Community Final Set 1

preplanning for community planning

• brainstorm ideas

• gain entry into the community and establish trust

• obtain community awareness, support, and involvement

• coordinate collaborations that have similar interest

assessment for community planning

• collect subjective and objective data about the community/members

• complete needs assessment and identify community strengths/weaknesses

• assess availability of resources

• list potential sources for program funding

• evaluate secondary health data

diagnosis for community planning

• identify and prioritize health needs

• analyze data to determine health needs

• work with community members, local health professionals, and administrators to develop priorities and establish outcomes

• in setting priorities consider: community awareness, readiness to acknowledge problem, available resources, severity of problem, amount of time needed for resolution

planning for community planning

• develop interventions to meet outcomes

• determine possible solutions

• compare resources and interventions required

• establish goals and objectives

• plan for evaluation

implementation for community planning

• carry out the plan

• initiate interventions to achieve goals and objectives according to plan

• monitor the interventions process and the response of the community

evaluation for community planning

• examine the success of the interventions and if the goals were met

• evaluate strengths/weaknesses

• determine if desired outcome was achieved

• recommend and implement modifications to better meet needs

• share findings/recommendations

• ongoing evaluation

community planning barriers

• inadequate assessment

• inadequate or misconstrued date

• no involvement with community partners

• impaired communication, lack of planning

• inadequate resources, poor leadership

precontemplation phase of transtheoretical model

where individual is unaware of the need to change

contemplation and preperation phase of transtheoretical model

where the individual considers change and weighs the benefits with costs

preparation phase of transtheoretical model

where the individual plans to take action

maintenance phase of transtheoretical model

where the individual implements actions to continue the behavior

termination phase of transtheoretical model

where conscious efforts to continue the health behavior are no longer needed because the individual is consistent (most people don’t reach this phase)

health belief model

• purpose is to predict or explain health behaviors

• assumes that preventative health actions are taken primarily for the purpose of avoiding disease

• emphasizes change on individual level, if they think they are at risk/it is severe they are more likely to act

• describes likelihood of taking an action to avoid disease based on perceived susceptibility, seriousness, threat of disease, modifying factors, cues to action, perceived benefits minus perceived barriers

occupational nurse

• keeps employees safe and healthy

• works with management, HR, safety specialists, industrial hygienists, doctors, and health insurance agents

• assess risk for work-related illness/injury

• planning and delivering health promotion activities that lead to a more productive workforce

• collaborating with community healthcare providers

• facilitating health promotion activities that lead to a more productive workforce

• stay updated on OSHA standards

• perform site walk-through: see hazards firsthand, plan ways to reduce

• promote safety in edu, use research/trends, improve workplace conditions

occupation nurse primary prevention

• prevent problem before it starts

• teaching good nutrition and knowledge of health hazards, providing info on immunizations and use of PPE

occupational nurse secondary prevention

• detect problems early

• identifying workplace hazards, early detection through health surveillance and screening, promote treatment

• counseling and referral, prevention of further limitations

occupational nurse tertiary prevention

restoration of health through rehab strategies and limited-duty programs

home health nurse

• provides are in client’s home

• focuses on recovery, chronic illness, rehab

• nurse serves as clinician, teacher, coordinator

• use omaha system

omaha system

• collect and assess: client data

• identify problem: main issue

• rate admission: baseline severity

• plan and intervene: nursing actions

• re-rate: during care and at discharge

• evaluate outcome: improvement?

roles of a home health nurse

• RN, PT/OT, social work, home aide

• coordinate care, assess needs

• restore mobility, ADL training

• link resources, counseling

• plans nutrition for chronic disease

• provide personal care

skilled services of a home health nurse

• skilled assessment, infection prevention

• wound care, lab draws, urinary cath insertion/maintenance

• med edu and administration, IV fluid and meds

• parenteral nutrition, central line care

• coordination, delegation, and supervision of various other participants in health services

primary prevention for home health

edu, immunizations, safety

secondary prevention for home health

early detection through screenings and prompt treatment

tertiary prevention for home health

managing chronic conditions and preventing further complications

rural populations characteristics/disparities

• small, spread-out communities

• long-distance services (groceries, healthcare)

• limited access to healthy food, higher reliance on inexpensive, low-nutrient options

rural health status

• poverty and older population: more chronic diseases

• limited preventative care, higher infant/maternal morbidity and substance use

• occupational and environmental risks

• mental health risks

rural health priority needs

• cancer prevention/care

• mental health and substance use services

• immunizations and family planning

• access to nutritious foods

rural health nursing actions

• help clients access assistance

• use cultural competence

• build trust and partnership in the community

• leverage local networks for outreach

• teach prevention for environmental and chemical exposure

medicaid

• insurance coverage for those with socioeconomic status and children

• covers all medical care and prescriptions

• will cover early and periodic screening, diagnostic treatment in children

medicaid criteria

• be a state resident

• be a citizen or permanent resident

• eligibility based on household size and income

• priority to women, children, and those with disability

affordable care act

• created to make health insurance affordable for all people and decrease spending on health care

• affects the way medicare benefits are implemented and the way private insurance companies supply coverage

how does affordable care act affect medicare

• extends eligibility for dependents to remain on parent’s insurance till 26

• prohibits health plans from denying benefits for preexisting coverage to children under 19

• banning lifetime limits of benefit coverage

• covering preventive care services

telehealth ethics

• protect client confidentiality and data security is critical

• expands access in rural and home health setting

telehealth types of data

• physical: vitals, ECG, weight, blood glucose

• audio: conversation, heart/lung/bowel

• video: wound and surgical incision images

FDA (food and drug administration)

works to ensure food safety as well as the safety and effectiveness of meds

USDA (US department of agriculture)

• federal agency that provides leadership on food (meat, poultry, eggs), agriculture, natural resources, rural development, and nutrition

• research, conversation, food safety, and economic assistance for farmers and rural communities

WIC - state agency

• women, infants, and children

• offers nutritious foods, counseling on healthy eating

• breastfeeding support, healthcare referrals

• low income women, infants, and children at nutritional risk

CHIP - state agencies

• children’s health insurance program

• coverage for the poorest children not eligible for medicaid

state agencies general info

• reports communicable diseases to CDC

• provides support to local health departments

• administration of medicaid

• state board of nursing (RN and LPN, oversees state schools, develops state’s nurse practice act)

primary data

• collected firsthand

• survey, interviews, observations

secondary data

• pre-collected by others

• death/birth statistics

• census data

• mortality/morbidity data

• health records

• prior health surveys

• determinants of health

triage nursing

• prioritization based on urgency and need to ensure limited resources serve the greatest good

• do the most good for the most people, not saving everyone

• use START- breathing, perfusion, mental status

communicable disease prevention

• nurses can create community programs that monitor individual’s adherence to treatment regimens to help minimize spread

• health surveillance (early symptom, patterns, reporting)

• immunization!!

• health edu, case management, advocacy, and implementing infection control

communicable diseases - notifiable

• anthrax, botulism

• COVID, gonorrhea

• hepatitis A, B, C

• HIV, lyme disease

• malaria, rabies

• rubella, smallpox

• syphilis, TB

vector borne communicable disease

• mosquito, tick, fly

• west nile virus

• lyme disease

• rocky mountain spotted fever

• malaria

• zika virus

airborne transmission communicable diseases

• measles (airborne)

• chickenpox (airborne)

• TB (airborne)

• pertussis (droplet)

• flu (droplet)

• SARS (droplet)

• common cold

foodborne transmission communicable diseases

• norovirus, salmonellosis

• hep A, e coli

• trichinosis, staph aureus

• clostridium botulinum

waterborne transmission communicable diseases

• cholera, typhoid fever

• bacillary dysentery

• giardia lamblia

direct contact transmission communicable diseases

• STDs (HIV/AIDS, chlamydia, gonorrhea, syphilis, HPV , hep B/C/D)

• infectious mononucleosis

• enterobiasis (pinworms)

• impetigo, lice, scabies

• common cold

respiratory entry/exit point for communicable diseases

• exit: cough, sneezing, talking

• entry: inhaling droplets/aerosols

GI (fecal-oral) exit/entry point for communicable diseases

• exit: feces, vomit

• entry: ingesting contaminated food, water, hands, objects

skin entry/exit point for communicable diseases

• exit: open wounds, sores, bodily fluids

• entry: direct contact with broken skin, needle sticks

mucous membranes entry/exit point for communicable diseases

• exit: secretions (saliva, genital)

• entry: genitals, eyes, mouth

blood entry/exit point for communicable diseases

• exit: bleeding injury

• entry: blood transfusion, needle sharing

family function/structure

consists of individuals who identify themselves as family members and have an interdependent relationship that provides emotional, financial, and physical support

family as context

• focuses on an individual first with family as background hx

• used to promote health/recovery of an individual using family as a resource for support

family as a client

• examines the family as a functioning unit

• used to see how the family health is impacted by each individuals reaction to a healthy event

family as a system

• studies how interactions among family members affect the whole family function

• used to promot family health by directing interventions toward the way family members interact with each other

family as a component of society

• monitors how families interact with other institutions in a community life school or medical facilities

• used to study/implement population focused interventions like immunization campaigns