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Originally the Marine Hospital, established by Congress in 1798 |
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1860 - established training school for nurses |
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1864 - established Red Cross |
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1893 - established Henry Street Settlement |
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1925 - established Frontier Nursing Service |
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1850 -- dev by Mass. Sanitary Commission. Addressed control of communicable disease, alcoholism, preventative health. Changed face of public health |
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>development of formal nursing care >Crimean War -- she decreased mortality rate of soldiers by > 30% >1879 -- US opened its 1st nsg school based on her model |
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assessed living conditions; suggested improvements to health care; established settlements -- e.g., Lillian Wald and the Henry Street Settlement |
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president of Nat'l Org for Public Health Nsg |
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developed as result of illness of those who could not pay for private-duty nsg care |
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changed course of maternal newborn care |
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formed by Mary Breckinrige in 20's; still in existence in Kentucky. Nurses traveled to home of mountain folks on horseback to care for ill |
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developed at Frontier; vastly improved maternal newborn care in KY |
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Major events in 20th century |
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>Social Security Act >Schools of nsg with content on community / public health >Rural Health Clinic Services Act dictated how community health services were taught and implemented |
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Community Health Nursing Theories |
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1. Nightingale's Theory of Environment. 2. Orem Self Care Deficit. 3. Pender Health Promotion Model. |
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Nightingale's Theory of Environment |
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Nursing, health, & environment have a correlation in the health and illness of an individual or community. |
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Individuals must take actions to maintain life and health. Those actions can be performed by the individual with guidance or by a caregiver. Environmental assessment is needed in order to provide appropriate care. |
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Pender Health Promotion Model |
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Individuals will seek health promotion experiences in order to improve their well-being. |
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group of people and institutions that share geographic, civic, and/or social parameters |
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determined by degree to which community's collective health needs are identified and met. |
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Health status of community / targets for improvement of community health |
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Mortality rates, disease prevalence, levels of physical activity, obesity, tobacco use, substance abuse |
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>practice in the community >usually from facility such as community health clinic or county health department >practice not limited to institutional setting |
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aggregate that shares one or more personal characteristics |
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The client of community health nursing is -- |
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community members, agencies, businesses actively participating in processes of health promotion and disease prevention |
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critical to accomplishment of health promotion and disease prevention strategies |
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HTN, Nutrition problems, obesity, etc. |
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Assessments of and interventions for at risk populations |
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Community-oriented nursing: Client -- |
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Community-based nursing: Client -- |
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Individual, family, or group of individuals |
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Community-oriented nursing: Focus of care |
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Health of community as whole |
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Community-based nursing: Focus of care |
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Health of individuals, families, groups within a community |
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Community-Oriented Nursing: Nursing activities |
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Health care: surveillance and evaluation of community's collective health and implementation of strategies to promote health and prevent disease |
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Community-Based Nursing: Nursing activities |
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Illness care: Provision of direct primary care in settings where individuals and families live, work, and "attend" (schools, camps, parishes). |
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Community health nsg practice: Goals / functions |
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Promote, preserve, maintain health of populations by delivery of health services to individuals, families, groups in order to impact "community health." |
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Public health nsg practice |
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Promote, preserve, maintaing health of populations thru disease and disability prevention and health protection of community as whole |
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Public Health Nsg Practice: Core functions |
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>systematic assessment of health of populations >dev of policies to support health of populations >ensuring essential health services available to all persons |
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Community Health Nursing Practice: Guiding principles -- |
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* Ethical considerations * advocacy * epidemiology * epidemiological calculations * epidemiological triangle * epidemiological process * community-based health education |
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Public Health Code of Ethics |
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identifies ethical practice of pubic health |
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Ethical considerations in public health |
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* prevent harm * do no harm * promote good * respect individual and community rights * respect autonomy and diversity * provide confidentiality, competency, trustworthiness, advocacy |
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protect, promote, preserve, maintain health; prevent disease |
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information disclosure, privacy, informed consent, information confidentiality, participation in treatment decisions |
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promoting good; preventing harm |
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balancing individual rights versus rights of community groups |
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* right to information disclosure * right to privacy * right to informed consent * right to information confidentiality * right to participation in treatment decisions |
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Ethical principle: Respect for Autonomy |
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Individuals select those actions that fulfill their goals |
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Ethical principle: Nonmaleficence |
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No harm is done when applying standards of care |
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Ethical principle: Beneficence |
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Maximize possible benefits and minimize possible harms |
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Ethical principle: Distributive justice |
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Fair distribution of the benefits and burden in society is based on the needs and contributions of its members |
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Respect for autonomy applied in community health nsg |
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Client's right to self-determination (e.g., making decision not to pursue chemotherapy) |
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Nonmaleficence applied in community health nsg |
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Developing plans of care that include system for monitoring and evaluating outcomes |
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Beneficence applied in community health nsg |
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Assessment of risk and benefits |
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Distributive justice applied in community health nsg |
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Determining who will be eligible for health care services based on income and fiscal resources |
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nurse plays role of informer, supporter, mediator for client |
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* Clients are autonomous; have right to make decisions affecting their own health and welfare * Clients have right to expect nurse-client relationship based on trust, collaboration, shared respect, r/t health, considerate of their thoughts and feelings. * Clients are responsible for their own health * It's nurse's responsiblility to ensure access to services that meet client's health care needs * In order to be an advocate for the client, nurse must be assertive, recognize priority of client's values (even when in conflict with health care providers), intervene politically if necessary |
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investigative study of disease trends in populations for purpose of disease prevention and health maintenace |
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* relies on statistical evidence to determine rate of spread of disease and proportion of people affected * evaluates effectiveness of disease prevention & health promotion activities and to determine extent to which their goals have been met |
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Agent - host - environment. In middle of triangle is vector |
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Susceptible HOSTS have one or more of the following: |
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* altered immunity * altered resistance * increased risk d/t * genetics * gender * age * physiological state * prior disease state * social class * cultural group * occupation |
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Non-susceptible HOSTS have: |
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* active immunity through natural or artificial means * passive immunity through natural or artificial means (artificial = acquired) |
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Intermediary (living) vectors |
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* mosquitos * fleas * rodents * birds * ticks |
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Vehicle (nonliving) vectors |
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* viruses * fungi * bacteria * protozoa * metazoa * rickettsia |
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* trauma * genetics * noise * temperature * repetitive motions |
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* trauma * genetics * noise * temperature * repetitive motions |
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Environmental reservoirs and modes of transmission |
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* human reservoirs * physical factors * temperature * rainfall * socioeconomic factors * availability of resources * access to health care * high-risk working conditions * crowded living conditions |
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Epidemiology in community health nsg |
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CH nurses: * identify cases * recognize patterns of disease * eliminate barriers to disease control * provide education and counseling targeting disease condition or specific risk factors |
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Epidemiology involves study of relationships among agent, host, environment |
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Interaction of agent, host, environment * determines development and cessation of communicable disease * forms web of causality, which increases or decreases risk for disease |
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animate or inanimate object causing disease |
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living being that will be affected by agent |
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Setting or surrounding that sustains the host |
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# of cases in population at a specific time / population total X 1000 = ____ per 1000 |
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Existing cases in a population at a particular time |
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# of cases in population at a specific time / population x 1000 = ___ per 1,000 |
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Crude mortality rate calculation |
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# of deaths / population total x 1,000 = ___ per 1,000 |
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Infant mortality rate calculation |
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# of infant deaths before 1 year in a year / # of live births in same year x 1,000 = ___ per 1,000 |
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# of people at risk who develop a certain disease / total # of people at risk |
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when rate of disease exceeds usual level of the condition |
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Phase I of Epidemiological Process: Determine the nature, extent, and possible significance of the problem |
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Collect information from as many sources as possible; use info to determine scope of problem |
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Phase II of Epidemiological Process: Formulate a possible theory |
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Nurse projects and explores possible explanations |
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Phase III of Epidemiological Process: Gather info from variety of sources to narrow down possibilities |
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Nurse assesses all possible sites for amassing information r/t disease process; she evaluates plausibility of proposed hypothesis |
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Phase IV of Epidemiological Process: Make the plan |
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Nurse focuses on breaking cycle of disease. Consider all factors influencing spread of disease. Establish priorities to break transmission chain and control disease spread. |
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Phase V of Epidemiology Process: Put the plan into action |
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Nurse puts plan for controlling disease into action using all available means |
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Phase VI of Epidemiology Process: Evaluate the plan |
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Nurse gathers info to determine success; evaluates success of prevention of spread of disease |
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Phase VII of Epidemiology Process: Report and follow up |
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Nurse synthesizes evaluation data into a format that is understandable; evaluates successes and failures; bases follow-up on evaluation information |
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Community-based health education |
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to promote, maintain, restore health of populations |
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age, culture, poor reading and comprehension skills, language, access, motivation |
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Effective community health education |
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Behavioral learning theory |
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Change behavior through use of reinforcement methods |
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Change thought patterns through use of methods that offer variety of sensory input and repetition |
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Increase depth of knowledge through use of methods such as discussion and inquiry |
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Developmental learning theory |
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focus on human developmental stage and age-specific and age-appropriate methods; readiness to learn |
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Humanistic learning theory |
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Feelings / relationships; methods based on principle that learners will do what is in their best interests |
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Change learners' expectations and beliefs through use of methods that link information to beliefs and values |
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Visual, auditory, tactile-kinesthetic |
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Visual learners learn through |
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seeing and methods such as note taking, video viewing, and presentations; they "think in pictures." |
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Auditory learners learn through |
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listening and methods such as verbal lectures discussion, reading aloud; they "interpret meaning while listening." |
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Tactile-kinesthetic learners learn through |
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doing and methods such as trial and error, hands-on approaches, return demonstration; gain "meaning through exploration." |
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Development of Community Health Education Plan |
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1. ID population-specific learning needs. 2. Select priority learning need to be addressed. 3. Select aspects of learning theories to use based on learning need 4. Consider barriers to learning and consider learning styles 5. Design program * set objectives -- measurable / achievable * select appropriate method based on learning objectives and assessment of participants' learning styles * select content appropriate to objectives and time frame * select evaluation method to provide feedback regarding achievement of short-term learning objectives 6. Implement program (ensure environment conducive to learning). 7. Evaluate achievement of learning objectives and effectiveness of instruction. |
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Primary, secondary, and tertiary |
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* Coordinated by US Dept of Health and Human Services * initiated in 1979 * publishes health objectives to serve as guide for promoting health and preventing disease * Healthy People 2020 |
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Health education, counseling, immunizations, other actions that aim to prevent disease or disability |
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Successful screening programs |
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* Provide accurate and reliable results * Can be inexpensively and quickly administered to large groups * Produce few if ay side effects |
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Primary prevention focus: |
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Prevention of initial occurrence of disease or injury |
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Secondary prevention focus: |
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Early detection of disease and treatments with goal of limiting severity and adverse effects |
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Tertiary prevention focus: |
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Maximization of recovery after injury or illness (rehab) |
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Primary prevention: examples in community health |
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* nutrition counseling * family planning / sex education * smoking cessation education * communicable disease education * education about health and hygiene issues to specific groups (day care workers, retaurant workers) * safety education (seatbelt use, helmet use) * prenatal classes * Providing immunizations * community assessments * disease surveillance (communicable diseases) * advocating for resolution of health issues (access to health care, healthy environments) |
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Secondary prevention examples in CH nsg |
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* Treatment of STD * Treatment of TB * Control of outbreaks of communicable diseases * Screenings * cancer * DM * HTN * hypercholesterolemia * sensory impairments * TB * lead exposure * genetic disorders / metabolic deficiencies in newborns |
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Tertiary prevention examples in CH nsg |
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* Nutrition counseling * exercise rehabilitation * CM (chronic illness; mental illness) * shelters * support groups * exercise for hypertensive clients (individual) |
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