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Related Concept Videos

Models of Health Promotion and Illness Prevention I01:25

Models of Health Promotion and Illness Prevention I

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A model is a theoretical way to understand a concept or an idea. Models can overcome barriers to health regardless of diverse economic and cultural backgrounds. In addition, models make the task easier by providing different ways to approach complex issues. There are two major health promotion models: the health belief model and the health promotion model.
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Models of Health Promotion and Illness Prevention II01:18

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The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
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Methods Of Healthcare Delivery System01:26

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At the different levels of the healthcare system, we see varying methods of healthcare used. These methods include managed care systems, case management, and primary healthcare.
Managed Care System:
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Levels of Health Promotion and Illness Prevention01:26

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Health promotion allows a person to control the determinants of health, resulting in an improved health status. It enhances the quality of life and reduces premature deaths. Health promotion and illness prevention programs help people make beneficial choices to reduce the risk of disease and disabilities. There are three health promotion and illness prevention levels: primary, secondary, and tertiary prevention.
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Nursing Implementation01:15

Nursing Implementation

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Implementation is the execution of the nursing care plan developed during the planning phase.
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Primary Healthcare Services01:30

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Primary care promotes wellness and prevents disease. This care includes health promotion, education, protection (such as immunizations), early disease screening, and environmental considerations. Settings providing this type of healthcare include physician offices, public health clinics, school nursing, and community health nursing.
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Updated: Mar 13, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Design and Implementation of an Innovative Health Equity Curriculum.

Melicia Escobar1, Heather M Bradford1, Katie DePalma1

  • 1Nurse-Midwifery/Women's Health Nurse Practitioner (WHNP) and WHNP Programs, Georgetown University Berkley School of Nursing, Washington, District of Columbia.

Journal of Midwifery & Women'S Health
|March 12, 2026
PubMed
Summary
This summary is machine-generated.

Health professional students need training to address health care inequities. An innovative curriculum was developed to equip future clinicians with skills to provide equitable care and mitigate bias for marginalized populations.

Keywords:
curriculumgraduate nursing educationhealth equitymidwiferypatient‐centeredracism

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Area of Science:

  • Medical Education
  • Health Equity
  • Social Determinants of Health

Background:

  • Healthcare systems perpetuate inequities, negatively impacting marginalized communities including Black, Indigenous, Latinx, disabled, larger-bodied, economically oppressed, and gender-diverse individuals.
  • Traditional medical, nursing, and midwifery models have historically neglected or mistreated these populations.
  • Health professional students enter a system marked by significant health disparities and require competence to address them.

Purpose of the Study:

  • To describe the development and implementation of a health equity curriculum for nurse-midwifery and women's health nurse practitioner students.
  • To prepare future clinicians to deliver socially and clinically appropriate care to all populations.
  • To foster self-awareness regarding bias and the role of clinicians in mitigating health inequities.

Main Methods:

  • Design and implementation of an innovative health equity curriculum at a nurse-midwifery and women's health nurse practitioner program.
  • Focus on identifying structural/systemic barriers to health and wellness.
  • Emphasis on mitigating bias and discrimination in clinical practice.

Main Results:

  • The curriculum aims to equip students to provide equitable care.
  • Students are trained to identify and respond to health needs within the context of inequities.
  • The program fosters self-awareness of individual roles in addressing health disparities.

Conclusions:

  • An innovative health equity curriculum is crucial for preparing future clinicians.
  • Addressing structural and interpersonal drivers of health inequities is essential for diverse populations.
  • Continuous evaluation and expansion of such curricula are vital for advancing health equity.