Test Review TipsCommunity Health

Assessment #1

Topics:Environmental Health

Epidemiology & Communicable Disease

The Epidemiological Triangle /Epidemiological Triad

Be able to think about the epidemiological triangle

In the critical thinking of the nurse’s role, and how diseases

may be treated and combatted.

• I saw some confusion yesterday when you gave your presentations as to what a “vector” is:

• In epidemiology, a vector is an insect or any living carrier that transmits an infectious agent. Vectors are vehicles by which infections are transmitted from one host to another. Most commonly known vectors consist of arthropods, domestic animals, or mammals that assist in transmitting parasitic organisms to humans or other mammals. A vector is not only required for part of the parasite's developmental cycle, but it also transmits the parasite directly to subsequent hosts.

• Though it is ‘technically’ true that a human can be a vector, we generally think of them in terms of insect carriers, e.g., mosquitoes, fleas, and ticks.

Epidemiological Triangle

• In terms of Epidemiology & Communicable Disease: Know the following, examples of each, and how they influence the entire process…

• Know what “Host Factors” are, • Know what “Agent Factors” are• Know what “Environmental Factors” are

Water Borne Disease• Know the definition of water-borne disease, i.e.,

they are caused by pathogenic microorganisms which are directly transmitted when contaminated fresh water is consumed. So water borne diseases are caused by drinking the water!

• Know some of the water-borne diseases, e.g., cholera, salmonella, shigella, typhoid fever, and many many more!

• Remember to differentiate water borne diseases from vector-borne diseases (although water is associated) e.g., encephalitis, dengue fever, Rift Valley Fever, yellow fever, malaria, etc.

Analytic / Analytical Epidemiology versus

Descriptive Epidemiology

• Know the difference in definition between the two…..

Living Patterns

• Know the definition ! • What does this actually mean? What is it

NOT?• REMEMBER that when we discuss (or maybe

ask questions…) about “Living Patterns” we are talking about Environmental Health !

• Remember the concept map with all of those different areas of environmental health; examples of each

Radiation Exposure

• Know what is—and what is not—a potential source of radiation exposure in environmental health!

• Consider natural & man-made sources

Food Quality

• Put this into the context of environmental health and know what the potential threats to food quality are…think infection, chemicals, toxins, and other chemicals.

Work Risks

• There are lots of problems in the workplace, but remember, not all of them are Environmental Health Issues. Differentiate between them!

• Missions of OSHA versus EPA

Models

• Epidemiological Triangle• Web of Causation• Definitions & what areas or problems /

diseases each is most useful for…

Incidence & Prevalence

• Know what they are, & the difference between them

• Know what they mean

• When given statistics of incidence or prevalence, be able to compare between two different places with two different rates, & and know which is “better” than the other.

Primary-Secondary-Tertiary

• Ya gotta know these!

Screening Programs (2* Interventions)

• Know the essential components of planning a screening program.

Adjusted Rates & Epidemiology

• Why are epidemiolgical rates ‘adjusted’, i.e., for age, sex, gender, etc.

• …Think:

• TO eliminate BIAS or POTENTIAL BIAS