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health 110
midterm
| Question | Answer |
|---|---|
| The Joint Committee on Health Education and Promotion Terminology | regularly reviewing and updating terminology of the profession. Made up of national organizations and key leaders |
| Community Health | The health status of a defined group of people and the actions and conditions to promote protect and preserve their health |
| Health Education | any combo of planned learning experiences using evidence based practices and or sound theories that provide the opportunity to acquire knowledge attitudes and skills needed adopt and maintain healthy behaviors |
| Health Promotion | any planned combination of education political environmental regulatory or organizational mechanisms that support actions and conditions of living conductive to the health of individuals groups and communities |
| Public Health | science and art of protecting and improving the health of communities through education promotion of healthy lifestyles and research for disease and injury prevention |
| Global Health | health problems issues and concerns that transcend national boundaries and are beynd the control of individual nations and are best addressed by cooperative actions and solutions |
| Population Health | health status of people who are not organized and have no identitiy as a group or locality and the actions and conditions to promote protect and preserve their health |
| Wellness | approach to health that focuses on balancing the many aspects or dimensions of a persons life through increasing he adoption of health enhancing conditions and behaviors rather than attempting to minimize conditions of illness |
| 50% of premature morbidity and mortality | due to risky health behaviors |
| 50% of premature morbidity and mortality | due to variables beyond individual control |
| CDC 6”/Youth Risk Behaviors | 1. Tobacco use 2. Poor eating habits 3. Alcohol and other drugs 4. Behaviors that result in intentional or unintentional injuries 5. Physical inactivity 6. Sexual behaviors that result in HIV infection, other STIs, or unintended pregnancy |
| Additional Determinants of Health | Biology Behaviors (internal/external influence) Physical environment E.g. Air quality, exposure to toxic agents Public policies and interventions Community health focused Access to quality health care Social determinants |
| Social Determinants | “Conditions in the environment in which people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks” (p. 18). |
| 5 Areas of Social Determinants | Economic stability Education Social and community context (e.g. Family structure perceptions of equality) Health and health care (e.g. Access to quality care) Neighborhood and build environment (e.g. Quality of housing, access to quality foods) |
| Healthy People 2020 | Topic-related DHSS (government) establishes goals and objectives every 10 years The focus of HP 2020: A renewed focus on identifying, measuring, tracking, and reducing health disparities through a determinants of health approach |
| Health Disparities | Gaps between groups, often caused by race, ethnicity, SES, gender, and location |
| The difference in health between populations caused by: | Lack of access to healthcare Lack of quality healthcare |
| What is Health Education? | “Any combination of planned learning experiences based on sound theories that promote individuals, groups, and communities the opportunity to acquire information and the skills needed to make quality health decisions.” |
| Goal of the Profession | To promote, maintain, and improve individual and community health” through the teaching-learning process (p. 15). This process sets us apart from other service professions. |
| Who is a Health Educator? | Someone with specific training (i.e. a degree in health education) Someone who is certified (Certified Health Education Specialist – CHES) Someone who is active in the field (i.e. belongs to professional memberships) |
| Where is Health Education Delivered? | Schools Universities/Colleges Hospitals Government agencies Non-profit agencies For-profit agencies Consulting |
| When is Health Education Delivered? | One-shot vs. long-term programs and curricula Whenever there is a perceived need, grant money, administrative demand |
| Credentialing | “...an umbrella term referring to the various means employed to designate that individuals or organizations have met or exceeded established standards.” |
| NCATE/CAEP | National Council for Accreditation of Teacher Education |
| CEPH - | Council on Education for Public Health |
| purpose of Credentialing | Develops a sense of pride and accomplishment among certified health educators Promotes continued professional development for health educators |
| purpose of Credentialing | Establishes a national standard of practice for all health educators individual health educator's knowledge and skills Assists employers in identifying qualified health education practitioners |
| Competencies Update Project (CUP), health education has a 3-tiered hierarchical model of credentialing | Entry: BS or MS & < 5 years experience Advanced-1: BS or MS & > 5 years exp. Advanced-2: Doctorate & > 5 years ex. |
| Areas of Responsibility #1 | Assess Needs, Assets, and Capacity for Health Education |
| Areas of Responsibility #2 | Plan Health Education |
| Areas of Responsibility #3 | Implement Health Education |
| Areas of Responsibility #4 | Conduct Evaluation and Research Related to Health Education |
| Areas of Responsibility #5 | Administer and Manage Health Education |
| Areas of Responsibility #6 | Serve as a Health Education |
| Areas of Responsibility #7 | Communicate and Advocate for Health and Health Education |
| What is the individual certification for health educators? | Certified Health Education Specialist (CHES) |
| What is the organization that governs this certification? | National Commission for Health Education Credentialing, Inc. (NCHEC) |
| What is the advanced level certification called? | Master CHES (MCHES) |
| How many semester hours of approved coursework is required to be eligible to sit for the entry-level exam | 25 semester hours with grade C or better |
| Responsibility #1 assess | Collecting primary and secondary data to address the needs of a given community –Surveys –Focus groups –Statistics from CDC, etc. •Identifying and analyzing factors that influence health behavior |
| responsibility #2 plan | Developing goals and objectives •Selecting or designing strategies and interventions •Developing a scope and sequence for health education programs |
| responsibility #3 implement | Launching the PLAN (from Area 2) •Monitoring the plan •Training individuals involved in the plan |
| responsibility #4 conduct evaluation and research | Developing a research proposal •Analyzing and synthesizing literature to support proposal •Designing data collection instruments •Collecting research data •Interpreting data •Applying findings to policy and programs |
| responsibility #5 administer | Managing budgets •Obtaining support for programs •Demonstrating leadership •Managing human resources –Recruiting volunteers/staff –Evaluating performance of volunteers/staff •Facilitating partnerships to support programs |
| responsibility #6 serve as a resource person | Disseminating health-related information •Critiquing health-related resources for accuracy, relevance, and timeliness •Conveying the information to stakeholders •Serving as a consultant in health education |
| responsibility #7 communicate and advocate | Identifying, developing, and using a variety of communications strategies, methods, and techniques •Incorporating technology in advocacy •Influencing policy to promote health |
| a health educator identifies behaviors that tend to promote or comprise health: | assess |
| a health educator develops a unit plan targeting middle school students | plan |
| a health educator coordinates volunteer opportunities for the American red cross (or other not for profit organization) | administer |
| a health educator conducts a psa for cervical cancer awareness | communicate & advocate |
| a health educator critiques a pamphlet on diabetes prevention | serve as a health education research program |
| a health educator develops valid and reliable evaluation instruments for a healthy eating program | conduct |
| a health educator secures fiscal resources for a bullying prevention program | administer health education strategies interventions and programs |
| a health educator delivers a program to reduce teen pregnancy rates at a local high school | implement |
| a health educator infers implications from research findings for future health related activities | conduct evaluation and research related to health education |
| primary prevention | preventative measures that forestall the onset of illness or injury during the prepathogenesis period |
| secondary prevention | preventive measures that lead to early diagnosis and prompt treatment of a disease illness or an injury to limit disability impairment or dependency and prevent more severe pathogenesis |
| tertiary prevention | preventive measures aimed at rehabilitation following significant pathogenesis |
| communicable diseases | illnesses are those diseases for which biological agents or their products are the cause and that are transmissible from one individual to another |
| non communicable diseases | illnesses are those that cannot be transmitted from an infected person to a susceptible healthy one |
| philosophy | summarizing the attitudes principles beliefs values and concepts held by an individual or a group |
| behavior change philosophy | behavioral contracts goal setting and self monitoring to try to foster a modification in an unhealthy habit in an individual with whom he or she is working |
| cognitive based philosophy | focuses on acquisition of content and factual information; the goal is to increase the knowledge of the individuals or groups so that they are better armed to make decisions about their health |
| decision making philosophy | health education specialist presents stimulated problems case studies or scenarios to students or clients |
| freeing or functioning philosophy | reaction to traditional approaches of health education promotion that he felt ran the risk of blaming victims for practicing health behaviors that were often either out of their control or not seen in their best interests |
| social change philosophy | emphasizes the role of health education specialists in creating social economical and political change that benefits the health of individuals and groups |
| article 1 | responsibility to the public |
| article 2 | responsibility to the profession |
| article 3 | responsibility to employers |
| article 4 | responsibility in the delivery of health education |
| article 5 | responsibility in research evaluation |
| article 6 | responsibility in professional preparation |
| justice | treat others fairly |
| fidelity | keep promise and being loyal |
| beneficence | helping others |
| autonomy | independence or freedom of action |
| non maleficence | avoid causing harm |
| utility | take into account the pros and cons and come up with the best benefits and barriers |
Created by:
alexap