4. health and illness final lecture (4)asadgj xcxbvn fdgc .ppt

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2. Health and IllnessHealth and Illness
Prepared by:
Dr/ Nadia Bassione
Dr / Osama Ramadan
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3. Health and IllnessHealth and Illness
Outlines:
Definition of Health
Healthy children 2030
 Variables influencing health and health
beliefs and practices
 Health promotion, wellness, and illness
prevention
 Definition of Illness
 Types of illness
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4. Variables influencing illness and illness
behavior
 Impact of illness on the child and family
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5. ObjectivesObjectives::
Discuss the definition of health.
Discuss the health belief, health
promotion, basic human needs, and
holistic health models.
 Describe variables influencing health
beliefs and practices.
Mention the impact of illness on the child
and family.
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6. HealthHealth
Health is a complex phenomenon.
As defined by the World Health
Organization (WHO), it is “a state of
complete physical, mental, and social well-
being and simply the absence of disease.”
 Despite this broad definition, however,
health is traditionally assessed by
observing mortality (death) and morbidity
(illness) over a period of time.
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7. Information concerning mortality and
morbidity is of importance to nurses. Such
data yield significant information about:
1.The causes of death and illness.
2. High- risk age groups for certain disorders
or hazards.
3. Advances in treatment and prevention.
4. Specific areas of health counseling.
Nurses who are aware of such information can
better guide their planning and delivery of care.
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8. ““20302030Healthy childrenHealthy children” ”
Although the health of children, in the
United States has improved dramatically
during the twentieth century, there
remains cause for concern.
Three broad approaches:
Health promotion
Health protection
Preventive services
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10. Variables influencing health and Variables influencing health and
health beliefs and practiceshealth beliefs and practices
Internal variables:
Developmental age
Intellectual background
Perception of functioning
Emotional factors
Spiritual factors
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11. Internal variables:Internal variables:
Developmental age Developmental age
A person’s thought and behavior
patterns change throughout life.
The concept of illness for a child,
adolescent, or adults is dependent on
the individual’s developmental age.
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12. Intellectual backgroundIntellectual background
A person’s beliefs about health are
shaped in part by the person’s knowledge,
lack of knowledge or incorrect information
about body functions and illnesses, educational
background, and past experiences.
These variables influence how a client
thinks about health.
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13. Perception of functioningPerception of functioning
The way people perceive their physical
functioning affects health beliefs and practices.
When nurses assess a client’s level of
health, they gather subjective data about
the way the client perceives physical
functioning, such as level of fatigue,
shortness of breath, or pain.
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14. Emotional factorsEmotional factors
The client’s degree of stress, depression, or
fear.
The manner in which a person handles
stress throughout each phase of life will
influence the way the person reacts to
illness.
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15. Spiritual factorsSpiritual factors
Spirituality is reflected in how a person
lives his or her life, including the values
and beliefs exercised, the relationships
established with family and friends, and
the ability to find hope and meaning in life.
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16. External VariablesExternal Variables
Family practices
Socioeconomic factors
Cultural background
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17. Family practicesFamily practices
The way that client’s families use health
care services generally affects their health
practices.
Their perceptions of the seriousness of
diseases and their history of preventive care
behaviors (or lack of them) can influence
how clients will think about health.
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18. Socioeconomic factorsSocioeconomic factors
Social and psychosocial factors can
increase the risk for illness and influence
the way that a person defines and reacts
to illness.
Psychosocial variable include the stability
of the person’s marital or intimate relationship,
lifestyle habits, and occupational environment.
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19. Cultural backgroundCultural background
Cultural background influences beliefs,
values, and customs.
If nurses are not aware of their own and
other cultural patterns of behavior and
language, they may not be able to recognize
and understand a child behavior and beliefs
and may have difficulty interacting with
the client.
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20. Health Promotion, Wellness, and Health Promotion, Wellness, and
Illness PreventionIllness Prevention
Levels of preventive care
Primary prevention
Secondary prevention
Tertiary prevention
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21. IllnessIllness
Illness is a state in which a person’s
physical, emotional, intellectual, social,
developmental, or spiritual functioning is
diminished or impaired compared with
previous experience.
Types of illness:
Acute illness
Chronic illness
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22. Acute illnessAcute illness
An acute illness usually has a short duration
and is severe.
The symptoms appear suddenly, are strong,
and often subside after a relatively short
period.
An acute illness may affect functioning in any
dimension.
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23. Chronic illnessChronic illness
A chronic illness persists, usually longer
than 6 months, and can also affect
functioning in any dimension.
The client may fluctuate between maximal
functioning and serious health relapses
that may be life threatening.
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24. Variables influencing illness and Variables influencing illness and
illness behaviorillness behavior
Internal variables: influencing the way
clients behave when they are ill are their
perceptions of symptoms and nature of the
illness.
If clients believe that the symptoms of
their illnesses disrupt their normal routine,
they are more likely to seek health care
assistance than if they do not perceive the
symptoms to be disruptive.
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25. External variablesExternal variables
Influencing a client’s illness behavior
include the visibility of symptoms, social group,
cultural background, economic variables,
accessibility of the health care system, and
social support.
The visibility of the symptoms of an
illness can affect body image and illness
behavior.
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26. Impact of illness on the child and Impact of illness on the child and
familyfamily
Behavioral and emotional changes
Impact on body image
Impact on self-concept
Impact on family roles
Impact on family dynamics
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27. Behavioral and emotional changesBehavioral and emotional changes
People react differently to illness or the
threat of illness.
Individual behavioral and emotional
reactions depend on the nature of the
illness, the client’s attitude toward it, the
reaction of others to it, and the variables of
illness behavior.
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28. Impact on body imageImpact on body image
Body image is the subjective concept of physical
appearance.
Some illnesses result in changes in physical
appearance, and clients and families react
differently to these changes.
Reactions of clients and families to changes
in body image depend on the type of
changes (e.g: loss of a limb or an organ),
their adaptive capacity, the rate at which
changes takes place, and the support
services available.
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29. Impact on self-conceptImpact on self-concept
Self-concept is a mental self-image of
strengths and weaknesses in all aspects of
personality.
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30. Impact on family rolesImpact on family roles
People have many roles in life, such as
wage earner, decision maker, professional,
child, sibling, or parent.
When an illness occurs, parents and
children try to adapt to major changes
resulting from a family member’s illness.
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31. Impact on family dynamicsImpact on family dynamics
Family dynamics is the process by
which the family functions, makes
decisions, gives support to individual
members, and copes with everyday
changes and challenges.
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32. HEALTH ILLNESS CONTINUUM

33. The health illness continuum is a graphic illustration
of a well being ,concept first proposed
by John.W.Travis in 1972.
It describes how wellbeing is more than simply an
absence of illness , but also incorporates the
individuals mental and emotional health.
Travis believed that the standard approach to
medicines , which assumes a person is well when
there are no signs or symptoms of disease ,was
insufficient.

35. Composed of two arrows pointing in
opposite direction and joined at a neutral
point.

36. Movement to the right to the arrows (toward the
high level of wellness) equals an increase in level
of health and wellbeing
Achieved in three steps ,
Awareness
Education
Growth

37. Movement to the left to the arrows (towards
premature death) equates a progressively decreasing
state of health.
Achieved in three steps,
Signs
Symptoms
Disability

39. Most important is the direction is the individual
facing on the pathway
A.If towards high level of health , a person has
genuinely optimistic or positive out look despite his/
her health status.
B.If towards premature death , a person has a
genuinely pessimistic or negative out look about his
or her health status.

40. Compares treatment model with a wellness model,
If treatment model is used ,an individual can move right
only to the neutral point.
Eg: A hypertensive client who only takes his medications
without making any other life style changes.
If wellness model is used , an individual can move right
past the neutral point.
Eg :As hypertensive client not only takes medications but stops
smoking , looses weight , starts an exercise programme etc.

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