Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

BDS2 PMHP > Health promotion > Flashcards

Health promotion Flashcards

1
Q

how is health protection different from health promotion

A

Health protection - trying to stop the population getting ill

Health promotion - getting them into health lifestyles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is the first phase in health promotion planning

A

an assessment of what a client or population group needs to enable them to become more healthy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

How do you start accumulating background information to start planning health promotion

A
  • epidemiology
  • what is currently avaliable
  • what the group would benefit from
  • information from literature searches, local reports ‘grey literature’
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are the key stages in health promotion planning (Ewles and Simnett, 2003)

A
  1. identify needs and priorities
  2. set aims and objectives
  3. Decide best ways to achieve the aims
  4. Identify resources
  5. Plan evaluation methods
  6. Set an action plan
  7. ACTION - implement your plan including your evaluation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Stage 1 - identify needs and priorities. How do you go about doing this?

A
  • public awareness
  • professional awareness and attitudes
  • work with manufacturers
  • lobby govt for extension to sugar tax
  • working with health professionals
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Stage 2 - set aims and objectives. What is the difference between aims and objectives?
what are some educational objectives?

A

aims - broad goals

objectives - specific and define what participants achieve at end of intervention

  1. knowledge: increase in level of knowledge
  2. affective: change in attitues/ beliefs
  3. behaviours: acquisition of new skills/competencies
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is a guide to setting useful objectives (stage 2)

A

SMART

  • Specific - precise
  • Measurable - easily assessed
  • Appropriate - needs of individual/group
  • Realistic - achievable yet challenging
  • Time-related - timescale to assess changes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Stage 3 - identify appropriate methods for achieving objectives. How could you do this?

A
  • community development
  • mass media
  • professional development
  • social media
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Stage 4 - Identify resources. How do you do this?

A
  • funding the money
  • people’s skills and expertise
  • materials, overheads, staff, facilities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Stage 5 - Plan evaluation methods. How do you do this?

A
  • process
  • impact
  • outcome
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Stage 6 - setting an action plan. How do you do this?

A
  • identify tasks, person responsible for task
  • resources to be used
  • timescale
  • means of evaluation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What does evaluation need to do

A
  • assess results
  • determine whether objectives have been met
  • find out if methods used were appropriate and efficient
  • inform future plans
  • justify decisions to others
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are the 3 E’s of evaluation

A
  • Efficiency (what has been achieved and did the intervention have its intended effect)
  • Effectiveness (to measure its impact and whether it was worthwhile)
  • Economy (cost-effectiveness and time/money)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is process evaluation

A
  • aims to be practical
  • addresses process of programme implementation/dissemination
  • participants’ perceptions/reactions
  • ‘soft’ data often collected, interviews, observations etc
  • tells us about the particular programme and factors responsible for success or failure.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is impact evaluation

A
  • refers to immediate effects, often done at end of a programme
  • use of questionnaires to determine change in behaviour/increase in knowledge
  • ‘hard’ data collected
  • often done as easier to do
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is outcome evaluation

A
  • involves the assessment of longer term effects
  • more difficult to do
  • looks at changes in behaviour a year later
  • reduction in disease etc
  • more costly
  • Preferred method but more difficult to do.
17
Q

What research methods are used in evaluation

A
  • semi-structured interviews
  • observation
  • focus groups
  • self-response surveys
  • interview-based surveys
  • telephone interviews
  • use of both qualitative/quantitative useful
18
Q

Describe health promotion in mass media

A

can be defined as any printed or audio-visual material designed to reach a mass audience.
this includes newspapers, magazines, radio, television, billboards, exhibition displays, posters and leaflets

19
Q

How can mass media be useful

A
  • can raise consciousness, place health on the public agenda
  • convey simple information
  • more effective if it is part of an integrated campaign including elements such as one-to-one advice
  • information is ‘new’ and is seen to be relevant for the viewer
20
Q

What can mass media not do

A
  • convey complex information
  • teach skills
  • shift people’s attitudes, beliefs
  • Message will be ignored if challenges basic beliefs
  • change behaviour in the absence of other enabling factors.
21
Q

How can social media be useful

A

Fast moving field, enormous potential
Evidence base is just emerging
More and more users using social media for health information
Attracts younger, better educated, more in Europe than US

22
Q

What is the key focus of oral health promotion

A

address inequalities

23
Q

what are examples of Oral health promotion programmes

A
  • national smile month (may)
  • no smoking day (march)
  • oral cancer action (nov)
24
Q

aim of childsmile

A

A national programme designed to improve the oral health of children in Scotland and reduce inequalities both in dental health and access to dental services

25
Q

Main components of childsmile

A

Childsmile Core
Childsmile Nursery & School
Childsmile Practice

26
Q

How can we evaluate if childsmile is working

A
  • Complex intervention, uses complex system of evaluation
  • Logic modelling
  • A framework for integrating planning, delivery and evaluation.
  • Always include key activities and outcomes (short and long term).
  • Usually include inputs (resources) and outputs as well as long term impacts.

E.g.

  • Registration with dentist
  • Oral health of 5year olds
  • Hospital admissions for GA tooth extractions
  • Delivery of projects such as assessment of fluoride varnish,
  • Use of personnel such as dental health support worker
27
Q

What is ottawa charter

A

1st conference in health promotion, which still influences the organisation of HP today

28
Q

what are the 5 key areas for action from ottawa charter

A
  1. building healthy public policy
  2. creating supportive environments
  3. strengthening community action
  4. developing personal skills
  5. reorienting health services

BDS2 PMHP (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions