ILTS Health Education (211) cheat sheet

Health behavior models: Health Belief Model (perceived susceptibility, severity, benefits, barriers, self-efficacy, cue to action); Transtheoretical Model stages are precontemplation, contemplation, preparation, action, maintenance, termination.

Social Cognitive Theory: reciprocal determinism among person, behavior, and environment; self-efficacy is the strongest single predictor of behavior change; observational learning requires attention, retention, reproduction, motivation.

Precede-Proceed: social assessment, epidemiological assessment, educational/ecological assessment, administrative/policy assessment, implementation, process, impact, outcome evaluation; diagnosis precedes intervention design.

Epidemiology measures: incidence counts new cases per population at risk per time; prevalence counts all existing cases; attack rate = new cases / population at risk during an outbreak.

Relative risk = incidence in exposed / incidence in unexposed; attributable risk = incidence in exposed minus incidence in unexposed; odds ratio approximates relative risk for rare outcomes.

Levels of prevention: primary (immunization, fluoride, seat belts), secondary (screening, mammography, blood pressure checks), tertiary (rehabilitation, cardiac rehab, diabetes self-management).

Nutrients: carbohydrates 4 kcal/g, protein 4 kcal/g, fat 9 kcal/g, alcohol 7 kcal/g; 3,500 kcal approximates 1 pound of body fat; BMI = kg/m^2 with underweight below 18.5 and obesity at 30 or above.

Communicable disease control: chain of infection is pathogen, reservoir, portal of exit, mode of transmission, portal of entry, susceptible host; hand hygiene interrupts contact and fecal-oral transmission.

National standards: Healthy People objectives set decennial targets; the Dietary Guidelines emphasize nutrient-dense foods, limits on added sugars under 10 percent of calories, and 150 minutes weekly moderate activity for adults.

Health literacy is the capacity to obtain, process, and understand basic health information to make decisions; plain language and teach-back verify comprehension rather than reading level alone.

Needs assessment methods: surveys, focus groups, key informant interviews, community forums, existing data review; triangulate quantitative and qualitative sources before setting priorities.

SMART objectives specify Specific, Measurable, Achievable, Relevant, Time-bound outcomes; process objectives describe activities, impact objectives describe short-term change, outcome objectives describe long-term change.

Lesson planning sequence: anticipatory set, state objectives, model skill, guided practice, independent practice, closure, assessment aligned to objectives.

Assessment types: formative (ongoing checks, exit tickets), summative (unit tests, projects), authentic performance tasks; validity means measuring the intended construct, reliability means consistency.

Coordinated School Health and Whole School, Whole Community, Whole Child models link health services, nutrition, physical education, counseling, family engagement, and community partnerships.

Code of ethics themes for health educators: do no harm, respect autonomy and confidentiality, obtain informed consent, avoid coercion, disclose conflicts of interest, refer beyond scope of competence.

Cultural competence: assess acculturation, language preference, health beliefs, and structural barriers; adapt materials rather than merely translating them; involve community stakeholders in design.

Program evaluation: formative evaluation improves delivery, summative evaluation judges merit; use logic models linking inputs, activities, outputs, short-term outcomes, and long-term outcomes.