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These questions are designed to prompt deeper thinking about the ideas and themes presented in this chapter.<\/strong><\/p>\n\n\n\n\nWhy might focusing only on physical symptoms not be enough to fully understand someone\u2019s illness?<\/li>\n\n\n\n How do social determinants of health impact on disease?<\/li>\n\n\n\n How do Western and Indigenous conceptions of health and disease differ<\/li>\n<\/ol>\n<\/div><\/div>\n\n<\/li> \n\nChapter 5 – Flashcards<\/h2>\n\n\n\n
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Disease<\/p>\n<\/p>\n
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A medical condition diagnosed through objective signs and biomedical tests<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Illness<\/p>\n<\/p>\n
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The subjective effects of symptoms.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Attribution<\/p>\n<\/p>\n
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The explanations that people arrive at for the cause of illness<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Social determinants of health<\/p>\n<\/p>\n
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non-medical factors such as, income, education, employment, social support and belonging to a minoritised groups that influence people’s health and access to care.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Deprived neighbourhoods<\/p>\n<\/p>\n
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Areas in which residents have poor housing, low incomes, high unemployment, lower educational levels and access to services is limited.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Learning disabilities<\/p>\n<\/p>\n
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A significantly reduced ability to understand new or complex information, to learn new skills, with a reduced ability to cope independently, which started before adulthood, with a lasting effect on development.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Advanced care planning<\/p>\n<\/p>\n
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An individual’s record of their preferences for future healthcare and treatment.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Food deserts<\/p>\n<\/p>\n
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Areas where people have limited access to affordable, health and nutritious food due to a lack of supermarkets or shops that sell fresh foods.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Strengths based approach<\/p>\n<\/p>\n
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Building on the skills, resources and abilities of what people and communities already do well to empower them to achieve positive health outcomes.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Deficiencies based approach<\/p>\n<\/p>\n
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Focuses on an individual’s or and community’s problems or limitations, with the aims of fixing deficits.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Patient and public involvement<\/p>\n<\/p>\n
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Active participation of patients, carers and the public in helping to design, change and evaluate health care services and or research.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Culturally grounded<\/p>\n<\/p>\n
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Interventions or practices that are based on the values, beliefs, and traditions of a specific cultural group.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
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Functional ability<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
An individual’s ability to engage in physical tasks such as walking, muscular strength and activities required for daily living.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n
Press Enter or Space to flip the card<\/div>\n