Health Models & Frameworks
Health Inequities
Data & Indicators
Social & Cultural Influences
Actions & Strategies
100

What are the five levels of the socio-ecological model?

Individual, Interpersonal, Organisational, Community, Society

100

What does the ‘G’ in DOGSGUARDPEGS stand for?

Gender / Government policy / Geographic location

100

What is morbidity?

The rate of disease in a population.

100

Define cultural norms.

Shared customs and values within a cultural group.

100

What are the three core strategies of the Ottawa Charter?

Enable, Mediate, Advocate

200

Which model includes physiological, safety, love/belonging, esteem, and self-actualisation?

Maslow’s Hierarchy of Needs


200

Define health inequities.

Unjust and preventable differences in health between population groups.

200

Name two quantitative and two qualitative ways to detect health inequities.

Quantitative – mortality, life expectancy. Qualitative – focus groups, interviews.


200

What is one cultural factor that could influence a person’s view on organ donation?

Religious beliefs about body sanctity, family authority, mistrust, etc.

200

What’s the purpose of the PABCAR model?

To guide decisions on whether to act on a public health issue.

300

Why is the socio-ecological model useful in health promotion?

It recognises multiple influences on behaviour and helps design effective strategies.

300

Name three specific populations in Australia that experience health inequities.

Indigenous Australians, rural/remote communities, prisoners, elderly, etc.

300

What challenges do governments face when trying to improve health indicators?

Takes time, cost, addressing complex social determinants, political barriers.

300

What’s the difference between prescriptive and proscriptive norms?

What’s the difference between prescriptive and proscriptive norms?

300

Name two actions that improve health literacy.

Plain-language materials, community workshops, school programs, etc.

400

What’s one example of a health promotion strategy at the ‘community’ level of the SEM?

Community health fairs, local campaigns, youth centres, etc.

400

How can ‘access to education’ affect health outcomes?

Better education leads to higher health literacy, employment opportunities, etc.

400

Compare life expectancy in Australia and a developing country and explain why it differs.

(E.g. healthcare access, poverty, clean water, etc.)

400

How can language impact relationships in healthcare settings?

Miscommunication, misunderstanding treatment, trust barriers.

400

List the steps in a needs assessment.

Identify issue, analyse problem, prioritise, set goals, determine strategies, action plan, evaluate.

500

Explain how COVID lockdowns could affect two levels of Maslow’s hierarchy.

(E.g. Physiological – access to food; Esteem – loss of extracurricular activities)

500

How does poor health literacy increase the impact of geographic isolation on health outcomes?

It makes it harder for people to find, understand, or act on health information when services are already limited by distance. 

500

Provide a detailed example of a trend in health data and explain how it might be interpreted.

(E.g. rising diabetes rates in low-SES groups due to diet/exercise access)

500

Explain how social networks can both support and discourage positive health behaviour.

(E.g. peer support to quit smoking vs peer pressure to drink)

500

How could the Ottawa Charter be used to reduce vaping rates among high school students?

  • Policy: Ban vape sales near schools.

  • Environment: Vape-free school zones.

  • Community: Parents + school work together.

  • Skills: Teach refusal + stress coping.

  • Health Services: School nurse runs quit sessions.