[Expert Solution]: Health Education, Culturally Effective Care…

Health Education, Culturally Effective Care and Health Care Literacy: ( ~ 9 questions)  Understand and apply health education concepts (domains of learning, readiness for learning, barriers, etc.), as well as stages of change and motivational interviewing techniques to promote, maintain and restore health.  Determine whether an intervention is at the primary, secondary or tertiary levels of prevention, as well as whether performed at the individual, family or community/population level. Clinical Prevention for Infant, Child & Adolescent populations: ( ~ 10 questions). Clinical Prevention for Adult populations: ( ~ 9 questions).  Identify greatest risk factors and/or population at highest risk for common causes of morbidity & mortality.  Select, apply and evaluate interventions that are most appropriate to a health condition or injury, or to a population’s culture or developmental status.  Select best outcome indicators for evaluation of population-focused care. Infectious Disease Threats (~ 10 questions)  Synthesize your study of microbiological concepts and infectious disease with your understanding of lifespan development, teaching-learning theory and epidemiology, to respond to infectious disease threats.  Educate patients regarding safe use of antitubercular medications (Rifampin, Isoniazid (INH), Ethambutol, Pyrazinamide); identify side/adverse effects of antitubercular medications.  Advise adults regarding immunization needs  Understand risks/benefits vaccinations  Select appropriate educational messages for Sexually Transmitted Infections (STI) transmission, signs and symptoms, screening and treatment, for both individual level vs population level.  Apply food safety principles to protect population health. Enviromental Threats population health to respond appropriately to health care challenges  Causes of death and injury in women, men, infants, children, adolescents and older adults Sick building syndrome” prevention Select best teaching-learning strategies for a particular age group, based on developmental understanding group’s specific vulnerabilities, and on the ethical principle of social justice, to set priorities for intervention. levels of prevention and evidence-based recommendations to guide selection of interventions. social determinants of health to mitigate risk for a vulnerable population’s health status.