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MAAM MAI
MODULE 1 - COMMUNITY HEALTH NURSING AND ITS CHARACTERISTICS
| Question | Definition |
|---|---|
| Community Health Nursing | A nursing specialty in which the unit of care is a special community or aggregate, focusing on the promotion and protection of public health. |
| Community-Oriented | A process shaped by the unique experiences, knowledge, concerns, values, beliefs, and culture of a given community. |
| Population-Focused Care | Nursing that uses population-based skills such as epidemiology, research, and community organizing for interventions. |
| Interpersonal Relationship-Based Care | Establishes reciprocal, caring relationships through listening, dialogue, and advocacy for community empowerment. |
| Goal of Theory in Nursing | To improve nursing practice by providing direction for diagnosing and addressing health problems. |
| Social Learning Theory | Learning occurs in a social context through observation or modeling; environment and personal factors influence learning (Bandura, 1977). |
| Health Belief Model | Explains and predicts health behavior by focusing on attitudes and beliefs about health. |
| Perceived Susceptibility | A person’s belief about the chances of getting a condition. |
| Perceived Severity | Belief about how serious a condition and its consequences are. |
| Perceived Benefits | Belief in the effectiveness of the advised action to reduce risk or severity. |
| Perceived Barriers | Belief about the physical or psychological costs of the advised action. |
| Cues to Action | Strategies that trigger readiness to act. |
| Self-Efficacy | Confidence in one’s ability to take action successfully. |
| Pender’s Health Promotion Model | Explains how individuals’ personal, social, and environmental factors influence engagement in health-promoting behaviors. |
| Milio’s Framework for Prevention | Health deficits result from imbalances between population health needs and health-sustaining resources; choices depend on socioeconomic access. |
| Transtheoretical Model | Describes stages of change (precontemplation to maintenance) emphasizing self-efficacy and processes of change. |
| PRECEDE-PROCEED Model | A framework for assessing, planning, implementing, and evaluating community health programs. |
| PRECEDE | Predisposing, Reinforcing, and Enabling Constructs in Educational Diagnosis and Evaluation. |
| PROCEED | Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development. |
| Community (WHO Definition) | A social unit with shared norms, values, and identity, sustaining emotional and physical well-being within its environment. |
| Geopolitical Community | A territorial community defined by natural or man-made boundaries (e.g., barangay, city, province). |
| Phenomenological Community | A functional or relational community sharing culture, goals, or identity (e.g., church, school). |
| Healthy Community (WHO, 1996) | A process enabling people to increase control over their health and improve it through supportive environments and access to care. |
| Characteristics of a Healthy Community | Shared sense of belonging, empowerment, participation, conflict management, open communication, and equitable resource use. |
| Factors Affecting Community Health | Characteristics of population, composition, growth or decline, culture, mobility, education, social class, and location. |
| Population | All diverse people living within a community’s boundaries; its size affects healthcare planning. |
| Population Density | Number of people living per unit area; overcrowding increases stress and disease spread. |
| Cultural Characteristics | Differences in customs and beliefs that influence health needs and resource demands. |
| Mobility | Movement of people in and out of a community, affecting continuity of care and sense of belonging. |
| Educational Level | Determines health awareness; lower education correlates with higher disease risk. |
| Social Class | Rank in society based on income, education, and occupation; affects access to healthcare. |
| Location | Geographic setting that influences access to resources, health facilities, and environmental conditions. |
| Client-Oriented Roles | Caregiver, Educator, and Counselor — focus on direct service to individuals and families. |
| Delivery-Oriented Roles | Coordinator, Case Manager, Collaborator, and Liaison — ensure efficient service delivery. |
| Population-Oriented Roles | Case Finder, Leader, Change Agent, Community Developer, Coalition Builder, Researcher — focus on the health of groups and communities. |
Created by:
Jon Anderson