Fluent Essays

minimum 800 wordsinclude in text citations and references pageAPA format with ARIAL 12 font! Epidemiology of Health and Illness.Community Health PlanningImplementation and evaluationRead chapter 5, 7 and 8 of the class textbooks and review the attached PowerPoint presentations. Once done answer the following questions;Define epidemiology and identify the epidemiological models used to explain disease and health pattern in populations.How can you apply the epidemiological methods to describe the stated of health in the community or aggregate?Mention and analyze the factors that have contributed to the failure of health planning legislation to control health care costs.Compare and contrast Freire’s approach to health education with individualistic health education model.As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 2 discussion questions” and the SafeAssign exercise in the assignment tab of the blackboard which is a mandatory requirement. A minimum of 2 evidence-based references (besides the class textbook) no older than 5 years must be used. You must post two replies on different dates to any of your peers sustained with the proper references no older than 5 years as well and make sure the references are properly quoted in your assignment. The replies can’t be posted on the same day, I must see different dates in the replies in order to verify attendance.A minimum of 800 words is required (excluding the first and reference page). Please make sure to follow the instructions as given and use either spell-check or Grammarly before you post your assignment.Please check your assignment after the week is due or after it is graded because I either made comments or ask for clarification in some replies or the assignment that required your response. chapter_008_pdf.pdf chapter_007_pdf.pdf chapter_005_pdf.pdf Unformatted Attachment Preview Chapter 8 Community Health Education Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. Health Education … … is any combination of learning experiences designed to predispose, enable, and reinforce voluntary behavior conducive to health in individuals, groups or communities. – Green and Kreuter, 2004 Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 2 Health Education’s Goals To understand health behavior and to translate knowledge into relevant interventions and strategies for health enhancement, disease prevention, and chronic illness management ⬤ To enhance wellness and decrease disability ⬤ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 3 Health Education’s Goals (Cont.) Attempts to actualize the health potential of individuals, families, communities, and society ⬤ Includes a broad and varied set of strategies aimed at influencing individuals within their social environment for improved health and well-being ⬤ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 4 Learning Theories ⬤ ⬤ ⬤ Humanistic theory helps individuals develop their potential in a self-directing and holistic manner. Cognitive theory recognizes the brain’s ability to think, feel, learn, and solve problems; theorists in this area train the brain to maximize these functions. Social learning is based on behavior that explains and enhances learning through the concepts of efficacy, outcome expectation, and incentives. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 5 Adult Learners Need to know ⬤ Concept of self ⬤ Experience ⬤ Readiness to learn ⬤ Orientation to learning ⬤ Motivation ⬤ – Knowles (1980, 1989) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 6 Health Education Models Health Belief Model (HBM) ⬤ ⬤ ⬤ ⬤ ⬤ ⬤ ⬤ Perceived susceptibility Perceived severity Perceived benefits Perceived barriers Self-efficacy Demographics Cues to action Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 7 Health Education Models (Cont.) Health Promotion Model (HPM) ⬤ Individual characteristics and behaviors ➢ ⬤ Behavior—specific cognitions and affect ➢ ⬤ Prior behaviors, personal factors Activity-related affect, interpersonal influences, situational factors, commitment to plan of action, perceived self-efficacy, immediate competing demands and preferences, perceived benefits of health-promoting behaviors, perceived barriers to health-promoting behaviors Behavioral outcome ➢ Health-promoting behavior Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 8 Model of Health Education Empowerment … nurses cannot assign power and control to the individual within the community but rather … the “power” must be taken on by the individual and community with the nurse guiding this dynamic process. – Van Wyk, 1999 Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 9 Model of Health Education Empowerment (Cont.) ⬤ Process includes examining ➢ Education ➢ Health literacy ➢ Gender ➢ Racism ➢ Class ⬤ Recognizes the structural and foundational changes that are needed to elicit change for socially and politically disenfranchised groups Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 10 Problem-Solving Education … ⬤ …centers on empowerment (Freire, 2005) ➢ Allows active participation and ongoing dialogue ➢ Encourages learners to be critical and reflective about health issues ➢ Involves individuals as subjects, not objects ➢ Increases health knowledge through a participatory group process ⬤ Involves activism on the part of the educator ➢ Facilitator-educator is a resource person and is an equal partner with the other group members ➢ Leads to sustainable lateral relationships Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 11 Participatory Action Research (PAR) Goal of PAR is social change ⬤ Embraces the use of community-based participatory methods ⬤ ➢ Participation and action from stakeholders and knowledge about conditions and issues helps to facilitate strategies reached collectively Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 12 Community Empowerment Community members take on greater power to create change ⬤ Based on community cultural strengths and assets ⬤ Attention must be given to collective rather than individual efforts to ensure that outcomes reflect voices of the community and truly make a difference in people’s lives ⬤ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 13 The Nurse’s Role in Health Education Become a partner with individuals and communities ⬤ Serve as catalyst for change ⬤ Activate ideas ⬤ Offer appropriate interventions ⬤ Identify resources ⬤ Facilitate group empowerment ⬤ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 14 Framework for Developing Health Communications Figure 8-1 Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 15 Health Education Model Stage I: Planning and strategy selection ⬤ Questions to Ask ➢ Who is the intended audience? ➢ What is known about the audience and from what sources? ➢ What are the communication and education objectives and goals? ➢ What evaluation strategies will the nurse use? ➢ What are the issues of most concern? ➢ What is the health issue of interest? Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 16 Health Education Model Stage I: Planning and strategy selection (Cont.) ⬤ Collaborative Actions to Take ➢ Review the available data. ➢ Get community partners involved. ➢ Obtain new data. ➢ Determine perceptions of health problems. ➢ Determine the community’s assets and strengths. ➢ Identify underlying issues and knowledge gaps. ➢ Establish goals and objectives. ➢ Assess resources. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 17 Health Education Model Stage II: Developing and pretesting concepts, messages, and materials ⬤ Questions to Ask ➢ What channels are best? ➢ What formats should be used? ➢ Are there existing resources? ➢ How can the nurse present the message? ➢ How will the intended audience react to the message? ➢ Will the audience understand, accept, and use the message? ➢ What changes may improve the message? Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 18 Health Education Model Stage II: Developing and pretesting concepts, messages, and materials (Cont.) ⬤ Collaborative Actions to Take ➢ Identify the messages and materials. ➢ Decide whether to use existing materials or produce new ones. ➢ Select channels and formats. ➢ Develop relevant materials with the target audience. ➢ Pretest the message and materials and obtain audience feedback. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 19 Health Education Model Stage III: Implementing the program ⬤ Questions to Ask ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ How should we launch the health education program? How do we maintain interest and sustainability? How can we use process evaluation? What are the strengths of the health program? How can we keep on track within timeline and budget? How do we know if we have reached our intended audience? How well did each step work (process evaluation)? Are we maintaining good relationships with partners? Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 20 Health Education Model Stage III: Implementing the program (Cont.) ⬤ Collaborative Actions to Take ➢ Work with community organizations to enhance effectiveness. ➢ Monitor and track progress. ➢ Establish process evaluation measures. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 21 Health Education Model Stage IV: Assessing effectiveness and making refinements ⬤ Questions to Ask ➢ What was learned? ➢ How can outcome evaluation be used to assess effectiveness? ➢ What worked well, and what did not work well? ➢ Has anything changed about the intended audience? ➢ How can we refine methods, channels, and formats? ➢ What lessons were learned? What modifications could strengthen the health education activity? Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 22 Health Education Model Stage IV: Assessing effectiveness and making refinements (Cont.) ⬤ Collaborative Actions to Take ➢ Conduct outcome evaluations. ➢ Reassess and revise goals and objectives. ➢ Modify unsuccessful strategies or activities. ➢ Generate continual support from community groups. ➢ Provide justification for continuing/ending the program. ➢ Summarize in an evaluation report. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 23 Health Literacy Definitions Evolved Over Time ⬤ National Literacy Act (1991) ➢ Literacy is operationally defined as the ability to read and write at the fifth-grade reading level in any language and can be measured according to a continuum. ⬤ IOM Report (2004) ➢ The capacity to obtain, interpret, and understand basic health information and services and the competence to use such information and services to enhance health Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 24 Health Literacy In 1999, the AMA’s Report of the Council on Scientific Affairs reported that patients with the most health care needs are often the least able to read and understand information that would enable them to function successfully within the health care system. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 25 Health Literacy (Cont.) ⬤ Health literacy is about empowerment … ➢ Having access to information, knowledge, and innovations ➢ Increasingly important for social, economic, and health development ➢ A key public health issue in the delivery of safe, effective care Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 26 Low Literacy Increases the use of health care services ⬤ Decreases self-esteem; increases shame and stigma ⬤ Adversely affects outcomes and treatment of some medical conditions ⬤ Poses barriers to obtaining informed consent ⬤ Impacts participation in research ⬤ Leads to health care and linguistic isolation ⬤ Impedes patient-provider communication ⬤ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 27 Literacy Concerns Serious mismatch exists between the reading levels of materials and patient’s reading skills. ⬤ Materials often fail to incorporate the intended audience’s cultural beliefs, values, languages, and attitudes. ⬤ Low literacy prevents many from gaining the full benefits of health care. ⬤ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 28 Literacy Concerns (Cont.) Inability to read and understand instructions influences self-care abilities and health and wellness. ⬤ Individuals with very low literacy skills are at an increased risk for poor health, which contributes to health disparities. ⬤ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 29 Levels for Interventions ⬤ Functional/basic literacy ➢ Increasing ⬤ basic reading/writing skills Communicative/interactive literacy ➢ Understanding and using information with providers ⬤ Critical literacy* ➢ Analyzing and using information in life situations *Most important because it increases empowerment and success in everyday situations Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 30 Helpful Tips for Effective Teaching ⬤ ⬤ ⬤ ⬤ ⬤ ⬤ Assess reading skills Determine what client needs to know Identify motivating factors Stick with essentials Set realistic goals and objectives Use clear and concise language ⬤ ⬤ ⬤ ⬤ ⬤ Develop a glossary of common words Space teaching over time Personalize health messages Incorporate methods of illustration, demonstration, and real-life examples Give and get Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 31 Helpful Tips for Effective Teaching (Cont.) ⬤ ⬤ ⬤ ⬤ ⬤ ⬤ ⬤ ⬤ Summarize often Be creative Use appropriate resources and materials Put patients at ease Praise patients Be encouraging Allow time for questions Employ teach-back methods ⬤ ⬤ ⬤ Remember that comprehension and understanding take time and practice Conduct learner verification Evaluate the teaching plan Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 32 Assess Materials ⬤ Become a Wise Consumer and User ➢ Evaluate health materials, including websites, before disseminating them ➢ Materials should strengthen previous teaching ➢ Materials should be used as an adjunct to health instruction Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 33 Assessing the Relevancy of Health Materials ⬤ ⬤ ⬤ ⬤ ⬤ Do materials match the intended audience? Are materials appealing and culturally and linguistically relevant? Do they convey accurate and up-to-date information? Are messages clear and understandable? Do messages promote self-efficacy and motivation? Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 34 Assessment of Reading Level ⬤ Assess reading levels of intended audience ➢ Rapid estimate of adult literacy in medicine (REALM) ➢ Single Item Literacy Screener (SILS) ➢ Short Assessment of Health Literacy for SpanishSpeaking Adults (SAHLSA) ⬤ Assess readability of educational resources ➢ SMOG readability formula ➢ Flesch-Kincaid formula (on most computers) ⬤ Verify understanding of learner Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 35 Role of Social Media Numerous platforms now available ⬤ May reach diverse community constituents with important public health messages ⬤ Potential to… ⬤ ➢ Facilitate interactive communication ➢ Increase sharing of health information ➢ Personalize and reinforce health messages ⬤ Can empower community members to make informed health decisions Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 36 Chapter 7 Community Health Planning, Implementation, and Evaluation Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. The Community as Client Figure 7-1 Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 2 Levels of Community Health Nursing Practice Client Example Characteristics Health Assessment Nursing Involvement Individual Lisa McDonald Individual with various needs Individual strengths, problems, and needs Client-nurse interaction Family Moniz family Family system with individual and group needs Individual and family strengths, problems, and needs Interactions with individuals and the family group Group Boy Scout troop Common interests, problems, and needs Alzheimer’s support group Interdependency Group dynamics Fulfillment of goals Group member and leader Population group AIDS patients in Large, unorganized group Assessment of common a given state with common interests, problems, needs, and problems, and needs vital statistics Pregnant adolescents in a school district Application of nursing process to identified needs Organization A workplace A school Organized group in a common location with shared governance and goals Consultant and/or employee application of nursing process to identified needs Community Italian neighborhood Anytown, USA An aggregate of people in Analysis of systems, Community leader, a common location with strengths, characteristics, participant, and health organized social systems problems, and needs care provider Relationship of goals, structure, communication, patterns of organization to its strengths, problems and needs Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 3 Health Planning Model Figure 7-2 Hogue (1985) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 4 Steps in the Health Planning Model ⬤ Assessment ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ Meet with group leaders of aggregate to clarify mutual expectations Determine sociodemographic characteristics Interview a key informant Consider both positive and negative factors Compare the aggregate with the “norm” Research potential problems Identify health problems and needs Prioritize the identified problems and needs to create an effective plan Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 5 Four Types of Needs to Assess ⬤ Expressed needs ➢ ⬤ Normative needs ➢ ⬤ Lack, deficit, or inadequacy of services determined by health professionals Perceived needs ➢ ⬤ Demand for services and the market behavior of the targeted population Wants and desires expressed by audience Relative needs ➢ Gap showing health disparities between advantaged and disadvantaged population Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 6 Factors for Determining Priorities Aggregates preferences ⬤ Number of individuals affected by the health problem ⬤ Severity of the health need or problem ⬤ Availability of potential solutions ⬤ Practical considerations such as skills, time, and available resources ⬤ May use Maslow’s hierarchy of needs or levels of prevention to further refine priorities ⬤ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 7 Community Involvement Is Essential “Start where the people are!” ⬤ Five spheres of empowerment ➢ Interpersonal (personal empowerment) ➢ Intragroup (small group development) ➢ Intergroup (community) ➢ Interorganizational (coalition building) ➢ Political action – Labonte (1994) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 8 Steps in the Health Planning Model (Cont.) ⬤ Planning ➢ Determine the intervention levels • Subsystem, aggregate system, and/or suprasystem ➢ Plan interventions for each system level • Primary, secondary, or tertiary levels of prevention ➢ Validate the practicality of the planned interventions according to available resources • Personal, aggregate, and suprasystem Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 9 Development of Goals and Objectives Goals—where we want to be ⬤ Objectives—steps needed to get there ⬤ ➢ Measurable ➢ Specific measures ➢ Instructions to guide population ➢ Used to measure outcomes Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 10 Steps in the Health Planning Model (Cont.) ⬤ Intervention ➢ Often the most enjoyable stage for the nurse and the clients ➢ Implementation should follow the initial plan ➢ Should include a variet ... 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