QCE HealthPractice Examination 18

This paper covers

• Unit 3: Community as a Resource for Healthy Living — social-ecological model, salutogenic approach, Ottawa Charter, diffusion of innovations, RE-AIM framework, health inquiry model
• Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, respectful relationships as salutogenic general resistance resource, post-schooling transition contexts
• Health literacy and social justice as overarching health resources
• Cultural adjustment and barriers to respectful relationships for international students at Queensland universities
• Ottawa Charter action areas: mediate, advocate, enable; build healthy public policy, create supportive environments, strengthen community action, develop personal skills, reorient health services
• Social-ecological determinants: individual, interpersonal, organisational, community, policy levels
• Diffusion of innovations: innovators, early adopters, early majority, late majority, laggards; innovation characteristics (relative advantage, compatibility, complexity, trialability, observability)
• RE-AIM framework: Reach, Effectiveness, Adoption, Implementation, Maintenance
• Life course perspective: chronological age, relationships, life transitions, social change, historical time

Students are permitted to bring into the examination the materials normally allowed for this subject. Answer all questions in the spaces provided.

This is an ATARMAxxing practice paper. It is not an official examination and is not affiliated with, endorsed by, or produced by the VCAA, NESA or the QCAA.