SAC 2

Question 1

Explain Infectious Diseases

Answer 1

Caused by infectious agents i.e bacteria, viruses, parasites or fugi and can be passed from one person or animal to another. examples include malaria, influenza, chickenpox

Question 2

Explain Non-Communicable Diseases

Answer 2

Caused by a combination of genetic, physiological, environmental and behavioral factors. Cannot be spread. examples include cancers, diabetes, mental illness

Question 3

Statement to explain how biomedical and social model of health work together

Answer 3

The biomedical and social models of health work together to promote improved health outcomes by addressing both the immediate physical causes of illness through medical treatment and technology, and the broader social, economic, and environmental factors that influence long-term health and wellbeing—highlighting that effective healthcare requires both curing disease and preventing it through social support and policy change.

Question 4

Definition of Biomedical Model of Health

Answer 4

Focuses on the physical or biological aspects of disease and illness; a medical model practiced by doctors and health professionals and is associated with the diagnosis, treatment and cure of disease.

Question 5

Strengths of Biomedical Model of Health

Answer 5

-creates advancements in medical technology and research e.g x-rays, antibiotics THEREFORE beter diagnosis and more effective health status increasing HS
-enables treatment of many condition which could otherwise cause death therefore increasing life expectancy
-individualised approach therefore treatment is tailored to individual case which increases it’s effectiveness

Question 6

Limitations of Biomedical Model of Health

Answer 6

-costly (for nation) therefore less money spent on other infrastructure
-relies on trained healthcare professionals therefore accessibility can be limited if demand is high therefore long waiting lists
-not every condition can be treated/cured therefore model is limited with it’s impact in improving HS
-doesn’t always promote good health and wellbeing (“band-aid fix”) therefore issues may reoccur.

Question 7

Explain Old Public Health and some of the egs

Answer 7

Government actions that focused on changing the physical environment to prevent the spread of disease (particularly infectious diseases)
E.Gs
-quarantine laws
-food quality and legislation
-housing regulations (e.g sewerage and ventilation)
-workplace regulations
-provision of clean water
-improved sanitation

Question 8

What is sanitation?

Answer 8

The process of eliminating contact between humans and hazardous waste including
-human and animal waste
-solid waste
-domestic wastewater
-industrial wastes
-agricultural wastes

Question 9

Definition of health promotion

Answer 9

The process of enabling people to increase control over and improve their health.

Question 10

Explain the Social Model of Health

Answer 10

An approach to health that recognizes improvements in health and wellbeing that can only be achieved by directing effort towards addressing the physical, sociocultural and political environments of health that can have an impact on individuals and populations.

Question 11

Strengths of the Social Model of Health

Answer 11

-Promotes good health and wellbeing and assists in prevention of disease therefore lowering preventable disease rates and improving HS
-Provides education and health literacy that can be passed on from generation to generation therefore able to achieve sustainable improvements in health status.

Question 12

Limitations of Social Model of Health

Answer 12

-Not every condition can be prevented therefore limited impact on HS
-Does not promote development of technology and medical knowledge therefore not contributing to the discovery or development of additional treatment options
-HEALTH PROMOTION MESSAGES MAY BE IGNORED T/F H+WB MAY NOT IMPROVE

Question 13

How do you answer a relationship between models of health question?

Answer 13

The …. and …. work side by side to reduce the …
The …. is effective because …
H/w some ….
Therefore the …

Question 14

What are some sociocultural (personal) factors that cause barriers/challenges in bringing about nutritional change?

Answer 14

Preferences/willpower (taste, past experience, dopamine release), attitudes/beliefs (vegetarian, vegan), Mental/emotional (stress>releases cortisol>increased appetite, comfort foods), health and wellbeing (allergies)

Question 15

What are some sociocultural factors that cause barriers/challenges in bringing about nutritional change?

Answer 15

-SES (income) - processed foods tend to have a longer shelf life = reduced waste compared to fresh foods i.e fruit and veg
-SES (education) - literacy skills, nutrition knowledge, cooking skills
-Family, culture, peer group - traditional foods, religion
-Time constraints/convenience - busy at work, need to get to training, rehearsal

Question 16

What are some environmental factors that cause barriers/challenges in bringing about nutritional change?

Answer 16

-geographic location - living in remote area influences types of foods available thus may rely on non-perishable or longer shelf-like foods = may be less fresh/////low income areas often have increased fast food outlets
-workplaces - access to food from canteens at workplaces, limited to what they have to offer, not having access to cooking facilities (e.g tradespeople) therefore have to rely on getting other things
-housing environment - facilities available in the home to cook/prepare (e.g fridges, stoves, freezers) impacts ability to store and prepare foods
-transport - ability to get to stores and home again (e.g public transport) may reduce people’s ability to carry a lot or heavy items

Question 17

Explain Commercial factors

Answer 17

Commercial factors are things that come from businesses trying to make money, like advertising or selling unhealthy products, which can influence people’s health choices and lead to poor health.

Question 18

What are some commercial factors that cause barriers/challenges in bringing about nutritional change?

Answer 18

-distribution and affordability - prices set by supermarkets or restaurants influenced by cost retailers pay, cost to transport, store or in staff wages to stack or serve foods
-processing - manufacturers include additives to products to enhance flavours, promoting shelf-life or appearance - this can also add to affordability if foods last longer
-packaging and labels - packaging is a part of marketing - what is appealing to consumers, labelling can also be misleading or confusing e.g ‘fat-free’ but may also be higher in sugar
-marketing strategies and media = actively market to consumers - different things might provide conflicting information, making it difficult to make the right choices

Question 19

Briefly describe ADG’s

Answer 19

A document developed by the Australian Government. Comprises of 5 broad guidelines that apply to an individual’s total lifestyle and promote good nutrition and health. Intended to be used by health professionals , educators and industry bodies interested in promoting healthy eating

Question 20

Guideline 1 of ADG

Answer 20

To achieve and maintain a healthy weight, be physically active and choose amounts of nutritious food and drink to meet your energy needs

Question 21

Guideline 2 of ADG

Answer 21

Enjoy a wide variety of nutritious foods from these five food groups (vegetables, fruit, cereals, meats/fish/eggs, dairy) Drink plenty of water.

Question 22

Guideline 3 of ADG

Answer 22

Limit intake of foods containing saturated fat, added salt, added sugar. Limit alcohol intake.

Question 23

Guideline 4 of ADG

Answer 23

Encourage, support and promote breastfeeding.

Question 24

Guideline 5 of ADG

Answer 24

Care for your food; prepare and store it safely.

Question 25

ADG strengths?

Answer 25

-5 guidelines are in simple, easy to understand, repetitive language so easy to remember therefore likely to promote dietary change -talks about specific nutrients therefore likely to reduce BoD from diet-related diseases -different reccomendations for different lifespan stages (e.g adults vs children) in detailed document therefore likey to promote dietary change as acknowledges people's specific age related needs.

Question 26

ADG limitations?

Answer 26

-requires knowledge and skills to understand the information (e.g literacy skills, amounts that meet your energy needs) therefore nay deter or limit dietary change -Aimed at healthcare professionals therefore may be confusing for consumers to understand and not allow for effective dietary change to occur

Question 27

What is the AGHE?

Answer 27

It is a food selection tool based on the ADGs. It is intended to be used by consumers to assist in planning, selecting and consuming adequate proportions from the 5 food groups. It is a visual tool/pie chart divided into 5 wedges with the size of each wedge reflecting the proportion of each food group that should be consumed everyday.

Question 28

Give a brief explanation of where everything is located on the AGHE

Answer 28

Top LH corner: shows developed by Aus federal govt Top RH corner: tap filling a glass with water to encourage water consumption Under title on top LH side: States ADG 2 Pie chart showing 5 main food groups Bottom LH corner: 'use small amounts' referencing cooking oils Bottom RH corner: 'only sometimes and in small amounts' referencing foods containing sat fat, salt, sugar, alcohol

Question 29

Discuss the relationships that exist between the AGHE and ADGs

Answer 29

ADG 3 states to limit intake of foods containing sat fats, added salt and sugars. This is related to the bottom right section of AGHE titled 'only sometimes and in small amounts' which contains foods such as chips, beer etc

Question 30

What are some similarities and differences between ADGs and AGHE?

Answer 30

Sim: Both funded and promoted by the Australian federal government, both aim to promote dietary change and healthier lifestyle Diff: ADGs targeted at healthcare professionals whereas AGHE targeted at consumers ADGs are in words/written explanation whereas AGHE is in visual displays/pictures

Question 31

Strengths of AGHE?

Answer 31

-It is translated into more than 10 languages, therefore increases the ability for diverse groups to access it -The guides apply to people of all ages which means can use it to guide the food intake of themselves and their children -The guide provides a visual presentation which allows more people to access -A range of foods are included from different cultures, which can assist different groups on improving their food intake

Question 32

Limitations of AGHE?

Answer 32

-Whilst the guide provides proportions in which the five food groups should be consumed, it does not provide serving sizes therefore people may not consume enough or overconsume foods -The guide does not make provisions for composite foods such as pizzas or casseroles -The guides do not provide specific advice for people with dietary conditions or needs which reduces the amount of people who can benefit from using the guide

Question 33

What is the Aboriginal and Torres Strait Islander Guide to Healthy Eating?

Answer 33

It is the same as AGHE with the main difference being the ATSI GHE includes references to traditional foods such as kangaroo, goanna and crab meat, bush fruits and vegetables and damper.

Question 34

Similarites and differences between AGHE and ATSI GHE

Answer 34

Sims: Both show 5 food groups in general proportions, both promote water consumption, both suggest to limit discretionary foods Diff: Water in glass in AGE vs water in bottle in ATSI GHE, meat options in pie chart differ, fruit = packaged and tinned in ATSI GHE compared to fresh in AGHE

Question 35

Why is Indigenous Health and Wellbeing targeted?

Answer 35

Because differences exist between the health status of Indigenous and Non-Indigenous Australians e.g -lower LE (~10 years lower) compared to non-indig -higher IMR (~1.5 times higher) compared to non-indig -poorer self-assessed health status compared to non-indig

Question 36

Define Social Justice

Answer 36

Social justice relates to fairness in society, based on human rights, access, participation and equity.

Question 37

Explain Human Rights in relation to Social Justice

Answer 37

Freedoms and conditions every person is entitled to regardless of race, religion, gender identity, sexual orientation, age and sex.

Question 38

Explain Access in relation to Social Justice

Answer 38

All people having adequate access to resources and opportunities they need to thrive and survive - food, safe water, shelter, education, employment, income, healthcare, participate in decisions that affect them. (e.g choice of job, decent education)

Question 39

Explain Participation in relation to Social Justice

Answer 39

The opportunity to participate in their community and have their voice represented

Question 40

Explain Equity in relation to Social Justice

Answer 40

Disadvantaged need to have their challenges addressed to be able to achieve the same level of health outcomes as others.

Question 41

Explain two ways that the program 'Close the Gap' enables and links to social justice

Answer 41

1. Stakeholders working together > improving access to resources and health care that is culturally-appropriate > increased access and participation 2. Achieving equity through different initiatives > areas of H+WB to be targeted and addressed > equity - accessing culturally appropriate health

Question 42

Summary of factors that create a disparity in health between Indigenous and Non-Indigenous people

Answer 42

Biological: Birth weight, Body weight Sociocultural: Cultural influences, Food security, Education levels, Income levels Environmental: Housing, Geographical location

Question 43

What to do when evaluating the capacity of programs?

Answer 43

F - feature E - e.g T - therefore O - outcome (D) - dimension (if asked)

Question 44

Name the features of an effective program

Answer 44

1. CULTURALLY APPROPRIATE 2. ACCESSIBILITY 3. SUSTAINABLE 4. FUNDED 5. TARGET MOST IN NEED 6. EVIDENCE OF ACTUAL IMPROVEMENTS 7. DOES IT REFLECT AA's OF OC

Question 45

Explain culturally appropriate as a feature of an effective program

Answer 45

(does it use locals, community elders, native languages) t/f -increasing willingness to participate -increasing liklihood of engaging with the program -increasing understanding of message

Question 46

Explain accessibility as a feature of an effective program

Answer 46

(is it fair, cheap, 24 hours, does it go out to regional and remote areas - mobile van) t/f -easier to participate/access increasing engagement in program

Question 47

Explain sustainable as a feature of an effective program

Answer 47

(does it involve education or infrastructure that can be passed onto future generations?) t/f -the knowledge and skills/infrastructure can be passed on to future generations and the benefits can be experienced long term

Question 48

Explain funding as a feature of an effective program

Answer 48

(is it constant funding by govt?) t/f -reducing financial barriers for participants -program more likely to be able to continue long-term

Question 49

Explain targeting those most in need as a feature of an effective program

Answer 49

t/f -increasing specificity of program to have greatest impact

Question 50

Explain having evidence/actual improvements as a feature of an effective program

Answer 50

t/f -proving it's effective/can show improvement

Question 51

Explain reflecting action areas of OC as a feature of an effective program

Answer 51

LAST RESORT t/f -reflecting the underpinning principles of effective health promotion

Question 52

Opening sentences for evaluating the capacity of programs

Answer 52

The program is likely to have a high capacity/strength to improve...

Question 53

What are some suggestion ideas for programs?

Answer 53

Make more; -Culturally appropriate > use local indigenous presenters, use indigenous languages -Accessible > free, app/telephone support line, mobile van into remote areas, social media to spread messages that can accessed despite location/time of day -Sustainable > are educational presentations ongoing, are there informative resources -Funded > could we ask participants for feedback if not info included of how satisfied participants are -Evidence of results/success

Question 54

How to structure suggestion for improvement sentence in evaluating capacity of program?

Answer 54

FETO(D) However to further increase the program's capacity, it could ensure it is .....(feature) by .... therefore .....