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    Community - Week 4

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    kevin chen

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    Community - Week 4

    Uploaded by

    kevin chen
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    Download as pptx, pdf, or txt
    4 views51 pages

    Community - Week 4

    Uploaded by

    kevin chen

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 51

    COMMUNITY

    HEALTH
    COMPETENCIES
    WEEK 4

    KERRIE DOWNING, MSN, RN


    OUTLINE

    Health Theories Communication


    Promotion

    Health Community Community


    Education Assessment Planning

    2
    HEALTH
    PROMOTION

    3
    DETERMINANTS OF HEALTH

    4
    • World Health Organization
    • “Health promotion is the process
    of enabling people to increase
    control over, and to improve their
    health.” (WHO, 1998)
    DEFINITION

    5
    6
    WHY ARE HEALTH PROMOTION AND COMMUNITY NURSING
    IMPORTANT?

    7
    WHY ARE HEALTH PROMOTION AND COMMUNITY NURSING
    IMPORTANT?

    Deaths Suffering Quality of Life Financial Cost Opportunities

    8
    LEVELS OF PREVENTION

    (CDC, 2022) 9
    THEORIES

    10
    HEALTH PROMOTION THROUGH CHANGE
    • CHN educator: goal of effecting change in people’s behavior
    • Changing behavior
    • Many different reasons for change
    • Attempts and failure several times before success
    • Working at some changes possibly lifelong
    • Most change on own without special programs
    • People are different; what works for one may not work for another

    11
    CHANGE
    • Change is:
    • An imbalance or upset equilibrium requiring adjustments ( Eustress- positive stress)
    • Process of adopting innovation
    • Disruptive; generally new roles adopted

    • Types of change
    • Evolutionary: gradual; adjustment on incremental basis
    • Revolutionary: rapid, drastic, threatening type; possible complete upset of balance
    of system

    12
    THE HEALTH
    PROMOTION
    MODEL

    13
    HEALTH BELIEF
    MODEL

    14
    THEORY OF
    REASONED
    ACTION AND
    THEORY OF
    PLANNED
    BEHAVIOR
    Blue is the Theory of Reasoned Action, and the Entire Figure is the
    Theory of Planned Behavior
    15
    TRANSTHEORETI
    CAL MODEL OF
    CHANGE

    16
    COMMUNICATIO
    N

    17
    COMMUNICATION PROCESS

    18
    COMMUNICATION

    Sending Skills Core Communication Interpersonal Skills


    Skills
    • Nonverbal • Active Listening • Showing respect
    • Verbal • Observing behaviors • Empathizing
    • Written • Developing trust and
    rapport

    19
    BARRIERS TO COMMUNICATION

    Selective
    perception

    Language
    barriers

    Filtering
    information

    20
    21
    • Orient patient to your presence.
    • Orient patient to surroundings
    • Non-verbal cues may not be noticed VISUAL
    • Speak normally
    • Explain reason for touching a patient before
    IMPAIRMENT
    doing so
    • Indicate when conversation has ended
    • Orient patient to your presence
    • Speak normally and face the patient
    HEARING • Don’t chew gum or cover your mouth

    IMPAIRMENT • Non-verbal cues are very important


    • Demonstrate ideas when possible
    • Use sign language interpreter if possible
    • Write ideas that can not be otherwise
    conveyed
    • Maintain eye contact to hold attention.
    • Move to a quiet environment to reduce
    distractions.
    • Keep communication simple and concrete.
    • Use pictures or drawings when appropriate. COGNITIVE
    • Avoid open-ended questions. IMPAIRMENT
    • Be patient and give the patient time to respond.
    • Use an interpreter (not family members).
    • Speak in simple sentences with normal tone.

    INDIVIDUALS • Demonstrate ideas you wish to convey, as


    appropriate.
    WHO DO NOT • Be aware of nonverbal communication.
    SPEAK ENGLISH
    COMMUNITY
    ASSESSMENT

    26
    HEALTH PLANNING MODEL

    27
    NEEDS ASSESSMENT
    • Why is it necessary to complete a needs assessment?

    28
    NEEDS ASSESSMENT

    1. Select a community
    2. Collect data
    a. Windshield survey
    b. Other Reputable sources
    c. Literature review
    3. Analyze data
    4. Identify concerns and needs
    a. Prioritize top 3 concerns
    5. Develop Nursing diagnosis

    29
    MAJOR FEATURES OF A COMMUNITY

    • Box 6.1 (page 93)

    • A Community Consists of:


    • Aggregate
    • Location in space and time
    • Social system

    30
    Observations Interviews
    WINDSHIELD
    SURVEY

    31
    DATA WEBSITES

    32
    Centers For Disease Control
    and Prevention

    • National Center for Health S


    tatistics (NCHS) DATA WEBSITES
    • Data.CDC.gov
    • National Vital Statistics Syst
    em
    • Data and Statistics
    • CDC Wonder
    33
    Stats of the States

    State Department
    DATA WEBSITES of Health and Hu
    man Services

    34
    NEEDS AND CONCERNS
    • Summarize the characteristics of the community

    • Review relevant literature

    • Determine the top 3 needs and concerns.


    • There MUST be based on the windshield survey, data, and literature

    35
    NURSING DIAGNOSIS
    • Figure 6.3 (page 103)

    Increased risk of ___________________________


    (disability, disease, etc.)
    among ___________________________ related to
    (community or population)
    ___________________________ as demonstrated
    (etiological statement)
    in _______________________________________
    (health indicators)

    36
    PLANNING,
    IMPLEMENTAT
    ION, AND
    EVALUATION

    37
    PLANNING

    • Problem
    • Based on Community Assessment
    • Work with the group to define one
    problem/need/issue/concern to be
    addressed

    38
    PLANNING
    • Solution
    • Work with group to determine the best
    solution
    • Develop a measurable goal
    • Develop measurable objectives
    • Determine the best methods to meet the
    objectives
    Example

    39
    IMPLEMENTATION
    • Implement the plan.

    40
    EVALUATION

    Pre-test ImplementS Post Test

    41
    HEALTH
    EDUCATION

    42
    TEACHING–LEARNING PRINCIPLES
    • Client readiness
    • Client perceptions
    • Educational environment
    • Client participation
    • Subject relevance
    • Client satisfaction
    • Client application
    TEACHING AND LEARNING PRINCIPLES

    44
    PLANNING

    • Formats
    • Lecture
    • Discussion
    • Demonstration
    • Role-playing

    • Consider:
    • Context
    • Audience
    • Complexity of Content
    • Culture
    MATERIALS
    • Type Improving your Writing

    • Format
    Improving Readability of Materials
    • Readability
    • Consider the audience
    • Be concise
    • Make it easy to skim

    The Smog Readability Formula

    46
    TIPS
    • Set realistic goals and objectives

    • Limit the number of concepts


    The Smog Readability Formula
    • Use plain, clear, and concise
    language
    Improving Readability of Materials
    • Give examples
    Improving your Writing

    47
    HEALTH LITERACY

    48
    IMPLEMENTATION
    • Complete a pretest

    49
    EVALUATION
    • Complete post test and compare to pretest

    • Survey of participants opinion

    • Self evaluation

    50
    QUESTION
    S

    51

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