NUR 220 EXAM 1 QUESTIONS WITH
CORRECT ANSWERS
Health Education
|
giving information and teaching induvial and communities how to achieve better
| | | | | | | | | | |
health
activates that raise an individuals awareness, giving the individual the health
| | | | | | | | | | |
knowledge
Health promotion
|
lobbying for healthy communities, access to health care and nutritious food, safe
| | | | | | | | | | | |
home, care planning, and healthcare policy.
| | | | |
lifestyle coaching designed to promote optimal health, quality of life and well
| | | | | | | | | | | |
being
Health
complete state of physical, mental, social and emotional well-being.
| | | | | | | |
Primary prevention |
health promotion and protecting at risk individuals from threats to their health;
| | | | | | | | | | | |
disease prevention, personal health practice, preventative health care.
| | | | | | |
ex: risk assessment, health education, immunizations
| | | | |
Secondary prevention |
halt to disease progression before it becomes more acute and the purpose is to
| | | | | | | | | | | | | |
lessen complication and disability.
| | |
, ex: screening for disease, nursing interventions, dietary changes
| | | | | | |
Tertiary prevention |
rehabilitation and begins once a disease has been stabilized and aims to restore
| | | | | | | | | | | | |
the induvial to their highest level of functioning.
| | | | | | |
ex: referring a person whom had a stroke to rehab, teaching someone with
| | | | | | | | | | | | |
diabetes how to cope | | |
WHO vs CDC | |
WHO standards provide a description of physiological growth in infancy
| | | | | | | | |
Clinicians often use the CDC growth chart as standards on how young children
| | | | | | | | | | | | |
should grow. |
Model
schematic representations of reality or of one view.
| | | | | | |
Theory
Roadmap or step by step guide of what factors to consider when implementing a
| | | | | | | | | | | | | |
program.
Explain why health promotion is needed.
| | | | |
Many theories may be needed when designing health promotion program.
| | | | | | | | |
Health belief model| |
Includes 4 constructs: perceives susceptibility (persons subjective assessment of
| | | | | | | | |
their risk of getting the condition), perceived severity, perceived barriers, and
| | | | | | | | | | |
perceived costs of adhering to the proposed intervention.
| | | | | | | |
Pender's Health Promotion Model | | |
CORRECT ANSWERS
Health Education
|
giving information and teaching induvial and communities how to achieve better
| | | | | | | | | | |
health
activates that raise an individuals awareness, giving the individual the health
| | | | | | | | | | |
knowledge
Health promotion
|
lobbying for healthy communities, access to health care and nutritious food, safe
| | | | | | | | | | | |
home, care planning, and healthcare policy.
| | | | |
lifestyle coaching designed to promote optimal health, quality of life and well
| | | | | | | | | | | |
being
Health
complete state of physical, mental, social and emotional well-being.
| | | | | | | |
Primary prevention |
health promotion and protecting at risk individuals from threats to their health;
| | | | | | | | | | | |
disease prevention, personal health practice, preventative health care.
| | | | | | |
ex: risk assessment, health education, immunizations
| | | | |
Secondary prevention |
halt to disease progression before it becomes more acute and the purpose is to
| | | | | | | | | | | | | |
lessen complication and disability.
| | |
, ex: screening for disease, nursing interventions, dietary changes
| | | | | | |
Tertiary prevention |
rehabilitation and begins once a disease has been stabilized and aims to restore
| | | | | | | | | | | | |
the induvial to their highest level of functioning.
| | | | | | |
ex: referring a person whom had a stroke to rehab, teaching someone with
| | | | | | | | | | | | |
diabetes how to cope | | |
WHO vs CDC | |
WHO standards provide a description of physiological growth in infancy
| | | | | | | | |
Clinicians often use the CDC growth chart as standards on how young children
| | | | | | | | | | | | |
should grow. |
Model
schematic representations of reality or of one view.
| | | | | | |
Theory
Roadmap or step by step guide of what factors to consider when implementing a
| | | | | | | | | | | | | |
program.
Explain why health promotion is needed.
| | | | |
Many theories may be needed when designing health promotion program.
| | | | | | | | |
Health belief model| |
Includes 4 constructs: perceives susceptibility (persons subjective assessment of
| | | | | | | | |
their risk of getting the condition), perceived severity, perceived barriers, and
| | | | | | | | | | |
perceived costs of adhering to the proposed intervention.
| | | | | | | |
Pender's Health Promotion Model | | |
