QCAA Health key terms

The ability to find, understand, judge and use health information and services to make decisions and act on health matters. It includes reading, numeracy, communication and critical thinking skills.

A state of physical, mental and social wellbeing, not merely the absence of disease or infirmity. It is shaped by everyday conditions and a person's ability to adapt and cope.

The quality of a person's life as judged by how they feel and function. It includes physical, emotional, social, cultural and spiritual aspects, and can be positive even when illness is present.

An approach that explains health as shaped mainly by social, economic, cultural and environmental conditions, rather than only by individual choices or biology. It highlights fairness and action on living conditions.

A model that explains health and illness mainly through biology, anatomy and disease processes. It focuses on diagnosis, treatment and cure by health professionals rather than on social conditions.

A model that sees health as influenced by social, economic, cultural and environmental factors. It promotes prevention, community action and policies that improve living conditions and reduce disadvantage.

The different parts of health a person experiences: physical, mental, emotional, social, cultural and spiritual. These dimensions interact, so changes in one can affect overall health and wellbeing.

A person's belief in their own ability to carry out the actions needed to reach a goal or manage a situation. Strong self-efficacy supports health behaviour change and persistence.

The process of gaining knowledge, confidence, skills and power to make decisions and take action about one's own health or community health. It often involves participation and shared control.

The range of personal, social, economic and environmental factors that influence health status. They can be protective or risky, and they interact across a person's life.

The conditions in which people are born, grow, live, work and age, including income, education, housing, employment and social support. These conditions are shaped by money, power and resources.

A person's or group's social and economic position, usually measured by income, education and occupation. It strongly influences access to resources and exposure to health risks.

A difference in health status between groups that is unfair, avoidable and caused by unjust social arrangements. It is not simply any difference; it reflects injustice.

A measurable difference in health status or health outcomes between individuals or groups. The term describes the gap without necessarily judging whether it is fair or unfair.

Fairness in the distribution of resources, opportunities and services so that everyone can reach their full health potential. It often requires giving more support to those with greater need.

The pattern in which health and life expectancy improve step by step as socioeconomic position rises. It shows that health differences occur across the whole social scale, not only between rich and poor.

A group at greater risk of poor health because of factors such as poverty, discrimination, isolation, disability or limited access to services. Vulnerability is created by conditions, not by personal weakness.

An environment where people feel respected, understood and safe in their cultural identity when using health services. It requires workers to examine their own culture and power, and to challenge racism.

A negative label or judgement attached to a person or group because of a characteristic such as illness, disability, culture or behaviour. It can lead to shame, exclusion and reduced access to care.

The state of being ill or having a disease, or the rate at which illness occurs in a population. Morbidity measures can include diagnoses, symptoms and disability.

The number of deaths in a population during a set period, often expressed as a rate. Mortality data help compare health between groups and track changes over time.

The process of enabling people to increase control over and improve their health. It combines health education, policy, supportive environments and community action, not just individual behaviour change.

A landmark international statement that set out five action areas for health promotion: healthy public policy, supportive environments, community action, personal skills and reorienting health services.

Planned learning experiences that help people gain knowledge, skills and confidence to make informed health decisions. It is most effective when combined with changes to environments and services.

Action taken before disease or injury occurs to reduce risk and stop problems starting. Examples include vaccination, safe water, healthy food policies and education about avoiding hazards.

A pragmatic approach that aims to reduce the negative health and social effects of risky behaviour, such as drug use, without requiring people to stop the behaviour first.

Action that speaks up for a cause or group to influence decisions, policies and resources. In health, it can be done by individuals, communities or organisations to improve conditions and access.

Cooperation between health and other sectors, such as education, housing, transport and local government, to address the causes of health problems and improve outcomes.

Strengthening the knowledge, skills, resources and systems that people and organisations need to plan, carry out and sustain health action over time.

Using marketing methods to influence behaviour for social good, such as campaigns that promote safer sex, healthy eating or quitting smoking. It usually combines research, clear messages and supportive environments.

A clear, focused question that guides a health inquiry and states what the researcher wants to find out. It should be specific, answerable and relevant to the topic.

Research that explores people's experiences, meanings, beliefs and social contexts using methods such as interviews, focus groups and observation. It usually produces detailed, non-numerical data.

Research that collects numerical data to measure amounts, patterns or relationships, often using surveys, tests or statistics. It aims to produce findings that can be compared and generalised.

The extent to which a research method, tool or finding measures or represents what it claims to measure. High validity means the results are accurate and believable for the intended purpose.

The consistency of a research method, tool or measurement when repeated. A reliable tool gives similar results under the same conditions, though it may still be invalid.

A systematic error or influence that pushes research findings or decisions in a particular direction, away from the truth. It can come from sampling, questions, reporting or researcher expectations.

Agreeing to take part in research or treatment after being told the purpose, procedures, risks, benefits and alternatives, and knowing participation is voluntary. The person must have the capacity to decide freely.

Using more than one method, source or researcher to check findings. It strengthens confidence in results by showing whether different forms of evidence point to similar conclusions.

Evaluation carried out during a program to check how it is being implemented and to improve it. It focuses on processes, early feedback and adjusting plans before final outcomes are measured.

Evaluation at the end of a program that judges overall success, outcomes and value. It asks whether the program met its goals and what changed for participants or the community.