The public health nurse is working with a type 2 diabetic and is providing education on the importance of using a helmet while riding a bicycle for exercise. This is an example of which level of prevention?
Primary
Secondary
Tertiary
Policy Development
The Correct Answer is C
Choice A reason: Primary prevents disease; helmet use manages diabetes complications. This errors per public health standards. It’s universally distinct, pre-disease focus.
Choice B reason: Secondary screens; helmet education aids existing diabetes. This misaligns with nursing definitions. It’s universally distinct, not detection-based.
Choice C reason: Tertiary prevents complications in diagnosed diabetics, like injury. This fits public health standards. It’s universally applied, distinctly post-diagnosis care.
Choice D reason: Policy isn’t prevention; helmet use is tertiary. This errors per nursing standards. It’s universally distinct, not a prevention level.
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Related Questions
Correct Answer is A
Explanation
Choice A reason: Ensuring a competent workforce is assurance, a core function. This aligns with public health standards. It’s universally recognized, distinctly service-based.
Choice B reason: Program implementation is policy, not assurance directly. Workforce fits, per nursing. This errors in category. It’s universally distinct.
Choice C reason: Monitoring status is assessment; assurance ensures resources. This misaligns with core functions. It’s universally distinct, not provision.
Choice D reason: Policy development plans; assurance delivers workforce competence. This errors per public health standards. It’s universally distinct, planning-focused.
Correct Answer is D
Explanation
Choice A reason: Secondary prevention involves early detection, like STI screenings. Safe sex education aims to prevent infection before it occurs, not identify existing cases. It targets behavior to stop disease onset, distinguishing it from reactive measures addressing already-present conditions epidemiologically here fully.
Choice B reason: Policy development crafts rules, like condom distribution laws. Education is an action, not policy creation, though it may support it. This focuses on individual prevention, not systemic regulation, separating it from broader public health infrastructure changes distinctly and comprehensively overall.
Choice C reason: Tertiary prevention manages existing disease, like HIV treatment adherence. Safe sex education prevents initial infection, not complications. It’s proactive, targeting susceptibles before exposure, contrasting with efforts to reduce impact in already-affected individuals biologically and practically in scope here.
Choice D reason: Primary prevention stops disease before it starts, like safe sex education reducing STI risk. By teaching condom use, it builds immunity to exposure, a proactive step aligning with public health’s goal to lower incidence rates preemptively across populations effectively and clearly.
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