Community DQ4 Read chapters 7 and 8 of the class textbooks and review the PowerPoint presentations located in the PowerPoint folder. Once done answer -

Community DQ4
Read chapters 7 and 8 of the class textbooks and review the PowerPoint presentations located in the PowerPoint folder. Once done answer the following questions.
1. Describe an understanding of the following.
The primary method used to measure the state of health a population is experiencing, including the rules and formula used for calculations
The difference between crude and adjusted rates as well as incidence and prevalence rates
The difference between incidence density, incidence rates, and relative risk ratio.
2. Using examples, interpret the relevance of the use of rates in nursing practice.
3. Mention and discuss the differences between descriptive and analytical research.

APA format (intext citations and references)
A minimum of 3 evidence-based references no older than 5 years must be used.
A minimum of 800 words not to exceed 1,000 are required without counting the first and last page.

Don't use plagiarized sources. Get Your Custom Assignment on

Community DQ4 Read chapters 7 and 8 of the class textbooks and review the PowerPoint presentations located in the PowerPoint folder. Once done answer

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Community and
Public Health
Nursing | 3rd edition
EVIDENCE FOR PRACTICE

Rosanna F. DeMarco, PhD, RN, FAAN
Chair and Professor
Department of Nursing
College of Nursing and Health Sciences
University of Massachusetts Boston
Boston, Massachusetts

Judith Healey-Walsh, PhD, RN
Clinical Associate Professor
Director of the Undergraduate Program
Department of Nursing
College of Nursing and Health Sciences
University of Massachusetts Boston
Boston, Massachusetts

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Community and public health nursing.
Title: Community and public health nursing : evidence for practice / Rosanna F. DeMarco, Judith Healey-Walsh.
Description: 3. | Philadelphia : Wolters Kluwer, [2020] | Preceded by Community and public health nursing / Gail A.

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Contributors

Stephanie M. Chalupka, EdD, RN, PHCNS-BC, FAAOHN, FNAP
Associate Dean for Nursing
Department of Nursing
Worcester State University
Worcester
Visiting Scientist
Environmental and Occupational Medicine and Epidemiology Program
Department of Environmental Health
Harvard T. H. Chan School of Public Health
Boston, Massachusetts
(Chapter 9, Planning for Community Change)

Susan K. Chase, EdD, RN, FNAP
Professor
College of Nursing
University of Central Florida
Orlando, Florida
(Chapter 23, Faith-Oriented Communities and Health Ministries in Faith
Communities)

Sabreen A. Darwish, RN, BScN, MScN
Second Year PhD Student/Research Assistant
College of Nursing and Health Sciences
University of Massachusetts
Boston, Massachusetts
(Chapter 3, Health Policy, Politics, and Reform)

Karen Dawn, RN, DNP, PHCNS, CDE
Assistant Professor
School of Nursing
George Washington University
Ashburn, Virginia
(Chapter 4, Global Health: A Community Perspective)

Pamela Pershing DiNapoli, PhD, RN, CNL
Associate Professor of Nursing and Graduate Programs
College of Health and Human Services
University of New Hampshire
Durham, New Hampshire
(Chapter 22, School Health)

Merrily Evdokimoff, PhD, RN
Consultant
Clinical Associate Lecturer
Department of Nursing
University of Massachusetts
Boston, Massachusetts
(Chapter 20, Community Preparedness: Disaster and Terrorism)

Barbara A. Goldrick, MPH, PhD, RN
Epidemiology Consultant
Chatham, Massachusetts
(Chapter 8, Gathering Evidence for Public Health Practice; Chapter 14, Risk of
Infectious and Communicable Diseases; Chapter 15, Emerging Infectious
Diseases)

Patricia Goyette, DNP-PHNL, RN
Educational Consultant
Everett, Massachusetts
(Chapter 25, Occupational Health Nursing)

Cheryl L. Hersperger, MS, RN, PHNA-BC, PhD Student
Assistant Professor
Department of Nursing
Worcester State University
Worcester, Massachusetts
(Chapter 9, Planning for Community Change)

Anahid Kulwicki, PhD, RN, FAAN
Dean and Professor
School of Nursing
Lebanese American University
Beirut, Lebanon
(Chapter 3, Health Policy, Politics, and Reform)

Carol Susan Lang, DScN, MScN(Ed.), RN
Associate Director of Global Initiatives
Assistant Professor of Global and Population Health
George Washington University School of Nursing
Washington, DC

Annie Lewis-OConnor, PhD, NP-BC, MPH, FAAN
Senior Nurse Scientist and Founder and Director of C.A.R.E Clinic
Brigham and Womens Hospital
Boston, Massachusetts
(Chapter 16, Violence and Abuse)

Patricia Lussier-Duynstee, PhD, RN
Assistant Dean
Assistant Professor
School of Nursing
MGH Institute of Health Professions
Boston, Massachusetts
(Chapter 6, Epidemiology: The Science of Prevention; Chapter 7, Describing
Health Conditions: Understanding and Using Rates)

Kiara Manosalvas, MA
Reseach Assistant II The Following & Mental Health Counselor
Teachers College
Columbia University
Chestnut Hill, Massachusetts
(Chapter 16, Violence and Abuse)

Patrice Nicholas, DNSc, DHL (Hon.), MPH, MS, RN, NP-C, FAAN
Professor
School of Nursing
MGH Institute of Health Professions
Director, Global Health and Academic Partnerships
Brigham and Womens Hospital
Boston, Massachusetts
(Chapter 6, Epidemiology: The Science of Prevention; Chapter 7, Describing
Health Conditions: Understanding and Using Rates)

Christine Pontus, RN, MS, BSN, COHN-S/CCM
Associate Director in Nursing and Occupational Health
Massachusetts Nurses Association (MNA)
Canton, Massachusetts
(Chapter 25, Occupational Health Nursing)

Joyce Pulcini, PhD, RN, PNP-BC, FAAN, FAANP
Professor
Director of Community and Global Initiatives
Chair, Acute and Chronic Care Community
School of Nursing
George Washington University
Washington, DC
(Chapter 4, Global Health: A Community Perspective)

Teresa Eliot Roberts, PhD, RN, ANP
Clinical Assistant Professor
College of Nursing and Health Sciences
University of Massachusetts Boston
Boston, Massachusetts

(Chapter 10, Cultural Competence: Awareness, Sensitivity, and Respect)

Judith Shindul-Rothschild, PhD, MSN, RN
Associate Professor
Connell School of Nursing
Boston College
Chestnut Hill, Massachusetts
(Chapter 17, Substance Use; Chapter 21, Community Mental Health)

Joy Spellman, MSN, RN
Director, Center for Public Health Preparedness
Mt. Laurel, New Jersey
(Chapter 20, Community Preparedness: Disaster and Terrorism)

Tarah S. Somers, RN, MSN/MPH
Senior Regional Director
Agency for Toxic Substances and Disease Registry, New England Office
US Public Health Service Commissioned Corps
Boston, Massachusetts
(Chapter 19, Environmental Health)

Patricia Tabloski, PhD, GNP-BC, FGSA, FAAN
Associate Professor
Connell School of Nursing
Boston College
Chestnut Hill, Massachusetts
(Chapter 24, Palliative and End-of-Life Care)

Aitana Zermeno, BS
Research Assistant
Connors Center for Womens Health and Gender Biology
Division of Womens Health
Brigham and Womens Hospital
Boston, Massachusetts
(Chapter 16, Violence and Abuse)

Reviewers

Elizabeth Armstrong, DNP, MSN, RN, CNE
Assistant Professor
School of Nursing
University of Bridgeport
Bridgeport, Connecticut

Karen Cooper, MS, RN
Clinical Assistant Professor
Department of Nursing
Towson University
Towson, Maryland

Teresa E. Darnall, PhD, MSN, RN, CNE
Assistant Dean
Assistant Professor
May School of Nursing and Health Sciences
Lees-McRae College
Banner Elk, North Carolina

Florence Viveen Dood, DNP, MSN, BSN, RN
RN-BSN Program Coordinator
Assistant Professor
School of Nursing
Ferris State University
Big Rapids, Michigan

Aimee McDonald, PhD, RN
Assistant Professor
Department of Nursing
William Jewell College
Liberty, Missouri

Rita M. Million, PhD, RN, PHNA-BC, COI
Nursing Faculty
School of Nursing
College of Saint Mary
Omaha, Nebraska

Deanna R. Pope, DNP, RN, CNE
Professor
School of Nursing
Marshall University
Huntington, West Virginia

Kendra Schmitz, RN, MSN
Assistant Professor
School of Nursing
DYouville College
Buffalo, New York

Kathleen F. Tate, MSN, MBA, CNE, RN
Assistant Professor
School of Nursing
Northwestern State University
Natchitoches, Louisiana

Preface

If you want to go quickly, go alone. If you want to go far, go together.
African Proverb

The idea that some lives matter less is the root of all that is wrong in the world.
Paul Farmer

No matter what people tell you, words and ideas can change the world.
Robin Williams

e are experiencing extraordinary changes in healthcare in this new century; changes
that call upon the most creative, analytical, and innovative skills available. While the
world has the resources to reduce healthcare disparities and eliminate the differences

in healthcare and health outcomes that exist between various population groups across the globe,
accomplishing this is a long-term and complicated task. Improvement in the social structure
within which people live, and a redistribution of resources so that all people have access to the
basic necessities of life, require an unprecedented global consciousness and political
commitment.

Ultimately, reducing health disparities and promoting health equity occur within the local
community where people reside. Nurses are by far the largest group of healthcare providers
worldwide and, as such, have the ability and responsibility to be change agents and leaders in
implementing change in their communities. They can be the primary participants in the
development of health policy that specifically addresses the unique needs of their communities.
Through implementation and evaluation of culturally appropriate, community-based programs,
nurses can use their expertise to remedy the conditions that contribute to health disparities.
People need to be assured that their healthcare needs will be assessed and that healthcare is
available and accessible.

In the United States, public health has resurged as a national priority. Through Healthy
People 2020, national goals have been set to promote a healthy population and address the issue
of health disparities. The process of implementing the Healthy People 2020 objectives rests with
regional and local practitioners, with nurses having a direct responsibility in the implementation
process. The nurse practicing in the community has a central role in providing direct care for the
ill as well as promoting and maintaining the health of groups of people, regardless of the
circumstances that exist. Today, there are unparalleled challenges to the nurses problem-solving
skills in carrying out this mission.

Whether caring for the individual or the members of a community, it is essential that nurses
incorporate evidence from multiple sources in the analysis and solution of public health issues.
Community and Public Health Nursing: Evidence for Practice focuses on evidence-based
practice, presenting multiple formats designed to develop the abstract critical thinking skills and
complex reasoning abilities necessary for nurses becoming generalists in community and public
health nursing. The unique blend of both the nursing process and the epidemiologic process
provides a framework for gathering evidence about health problems, analyzing the information,
generating diagnoses or hypotheses, planning for resolution, implementing plans of action, and
evaluating the results.

To every complex question there is a simple answerand it is wrong. H. L. Mencken
(writer and wit, 18801956)

CONTENT ORGANIZATION
It is the intention of Community and Public Health Nursing: Evidence for Practice to present the
core content of community and public health nursing in a succinct, logically organized, but
comprehensive manner. The evidence for practice focus not only includes chapters on
epidemiology, biostatistics, and research but also integrates these topics throughout the text.
Concrete examples assist students in interpreting and applying statistical data. Healthy People
goals and measurable objectives serve as an illustration of the use of rates throughout the text.
Additionally, we have added brief learning activities and questions throughout the text to allow
students to apply the Healthy People goals to real-life scenarios. Groups with special needs,
such as refugees and the homeless, have been addressed in several chapters; however, tangential
topics that can be found in adult health and maternal-child health textbooks have been omitted.
A chapter on environmental health concerns has been included, along with a chapter on
community preparedness for emergencies and disasters. Also, a global perspective has been
incorporated into many chapters.

Challenges to critical thinking are presented in multiple places throughout each chapter.
Case studies are integrated into the content of each chapter and contain critical thinking
questions imbedded in the case study content. Also, a series of critical thinking questions can be
found at the end of each chapter. (Please see the description of features below.) Considering the
onus presented by Mark Twain: Be careful about reading health books. You may die of a
misprint, every attempt has been made to present correct, meaningful, and current evidence for
practice.

Part One presents the context within which the community or public health nurse practices.
An overview of the major drivers of healthcare change leads to a discussion of evolving trends,
such as the emphasis on patient/client-centered care, the effects of new technology upon the
delivery of care, and the need for people to assume more responsibility for maintaining their
health. Community and public health nursing as it presently exists is analyzed and reviewed
from a historical base, and issues foreseen for both the present and immediate future are
discussed. The nursing competencies necessary for competent community and public health
practice are also presented.

A more in-depth discussion of the complex structure, function, and outcomes of public
health and healthcare systems follows. National and international perspectives regarding
philosophical and political attitudes, social structures, economics, resources, financing
mechanisms, and historical contexts are presented, highlighting healthcare organizations and
issues in several developed countries. The World Health Organizations commitment to
improving the publics health in developing countries follows, with an emphasis on refugees and
disaster relief. With the burden of disease growing disproportionately in the world, largely due
to climate, public policy, socioeconomic conditions, age, and an imbalance in distribution of risk
factors, the countries burdened by disease often have the least capacity to institute change. Part
One concludes with examination of the indicators of health, health and human rights, factors that
affect health globally, and a framework for improving world health.

Part Two provides the frameworks and tools necessary to engage in evidence-based practice
focused on the populations health. Concepts of health literacy, health promotion, disease
prevention, and risk reduction are explored, and a variety of conceptual frameworks are
presented with a focus on both the epidemiologic and ecologic models. Epidemiology is
presented as the science of prevention, and nurses are shown how epidemiologic principles are

applied in practice, including the use of rates and other statistics as community health indicators.
Specific research designs are also explored, including the application of epidemiologic research
to practice settings.

Part Three is designed to develop the skills necessary to implement nursing practice
effectively in community settings. Since healthcare is in a unique state of transformation,
planning for community change is paramount. The health planning process is described, with
specific attention given to the social and environmental determinants of change. Lewins change
theory, force-field analysis, and the effective use of leverage points identified in the force-field
analysis demonstrate the change process in action.

Changes directed at decreasing health disparities must be culturally sensitive, client-
centered, and community-oriented. A chapter on cultural diversity and values fosters the
development of culturally competent practitioners, and the process of cultural health assessment
is highlighted. Frameworks of community assessment are presented and various approaches are
explored. Management of care and the case management process follows. The role and scope of
home care nursing practice and the provision of services is presented along with the challenges
inherent with interdisciplinary roles, advances in telehealth, and other home care services.

Although content on family assessment can be found in other texts, it is an integral
component of community and public health practice. Therefore, theoretical perspectives of
family, and contemporary family configurations and life cycles are explored. Family Systems
Nursing and the Calgary Family Assessment and Intervention Model are provided as guides to
implementing family nursing practice in the community. Evidence-based maternal-child health
home visiting programs and prominent issues related to family caregiving are also highlighted.

Part Four presents the common challenges in community and public health nursing. The
chapter addressing the risk of infectious and communicable diseases explores outbreak
investigation with analysis of data experience provided by the case studies. Public health
surveillance, the risk of common foodborne and waterborne illnesses, and sexually transmitted
diseases are followed by a discussion of factors that influence the emergence/reemergence of
infectious diseases, examples of recent outbreaks, and means of prevention and control.

The challenge presented by violence in the community is presented with an emphasis on
intimate partner violence and the role of the healthcare provider. Because of the cultural
variations in substance use disorder, multifaceted approaches to the problem are discussed with
the recommendation that evidence-based prevention and treatment protocols for substance use
disorder are incorporated by community health nurses in all practice settings. Meeting the
healthcare needs of vulnerable and underserved populations is another challenge. Health
priorities for people who live in rural areas; are gay, lesbian, bisexual, or transgender; are
homeless; or live in correctional institutions are reviewed.

The issues of access to quality care, chronic disease management, interaction with health
personnel, and health promotion in hard-to-reach populations among these populations are also
presented.

The environmental chapter demonstrates how to assess contaminants in the community by
creation of an exposure pathway. The health effects of the exposure pathway can then be
ascertained. Individual assessment of contaminant exposures, interventions, and evaluations are
also explored, ending with a focus on maintaining healthy communities. The final chapter in
Part Four presents the issue of community preparedness. The types of disasters along with
classification of agents are described, disaster management outlined, and the public health
response explained. The role and responsibility of nurses in disasters and characteristics of the
field response complete the content.

Part Five describes five common specialty practices within community and public health
nursing. All have frameworks that define practice and reflect the competencies necessary for
competent practice in a variety of community settings. These include application of the

principles of practice to community mental health, school health, faith-oriented communities,
palliative care, and occupational health nursing.

Features Found in Each Chapter

CHAPTER HIGHLIGHTS
Brief outline of the content and direction of the chapter

OBJECTIVES
Observable changes expected following completion of the chapter

KEY TERMS
Essential concepts and terminology required for comprehension of chapter content

CASE STUDIES

Vignettes presented throughout the content of each chapter, designed to stimulate critical thinking and
analytic skills

Evidence for Practice

Examples of objective evidence obtained from research studies that provide direction for
practice

Practice Point

Highlighting of essential facts relevant to practice

Student Reflection

Student stories of their own experience and reflections

KEY CONCEPTS
Summary of important concepts presented in the chapter

CRITICAL THINKING QUESTIONS

Problems requiring critical analysis that combines research, context, and judgment

COMMUNITY RESOURCES
List of resources that support the content of selected chapters

I didnt fail the test, I just found 100 ways to do it wrong. Benjamin Franklin

Acknowledgments

It is difficult to embark on the development of a new textbook without the support of colleagues,
family, and friends. A special thanks belongs to our contributors, both returning and new, who
were willing to share their expertise by writing chapters filled with the passion and commitment
to community and public health. In addition, we are thankful for the invaluable experiences we
obtained from our community and public health work that interfaced and informed the
production of this book. Those experiences ranged from developing interventions with and for
women living with HIV/AIDS in Boston, to implementing community-based programs that
addressed the health needs of diverse populations, to teaching students about the social
determinants of health, and to assuming leadership roles on local boards that are responsible for
the health of our local communities. Our editorial coordinator, John Larkin, was very helpful in
answering questions, calming frustrations, and solving problems. Greg Nicholl, our development
editor, provided the consistency found throughout the chapters. Thank you all for helping us
create this unique approach to community and public health nursing!

Rosanna F. DeMarco
Judith Healey-Walsh

A Special Thanks in Memoriam to Dr. Gail A. Harkness, DPH, FAAN
The first and second editions of this textbook were led by the efforts of Dr. Gail Harkness. Gail
was a mentor and friend. While she is no longer with us to help support, guide, and enliven this
newest edition, we wanted to take time to honor her memory and produce this edition in her
honor.

Gail was such an intelligent, warm, and wise public health expert who was most passionate
about population health and epidemiology, and particularly infectious diseases past, present, and
evolving. She was a prolific writer and teacher. When I met her, she reached out to me, asking if
I could help her with her vision of a community health and public health textbook for nursing

students that was affordable and succinct and did not just rattle on with facts but situated
public health ideas in the context of evidence, student stories, and current disease prevention and
health promotion innovations. She brought to my mentorship opportunity her global experiences
from the UK (University of Leeds) to Japan (Osaka), as well as her own local work on a town
Board of Health in Massachusetts. Gail loved public health research and the evidence it yielded
to inform policy decisions toward all our health. She was a graduate of the University of
Rochester (undergraduate and graduate programs) in Nursing and received her Doctorate in
Public Health from the University of Illinois, School of Public Health in Epidemiology and
Biometry (the application of statistical analysis to biologic data).

More than being an epidemiologist, she loved the opportunity as an academician to teach
nursing students at all levels to be as passionate about public health as she was. She was a
professor emerita from University of Connecticut. We know her family and friends miss Gail
very much, but her energy and spirit will always be in this textbook.

Rosanna F. DeMarco

Contents

PART ONE
The Context of Community and Public Health Nursing

Chapter 1
Public Health Nursing: Present, Past, and Future
Healthcare Changes in the 21st Century
Public Health Nursing Today
Roots of Public Health Nursing
Challenges for Public Health Nursing in the 21st Century

Chapter 2
Public Health Systems
Importance of Understanding How Public Health Systems are Organized
Structure of Public Healthcare in the United States
Functions of Public Health in the United States
Trends in Public Health in the United States
Healthcare Systems in Selected Developed Nations
Public Health Commitments to the World: International Public Health and Developing Countries

Chapter 3
Health Policy, Politics, and Reform
Healthcare Policy and the Political Process
Healthcare Finances and CostBenefit
Access to Care and Health Insurance
Healthcare Workforce Diversity
Nursings Role in Shaping Healthcare Policy
Advocacy Activities of Professional Nursing Organizations
Current Situation of Nursing Political Involvement: Challenges and Barriers
Quality of Care
Information Management
Equity in Healthcare Access and Quality
Community-Based Services Associated With Healthcare Reform
Ethical Consideration
Health Advocacy and Healthcare Reform
Overview of the ACA Prior to the End of Obama Presidency
Health Services Research
Conclusion

Chapter 4
Global Health: A Community Perspective
Definitions of Health
Global Health Concepts
Women, Poverty, and Health
Sustainable Development Goals
Other Factors That Affect Global Health
Role of Nurses

PART TWO
Evidence-Based Practice and Population Health

Chapter 5
Frameworks for Health Promotion, Disease Prevention, and Risk Reduction
Introduction
Health Promotion, Disease Prevention, and Risk Reduction as Core Activities of Public Health
Healthy People Initiatives
Road Maps to Health Promotion
Behavior Models
Use of the Ecologic Model: Evidence for Health Promotion Intervention
Health Promotion and Secondary/Tertiary Prevention for Women Living With HIV/AIDS
Health Literacy
Health Literacy and Health Education
Health Literacy and Health Promotion
Role of Nurses

Chapter 6
Epidemiology: The Science of Prevention
Defining Epidemiology
Development of Epidemiology as a Science
Epidemiologic Models
Applying Epidemiologic Principles in Practice

Chapter 7
Describing Health Conditions: Understanding and Using Rates
Understanding and Using Rates
Specific Rates: Describing by Person, Place, and Time
Types of Incidence Rates
Sensitivity and Specificity
Use of Rates in Descriptive Research Studies

Chapter 8
Gathering Evidence for Public Health Practice
Observational Studies
Intervention (Experimental) Studies

PART THREE
Implementing Nursing Practice in Community Settings

Chapter 9
Planning for Community Change
Health Planning
Community Assessment
Systems Theory
Working With the Community
Social Ecologic Model
Health Impact Pyramid
Multilevel Interventions
Social Determinants of Health
Change Theory
Planning Community-Level Interventions
Collaboration and Teamwork
Evaluating Community-Level Interventions

Funding Community-Level Intervention Programs
Social Marketing
Nurse-Managed Health Centers

Chapter 10
Cultural Competence: Awareness, Sensitivity, and Respect
Culture and Nursing
Western Biomedicine as Cultured
Aspects of Culture Directly Affecting Health and Healthcare
Cultural Health Assessment

Chapter 11
Community Assessment
Introduction
Defining the Community and Its Boundaries
Frameworks for Community Assessment

Chapter 12
Care Management, Case Management, and Home Healthcare
Care Management
Case Management
Home Healthcare
Case Management, Home Healthcare, and Current Healthcare Reform

Chapter 13
Family Assessment
Introduction
Family Nursing Practice
Understanding Family
Family Nursing Theory
How Community Health Nurses Support Families
Community Health Nurses Responsibility to Families

PART FOUR
Challenges in Community and Public Health Nursing

Chapter 14
Risk of Infectious and Communicable Diseases
Introduction
Epidemiology of the Infectious Process: The Chain of Infection
Outbreak Investigation
Healthcare-Associated Infections
Public Health Surveillance
Specific Communicable Diseases
Other Sexually Transmitted Diseases
Prevention and Control of Specific Infectious Diseases

Chapter 15
Emerging Infectious Diseases
Introduction
Factors That Influence Emerging Infectious Diseases
Recent Emerging and Reemerging Infectious Diseases
Reemerging Vaccine-Preventable Diseases
Antibiotic-Resistant Microorganisms
Conclusions

Chapter 16
Violence and Abuse
Overview of Violence
Intimate Partner Violence
Mandatory Reporting of Abuse
Intervention
Human Trafficking
Model of Care for Victims of Intentional Crimes
Forensic Nursing

Chapter 17
Substance Use
International Aspects of Substance Abuse
Health Profiles and Interventions for High-Risk Populations
Impact on the Community
Public Health Models for Populations at Risk
Treatment Interventions for Substance Abuse
Goals of Healthy People 2020

Chapter 18
Underserved Populations
The Context of Health Risks
Rural Populations
Correctional Health: Underserved Populations in Jails and Prisons
Gay, Lesbian, Bisexual, Transgender, and Queer Community
Veterans and Health
Human Trafficking
Homeless Populations

Chapter 19
Environmental Health
Introduction
Human Health and the Environment
Assessment
Interventions
Evaluation
Environmental Epidemiology
Working Toward Healthy Environments
Childrens Health

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