NUR 257 Newest Updated Exam with precise detailed solutions
|| || || || || || || ||
What is the belief that health status is determined by the interaction of certain
|| || || || || || || || || || || || || ||
characteristics?
Epidemiological Triad ||
Epidemiological Triad ||
host, agent, environment
|| ||
What is the Host? || || ||
Human, Animal or insect harboring an infectious agent
|| || || || || || ||
What is the agent?|| || ||
The microbe that caused the disease
|| || || || ||
What is the environment?
|| || ||
the surroundings or conditions in which a person, animal, or plant lives or operates.
|| || || || || || || || || || || || ||
Nurse explores how an infected person, mosquitoes and the environment contribute to
|| || || || || || || || || || || ||
outbreaks of West Nile. || || ||
Epidemiological Triad Example || ||
,What emphasizes the interplay of physical, biological and social environments?
|| || || || || || || || ||
Wheel of Causation || ||
Nurse decides to not focus on the transmission of Malaria but the physical environment,
|| || || || || || || || || || || || || ||
biological aspects and social customs that affect disease prevalence.
|| || || || || || || ||
Wheel of Causation Example || || ||
What emphasizes the concept of multiple causation while de-emphasizing the role of agent
|| || || || || || || || || || || || ||
in explaining the illness?
|| || ||
Web of Causation
|| ||
Nurse explores all the possible factors that contribute to CAD in the community as links to
|| || || || || || || || || || || || || || || ||
the whole chain.
|| ||
Web of Causation Example
|| || ||
What is the integrated pathogenesis of illness with primary, secondary and tertiary
|| || || || || || || || || || || ||
prevention measures? ||
Natural History of Disease || || ||
What is the PRIORITY for natural history of disease?
|| || || || || || || ||
,Establish the existence of the outbreak
|| || || || ||
Steps in finding the natural history of disease
|| || || || || || ||
Prevent and control outbreaks
|| || ||
Establish existence of the outbreak|| || || ||
Describe according to person, place and time
|| || || || || ||
Formulate and test hypothesis to the most probable factors
|| || || || || || || ||
Implement a plan for control and prevention of further outbreak
|| || || || || || || || ||
Evaluate the results || ||
Prepare Reports ||
Conduct further research || ||
What is the primary measurement used to describe the occurrence (quantity) and existence
|| || || || || || || || || || || || ||
of a specific state of health/ illness in a specific group of people each time?
|| || || || || || || || || || || || || ||
Rates
Has there been an increase of the need for hospitalization among reported COVID cases?
|| || || || || || || || || || || || ||
Rates Example ||
Why do we calculate rates?
|| || || ||
Provide the best indicator of the probability that a specific state of health will occur.
|| || || || || || || || || || || || || ||
, Why do we use rates?
|| || || ||
Measuring the magnitude or frequency of a state of health determines the characteristics of
|| || || || || || || || || || || || || ||
those who are at elevated risk.
|| || || || ||
What number is used for rates in large populations?
|| || || || || || || ||
100,000 (often used and then be presented as a %)
|| || || || || || || || ||
What number is used for rates in smaller populations?
|| || || || || || || ||
100 (often used and then be presented as a %)
|| || || || || || || || ||
What is a rate and how is it calculated?
|| || || || || || || ||
Fraction or a proportion that must be multiplied by a base to be understood.
|| || || || || || || || || || || || ||
How much do we multiply the base by to calculate rates?
|| || || || || || || || || ||
10
Why do we multiple the bases to better understand rates?
|| || || || || || || || ||
It removes the decimal which helps in fast comparison and and easier to interpret.
|| || || || || || || || || || || || ||
|| || || || || || || ||
What is the belief that health status is determined by the interaction of certain
|| || || || || || || || || || || || || ||
characteristics?
Epidemiological Triad ||
Epidemiological Triad ||
host, agent, environment
|| ||
What is the Host? || || ||
Human, Animal or insect harboring an infectious agent
|| || || || || || ||
What is the agent?|| || ||
The microbe that caused the disease
|| || || || ||
What is the environment?
|| || ||
the surroundings or conditions in which a person, animal, or plant lives or operates.
|| || || || || || || || || || || || ||
Nurse explores how an infected person, mosquitoes and the environment contribute to
|| || || || || || || || || || || ||
outbreaks of West Nile. || || ||
Epidemiological Triad Example || ||
,What emphasizes the interplay of physical, biological and social environments?
|| || || || || || || || ||
Wheel of Causation || ||
Nurse decides to not focus on the transmission of Malaria but the physical environment,
|| || || || || || || || || || || || || ||
biological aspects and social customs that affect disease prevalence.
|| || || || || || || ||
Wheel of Causation Example || || ||
What emphasizes the concept of multiple causation while de-emphasizing the role of agent
|| || || || || || || || || || || || ||
in explaining the illness?
|| || ||
Web of Causation
|| ||
Nurse explores all the possible factors that contribute to CAD in the community as links to
|| || || || || || || || || || || || || || || ||
the whole chain.
|| ||
Web of Causation Example
|| || ||
What is the integrated pathogenesis of illness with primary, secondary and tertiary
|| || || || || || || || || || || ||
prevention measures? ||
Natural History of Disease || || ||
What is the PRIORITY for natural history of disease?
|| || || || || || || ||
,Establish the existence of the outbreak
|| || || || ||
Steps in finding the natural history of disease
|| || || || || || ||
Prevent and control outbreaks
|| || ||
Establish existence of the outbreak|| || || ||
Describe according to person, place and time
|| || || || || ||
Formulate and test hypothesis to the most probable factors
|| || || || || || || ||
Implement a plan for control and prevention of further outbreak
|| || || || || || || || ||
Evaluate the results || ||
Prepare Reports ||
Conduct further research || ||
What is the primary measurement used to describe the occurrence (quantity) and existence
|| || || || || || || || || || || || ||
of a specific state of health/ illness in a specific group of people each time?
|| || || || || || || || || || || || || ||
Rates
Has there been an increase of the need for hospitalization among reported COVID cases?
|| || || || || || || || || || || || ||
Rates Example ||
Why do we calculate rates?
|| || || ||
Provide the best indicator of the probability that a specific state of health will occur.
|| || || || || || || || || || || || || ||
, Why do we use rates?
|| || || ||
Measuring the magnitude or frequency of a state of health determines the characteristics of
|| || || || || || || || || || || || || ||
those who are at elevated risk.
|| || || || ||
What number is used for rates in large populations?
|| || || || || || || ||
100,000 (often used and then be presented as a %)
|| || || || || || || || ||
What number is used for rates in smaller populations?
|| || || || || || || ||
100 (often used and then be presented as a %)
|| || || || || || || || ||
What is a rate and how is it calculated?
|| || || || || || || ||
Fraction or a proportion that must be multiplied by a base to be understood.
|| || || || || || || || || || || || ||
How much do we multiply the base by to calculate rates?
|| || || || || || || || || ||
10
Why do we multiple the bases to better understand rates?
|| || || || || || || || ||
It removes the decimal which helps in fast comparison and and easier to interpret.
|| || || || || || || || || || || || ||
