PPN 302 Midterm One 2026/2027 – 100+ Questions & Answers, Community Health Nursing, Health Promotion, Equity, Primary Health Care, Ottawa Charter & Social Determinants

This PPN 302 Midterm One 2026/2027 study resource is a comprehensive 33-page community and public health nursing exam review containing 100+ questions and answers. The document covers community health nursing (CHN), CHNC Standards of Practice, health promotion, disease prevention, health equity and inequity, social determinants of health, primary health care, the Ottawa Charter, Population Health Promotion, racism, cultural safety, Indigenous determinants of health, anti-oppressive practice and structural violence. The material is strongly situated within the Canadian community health nursing context, making it especially relevant for students preparing for examinations requiring both factual recall and application of population-health concepts. The opening section establishes the role of the community health nurse as a nurse who works with people where they live, work, learn, worship and play to promote health. Students review the Community Health Nurses of Canada (CHNC) Blueprint for Action, including its focus on strengthening CHN scope of practice, nursing leadership, collaboration, community-oriented healthcare systems, education and professional development. The document also distinguishes a community-oriented approach, which focuses on health promotion and disease or injury prevention at the population level, from a community-based approach centered on providing care to individuals, families and groups in their everyday environments. A major portion examines the eight CHNC Standards of Practice: health promotion, prevention and health protection, health maintenance/restoration/palliation, professional relationships, capacity building, health equity, evidence-informed practice, and professional responsibility and accountability. Students review how these standards guide community nursing through ethical practice, collaborative relationships, patient strengths, informed decision-making and attention to the social determinants of health. The guide also introduces the CHNC Professional Practice Model and its four broad areas involving the client, CHN nursing practice, community organizations and the wider healthcare system. The document provides substantial coverage of health equity, health inequities and social gradients in health. Health equity is framed around fairness in access to resources and opportunities needed for health, whereas inequities are described as unfair and avoidable differences among socially, economically, geographically or demographically defined groups. Students examine three important characteristics of inequity—systematic patterns, avoidability, and unfairness or injustice—and connect unequal health outcomes with differences in wealth, power, social status and access to resources. Four major approaches to health are compared: the biomedical model, behavioural model, harm-reduction approach and socio-environmental model. The biomedical model emphasizes disease identification and treatment; the behavioural model focuses largely on lifestyle and individual behavior; harm reduction aims to reduce health and social consequences without necessarily requiring cessation of a risky behavior; and the socio-environmental approach emphasizes prevention, social context, policy and the physical and economic conditions influencing health. Examples in the document include medications and surgery, health education, sterile needle distribution and policy-based interventions. The prevention section distinguishes primordial, primary, secondary, tertiary and quaternary prevention. Primordial prevention targets the conditions that create health risks before risk factors become established; primary prevention seeks to prevent disease or injury before occurrence; secondary prevention emphasizes screening and early detection; tertiary prevention aims to limit complications and restore function after disease develops; and quaternary prevention addresses risks associated with unnecessary medicalization, overdiagnosis and overtreatment. The guide further connects prevention with upstream, midstream and downstream approaches, allowing students to understand where interventions act along the pathway from social determinants to established disease. Another central topic is health promotion and the social determinants of health (SDOH). The document uses the WHO conception of health as encompassing physical, mental and social well-being and defines health promotion as enabling people to increase control over and improve their health. Students review determinants such as income, social support, employment, education, childhood development, immigration, race, class, gender and sexuality. Related concepts include social justice, equality versus equity, health disparities, differential access, marginalization, intersectionality and the use of a critical lens to examine power relationships affecting health. The resource provides detailed preparation on Primary Health Care (PHC) and distinguishes it from primary care. PHC is presented as a broader approach that incorporates determinants of health, community participation and social, cultural, political and economic contexts, whereas primary care is described more narrowly as the person's point of entry into healthcare. Students study the five PHC principles of accessibility, public participation, health promotion, appropriate technology and intersectoral collaboration, together with eight PHC elements involving health education, nutrition, water and sanitation, maternal-child care, immunization, endemic-disease prevention, treatment of common conditions and essential medications. The Ottawa Charter for Health Promotion is one of the document's most important exam topics. Students review its five action areas: building healthy public policy, creating supportive environments, strengthening community action, developing personal skills and reorienting health services. The three core health-promotion strategies—advocate, enable and mediate—are also explained. Practical examples include seat-belt and helmet policies, community kitchens, workplace health promotion, healthy physical environments, smoking-cessation education and improving healthcare access for diverse populations. The guide then introduces the Population Health Promotion Model, connecting population health with Ottawa Charter strategies and social determinants. Students learn the model through questions framed around who, what, how and why: who should be involved or targeted, what determinants require action, how Ottawa Charter strategies can be applied, and why evidence-informed foundations are necessary. Population health promotion is presented as an approach intended both to improve population health and to reduce disparities. Risk communication and risk management are also introduced as important public-health processes. A substantial later section examines racism as a determinant of health and a public-health concern. The document distinguishes interpersonal, institutional, systemic/structural and internalized racism and connects contemporary health inequities with historical processes such as colonization and slavery. Students review manifestations such as bias, prejudice, microaggressions and discrimination and consider their psychological, chronic-disease, maternal-child and family-health consequences. The material also explores racialization, racial equity and the cycle of oppression, linking stereotyping to prejudice, discrimination and systemic oppression. Closely related concepts include cultural safety, cultural humility and cultural competence. Cultural safety emphasizes recognition of power and privilege in healthcare relationships, while cultural humility requires continuing self-reflection concerning personal biases and respectful relationships. Cultural competence is discussed through awareness, attitudes and behaviors as well as the constructs of cultural awareness, knowledge, skills, encounters and desire. The guide extends these ideas into anti-racism and anti-oppressive practice, emphasizing recognition of privilege, understanding systemic oppression and taking action toward social change. The final portion addresses Indigenous determinants of health, decolonizing nursing and structural violence. Indigenous determinants are organized into proximal, intermediate and distal levels. Distal/root determinants include colonialism, systemic racism, social exclusion and the Indian Act; intermediate determinants include healthcare and educational systems, resources, intergenerational trauma, residential schools and the Sixties Scoop; and proximal determinants include immediate living conditions, health behaviors, environmental conditions and access to necessities such as safe water. Students also examine how community health nursing standards can be applied to racism through health promotion, equity, professional relationships, cultural safety and critical examination of historical injustice. For academic cross-reference, the document's health-promotion material is grounded in internationally recognized frameworks including the World Health Organization's Ottawa Charter for Health Promotion (1986) and the Declaration of Alma-Ata on Primary Health Care (1978). Its Canadian community-nursing material corresponds with the Community Health Nurses of Canada (CHNC) Canadian Community Health Nursing Standards of Practice and CHNC professional-practice frameworks. Population-health and social-determinants concepts can also be cross-referenced with Canadian public-health literature and WHO work on the social determinants of health and health equity. These established sources are particularly useful for verifying definitions and expanding on the concise answers contained in the study guide. This resource is particularly relevant for PPN 302 students, community health nursing students, public health nursing students, practical nursing students, BSN and RN students, Canadian nursing students and learners preparing for midterm examinations in population and community health. It is especially useful for students studying CHNC standards, health promotion, prevention levels, health equity, SDOH, upstream approaches, primary health care, the Ottawa Charter, population health promotion, racism and health, cultural safety, Indigenous health, anti-oppressive nursing and structural violence. The uploaded document does not identify a specific university, so University Not Specified is retained rather than assigning an unsupported institution. Keywords: PPN 302 Midterm One, PPN 302 questions and answers, PPN 302 study guide, PPN , community health nursing exam, community health nursing questions, public health nursing exam, Canadian community health nursing, CHNC standards of practice, CHNC Blueprint for Action, community oriented nursing, community based nursing, health promotion nursing, health equity nursing, health inequity, social gradients in health, social determinants of health, SDOH nursing, biomedical model, behavioural model, harm reduction nursing, socio environmental model, primordial prevention, primary prevention, secondary prevention, tertiary prevention, quaternary prevention, upstream approach, midstream approach, downstream approach, Lalonde Report, primary health care, primary care nursing, PHC principles, Ottawa Charter, Ottawa Charter five action areas, advocate enable mediate, population health promotion model, population health nursing, social justice nursing, equality vs equity, health disparities, intersectionality health, critical lens nursing, racism in healthcare, systemic racism, structural racism, cycle of oppression, cultural safety nursing, cultural humility nursing, cultural competence nursing, anti racism nursing, anti oppressive practice, Indigenous determinants of health, decolonizing nursing, structural violence, Canadian public health nursing