public health
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| population at risk | groups of people who have the greatest potential to develop a particular health problem
🗑
|
||||
| prevalence | total number of people affected by a particular condition at one time
🗑
|
||||
| incidence | number of new cases of a particular condition identified during a specified period of time
🗑
|
||||
| epidemic | outbreak that occurs when there is an increased incidence of a disease beyond what is normally found in the population
🗑
|
||||
| pandemic | large epidemic affecting several countries or one or more continents
🗑
|
||||
| rates | primary measurement used to describe either the occurrence or existence of a specific state of health or illness
🗑
|
||||
| morbidity | ratio of the number of deaths in various categories to the number of people in the population
🗑
|
||||
| types of epidemiologic research | descriptive, analytic, experimental
🗑
|
||||
| epidemiologic research does what? | identifies community/public health problems and describes natural history and etiology of diseases
🗑
|
||||
| applying epidemiologic principles in practice | preventing and controlling outbreaks. contributing to a safe/healthy environment. evaulating effectiveness of health services
🗑
|
||||
| specific rates | indicators of the health of a community, region, or country - include comparisons of general mortality rates and maternal infant rates - calculated by person, place, time
🗑
|
||||
| epidemiologic findings used to | promote the best practices and behaviors for healthy communities
🗑
|
||||
| community assessment | identify community health problems that are priorities for intervention as well as community resources available to address each health problem or need
🗑
|
||||
| coalition | group of consumers, health professionals, policy makers, and others working together to improve community health status or to solve a specific community health problem
🗑
|
||||
| stakeholder | individual, organization, or group that has an interest (stake) in a specific community health issue or the outcome of a community-level intervention
🗑
|
||||
| health behavior change | can be at individual or community level - requires sustained effort and results that may not be evident in the short term
🗑
|
||||
| types of community health assessment | comprehensive (CHANGE), population focused, setting specific, problem or health issue based, health impact, rapid needs
🗑
|
||||
| needs assessment | identify problems/issues. priorities are set based on identification needs
🗑
|
||||
| assessment mapping | identifies positives. focuses on effectiveness, builds interdependence, identifies how to best use resources, empowers people
🗑
|
||||
| health planning | organized and systemic process in which problems are identified, priorities selected, and objectives set for the development of community health programs based on the findings of community health assessments and health surveillance data
🗑
|
||||
| SMART objectives | specific, measurable, achievable, relevant, time bound
🗑
|
||||
| category strategies | political, community empowerment, health promotion and education, case management, home visits
🗑
|
||||
| quad council | provides voice and visibility for public health nurses, sets national policy agenda on issues related to public health nursing, and advocates for excellence in public health nursing, education, practice, leadership and research
🗑
|
||||
| political strategies | policy development, community organizing, lobbying and advocacy, presenting testimony, voting, campaigning, holding office
🗑
|
||||
| community empowerment strategies | issue selection, group development - orientation, accommodation, negotiation, operation and dissolution
🗑
|
||||
| health promotion and education strategies | health education - health literacy, social marketing, branding, tailoring, legislation. community health workers
🗑
|
||||
| purposes of pt education | maintenance and promotion of health and illness prevention, restoration of health, coping with impaired functioning
🗑
|
||||
| teaching | communication through an interactive practice that aids an individual to acquire new knowledge, behaviors, or skills to make a change
🗑
|
||||
| learning | purposeful acquisition of new knowledge, attitudes, behaviors, or skills which causes change
🗑
|
||||
| domains of learning | cognitive, affective, psychomotor
🗑
|
||||
| teaching approaches | telling, participating, entrusting, reinforcing, incorporating with other activities
🗑
|
||||
| teaching methods | one on one, group, prepatory, demonstrative, analogies, role play, simulation, technology
🗑
|
||||
| community benefit programs | emphasis on communities with disproportionate unmet health related needs, emphasis on primary prevention
🗑
|
||||
| epidemiologists | those who investigate possible causes of disease to better understand how to prevent and treat disease
🗑
|
||||
| cause | indicates that a stimulus or action results in an effect or outcome
🗑
|
||||
| causality | refers to determining whether a cause and effect relationship exists b/t a risk factor and health effect
🗑
|
||||
| causal relationship | present when there is a direct or indirect relationship b/t 2 factors
🗑
|
||||
| direct relationship | factor causes the disease - ex) mumps virus causes mumps
🗑
|
||||
| indirect relationship | when factor contributes to development of the disease through its effect on other variables - ex) obesity does not cause DM II but increases risk of having it b/c of presence of other factors
🗑
|
||||
| epidemiologic triangle | classic model used in epidemiology to explain the occurrence of disease - 3 main components: agent, host, environment
🗑
|
||||
| epidemiology | study of the distribution and determinants of status of health and illness in human populations - used as research methodology and as a body of knowledge
🗑
|
||||
| consistency | association b/t supposed cause and its effect is consistent - always occurs in same direction
🗑
|
||||
| strength of association | greater correlation b/t supposed cause and effect, the greater the possibility the relationship is causal
🗑
|
||||
| specificity | supposed cause always creates same effect
🗑
|
||||
| temporal relationship | supposed cause always occurs before the effect
🗑
|
||||
| coherence | supposition that one event causes another is coherent with other existing knowledge
🗑
|
||||
| risk | probability that a given individual will develop a specific condition - factors: susceptibility, exposure potential
🗑
|
||||
| rates of occurrence | statistical measures that indicate the extent of health problems in a group - number of occurrence divided by size of population at risk
🗑
|
||||
| web of causation | de-emphasizes the agent as the sole cause of disease while emphasizing the interplay of physical, biological, and social environments
🗑
|
||||
| ecological framework | uses groups, not individuals, as the unit of analysis - effective model defines, understands, changes behavior, and ultimately promotes population level health and wellness
🗑
|
||||
| public health science | scientific foundation of public health practice bringing together environmental sciences epidemiology, biostatistics, biomedical sciences, and social and behavioral sciences
🗑
|
||||
| population | large group whose members may or may not interact with one another but share at least one characteristic
🗑
|
||||
| aggregate | represents a unit of analysis, group, or sum of individuals at which level the healthcare provider analyzes and reports data
🗑
|
||||
| community | individuals recognize membership in group b/c of shared geography or commonalities based on social interaction and establishment of ties to other members and may join in collective decision making
🗑
|
||||
| 3 core functions of public health | assessment, policy development, assurance
🗑
|
||||
| health promotion | interventions aimed at achieving optimal health
🗑
|
||||
| modifiable risk factors | susceptibility to disease or injury that can be controlled by individual people, families, or communities
🗑
|
||||
| social learning | behavior change model that considers environmental influences, personal factors, and behavior as key components to change
🗑
|
||||
| behavior change models | models that assist clients, groups, and communities to redirect activities toward health and wellness
🗑
|
||||
| theory reasoned action | behavior model that emphasizes that individual performance of a given behavior is primarily determined by a person's intention to perform that behavior - peer pressure to do or not to do something
🗑
|
||||
| learning model | behavior change model emphasizing reinforcement of social competence, problem solving, autonomy, and sense of purpose
🗑
|
||||
| ecological model | belief that all processes occurring within individual people and their environment should be viewed as interdependent
🗑
|
||||
| natural history of disease | exposure, pathologic changes, onset of symptoms, usual time of diagnosis
🗑
|
||||
| clinical course of disease | stage of susceptibility, stage of subclinical disease, stage of clinical disease, stage of recovery, disability, or death
🗑
|
||||
| primary prevention | maximizing health and wellness through strategies that are set in place before illness or injury is present - ex) care seats, vaccines
🗑
|
||||
| secondary prevention | maximizing health and wellness through strategies that are set in place at the early and active chronic stages of pathogenesis of illness and injury - ex) mammograms, prostate exams, pap smears
🗑
|
||||
| tertiary prevention | maximizing health and wellness through strategies that are set in place at the end-stage of disease and injury - ex) case management, chronic disease management
🗑
|
||||
|
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
stephanie.gage
Popular Nursing sets