The document discusses models of prevention of mental disorders, including the public health prevention model, medical model, and nursing model. The public health model uses three levels of prevention - primary, secondary, and tertiary. The nursing model focuses on assessing risk and protective factors, developing prevention plans, and implementing strategies like health education, environmental change, and social support. The overall aim of prevention models is to reduce incidence of mental illness and promote mental wellness.
The document discusses community mental health and related topics including:
- Definitions of mental health, mentally healthy and unhealthy persons, and their legal rights
- Community mental health nursing, its purpose of promoting mental well-being, and early intervention
- Components of mental health care like community programs, case management, and models like partial hospitalization, psychosocial rehabilitation, assertive community treatment, and the clubhouse model
- Differences in mental health care between developed and developing countries and priorities to improve care globally
This document outlines the key concepts and purposes of health education. It defines health education as the process of helping people learn behaviors to improve their health. It discusses how health education aims to prevent diseases through upgrading knowledge, building healthy trends, and changing behaviors. It also describes the roles and characteristics of health educators in medical settings, schools, workplaces, and communities in assessing needs, planning and implementing programs, evaluation, and advocating for health issues.
Introduction to Outcome Research
Objectives:
1. Define the terms related to outcome research
2. Discuss basis of outcome research with relation to Donabedian‟s theory.
3. Describe methods/approaches/types of outcome research.
4. Understand methodologies of outcome research.
Outcome Research:
Outcomes research is a broad umbrella term without a consistent definition.
It tends to describe research that is concerned with the effectiveness of public-health interventions and health services; that is, the outcomes of these services.
Aimed at assessing the quality and effectiveness of health care as measured by the attainment of a specified end result or outcome.
Measures include parameters such as improved health, lowered morbidity or mortality, and improvement of abnormal states (such as elevated blood pressure).
Theoretical Basis of Outcomes Research:
The theorist Avedis Donabedian (1966) proposed a theory of quality health care and the process of evaluating it.
The three dimensions of the model are health, subjects of care, and providers of care.
The concept of health has Three aspects; Physical-physiological function, Psychological function, and Social function.
The concept subjects of care has two primary aspects: patient and person.
A patient is defined as someone who has already gained access to some care, and a person as someone who may or may not have gained access to care.
Each of these concepts is further categorized by the concepts individual and aggregate.
Within patient, the aggregate is a caseload; within person, the aggregate is a target population or a community.
The concept providers of care shows levels of aggregation and organization of providers.
The first level is the individual practitioner. At this level, consideration is given to the individual provider rather than others who might be involved in the subject’s care, whether individual or aggregate.
As the levels progress, providers of care include several practitioners, who might be of the same profession or different professions and “who may be providing care concurrently, as individuals, or jointly, as a team”.
At higher levels of aggregation, the provider of care is institutions, programs, or the healthcare system as a whole.
The essence of Donabedian’s framework is the physical-physiological function of the individual patient being cared for by the individual practitioner. Examining quality at this level is relatively simple.
When more than one practitioner is involved, both individual and joint contributions to quality must be evaluated.
Concepts such as coordination and teamwork must be conceptually and operationally defined. When a person is the subject of care, an important attribute is access.
When an aggregate is the subject of care, an important attribute is resource allocation. Access and resource allocation are interrelated, because they each define who gets care, the kind of care received, and how much care is received.
1. The document discusses various methods and models of health education, including individual methods like lectures, seminars, workshops, and group methods like brainstorming and buzz groups.
2. It describes different types of health education models, focusing on the Motivational Model and the Health Belief Model. The Health Belief Model proposes that health behaviors are influenced by perceived susceptibility, severity, benefits, and barriers.
3. Several other models of health behavior change are mentioned, including the Trans-Theoretical Model of Change and the Theory of Planned Behavior. The document provides an overview of key approaches to promoting health education.
The document discusses the principles of health education, including educational diagnosis, participation, using multiple methods, planning and organizing, basing education on facts, segmenting audiences, assessing needs, and respecting local culture. It also describes the targets of health education as individuals, groups, and communities. There are three levels of health education for disease prevention: primary aims to prevent disease onset, secondary aims to prevent disability, and tertiary aims to avoid major disability for chronic conditions. Finally, it lists schools, workplaces, healthcare settings, and homes as common locations for delivering health education.
This document defines community health nursing and describes its key characteristics and components. Community health nursing combines nursing and public health to promote population health. It focuses on communities, aggregates, and vulnerable populations. The community health nurse acts as a clinician, educator, advocate, manager, collaborator, leader, and researcher to address the health needs of the community through activities like health promotion, prevention, treatment, rehabilitation, evaluation, and research.
The document discusses behavior change communication (BCC) and related concepts. It explains that BCC is a strategic process using communication to promote positive health behaviors and outcomes. Key aspects of BCC covered include its basis in behavior change theories, its focus on individual, community and societal levels, and the multi-step process involving formative research, communication planning, implementation and evaluation.
Preparation of model health education plan, PRECEDE-PROCEED.pptxmuskanpudasainee
This document outlines a health education plan for diabetes using the PRECEDE-PROCEED model. It includes 9 phases: social, epidemiological, behavioral, educational, administrative, implementation, process, impact, and outcome evaluation. The plan aims to promote healthy lifestyles through social behavior change communication to prevent and control diabetes in Dhangadhi, Nepal. Objectives include increasing knowledge of diabetes risks, prevention measures, and the importance of physical activity. Educational methods will include lectures, films, and role plays using pamphlets, posters, and a projector.
The document discusses community mental health and related topics including:
- Definitions of mental health, mentally healthy and unhealthy persons, and their legal rights
- Community mental health nursing, its purpose of promoting mental well-being, and early intervention
- Components of mental health care like community programs, case management, and models like partial hospitalization, psychosocial rehabilitation, assertive community treatment, and the clubhouse model
- Differences in mental health care between developed and developing countries and priorities to improve care globally
This document outlines the key concepts and purposes of health education. It defines health education as the process of helping people learn behaviors to improve their health. It discusses how health education aims to prevent diseases through upgrading knowledge, building healthy trends, and changing behaviors. It also describes the roles and characteristics of health educators in medical settings, schools, workplaces, and communities in assessing needs, planning and implementing programs, evaluation, and advocating for health issues.
Introduction to Outcome Research
Objectives:
1. Define the terms related to outcome research
2. Discuss basis of outcome research with relation to Donabedian‟s theory.
3. Describe methods/approaches/types of outcome research.
4. Understand methodologies of outcome research.
Outcome Research:
Outcomes research is a broad umbrella term without a consistent definition.
It tends to describe research that is concerned with the effectiveness of public-health interventions and health services; that is, the outcomes of these services.
Aimed at assessing the quality and effectiveness of health care as measured by the attainment of a specified end result or outcome.
Measures include parameters such as improved health, lowered morbidity or mortality, and improvement of abnormal states (such as elevated blood pressure).
Theoretical Basis of Outcomes Research:
The theorist Avedis Donabedian (1966) proposed a theory of quality health care and the process of evaluating it.
The three dimensions of the model are health, subjects of care, and providers of care.
The concept of health has Three aspects; Physical-physiological function, Psychological function, and Social function.
The concept subjects of care has two primary aspects: patient and person.
A patient is defined as someone who has already gained access to some care, and a person as someone who may or may not have gained access to care.
Each of these concepts is further categorized by the concepts individual and aggregate.
Within patient, the aggregate is a caseload; within person, the aggregate is a target population or a community.
The concept providers of care shows levels of aggregation and organization of providers.
The first level is the individual practitioner. At this level, consideration is given to the individual provider rather than others who might be involved in the subject’s care, whether individual or aggregate.
As the levels progress, providers of care include several practitioners, who might be of the same profession or different professions and “who may be providing care concurrently, as individuals, or jointly, as a team”.
At higher levels of aggregation, the provider of care is institutions, programs, or the healthcare system as a whole.
The essence of Donabedian’s framework is the physical-physiological function of the individual patient being cared for by the individual practitioner. Examining quality at this level is relatively simple.
When more than one practitioner is involved, both individual and joint contributions to quality must be evaluated.
Concepts such as coordination and teamwork must be conceptually and operationally defined. When a person is the subject of care, an important attribute is access.
When an aggregate is the subject of care, an important attribute is resource allocation. Access and resource allocation are interrelated, because they each define who gets care, the kind of care received, and how much care is received.
1. The document discusses various methods and models of health education, including individual methods like lectures, seminars, workshops, and group methods like brainstorming and buzz groups.
2. It describes different types of health education models, focusing on the Motivational Model and the Health Belief Model. The Health Belief Model proposes that health behaviors are influenced by perceived susceptibility, severity, benefits, and barriers.
3. Several other models of health behavior change are mentioned, including the Trans-Theoretical Model of Change and the Theory of Planned Behavior. The document provides an overview of key approaches to promoting health education.
The document discusses the principles of health education, including educational diagnosis, participation, using multiple methods, planning and organizing, basing education on facts, segmenting audiences, assessing needs, and respecting local culture. It also describes the targets of health education as individuals, groups, and communities. There are three levels of health education for disease prevention: primary aims to prevent disease onset, secondary aims to prevent disability, and tertiary aims to avoid major disability for chronic conditions. Finally, it lists schools, workplaces, healthcare settings, and homes as common locations for delivering health education.
This document defines community health nursing and describes its key characteristics and components. Community health nursing combines nursing and public health to promote population health. It focuses on communities, aggregates, and vulnerable populations. The community health nurse acts as a clinician, educator, advocate, manager, collaborator, leader, and researcher to address the health needs of the community through activities like health promotion, prevention, treatment, rehabilitation, evaluation, and research.
The document discusses behavior change communication (BCC) and related concepts. It explains that BCC is a strategic process using communication to promote positive health behaviors and outcomes. Key aspects of BCC covered include its basis in behavior change theories, its focus on individual, community and societal levels, and the multi-step process involving formative research, communication planning, implementation and evaluation.
Preparation of model health education plan, PRECEDE-PROCEED.pptxmuskanpudasainee
This document outlines a health education plan for diabetes using the PRECEDE-PROCEED model. It includes 9 phases: social, epidemiological, behavioral, educational, administrative, implementation, process, impact, and outcome evaluation. The plan aims to promote healthy lifestyles through social behavior change communication to prevent and control diabetes in Dhangadhi, Nepal. Objectives include increasing knowledge of diabetes risks, prevention measures, and the importance of physical activity. Educational methods will include lectures, films, and role plays using pamphlets, posters, and a projector.
The document discusses public health approaches and models. It differentiates between the public health model, which focuses on populations, disease prevention, health promotion and environmental/behavioral interventions, and the medical model, which focuses on individual diagnosis, treatment and medical interventions. The public health approach involves defining health problems, identifying risk factors, developing and testing population-level interventions, and monitoring/evaluating interventions. Key principles of public health approaches include focusing on overall population health, addressing multiple determinants of health, collaborating across sectors, basing decisions on evidence, and investing in upstream factors. Challenges to public health approaches include fragmentation, lack of resources, weak capacity and poor connections between research and policymaking.
This document discusses chronic disease self-management. It describes common models of self-management support like the Flinders Model and Stanford Model. The Flinders Model uses tools to assess self-management behaviors and create individualized care plans. The Stanford Model provides group-based education over 6 weeks. Effective self-management requires collaboration, personalized care plans, education, treatment adherence and monitoring. Australia is advancing chronic disease self-management through initiatives like the National Chronic Disease Strategy and workforce training to develop skills like motivational interviewing and health coaching.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
1. The document discusses leadership and administration in patient safety. It outlines national and international goals for patient safety including reducing medical errors and healthcare associated infections.
2. India's National Patient Safety Implementation Framework aims to improve structural systems and establish a culture of safety. It includes objectives like ensuring a competent workforce and preventing infections.
3. Successful leadership in patient safety involves creating a culture that prioritizes safe, high-quality care and supports improvement efforts through resources, training and removing obstacles for clinicians.
This document discusses theories and models used in health education and promotion. It defines theories as sets of concepts that explain behavior, while models are generalized descriptions based on analogy. Theories and models are important tools for understanding behavior change, selecting intervention strategies, and evaluating programs. No single theory can explain all health behaviors, so practitioners must consider multiple theories and select those appropriate for the target population and issue. The document reviews common theory components and provides examples of how theories guide planning, implementation, and evaluation of health promotion efforts.
Health Education Program Planning and Implementation Strategies.pptxSunita Poudel
The World Health Organization defines Health Education as “Any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes.”
Knowledge alone may not be powerful enough to motivate change, health education works to enhance knowledge, attitudes, and skills to positively influence health behaviors of individuals and communities.
A program is created when an organization identifies a need and creates a plan for addressing that need.
Planning is designing a course of action to achieve desired goals.
Program planning is the process by which a program is conceived and brought to fruition.
There are different steps in health education program planning.
The Michigan Model for Health (MMH) is a comprehensive PreK-12 health education curriculum that aims to promote healthy behaviors. It teaches developmentally-appropriate skills in key areas like social-emotional health, nutrition, safety, alcohol/tobacco prevention, and disease prevention. Studies show students who receive MMH lessons demonstrate improved social skills, health attitudes, and reduced risky behaviors compared to peers. The MMH lessons are aligned with both Michigan and national health education standards and employ skills-based instructional methods to build students' abilities to adopt healthy lifestyles.
This document summarizes reviews on school-based mental health interventions from high-income and low-middle income countries. In high-income countries, the reviews found that 8-18% of school-aged children have mental health issues. Three broad models of integrating mental health services into schools were identified: outside agencies working in schools, on-site school mental health clinics, and health centers located at schools. Effective interventions included universal promotion programs, selective prevention programs for at-risk groups, and indicated prevention and treatment programs. Implementing evidence-based programs in schools faces challenges such as engaging school staff and assessing cost-effectiveness. Reviews of interventions in low-middle income countries found they primarily aimed to prevent anxiety, depression, and
CONCEPTUAL MODELS IN COMMUNITY HEALTH.pptxNatalya80
This document discusses several conceptual models used in community health:
- The Precede-Proceed Model is an 8-phase model for planning, implementing, and evaluating public health programs by first assessing needs and then implementing and evaluating an intervention.
- The Donabedian Model examines health care quality using three concepts: structure, process, and outcomes to evaluate how structure influences processes and outcomes.
- The Health Belief Model suggests individuals' health-related actions depend on their perceptions of susceptibility, severity, benefits, and barriers of diseases or health behaviors. It includes six constructs related to risk perceptions and decision-making.
The three levels of prevention in healthcare encompass primary prevention to prevent the onset of disease, secondary prevention to detect disease early and prevent its progression, and tertiary prevention to manage and treat existing conditions to prevent further complications.
This document outlines the 11 steps for planning a health education program: 1) situational analysis of the community, 2) making a community diagnosis, 3) defining program goals and premises, 4) assessing knowledge/attitudes/behaviors, 5) forming a planning group, 6) confirming objectives, 7) analyzing resources, 8) identifying educational methods, 9) writing an action plan, 10) implementing and evaluating, and 11) writing a final report. The first step involves analyzing community health status, resources, social organization, and strengths/weaknesses. The planning process aims to properly organize, implement, and evaluate the program to meet community needs.
COMMUNITY NURSING Course Reflection PURPOSEThe purpose.docxtemplestewart19
COMMUNITY NURSING
Course Reflection
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4636 course COMMUNITY NURSING.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
-The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
-This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.
-The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).
-The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
REQUIREMENTS
1.
Original papers, “NO plagiarism”
. The Course Reflection will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely
(See Attachment
). Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to four pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4636 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare .
COMMUNITY NURSING Course Reflection PURPOSEThe purpose.docxjanthony65
COMMUNITY NURSING
Course Reflection
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4636 course COMMUNITY NURSING.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
-The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
-This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.
-The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).
-The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
REQUIREMENTS
1.
Original papers, “NO plagiarism”
. The Course Reflection will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely
(See Attachment
). Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to four pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4636 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare .
Master of Public Health (MPH) Orientation20161Welc.docxwkyra78
Master of Public Health (MPH) Orientation
2016
1
Welcome Message!
Hello, and welcome to the first course in your public health degree program.
Your dynamic online classroom will provide you with ample opportunities to interact with your fellow students while you gain knowledge from a career-relevant curriculum in your chosen field.
Our professors are expert practitioners, with real-world experience in the health care industry, so you’ll learn from individuals who know what it’s like to be you.
Whether your focus is on health care system management,
health policy, or health economics, you’ve found a place to
Gain the knowledge you need to succeed.
Welcome aboard, and good luck to you as you begin your
academic journey with us.
Program Director: Dr. Samer Koutoubi
2
MPH Mission Statement
The mission of the American Public University System (APUS) Master’s of Public Health (MPH) program is:
to prepare and educate students to promote health and well-being as public health practitioners through excellence in teaching, research, and service in preparation for leadership opportunities in a diverse and global society through a student-focused learning environment.
3
MPH Program’s Values
Lifelong Learning - commitment to life-long professional and personal development.
Compassion - promote empathy and concern for the well-being of others.
Critical Thinking - foster purposeful reflective judgment.
Diversity - promote student and faculty populations regardless of gender, race, religion, ethnicity, sexual orientation or identity, or social standing.
Innovation - seek imaginative and effective solutions to challenges.
Professionalism and Integrity - adhere to professional codes of conduct.
Respect - commitment to the overarching principles of the dignity and worth of individuals.
4
MPH Program’s Goals
The goals for the APUS MPH program are:
Instruction: Provide current, relevant education and professional development through a curriculum based on public health competencies in an innovative learning environment.
Research: Encourage and promote faculty and student research in the field of public health in order to enhance the skills, knowledge, and expertise of faculty and students.
Service: Support ongoing faculty and student service in local, regional, and international public health organizations and communities of practice.
5
Full-time Public Health Faculty
NameGraduate Degrees EarnedDiscipline of Graduate DegreesInstructional Area(s)Research InterestRobert CarterPhD
MPH Biomedical Sciences
Epidemiology
BiostatisticsBiostatistics
Epidemiology
Emergency Management
QuarantineCardiovascular and respiratory pathophysiology
Biostatistics Donna BartonPhD
MPH Public Health
BiostatisticsBiostatistics
EpidemiologyWomen’s Health
Cardiovascular DiseaseEbun EbunlomoPhD
MPH
Community Health Sciences
Health Behavior and Health Education
Health Services Administration
Community Health
Epidemiology.
This document outlines the implementation of health education plans. It discusses the five generic phases of implementation including engaging key individuals, specifying tasks and resources, establishing management systems, putting plans into action, and sustaining interventions. It also covers assessing readiness, collecting baseline data, ensuring cultural competence, delivering plans using various strategies, promoting plans of action, applying implementation theories and models, and pilot testing plans. Levels of readiness, the purpose of baseline data, cultural competency strategies, behavioral theories, health promotion strategies, and organizational relationships are defined. An interactive crossword puzzle and Jeopardy quiz are proposed to aid understanding.
The document discusses the community health nursing process. It defines the community health nursing process as a systematic series of steps followed by public health nurses to address community health problems using community resources. The main steps of the nursing process are: 1) establishing relationships with the community, 2) assessing health needs and problems, 3) setting objectives, 4) planning and implementing interventions, and 5) evaluating interventions. Principles for effective community health nursing include exploring the community, establishing relationships, understanding the health system, providing realistic services, and maintaining collaboration.
The document discusses the community health nursing process. It defines the community health nursing process as a systematic series of steps followed by public health nurses to address community health problems using community resources. The main steps of the nursing process are: 1) establishing relationships with the community, 2) assessing health needs and problems, 3) setting objectives, 4) planning and implementing interventions, and 5) evaluating interventions. Principles for effective community health nursing include exploring the community, establishing relationships, understanding the health system, providing realistic services, and continuously working with the community.
The document discusses the community health nursing process. It defines the community health nursing process as a systematic series of steps followed by public health nurses to address community health problems using community resources. The main steps of the nursing process are: 1) establishing relationships with the community, 2) assessing health needs and problems, 3) setting objectives, 4) planning and implementing interventions, and 5) evaluating interventions. Principles for effective community health nursing include exploring the community, establishing relationships, understanding the health system, providing realistic services, and maintaining collaboration.
Function , Core competencies and scope of public healthsirjana Tiwari
The document discusses the core competencies and scope of public health. It outlines seven core competencies - biostatistics, environmental health sciences, epidemiology, health policy and management, social and behavioral sciences, critical thinking, and problem solving. It also discusses emerging competencies like evidence-based approaches, public health systems, planning/management, policy, leadership, communication, and inter-professional practice. Additionally, the document outlines the broad scope of public health, covering areas like infectious and chronic disease prevention, mental health, bioterrorism, demography, environmental health, health financing, and addressing social determinants of health.
This document provides an introduction to medical surgical nursing. It defines medical surgical nursing as nursing care for patients whose conditions are treated medically or surgically. The objectives of the chapter are to define medical surgical nursing, explain the concepts of health and illness, and discuss the nursing process. The nursing process is presented as a systematic problem-solving approach used by nurses to meet patient needs through assessment, nursing diagnosis, planning, implementation, and evaluation. Health is defined in both negative and positive terms, and the concepts of illness, disease, impairment, disability, and handicap are explained. The document also covers health promotion, illness prevention, and the levels of nursing assessment.
This document provides an overview of substance abuse and psychosocial problems. It discusses various psychological and social problems individuals may face, global prevalence rates of mental disorders, and epidemiological data on substance use in Nepal. Screening tools for assessing various psychosocial issues are also presented. The document further explores substance abuse, classification of substances, factors influencing abuse, and treatment modalities.
This document provides an overview of Nepal's mental health programs and policies. It discusses the historical background of mental healthcare in Nepal, from ancient practices to the establishment of the first psychiatric services in the 1960s. It outlines key national policies and strategies, including the National Mental Health Policy of 1996, National Mental Health Strategy and Action Plan 2020, and Community Mental Health Care Package of 2074. It also describes several mental health programs and guidelines, and lists some of the major mental healthcare centers in Nepal.
The document discusses public health approaches and models. It differentiates between the public health model, which focuses on populations, disease prevention, health promotion and environmental/behavioral interventions, and the medical model, which focuses on individual diagnosis, treatment and medical interventions. The public health approach involves defining health problems, identifying risk factors, developing and testing population-level interventions, and monitoring/evaluating interventions. Key principles of public health approaches include focusing on overall population health, addressing multiple determinants of health, collaborating across sectors, basing decisions on evidence, and investing in upstream factors. Challenges to public health approaches include fragmentation, lack of resources, weak capacity and poor connections between research and policymaking.
This document discusses chronic disease self-management. It describes common models of self-management support like the Flinders Model and Stanford Model. The Flinders Model uses tools to assess self-management behaviors and create individualized care plans. The Stanford Model provides group-based education over 6 weeks. Effective self-management requires collaboration, personalized care plans, education, treatment adherence and monitoring. Australia is advancing chronic disease self-management through initiatives like the National Chronic Disease Strategy and workforce training to develop skills like motivational interviewing and health coaching.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
1. The document discusses leadership and administration in patient safety. It outlines national and international goals for patient safety including reducing medical errors and healthcare associated infections.
2. India's National Patient Safety Implementation Framework aims to improve structural systems and establish a culture of safety. It includes objectives like ensuring a competent workforce and preventing infections.
3. Successful leadership in patient safety involves creating a culture that prioritizes safe, high-quality care and supports improvement efforts through resources, training and removing obstacles for clinicians.
This document discusses theories and models used in health education and promotion. It defines theories as sets of concepts that explain behavior, while models are generalized descriptions based on analogy. Theories and models are important tools for understanding behavior change, selecting intervention strategies, and evaluating programs. No single theory can explain all health behaviors, so practitioners must consider multiple theories and select those appropriate for the target population and issue. The document reviews common theory components and provides examples of how theories guide planning, implementation, and evaluation of health promotion efforts.
Health Education Program Planning and Implementation Strategies.pptxSunita Poudel
The World Health Organization defines Health Education as “Any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes.”
Knowledge alone may not be powerful enough to motivate change, health education works to enhance knowledge, attitudes, and skills to positively influence health behaviors of individuals and communities.
A program is created when an organization identifies a need and creates a plan for addressing that need.
Planning is designing a course of action to achieve desired goals.
Program planning is the process by which a program is conceived and brought to fruition.
There are different steps in health education program planning.
The Michigan Model for Health (MMH) is a comprehensive PreK-12 health education curriculum that aims to promote healthy behaviors. It teaches developmentally-appropriate skills in key areas like social-emotional health, nutrition, safety, alcohol/tobacco prevention, and disease prevention. Studies show students who receive MMH lessons demonstrate improved social skills, health attitudes, and reduced risky behaviors compared to peers. The MMH lessons are aligned with both Michigan and national health education standards and employ skills-based instructional methods to build students' abilities to adopt healthy lifestyles.
This document summarizes reviews on school-based mental health interventions from high-income and low-middle income countries. In high-income countries, the reviews found that 8-18% of school-aged children have mental health issues. Three broad models of integrating mental health services into schools were identified: outside agencies working in schools, on-site school mental health clinics, and health centers located at schools. Effective interventions included universal promotion programs, selective prevention programs for at-risk groups, and indicated prevention and treatment programs. Implementing evidence-based programs in schools faces challenges such as engaging school staff and assessing cost-effectiveness. Reviews of interventions in low-middle income countries found they primarily aimed to prevent anxiety, depression, and
CONCEPTUAL MODELS IN COMMUNITY HEALTH.pptxNatalya80
This document discusses several conceptual models used in community health:
- The Precede-Proceed Model is an 8-phase model for planning, implementing, and evaluating public health programs by first assessing needs and then implementing and evaluating an intervention.
- The Donabedian Model examines health care quality using three concepts: structure, process, and outcomes to evaluate how structure influences processes and outcomes.
- The Health Belief Model suggests individuals' health-related actions depend on their perceptions of susceptibility, severity, benefits, and barriers of diseases or health behaviors. It includes six constructs related to risk perceptions and decision-making.
The three levels of prevention in healthcare encompass primary prevention to prevent the onset of disease, secondary prevention to detect disease early and prevent its progression, and tertiary prevention to manage and treat existing conditions to prevent further complications.
This document outlines the 11 steps for planning a health education program: 1) situational analysis of the community, 2) making a community diagnosis, 3) defining program goals and premises, 4) assessing knowledge/attitudes/behaviors, 5) forming a planning group, 6) confirming objectives, 7) analyzing resources, 8) identifying educational methods, 9) writing an action plan, 10) implementing and evaluating, and 11) writing a final report. The first step involves analyzing community health status, resources, social organization, and strengths/weaknesses. The planning process aims to properly organize, implement, and evaluate the program to meet community needs.
COMMUNITY NURSING Course Reflection PURPOSEThe purpose.docxtemplestewart19
COMMUNITY NURSING
Course Reflection
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4636 course COMMUNITY NURSING.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
-The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
-This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.
-The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).
-The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
REQUIREMENTS
1.
Original papers, “NO plagiarism”
. The Course Reflection will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely
(See Attachment
). Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to four pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4636 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare .
COMMUNITY NURSING Course Reflection PURPOSEThe purpose.docxjanthony65
COMMUNITY NURSING
Course Reflection
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4636 course COMMUNITY NURSING.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
-The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
-This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.
-The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).
-The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
REQUIREMENTS
1.
Original papers, “NO plagiarism”
. The Course Reflection will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely
(See Attachment
). Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to four pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4636 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare .
Master of Public Health (MPH) Orientation20161Welc.docxwkyra78
Master of Public Health (MPH) Orientation
2016
1
Welcome Message!
Hello, and welcome to the first course in your public health degree program.
Your dynamic online classroom will provide you with ample opportunities to interact with your fellow students while you gain knowledge from a career-relevant curriculum in your chosen field.
Our professors are expert practitioners, with real-world experience in the health care industry, so you’ll learn from individuals who know what it’s like to be you.
Whether your focus is on health care system management,
health policy, or health economics, you’ve found a place to
Gain the knowledge you need to succeed.
Welcome aboard, and good luck to you as you begin your
academic journey with us.
Program Director: Dr. Samer Koutoubi
2
MPH Mission Statement
The mission of the American Public University System (APUS) Master’s of Public Health (MPH) program is:
to prepare and educate students to promote health and well-being as public health practitioners through excellence in teaching, research, and service in preparation for leadership opportunities in a diverse and global society through a student-focused learning environment.
3
MPH Program’s Values
Lifelong Learning - commitment to life-long professional and personal development.
Compassion - promote empathy and concern for the well-being of others.
Critical Thinking - foster purposeful reflective judgment.
Diversity - promote student and faculty populations regardless of gender, race, religion, ethnicity, sexual orientation or identity, or social standing.
Innovation - seek imaginative and effective solutions to challenges.
Professionalism and Integrity - adhere to professional codes of conduct.
Respect - commitment to the overarching principles of the dignity and worth of individuals.
4
MPH Program’s Goals
The goals for the APUS MPH program are:
Instruction: Provide current, relevant education and professional development through a curriculum based on public health competencies in an innovative learning environment.
Research: Encourage and promote faculty and student research in the field of public health in order to enhance the skills, knowledge, and expertise of faculty and students.
Service: Support ongoing faculty and student service in local, regional, and international public health organizations and communities of practice.
5
Full-time Public Health Faculty
NameGraduate Degrees EarnedDiscipline of Graduate DegreesInstructional Area(s)Research InterestRobert CarterPhD
MPH Biomedical Sciences
Epidemiology
BiostatisticsBiostatistics
Epidemiology
Emergency Management
QuarantineCardiovascular and respiratory pathophysiology
Biostatistics Donna BartonPhD
MPH Public Health
BiostatisticsBiostatistics
EpidemiologyWomen’s Health
Cardiovascular DiseaseEbun EbunlomoPhD
MPH
Community Health Sciences
Health Behavior and Health Education
Health Services Administration
Community Health
Epidemiology.
This document outlines the implementation of health education plans. It discusses the five generic phases of implementation including engaging key individuals, specifying tasks and resources, establishing management systems, putting plans into action, and sustaining interventions. It also covers assessing readiness, collecting baseline data, ensuring cultural competence, delivering plans using various strategies, promoting plans of action, applying implementation theories and models, and pilot testing plans. Levels of readiness, the purpose of baseline data, cultural competency strategies, behavioral theories, health promotion strategies, and organizational relationships are defined. An interactive crossword puzzle and Jeopardy quiz are proposed to aid understanding.
The document discusses the community health nursing process. It defines the community health nursing process as a systematic series of steps followed by public health nurses to address community health problems using community resources. The main steps of the nursing process are: 1) establishing relationships with the community, 2) assessing health needs and problems, 3) setting objectives, 4) planning and implementing interventions, and 5) evaluating interventions. Principles for effective community health nursing include exploring the community, establishing relationships, understanding the health system, providing realistic services, and maintaining collaboration.
The document discusses the community health nursing process. It defines the community health nursing process as a systematic series of steps followed by public health nurses to address community health problems using community resources. The main steps of the nursing process are: 1) establishing relationships with the community, 2) assessing health needs and problems, 3) setting objectives, 4) planning and implementing interventions, and 5) evaluating interventions. Principles for effective community health nursing include exploring the community, establishing relationships, understanding the health system, providing realistic services, and continuously working with the community.
The document discusses the community health nursing process. It defines the community health nursing process as a systematic series of steps followed by public health nurses to address community health problems using community resources. The main steps of the nursing process are: 1) establishing relationships with the community, 2) assessing health needs and problems, 3) setting objectives, 4) planning and implementing interventions, and 5) evaluating interventions. Principles for effective community health nursing include exploring the community, establishing relationships, understanding the health system, providing realistic services, and maintaining collaboration.
Function , Core competencies and scope of public healthsirjana Tiwari
The document discusses the core competencies and scope of public health. It outlines seven core competencies - biostatistics, environmental health sciences, epidemiology, health policy and management, social and behavioral sciences, critical thinking, and problem solving. It also discusses emerging competencies like evidence-based approaches, public health systems, planning/management, policy, leadership, communication, and inter-professional practice. Additionally, the document outlines the broad scope of public health, covering areas like infectious and chronic disease prevention, mental health, bioterrorism, demography, environmental health, health financing, and addressing social determinants of health.
This document provides an introduction to medical surgical nursing. It defines medical surgical nursing as nursing care for patients whose conditions are treated medically or surgically. The objectives of the chapter are to define medical surgical nursing, explain the concepts of health and illness, and discuss the nursing process. The nursing process is presented as a systematic problem-solving approach used by nurses to meet patient needs through assessment, nursing diagnosis, planning, implementation, and evaluation. Health is defined in both negative and positive terms, and the concepts of illness, disease, impairment, disability, and handicap are explained. The document also covers health promotion, illness prevention, and the levels of nursing assessment.
This document provides an overview of substance abuse and psychosocial problems. It discusses various psychological and social problems individuals may face, global prevalence rates of mental disorders, and epidemiological data on substance use in Nepal. Screening tools for assessing various psychosocial issues are also presented. The document further explores substance abuse, classification of substances, factors influencing abuse, and treatment modalities.
This document provides an overview of Nepal's mental health programs and policies. It discusses the historical background of mental healthcare in Nepal, from ancient practices to the establishment of the first psychiatric services in the 1960s. It outlines key national policies and strategies, including the National Mental Health Policy of 1996, National Mental Health Strategy and Action Plan 2020, and Community Mental Health Care Package of 2074. It also describes several mental health programs and guidelines, and lists some of the major mental healthcare centers in Nepal.
This document outlines the process of counseling and guidance. It begins with introducing counseling and its goals, which include facilitating behavior change and improving relationships. The key principles of counseling are respect, authenticity and confidentiality. Counseling approaches include psychosocial, psychodynamic, behavioral, and humanistic. Indications for counseling include adjustment disorders and drug/alcohol problems. The roles of counselors are to build rapport, provide support, and act as a role model. Counseling skills include active listening, asking questions, and giving advice. The counseling process involves building the client relationship, assessing problems, and setting goals.
The document discusses personality disorders, including their definition, classification, characteristics, types, treatment modalities, and the role of nurses. It defines personality disorders as long-term maladaptive patterns of behavior used to fulfill needs. They are classified into Clusters A, B and C based on behaviors. Common characteristics include self-centeredness and difficulty dealing with reality. The types include paranoid, schizoid, borderline, histrionic and narcissistic personality disorders. Treatment involves psychotherapy, group therapy, CBT and medication. Nurses help manage symptoms, provide education, and address disturbances in cognition, affect, and behavior.
This document provides guidelines for writing a research report, including formatting and content requirements for each section. The main body should be divided into chapters with titles and headings. It should include: an introduction with background and significance; a literature review; methodology; findings; discussion; and a conclusion with implications, limitations and recommendations. References and appendices follow the main content. Each section has specific requirements - for example, the introduction describes the research problem and objectives, while the methodology explains the design, sample, and data analysis. Following these guidelines will help to clearly organize and present the different components of a research study.
The document discusses a SWOT analysis of nursing conferences conducted at the Introduction to Medicine II Ward of BPKIHS hospital. It identifies strengths such as staff punctuality and sharing of patient information. Weaknesses include lack of detailed information shared and minimal involvement of the head nurse. Opportunities exist to develop staff competency and provide standardized, quality patient care. Threats include potential for miscommunication harming patients and lack of standardization decreasing staff quality. The author's impression after observing conferences was that timely conduction and staff involvement were strengths, while not enough detailed, up-to-date patient information was shared.
An electronic health record (EHR) is a digital version of a patient's paper medical record that contains their medical history, diagnoses, medications, treatment plans, allergies, test results, and radiology images. EHRs allow authorized healthcare providers secure access to patient information and provide benefits like clinical decision support tools, order entry systems, and adherence to best practices. Implementation of EHRs has been shown to reduce medical errors, improve quality of care, and lower healthcare costs through increased efficiency.
Restraining is used to control aggressive behavior and ensure safety. It prevents free movement and access to one's body. Restraining should only be used to manage violence or facilitate care, not for punishment or staff convenience. The guidelines state that restraining requires a doctor's order, adequate staff, checking circulation and positioning every 15 minutes, range of motion exercises, and monitoring vital signs after. However, the checklist showed the guidelines were not fully followed, so staff need more training on the proper restraining procedure.
This document provides an introduction to epidemiology through a presentation by Sapana Dahal. It defines epidemiology as the study of disease distribution and prevention in populations. Two scenarios of disease outbreaks are described: a diarrheal outbreak in Jajarkot, Nepal affected by lack of clean water and sanitation, and a cholera outbreak in Saptari, Nepal linked to contaminated pond water. The epidemiological approaches used to investigate the outbreaks included identifying causative agents, describing affected groups, risk factors, and responses such as health education and chlorination. Measurement tools in epidemiology include rates, ratios and proportions. Its key uses are for community diagnosis, planning/evaluation, and identifying causes and risks.
The document discusses the concept of NANDA's nursing diagnosis. It begins with an introduction to nursing diagnosis, including its definition as a clinical judgment that helps nurses determine a patient's plan of care. The history of nursing diagnosis is then outlined, from its origins in the 1970s to the current 247 NANDA-I approved diagnoses. The types of nursing diagnoses according to NANDA-I are described as problem-focused, risk, health promotion, and syndrome. Components of a nursing diagnosis including the problem/definition, etiology/risk factors, and defining characteristics are also defined. The document concludes with discussing writing nursing diagnoses and providing a clinical example.
The document discusses principles of organizational structure as outlined by Henry Fayol. It provides 14 principles including division of work, authority, discipline, unity of command, unity of direction, subordination of individual interests to the general interest, remuneration, centralization, scalar chain, order, equity, stability of tenure, initiative, and esprit de corps. Case studies are presented on decentralization in hospitals and factors influencing nurse job satisfaction such as self-efficacy, resilience, and esprit de corps.
This document discusses the extended roles of nurses. It defines extended role as services requiring further training beyond basic nursing education. Some extended roles discussed include school health nurse, public health nurse, occupational health nurse, home care nurse, nurse researcher, nurse epidemiologist, hospice care nurse, nurse anesthetist, rehabilitation nurse, tele nurse, and military nurse. For each role, the document provides details on job responsibilities and how these roles have expanded nursing practice to meet changing healthcare needs.
Fundamentals of orthopedic surgery for scrub nurses partTUTH
1. Orthopedic surgery deals with injuries and disorders of bones, joints, ligaments, tendons, nerves and muscles.
2. A scrub nurse assists surgeons in the operating room by handling instruments.
3. Common orthopedic cases include CRPP with K-wires, debridement, skin grafting, arthrotomy, tenotomy, implant removal, and various spine and joint procedures.
The fetal circulation allows oxygenated blood from the placenta to circulate through the fetus. Deoxygenated blood returns to the placenta through the umbilical vein and arteries. Structures involved include the umbilical vein, ductus venosus, fetal heart, foramen ovale, ductus arteriosus, and umbilical arteries. The blood mixes at several sites before and after the ductus arteriosus. After birth, the umbilical vessels and ductus close, diverting circulation to the lungs, while the foramen ovale usually closes within a year.
This document discusses intravenous (IV) fluid infusion in children. It defines IV fluid as a method of supplying fluid directly into the intravenous compartment, allowing for rapid and large volume fluid administration. The two main types of IV fluids are colloids and crystalloids. Crystalloids are further divided into isotonic, hypotonic, and hypertonic fluids. The principles and methods of IV fluid therapy for maintenance and replacement are explained. Finally, the steps for IV fluid preparation using a buroset infusion pump are outlined.
This document provides an overview of the umbilical cord, including its structure, development, functions, measurements, and abnormalities. The umbilical cord connects the fetus to the placenta, containing two arteries and a vein enclosed in Wharton's jelly. It normally measures 50cm in length and 1-2cm in diameter. Various abnormalities are discussed such as battledore cord insertion, velamentous insertion, short and long cord, single umbilical artery, true and false knots, and nuchal cord.
The placenta functions to transfer gases, nutrients, and waste between maternal and fetal blood. Substances are transferred via simple diffusion, facilitated diffusion, active transport, or endocytosis/exocytosis. The placenta also functions in gas exchange, nutrition, excretion, immunity, endocrinology, enzymes, and as a protective barrier. Abnormalities can include placenta succenturiate, velamentous cord insertion, circumvallate/marginatum placenta, bipartite placenta, membranaceae placenta, and abnormal attachments like accreta, increta, or percreta which increase risks of hemorrhage and infection.
The document summarizes key aspects of embryonic development from weeks 3-8. It defines the embryonic period as the time of organogenesis from the three germ layers. Ectoderm forms skin and nervous system. Mesoderm forms muscles, bones, blood vessels and urogenital systems. Endoderm lines the gut and forms organs like liver and pancreas. It describes events like neural tube formation and development of limbs. The fetal period follows from week 9 to birth involving further growth and maturation. Common embryonic disorders are also listed.
This document provides information about amniotic fluid development:
- Amniotic fluid is contained within the amniotic sac and is derived from both maternal circulation and fetal parts. It is composed primarily of water but also contains small amounts of proteins, carbohydrates, lipids, electrolytes, and cells.
- The volume of amniotic fluid increases throughout pregnancy, starting at around 30 ml at 10 weeks and reaching 800-1000 ml by 36-38 weeks. It is replaced every 3 hours through production from the amniotic membranes and fetal urine.
- Amniotic fluid serves important functions like cushioning the fetus, maintaining temperature, and allowing freedom of movement. Analysis of amniotic fluid
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
4. Introduction
• An ounce of prevention is worth a pound of
cure" or "Curing is costly , prevention is
priceless."
• It works by focusing on reducing risk factors
and enhancing protective factors associated
with mental illness
6/4/2023 4
5. Introduction Contd…
Prevention is defined as “Approaches and
activities aimed at reducing the likelihood that a
disease or disorder will affect an individual,
interrupting or slowing the progress of the
disorder or reducing disability.”
-WHO
6/4/2023 5
6. Aims of Mental Illness Prevention
To reduce the:
• Incidence, prevalence, and recurrence of
mental disorders.
• Time spent with symptoms.
• Risk factors for developing a mental illness
• Impact of the illness in the affected person,
their families, and the society
6/4/2023 6
7. Aims of Mental Illness Prevention
Contd…
• To increase resilience
• To help people cope with stressors adaptively
• To increase positive outcomes
6/4/2023 7
8. Aims of Mental Illness Prevention
Contd…
• To change the resources and policies of the
environment so that they do not cause stress
but rather enhance people’s functioning.
6/4/2023 8
9. Aims of Mental Illness Prevention
Contd…
A study by the National Research Council and
the Institute of Medicine (2009)on prevention of
mental disorders and substance abuse among
young people demonstrated the value of:
6/4/2023 9
10. Aims of Mental Illness Prevention
Contd…
• Strengthening families
• Strengthening individuals
• Promoting mental health in schools
• Promoting mental health through health care
and community programs
6/4/2023 10
11. Models of Prevention
• Public health prevention model
• Medical model
• Nursing model.
6/4/2023 11
12. Public Health Prevention Model
“Patient" is the community rather than the
individual, and the focus is on the amount of
mental health or illness in the community as a
whole, including factors that promote or inhibit
mental health.
6/4/2023 12
13. Public Health Prevention Model
Contd…
Use of this model require that mental health
professionals be familiar with skills such as
community needs assessment, identifying and
prioritizing target or high-risk groups, and
intervening treatments such as consultation,
education, and crisis intervention.
6/4/2023 13
14. Public Health Prevention Model
Contd…
Community Needs Assessment
• Services are developed and delivered based on
a culturally sensitive assessment of
community needs.
• Four techniques are used to estimate service
needs:
6/4/2023 14
15. Public Health Prevention Model
Contd…
Community Needs Assessment
Social indicators
Key informants
Community forums
Epidemiological studies
6/4/2023 15
16. Public Health Prevention Model
Contd…
Identifying and Prioritizing Target or High-risk
groups
After the analysis of community needs
assessments, specific high-risk groups begin to
emerge.
6/4/2023 16
17. Public Health Prevention Model
Contd…
Demographic data might show that a community has
many preadolescent females, and socioeconomic
indicators may suggest that many of these young
women live in single- parent households and in poverty.
Community forums and surveys of key informants may
reveal few recreational and social services for children
and adolescents.
6/4/2023 17
18. Public Health Prevention Model
Contd…
Epidemiological studies may report high
correlations among poverty, single- parent
households, and adolescent pregnancy. Therefore,
community mental health providers might consider
adolescents in this community to be at risk for
mental health problems and target them for
intervention.
6/4/2023 18
19. Public Health Prevention Model
Contd…
Interventions :
Applies three levels of preventive intervention to
mental illness and emotional disturbance.
6/4/2023 19
20. Public Health Prevention Model
Contd…
• Primary prevention: Primary prevention targets
both individuals and the environment. Emphasis
is two fold:
• Assisting individuals to increase their ability to
cope effectively with stress.
• Targeting and diminishing harmful forces
(stressors) within the environment.
6/4/2023 20
21. Public Health Prevention Model
Contd…
Nursing in primary prevention is focused on the
targeting of groups at risk and the provision of
educational programs such as:
• Teaching parenting skills and child
development to prospective new parents.
• Teaching physical and psychosocial effects of
alcohol/drugs to elementary school students.
6/4/2023 21
22. Public Health Prevention Model
Contd…
Secondary prevention
Accomplished through early identification of
problems and prompt initiation of effective
treatment.
Focuses on recognition of symptoms and
provision of, or referral for, treatment such as:
6/4/2023 22
23. Public Health Prevention Model
Contd…
• Ongoing assessment of individuals at high risk
for illness exacerbation
• Referral for treatment of individuals in whom
illness symptoms have been assessed.
6/4/2023 23
24. Public Health Prevention Model
Contd…
Tertiary prevention : It is accomplished in two
ways:
• Preventing complications of the illness.
• Promoting rehabilitation that is directed
toward achievement of each individual's
maximum level of functioning.
6/4/2023 24
25. Public Health Prevention Model
Contd…
Nursing in tertiary prevention focuses on helping
clients learn or relearn socially appropriate
behaviors so that they may achieve a satisfying
role within the community such as:
• Consideration of the rehabilitation process at
the time of initial diagnosis and treatment
planning.
6/4/2023 25
26. Public Health Prevention Model
Contd…
• Teaching the client daily living skills and
encouraging independence to his or her
maximum ability.
• Referring clients for various aftercare services
• Monitoring effectiveness of aftercare services.
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27. Medical Prevention Model
• Focuses on biological and brain research to
discover the specific causes of mental illness, with
primary prevention activities focused on the
prevention of illness in the individual patient.
• It consists of the following steps:
Identify a disease that warrants the development of
preventive intervention program.
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28. Medical Prevention Model
Contd…
Identify the most likely cause of the disease.
Launch and evaluate an experimental
preventive intervention program based on the
results of those studies.
6/4/2023 28
29. Nursing Prevention Model
• It stresses the importance of promoting mental
health and preventing mental illness by
focusing on resilience, risk factors, protective
factors, vulnerability, and human responses.
• The "patient" may be an individual, family, or
community
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30. Nursing Prevention Model
Contd…
It assumes that problems are multi-causal, that
everyone is vulnerable to stressful life events,
and that any disability or problem may arise as a
consequence.
It is based on the application of the nursing
process and incorporates the following aspects:
6/4/2023 30
33. Nursing Prevention Model
Contd…
It involves identifying individuals and groups of
people who are vulnerable developing mental
disorders or who may display maladaptive
coping responses to specific stressors or risk
factors.
6/4/2023 33
34. Nursing Prevention Model
Contd…
Planning and Implementation
The nurse focuses on decreasing risk factors or
increasing protective factors through
• Health education
• Environmental change
• Social support
• Stigma reduction
6/4/2023 34
35. Nursing Prevention Model
Contd…
Health education
• It involves the strengthening of individuals and
groups through competence building or
resilience.
• Competence building
• Self-Efficacy
6/4/2023 35
36. Nursing Prevention Model
Contd…
Health education related to competence building
or increasing self-efficacy includes four types of
interventions:
• Increasing awareness of issues and events
related to health and illness, including normal
developmental tasks and problems.
6/4/2023 36
37. Nursing Prevention Model
Contd…
• Increasing understanding of potential stressors,
possible outcomes (both adaptive and
maladaptive), and alternative coping
responses.
• Increasing knowledge of where and how to
obtain needed resources.
6/4/2023 37
38. Nursing Prevention Model
Contd…
• Increasing the abilities of the individual or group
by improving such coping skills as problem
solving, communication skills, tolerance of
stress and frustration, motivation, hope, anger
management, and self-esteem.
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39. Nursing Prevention Model
Contd…
Programs and Activities:
Mental health education can take place in any
setting, can have a formal or informal structure,
can be directed toward individuals or groups.
Groups of children or adolescents can discuss peer
relationships, sexuality, or potential problem areas,
such as drug abuse or promiscuity
6/4/2023 39
40. Nursing Prevention Model
Contd…
Environmental Change
• It involves the modification of an individual's
or group's immediate environment or the
modification of the larger social system.
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41. Nursing Prevention Model
Contd…
Organizations and Politics:
Nurses affect environmental changes at a larger
organizational and political level by advocacy
and influencing health care structures and
policies.
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42. Nursing Prevention Model
Contd…
Social Support
As a primary prevention strategy, supporting
social systems means strengthening the social
supports in place to enhance their protective
factor and developing ways to buffer or cushion
the effects of a potentially stressful event.
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43. Nursing Prevention Model
Contd…
Four types of interventions in social support:
• Social support patterns can be used to assess
communities and neighborhoods to identify
problem area and high-risk groups.
• Links can be improved between community
support systems and formal mental health
services.
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44. Nursing Prevention Model
Contd…
• Naturally existing caregiving networks can be
strengthened.
• Individuals and groups can be helped to
develop, maintain, expand and use their social
networks.
6/4/2023 44
45. Nursing Prevention Model
Contd…
Informal Support Groups:
The members share a common experience, work
together toward a common goal, and use their
strengths to gain control over their lives.
Common Self-help groups such as Alcoholics
Anonymous,Parents Without Partners, Recovery,
and Parents Anonymous
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46. Nursing Prevention Model
Contd…
Stigma Reduction
An important aspect of mental health promotion
involves activities related to dispelling myths and
stereotypes associated with vulnerable groups.
6/4/2023 46
47. Nursing Prevention Model
Contd…
Three types of stigma have been identified
(Corrigan and Wassel, 2008):
• Public stigma
• Self-stigma
• Label avoidance stigma
6/4/2023 47
49. Articles
A Study conducted on “Recent advances in the
prevention of mental disorders” concluded that
depression and anxiety can be prevented. Prevention
of first-episode psychosis appears promising.
Economic evaluations provide support for
prevention of depression, anxiety, and first-episode
psychosis
6/4/2023 49
50. Articles Contd…
but more studies evaluating costs and benefits
are needed to strengthen the knowledge base,
particularly regarding long-term outcomes,
which include chronicity of the prevented
disorder, as well as later occurrence of important
comorbid mental and physical health problems.
6/4/2023 50
51. Articles Contd…
Promising areas for further development include
internet or computer-based prevention strategies,
mindfulness-based interventions, and integration
of prevention programs within occupational
settings. (
Mendelson T, Eaton WW,2018 )
6/4/2023 51
52. Articles Contd…
A study conducted on Workplace interventions for
common mental disorders: a systematic meta-review
concluded that the impact primary and secondary level
prevention had on work-related aspects such as
absenteeism, presenteeism and productivity remained
relatively unexplored. Many of the more popular
approaches to stress management, such as counselling,
have limited evidence bases in terms of efficacy.
6/4/2023 52
53. Articles Contd…
In contrast, CBT-based stress management interventions
produced substantial benefits in terms of symptom
reduction, but this did not translate to notable
improvements in work-related outcomes such as
absenteeism and productivity. Tertiary interventions with
a specific focus on the workplace, such as exposure
therapy, PFT and CBT-based RTW programs had
evidence for improving work-related outcomes such as
absenteeism.
6/4/2023 53
54. Articles Contd…
It demonstrated that there are now a number of
evidence-based primary, secondary and tertiary
work-related interventions that can be
implemented either within the workplace or can
incorporate a specific work-related focus. (
Joyce S, Modini M, Christensen H, Mykletun
A, Bryant R, Mitchell PB, Harvey SB. 2016 )
6/4/2023 54
55. References
• Stuart G. Principles and Practice of Psychiatric
Nursing: Prevention and Mental Health
Promotion.10th Edition. United States of
America; Elsevier Mosby Publishers.2014.
• Townsend M. Psychiatric Mental Health
Nursing: Community Mental Health Nursing .7th
Edition. New Delhi; Jaypee Brothers
Publishers;2012.
• Stanhope M, Lancaster J. Public Health Nursing:
Mental Health Issues 8th Edition. The United
States of America: Elsevier Publishers.2014.
6/4/2023 55
56. References
• Park K. Preventive and Social Medicine : Mental
Health.25th Edition.Pune; Banarsidas Bhanot
Publishers.2019.
• Mendelson T, Eaton WW. Recent advances in the
prevention of mental disorders. Social psychiatry
and psychiatric epidemiology. 2018 Apr;53:325-
39.
• Joyce S, Modini M, Christensen H, Mykletun A,
Bryant R, Mitchell PB, Harvey SB. Workplace
interventions for common mental disorders: a
systematic meta-review. Psychological medicine.
6/4/2023 56