Week 2 Flashcards by Sasha K.

What are the social determinants of community health and development?

The three overarching factors are:
_________ inequality
________ connectedness
Sense of __________

Economic inequality
Social connectedness
Sense of efficacy

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More specific social determinants can include:

Racial and _______ bias.
_______differences.
_______influences.
Politics.
_______conditions.
Geography.

Racial and ethnic bias.
Cultural differences.
Media influences.
Politics.
Living conditions.
Geography.

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Why address social determinants of community health and development?

If you want to solve or prevent a problem for the long term, you have to deal with its _____________ > 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 ________ 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.

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Who should address social determinants of community health and
development?

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.

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When should you address social determinants of community health and development?

When it’s clear that simply _________ on the issue isn’t enough.

When you’re advocating for changes in laws, policies, or funding.

When you’re seeking fundamental ________.

When you’re seeking a __________ solution to a long-term problem.

When your focus is on community wellness and prevention.

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 your focus is on community wellness and prevention.

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How do you identify social determinants of community health and development?

You assess the __________
You ask _________ who know.
You apply ________ thinking principles to the issue.
You ask the right __________.

You assess the community
You ask people who know.
You apply critical thinking principles to the issue.
You ask the right questions.

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How do you address social determinants of health and community development?

You work to address larger social factors through environmental and policy conditions, including:

_________ and skills.
_________ within and between groups.
Modification of access to, barriers to, and opportunities for _________ and services.
Consequences of actions.
Exposure to or protection from _________ .
Policy change.

Knowledge and skills.
Support within and between groups.
Modification of access to, barriers to, and opportunities for resources and services.
Consequences of actions.
Exposure to or protection from hazards.
Policy change.

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You’re guided by basic principles:

People _________ 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 _____.

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.

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You’re guided by basic principles: CONT.

Health and development efforts should involve_________________ as catalysts for change.

Strategies should be self-sufficient and ___________ over the long term.

Efforts should be aimed at goals that can be ______________ 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.

__________ should continue indefinitely.

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.

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Health Education in the Community is any combination of ___________ experiences designed to predispose, enable, and reinforce voluntary behavior conducive to health in individuals, groups, or communities.

Health Education in the Community is any combination of learning experiences designed to predispose, enable, and reinforce voluntary behavior conducive to health in individuals, groups, or communities.

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Health Education in the Community

> Goals
o Translate health knowledge into ___________ for health enhancement, disease prevention, and chronic illness management
o Enhance wellness and decrease disability
o Actualize the health ________ of individuals, families, communities, and society
o Influence individuals within their sociopolitical environment for improved health and well-being
o Sustain cognitive and behavioral changes by engaging learners to become partners in their own behaviors
o Empowerment

o Translate health knowledge into interventions for health enhancement, disease prevention, and chronic illness management
o Enhance wellness and decrease disability
o Actualize the health potential of individuals, families, communities, and society
o Influence individuals within their sociopolitical environment for improved health and well-being
o Sustain cognitive and behavioral changes by engaging learners to become partners in their own behaviors
o Empowerment

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Learning is an enduring change that involves the modifications of:
o Insight
o Behaviors
o Perceptions
o Motivations

o Insight
o Behaviors
o Perceptions
o Motivations

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Learning Theories

Learning theories assist in understanding how individuals, Families, and groups learn.

 __________ theory
 __________ theory
 __________ learning

 Humanistic theory
 Cognitive theory
 Social learning

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Adult Learners

Characteristics that affect learning:
* Need to know
* Concept of self
* Experience
* Readiness to learn
* Orientation to learning
* Motivation

Need to know
Concept of self
Experience
Readiness to learn
Orientation to learning
Motivation

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Model of Health Education Empowerment
“Nurses cannot assign power and control to the individual within the community but rather … the “power” must be taken on by the __________ and ____________ with the nurse guiding this dynamic process.”

“Nurses cannot assign power and control to the individual within the community but rather … the “power” must be taken on by the individual and community with the nurse guiding this dynamic process.”

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Model of Health Education Empowerment

Process includes examining:
Education
Health
literacy
Gender
Racism
Social Justice
Class

Recognizes the structural and foundational changes that are needed to elicit change for socially and politically disenfranchised groups

Process includes examining:
Education
Health
literacy
Gender
Racism
Social Justice
Class

Recognizes the structural and foundational changes that are needed to elicit change for socially and politically disenfranchised groups

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Community Empowerment

Community members take on greater power to create _______.
Based on community cultural strengths and assets
Community is an engine of health promotion and a vehicle for empowerment.
Need to think ___________

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

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The Nurse’s Role in Health Education

BECOME A _________ WITH INDIVIDUALS AND COMMUNITIES
SERVE AS CATALYST FOR _________
ACTIVATE IDEAS
OFFER APPROPRIATE _________
IDENTIFY _________
FACILITATE GROUP ____________

BECOME A PARTNER WITH INDIVIDUALS AND COMMUNITIES
SERVE AS CATALYST FOR CHANGE
ACTIVATE IDEAS
OFFER APPROPRIATE INTERVENTIONS
IDENTIFY RESOURCES
FACILITATE GROUP EMPOWERMENT

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Enhancing Communication

Inclusion

Nurses need to be cognizant to the __________________ oral exchanges and interactions.

Nurses need to enhance their knowledge and skills to provide culturally effective care.

first introductory

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Framework for Developing Health Communications

Framework to create a variety of health education messages and programs

Stage I: _________ 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 ______
o Produce effective and relevant materials
o Select appropriate communication channels

Stage III: _________ the program
o Introduce the health education message and program to the intended audience
o Review and revise necessary components

Stage IV: _________ the effectiveness and making refinements
A. Evaluate outcome to determine whether or not changes in knowledge or behavior occurred

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

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Health Education Resources
- Educational materials, media, and resources are available from local, state, and national organizations and agencies.

Educational materials, media, and resources are available from local, state, and national organizations and agencies.

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Health Literacy

National Literacy Act (1991)
o Literacy is operationally defined as the ability to _____________ at the ___________ reading level in any language and can be measured according to a continuum.
o Definition is constantly changing

read and write at the fifth-grade

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Health Literacy

Very low literacy skills are at increased risk for poor ______, which contributes to health disparities.
Access to health care
Self Esteem
Medical Issues
Informed Consent
Research
Questions

health

Helpful Tips for Effective 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

Helpful Tips for Effective Teaching *_________ often *Be creative *Use appropriate resources and materials *Praise patients *Be ___________ *Allow time for ________ *Employ teach-back methods *Remember that comprehension and understanding take time and practice *Conduct learner verification *Evaluate the teaching plan

*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 Materials: Become a Wise Consumer and User Evaluate health materials, including websites, before disseminating them Materials should: * Strengthen previous teaching * Be used as an adjunct to health instruction * Be appropriate for intended audience in community education initiatives

* Strengthen previous teaching * Be used as an adjunct to health instruction * Be appropriate for intended audience in community education initiatives

Learner Verification Learner verification engages intended members in dialogue and helps uncover unsuitable aspects of material. > Process helps identify that the message is _______ to the audience.

well suited

Social Media Social media refers to interactive Internet-based communication channels. Numerous platforms now available: Blogs Online discussion boards Microblogs Video-sharing May reach diverse community constituents with important public health messages Potential to do a lot Can empower community members to make informed health decisions

Social media refers to interactive Internet-based communication channels. Numerous platforms now available: Blogs Online discussion boards Microblogs Video-sharing May reach diverse community constituents with important public health messages Potential to do a lot Can empower community members to make informed health decisions

Risk Reduction What is Risk? - “The _________ that a specific event will occur in a given time frame” - Think of Social and Structural Determinants of health What is a Risk Factor? - A risk factor is “an exposure that is associated with _______” - Modifiable Risk Factors - Non-Modifiable Risk Factors Risk Identification, Communication, and Reduction - What are some methods of Risk Reduction?

What is Risk? - “The probability that a specific event will occur in a given time frame” - Think of Social and Structural Determinants of health What is a Risk Factor? - A risk factor is “an exposure that is associated with disease” - Modifiable Risk Factors - Non-Modifiable Risk Factors Risk Identification, Communication, and Reduction - What are some methods of Risk Reduction?

Health Risks Factors Modifiable Risk Factors ______________________________________________ Non-Modifiable Risk Factors ________________________________________

Modifiable Risk Factors * Diet * Activity * Lifestyle * Substance abuse Non-Modifiable Risk Factors * Hereditary and Genetic factors

Windshield Survey 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 ____ & provides visual overview of a community. __________ and trends in the community that could affect the ________ of the population are noted. This data provides background and context for working in the community or for conucting 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 conucting a community assessment

Why culture is important? 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.

What is culture? As community builders, understanding culture is our business. > "Culture" refers to a group or community which shares common ____________ that shape the way its members understand the world.

experiences

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.

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

ongoing self-assessment

Cultural competence in service delivery is increasingly important to: 1 Respond to demographic changes in the United States; 2 Eliminate long-standing ________ in the health status of people based on racial, ethnic, and cultural backgrounds; 3 Improve the quality of services and health _________; and 4 Meet legislative, regulatory, and accreditation mandates.

1 Respond to demographic changes in the United States; 2 Eliminate long-standing disparities in the health status of people based on racial, ethnic, and cultural backgrounds; 3 Improve the quality of services and health outcomes; and 4 Meet legislative, regulatory, and accreditation mandates.

Cultural Destructiveness – Practices and policies that ______ cultures and individuals. Cultural Incapacity – Lack of ability to _________ diverse cultures, though not intentionally harmful. Cultural Blindness – The belief that culture doesn’t _________, leading to services that ignore cultural differences. Cultural Pre-Competence – __________ of cultural differences and initial efforts to improve services for diverse populations.

Cultural Destructiveness – Practices and policies that harm cultures and individuals. Cultural Incapacity – Lack of ability to support diverse cultures, though not intentionally harmful. Cultural Blindness – The belief that culture doesn’t matter, leading to services that ignore cultural differences. Cultural Pre-Competence – Awareness of cultural differences and initial efforts to improve services for diverse populations.

Cultural Competency – Involves _________ cultural differences, ongoing self-assessment, understanding cultural dynamics, expanding knowledge, and adapting services. Clinicians effectively apply cultural knowledge in interviews, assessments, and treatment. Cultural Proficiency – The highest level, where culture is ____________. Agencies advance cultural competence through research, new therapeutic approaches, and knowledge sharing. Clinicians lead by training others, recruiting diverse staff, and contributing to research.

Cultural Competency – Involves respecting cultural differences, ongoing self-assessment, understanding cultural dynamics, expanding knowledge, and adapting services. Clinicians effectively apply cultural knowledge in interviews, assessments, and treatment. Cultural Proficiency – The highest level, where culture is highly valued. Agencies advance cultural competence through research, new therapeutic approaches, and knowledge sharing. Clinicians lead by training others, recruiting diverse staff, and contributing to research.

What is racial prejudice? To have an ____________________ attitude or belief towards someone else or attitude or belief towards someone else or another group of people primarily on the basis of skin color or ethnicity.

unfavorable or discriminatory

How can you reduce racial prejudice and racism? 1 Learn about your community. 2 Document activities of racism. 3 Understand the depth of the problem. 4 Identify policies that need to be challenged. 5 Determine short-term and long-term goals. 6 Consider existing and needed resources. 7 Consider how much time you have. 8 Review strategies.

1 Learn about your community. 2 Document activities of racism. 3 Understand the depth of the problem. 4 Identify policies that need to be challenged. 5 Determine short-term and long-term goals. 6 Consider existing and needed resources. 7 Consider how much time you have. 8 Review strategies.

"Spiritual" means... Spiritual assets, such as compassion and forgiveness, are widely valued qualities found in every culture and community. “Spirituality” refers to the qualities that inspire us to do ______________ – for ourselves and for others

what is right and good

How Can Spiritual Assets Facilitate Community Building? We believe that certain personal qualities of the change agent or actor – what we call here spiritual assets – can lead to more effective community building and community life in general - Why might this be so? - Appreciation (Gratitude) - Tolerance and Acceptance

We believe that certain personal qualities of the change agent or actor – what we call here spiritual assets – can lead to more effective community building and community life in general - Why might this be so? - Appreciation (Gratitude) - Tolerance and Acceptance

How Spiritual Assets Can Be Used On an individual and family level  Earlier we offered examples relating to appreciation, tolerance, acceptance, and and compassion. A few others might be:.  Advocating for justice  Practicing humility  Sharing hospitality On an organizational and community level  Vision statements  Mission statements  Value statements  Planning documents or other written plans  Organizational policies and procedures  Programs for orienting new staff or training current staff  Daily program operations  Promotional materials  Evaluation of organizational or community programs

On an individual and family level  Earlier we offered examples relating to appreciation, tolerance, acceptance, and and compassion. A few others might be:.  Advocating for justice  Practicing humility  Sharing hospitality On an organizational and community level  Vision statements  Mission statements  Value statements  Planning documents or other written plans  Organizational policies and procedures  Programs for orienting new staff or training current staff  Daily program operations  Promotional materials  Evaluation of organizational or community programs

Some Examples of Spiritual Assets in Practice  Hospitality  Gratitude  Being Charitable toward Others  Justice  Compassion

 Hospitality  Gratitude  Being Charitable toward Others  Justice  Compassion

Some Challenges and Issues in applying Spiritual Assets  Desire and readiness  Conversion into action  Strengthening spiritual habits  Time and effort  Spiritual fatigue  Spiritual numbing  Competition  Ethical issues  Special challenges for organization and communities: Establishing proper structures

 Desire and readiness  Conversion into action  Strengthening spiritual habits  Time and effort  Spiritual fatigue  Spiritual numbing  Competition  Ethical issues  Special challenges for organization and communities: Establishing proper structures

Active Listening (AL) is the highest and most effective level, characterised by willingness and ability to not just simply hear, but also truly ___________ by listening for the content, intent and feelings of the speaker. Rogers theorized that active listeners, ‘...listen not only with [their] ears, but with [their] eyes, mind, heart and imagination. ‘ AL requires complete ___________ to what a person is saying, listening carefully whilst showing interest and not interrupting, which tells them that we are genuinely interested in their concerns

Active Listening (AL) is the highest and most effective level, characterised by willingness and ability to not just simply hear, but also truly understand by listening for the content, intent and feelings of the speaker. Rogers theorized that active listeners, ‘...listen not only with [their] ears, but with [their] eyes, mind, heart and imagination. ‘ AL requires complete attention to what a person is saying, listening carefully whilst showing interest and not interrupting, which tells them that we are genuinely interested in their concerns

EPIDEMIOLOGY “is the study of ___________ diseases occur in different groups of people and _____ . Epidemiological information is used to plan and evaluate strategies to prevent illness and as a guide to the management of patients in whom disease has already developed.”

“is the study of how often diseases occur in different groups of people and why. Epidemiological information is used to plan and evaluate strategies to prevent illness and as a guide to the management of patients in whom disease has already developed.”

IMPORTANCE OF EPIDEMIOLOGY IN COMMUNITY HEALTH A key feature of epidemiology is the measurement of disease outcomes in relation to a population at risk. The population at risk is the group of people, healthy or sick, who would be counted as cases if they had the disease being studied. Clinical observations determine decisions about individuals. Epidemiological observations may also guide decisions about individuals, but they relate primarily to groups of people.

A key feature of epidemiology is the measurement of disease outcomes in relation to a population at risk. The population at risk is the group of people, healthy or sick, who would be counted as cases if they had the disease being studied. Clinical observations determine decisions about individuals. Epidemiological observations may also guide decisions about individuals, but they relate primarily to groups of people.

EPIDEMIOLOGY HAS BEEN USED TO STUDY THESE CONDITIONS AND MANY MORE West Nile Virus infections Sexually transmitted diseases and HIV Surgical wound infections Hip fractures Childhood malnutrition Pertussis (whooping cough) Schizophrenia

West Nile Virus infections Sexually transmitted diseases and HIV Surgical wound infections Hip fractures Childhood malnutrition Pertussis (whooping cough) Schizophrenia

Epidemiology can help us identify and understand the factors that influence the emergence, severity, & consequences of health problems tobacco use and lung cancer physical activity and heart disease diet and longevity lead exposure and developmental disabilities 1 seat belt use and motor vehicle injuries/deaths childhood vaccine initiatives and child mortality statin drugs and outcomes of atherosclerotic heart disease

tobacco use and lung cancer physical activity and heart disease diet and longevity lead exposure and developmental disabilities 1 seat belt use and motor vehicle injuries/deaths childhood vaccine initiatives and child mortality statin drugs and outcomes of atherosclerotic heart disease

The distribution of a disease within a population can be characterized by three basic questions: 1. Who _________ the disease? 2. _________ does the disease occur? 3. _________ does the disease occur?

1. Who develops the disease? 2. Where does the disease occur? 3. When does the disease occur?

Three key terms are used to describe basic patterns of infectious disease occurrence. The terms are defined by the American Public Health Association (APHA) as:

Endemic Epidemic Pandemic

1. Endemic: The ________ presence of a disease within given geographic area; may also refer to the usual prevalence of a given disease within such an area. 2. Epidemic: The occurrence in a community or region of a group of illnesses of similar nature, clearly in _______ of normal expectancy, and derived from a common or from a propagated source. 3. Pandemic: A _________ epidemic.

1. Endemic: The habitual presence of a disease within given geographic area; may also refer to the usual prevalence of a given disease within such an area. 2. Epidemic: The occurrence in a community or region of a group of illnesses of similar nature, clearly in excess of normal expectancy, and derived from a common or from a propagated source. 3. Pandemic: A worldwide epidemic.

THE CHAIN OF INFECTION Etiologic _____ Reservoir Portal of _____ Mode of _____ Portal of _____ Susceptible _____

Etiologic agent Reservoir Portal of Exit Mode of Transmission Portal of Entry Susceptible Host

Stages of infectious disease