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community nutrition > test 1 > Flashcards

test 1 Flashcards

1
Q

Definition of community

A 
- a grouping of people 
residing in a specific locality who 
interact and connect through a definite 
social structure to fulfill a wide range of 
daily needs 
four components: people, a location in 
space, social interaction, shared values
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2
Q

Definition of people

A

– Individuals who will benefit from

community nutrition programs

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3
Q

definition of policy

A

Course of action chosen by public
authorities to address a given problem,
accomplished through laws, regulations, and
programs

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4
Q

definition of programs

A

– Instruments used to seek
behavior changes that improve nutritional
status and health

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5
Q

What is community nutrition

A

a discipline that strives to prevent disease and improve the health, nutrition and well-being of individuals and groups within communities

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6
Q

public health

A

Focuses on protecting, promoting, and
restoring peoples’ health through
applications of science, practical skills,
and collective actions
• Scope includes infectious diseases and
chronic diseases
• Increased emphasis on preventive health
measures

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7
Q

top leading causes of death in the us compared to the world

A

Cancer, Heart disease, stroke

chd, stroke, lower respiratory disease

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8
Q

what is health

A

A state of complete physical, mental, and
social well-being …… not merely the absence
of disease

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9
Q

What is good health

A

There are a host of biologic,
environmental, and lifestyle factors that
affect health

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10
Q

know some of the determinants of health

A 
biology(sex, race,age)
Lifestyle
Living,working,social conditions
community conditions
background conditions
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11
Q

ways of promoting good health

A 
Focuses on lifestyle (behavior) 
change to work toward optimum 
health
• A health promotion activity is called 
an intervention, which focuses on 
promoting health and preventing 
disease.
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12
Q

what is an intervention

A

a health promotion activity aimed at changing the behavior of a target audience

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13
Q

types of prevention and examples

A

• primary prevention – preventing disease
by controlling risk factors
• secondary prevention – detecting disease
early through screening and other forms
of risk appraisal
• tertiary prevention – treat and rehabilitate
people with illness or injury

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14
Q

health objectives where do they come from

A 
Include international goals
• the goal of the world community is to 
“protect and promote the health of all 
people of the world”
• Require political will and public 
support
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15
Q

goals of healthy people 2020

A

Eliminate preventable disease, disability, injury, and
premature death
• Achieve health equity, eliminate disparities, and improve
the health of all groups
• Create social and physical environments that promote
good health for all
• Promote healthy development and healthy behaviors
across every stage of life

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16
Q

how does healthy people collect data

A

surveillance and data- tracking systems

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17
Q

Community nutritionist vs public health nutritionist

A

Community nutritionists have a solid background in the nutrition sciences
Public health nutrition - communitybased programs conducted by a
government agency whose official
mandate is the delivery of health
services to individuals living in a
particular area

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18
Q

Entrepreneur vs intrapreneur

A

Entrepreneur - is an enterpriser, innovator,
initiator, promoter, and coordinator
• Intrapreneur - the corporate employee who
is creative and innovative

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19
Q

trends

A 
An Aging Population
• Generational Diversity
• Increasing Demands for Nutrition 
and Health Care Services
• Increasing Ethnic Diversity
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20
Q

steps of needs assessment

A

Step 1 - Define Nutritional problem
Step 2 - set the parameters of the assessment
Step 3 - collect data
Step 4 - analyze and interpret the data
Step 5 - share findings of the assessment
Step 6 - set priorites
Step 7 - choose plan of action

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21
Q

steps that are part of planning

A

Key findings shared with community leaders
• Advocate for change
• Make information available to the public
• Develop new program or pilot intervention

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22
Q

data collection where does it come from

A

Cnmap brfss and other data acquiring systems

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23
Q

purpose of a needs assessment

A

Describes nutrition-related problems that exist in the
community
• Indicates the felt or perceived needs of the community and
its desire for a solution
• Establishes priorities and identifies resources that exist to
deal with the problem

24
Q

goals vs objectives

A

goals - broad statements of what an activity or program is expected accomplish

objectives - statements of outcomes and activities need to reach a goal

25
Q

who is the target population

A

the population that is the focus of an assessment, study or intervention

26
Q

qualitative vs quantitive

A

qualitative data - data that describe or explain are considered subjective and can be categorized or ranked but not quantified

quantitative data - numerical data that can be measured and considered objective

27
Q

key informants

A

people who are in the know about the community and whose opinions and insights can direct the needs assessments

28
Q

stakeholders

A

people who have a vested interest in identifying and addressing the nutritional problem

29
Q

steps to assess nutritional status

A
  1. Make a plan for collecting data
    Helps to determine what questions to askTypes of Data to Collect
    Individual Lifestyle Factors Lifestyle – physical activity, leisure activities,
    smoking habits, use of alcohol or drugs
  2. Methods of Obtaining Data
    Survey – telephone, questionnaires, in-person
    interviews
  3. Issues in Data Collection
    Practical issues
30
Q

steps that are part of planning

A

Step 1 – review purpose, goals, and objectives
of needs assessment
Step 2 – develop a set of questions related to
target population’s nutritional problem, how it
developed, and/or factors that influence it
Step 3 – choose a method for obtaining answers
to these questions

31
Q

data collection where it come from

A

literature, reviewing existing programs and internet resources

32
Q

sensitivity vs specificty

A

Sensitivity – proportion of individuals with
the disease or condition
Specificity – proportion without the disease
or condition

33
Q

validity vs reliability

A

Validity – “accuracy” of assessing
instrument
Reliability – repeatability or precision

34
Q

cultural shit

A

Appropriate and inappropriate behaviors
Survey questions must be culturally
appropriate

35
Q

nutrition assessment

A

find out

36
Q

putting it all together

A

After data are collected:
Analyze using acceptable statistical methods
Choose reference data for comparison
Statements drawn from analysis and
interpretation are organized and added to
final report of community assessment

37
Q

review definitions

A

do dat shit

38
Q

what trigger program planning

A

Results of the community needs assessment
Mandate from an organization’s national office or
from a federal agency
Research findings
Community leader or coalition
Availability of funding for new programs
Government policy

39
Q

steps in program planning

A

Step 1: Review results of community needs assessment
Provides information about target population’s nutritional
problem or need
Step 2: Define program goals and objectives
Step 3: Develop a Program Plan
Step 4: Develop a Management System Step 5: Identify Funding Sources
Funding may be in place for initial staffing and
planning phase
Step 6: Implement the Program
Putting the program into effect – action phase of
planning process
Step 7 - evaluate elements and effectiveness

40
Q

Outcome vs. process vs. structure objectives

A

Outcome objectives – measurable changes in health or
nutritional outcome
Process objectives – measurable activities carried out by team
members of program
Structure objectives – measurable activities surrounding
budget, staffing, management, resources, coordination

41
Q

Levels of intervention and examples of each level & groups

A

Level I: Building awareness
(health fairs)
Change attitudes and beliefs, increase knowledge of risk
factors, seldom results in behavior change
Level II: Changing lifestyles
(1+1 counseling)
Successful with small changes over time, using
combination of behavior modification and education
Level III: Creating supportive environment for change
(peer leadership)
Create environments that support behavior changes made
by individuals

42
Q

What is part of the management system?

A

Personnel structure – employees responsible for
overseeing program and determining whether it
meets objectives
Data systems – manner in which data about
clients, use of program, and outcome measures are
recorded and analyzed
Calculating management costs of program
Direct costs – salaries and wages, materials, travel, expenses
Indirect costs – office rental, utilities, janitorial

43
Q

whats up da funding yo

A

Funding may be in place for initial staffing and
planning phase
May have to rely on extramural funding for program
activities and interventions – grant writing

44
Q

Inputs to outputs

A

time, money, resources - to results

45
Q

Implementation of the program & what can enhance participation

A

Putting the program into effect – action phase of
planning process
Observe program delivery; consider ways to
improve
Enhancing program participation
Understand target population
Use evaluation research to improve program
Use incentives for participating
Build ownership
Promote program

46
Q

Evaluation methods and reasons

A

Why evaluation is necessary
Helps managers make decisions about operations of
program
Determines progress toward goals and objectives and
whether goals are still appropriate
To ensure that program resources are being used
properly
How evaluation findings are used
To influence executive or politician with authority to
distribute resources or shape policy
To alert managers and policy makers to the need for
expanding or refining programs
Reasons for undertaking evaluations
Evaluation to improve your program
Evaluation to justify your program or show
accountability
Evaluation to document your program in general

47
Q

Formative vs. process vs. impact vs. outcome vs. structure vs. fiscal evaluations

A

Formative evaluation - testing and assessing program
elements before implementing
Process evaluation - examining program activities and
how program is delivered
Impact evaluation - determining whether and to what
extent a program accomplished its goals
Outcome evaluation – measuring whether program
changed overall health status of target population
Structure evaluation – evaluating personnel and
environmental factors related to program delivery
Fiscal evaluation – how outcomes compare with costs
Cost-benefit analysis
Cost-effectiveness analysis

48
Q

Define epidemiology & epidemiologist

A

Epidemiology
Initially used to investigate, control, and prevent
epidemics of infectious disease
Current definition:Study of the distribution and determinants
of health-related states and events in
specified populations and the control of
health problems
Surveillance methods have been used to
monitor preventable causes of birth defects
By using vital statistics, can calculate an
individual’s risk of dying before a certain
age

49
Q

vital statistics

A

figures pertainins to life events such as births, deaths and marriages

50
Q

risk and risk factors

A

Risk – likelihood of individuals exposed to risk
factors developing a particular health problem
risk factors - vclinically important sings associated with an increased likelihood of an event occuring

51
Q

Incidence vs. prevalence

A

Incidence – proportion of a population that
develops a disease over time
Prevalence – proportion of a group possessing a
disease at a specific time

52
Q

Epidemiological method

A
  1. Observing
  2. Counting cases or events
  3. Relating cases or events to the population at risk
  4. Making comparisons
  5. Developing the hypothesis
  6. Testing the hypothesis
  7. Drawing scientific inferences
  8. Conducting experimental studies
  9. Intervening and evaluating
53
Q

ways of explaining research objectives

A

Bias- the observation is incorrect because a systematic error was intorduced
selection - from patients or subjects selection
measurement - from observation or measrement
confounding bias- the presence of another variable
Chance - observation is incorrent becuase of a randomerror
Truth - observation is correct

54
Q

Types of studies

A

Ecological or correlational studies
Compare disease rates with per capita
consumption of specific food components
Cross-sectional or prevalence studies
“Snapshot” of a population – comparing
dietary intake, disease, other variables in a
population at one time
Cohort or incidence studies
A group of people are followed over time to
see who develops a particular disease and
what risks they have been exposed to
Case-control studies
Comparing a group with a disease with a group
that does not have it
Controlled trials
Compare intervention group with usual care
group

55
Q

Nutritional epidemiology

A

Epidemiological method lends itself to the
study of the relationship of diet to health
and disease
One of first applications was investigating
curative effects of citrus fruits among sailors
with scurvy
Can be used to monitor and describe
food consumption, nutrient intake, and
nutrition status of population groups
Information obtained can be used to
develop and evaluate intervention
programs

56
Q

Measuring food consumption (national level vs. individual vs. household)

A

National level – food balance sheets
Measure food available for consumption on per
capita basis
Can be affected by errors in calculating production,
waste, consumption
Are used to formulate agricultural policiesHousehold level – household food consumption
Consider per capita consumption of household
Takes into account age and sex of persons in
household (or institution), number of meals eaten at
home or away from home, income, shopping
practices, other factors
Individual level – methods estimating dietary
intake (Table 3-6)
Diet history
24-hour recall
Diet record – “gold standard,” 3, 4, or 7 days
Food frequency

57
Q

Community Nutritionist and evaluation

A

Need to critically evaluate scientific
literature before formulating new nutrition
policies or offering advice about eating
patterns
Use criteria in Table 5-8 to judge strength
of epidemiological associations
Steps in interpreting epidemiological
data:
Evaluate criterion for causal association
carefully
Assess causal association critically for bias
and chance!

community nutrition (5 decks)

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