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COMMUNITY AND PUBLIC HEALTH LABORATORY > HEALTH EDUCATION AND PROMOTION > Flashcards

HEALTH EDUCATION AND PROMOTION Flashcards

1
Q

a process that bridges the gap between health information and health practice

A

health education

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2
Q

process of enabling people to increase their control over, and to improve their health

A

health promotion

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3
Q

5 action areas of health education and promotion

A

building health public policy
creating supportive environments
strengthening community action
reorienting health services
developing skills

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4
Q

area of health promotion that deals with the implementation of policies by the government and organizations that support health promotion and disease prevention initiatives

A

building health public policy

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5
Q

creating safe and accessible spaces for physical activity, reducing environmental pollution, and fostering supportive social networks

A

creating supportive environments

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6
Q

involves legislations, regulations, and guidelines that aim to improve public health outcomes

A

building health public policy

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7
Q

environments refer to both physical and social that promote health and well-being

A

creating supportive environments

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8
Q

empowering communities to take collective action to address health issues through education, advocacy, and collaboration

A

strengthening community action

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9
Q

shifting healthcare systems towards preventive and holistic approaches focusing on wellness rather than just treating illnesses

A

reorienting health services

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10
Q

equip individuals with knowledge and tools to make healthy choices including education and nutrition, exercise, and stress management

A

developing skills

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11
Q

models in health education and promotion

A

precede-proceed model
PATCH model
MATCH model
APEXPH model
PEN-3 model

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12
Q

this part of the precede-proceed aims to generate objectives

A

precede phase

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13
Q

phases of the precede phase

A

social assessment and situational analysis
epidemiological assessment
educational/ecological assessment
intervention analysis and administrative and policy assessment

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14
Q

phase of precede phase that is the evaluation of current quality of life of the target population

A

social assessment and situational analysis

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15
Q

phase of precede phase that identifies health issues and determinants that cause the health problem

A

epidemiological assessment

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16
Q

5Ds

A

death
disease
disability
discomfort
dissatisfaction

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17
Q

3rd phase of precede phase, categories of factors

A

predisposing factors
enabling factors
reinforcing factors

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18
Q

antecedents of behavior change that provide rationale or motivation for the behavior

A

predisposing factors (beliefs, values, knowledge, attitudes, health education, health literacy)

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19
Q

antecedents of behavioral or environmental change that allow a motivation or environmental policy to be realized

A

enabling factors (availability, accessibility, affordability of resources, and laws/policies)

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20
Q

factors following a behavior that provide the continuing reward or incentive for the persistence or repetition of the behavior

A

reinforcing factors (social reinforcements, positive/negative feedback from family members/friends/ healthcare providers)

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21
Q

2 aspects of the 4th phase of precede phase

A

intervention alignment
administrative and policy assessment

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22
Q

this aspect should match with each objective to create logical choices of actions

A

intervention alignment

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23
Q

aspect conducted to avoid implementation problems

A

administrative and policy assessment

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24
Q

proceed phase, phases

A

implementation
process evaluation
impact evaluation
outcome evaluation

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25
Q

proceed phase where: “select and implement a health promotion program that is suitable for the target population/community based on the information collected from the precede phase”

A

implementation

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26
Q

proceed phase and type of evaluation that measures the extent to which a program is delivered as it was conceptualized

A

process evaluation

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27
Q

proceed phase that is an assessment of the immediate or short term impact of a health program

A

impact evaluation

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28
Q

proceed phase that is an assessment of the long term impact of a health program

A

outcome evaluation

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29
Q

PATCH meaning

A

Planned Approach to Community Health (model)

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30
Q

PATCH model was developed by ______ in ______

A

CDC; 1970s

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31
Q

PATCH model was released for use in _______

A

1983

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32
Q

PATCH model is how many steps

A

5-step model

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33
Q

this health promotion model that is not only a program planning model to help communities plan, implement, and evaluate health promotion programs but also a means of creating partnerships among federal, state, and local health agencies

A

PATCH model

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34
Q

3 basic concepts of PATCH model

A

diffusion of effective strategies
local ownership
vertical and horizontal networks

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35
Q

concepts of PATCH model that creates a practical tool whereby successful interventions strategies can be described and shared among local health departments

A

diffusion of effective strategies

36
Q

concept of PATCH model where community members should be involved in the program planning process, they should take ownership at the grassroots level

A

local ownership

37
Q

this type of network connects the local health departments with state and federal agencies

A

vertical network system

38
Q

this this type of network connects the local health departments with other health departments

A

horizontal network system

39
Q

5 steps of PATCH model

A

Mobilizing the community
Collecting and organizing data
Choosing health priorities and target groups
Choosing and conducting interventions
Evaluating the PATCH process and interventions

40
Q

this step of the PATCH model refers to the active recruitment of the representatives from the target community to get involved with the planning process

A

mobilizing the community

41
Q

this step of the PATCH model involves the 5 working groups

A

collecting and organizing data

42
Q

5 working groups in PATCH model

A

mortality and morbidity data group
behavioral data group
community opinion data group
public relations data group
evaluation data group

43
Q

this step of the PATCH model is where the community group will analyze social, economic, political, and environmental factors that affect individual behavior; where priorities are identified

A

choosing health priorities and target groups

44
Q

this step of the PATCH model is where the evaluation of resources, policies, environmental measures, and existing interventions to be developed and implemented takes place

A

choosing and conducting interventions

45
Q

this is to monitor and assess progress achieved during 5 phases of PATCH

A

evaluating PATCH process and interventions

46
Q

MATCH meaning

A

multi-level approach to community health (model)

47
Q

MATCH model was introduced by _______________, ________________, and ________________ in the _________

A

Simons-Morton, Greene, and Gottlieb; 1980s

48
Q

type of health promotion model that incorporates findings from needs assessments, literature reviews, theory, and logic into successful programs

A

MATCH model

49
Q

type of health promotion model that places the health educator at the center of the planning

A

MATCH model

50
Q

important concepts of MATCH model

A

incorporates ecological model
explicitly integrates theory with planning

51
Q

concept of MATCH that includes all levels of the ecological model (intrapersonal, interpersonal, organizational, community, physical environment, and public policy factors that affect health)

A

incorporates the ecological model

52
Q

how many steps is the MATCH model

A

5-step planning model

53
Q

5 steps of MATCH model

A

Selection of Health and Behavioral Goals
Intervention Planning
Program Development
Program Implementation
Evaluation

54
Q

what is selected and identified in the first step of the MATCH model

A

select at-risk target population and health status goals, and identify health benefits and environmental goals

55
Q

what do we select and identify in the 2nd step of the MATCH model

A

select intervention objectives, intervention channel, approach, theory, strategy, and methods, and identify targets of intervention

56
Q

this MATCH model step involves the creation of program components and development of intervention, protocol, curriculum, manual, or guide

A

program development

57
Q

step of the MATCH model that facilitates adoption, implementation, and maintenance

A

program implementation

58
Q

step of the MATCH model that conducts the process evaluation

A

evaluation

59
Q

APEXPH meaning

A

Assessment Protocol for Excellence in Public Health (model)

60
Q

this developed the APEXPH model in the 1980s with funding from the CDC

A

National Association of County and City Health Officials (NACCHO)

61
Q

how many steps ang APEXPH model

A

3-step model

62
Q

this type of health promotion model is designed for local health departments to use to voluntarily assess and improve their capacity in order to lead their communities toward improved health status

A

APEXPH model

63
Q

4 unique features of the APEXPH model

A

self-assessment tool
leads an applied plan of action
focuses on the local health department
fits local situations and resources

64
Q

3 step of the APEXPH model

A

Organizational Capacity Assessment
Community Process
Completing the Cycle

65
Q

focuses on organizational performance and aims to evaluate what the organization is capable of achieving in the future steps. this is where the action plan is made

A

organizational capacity assessment

66
Q

this step of the APEXPH model strengthens the partnerships of local health departments and its community in addressing the communities public health problems

A

community process

67
Q

this step of the APEXPH model is intended to be a cooperative endeavor among the local health department staff and key community members who together act as a community advisory committee

A

community process

68
Q

this step of the APEXPH model describes the activities that are necessary to ensure that the plans developed are effectively accomplished

A

Completing the cycle

69
Q

this steps pf the APEXPH model is associated with the institutionalization of the 3 core functions

A

completing the cycle

70
Q

health promotion model developed by Collins O. Airhihenbuwa and was first introduced in 1989

A

PEN-3 model

71
Q

a 3D health promotion model that addresses cultural identity, cultural empowerment and relationships and expectations (these 4 are interdependent on each other)

A

PEN-3 model

72
Q

3 phases of PEN-3 model

A

cultural identity
relationships and expectations
cultural empowerment

73
Q

this PEN-3 model phase is where the planners must decide whether the health education effort is directed toward an individual or to extended families or communities

A

cultural identity

74
Q

this PEN-3 model phase is where the planner will collect data by surveys/interview and identify the beliefs and practices related to perceptions, enablers, and nurturers

A

relationships and expectations

75
Q

this PEN-3 model phase entails classifying beliefs into 3 categories

A

positive
existential
negative

76
Q

health education should be committed to be improving the health of every individual

A

person

77
Q

health education is directed not only toward the person’s immediate family but also their extended family or kin group

A

extended family

78
Q

the health education should be directed toward improving health in neighborhoods and communities

A

neighborhood

79
Q

beliefs, attitudes, knowledge, and values in a cultural context can assist or inhibit an individual’s, family’s, or community’s motivation to change health behavior

A

perceptions

80
Q

cultural, societal, systematic, structural resources can facilitate or hinder the process of behavior change

A

enablers

81
Q

people close to the targeted individual can nurture or reinforce the enactment of positive or negative behavior change (these are influencers)

A

nurturers

82
Q

these are the positive perceptions, enablers, and nurturers; helps the person/family to engage in health practices

A

positive

83
Q

consist of practices that are neither good nor bad and thus do not need to be changed; cultural beliefs and practices that are unique to a particular culture and have no harmful effects on health

A

existential

84
Q

these are the negative perception, enablers, and nurturers that help the person/family/ community to engage in negative health practices that impair health

A

negative

85
Q

4 steps of PEN-3 model

A
  1. The planners decide whether the health education effort is directed toward individuals, extended families, or communities
  2. Collection of data and identifying the beliefs and practices related to perceptions, enablers, and nurturers
  3. Classifying beliefs into 3 categories
  4. Select the appropriate health education strategies

COMMUNITY AND PUBLIC HEALTH LABORATORY (4 decks)

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