Health Education and Promotion (7) Flashcards
Health Promotion
the process of enabling people to increase control over, and to improve their health.” (WHO, 1998).
Why are Health Promotion and Community Nursing Important?
- Decrease deaths
- Decrease suffering
- Improve quality of life
- Lower financial costs
- Increase opportunities
Levels of Prevention
1-Primary Prevention: aims to prevent disease or injury before it ever occurs. Provide education, screening, and referrals PRN.
2-Secondary Prevention: screening to identify diseases at the earliest. stages, before the onset of signs and symptoms, through measures such. as mammography and regular blood pressure testing.
3-Tertiary Prevention: rehabilitation and efforts to prevent disease progression after an injury or event has occurred.
Examples of Primary Prevention
- Antepartum clinic: pregnancy, diet, exercise
- Nutrition, growth and development, anticipatory guidance
Examples of Secondary Prevention
- Screening for hypertension
- Mammograms
Examples of Tertiary Prevention
Assisting with medication managements and care of chronic diseases
* Keep in touch with injured employees and monitor recovery, therapy, and services
* After the event of a stroke, physical therapy is a form of rehabilitation and a means of preventing further impairment and disability.
Theories
Health Promotion Through Change
Health Promotion Model
Health Belief Model
Theory of Reasoned Action and Theory of Planned Behavior:
Transtheoretical Model of Change
Health Promotion through Change
- CHN educator: goal of effecting change in people’s behavior
- Changing behavior
- Many different reasons for change
- Attempts and failure several times before success
- Working at some changes possibly lifelong
- Most change on own without special programs
- People are different; what works for one may not work for another
- Change: An imbalance or upset equilibrium requiring adjustments. Process of adopting innovation. Disruptive; generally new roles adopted.
*** Types of Change **
1-Evolutionary: gradual; adjustment on incremental basis
2-Revolutionary: rapid, drastic, threatening type; possible complete upset of balance of system
Transtheoretical Model of Change
- Maintenance can be harder than action itself
- Relapse doesn’t always happen and could occur at any stage
- Easiest way to know where someone is at is to ask
Types of Communication
1-Sending Skills
* Nonverbal Communication: will be working with people from a lot of different cultures and backgrounds; be cognizant of what you are doing – say one thing and mean another.
* Verbal
* Written
2-Core Communication Skills
* Active Listening
* Observing behaviors
3-Interpersonal Skills
* Showing respect
* Empathizing
* Developing trust and rapport
Barriers to Communication
- Selective Perception
- Language Barriers
- Filtering Information
- Visual Impairment
- Hearing Impairment
- Cognitive Impairment
Language Barriers
- Use an interpreter (not family members).
- Speak in simple sentences with a normal tone.
- Demonstrate ideas you wish to convey, as appropriate.
- Be aware of nonverbal communication.
Visual Impairment
- Orient patients to your presence.
- Orient patient to surroundings
- Non-verbal cues may not be noticed
- Speak normally
- Explain reason for touching a patient before doing so
- Indicate when conversation has ended
Hearing Impairment
- Orient patient to your presence
- Speak normally and face the patient
- Don’t chew gum or cover your mouth
- Non-verbal cues are very important
- Demonstrate ideas when possible
- Use sign language interpreter if possible
- Write ideas that can not be otherwise conveyed
Cognitive Impairment
- Maintain eye contact to hold attention.
- Move to a quiet environment to reduce distractions.
- Keep communication simple and concrete.
- Use pictures or drawings when appropriate.
- Avoid open-ended questions.
- Be patient and give the patient time to respond.
Health Education
Health Planning Model - add photo
Community Assessment
1-Needs Assessment
2-Windshield Survey
3-Major Features of a Community
4-Teaching: Learning Principles
5-Planning
6-Materials
7-Tips
8-Health Literacy
Needs Assessment
- Identify aggregate for assessment.
- Engage community in planning the assessment.
- Identify required information.
- Select method of data gathering.
- Develop questionnaire or interview questions.
- Develop procedures for data collection.
- Train data collectors.
- Arrange for a sample representative of the aggregate.
- Conduct needs assessment.
- Tabulate and analyze data.
- Identify needs suggested by data.
- Develop an action plan.
Windshield Survey
1-Select a community
2-Collect data
* Windshield survey
* Other Reputable sources
* Literature review
3-Analyze data
4- Identify concerns and needs
* Prioritize top 3 concerns
5-Develop Nursing diagnosis
* Needs & Concerns
* Summarize the characteristics of the community
6-Review relevant literature
* Determine the top 3 needs and concerns. There MUST be based on the windshield survey, data, and literature
7-Nursing Diagnosis
Major Features of a Community
Aggregate of people: The “who”: personal characteristics and risks
Location in space and time: The “where” and “when”: physical location frequently delineated by boundaries and influenced by the passage of time
Social system: The “why” and “how”: interrelationships of aggregates fulfilling community functions
Teaching: Learning Principles
- Client readiness
- Client perceptions
- Educational environment
- Client participation
- Subject relevance
- Client satisfaction
- Client application
Planning
1-Formats
* Lecture
* Discussion
* Demonstration
* Role-playing
2-Consider
* Context
* Audience
* Complexity of Content
* Culture
Tips
- Set realistic goals and objectives
- Limit the number of concepts
- Use plain, clear, and concise language
- Give examples
Health Literacy
empowerment, having access to information, knowledge, and innovations. Important for social, economic, and health development; key public health issue in the delivery of effective, safe health care. Calls for development of national policies and programs and intervention tools by community practitioners.
