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community test 2
community final part 2
| Question | Answer |
|---|---|
| worksite programs | captive audience, wellness committees. Motivation/incentive/ ed & skills, environmental & social support. Build suppoert assess norms/culture/activities & build worksite advisory board. Identify assets & barriers, solicit administrative support; utilize |
| school-based health programs | health & education go together. Coordinated approach to school health. Organized set of policies, procedures, activities designed to protect, promote, and improve health & wellbeing of students& staff, thus improving the student's ability to learn= healt |
| components of school based programs | school health educaiton, health services, school environment, counseling, psychological & social services, physical ed, school nutrition, family & community, health promotion |
| coordinated school health program | CPS- 1. family/community involvment, 2. health education (planned sequential) integrated into curriculum, 3. physical eed. Planned sequential provides cognitive & physical mvmt. Dance, rhythms, games, fitness. 4. health services aimed to apprais students |
| school health advisory council (SHAC) | cour group of parents, youth, educators, and other community members that focus on promoting coordinated approact to school health, give advice & support to school district/school on all components of coordinated approach to school health, help promote h |
| environmental sources of conflict | culture, nationality, religion, class, gender, economics, politics, society, resources, race |
| individual sources of conflict | ego, identity, intimate relationships, beliefs, preceptions, perspectives, education, position & role, personality |
| situational sources of conflict | lack of essential information, game playing, not acknowledging everyone's uniqueness, hidden agendas, lack of mutual appreciation, power |
| interest based conflict | arise from circumstances or interaction, often resolved quickly |
| identity based conflict | often rooted in threats of need for dignity, recognition, safety, control, purpose, efficacy. Reflects parties' culutre and beliefs. Involves questions of identity & self. Long duration. Difficult to resolve. Generational. Must overcome time & patience. |
| conflict management | preventing unnecessary conflict: open communication, congruence. Time & place: move to a different environment for privacy. Deal with conflict at a different time, focus dialogue on issues. |
| goal of conflict management | sustain relationship & find resolution… no blame. Resolution depends on achievment of agreement. USE I Statements. No blaming. |
| stages of resolution | antagonism. Resonance. Invention. Action |
| steps to resolving conflict | 1. establish initial relationship. 2. develop strategies to guide the process. 3. construct initial database. 4. organize plan for mediation. 5. build trust & communication. 6. begin resolution process. 7. define concerns & set priorities. 8. look for th |
| emotional competence principles | individual members of an organization are interconnected & interrelated. Individual members percieve their work as natural and a source of fulfillment & growth. Creativity is inherent in the individual an din the collective wisdom of each team. The indiv |
| emotional competence behaviors | self-awareness, mindfulness, openness, impulse control, personal humility, appreciation of ambiguity/paradox, appreciation of knowledge, willpower, compassion, optimism, resiliency |
| management framework | structure: resources/resource allocation. Process: implementation/timeline. Outcome: level to which goals & objectives are achieved. Impact measurement: targets population. |
| program impact theory | causal. Measures cause & effect looks @ longterm relationship. Formative evaluation: ongoing, foundation for summative eval. Summative eval: requires excellent judgment in orde to reach LT goals |
| evaluation model | evaluation concepts, techniques & findings to foster improvement and self-determination. Involves qualititative & quantitative data collection methods. Can be used @ multiple levels. Flexible & collaborative. Focus on program improvement. Give people the |
| microsystems | system is identified as a network of interdependent components. Health care system big complex composed of smaller systems. |
| new era of healthcare | new payment method- value based/ pay for performance. Paradigm: pt centered care. Informative environment. Proveds high exposure & transperent outcomes data on quality & cost. Evolved from Quinn's idea. Healthcare pyramid is inverted. |
| clinical microsystem | pt, family, care teams come together for quality, safety, outcomes & staff morale are created & is asystem= very complex. Important where professional identity is formed & tranformed |
| program planning process | needs determination- analysis & perspective of needs. Perspective of needs includes: normative, percieved, expressed & relative. Formuation of vision & mission includs VMOSA- vision mission objectives strategies, action plans. Must have a program hypothe |
| program planning | collection of interventions, activities, projects designed to produce a particular result. Must have a needs determination thru analysis/assessment of community. Perspectives of needs must be addressed |
| perspectives of needs | normative- standard based population (HP2010); percieved- what communities see as their needs; expressed- demand stats not always reliable; relative- gap btwn communities |
| formula of vision & mission | strategic planning VMOSA: vision- desired state; mission- purpose; objective- measurable outcomes; strategies- broad initiatives to address mission; action plans- specifications. |
| appreciative inquiry defined | cooperative search for best in ppl/organizations& surrounding world. Systematic discovery of what gives system life. Involves asking questions that strengthen the systems capacity to heighten positive potential. Mobilizes inquiry. |
| APPREciative inquiry short def | grounded in the theory of social constructionism, it recognizes that human systems are constructions of the imagination & are therefore capable of changes at the speed of imagination. |
| five steps of EBP | 1. ask questions. 2. collect most relevant & best evidence. 3. critically appraise the evidence. 4. integrate all evidence with one's clinical expertise, patient preferences & values to make decision. 5. evaluate the practice decision or change. |
| IOM | suggests ecological approach. Health influenced by: individual, families, communities, organizations, social systems |
| short ecological approach | based on: population focused services & programs, advocacy, research, education |
| ecological approach | basis for understanding health in populations recongizes multiple determinants, based on assumption that health is influcenced at several levels within ecological framework. Based on population focused services & programs, advocacy, researcy & education |
| eight prinicples to distinguish nursing | client or unit is population. Primary obligation is to achieve the greaatest good for the greatest number. Work with client as equal; prevention is priority. PHN creates healthy env, social & economic conditions which pop may thrive. Obligated to activel |
| population based approach to health care | distinguishing attribute of community & PH nurses vs medical practice. Defined pop=community as organizational principle for preventing action. Targets broad distribution of diseases & health determinants. Population based data as scientific basis for co |
| prinicples of pop-based approach | community perspective, clinical epidemiological perspective, ebp; emphasis on effective outcomes, emphasis on primary prevention. |
| population based care | includes community level interventions targets entire community. Aggregate, community based care, community ph nurse |
| aggregate approach in population based care | subgroup of community- most common is high risk. Differs from community based approach |
| community based care in populatio based care | referred to as community based practice with delivery of hc services outside typical institutional settings. Services not necessarily focus on entire community. |
| community public health nurses | uses community mobilization efforts to work collectively to influence health of community. |
| mobilization methods | community engagement, community collaboration, partnerships, organize community to work collectively to influence health of community. |
| CNL engagement | engage politics in the 4 spheres: government, workplace, organizations, community, phases of policy making. |
| adolescent health status agendas | smaller workforce than agin pop. Puberty to maturity, young adults. More racially/ethnically diverse. MVAs, sTDs, measles, EtOH. Mortality has decreased overall. |
| strategies for improving health of adolescents & young adults | improve access to HC; improve adolescent environments, increase role of schools in improving adolescent health, promote positive adolescent health, improve collaborating relationships. |
| Elder's health defined | aged- state of being old. Aging- growing older. Gerontology- aging perspective/study. Geriatrics medical specialty |
| elder abuse | reporting is mandatory |
| elders health behaviors | less likely to consume large amounts of EtOH, smoke cigs, or overwt, or obese when compared to youth. |
| needs of elders | income, housing, personal care, health care. |
| global health issues | become our own when issues spread within our boarders, when we commit our resources to a country in need, when we make a personal commitment to improve the thealth of a population beyond our boarders. When we export food/import food. |
| international health care systems | pluralistic systems, primary health care, political economy & ideology, entreprenerial, welfare oriented, comprehensive, socialist |
| pluralistic health care | consists of traditional healing systems, lay practices, household remedies, transitional health workers. |
| primary health care | developed in late 70s. Sought to serve all populations both urban & rural. |
| political economics | when health care is based on economy. Eg the worldwide economic recession In the 80s was a barrier to the development of effective health care services. |
| global health agencies | multilateral organizations: UN, WHO, world bank. Fosters economic development in order to enable countries to pull themselves out of poverty. |
| bilateral organizations | deal directly w/ other gov't ex: peace corps, CDC. |
| global health concerns | "i. Global burden of diseaseii. Disability (adjusted life year) iii. Acute resp. infectionsiv. HIV/AIDSv. Conditions related to perinatal periodvi. Mental depressionvii. Immunizationsviii. Maternal and infant mortality and morbidity rates |
| role of nurse in global arena | creation of appropriate policies, service delivery, volunteer or paid employment. |
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