HEDU 4200 Exam 2

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anatomy2012
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HEDU 4200 Exam 2
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2015-11-14 15:17:48
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HEDU 4200 Exam
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Chapter 5 6 7 guest speakers exam 2
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  1. define ethics
    the study of morality, the science of how choices are made
  2. define professional ethics
    focuses on the actions that are right and wrong in the workplace and are of public matter (guide individuals behavior in the work setting)
  3. define epistemology
    the study of knowledge
  4. define deontology
    (formalism or nonconsequentialism) theories that claim that certain actions are inherently right or wrong, or good or bad, without regard for their consequences (the end does not justify the means)
  5. define teleology
    (consequentialism) evaluate the moral status of an act by goodness of the consequences; the end does justify the means.
  6. 5 Ethical principles
    value of life, goodness, justice, honesty, autonomy
  7. value of life
    first and most basic principle. Sacredness of life; go to great lengths to protect.
  8. goodness: (or rightness)
    • is subdivided into two related principles
    • nonmaleficence, beneficence
  9. nonmaleficence
    First duty is to do no harm (not inflicting harm, removing harm, preventing harm)
  10. beneficence
    doing good; actions that provide for the greater good of the community
  11. justice: (fairness)
    just in distributing goodness & badness; subdivided into two areas; procedural and distributive
  12. procedural justice
    fair procedures followed
  13. distributive justice
    allocation of resources
  14. honesty
    at heart of any moral relationship is communication; telling the truth
  15. autonomy (individual freedom)
    people must have freedom to choose their own way of being ethical within the framework of the other principles
  16. Ethical decision making process
    requires practitioner to make choices when the circumstances involve conflicting principles; requires people to rely on their values, principles, and ethical thinking; should begin before any ethical problem surfaces
  17. 10 steps to ethical decision making
    1 define the problem, identify the ethical issue(s), and seek answers to relevant questions; 2 identifty who will be affected by the decisions; 3 contemplate ultimate goals and ideals of a moral person; 4 identify alternatives (viable courses of action); 5 consider the probable consequences of each alternative; 6 consider the nature of the alternatives; 7 reflect on yourself; 8 reflect on your society and your environment; 9 apply the categorical imperative; 10 choose, act on your choice, and monitor and evaluate the results
  18. Informed Consent
    permission granted in the knowledge of the possible consequences, typically that which is given by a patient to a doctor for treatment with full knowledge of the possible risks and benefits
  19. Health Education Code of Ethics 6 responsibilities
    • Responsibility to the public
    • Responsibility to the profession
    • Responsibility to employers
    • Responsibility in the delivery of health education
    • Responsibility in research and evaluation
    • Responsibility in professional preparation
  20. Responsibility to the public
    educate promote maintain health of individuals families groups and communities. make good decisions regarding everyone
  21. Responsibility to the profession
    professional behavior, reputation of profession, promote ethical conduct among colleagues
  22. Responsibility to employers
    recognize their limitations, accountable for professional activities and actions
  23. Responsibility in the delivery of health education
    deliver with integrity; respect all people and their worth and adapt strategies to different peoples needs
  24. Responsibility in research and evaluation
    help population health through research and activities; follow federal and state laws in doing so as well as other laws
  25. Responsibility in professional preparation:
    people who train health educators accord benefits to profession and public.
  26. define credentialing
    a process whereby an individual or professional preparation program meets the specified standards established by a credentialing body (NCHEC) Can take form of: accreditation, licensure, CHES
  27. define accreditation
    the process by which a recognized professional body evaluates an entire college or university
  28. define licensure
    process by which an agency or government grants permission to individuals to practice a given profession by certifying that those licensed have attained specific standards of competence
  29. define certification
    : process by which a professional organization grants recognition to an individual who, upon completion of a competency based curriculum, can demonstrate a predetermined standard of performance
  30. role delineation
    defining the health education specialists role. 1. verify and refine tole of a health educator, 2. creating a curriculum framework based on the verified role of health educator 3. development of a certification system for individual health education specialists
  31. CHES history
    • Helen Cleary pres of SOPHE did much of the work necessary to do certification
    • 1978: Bethesda conference on commonalities and differences health educators practicing in different settings
  32. nchec.org
    National commission for health education credentialing, inc. formed in 1988, 1990 first examination held
  33. Basic history of health education credentialing: 1970’s
    first role deliniation project
  34. Basic history of health education credentialing 1978-1981
    role of entry-level health educators regardless of setting
  35. Basic history of health education credentialing 1985
    a framework for the development of competency-based curricula for entry-level health educators published
  36. 7 Responsibilities for CHES
    • 1 – assess needs, resources, and capacity for health education/promotion
    • 2 – Plan health education/promotion
    • 3 – Implement health education/promotion
    • 4 – conduct evaluation and research related to health education/promotion
    • 5 – administer and manage health education/promotion
    • 6 – serve as a health education/promotion resource person
    • 7 – communicate, promote, an advocate for health and health education/promotion, and the profession
  37. assess needs, resources, and capacity for health education/promotion
    foundational and critical for program planning; focus on community empowerment (self efficacy); primary and secondary utilized
  38. Plan health education/promotion
    recruit stakeholders, develop goals and objectives, rule of sufficiency
  39. rule of sufficiency
    the strategies implemented must be robust/effective enough to suggest likelihood of program success
  40. – Implement health education/promotion
    typically stage with most contact with public; theory becomes practice; multiple intervention activities; teach; intervention strategies – incentives most powerful
  41. conduct evaluation and research related to health education/promotion
    create tool for evaluating in the planning process; requires measurable objectives, data analyzed/interpreted
  42. administer and manage health education/promotion
    requires people skills; generally the function of more experienced health educator; grant proposals
  43. serve as a health education/promotion resource person
    looked at as an expert on health issues; access and share reliable info; effective trustworthy consultants
  44. communicate, promote, an advocate for health and health education/promotion, and the profession
    skills in written/oral communication; translate difficult to understandable; legislation, rules, policy enhance health
  45. School Health Education –definition
    all the strategies, activities, and services offered by, in, or in association with schools that are designed to promote students physical, emotional, and social development
  46. School Health Education benefits
    easier and more effective to establish healthy behaviors in children/adolescents than change unhealthy behaviors in adults
  47. School Health Education responsibilities
    lesson planning, grading, parent meetings, disciplining, coaching, curriculum development, fundraising, counseling
  48. Coordinated School Health Program
    supports families, based on community needs, resources, standards and requirments; coordinated by multidisciplinary team; looks at impacting the health of students, faculty, staff, administration, and community; includes food services, nursing services, school counseling and psychology etc…
  49. Health Care Settings: –definition
    hospitals, clinics, home health agencies, physician organizations, EMS
  50. Health Care Settings responsibilities
    administrators, directors, managers, coordinators, consultants, patient/staff educators, EMT, paramedics techs assistants
  51. Community/Public Health Education definition
    theory-driven process that promotes health and prevents disease within populations; most diverse settings in terms of job responsibilities
  52. Community/Public Health Education types
    • voluntary health agencies
    • public health agencies
  53. Voluntary health agencies
    generally non profit, created to deal with health needs not met by government, rely on private donations grants etc.. (American Heart Association)
  54. Public health agencies
    Government health agencies, funded by public tax monies, formed to coordinate and provide health services to communities, known for bureaucracies, protocols, policies and procedures (state and local city health depart. CDC, u.s. public health service)
  55. Community/Public Health Education responsibilities
    grant writing, volunteer recruitment, fund raising, budgeting program planning, committee work
  56. Worksite Health definition
    a combo of educational, organizational, and environmental activities designed to improve the health and safety of employees and their families
  57. Worksite Health benefits
    improved employee morale, reduced turnover absenteeism, health care cost containment, improve company image
  58. Worksite Health responsibilities
    program planning, records and equipment maintenance, may require generalist as well as specialty training
  59. Other health care settings
    international/global: peace corps, world health organization                  nontraditional: sales, journalism, tv, radio, substance abuse counselors
  60. 6 p’s of public health
    Prevent, promote, protect, provide access, primary care access points, preparedness

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