 17% of there GDP there have been no findings to correlate a better healthcare system with the increase in spending compared to other countries,.
29
affordable care act (ACA)
requires people to carry health insurances (widespread gain) fee/penelty for not doing so
30
access, cost, and quality of care
access to care is decreased for rural living
31
global health policy and comparisons
32
impact of politics, policy, and and quality of care
policies: set of principles that govern an action to achieve a given outcome health policies: impact on the health of an individual, a family, and a population/community health policies are intended to solve problems. In most cases, health policies address the cost, quality and access to healthcare services. It is an intervention to address population health problems, including health disparities related to SDOH
33
role of nurses in influencing policy
nurses advance health equity
34
Examples of policy-related health solutions
early childhood care and education unstable housing wealth and income disparities discriminatory practice structural racism
35
healthy people 2030 and 2040 goals
increase quality and years of healthy life eliminate any barriers to accessing care, specifically through health disparities
36
how policy affects health access and equity
shaping the environment in which individuals live, work, and access healthcare influencing health outcomes and exacerbating or reducing health inequities
37
roles of nurses in shaping policy
direct caregivers awareness of patient safety and satisfaction, access to services, clinical outcomes, and health disparities positioned to see the impact of policy on individuals
38
political advocacy for nurses
ANA quality outcomes decrease in cost expanded access major differences to the health of the nation
39
historical events that shaped public health policy
1910s- presidence roosevelt campaigns for universal health care 1930s social security 1965 Medicare (65 and up) and Medicaid (low income coverage) 1997 childrens health insurance program (coverage for children whose parents make to much for Medicaid but to little to carry their own) 210 affordable care act
40
types of disaster (natural and manmade)
natural- wildfire, flood, hurricane, tornado, avalanche, earthquake, tsunami, volcano, thunderstorm, drought human-made- chemical spills, grid outages, cyber attacks, war, genocide, terrorism, deforestation, famine
41
nurses role in disaster planning and response
-Assess the needs of the community - Conduct surveillance for communicable disease and unmet needs - prevent/control spread of disease - maintain communication channels -Organize and manage points of distribution - Provide triage prn - manage behavioral responses to stress -ensure health and safety of self, colleagues and public -document events and interventions
42
disaster drills and preparedness exercises
planning with vulnerability assessment can reduce the impact on the community
43
biological, chemical, and radiologic threats
biological- Category A, B, and C (A is highest priority) smallpox, anthrax, plague, botulism, ebola, tularemia chemical- makes it presence known immediately through observation (explosion) stay or go- high toxicity and short duration (shelter in place) low toxicity and long duration (evacuate) high toxicity and long duration (evacuate in HAZMAT) radiologic- depends on amount of radiation absorbed, the type of radiation, route of exposure, and the length of time exposed to the dose. *fallout- can be carried by the wind and can end up miles from the site of the explosion the (can contaminate anything it lands on)
44
environmental exposures and pathways
Assessing contaminants in the environment Risk assessment- process to determine likelihood of illness after exposure (risk hazard + exposure) exposure pathway- source of contamination, environmental media the and transport mechanisms, point of exposure, route of exposure, and receptor population,
45
environmental justice
belief that no group of people should bear a disproportionate share of negative environmental health consequences regardless of RACE, CULTURE, and INCOME important to consider when looking at the impact of the environment on a community
46
climate change/global environmental health issues
Climate change impacts global environmental health, posing threats to human health and well-being through various mechanisms, including extreme weather events, altered disease patterns, and food and water systems disruptions. CHALLENGES: clean water/sanitation air quality chemical contaminant exposure climate change
47
how infectious diseases are transmitted
agent source portal of exit transmission portal of entry potential host
48
latency and routes of transmission
infectious agent has invaded a host and found conditions hospitable to replicate (replicate before shedding) routes- direct indirect droplet airborne
49
communicable vs healthcare-associated infections
communicable- for a disease to be communicable/contagious there must be a portal of exit from the infected person, a means of transmission, and a portal of entry to a susceptible host (EX- HIV, chicken pox, malaria) healthcare-associated infections- ,
50
herd immunity
a group of people resistant to disease, because a high number of individuals in that group are immune (86-92%) can be reached from exposure and vaccination if high number of inhabitants is immune the ENTIRE population is
51
vaccine-preventable diseases
measles, mumps, rubella, pertussis
52
live vaccines
contain a weakened or modified version of germ that causes disease
53
vaccine hesitancy
occurs when people are unvaccinated for any reason, including those who refuse vaccination
54
contact tracing and outbreak investigation
establishing the existence of an outbreak describing cases by person, place, and time CONTACT TRACING-connect people to form outbreak
55
tuberculosis and contact tracing
a frequent subclinical infection -host does not and will not present symptoms (diagnosed with antibodies) TB screening is the cornerstone for TB prevention in the US
56
waterborne vs foodborne infections
foodborne- norovirus, campylobacter, listeria, nontyphoid salmonella, e. coli (elderly more vulnerable) waterborne- disease associated with drinking/potable water AND waterborne diseases associated with recreational water (lake erie)
57
emerging and re-emerging disease
a newly identified clinically distinct infectious disease or the reappearance (or reemergence) of a KNOWN infectious disease after its decline with an incidence that is increasing in a certain geographic area in a specific population, EX- measles
58
antimicrobrial resistance
Antibiotic stewardship involves coordinated interventions designed to improve and measure the appropriate use of antimicrobials microbial adaption and change have occurred in the rapid evolution of antibiotic resistant pathogens
59
what makes a community (types of communities)
- sharing boundaries/structure - sharing common interests/beliefs - formed by a group of people to address common interests, beliefs, or needs - international or global communities COMMUNITY brings us together and it can be as BIG/SMALL as needed
60
how to access community health
varies depending on the overall purpose of the assessment the plan should include appropriate ways to access and assess data, validate the findings, develop a plan to address challenges, and include a plan to evaluate interventions that are instituted.
61
indicator of community health
mental health is a leading health indicator in the US
62
community assessment frameworks
epidemiologic approach - describing the disease or disability - Determining relationships that can predict health status Geographic information systems - developing testing interventions the community as partner framework uses a systems approach with a focus on partnerships to effect change provides a model or roadmap for the goals of assessment and serve as examples of successful ways to assess communities RETROSPECTIVE historical approach
63
community empowerment
community empowerment in health promotion activities must be emphasized. Community stakeholders need to be involved in all areas of community action including setting priorities, making decisions, and planning, implementing, and evaluating strategies to improve health.
64
logic models and SMART objective for programs
logic models are helpful tools in program planning and evaluation because they assist in the identification of program outcomes. assumptions, challenges, and any gaps in evaluation efforts SMART objectives- specific, measurable, achievable, relevant, and time-bound. Program objectives written in the SMART format help in planning interventions and establishing measurement systems to evaluate programs and outcomes.
65
community health workers and services provided
CHWs frequently do outreach work outside the health facilities in various locations in the community, such as schools or public places such as markers, and have some type of formal, but limited, training for the tasks they are expected to perform building relationships, mutual respect, and trust between the CHWs, community or public health nurses, and other members of the health program team is critical to success
66
funding sources for community programs
sought from government agencies, private foundations, or local services each of these sources has requirements that must be followed when applying for funding.
67
nurses role in changing community conditions
68
family structure and caregiving
69
calgary family assessment and intervention models
functional assessment (where the family is at) -emotional communication -verbal and nonverbal communication -roles -influence -beliefs
70
home visiting programs
family-focused home visiting in community-based maternal-child health family caregivers in need of education and support Disease disease-focused society rather than health promotion
71
cultural competence, awareness, transcultural (cross-cultural) nursing, safety. humility
72
communicating with diverse populations
73
levels and types of health literacy
personal health literacy: degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others organizational health literacy: the degree to which organizations equitably enable individuals to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.
74
promoting health literacy for self-care
low health literacy negatively impacts diabetes knowledge, glycemic control, and self-management increases cost in the healthcare system
75
teaching strategies for low literacy audiences
use simple, clear terms assess understanding and ability invite questions use health literacy universal precautions (make health information easier to understand, provide comprehensions, and reduce difficulty)
76
nursing process in public health (assessment, planning, implementation, evaluation)
can be used when thinking about how the environment affects human health and how health can be protected
77
role of nurses in policy, education, prevention, and surveillance
surveillance- a continual dynamic method for gathering data about the health of the general public for PRIMARY prevention of illness
78
collaboration with community members and interdisciplinary teams
respect for the abilities and appreciation for the contributions of community members and other health and social service professionals active listening is important ABILITY to recognize a problem before it becomes an emergency
79
sustainable development goals (SDGs)
health- a quality, and 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 Solving world hunger can't be done by fast food chains due to the increase in DM2, obesity, and CVD
80
student presentation topics (be familiar with key terms)

community health (16 decks)

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