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Community Health > HEALTH PROMOTION/TEACHING > Flashcards

HEALTH PROMOTION/TEACHING Flashcards

Exam 2

1
Q

Health Promotion:
What are they?

A

Interventions that bring populations closer to wellness

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2
Q

Health Promotion:
What do they increase?

A

Increase the span of healthy life for all citizens

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3
Q

Health Promotion:
What do they reduce?

A

Reduce health disparities among population groups

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4
Q

Health Promotion:
What do they achieve?

A

Achieve access to preventive services for everyone

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5
Q

Social Determinants

A

Factors that influence an individual’s ability to maintain good health include social, economic, and physical factors such as:

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6
Q

Social Determinants

Factors that influence an individual’s ability to maintain good health include social, economic, and physical factors such as:

A

Access to social and economic opportunities

Safe housing

Quality education

Clean water, food, and air

Safe workplaces

Equitable social interactions

Adequate community resources

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7
Q

Overarching Goals Healthy People 2030 :

To Attain?

A

Attain healthy, thriving lives and well-being free of preventable disease, disability, injury, and premature death.

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8
Q

Overarching Goals Healthy People 2030 :

To eliminate?

A

Eliminate health disparities, achieve health equity, and attain health literacy to improve the health and well-being of all.

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9
Q

Overarching Goals Healthy People 2030 :

To create?

A

Create social, physical, and economic environments that promote attaining the full potential for health and well-being for all.

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10
Q

Overarching Goals Healthy People 2030 :

To promote?

A

Promote healthy development, healthy behaviors, and well-being across all life stages.

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11
Q

Overarching Goals Healthy People 2030 :

To engage?

A

Engage leadership, key constituents, and the public across multiple sectors to take action and design policies that improve the health and well-being of all

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12
Q

Leading Health Indicators HP 2030 include:

A

Children, adolescents, and adults who use the oral health care system (2+ years)

Consumption of calories from added sugars by persons aged 2 years and over (2+ years)

Drug overdose deaths

Exposure to unhealthy air

Homicides

Responsible sexual behavior

Household food
insecurity and hunger

Persons who are vaccinated annually against seasonal influenza

Persons who know their HIV status (13+ years)

Persons with medical insurance (< 65 years)
Suicides

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13
Q

Levels of Prevention of Health Problems

What is prevention –

A

Minimizing potential disability or impairment by anticipating problems early.

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14
Q

Levels of Prevention of Health Problems

Three levels

A

Primary:

Secondary:

Tertiary:

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15
Q

Levels of Prevention of Health Problems

Three levels: Primary

A

Primary: Efforts to deter illnesses or injuries.

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16
Q

Levels of Prevention of Health Problems

Three levels: Secondary

A

Secondary: Detecting and treating existing diseases

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17
Q

Levels of Prevention of Health Problems

Three levels: Tertiary

A

Tertiary: Reducing the severity of a health problem to restore previous function

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18
Q

Question:

Which activity or activities reflect a community health nurse engaged at the primary prevention level?

A. Teaching handwashing to preschoolers

B. Performing adult diabetic screening

C. Encouraging women to do breast self-examination

D. Helping with a postmastectomy exercise program

A

A. Teaching handwashing to preschoolers

Rationale: An educational program that teaches handwashing to preschoolers is an example of primary prevention. Performing diabetic screening and encouraging breast self-exam are examples of secondary prevention level activities. A postmastectomy exercise program would be an example of a tertiary prevention level activity.

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19
Q

Health Promotion Through Change

CHN educator:

A

CHN educator: Enables changes in behavior

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20
Q

Health Promotion Through Change

Changing behavior: What are reasons for change?

A

Different reasons for change

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21
Q

Health Promotion Through Change

Changing behavior: What occurs before success?

A

Attempts and failure several times before success

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22
Q

Health Promotion Through Change

Changing behavior: How long to work on changes?

A

Working at some changes possibly lifelong

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23
Q

Health Promotion Through Change

Changing behavior: How do most people change?

A

Most people change on their own without special programs

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24
Q

Health Promotion Through Change

Changing behavior:

How are people?

A

People are different; what works for one may not work for another

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25
Q

Definitions and Types of Change:

What is change?

A

An imbalance or upset equilibrium requiring adjustments

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26
Q

Definitions and Types of Change:

Change is a process of what?

A

Process of adopting innovation

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27
Q

Definitions and Types of Change:

How is change?

A

Disruptive; generally new roles adopted

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28
Q

Definitions and Types of Change

Types of change:

A

Evolutionary:

Revolutionary:

Empiric–rational

Normative–reeducative

Power–coercive

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29
Q

Definitions and Types of Change

Types of change: Evolutionary

A

gradual;

adjustment on incremental basis

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30
Q

Definitions and Types of Change

Types of change: Revolutionary

A

rapid, drastic, threatening type; possible complete upset of balance of system

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31
Q

Definitions and Types of Change

Types of change: Empiric–rational

What is it and how are people?

A

Empiric–rational (similar to technostructural, data-based, and communication-related strategies)

People are rational; will adopt new practices that appear to be in their best interest

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32
Q

Definitions and Types of Change

Types of change: Normative–reeducative

What is it and how are people?

A

Normative–reeducative (similar to educational, facilitative, and persuasive strategies)

New information; direct influence on people’s attitudes and behaviors through persuasion

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33
Q

Definitions and Types of Change

Types of change: Power–coercive

What is it and how are people?

A

Power–coercive (similar to coercive strategy)
Use of coercion based on fear

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34
Q

Stages of Change:

Who was it first described by?

A

First described by Kurt Lewin

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35
Q

Stages of Change:

Stages include:

A

Unfreezing

Changing/moving

Refreezing

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36
Q

Stages of Change:

Stages include: Unfreezing

A

Unfreezing (when desire for change develops)

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37
Q

Stages of Change:

Stages include: Changing/moving

A

Changing/moving (when new ideas are accepted and tried out)

38
Q

Stages of Change:

Stages include: Refreezing

A

Refreezing (when the change is integrated and stabilized in practice)

39
Q

Planned Change:

What is it?

A

Purposeful and intentional

Change by design not default

40
Q

Planned Change:

What is the aim?

A

Improvement as the aim for planned community health change

41
Q

Planned Change:

How are accomplishments made?

A

Accomplishment through an influencing agent

42
Q

Stages of Planned Change: 8 steps

A

Recognize symptoms

Diagnose need

Analyze alternative solutions

Select a change

Plan the change

Implement the change

Evaluate the change

Stabilize the change

43
Q

Question:

Which characterizes normative–reeducative strategies for change?

A. Persuasion
B. Coercion
C. Rationality
D. Best interests

A

A. Persuasion

Rationale: The normative–reeducative strategy involves new information that directly influences people’s attitudes and behaviors through persuasion. Empiric–rational strategies are used to effect change based on the assumption that people are rational and when presented with information will adopt new practices that appear to be in their best interest. Power–coercive strategies use coercion based on fear to effect change.

44
Q

Principles for Effecting Positive Change

A

Participation

Resistance to change

Proper timing

Interdependence

Flexibility

Self-understanding

45
Q

Domains of Learning include:

A

Cognitive

Affective

Psychomotor

46
Q

Domains of Learning include:

Cognitive:

A

Cognitive: mind and thinking processes

47
Q

Domains of Learning include:

Cognitive: mind and thinking processes

A

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

48
Q

Domains of Learning include:

Affective:

A

Affective: emotion, feeling, and affect

49
Q

Domains of Learning include:

Psychomotor:

A

Psychomotor: visible demonstration of performance skills requiring some type of neuromuscular coordination

50
Q

Learning Theories include:

A

Social

Humanistic

51
Q

Learning Theories include:

Social learning theory is by:

A

Bandura

52
Q

Learning Theories include:

Social learning theory: What are qualities of this?

A

Coincidental association

Inappropriate generalization

Perceived self-efficacy

53
Q

Learning Theories include:

Humanistic: by who?

A

Abraham Maslow

54
Q

Learning Theories include:

Humanistic: What is it?

A

Hierarchy of human needs

55
Q

Learning Theories include:

Humanistic: Hierarchy of human needs

A

Physiologic

safety and security

love and sense of belonging

self-esteem

self-actualization

56
Q

Adult Learners

Characteristics of adults with implications for learning

A

Self-directed

Life experience

Readiness to learn

Problem-centered time perspective

57
Q

Health Teaching Models

include:

A

Health Belief Model (HBM)

Pender’s Health Promotion Model (HPM), revised

PRECEDE and PROCEED Models

58
Q

Health Teaching Models

Health Belief Model (HBM):

A

Readiness to act on behalf of a person’s own health predicated on six concepts (perceived susceptibility, perceived seriousness, perceived benefits of action, barriers to taking action, cues to action, and self-efficacy)

59
Q

Health Teaching Models

Health Belief Model (HBM):

Readiness to act on behalf of a person’s own health predicated on six concepts- including

A

(perceived susceptibility, perceived seriousness, perceived benefits of action, barriers to taking action, cues to action, and self-efficacy)

60
Q

Health Teaching Models

Pender’s Health Promotion Model (HPM), revised

What does it include?

A

Individual characteristics and experiences

Behavior-specific cognitions

Behavior outcomes

61
Q

Health Teaching Models

PRECEDE and PROCEED Models

What is included in PRECEDE?

A

Predisposing,

Reinforcing, and

Enabling Constructs in

Educational/Ecological

Diagnosis and Evaluation

62
Q

Health Teaching Models

PRECEDE and PROCEED Models

What is included in PROCEED?

A

Policy,

Regulatory, and

Organizational Constructs for

Educational and

Environmental Development

63
Q

Question

Which health teaching model explains the behaviors and actions taken by people to prevent illness and injury?

A. Health Belief Model (HBM)

B. Health Promotion Model (HPM)

C. PRECEDE model

A

A. Health Belief Model (HBM)

Rationale: The HBM is useful for explaining the behaviors and actions taken by people to prevent illness and injury.

The HPM includes three general areas: individual characteristics and experiences, behavior-specific cognitions, and behavioral outcomes.

The PRECEDE model involves social, epidemiological, and education/ecological assessments followed by administrative and policy assessment and intervention alignment, and implementation.

64
Q

Teaching–Learning Principles include:

A

Client readiness

Client application

Client satisfaction

Subject Relevance

Client participation

Educational environment

Client perceptions

65
Q

Teaching Methods and Materials

How can teaching be?

A

Formal or informal, planned or unplanned

66
Q

Teaching Methods and Materials

Methods:

A

Lecture

Discussion

Demonstration

Role-playing

67
Q

Teaching Methods and Materials

Materials include:

A

Materials (visual images, anatomic models, equipment, printed support materials, examples)

68
Q

Teaching Methods and Materials

How should materials be?

A

Content, complexity, reading level, culturally appropriate

69
Q

Teaching Plan Considerations:

Teaching in community health nursing-

A

Teaching in community health nursing is the facilitation of learning that leads to behavioral change in the client.

70
Q

Teaching Plan Considerations:

Ideally, when is this done?

A

Ideally, this is done at the primary level of prevention.

However, much of the nurse’s work is done at the secondary and tertiary levels.

71
Q

Clients with Special Learning Needs

What can it include?

A

Cultural or language differences

Hearing impairments

Developmental delays

Memory losses

Visual perception distortions

Problems with fine or gross motor skills

Distracting personality characteristics

Demonstrations of stress or emotions

72
Q

Question

Is the following statement true or false?

Assessment and diagnosis is the first step in the teaching process.

A

False

Rationale: The first step in the teaching process is interaction, establishing basic communication patterns between clients and nurse. Assessment and diagnosis follows.

73
Q

Planning for Community Change

What could be included:

A

Health impact pyramid

Health equity and social justice

Lewin’s change theory, force field analysis, and levers of change

Logic models

Role of the community health worker

Funding community health interventions

Evaluating community health interventions

Nurse-managed health centers

74
Q

Health Planning: What kind of process is this?

What is identified? What is selected?

A

Organized and systematic process in which problems are identified, priorities selected, and objectives set for the development of community health programs based on the findings of community health assessments and health surveillance data.

75
Q

Health Planning:

What are common themes of current national and international health plans?

A

Common themes of current national and international health plans include providing health promotion and disease prevention at the population level, addressing social determinants of health, and achieving health equity.

76
Q

Community Health Planning:

What does it involve?

A

Systematic process that involves all sectors of a community to conduct a comprehensive community health assessment (CHA), identify priorities for action, develop and implement a community health improvement plan (CHIP), and guide future community decisions and resource allocations.

77
Q

Determinants of Health- slide 36?

A

Do not get ittttt!

78
Q

Levels of Interventions:

What interacts to affect the health status of people, populations or communities?

A

Multiple determinants of health interact at different levels to affect the health status of individual people, population aggregates, or communities.

79
Q

Levels of Interventions:

What is needed to achieve change in complex community health conditions that have multiple determinants?

A

Multilevel interventions are needed to achieve change in complex community health conditions that have multiple determinants.

80
Q

Concepts for Planning Community change

A

Force field analysis

Levers of change

Lewin’s Model of Change

Community readiness for change

81
Q

Concepts for Planning Community change

levers of change

A

The purpose of using levers of change is to increase driving forces and/or to decrease restraining forces.

81
Q

Concepts for Planning Community change

Force field analysis

A

Force field analysis is a tool used to identify the forces driving or restraining change.

82
Q

Concepts for Planning Community change

levers of change: What is an example?

A

For example, tax increases on tobacco, alcohol, or soft drinks can serve as policy levers to bring about change in community health status.

83
Q

Concepts for Planning Community change

Community readiness for change:

A

Planning programs or interventions to change community health status include an assessment of the community’s readiness to undertake the change process related to a specific health issue.

84
Q

Planning Community-Level Interventions

Include:

A

The community guide from the Community Preventive Services Task Force (CPSTF).

Logic model

SMART objectives

85
Q

Collaboration and Teamwork:

Community health workers

A

Community health workers can help bridge the gap between the community health nurse and the community, especially when there are cultural and language differences.

86
Q

Collaboration and Teamwork

Nurses

A

Nurses can play an important role in their professional and personal lives as advocates and champions for health improvement, social justice, and health equity at the local, regional, national, and global levels.

87
Q

Social Marketing

A

Use of marketing principles and practices to change health behaviors or beliefs, social or cultural norms, or community standards to improve health or benefit society

88
Q

Community Benefit Programs

A

Community benefit programs of local or regional hospitals and HMOs may be valuable partners to the public health department or community health nurse in planning, implementing, and funding programs to improve population health.

89
Q

Community Benefit Programs:

Nurse-managed health centers

A

Nurse-managed health centers provide health promotion and primary care services to vulnerable and underserved population aggregates.

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