QCE Health Units 3&4 Notes

These are the 20 revision notes inside the QCE Health Mastery Pack. Open any note to see what it covers before you buy.

1. Defining and Understanding the Health Issue in a Community Context3 · Health Inquiry

   Stage 1 — Define and Understand

2. Planning, Acting, Evaluating and Reflecting in a Community Health Inquiry3 · Health Inquiry Model

   Stages 2 and 3 — Plan and Act, Evaluate and Reflect

3. Critiquing Determinants Using the Social-Ecological Model3 · Determinants and the Social-Ecological Model

   Five Determinant Levels in a Community Context

4. The Two Distinct Sets of the Diffusion of Innovations Model3 · Understanding Innovation

   Characteristics of Innovations vs. Diffusion Process Variables

5. Constructing a Complete Diffusion Action Strategy for a Community Setting3 · Developing a Diffusion Action Strategy

   Constructing a Complete Diffusion Action Strategy for a Community Setting

6. Evaluating Innovation Strengths and Weaknesses Using RE-AIM3 · Health Promotion

   Applying RE-AIM to Evaluate Community Innovations

7. Salutogenic Approach, Health Literacy, Social Justice, and Ottawa Charter in a Community Context3 · Salutogenic Framework and Ottawa Charter Strategies in Unit 3

   Salutogenic Approach and Ottawa Charter

8. Understanding Homelessness Through Community Health Frameworks3 · Homelessness as a Community Health Issue

   Homelessness as a Community Health Issue (Unit 3)

9. Understanding Transport Safety Through Community Health Frameworks3 · Transport Safety as a Community Health Issue

   Transport Safety as a Community Health Issue (Unit 3)

10. Understanding Anxiety Through Community Health Frameworks3 · Elective Topic Content — Anxiety

    Anxiety as a Community Health Issue (Unit 3)

11. How Chronological Age, Relationships, and Life Transitions Shape Health in the Post-Schooling Context4 · Respectful Relationships and Health

    Applying the Life Course Perspective to Post-Schooling Transitions

12. The Significance of Respectful Relationships as a General Resistance Resource4 · Respectful Relationships as a General Resistance Resource

    Defining and Understanding Respectful Relationships in Unit 4

13. Critiquing Determinants of Respectful Relationships Using the Social-Ecological Model4 · Respectful Relationships

    Five Determinant Levels in a Post-Schooling Context

14. Determining Significant Needs for Respectful Relationships in the Post-Schooling Transition4 · Health Inquiry Model

    Stage 1 — Context Analysis and Needs Assessment in a Post-Schooling Setting

15. Synthesising Diffusion of Innovations Theory for Post-Schooling Action Strategies4 · Health Promotion

    Applying Diffusion of Innovations to Respectful Relationships Innovations

16. RE-AIM Framework4 · Evaluating Innovations for Respectful Relationships in Post-Schooling Contexts Using RE-AIM

    Evaluating Respectful Relationships Innovations Using RE-AIM

17. Applying Ottawa Charter Strategies and Overarching Resources to Post-Schooling Respectful Relationships4 · Health Promotion: Promoting Health and Wellbeing

    Ottawa Charter and Health Literacy/Social Justice in Unit 4

18. Homelessness as a Determinant of Respectful Relationships During Post-Schooling Transitions4 · Homelessness and Respectful Relationships (Post-Schooling)

    Homelessness and Respectful Relationships in the Post-Schooling Transition

19. Transport Safety as a Determinant of Respectful Relationships During Post-Schooling Transitions4 · Transport Safety and Respectful Relationships (Post-Schooling)

    Transport Safety and Respectful Relationships in the Post-Schooling Transition

20. Anxiety as a Determinant of Respectful Relationships During Post-Schooling Transitions4 · Anxiety and Respectful Relationships (Post-Schooling)

    Anxiety and Respectful Relationships in the Post-Schooling Transition