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health
Question | Answer |
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ethics | the study of morality |
Epistemology | the study of knowledge |
Metaphysics | study of the nature of reality |
Professional ethics | actions that are right or wrong in the workplace |
deontological theories | are those that claim that certain actions are inherently right or wrong, good or bad, without regard for their consequences (the end does not justify the means) |
teleological theories | evaluate the moral status of an act by the goodness of the consequences (the end does justify the means) |
moral sensitivity | being aware that an ethical problem exists and having an understanding of what impact different courses of action may have on the people involved |
code of ethics | document that maps the dimensions of the professions collective social responsibility and acknowledges the obligations individual practitioners share in meeting the profesisons responsibilities |
quality assurance | the planned and systematic activities necessary to provide adequate confidence that the product or service will meet given requirements |
credentialing | is the means by which professions demonstrate quality assurance |
accreditation | is the process by which a recognized professional body evaluates an entire college or university professional preparation program |
Licensure | is the process by which an agency or government grants permission to individuals to practice a given profession by certifying that those licensed have attained specific standards of competence |
certification | is a process by which a professional organization grants recognition to an individual who, upon completion of a competency based curriculum, can demonstrate a predetermined standard of performance |
role delineation | the process of identifying the specific responsibilities, competencies, and sub competencies associated with the practice of health education/promotion |
responsibilities | essentially specify the overall scope of practice for health education specialists |
competencies | reflects the ability of the student to understand, know, etc |
sub-competencies | reflects the students ability of the student to list, describe, etc |
needs assessment | is a process thaw helps program planners determine what health problems might exist in any given group of people , what assets are available in the community to address the health problems, and the overall capacity of th community to address health issues |
capacity | refers to both individual and collective resources that can be brought to bear for health enhancement |
community empowerment | is about helping people help themselves in a way that encourages them to take ownership of their health and use their abilities to develop solutions |
secondary data | preexisting information |
primary data | health education specialists own data |
rule of sufficiency | states that any strategy chosen must be sufficiently robust, or effective enough to ensure the stated objectives have a reasonable chance of being met |
health education research | a systematic investigation involving the analysis of collected info or data that ultimately is used to enhance health education knowledge or practice |
school health education promotion | involves instructing school ages children about health and health related behaviors |
coordinated school health program | when the school health education program is made broader, district wide approach |
voluntary health agencies | created by concerned citizens to deal with health needs not met by governmental agencies. |
public health agencies | or official governmental health agencies are usually financed through public tax monies |
worksite health promotion | a combination of educational, organizational, and environmental activities designed to improve the health and safety of employees and their families |
health care settings | clinics hospitals and managed care organizations are what |
networking | involves establishing and maintaining a wide range of contacts in the field that may be of help when looking for a job and in carrying out ones job responsibilities once hired |
service learning | provide course credit for students to work with a community agency to meet an identified community need |
portfolio | collection of evidence that enables students to demonstrate mastery of desired course or program outcomes |