Midterm Study Guide Flashcards
▪The Danger of a Single Story
Growing up, Adichie read mostly British and American books, shaping her idea of stories.
Discovering African literature helped her see herself in stories.
A single narrative about a group reinforces stereotypes and limits understanding.
As a child, she viewed her houseboy’s family only through the lens of poverty.
Her American roommate assumed she was ___________ due to limited stories about Africa.
Western literature has long portrayed Africa as primitive, shaping global perceptions.
She realized she had a biased view of _________, seeing them only as undocumented immigrants.
Those in ________ control narratives, influencing how groups are perceived.
____________ are incomplete, reducing people to a single aspect of their identity.
Diverse _____________ are essential for a fuller understanding of people and places.
Growing up, Adichie read mostly British and American books, shaping her idea of stories.
Discovering African literature helped her see herself in stories.
A single narrative about a group reinforces stereotypes and limits understanding.
As a child, she viewed her houseboy’s family only through the lens of poverty.
Her American roommate assumed she was uneducated due to limited stories about Africa.
Western literature has long portrayed Africa as primitive, shaping global perceptions.
She realized she had a biased view of Mexicans, seeing them only as undocumented immigrants.
Those in power control narratives, influencing how groups are perceived.
Stereotypes are incomplete, reducing people to a single aspect of their identity.
Diverse perspectives are essential for a fuller understanding of people and places.
▪Becoming a Culturally Competent Nurse
Cultural competency exists on a continuum from cultural __________ (openness to learning) to full integration of cultural differences. Nurses must actively listen and recognize patients as ________ in their own experiences. Cultural humility, introduced in 1998, emphasizes respect, adaptability, and continuous learning.
In practice, cultural awareness impacts patient care. One example involved a Muslim family in the ICU repeatedly rearranging a dying patient’s bed to face west, a religious practice. Nurses initially resisted but later accommodated the request, improving patient and family comfort. Another case involved a lesbian couple in labor and delivery, where staff unfamiliarity led to hesitation. Treating them like any other couple resulted in a positive experience, highlighting the importance of acceptance.
Community health nurses will encounter diverse cultural needs and must adapt quickly. Common challenges include caring for HIV-positive patients, transgender individuals, and those with addiction. The key is to focus on improving patient _________ rather than personal biases. Reflecting on one’s position in the cultural competency ___________ helps identify areas for growth and better patient-centered care.
Cultural competency exists on a continuum from cultural humility (openness to learning) to full integration of cultural differences. Nurses must actively listen and recognize patients as experts in their own experiences. Cultural humility, introduced in 1998, emphasizes respect, adaptability, and continuous learning.
In practice, cultural awareness impacts patient care. One example involved a Muslim family in the ICU repeatedly rearranging a dying patient’s bed to face west, a religious practice. Nurses initially resisted but later accommodated the request, improving patient and family comfort. Another case involved a lesbian couple in labor and delivery, where staff unfamiliarity led to hesitation. Treating them like any other couple resulted in a positive experience, highlighting the importance of acceptance.
Community health nurses will encounter diverse cultural needs and must adapt quickly. Common challenges include caring for HIV-positive patients, transgender individuals, and those with addiction. The key is to focus on improving patient outcomes rather than personal biases. Reflecting on one’s position in the cultural competency continuum helps identify areas for growth and better patient-centered care.
Upstream Public Health focuses on addressing the _______________ of health issues, such as social, economic, and environmental factors (e.g., poverty, education, and housing). It aims to ________ health problems by creating healthier environments and promoting health equity, rather than just treating symptoms. This approach leads to long-term improvements in community health outcomes.
Upstream Public Health focuses on addressing the root causes of health issues, such as social, economic, and environmental factors (e.g., poverty, education, and housing). It aims to prevent health problems by creating healthier environments and promoting health equity, rather than just treating symptoms. This approach leads to long-term improvements in community health outcomes.
Ten Steps in Information Collecting ***
- Agree on the value and _________ of the information.
- Determine ________ you want to use this data.
- Determine exactly ______ you want to know.
- Determine ______ will find the information.
- Identify possible ________ of information.
- Set limits as to __________ information you want to collect.
- Collect the ______.
- Identify _____ in your knowledge.
- _______the process to try to fill those gaps – or collect your own data.
- If possible, you might want to ________ data for your community with that of other communities, or that of the nation as a whole or to trend out your own community’s data over time.
- Agree on the value and purpose of the information.
- Determine when you want to use this data.
- Determine exactly what you want to know.
- Determine who will find the information.
- Identify possible sources of information.
- Set limits as to how much information you want to collect.
- Collect the data.
- Identify gaps in your knowledge.
- Redo the process to try to fill those gaps – or collect your own data.
- If possible, you might want to compare data for your community with that of other communities, or that of the nation as a whole or to trend out your own community’s data over time.
NEEDS ASSESSMENT
Used to understand the community’s perspective
Interview key community informants
Use community forums, focus groups, or surveys
12 steps in a Needs Assessment
Used to understand the community’s perspective
Interview key community informants
Use community forums, focus groups, or surveys
12 steps in a Needs Assessment
*** 12 steps in a Needs Assessment
- Identify _________ for assessment
- Engage the community in _________ the assessment
- Identify required _________
- Select method of _________
- Develop _________ or interview questions
- Develop procedures for data _________
- _________ data collectors
- Arrange for a _________ representative of the aggregate
- Conduct __________________
- Tabulate and _________data
- Identify _________suggested by data
- Develop an _________
- Identify aggregate for assessment
- Engage the community in planning the assessment
- Identify required information
- Select method of data gathering
- Develop questionnaires 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
Video: Nurses change lives
Nurses have historically transformed healthcare through innovation. During the Crimean War, they introduced sanitation practices to prevent infection. In polio care, they promoted movement therapy over immobilization. In the 1950s, they used sunlight to treat jaundice in infants. During the AIDS crisis, nurses embraced patients with compassion despite isolation practices. In the Ebola outbreak, they used improvised protective gear to care for patients. Nurses also helped give voices to patients with cerebral palsy, showcasing their ability to challenge conventions and improve care.
Nurses have historically transformed healthcare through innovation. During the Crimean War, they introduced sanitation practices to prevent infection. In polio care, they promoted movement therapy over immobilization. In the 1950s, they used sunlight to treat jaundice in infants. During the AIDS crisis, nurses embraced patients with compassion despite isolation practices. In the Ebola outbreak, they used improvised protective gear to care for patients. Nurses also helped give voices to patients with cerebral palsy, showcasing their ability to challenge conventions and improve care.
▪Black Lives Matter Video
The speaker discusses the social unrest and riots, highlighting the different groups involved: protesters, rioters, and looters.
They argue that while the actions of looters are often criticized, the focus should be on understanding ____ they loot—stemming from economic inequality, historical exploitation, and a sense of hopelessness. The speaker explains that black people were brought to America for labor, and their economic opportunities were systematically blocked.
They use the metaphor of a rigged game of Monopoly to illustrate how black people were denied wealth and _________. The speaker stresses that the “social contract” is broken when authorities continue to kill marginalized people, and black people are seeking ________, not revenge.
The speaker discusses the social unrest and riots, highlighting the different groups involved: protesters, rioters, and looters.
They argue that while the actions of looters are often criticized, the focus should be on understanding why they loot—stemming from economic inequality, historical exploitation, and a sense of hopelessness. The speaker explains that black people were brought to America for labor, and their economic opportunities were systematically blocked.
They use the metaphor of a rigged game of Monopoly to illustrate how black people were denied wealth and opportunities. The speaker stresses that the “social contract” is broken when authorities continue to kill marginalized people, and black people are seeking equality, not revenge.
*** Core public health functions
________________ - monitors/ provides health status to identify & solve community health problems
________________ - inform, educate, empower people through learning about their health issues
________________ - enforce laws & regulations that protect health / safety
Assessment
Policy development
Assurance
▪Three Levels of Prevention
Primary prevention
* _______ of problems before they occur
* Health promotion and health protection
Secondary prevention
* Early ________ and intervention
* Early _________ and treatment
Tertiary prevention
* Correction and prevention of ___________ of a disease state
* Limitation of disability and rehabilitation
Primary prevention
* Prevention of problems before they occur
* Health promotion and health protection
Secondary prevention
* Early detection and intervention
* Early diagnosis and treatment
Tertiary prevention
* Correction and prevention of deterioration of a disease state
* Limitation of disability and rehabilitation
▪Examples of Social Determinants of Health
conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life.
Examples:
income
education
employment
housing
early childhood development
culture
gender
social support
▪Overarching Factors of SD
_______ inequality
______ connectedness
Sense of _______
Economic inequality
Social connectedness
Sense of efficacy
Understand Reasons WHY to address SD
If you want to solve or prevent a problem for the long term, you have to deal with its root causes > you’re more likely to successfully address the issue for the short term as well.
The social factors involved may have more resonance for those affected than the issue itself.
It may be easier to approach an issue through its underlying social factors than to deal with it directly.
Addressing the social determinants of community issues is crucial to understanding them fully, so that your strategy and tactics for dealing with them correspond to reality.
Addressing social determinants presents a tremendous opportunity for learning and community leadership development.
If you want to solve or prevent a problem for the long term, you have to deal with its root causes > you’re more likely to successfully address the issue for the short term as well.
The social factors involved may have more resonance for those affected than the issue itself.
It may be easier to approach an issue through its underlying social factors than to deal with it directly.
Addressing the social determinants of community issues is crucial to understanding them fully, so that your strategy and tactics for dealing with them correspond to reality.
Addressing social determinants presents a tremendous opportunity for learning and community leadership development.
▪WHO should address SD
Those affected by the issues (the targets of change).
Those who can have an effect on the issues (the agents of change).
Staff members from organizations that work directly with the target population and/or the issue.
Respected community leaders and citizens.
Those who will be asked to change, sacrifice, or take action in order to address the issue.
Anyone else who has a stake in the issue.
Those affected by the issues (the targets of change).
Those who can have an effect on the issues (the agents of change).
Staff members from organizations that work directly with the target population and/or the issue.
Respected community leaders and citizens.
Those who will be asked to change, sacrifice, or take action in order to address the issue.
Anyone else who has a stake in the issue.
▪WHEN to address SD
When it’s clear that simply focusing on the issue isn’t enough.
When you’re advocating for changes in laws, policies, or funding.
When you’re seeking fundamental change.
When you’re seeking a long-term solution to a long-term problem.
When it’s clear that simply focusing on the issue isn’t enough.
When you’re advocating for changes in laws, policies, or funding.
When you’re seeking fundamental change.
When you’re seeking a long-term solution to a long-term problem.
▪Understand Basic Principle in Addressing SD
People most affected should choose the issues and plan strategies for the work.
True change in social determinants demands comprehensive interventions that address multiple and interrelated factors at multiple levels.
Collaborative efforts should aim at bringing about change in multiple sectors and systems.
Support organizations should build capacity in the community to control its own fate.
Health and development efforts should involve collaborative Partners as catalysts for change.
Strategies should be self-sufficient and sustainable over the long term.
Efforts should be aimed at goals that can be accomplished by the people in question with the resources at hand.
Successes should be consolidated and maintained, so that new and greater challenges can be taken on.
Efforts should continue indefinitely.
People most affected should choose the issues and plan strategies for the work.
True change in social determinants demands comprehensive interventions that address multiple and interrelated factors at multiple levels.
Collaborative efforts should aim at bringing about change in multiple sectors and systems.
Support organizations should build capacity in the community to control its own fate.
Health and development efforts should involve collaborative Partners as catalysts for change.
Strategies should be self-sufficient and sustainable over the long term.
Efforts should be aimed at goals that can be accomplished by the people in question with the resources at hand.
Successes should be consolidated and maintained, so that new and greater challenges can be taken on.
Efforts should continue indefinitely.
▪Understand Community Empowerment
Community members take on greater power to create _______.
Based on community cultural _________ and assets
Community is an engine of health promotion and a vehicle for empowerment.
Need to think upstream
Community members take on greater power to create change.
Based on community cultural strengths and assets
Community is an engine of health promotion and a vehicle for empowerment.
Need to think upstream
▪Know and Understand Framework of Developing Health Communication
Stage I: Planning and strategy selection
* Foundation for a communication program’s process
* Sets the stage for creating salient communication
Stage II: Developing and pretesting concepts, messages, and materials
o Produce effective and relevant materials
o Select appropriate communication channels
Stage III: Implementing the program
o Introduce the health education message and program to the intended audience
o Review and revise necessary components
Stage IV: Assessing the effectiveness and making refinements
A. Evaluate outcome to determine whether or not changes in knowledge or behavior occurred
▪Be familiar with tips in effecting teaching
Assess reading skills
Determine what client needs to know
Identify motivating factors
Stick with essentials
Set realistic goals and objectives
Use clear and concise language
Develop a glossary of common words
Space teaching over time
Personalize health messages
Incorporate methods of illustration, demonstration, and real-life examples
Give and get
*Summarize often
*Be creative
*Use appropriate resources and materials
*Praise patients
*Be encouraging
*Allow time for questions
*Employ teach-back methods
*Remember that comprehension and understanding take time and practice
*Conduct learner verification
*Evaluate the teaching plan
Assess reading skills
Determine what client needs to know
Identify motivating factors
Stick with essentials
Set realistic goals and objectives
Use clear and concise language
Develop a glossary of common words
Space teaching over time
Personalize health messages
Incorporate methods of illustration, demonstration, and real-life examples
Give and get
*Summarize often
*Be creative
*Use appropriate resources and materials
*Praise patients
*Be encouraging
*Allow time for questions
*Employ teach-back methods
*Remember that comprehension and understanding take time and practice
*Conduct learner verification
*Evaluate the teaching plan
▪Distinguish Modifiable vs. Non-Modifiable Risk
Modifiable Risk Factors
* Diet
* Activity
* Lifestyle
* Substance abuse
Non-Modifiable Risk Factors
* Hereditary and ________ factors
Modifiable Risk Factors
* Diet
* Activity
* Lifestyle
* Substance abuse
Non-Modifiable Risk Factors
* Hereditary and Genetic factors
▪Windshield Survey
Informal survey where health professional ___________ the community/area they are researching and records observations.
-essential to know a specific community, identify health-related resources that may be helpful to members, and learn about gaps in services.
-Conducted from car & provides visual overview of a community. Conditions and trends in the community that could affect the health of the population are noted. This data provides background and context for working in the community or for conducting a community assessment
Informal survey where health professional drives around the community/area they are researching and records observations.
-essential to know a specific community, identify health-related resources that may be helpful to members, and learn about gaps in services.
-Conducted from car & provides visual overview of a community. Conditions and trends in the community that could affect the health of the population are noted. This data provides background and context for working in the community or for conducting a community assessment
Culture is a strong part of people’s lives. It influences their views, their values, their humor, their hopes, their loyalties, and their worries and fears.
Culture is a strong part of people’s lives. It influences their views, their values, their humor, their hopes, their loyalties, and their worries and fears.
▪Understand Cultural Competence
-understanding & appropriately responding to unique combo of cultural variables & the full range of dimensions of diversity that the professional and client/patient/family bring to interactions.
-understanding & appropriately responding to unique combo of cultural variables & the full range of dimensions of diversity that the professional and client/patient/family bring to interactions.
▪Continuum of Cultural Competency
Developing cultural competence is a dynamic and complex process requiring __________________________ and continuous expansion of one’s cultural knowledge.
It evolves over time, beginning with an understanding of one’s own culture, continuing through interactions with individuals from various cultures, and extending through one’s own lifelong learning
on-going self-assessment
