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midterm Flashcards

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1
Q

community health nurse (CHN)

A
  • works with the community, not for
  • protect and enhance human dignity
  • practice with an emphasis on collaboration
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2
Q

CHN roles and functions

A
  • advocate
  • direct care provider
  • collaborator
  • consultant
  • counsellor
  • educator
  • facilitator
  • health promoter
  • leader
  • liaison
  • manager
  • researcher
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3
Q

earliest forms of health care in Canada

A

originated within practices of first peoples using traditional medicines and healing

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4
Q

earliest introduction of CHN

A

17th century New France provided by the Duchesse d’Aiguillon sisters

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5
Q

the grey nuns

A

first community nursing to understand health inequity and make contributions to
- access to health services
- food
- shelter
- education for the vulnerable

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6
Q

20th century nursing sectors

A
  • hospital
  • private duty
  • public health and home visiting nurses
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7
Q

5 principles of the Canada health act

A
  • public administration (transparent)
  • comprehensive
  • universal (available to all)
  • portable (available max 3 months after residency)
  • accessible (no user fees)
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8
Q

health promotion

A

protect, promote, and restore the physical and mental well-being of residents of Canada

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9
Q

upstream care

A
  • big picture
  • macroscopic
  • focuses on improving fundamental, social, and economic structures and decrease barriers
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10
Q

downstream care

A
  • focuses on individual
  • microscopic
  • focuses on providing equitable access to care and mitigate the negative impacts of disadvantages on health
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11
Q

CHN nursing process

A
  • assess
  • plan
  • implement/act
  • evaluate
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12
Q

public health

A

organized efforts of society to keep people healthy and prevent injury., illness, and premature death

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13
Q

public health agency of Canada

A
  • established 2004
  • mission to promote and protect the health of Canadians
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14
Q

chief public health officer of Canada

A

Dr. Theresa Tam (2017)

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15
Q

functions of a public health nurse

A
  • health promotion
  • health surveillance
  • population health assessment
  • disease and injury prevention
  • emergency preparation and response
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16
Q

primordial prevention

A
  • initiatives to prevent conditions that would enable a risk factor for disease
  • (ex. iodized salt for micronutrient deficiencies, adequate minimum wage)
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17
Q

primary prevention

A
  • impacts of specific risks are decreased with leads to a reduction in the occurrence of a disease
  • interrupts chain of causality before a physiological of psychological abnormality is identifiable
  • (ex. decreasing environmental risks, immunizing against communicable diseases)
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18
Q

secondary prevention

A
  • interventions aimed at identifying a disease as early as possible which reduces the prevalence of the disease by curbing duration
  • (ex. planning, implementing and evaluation early clinical detection and screening programs)
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19
Q

tertiary prevention

A
  • aims at reducing long term impacts of a disease by eliminating or reducing impairment
  • occurs after symptoms are present and reduces progression
  • (ex. studies show marginalized women show improved HIV care when exposed to weekly texting intervention)
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20
Q

quaternary prevention

A
  • identifies individuals at risk of over medicalization
  • protecting populations from new medical procedures or interventions that are untested and proposing ethically appropriate alternatives
  • (ex. those with VUS strains received mastectomy’s even though they were reclassified as benign)
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21
Q

theory

A

provides a basis that anchors practice and research

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22
Q

key aspects of nursing knowledge

A
  • person
  • health
  • environment
  • nursing
  • health
  • social justice
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23
Q

feminist theory

A
  • encompasses perspectives committed to political and social changes that improve the lives of women
  • focuses on equity, oppression and justice
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24
Q

critical social theory (habermas)

A
  • used to develop practices with population groups who have been disadvantaged by social circumstances
  • challenges the status quo
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25
Q

health equity

A

refers to all people being able to reach their full health potential and not disadvantaged because of circumstance like
- age
- race
- ethnicity
- gender
- social class

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26
Q

CHN standards

A
  • health promotion
  • prevention and health protection
  • health maintenance, restoration, and palliation
  • professional relationships
  • capacity building
  • health equity
  • evidence informed practice
  • professional responsibility and accountability
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27
Q

standard 1: health promotion

A

integrate using Ottawa charter strategies
- build health public policy
- create supportive environments
- strengthen community actions
- develop personal skills
- reorient health services

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28
Q

standard 2: prevention and health protection

A
  • use socio-ecological model to integrate into practice
  • actions are implemented to minimize occurrence of disease and their consequences
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29
Q

standard 3: health maintenance, restoration and palliation

A
  • used to maintain maximum function, improve health, and support life transitions
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30
Q

standard 4: professional relationships

A
  • work with others to establish therapeutic relationships
  • optimizes participation and self determination of the client
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31
Q

standard 5: capacity building

A
  • partner with client to promote capacity
  • focus to recognize barriers to health and to mobilize and build existing strengths
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32
Q

standard 6: health equity

A
  • recognize the impacts of the determinants of health and incorporate advocation into practice
  • focus is to advance equity at an individual and societal level
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33
Q

standard 7: evidence informed practice

A
  • use best evidence to guide nursing practice and support clients in making informed decisions
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34
Q

standard 8: professional responsibility and accountability

A
  • fundamental component of autonomous practice
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35
Q

primary health care (PHC)

A

(1) accessibility
(2) public participation
(3) health promotion
(4) appropriate technology
(5) intersectional collaboration/cooperation

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36
Q

8 guiding principles to PHC

A
  • evidence about health problems and preventative techniques
  • promotion of food supply and proper nutrition
  • safe water and basic sanitation
  • maternal child and health care
  • immunizations
  • prevention and control of endemic diseases
  • provision of essential drugs
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37
Q

Ottawa charter for health promotion

A
  • 1986
  • presented strategies and approaches for health promotion
  • 5 key points
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38
Q

population health promotion (PHP)

A

process of taking action of social determinants of health that affect a populations health to create healthy change

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39
Q

reportable diseases

A
  • AIDS
  • chlamydia
  • gonorrhea
  • hepatitis A,B,C
  • syphilis
  • TB
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40
Q

community

A

group of people who live, learn, work, worship, in an environment at a given time

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41
Q

community functions

A

(1) space and infrastructure
(2) employment and income
(3) security, protection, and law enforcement
(4) participation, socialization, and networking
(5) links with others for capacity building

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42
Q

achieving community functions through

A
  • communication
  • leadership
  • decision making
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43
Q

vertical communication

A

to link with larger communities or high decision making powers

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44
Q

horizontal communication

A

enables collaboration between members, environments, and other systems

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45
Q

diagonal communication

A

reinforces cohesiveness of both horizontal and vertical communication lines

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46
Q

formal leaders

A

are elected official politicians (members of parliament, mayor)

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47
Q

informal leaders

A

people with prominent positions in the community (religious leaders, elders of community, celebrities)

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48
Q

community as partner model

A
  • assessment wheel with all components
  • core of model is the community
  • lines of resistance protect the community from threats
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49
Q

epidemiologic framework/triangle

A
  • examines frequency and distribution of a disease or social condition
  • host: who is affected
  • environment: where and when condition occurred
  • agent: why and how
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50
Q

community capacity approaches

A
  • capacity building is a process to strengthen an individual or community to implement health promotion
  • allows community to take responsibility of their own development
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51
Q

community asset mapping

A
  • identifies strengths and potential resources for program planning and intervention
  • evaluate assets and build community capacity
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52
Q

community health promotion model

A
  • goal to apply health promotion strategies to achieve collaborative community actions and to improves sustainable health outcomes
  • heavily influences by social determinants of health
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53
Q

communicable diseases

A

illnesses caused by specific infectious agent/toxic product that arises through transmission of that agent or its products from an infected person, animal or inanimate source to a susceptible host

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54
Q

bubonic plage (black death)

A
  • 14th century
  • first recorded worldwide threat from a communicable disease
  • estimated 50 million deaths
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55
Q

alexander fleming

A

discovered penicillin in 1928

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56
Q

spanish influenza (1918)

A
  • spread globally in 6 months
  • killed 21-50 million people
  • infected 500 million
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57
Q

smallpox

A

eradicated in 1980 due to vaccine by edward jenner (1796) and WHO education program

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58
Q

tuberculosis

A

public health crisis in some Indigenous communities since European settlers introduced through fur trade

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59
Q

vaccines

A

work by creating an immune response by stimulating the body’s immune system to make antibodies that provide infection protection

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60
Q

live/attenuated vaccines

A
  • contain a weakened living version of virus or bacteria so it will not cause serious disease in healthy immune systems
  • (ex. MMR, varicella)
  • contraindicated while receiving chemo or raditaion
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61
Q

non live vaccines

A
  • still viruses and bacteria
  • made by inactivity/killing the germ in the process
  • (ex. polio, TDAP)
  • requires multiple doses
62
Q

toxoid vaccines

A
  • prevent diseases caused by bacteria that produces toxins in the body
  • toxins are weakened during vaccine production process
  • toxoids = weakened toxins
  • (ex. TDAP)
63
Q

subunit vaccines

A
  • include only part of the virus/bacteria
  • side effects are less common
  • (ex. pertussis)
64
Q

conjugate vaccines

A
  • fight type of bacteria and has antigens
  • connect polysaccharides to antigens and helps immune system respond
  • (ex. COVID-19 mRNA)
65
Q

community/herd immunity

A

resistance of a group to invasion and spread of infectious agent

66
Q

STIs

A

30 different bacterial, viral, parasitic infections transmitted through sexual or skin-to-skin contact

67
Q

reportable STIs

A
  • chlamydia
  • gonorrhoea
  • syphilis
  • HIV
68
Q

enteric infections

A
  • enter the body through the mouth, intestinal tract and affect the digestive system
  • seen through eating/drinking contaminated food or liquids
69
Q

food borne infections

A
  • toxins released by bacteria growth in food
  • bacterial, viral or parasitic infections
  • toxins produced by harmful algal species
70
Q

water-borne pathogens

A
  • enter water supplies through fecal contamination
  • appropriate filtration and chlorination help decrease diseases
  • (ex. cholera, typhoid fever)
71
Q

zoonotic diseases

A
  • transmitted between animals and humans
  • humans are not needed to maintain life cycle
  • transmission: bites, inhalation, ingestion, direct contact
  • (ex. rabies, hantavirus)
72
Q

vector-borne infections

A
  • caused by viruses, bacteria, parasites that living creatures carry and pass on
  • disease carriers are vectors
  • (ex. lyme disease)
73
Q

rabies

A
  • fatality rate is essentially 100%
  • post-exposure prophylaxis (PEP): available after exposure consultation with public health officials
74
Q

program planning and evaluation

A
  • conducting a situational analysis or community assessment
  • identifying the problems or issues of concern
  • considering possible solutions or actions to address the problem
  • selecting the best alternative
  • designing and implementing the program
  • monitoring or evaluating the program
  • analyzing and interpreting results of the monitoring and evaluation process
  • using results to make modifications to the program to inform decisions about other programs
75
Q

considerations for selecting a program framework

A

(1) community health agencies may have their own standards
(2) can be funding dependent
(3) selecting a framework based on specific considerations
(4) influenced by underlying values or principles of a program

76
Q

program logic model

A
  • inputs > activities > outputs > impacts > outcomes
  • helps identify gaps
  • 2 phases (CAT, SOLO)
77
Q

CAT phase

A
  • components
  • activities
  • target groups
78
Q

SOLO phase

A

short and long term outcomes

79
Q

intersectional theory (Kimberlé Crenshaw)

A

describes how our overlapping social identities relates to social structures of racism and oppression and is a way of understanding the complexity in the world, in people and human experience

80
Q

intersectionality and health inequalities

A

measure inequalities by comparing groups of people based on a single factor

81
Q

characteristics of maternal mortality in the united states

A
  • no reduction in maternal mortality in the US except asian women
  • cardiovascular disease, hemorrhage, and substance use disorder are leading contributors
82
Q

opioid and stimulant related harm in Canada

A
  • 91% increase in deaths during the pandemic
  • males accounted for majority aged 20-59
83
Q

integrating intersectional theory

A
  • engage with communities that experience inequalities being studied
  • explore inequalities across time
84
Q

precede-proceed planning model

A

enables the community program develop to think logically about the desired end point and work backwards to achieve the goal

85
Q

what does SWOT stand for

A
  • strengths
  • weaknesses
  • opportunities
  • threats
86
Q

SWOT analysis

A
  • identifies strengths and weaknesses
  • ensures programs have adequate resources and staff
  • determines if something is feasible
  • used for long term planning
87
Q

content analysis

A

grouping data into categories and identifying patterns

88
Q

priority setting

A
  • narrow down action possibilities
  • guiding principles; buy-in, transparency, communication
89
Q

gantt charts

A

tabular format used to present the sequence and timing of activities

90
Q

multiple intervention program framework (MIP)

A
  • 5 elements
  • cycle where emerging lessons and new research can continuously inform the program
91
Q

MIP element #1: identifying community health issue that is the program focus

A
  • epidemiological and surveillance data
  • describe current shifting patterns of illness in population
  • identify disadvantaged population subgroups
92
Q

MIP element #2: describe socio-structural features

A
  • identify factors that directly contribute/cause the problem
  • assess determinants of health
  • strength analysis can help reveal potential solutions
93
Q

MIP element #3: intervention options

A
  • consider theoretically sound and effective strategies
  • need community input
  • be aware of reach, dose, and intensity of strategy
94
Q

MIP element #4: intervention impact

A
  • identifying optimal set of intervention strategies for maximum impact
  • must be aware of changing policies
95
Q

MIP element #5: implementation, impact, consequences

A
  • outputs, outcomes, impacts
  • expected and unexpected consequences
  • program spin offs, sustainability
96
Q

planning health promotion programs

A
  • introductory workbook by public health ontario (2018)
  • 6 step process
97
Q

sex

A

chromosomal makeup determined by X or Y chromosomes

98
Q

intersex

A

general term for a variety of conditions in which a person is born with reproductive or sexual anatomy that does not ft the typical definition of male of female

99
Q

why sex differences matter

A
  • ensures interventions are relevant and effective
  • how we understand morbidity, morality and life expectancy
100
Q

essentialist thinking (problematic theory)

A

women and men have a true essence related to sex organs, hormones and their role in reproduction

101
Q

biology as destiny

A

part of essentialist thinking that suggests that women are naturally caring and emotional whereas men are assertive and emotionally distant

102
Q

gender

A

the characteristics of women, men, girls, and boys that are socially constructed

103
Q

masculinity and femininity

A

social constructs that have been created and reinforced by societies over time

104
Q

gender identity

A
  • describes how we see ourselves as women, men, neither, or both
  • individual sense of self
  • may not confirm with assigned sex at birth
105
Q

gender stereotype theory

A

suggests men are more masculine than women whereas women are more feminine

106
Q

gender norms

A

ideas on how men and women should act that can restrict gender identity

107
Q

gender roles

A

social and cultural expectations assigned to gender

108
Q

binary

A

suggests people are either male or female and therefore are naturally masculine or feminne

109
Q

cisgender

A

person whose internal gender matches their external gender identity

110
Q

non binary

A

umbrella term used to include all gender identities that fall outside binary gender

111
Q

agender

A

person who identifies as having no gender

112
Q

bigender

A

person whose gender identity is a combination of 2 genders

113
Q

gender fluid

A

person whose gender identity is not fixed. they may feel like a mix of 2 traditional genders but feel more like one at some point in time

114
Q

two spirit

A
  • describes a person who embodies both masculine and feminine spirit
  • used in indigenous culture
115
Q

gender non-conforming

A

person whose gender expression differs from societal norms for male and female

116
Q

transfeminine

A

person who was assigned male sex at birth but who identifies with femininity

117
Q

transmasculine

A

person who was assigned female sex at birth but who identifies with masculinity

118
Q

pangender

A

person whose gender identity is comprised of many genders

119
Q

genderqueer

A

person whose gender identity falls outside traditional binary gender structure

120
Q

traditional gender roles in canada

A
  • patriarchal authority was the norm
  • strict roles in victorian era where men and women operated in operate spheres
  • during world wars roles were more elastic
  • gender role elasticity: returned to pre war norms
  • 1960s women returned and stayed in the workforce
121
Q

indigenous gender roles

A
  • women responsible for household chores and gathering food
  • men responsible for hunting large game, gathering wood and figthing
  • led by Clan mothers who are responsible for ensure community welfare
  • gender is fluid
122
Q

gender inequity

A

occurs when individuals are not provided with the same opportunities in society because of their gender

123
Q

leading health issues for transgender individuals

A

experience discrimination in
- employment
- health care
- overt and covert violence
- loss of social support networks

124
Q

gender based lens

A

way to ensure policies, programs, services, and interventions are appropriate for everyone

125
Q

misgendering

A

when non-binary people are addressed using gender specific language that does not match their gender identity

126
Q

sexual orientation

A

the romantic and sexual attraction towards people of one or more genders

127
Q

homosexuality

A

sexual attraction towards individuals of the same gender

128
Q

heterosexuality

A

sexual attraction to another gender

129
Q

bisexuality

A

sexual attraction to more than one gender

130
Q

pansexual

A

sexual attraction to all genders

131
Q

queer

A

another label for non-heterosexual individuals that some may prefer

132
Q

social attitudes and stressors for 2SLGBTQIA+

A
  • homophobia
  • biphobia
  • transphobia
  • internalized homophobia
  • heterosexism
133
Q

socioecological examination

A

requires assessing the social determinants of health and reinforce the fact that some determinants are embedded in social structures that generate health inequality

134
Q

role of CHN for promoting 2SLGBTQIA+ health

A

(1) primordial: shift social attitudes, decrease stigma, foster respect
(2) primary: creating groups for 2SLGBTQIA+ to learn stress coping techniques, focus on healthy living
(3) secondary: screen for HTN, STIs, PAPs and testicular exams using trans-sensitive language
(4) tertiary: HIV medication adherence, locating 2SLGBTQIA+ specific substance abuse tx programs
(5) quaternary: focuses on protecting clients from over-medicalization

135
Q

role of CHN and communicable diseases

A
  • surveillance
  • contact tracing
  • outbreak reporting and investigation
  • prevention measures
136
Q
  • DTaP - IPV - Hib vaccine
A
  • 2 months
  • 4 months
  • 6 months
  • 18 months
137
Q

Pneu-C-13 vaccine

A
  • 2 months
  • 4 months
  • 1 year
138
Q

Rot-1 vaccine

A
  • 2 months
  • 4 months
139
Q

Men-C-C vaccine

A
  • 1 year
140
Q

MMR vaccine

A
  • 1 year
141
Q

Varicella vaccine

A
  • 15 months
142
Q

MMRV vaccine

A
  • 4 years
143
Q

Tdap - IPV vaccine

A
  • 4 years
144
Q

Hepatitis B vaccine

A
  • grade 7
145
Q

Men-C-ACYW vaccine

A
  • grade 7
146
Q

HPV-9 vaccine

A
  • grade 7
147
Q

Tdap vaccine

A
  • 14 years
  • 24 years
148
Q

Td vaccine

A
  • every 10 years
149
Q

HZ vaccine (herpes zoster)

A
  • 65 years
150
Q

Pneu-P-23 vaccine

A
  • 65 years

community health nursing (2 decks)

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