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87 Cards in this Set
- Front
- Back
Public Health |
healthy people in healthy communities |
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Public health mission |
promote physical and mental health; prevent disease, injury, disability |
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Nurses Role in Public Health |
Health promotion, risk reduction, health protection |
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Aggregate |
individual units brough together into whole or sum of those individuals -unit of analysis:a that level provider analyzes ad reports data |
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population |
larger group who's members may or may not interact but share at least one characteristic |
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commnity |
individuals living within same geographical area and recognize membership ties |
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Florence Nightingale |
developed hand washing |
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William Rathbone |
district nursing, liverpool training school worked with florence nightingale |
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Lillian Wald and Mary Brewster |
took florence''s ideas to the US -henry street settlement |
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Henry Street Settlement |
Lillian Wald and Mary brewster -provided education, safe place for children to play, room for entertainment -leisure important for health -everyone deserved healthcare -advocate for safe work places -led to federal children bureau |
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IOM Core Functions |
Assessment
Policy Development Assurance ` |
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Socio-economic Model of public health |
multiple determinants of health -population and environmental aproch=critical -links between levels -physical and social environmental factors |
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Core Competencies is PH |
-analytic/assessment -policy development/program planning -communication -cultural competency -community dimensions of practice -basic public health sciences -financial planning and management -leadership and systems thinking |
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Assurance |
ensuring competent community health needs |
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assessment |
collect data, monitor health status, make info available |
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policy development |
provide leadership in developing policies with scientific knowledge |
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PH in US -- local and state |
states have authority to structure PH departments as they want |
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PH in US: national-federal |
CDC healthy people 2020 |
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CDC |
goal to be premiere health promotion, prevention, and preparedness agency in USAD GOBAL leader in public health |
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healthy people 202 |
central to work of CDC -eliminate health disparities and promote health equity -high quality, longer lives free of diseases, disability, injury, premature death, healthy social and physical environment -promote quality of life, healthy development and behaviors |
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Global PH |
World Health Organization -- CDC collaborates with other countries and states to: -eradicate malaria -maternal and child health -malnutriion -communicable disease -PH infrastructure -sanitation -environmental health |
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WHO 6 Core Functions |
1. global leadership in health 2. health research 3. set norms and standards for health 4. establish ethical and evidenced based policy 5. provide technical support 6. conduct disease surveillance and monitor health trends |
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Millennium Development Goals |
aim at improving health of all populations by 2015 -eradicate extreme poverty and hunger -achieve universal primary education -promote gender equality and empowering women -combat HIV/AIDS |
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Nursing intervention |
multiple steps of prevention, understanding concepts of health promotion, risk reduction, and underlying framework of prevention |
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health protection |
vaccines, condom |
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risk reduction |
decrease air pollutants, decrease fall firisk |
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Affordable Care Act |
national prevention strategy -health promotion at individual/family and population level -goal: change biological and behavioral bevaiors, promote healthy lifestyles, and reduce morbidity and mortality |
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Ecological Model |
Downstream: used by healthcare to influence change at individual level; knowledge of natural history; requires individual responses (vaccines) upstream: address contributing factors, prevention, needed change (decrease use of lead paint and remove form older buildings) |
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Primary Prevention |
prevent development of disease or injury -vaccines -at risk people -reduce risk factors--> ban smoking in public |
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secondary prevention |
early detection and treatment -screenigns |
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tertiary prevention |
prevention of disability and premature death -prevent bedsores -promote health so disease doesn't get worse -already dx and need interventions to combat secondary issues |
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IOM continuum of health prevention model |
-universal interventions: prevention measures or interventions designed for everyone in eligible population -selective: prevention toward subgroup of population who's risk is above average or high -indicated interventions: target high risk individuals with minimal but detectable amount of excess weight foreshadowing obesity |
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Continuum of Care: Prevention Model |
prevention treatment maintenance |
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Community Capacity |
ability of community members to work together to organize their assets and resources to improve the community -recgnize, evaluate, and address key problems -increase quality of lives, promote long term community health, increase community resilience |
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epidemiology |
study of distribution of disease an injury; examination of factors that affect health and illness of populations to provide basis for interventions aimed at improving health of populations -3 central elements: person, place, time |
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Web of Causation |
model to illustrate complexity of multiple factors ththat contribute to development of disease, illness, or injury and at same time affected by interaction of biological and sociobhavioral determinants of health heap develop strategies to reduce disease/injur related to morbidity and mortality with primary and secondary strategies |
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surveillance |
systematic collection analysis, nd interpretation of data related to occurrence of disease and health status of given population -census data, birth and death certificates, CDC data |
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morbidity |
number or proportion individuals experiencing similar disability, illness, or disease -disease within a population -ex: number of infants in county with whooping cough |
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incidence |
number of new cases of disease or illness at specific time or over specific period of time -rate of development of NEW casein a population |
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prevalence |
number of existing cases divided by total persons in population
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mortality |
number off deaths within a given population |
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mortality rates |
(# of cases/ po;elation) x constant rate = rate per constant informative for rates of death for specific group does not tell about level of exiting disease or risk of contracting |
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Epidemiological Triangle |
relations among causal agents host, and environmental factors -agent: responsible for disease (infectious, chemical, physical) -host: person susceptible -environment: factors that impede or enhance transission |
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Descriptive epidemiology |
analysis of population and health dat that is already available -understanding of general features of population |
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analytical epidemiology |
determine association between risk factors and occurrence of health phenomenon -test hypothesis -case control and odds ratio -cohor -clinical trials =cross sectional |
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case control and odds ratio |
compare ratio of disease in exposed and not exposed -retrospectively: disease already occurred |
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cohort study |
specific population, subset, or group over specific time period -strong validity -high cost --prospective: longitudinal --retrospective: already occurred --historical: past and future data |
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clinical trials |
control and experimental requiring random assignment -causal relationship |
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cross sectional |
estimate of disease status of frequency at one point in time |
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Ethnography |
systematic study of people and cultures -relevance of historical events -direct observation -reflexiity: understand views compared to others without judgement |
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community assessment |
getting to now and understand community as patient -purpose: plan interventions -gather data, develop database, interpret and analyze |
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windshield surveys |
direct observation -drive through or walk of community to observe prior to conducting more formal assessment -primary data collection |
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Culturally Informed Community Health Assessment Tool |
Community culture inquiry: physical environment, population,social organization -community health assessment: environmental health,population, healthcare orgaiztons. public health financing, health values and believes, indigenous and alternative systems |
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Community health Diagnosis |
clarify problem, who receives care, statement of problems faced, factors contributing to problem risk of , among, related too |
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community action |
process that helps communities to understand how to move from current state to desired state change is only possible with collaboration |
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healthy people 202 |
national compilation of disease prevention and health promotion goals and objectives for better health |
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Precede/Proceed Model |
predisposing reinforcing and enabling factors, and causes in educational diagnosis and evaluation/policy, regulatory, and organizational constructs in education and environmental design gives insight into how to develop an educational program that will positively change health behaviors -multidementional, multisectoral, and participatory |
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MAPP (mobility action practice pact) |
strengthened community involvement of assessment and aligned model with 10 essentials of public health services |
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CHANGE (community health assessment group evaluation |
enable local stakeholders and community team members to survey and identify community strengths and areas for improvement regarding current policy, systems, and environmental change strategies |
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Logic Model |
result in clear plan that is easy to evaluate with clear understanding and expected outcomes 1. resources 2. activities 3. output- direct product 4. outcomes: intended results; the objectives 5. impact: program goal, producing one-term change in community |
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Program Planning |
1. who should participate 2. develop questions 3. budget 4. internal or external evaluation 5. data collection methods 6. collect data 7. analyze and interpret data 8. communicate findings to stakeholders -cultural competency is essential |
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Program Implementation |
1. community acceptance 2. specifying taste and estimating needed resources 3.developing specific plan for program activity 4. establishing mechanism for program management 5. putting plan into action |
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Program Evaluation |
appraisal of effects, begins when goals an objectives are established -costs > benefits? -role of outcomes -determines if activities implemented as designed, cost effective, tries are correct, appropriate tie line, duplicated program |
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Formative Program evaluation |
occurs during development of program, ongoing feedback on performance of programs |
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process program evaluation |
type of formative evaluation that investigates process of delivering program or technology; need to document to what extent the program has been delivered and if defined in design |
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summative program evaluation |
occurs at end of program to evaluate objectives and goals |
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risk |
exposure to danger, harm, or los |
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risk communication |
provide meaningful, relevant and accurate info in clear and understandable terms targeted to specific audience -people perceive and experience risk differently |
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Extended Parallel Processing Model |
high efficacy- successful -ow efficacy- control throat fear and dancer control processes -use of screening |
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successful programs are: |
reliable, valid, capable of large group administration innocuous, high yield, ethical and effective |
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lead time bias |
one way that survival are distorted and often misscommmunicated to public |
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over diagnosis bias |
misconstrued screening benefits |
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education |
activity designed to effect changes in knowledge, skill, and attitudes of individuals, groups, or communities -emphasizes provider and skills -changing attitude and behavior is difficult |
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learning |
the recipient of knowledge ad skills and person in whole a change is expected to occur -learning involves change -can easily change knowledge |
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3 domains of learning |
-cognitive(thinking) -affective (feeling) -psychomotor (acting) |
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children nature of learning |
rely on others for what is important to learn -accept new info at face value -expect info to babe useful long term -little or no experience to draw on -- blank slate -little ability to be knowledgable resource |
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adult nature of learning |
decide themselves whats important to learn -need to validate info based on beliefs -esxpect learning to be immediately useful -have substantial experience to draw on -fixed viewpoints -knowledgable resource to others |
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5 steps of educational process |
1 identify needs 2. establish goals and objectives 3. select appropriate methods 4. implement educational plan 5. evaluate process |
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process evaluation: |
examines dynamic components of educational program, assesses movement and management of info transfersand makes sure objectives are met |
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educational product |
outcome of educational process; measured qualitatively and quantitatively |
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group |
collection of interactiog individuals with common purpose |
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formal group |
defined membership and purpose, official place in community organization
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informal group |
multiple ties between members, unwritten purpose, form spontaneously |
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cohesion |
attraction between individual members, between each and the group highly cohesive=unit working toward common goal, handle frustration, and defend against criicism |
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task function |
anything member does to contribute to group purpose |
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norms |
standards that guide, control, ad regulate individuals and ocmmunities |
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role structure |
expected ways members are expected to behave toward one another -forming stage, storming stage, performing stage adjourning |