MDW-100-MODULE-2-SLIDE-revised.pptx

HEALTH AND ILLNESS MDW 101 - Module 2 Prepared by: Ms. Claire I. Cruz Instructor Health  A state of being physically, mentally stable & socially comfortable (WHO). Wellness  A state of well-being, attitudes & behaviours t...

HEALTH AND ILLNESS MDW 101 - Module 2 Prepared by: Ms. Claire I. Cruz Instructor Health  A state of being physically, mentally stable & socially comfortable (WHO). Wellness  A state of well-being, attitudes & behaviours that enhances quality of life: ◦ Choice ◦ Way of life ◦ Integration of body, mind & spirit ◦ Loving acceptance of one’s self. The Seven Components of Wellness  The Seven Components of Wellness, credited to Anspaugh, Hamrick and Rosato, is similar to the Dimensions Model of Health except that the Seven Components of Wellness has more components and some of these components are different.  The Seven Components of Wellness are the physical, intellectual, emotional, social, spiritual, occupational and environmental components of health.  The physical component, the psychological component, the social component and the environmental component of this model closely parallel the physical dimension, the psychological dimension, the social dimension and the environmental dimension, respectively, in the Dimensions Model of Health. The other components of the Seven Components of Wellness and their descriptions are described below:  The Intellectual Dimension: The Intellectual Dimension reflects the client's level of cognition and their abilities to solve health care problems, including an adequate level of health literacy in order for the client to understand, and consent to, procedures, alternatives, and treatments relating to their health care concerns.  The Spiritual Dimension: This dimension, in addition to a religious component if religious beliefs are held by the client, reflects the client's connectedness to their God and/or their higher power. This dimension gives the client a sense of meaning and connectedness beyond the immediate here and now.  The Occupational Dimension: The Occupational Dimension includes the client's ability to balance their work life with their personal and social lives and associated roles and responsibilities. Health& Illness: According to “Claude Bernard” ◦ Ability to maintain the internal milieu ◦ fatigue, uncomfortable symptoms According to “Walter Cannon” ◦ Ability to maintain homeostasis (dynamic equilibrium) According to “Henderson” ◦ Individuals ability to perform 14 components of nursing care alone/unaided. DIMENSIONS OF HEALTH 1. PHYSICAL DIMENSIONS ◦ Genetic make-up (development), race, sex 2. EMOTIONAL DIMENSIONS ◦ Refers to feeling, belief in ones worth. You should know how to cope stress & be calm & relax. 3. Intellectual Dimensions ◦ Cognitive abilities, educational background, past experience 4. Spiritual Dimensions ◦ Principles of beliefs, harmonious relationship w/ a Supreme Being. 5. Socio-cultural Dimensions ◦ Sense of having support available from family, friends, practices, values, beliefs that determine health. 6. Sexual Dimension – sexual satisfaction Health & Illness According to “Dunn”  “High Level Wellness” is achieved if a person is able to function independently except on the Precursors? PRECURSORS OF ILLNESS: 1. Hereditary – family, history of diabetes mellitus, hypertension, cancer. 2. Behavioural factors – cigarette smoking, poor diet, sedentary lifestyle, poor hygiene, inadequate rest & sleep, excessive worry/tension. 3. Environmental factors ◦ Ex: overcrowding, poor sanitation, poor supply of potable water. INDIVIDUAL PERCEPTIONS include the ff: 1. Perceived susceptibility to an illness 2. Perceived seriousness of an illness 3. Perceived threat of an illness Health & Illness According “Render” ◦ Health Promotion ◦ Increasing the Level of Well-being & Self- Actualization 1. Improve quality of life 2. Activities to improve the health 3. Promote healthful lifestyle 4. Self-responsibility 5. Routine exercise & good nutrition 6. Illness prevention activities ex: Immunization program protect clients ILLNESS & DISEASE Illness – persons feels unhealthy Disease – reduction of capacities or a shortening of the normal life span. COMMON CAUSES OF DISEASE: 1. Biological Agents – microorganisms 2. Inherited Genetic Defects – cleft palate 3. Developmental Defects – imperforate anus 4. Physical Agent – hot & cold substances, radiation, ultraviolet rays 5. Chemical agent – lead, emissions from smoke – belching cars 6. Tissue response to irritation/injury - fever, inflammation 7. Faulty chemical/metabolic Process  Inadequate insulin in Diabetes Mellitus  inadequate iodine causing Goiter 8. Emotional/physical reaction to stress CONCEPT RELATED TO HEALTH & ILLNESS 1. STRESS ◦ Is not a nervous energy ◦ Man, whenever he encounters stress he tends to adopt it. ◦ Stress is not always something to be avoided. ◦ Stress does not always lead to distress. ◦ A single stress does not cause a disease. ◦ Stress is always a part of the fabric of daily life. CONCEPT RELATED TO HEALTH & ILLNESS 2. ADAPTATION ◦ Adjustments of person STAGES: ◦ Stage of Alarm (SA) ◦ Stage of Resistance (SR) ◦ Stage of Exhaustion (SE) 3. HOMEOSTASIS ◦ A state of dynamic equilibrium, stability, balance, uniformity. STAGES OF ILLNESS 1. Symptoms Experience Recovery/ 2. Assumption of Sick Rehabilitation Role 4. Dependent Patient 3. Medical Care Role Contact 1. SYMPTOMS EXPERIENCE Symptom Stage: a. Transition Stage b. The person believes something is wrong c. Experience some symptoms: * Physical (fever, muscle aches, malaise, headache) * Cognitive (perception of having “flu”) * Emotional (worry on consequences of illness) 2. ASSUMPTION OF SICK ROLE ◦ acceptance of the illness ◦ Seek advice 3. MEDICAL CARE CONTACT ◦ Seek advice of health professionals for the ff reasons:  a. Validation of real illness  b. Explanation of symptoms  c. Reassurance of prediction of outcome 4. DEPENDENT PATIENT ROLE ◦ the persons becomes a client dependent on health professional for help. ◦ Accepting/rejection 5. RECOVERY/REHABILITATION ◦ Gives up the sick-role RISK FACTORS OF DISEASE 1.GENETIC & PHYSIOLOGICAL FACTORS ◦ hereditary or genetic 2. AGE ◦ The risk of heart disease increases w/ age for both sexes. 3. ENVIRONMENT ◦ Environment w/c a person works or live. 4. LIFESTYLE ◦ Many activities, habits, practices involves risks CLASSIFICATION OF DISEASE A. According to Etiologic Factors 1.HEREDITARY ◦ Due to defects in genes 2. CONGENITAL ◦ Due to defect in development ◦ If detected early in infancy (treated) ◦ Abnormal connection of veins, arteries in the heart -- unoxygenated blood to flow ◦ Congenital  Prenatal Infection present at birth  Cleft lip/palate ◦ Hereditary factors is considered 3. METABOLIC ◦ Due to abnormalities, processes of metabolism problem ◦ Most commonly disorders are caused by abnormalities of minerals such as calcium, phosphorus, magnesium or Vitamin D 4. DEFICIENCY ◦ Due to inadequate intake or absorption of dietary factors.  Protein energy malnutrition 5. TRAUMATIC ◦ Due to injury (fractures) 6. ALLERGIC ◦ Due to abnormal response of the body/chemical/protein 7. NEOPLASTIC ◦ Due to abnormal/uncontrolled growth of growth cells. 8. DEGENERATIVE ◦ Changes that occur in tissue & organs. 9. IATROGENIC ◦ Results from treatment of disease CLASSIFICATION OF DISEASE B. ACCORDING TO DURATION or ONSET 1. ACUTE ILLNESS ◦ Short duration & severe ◦ Abrupt s/s – intense & often subside after a relatively short period. 2. CHRONIC ILLNESS ◦ Persist usually longer than 6 mos. ◦ Affected also the functioning in any dimensions TYPES OF CHRONIC A. REMISSION – period during w/c the disease is controlled, symptoms are not obvious. B. EXACERBATION ◦ The disease becomes more active again at a future time w/c recurrence of pronounced symptoms 3. SUB-ACUTE SYMPTOMS  Are pronounced but more prolonged than in acute disease. CLASSIFICATION OF DISEASE C. OTHERS. DISEASE MAY ALSO BE DESCRIBED AS: 1. ORGANIC ◦ Results from changes in the normal structure ◦ Results from recognizable ANATOMICAL changes in an organ or tissue of the body. 2. FUNCTIONAL ◦ No anatomical changes but the function results from abnormal responses to stimuli 3. OCCUPATIONAL ◦ Factory worker- cancer among chemicals ◦ Hospital workers- risk disease ◦ Traffic enforcer – rain/summer- risk disease 4. FAMILIAL ◦ Occurs in several individuals of the same family ◦ Hereditary 5. VENEREAL ◦ Usually acquired thru sexual relation ◦ Sperm/semen/secretions ◦ PID/Gonorrhea/Syphilis 6. EPIDEMIC ◦ “AT LARGE” (ex: SARS) ◦ Attacks a large number of individuals in a community at the same time. 7. ENDEMIC ◦ “Specific area” ◦ Present more or less continuously or recurs in community 8. PANDEMIC ◦ “ENTIRE COUNTRY” or “CONTINENT” ◦ An epidemic disease which is extremely widespread involving an entire country. 9. SPORADIC ◦ Disease “OCCASIONAL” cases. LEAVEL & CLARKS 3 LEVEL OF PREVENTION 1. PRIMARY PREVENTION ◦ To PREVENT disease/STOP something from ever happening ◦ Health PROMOTION/ specific protection ◦ To increase the person’s resistance to illness. 2. SECONDARY PREVENTION ◦ Early diagnosis, detection, screening ◦ Seek to identify illness/To treat early ◦ Prompt treatment to limit disability 3. TERTIARY PREVENTION ◦ Occurs “AFTER A DISEASE” or DISABILITY has occurred & the recovery process has begun. ◦ “Rehabilitation.” Levels of Prevention  Three broad categories of determinants of human behavior will be discussed in this study session and you will have an opportunity to learn about the influence of these factors in determining human behavior.  Prevention, as it relates to health, is really about avoiding disease before it starts. It has been defined as the plans for, and the measures taken, to prevent the onset of a disease or other health problem before the occurrence of the undesirable health event. There are three distinct levels of prevention. Primary prevention  those preventive measures that prevent the onset of illness or injury before the disease process begins. Examples include immunization and taking regular exercise. Secondary Prevention  Those preventive measures that lead to early diagnosis and prompt treatment of a disease, illness or injury to prevent more severe problems developing. Here health educators such as Health Extension Practitioners can help individuals acquire the skills of detecting diseases in their early stages.  Examples include screening for high blood pressure and breast self-examination. Tertiary Prevention  Those preventive measures aimed at rehabilitation following significant illness. At this level health services workers can work to retrain, re-educate and rehabilitate people who have already developed an impairment or disability.  Read the list of the three levels of prevention again. Think about your experience of health education, whether as an educator or recipient of health education.  How do you think health education can help with the prevention of disease?  Do you think it will operate at all these levels?  Note an example of possible health education interventions at each level where you think health education can be applied. Health Education  can be applied at all three levels of disease prevention and can be of great help in maximizing the gains from preventive behavior. Health Education For example at the : primary prevention level — you could educate people to practice some of the preventive behaviors, such as having a balanced diet so that they can protect themselves from developing diseases in the future. secondary level, you could educate people to visit their local health center when they experience symptoms of illness, such as fever, so they can get early treatment for their health problems. tertiary level, you could educate people to take their medication appropriately and find ways of working towards rehabilitation from significant illness or disability. You have learned that: Primary prevention  Primary prevention includes those preventive measures that come before the onset of illness or injury and before the disease process begins.  Examples include immunization and taking regular exercise to prevent health problems developing in the future. Secondary prevention  Secondary prevention includes those preventive measures that lead to early diagnosis and prompt treatment of a disease, illness or injury.  This should limit disability, impairment or dependency and prevent more severe health problems developing in the future. Tertiary Prevention  Tertiary prevention includes those preventive measures aimed at rehabilitation following significant illness. At this level health educators work to retrain, re-educate and rehabilitate the individual who has already had an impairment or disability. Health Promotion & Illness Prevention  Some of these theories and models that midwives find helpful in terms of health, health promotion and illness prevention include: Holistic Models of Health and Wellness  Holistic approaches to health and wellness, more consistent with the holistic definition of health put forward by the WHO as just stated, include the beliefs that the bio- psycho-social-spiritual person is in the state of constant dynamic interaction with the environment; changes occurring in any of these aspects create change in all the other aspects of the person and the environment within which the client is. Adaptation Models  Simply stated, a person is considered in good health and healthy when they are able to fulfill their multiple roles without disruption; and a person is considered ill when they cannot fulfill their roles and responsibilities.  For example, a client who is able to continue to work and to perform their role as a parent is considered healthy and not ill as they manage a chronic disorder such as heart disease or diabetes. The Health-Illness Continuum  The Health-Illness Continuum, put forth by Ryan and Travis, describes health and illness along a continuum with high level health and wellness at one extreme end of this continuum and high levels of illness and poor health, including death itself, at the other extreme end of this continuum. Neither health nor illness is depicted in the middle of this continuum which is sometimes referred to as the neutral zone.  Clients move along the continuum from illness toward health when they are successfully treated; and clients move along the continuum from health to illness as the result of an infection or trauma. The High Level Wellness Model  The High Level Wellness Model of Halbert Dunn is somewhat similar to the Health- Illness Continuum of Ryan and Travis which was discussed immediately above this model. Rather than a continuum, however, the High Level Wellness Model has 2 axes – the horizontal axis and the vertical axis. As these axes cross each other as shown below, four quadrants are formed. The four resulting quadrants of this model are the: 1. Poor health in an unfavorable environment quadrant 2. Protected poor health in a favorable environment 3. High level wellness in a very favorable environment and 4. Emergent high level wellness in an unfavorable environment Poor health in an unfavorable environment is present when an ill person is in an unhealthy environment. ◦ An example of poor health in an unfavorable environment is when a person with severe immunosuppression is subjected to unsanitary conditions and contaminated drinking water; An example of protected poor health in a favorable example: a. has support systems and accessibility to health care services when they are impacted with an illness, disease or disorder b. emergent high level wellness in an unfavorable environment can occur when a client is committed to a regular exercise regimen, however, they environment occurs when a client or a family, for are unable to do so because of their multiple roles and responsibilities c. poor health in an unfavorable environment occurs when a client with illness does not have the resources and services that they need to manage and correct their poor health. Types of Health Promotion 1. INFORMATION DISSEMINATION ◦ Use of media/radio/TV/internet ◦ Discuss the particular lifestyle choices ◦ Personal behaviour ◦ And what is the benefits to change 2. HEALTH APPRAISAL & WELLNESS ASSESSMENT PROGRAMS ◦ Lifestyle that leads to risk factors, that was inherit I order to motivate them to reduce specific risk, develop positive health habits. Pender's Health Promotion Model  Pender's Health Promotion Model emphasizes the relationship of the client's motivation and commitment to goal directed behavior and the promotion of health. " Integrated Process: Teaching and Learning", the primary purpose of teaching is to change behaviors.  According to Pender's Health Promotion Model, health and health promotion is impacted with a wide variety of factors and forces including their: a. personal characteristics, b. their past experiences with successes and failures, c. their perceptions, d. their level of self efficacy, e. their support systems and their emotions. Types of Health Promotion 3. LIFESTYLE & BEHAVIORAL CHANGE PROGRAMS ◦ Changing health behaviour > geared toward; ◦ “Enhancing quality of life” ◦ “Extending the Lifespan” 4. WORKSITE WELLNESS PROGRAM ◦ Programs that serve the need of person’s in their workplace 5. ENVIRONMENTAL CONTROL PROGRAM ◦ Develop to address the growing problems of environment pollution. “Prevention is better than cure”. “Genes load the gun. Lifestyle pulls the trigger” Dr. Elliot Joslin  Thank you!