QLD · QCAAQ&A
HealthQ&A by dot point
A short Q&A bank for every QLD Health syllabus dot point. Each question and answer is drawn directly from our worked dot-point page, so you can scan key concepts before opening the long-form answer.
Unit 3: Resilience as a community and global resource
- Analyse anxiety as a priority issue using the determinants of health and apply the Ottawa Charter and a salutogenic approach to build community resilience2Q&A pairs
- Analyse how the social, economic, environmental and cultural determinants of health influence the capacity of a community to build and access resilience as a health resource4Q&A pairs
- Apply the diffusion of innovations process variables to design a diffusion action strategy that builds resilience for a community priority issue1Q&A pairs
- Analyse health equity and the global determinants of health, and explain how resilience operates as a global as well as a community resource1Q&A pairs
- Apply the QCAA health inquiry process and the action research approach to investigate a community health priority and recommend evidence-based action2Q&A pairs
- Explain health literacy and social capital as community resources and analyse how they build the capacity of a community to access and build resilience0Q&A pairs
- Analyse homelessness as a priority issue using the determinants of health and apply the Ottawa Charter to build community resilience for people at risk of or experiencing homelessness2Q&A pairs
- Explain and apply the five action areas of the Ottawa Charter for Health Promotion to build resilience as a community resource for a priority health issue6Q&A pairs
- Explain the salutogenic approach, the ease and dis-ease continuum, the sense of coherence and generalised resistance resources, and apply them to building resilience as a community resource2Q&A pairs
- Investigate a Unit 3 elective priority issue (such as transport safety, homelessness or anxiety) and evaluate community action that builds resilience as a health resource3Q&A pairs
Unit 4: Respectful relationships in the post-schooling transition
- Apply the diffusion of innovations model and the RE-AIM framework to plan, implement and evaluate health promotion action for collective resilience4Q&A pairs
- Evaluate the effectiveness of health promotion action against criteria and recommend refinements that strengthen resilience and equity3Q&A pairs
- Apply extended-response technique to unseen stimulus, integrating the determinants, the Ottawa Charter, diffusion and RE-AIM under timed external-examination conditions3Q&A pairs
- Design and justify a health promotion campaign that uses the Ottawa Charter action areas to build resilience and shift social norms in the post-schooling transition2Q&A pairs
- Apply skills of evidence selection and appraisal, judging reliability and validity, to investigate a respectful relationships priority for the IA3 investigation3Q&A pairs
- Analyse how respectful relationships build collective resilience and support health during the transition out of school3Q&A pairs
- Analyse how social norms and bystander action influence respectful relationships, and apply social norms approaches to health promotion for collective resilience0Q&A pairs
- Explain the post-schooling transition as a health context and analyse how respectful relationships act as a resource during this period of change1Q&A pairs