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CHN > LESSON 1 - 4 > Flashcards

LESSON 1 - 4 Flashcards

1
Q

Community:
“ Focused on geographical boundaries, combined with social attributes of people”

A

Baldwin

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2
Q

Four defining attributes of communities (Maurer and Smith) :

A

People, Place, Interaction, Common characteristics / goals

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3
Q

Types of community:
formed by natural/man-made boundaries (brgy., municipality)

A

Geopolitical community

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4
Q

Type of community:
Interactive groups, place is more abstract, share perspectives based on culture, values, history, interest and goals

A

Phenomenological community

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5
Q

All people in a defined community

A

Population

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6
Q

subgroups or subpopulations that have common characteristics

A

Aggregates

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7
Q

Approach & Intervention of population:
- Concentrates on specific groups
- health promotion and disease prevention

A

Population - focused nursing

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8
Q

Approach & Intervention of population:
- entire population
- broad determinants of health
- all levels of prevention
- care based on the greater needs of majority

A

Population - focused pracrice

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9
Q

TYPES OF DATA: (EPIDEMIOLOGY/INFO)
Age, gender, race, socio economic status etc

A

Demographic data

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10
Q

TYPE OF DATA
Health status of subpopulations (elders, children, PWD)

A

Groups at higher risk

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11
Q

RHU, Health Center

A

Service providers available

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12
Q

Income and social status, education, physical environment, employment

A

DETERMINANTS OF HEALTH

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13
Q

Levels of prevention:
activities at preventing a problem before it gets worse

A

Primary prevention (Level 1)
(immunization)

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14
Q

Levels of prevention:
Early detection and prompt intervention
e. g. Mammogram, BP Screening, NBS

A

Secondary prevention (Level 2)

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15
Q

Target population that have experienced disease or injury and focuses on limitation of disability
e. g. teaching insulin administration, P therapy, support group

A

Tertiary Prevention (Level 3)

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16
Q

Theoretical Approaches
- qpplicable to different levels of community
- OPEN SYSTEM - anything in the environment has an effect on them.

A

GENERAL SYSTEMS THEORY

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17
Q

GST:
Resources taken from its environment

A

Input

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18
Q

GST
Material products, energy, and info that results from the family’s processing of inputs

A

Outputs

19
Q

GST:
Information from the environment directed back to the system

Health teaching to push them to resolve the problem

A

Feedback

20
Q

interact to accomplish their own purpose and purpose for which the system exists
- to be able to establish good relationships

A

Subsystems

21
Q

A bigger system composed of families whi interrelate with and affect one another.
- outside/surroundings/ environment where the family is

A

Suprasystem

22
Q

THEORETICAL APPROACHES
- Learn based on observing their health practices
- Learn by imitating and modeling/interactions
- Return demonstrations

A

SOCIAL LEARNING THEORY

23
Q

Information alone is rarely enough to motivate one to act. They mustbknow what to do and how to do it before the take action.

A

HEALTH BELIEF MODEL

24
Q

HBM
- One’s belief regarding the CHANCE OF GETTING A GIVEN CONDITION

A

PERCEIVED SUSCEPTIBILITY

25
Q

One’s belief regarding the seriousness of given condition

A

Perceived Severity

26
Q

HBM
- Belief in the ability of an advised action to reduce the health risk or seriousness of a given condition

A

Perceived Benefits

27
Q

HBM
Belief regarding the tangible and psychological costs of an advised action

Availability
Accessibility
Acceptability
Affordability

A

Perceived Barriers

28
Q

HBM
Strategies or condition in one’s environment that activate readiness to take action

A

CUES TO ACTION

29
Q

HBM
One’s confidence in one’s ability to take action to reduce health risks

A

Self-Efficacy

30
Q

OBJECTIVES OF SCHOOL HEALTH NURSING Activities:
- Examination of EENT, Mouth, skin, extremities, posture, nutritional status, heart and lungs

A

Physical Health Assessment

31
Q

OOSHNA
- done at the beginning and end of SY
- Nutritional assessment amd monitoring

A

Anthropometric measurement

32
Q

OOSHNA
Inspection of students in the classroom
- to detect illness

A

General Health Inspection

33
Q

OOSHNA
School based feeding programs ETC

A

HEALTH SERVICES

34
Q

OOSHNA
Promote a healthy psychosocial environment in school

A

Psychosocial support program

35
Q

Father of Medicine
First epidemiologist
- disease could be associated with climate change and environment

A

Hippocrates

36
Q

Classified fevers plaguing in London
- Treated smallpox using bed rest and extensive bed coverings

A

Thomas Sydenham

37
Q

Observed that persons exposed to cowpox developed immunity to smallpox

A

Benjamin Jesty

38
Q

Invented vaccine for smallpox

A

Edward Jenner

39
Q

Identified symptoms of scurvy (vit. c deficiency) which was common among sailors

A

James Lind

40
Q

Investigated the cholera epidemic in London from contamination outbreak

A

John Snow

41
Q

Studied Anthrax bacteria/cholera bacterium and discovers the bacteria responsible for tuberculosis

A

Robert Koch

42
Q

Created first vaccine for anthrax
- boil milk bottles to sterilize

A

Louis Pasteur

43
Q

Highest cases of death

A

Pneumonia

CHN (1 decks)

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