QCE HealthPractice Examination 6

This paper covers

• Unit 3: Community as a Resource for Healthy Living — Transport Safety elective, needs assessment, diffusion action strategy, RE-AIM evaluation
• Unit 4: Respectful Relationships in the Post-Schooling Transition — life course perspective, salutogenic approach, respectful relationships as a general resistance resource
• Rural and remote Queensland youth: geographic isolation, limited public transport infrastructure, transport safety risks, post-schooling transitions
• Ottawa Charter: mediate, advocate, enable strategies applied to cohort context
• Social-ecological model: intrapersonal, interpersonal, community, organisational, policy determinants
• Salutogenic approach: general resistance resources, health literacy, social justice as overarching resources
• Diffusion of innovations model: relative advantage, compatibility, trialability, observability, complexity — with named process variables
• RE-AIM framework: Reach, Effectiveness, Adoption, Implementation, Maintenance
• Health inquiry model: context analysis and needs assessment
• 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.