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by: Monty McClure


Marketplace > Texas A&M University > Health Sciences > HLTH 210 > INTRO TO THE DISCIPLNE
Monty McClure
Texas A&M
GPA 4.0

Amber Icke

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Amber Icke
Class Notes
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This 6 page Class Notes was uploaded by Monty McClure on Wednesday October 21, 2015. The Class Notes belongs to HLTH 210 at Texas A&M University taught by Amber Icke in Fall. Since its upload, it has received 58 views. For similar materials see /class/225860/hlth-210-texas-a-m-university in Health Sciences at Texas A&M University.

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Date Created: 10/21/15
HLTH 210 Exam 2 Study Guide 55 multiple choice 21 truefalse 24 matching questions 59 questions on the theories 20 questions on ethics 21 questions on responsibilities and competencies Stars on review tell everything about define how to apply describe and apply constructs Without stars be able to define and describe The exam will be worth 100 points You will need to bring an 882E scantron and a pencil to class The exam will begin promptly at 220pm on Thursday October 27th Information from all lectures slides and readings from the text and articles posted on the website is fair game However here is a list of key words and concepts to know which can help you to direct your study efforts I would recommend studyingreading the book listening to the audio files posted on the website and going over your notes from lecture Reviewing your quizzes and being able state why you got that question right and being able to find the answers to the questions you answered wrong will also help You will be given scenarios where you will have to pick the correct conceptterms Chapter 4 Denotes that you need to be able to definedescribe the theory explain the constructs and apply the theory in health education Where these is no you only need to definedescribe the theory 0 Theory 0 Model Planning Model 0 Theory Characteristics 0 Theory Components 0 Concept 0 Construct 0 Variable 0 Using Theory 0 Development 0 Implementation 0 Evaluation 0 lntrapersonalTheories 0 Health Belief Model 0 Transtheorical ModelStages of Change 0 Theory of Planned Behavior o Precaution Adoption Process Model 0 Elaboration Likelihood Model of Persuasion o InformationMotivationBehavioral Skills Model 0 Health Action Process Approach 0 InterpersonalTheories 0 Social Cognitive Theory 0 Social Network theory how your network effects your health interpersonal theory 0 Social Capital Theory business model relating linking bridging bonding 3 constructs 0 Community Theories o Diffusion of nnovation know constructs and know about the early adopters late adopters laggers etc who is the majority Two majorities 68 know attributes to innovation and steps 0 Community Readiness Model 0 Planning Models 0 PRECEDEPROCEED o Multilevel Approach to Community Health 0 Intervention Mapping o CDCynergy 0 Social Marketing Assessment and Response Tool 0 Mobilizing for Action through Planning Partnerships o Generalized model for Program Planning Know what a stage theory is Look at theory at a glance Chapter 5 0 Ethics the study of morality origin ethos o Epistemology study of knowledge 0 Metaphysics study of the nature of reality 0 Morals vs Ethics 0 Morals right and wrong moral and immoral o Ethics good and bad ethical and unethical 0 Why should people act ethically o Brings meaning amp purpose to life 0 it provides a standard by which to live o It is the right thing to do for society amp self o It leads to a healthier amp more emotionally satisfying life 0 Others appreciate it amp will tend to treat you likewise 0 Professional vs Personal vs Research Ethics 0 Professional what is morally right and morally wrong within each specific profession each profession provides these rights and wrongs I quotactions that are right and wrong in the workplace and are of public matter Professional moral principles are not statements of taste or preference they tell practitioners what they ought to do and what they ought not do Feeney amp Freeman 1999 p 6 I Delineates what is acceptable amp unacceptable I Establishes credibility amp reputation 0 Research quotcomprises principles and standards that along with underlying values guide appropriate conduct relevant to research decisions immel 2007 p 6 0 Ethical Theories o Deontological I Nonconsequentialism I The end does notjustify the means 0 Teleology o Consequentialism o The end does justify the means 0 Common Moral Ground 0 Value of Life 0 Goodness rightness I Nonmaleficence no infliction of harm prevent harm remove any harm I Beneficence doing good removing evil or preventing evil 0 Justice fairness I Procedural deals with whether or not fair procedures were in place and whether those procedures were followed I Distributive deals with the allocation of resources 0 Honesty truth telling I At the heart ofany moral relationship is communication A necessary component of any meaningful communication is telling the truth being honest In the end morality depends on what people say and do 0 Individual Freedom equality principle or principle of autonomy I autonomy focuses on choosing your own way and not forcing someone to comply with what you re saying or what you re trying to do 0 Ethical Approaches o Utilitarian I Developed by Bentham and Stuart in the 19 h century I Ethical actions are those that provide the greatest balance of good over evil 1 Identify various courses of action 2 Who will be affected by each action 3 Choose the action that will produce the greatest benefits and the least harm o Virtue I Assumes certain ideals for which to strive I Virtues are attitudes or character trait that enable us to act to develop our highest potential 1 Honesty courage compassion fidelity generosity selfcontrol and prudence 39 Virtues like habits become a characteristic of behavior 1 What type of person should I be 2 What will promote the development of that character in myself and community 0 Rights I Developed by Kant in the 18 h century 1 People have dignity based on their ability to choose their actions freely 2 Choices should not violate rights of others 3 People have a fundamental moral right to have the choices respected 4 Does an action respect the moral right of everyone 5 If it does not it is not ethical o Fairness or Justice I Originated from Aristotle I How far is an action I Does it treat everyone the same way or does it show favoritism or discrimination Favoritism 1 Gives benefits to some without justification 2 mposes burden on those who are different 0 Common Good I Originated from Plato Aristotle and Rawls I The Good of the individual is lined to the good of the society I Community members are bound by the pursuit of common values and goals 1 Health care public safety just legal system I Recognize and further common goals 10 Steps to Make Ethical Decisions Obligation of Professions amp Professionals Major Categories of Ethical Issues Ethical Issues for the Community 0 Confidentiality o Consent 0 Disclosure o Competence 0 Conflict of Interest 0 Grosst Unethical behavior 0 General Ethical Responsibility 0 Ensuring Ethical Behavior 0 Code of Ethics what is the code of ethics and why is it important to use the code of ethics 0 Selfmonitoring 0 Peer Review Committee 0 Legal System 0 History of the Health Education Code of Ethics 0 Steps of making ethical decisions know the steps and be able to use the steps Chapter 6 0 Quality Assurance o Credentialing o Accreditation o Licensure 0 Certification 0 Role Delineation Project 0 Bethesda Conference on Commonalities amp Differences 0 Birmingham Conference of Academics 0 Curriculum Guide 0 National Task Force on the Preparation and Practice of Health Education 0 National Commission for Health Education Credentialing Inc 0 CHES vs MCHES competencies 233 total 162 just for CHES 63 for MCHES o Responsibilities don39t have to know the sub competencies know what they are and be able to identify what responsibilities are what I Responsibility I I Responsibility II I Responsibility III I Responsibility IV I Responsibility V I Responsibility VI I Responsibility VII 0 Competencies o SubCompetencies o Competency Update Project 0 Health Education Job Analysis 0 International Efforts in Quality Assurance o SOPHEAAHE National Task Force on Accreditation in Health Education


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