AXMED XUSEEN AXMED

ASSINGMENT PUBLIC HEALTH

Activation of public health
• The 10 Essential Public Health Services (EPHS)
describe the public health activities that all
communities should undertake. For the past 25
years, the EPHS have served as a well-recognized
framework for carrying out the mission of public
health. The EPHS framework was originally released
in 1994 and more recently updated in 2020. The
revised version is intended to bring the framework in
line with current and future public health practice.
• The revised EPHS framework was released on
September 9, 2020, as a result of a collaborative effort
by the Public Health National Center for Innovations
(PHNCI) and the de Beaumont Foundation, who
convened a task force of public health experts, leaders,
and practitioners and engaged the public health
community in activities to inform the changes. The task
force also included experts from federal agencies,
including CDC, which were instrumental in establishing
and supporting the original EPHS framework. Details
about the process to update the EPHS can be found on
the PHNCI website, along with accompanying materials.
• Essential Public Health Services (Revised, 2020)
• The 10 Essential Public Health Services provide a
framework for public health to protect and promote
the health of all people in all communities. To achieve
equity, the Essential Public Health Services actively
promote policies, systems, and overall community
conditions that enable optimal health for all and seek
to remove systemic and structural barriers that have
resulted in health inequities. Such barriers include
poverty, racism, gender discrimination, ableism, and
other forms of oppression. Everyone should have a
fair and just opportunity to achieve optimal health
and well-being.
1.Assess and monitor population health status, factors that influence health, and
community needs and assets
2.Investigate, diagnose, and address health problems and hazards affecting the
population
3.Communicate effectively to inform and educate people about health, factors
that influence it, and how to improve it
4.Strengthen, support, and mobilize communities and partnerships to improve
health
5.Create, champion, and implement policies, plans, and laws that impact health
6.Utilize legal and regulatory actions designed to improve and protect the public’s
health
7.Assure an effective system that enables equitable access to the individual
services and care needed to be healthy
8.Build and support a diverse and skilled public health workforce
9.Improve and innovate public health functions through ongoing evaluation,
research, and continuous quality improvement
10.Build and maintain a strong organizational infrastructure for public health
• The role of public health in communicable disease
• Communicable diseases are illnesses caused by viruses or bacteria that
people spread to one another through contact with contaminated
surfaces, bodily fluids, blood products, insect bites, or through the air.
There are many examples of communicable diseases, some of which
require reporting to appropriate health departments or government
agencies in the locality of the outbreak. Some examples of the
communicable disease include HIV, hepatitis A, B and C, measles,
salmonella, measles, and blood-borne illnesses. Most common forms
of spread include fecal-oral, food, sexual intercourse, insect bites,
contact with contaminated fomites, droplets, or skin contact. This
activity reviews the epidemiology of communicable diseases and
discusses the role of the interprofessional team in preventing
communicable diseases and educating patients on techniques to avoid
the transmission of communicable diseases
• Objectives:
• Explain the meaning of a communicable disease.
• Summarize the common communicable diseases.
• Describe the most common forms of spread of communicable
diseases.
• Review the epidemiology of communicable diseases and the role of
the interprofessional team in preventing communicable diseases and
educating patients on techniques to avoid the transmission of
communicable diseases.
• Communicable diseases are illnesses caused by viruses or bacteria that
people spread to one another through contact with contaminated
surfaces, bodily fluids, blood products, insect bites, or through the air.
[1] There are many examples of communicable diseases, some of
which require reporting to appropriate health departments or
government agencies in the locality of the outbreak. Some examples of
the communicable disease include HIV, hepatitis A, B and C, measles,
salmonella, measles and blood-borne illnesses. Most common forms
of spread include fecal-oral, food, sexual intercourse, insect bites,
contact with contaminated fomites, droplets, or skin contact.[2][3][4]
• Specifically, hepatitis is a form of a communicable disease that is
spread through the oral-fecal route. An individual is exposed to
hepatitis by coming in contact with blood products, consuming
contaminated water, having sex with another infected person (oral and
intercourse), or eating food that is contaminated by the virus. There
are six criteria that need to be met to diagnose a hepatitis infection.
These criteria include an infection agent, in this case, the hepatitis
virus, a reservoir, route of infection, transmission mode, route of entry,
and a susceptible subject who becomes infected with the virus.
• Hepatitis A virus (HAV) is a communicable disease that is preventable
through vaccination. It affects the liver causing jaundice. It is transmitted
person-to-person through consumption of food, oral sexual contact, poor
hand hygiene after using the bathroom or changing diapers, and water that
is contaminated. It is one of the most reported outbreaks in the United
States. It is self-limited after ingestion through contaminated food sources.
The virus replicates in the liver, is excreted in bile, and can reach high
concentrations in the stool.
• Stool concentrations are the highest 2 weeks after transmission. Patients
are considered non-infectious about a week after inoculation or the onset of
jaundice. Patients who are symptomatic most often present with acute
onset fever, malaise, jaundice, hepatomegaly, and abdominal pain. Jaundice
is often followed with marked elevated of serum aminotransferases that is
greater than 1000 units/L. The test of choice is IgM anti-hepatitis A virus
for diagnostic purposes. There is no specific therapy available.
• Study case
• Who wouldn’t want to bask in the glory of success and sit at the
top of one’s chosen trade? We can put too much emphasis on
the results that we tend to neglect the arduous process that
comes with the glitz and glitters. Overnight success will not
stand the rigors of long term subsistence. Stories of toils and
triumph against adversity are what make our achievement
motivating and noteworthy to the rest of the industry. That is
why a project case study showing how you overcame ordeals
from day zero tells more than the product will of your
competency in your chosen field.
• End Game Goggles
• We don’t just tune in to the recognition of the Olympic gold
medalists, Nobel Prize winners, and Pulitzer Prize awardees for
their crowning moments. We listen to their backstories, their
journey of getting to where they are now. It could be that we find
comfort in knowing that the prominent personalities in different
world arenas are also humans, that they, too, face adversities.
We may be seeking motivation in our own lives in knowing that
others made it to greatness so we can, also. Success stories
sell for many reasons, but not all generate the same effect in
us.
• Powerball” Success
• The problem with instant success is that it skips the
phenomenon of delayed gratification. When it bypasses the
hard work that is equivalent to working for an equivalent prize,
people tend to put less value on the amount. In other words,
money is worth less when earned with a lottery ticket. This isn’t
meant to poke fun on lottery winners nor devaluate what they
have done to win. The point is that, in general, it is easier to
spend money when you didn’t shed blood and tears to
earn every penny.
• On Reporting the Process
• Although the end product is the biggest tell-tale of the success
of a project, it doesn’t paint a complete picture. There is a
chasm between the start to finish of a project. When you keep
the two detached from each other, you lose valuable information
that you can use for future ventures. You also keep up this
erroneous image that success comes easy. One, that misleads
an audience that you might not even know you have. Forget
about inspiring a new batch of leaders, world changers, and
entrepreneurs. Two, it is difficult to sustain a pristine and perfect
image. It will always crumble sooner than convenient.
• Where Pragmatism Fails
• On the other hand, veiling the work that came with your success
is counterintuitive in making your mark in the field. Achievement
is not handed out on a silver platter. Case studies show the rest
of the industry how you accomplished a project. It shows your
capability in marketing project strategy and management. It tells
of your expertise and your work ethic in handling the tasks and
meeting strict deadlines. It boasts of your prowess in getting the
job done. For a company, project case studies tell the clients
how professional you are in meeting their expectations and
demands. It tells of your command of the trade and skill in the
craft.
• It’s time to take off the end game goggles and gain a new
perspective on how you should measure success.
• Health education is a profession of educating people about health.
[1]
Areas within this profession encompass environmental health,
physical health, social health, emotional health, intellectual health,
and spiritual health, as well as sexual and
reproductive health education.[2][3]
• Health education can be defined as the principle by which
individuals and groups of people learn to behave in a manner
conducive to the promotion, maintenance, or restoration of health.
However, as there are multiple definitions of health, there are also
multiple definitions of health education. In the U.S., the Joint
Committee on Health Education and Promotion Terminology of
2001 defined Health Education as "any combination of planned
learning experiences based on sound theories that provide
individuals, groups, and communities the opportunity to acquire
information and the skills needed to make quality health decisions."
[4]
• It is often thought that health education began with the beginning
of healthcare in the earliest parts of history as knowledge was
passed from generation to generation.[6] Some people might be
surprised to hear that health education's roots date back to the
Greeks between the sixth and fourth century B.C.E. They shifted
their focus away from superstitious and supernatural conceptions
of health and toward the physiological causes of ailments,
according to documents that have been uncovered. They
discussed how physical health, social settings, and human
behavior are connected to preventing disease and sustaining
good health. The Greeks wanted to empower people and
communities by establishing supportive settings and regulations
that would promote taking medication and upholding healthy
behaviors. They did this by educating people about their health
and developing their skills.[7] Other preserved texts from ancient
civilizations in China, India, Egypt,
• Rome, Persia also contain information regarding various
diseases, their kinds of treatments, and even preventative
measures.[6] The first medical school was later founded at the
end of the 8th century in Salerno, Italy and focused a significant
portion of its curriculum on proper hygiene and healthy lifestyles.
[6]
Much later, Johann Guttenberg's printing press paved the way
for making educational materials more accessible as some of the
first things to be printed were treatises regarding health.[6]
Informational materials containing information about hygiene
and healthy lifestyle choices became popular as a tool to combat
epidemics.[6] In the 19th century, "awareness-rising" began to
increase to improve the knowledge of the average people
regarding health and other topics.[6] As medicine has continued
to progress, with new fields being created to address new
problems, so too has methods of providing health education.[
• Prior to the 1960s, the physician was primarily in charge and
the patients were expected to have a passive role in their own
health decisions.[8] In 1976, the Patient Education and
Counseling journal was founded and the concept of health
education began to really take off. [8] It was around this time that
it became apparent that if patients are informed about their
health, they could improve it through various lifestyle changes. [8]
In the 1980s, patient advocacy groups drew attention to the
issue of patients' rights such as the right to be informed about
health conditions and the potential options for care. [8] The 1990s
fully brought about the shared decision making model present in
healthcare settings today, including the emergence of electronic
health communication.[8] Lastly, in the 21st century, there has
been an emergence of associations designated as platforms for
promoting health education and communication.