CPH Test #2 V1 Study Guide PDF

Community and Public Health Test #2 V1 Study Guide Please note that this guide is meant to help but it is not all inclusive. Some items are not able to be prompted because they are evaluating critical thinking. You will need to review the PPTs and read your online text to have all the information ne...

Community and Public Health Test #2 V1 Study Guide Please note that this guide is meant to help but it is not all inclusive. Some items are not able to be prompted because they are evaluating critical thinking. You will need to review the PPTs and read your online text to have all the information needed for the exam. Unit 3 Epidemiology 1.​ Review the characteristics of a formative evaluation. Formative evaluation is before and happening during Conducted during planning and implementation Process evaluation- is the new program being implemented as planned? 2.​ Review the differences between endemic, epidemic, and pandemic. Endemic Baseline, expected presence of disease Epidemic Presence of disease above the expected level Pandemic Epidemic that has spread to a larger scale Large number of people in most countries COVID-19 3.​ Review the characteristics of a summative evaluation. Summative happens at the end Conducted on well-established programs Measures overall outcomes 4.​ Review the different parts of the epidemiological triangle (agent, host, and environment). Displays relationship between Agent (cause of disease) Host (carrier of disease) BC 1/2025  Environment 5.​ Review the stages of the natural history of disease model. Natural History of Disease Shows expected disease progression without intervention Stage of susceptibility = prior to exposure (disease-causing entity) HOST 6.​ Review the links in the chain of transmission, noting examples of each. Chain of infection: Infectious agent is a pathogen capable of causing disease or injury. A reservoir is where an infectious agent normally lives, grows, and multiplies. A portal of exit is the path by which the infectious agent leaves the host. Modes of transmission are the ways infectious agents are spread from a reservoir to a susceptible host. A portal of entry is the path by which the agent enters a susceptible host Susceptible host is an individual who may become sick or injured when exposed to an infectious agent. 7.​ Review the reason for using case reports in observational studies. BC 1/2025  Case reports- in-depth analysis of an individual Provide a starting point for further study 8.​ Review the characteristics of calculating incidence. Incidence Number of new cases during specific time period Only those at risk are included in denominator Example: Only those with a uterus are counted in incidence of uterine cancer 9.​ Review the differences between the following mortality measures: crude mortality rate, age-specific mortality rate, and case fatality. Crude mortality rate Number of people who died from all causes during a certain time period Divided by total population Age-specific mortality rate Narrows the data to age or age range Case fatality Used to calculate how many people diagnosed with a disease die from it 10.​Review the ethical principle of beneficence. Beneficence. To provide benefit, or do good, while balancing harms. 11.​Review false negative screenings. Implications of a false negative screening: Potential loss of opportunity for early intervention Unit 3 Evidence-based Practice 12.​Review the focus when implementing a community program. Focuses on community involvement in research process Uses the needs, values and preferences of the community Involves a commitment to a long-term, sustainable process BC 1/2025 13.​Review how county health rankings are used in data research. County health rankings Community data available to the public Used to search health behaviors and social/economic factors in certain communities Can be used to guide change 14.​Review the overarching goals of Health People 2023. Overarching goals provide focused objectives Goals Disease prevention Eradication of health disparities Improve health equity Promote healthy behaviors Create social, physical, and economic environments that promote full potential for health and well-being for all Provides many EBP resources Non-systematic reviews Systematic reviews 15.​Review factors to consider when conducting a needs assessment of the community. Begins with a thorough needs assessment of the community The results should be disseminated to all residents 16.​Review ethical issues of community-engaged research. Ethical issues Confidentiality of private records Need for education 17.​Review organizational barriers to implementation of evidence-based practice. Organizational barriers Decreased database access Lack of time Nurses have high workloads already BC 1/2025  Limited access to EBP resources Organizations that do not encourage or support EBP 18.​Review categories of evidence-based resources in Health People 2030. Provides many EBP resources Non-systematic reviews Systematic reviews 19.​Review community-engaged research principles focusing on social justice. Social justice Investigates community health issues while facilitating a collaborative, equitable partnership of all phases of research Unit 3 Prevention of Diseases and Illnesses 20.​Review contributions to STIs becoming a significant public health problem. Antibiotic resistance contribute to STIs becoming a public health problem 21.​Review the effect of communicability of a virus. Communicability = Ability to spread from one individual to another Mutations cause disease to spread easier 22.​Review the differences between primary, secondary, and tertiary levels of prevention. Primary: Measures to prevent disease from occurring : Immunizations Secondary: Measures to detect and treat diseases early, Client shows signs and symptoms, Testing for suspected diseases Tertiary: Measures to reduce severity and overall effects of disease or injury, Education about disease management 23.​Review the differences between individual level prevention and community level prevention. Individual-level prevention Focus on individuals by increasing awareness and changes in modifiable risk factors Ex: decrease the risk of lung cancer by reducing personal exposure (smoking, fossil fuels) Community-level prevention BC 1/2025  Population based Aimed at improving the health of communities and decreasing disparities that result in health inequalities Ex: zoning laws that provide incentives for the creation of bike paths 24.​Review prevention methods for direction transmission of communicable disease. Prevention= isolation, washing hands 25.​Review risk factors for developing kidney disease. Chronic illnesses Risk factors for kidney disease Hypertension, diabetes, coronary heart disease, obesity 26.​Review the characteristics of environmental persistence. Virulence = Ability to cause severe disease Properties like antibiotic resistance and toxins increase virulence Antibiotic resistance contribute to STIs becoming a public health problem Environmental persistence- the ability of an agent to survive in its environment and retain its infectivity 27.​Review ways to block transmission of disease at the portal of exit. WASH HANDS Unit 4 Community Program Planning, Implementation, and Evaluation 28.​Review ways to help overcome barriers in collaboration at the community level. A shared vision can help to overcome barriers 29.​Review the characteristics of a community health worker. Community gatekeepers can be anyone who has an impact on or control over programs in the community, such as paid employees, volunteers, community leaders, or members of the community at large. BC 1/2025 30.​Review ethical issues when using the National Notifiable Disease Surveillance System. Review state laws to determine if and how the information will be shared 31.​Review examples of secondary data collected in a community assessment. Secondary – census data, statistics, rankings 32.​Review the levels of the ecological model. Levels used to assess a community 1st- individual 2nd- relationships 3rd- community 4th- societal 33.​Review the core features of the built environment assessment tool. Core features Infrastructure: Roads, intersections, public transit Walkability: Paths, sidewalks Bikeability: Bike lanes Recreational sites: Playgrounds, green spaces Food: Grocery stores, farmer’s markets 34.​Review the simplex method for prioritization strategies for community data. The simplex method: Stakeholders complete a questionnaire with close-ended questions Higher scores= higher priorities 35.​Review the characteristics of a community diagnosis. Analysis of data to create community diagnosis (not individual) Defines community issues, identifies potential resources and prioritizes issues Describes the health status of the community, social determinants of health, and potential for improvement 36.​Review the one characteristic used to describe all data prioritization strategies. Strengths and weakness to each approach 37.​Review the characteristics of program management. Best handled by stakeholders and community influencers BC 1/2025  Someone seen as a community leader and has an influence on community members Involves the coordination of related projects to achieve the overall goals of the program 38.​Review characteristics of the Strategic Planning Framework. (Framework for creation and implementation of a community program) Follows 5 steps Assessment Capacity (available resources) Planning Implementation Evaluation Can be used for many community issues such as heart disease, community violence, and STIs 39.​Review use of the University of Kansas Community tool kit. University of Kansas Community Tool Box Step-by-step approach Provides several examples of evaluations that have been done 40.​Review the reason for evaluation of a community program. Performance measurement Collecting data about a program to improve the program Considers predetermined goals and if they are met Unit 4 Emergency Preparedness and Management 41.​Review when planning for a disaster should occur. Disaster prevention involves assessing for potential threats and vulnerabilities to either stop a disaster from happening at all or to mitigate the effects of a disaster if it were to occur. 42.​Review information and examples of natural disasters. Natural disasters BC 1/2025  Geological or meteorological events that threaten loss of life or property Examples: Earthquakes, hurricanes, floods, wildfires 43.​Review tasks included in the prevention/mitigation stage of the disaster management cycle. Repairing or removing any identified threats or vulnerabilities Remove items from blocked exits: Make emergency bags with food, water and medication 44.​Review examples of the heroic phase of the emotional phases during a disaster. Heroic Those affected are concerned with survival and getting themselves and others to safety 45.​Review the CASPER framework and what it is used for. Community Assessment for Public Health Emergency Response Framework to provide public health workers with the means to collect household-based information about a community Collect data to determine the needs of a community Monitor fluctuations in the needs of a community Justify funding requests Evaluate the efficacy of disaster response actions 46.​Review the nursing action when a client is not breathing spontaneously. Position airway 47.​Review the approach used when triaging during a disaster. A utilitarian approach is used Do the greatest amount of good for the greatest amount of people while efficiently using resources 48.​Review who is responsible for disaster preparedness. During disaster preparedness, the nurse’s role is to get community members ready for potential disasters. Nurses, as well as other members of the health care team, participate in the following BC 1/2025  disaster preparedness activities. 49.​Review which phase of the disaster management cycle that activation of the disaster plan occurs in. The third phase, disaster response, encompasses actions taken during and immediately after a disaster. 50.​Review the safety and security domain of Core Competencies in Disaster Nursing. Using basic infection control practices Appropriate PPE when necessary 51.​Review the interventions domain of Core Competencies in Disaster Nursing. Activities: Providing basic first aid Isolating those at risk of spreading communicable diseases Providing care based on priority and availability of resources Engaging victims, their families, and volunteers to extend resources Working with the team as assigned to provide surge capacity care and manage large numbers of deceased with respect 52.​Review how nongovernmental organizations can assist to prepare and help during a disaster. ( NGOs include nonprofit and volunteer organizations- they can assist in disaster education before a disaster happens) Places of worship Private businesses and institutions Schools They provide necessities. Meals Clean water Shelter/temporary housing Health services Financial assistance 53.​Review the National Preparedness Goal. The National Preparedness Goal initiative seeks to ensure the whole community is prepared for all types of disasters. Focuses on the entire community 54.​Review first resources used when a disaster happens in a community. (BEV’S PPT) Activating the disaster plan First steps Local government is first to respond Determine whether state has sufficient resources to respond BC 1/2025  If not, request aid from federal government 55.​Review activities occurring during disaster preparedness. (BEV’S PPT) Activities: A shared responsibility of the nation Disaster planning should happen before a disaster occurs Developing personal, work, and family disaster plans Identifying community evacuation routes Identifying emergency shelter locations Performing regular drills Stockpiling food, water, medication, and first-aid supplies Identify at-risk and vulnerable populations Making sure pet care is included 56.​Review activities that nurses should participate in prior to a disaster.( FROM ATI) Domain 1 focuses on actions taken to prepare for emergencies and disasters, such as the following. Preparing and maintaining a personal, family, and work disaster plan Participating in drills Maintaining current plans, policies and procedures, and resources Including vulnerable populations in preparation and planning 57.​Review tasks that should occur during the disaster preparation phase. (SAME AS #55?) Unit 4 Health Education 58.​Review the focus of the affective domain of learning. Affective : Focuses on how learner’s feelings, beliefs, and attitudes 59.​Review the transformative learning theory. Learners can change the way they think once they have new information BC 1/2025 60.​Review the importance of individual learning styles. Each learner has a learning style that best allows them to receive, process, remember, and apply learned information 61.​Review educator related barriers and how to overcome them. (BEV’S PPT) Feel that they lack credibility Feel that they lack expertise to provide instruction Overcoming these barriers: Research and prepare before education session Admit when they do not know something and commit to finding the answer 62.​Review the importance of partnering with community members for community programs. Positive outcome- Ensures community concerns are heard, and their ideas are incorporated into the planning 63.​Review the cultural care theory. Used to provide culturally congruent care 64.​Review the psychomotor domain of learning and what is included in this. Psychomotor: Application of knowledge: Use of sensory-motor skills, Fine motor skills, Gross motor skills, Autonomic reflexes 65.​Review health issues that might occur to individuals with low health literacy. (ATI) Clients with low health literacy may encounter difficulty filling out health forms, seeking preventive care, managing chronic conditions, sharing an accurate medical history with a provider, and understanding unhealthy behaviors and how they can affect their current state of health. BC 1/2025