Description
Please write a paragraph with your opinion for the question below .
Using the health belief model, how can nurses encourage patients to make immediate and permanent behavior changes; particularly as they relate to lifestyle choices?
– Please see attachment bellow of health belief model.
Theories and Models
There are several theories and models used to explain and initiate health promotion behavioral
changes. Edelman and Mandle (2010) explain two theories: the health belief model and the
social cognitive theory.
Health Belief Model
The health belief model is used to predict or to explain health behavior. It explores the client’s
readiness to change, the client’s perception toward needing to change, and the clients
perceived benefits to the health change. The model is useful in explaining the role of values and
beliefs in predicting the outcomes and adherence to the health promotion education and
behavior changes. This model is a helpful guide for the nurse in choosing education strategies
for the client (Edelman & Mandle, 2010,).
Social Cognitive Theory
Social cognitive theory provides another opportunity for client education. Its premise refers to
an individual’s perception that one is capable of performing behaviors that influence one’s
health status. This theory provides for the modeling of, and/or provision of, opportunity to
imitate desired positive health care behavior (Edelman & Mandle, 2010,).
Instructional Methods
With all types of education, it is important to understand individual learning styles and how to
tailor the educational content to enhance the learning experience. It is also essential to offer
education in varied ways to clients ensuring that they understand what is being taught. Nurses,
who are involved in patient education, develop extensive resources to use in addressing many
health-related conditions and health promotion interventions.
Instructional Teaching Techniques
There are many different examples of instructional methods. The didactic approach or lecture is
widely used by educators. While this method allows for the delivery of information, it lacks
learner interaction. Group discussions are helpful in sharing information. In this forum,
information is shared in an informal gathering and clients glean the education from one
another by sharing their experiences. Therefore, the nurse often functions as a group
facilitator, assisting in the process. In other cases, individual education is ideal for those with
specific and immediate educational needs. With this technique, demonstration and return
demonstration can validate understanding and reinforce the learning process. Additional
techniques can include simulations, written informational materials, and computer-assisted
resources.
Learning Objectives
In addition to methodology, it is important to set learning objectives. Just as patient outcomes
in nursing care plans are specific and measurable, so too must be learning objectives. The
objectives identify detailed processes that will take place in order for the client to achieve
success and leave little to no room for speculation (Mager, 1997).
ABCDs of Well-Stated Objectives
1. Audience
a) Who is the learner?
2. Behavior
a) The action verb describing the new capability.
3. Condition
a) Under which the performance is to be observed.
4. Degree
a) The standard, time limit, range of accuracy, etc.
b) Criterion of acceptable performance.
Example: After a 2-hour presentation on teaching/learning methods, the (A) RN/BSN students
(B) will develop (D) a 15-minute (C) teaching session on a health promotion topic utilizing at
least two (D) different appropriate instructional methods.
Behavioral Objectives
Behavioral objectives refer to the action that describes the new activity the client has learned
to promote healthy living. By incorporating behavioral objectives that are unique and
personalized into the nursing care plan, the nurse can assess whether learning has occurred.
Adaptation and incorporation of this learned behavior into the client’s normal activities show a
movement toward positive health promotion.
Conclusion
Nurses have always been and will continue to be educators. Using theory can assist the nurse in
offering the best health promotion education to the client. In addition, understanding each
client’s needs will assist the nurse in utilizing the most effective means to provide the needed
information in a manner that is understood and facilitates change in the client. Overall,
educating people to lead healthier lives is rewarding, especially when they are able to be
independent in their decision making and make sound choices based on solid information.
References
Bastable, S. (2003). Nurse as educator: Principles of teaching and learning for nursing practice
(2nd ed.). Boston: Jones and Bartlett.
Edelman, C., & Mandle, C. L. (2010). Health promotion throughout the life span (7th ed.). St.
Louis: Mosby.
Mager, R. (1997). Preparing instructional objectives: A critical tool in the development of
effective instruction. Atlanta, GA: CEP Press.
Shattuck, L. (1850). Report of the Sanitary Commission of Massachusetts. Retrieved July 22,
2008, from http://www.deltaomega.org/shattuck.pdf
Purchase answer to see full
attachment
There are several theories and models used to explain and initiate health promotion behavioral
changes. Edelman and Mandle (2010) explain two theories: the health belief model and the
social cognitive theory.
Health Belief Model
The health belief model is used to predict or to explain health behavior. It explores the client’s
readiness to change, the client’s perception toward needing to change, and the clients
perceived benefits to the health change. The model is useful in explaining the role of values and
beliefs in predicting the outcomes and adherence to the health promotion education and
behavior changes. This model is a helpful guide for the nurse in choosing education strategies
for the client (Edelman & Mandle, 2010,).
Social Cognitive Theory
Social cognitive theory provides another opportunity for client education. Its premise refers to
an individual’s perception that one is capable of performing behaviors that influence one’s
health status. This theory provides for the modeling of, and/or provision of, opportunity to
imitate desired positive health care behavior (Edelman & Mandle, 2010,).
Instructional Methods
With all types of education, it is important to understand individual learning styles and how to
tailor the educational content to enhance the learning experience. It is also essential to offer
education in varied ways to clients ensuring that they understand what is being taught. Nurses,
who are involved in patient education, develop extensive resources to use in addressing many
health-related conditions and health promotion interventions.
Instructional Teaching Techniques
There are many different examples of instructional methods. The didactic approach or lecture is
widely used by educators. While this method allows for the delivery of information, it lacks
learner interaction. Group discussions are helpful in sharing information. In this forum,
information is shared in an informal gathering and clients glean the education from one
another by sharing their experiences. Therefore, the nurse often functions as a group
facilitator, assisting in the process. In other cases, individual education is ideal for those with
specific and immediate educational needs. With this technique, demonstration and return
demonstration can validate understanding and reinforce the learning process. Additional
techniques can include simulations, written informational materials, and computer-assisted
resources.
Learning Objectives
In addition to methodology, it is important to set learning objectives. Just as patient outcomes
in nursing care plans are specific and measurable, so too must be learning objectives. The
objectives identify detailed processes that will take place in order for the client to achieve
success and leave little to no room for speculation (Mager, 1997).
ABCDs of Well-Stated Objectives
1. Audience
a) Who is the learner?
2. Behavior
a) The action verb describing the new capability.
3. Condition
a) Under which the performance is to be observed.
4. Degree
a) The standard, time limit, range of accuracy, etc.
b) Criterion of acceptable performance.
Example: After a 2-hour presentation on teaching/learning methods, the (A) RN/BSN students
(B) will develop (D) a 15-minute (C) teaching session on a health promotion topic utilizing at
least two (D) different appropriate instructional methods.
Behavioral Objectives
Behavioral objectives refer to the action that describes the new activity the client has learned
to promote healthy living. By incorporating behavioral objectives that are unique and
personalized into the nursing care plan, the nurse can assess whether learning has occurred.
Adaptation and incorporation of this learned behavior into the client’s normal activities show a
movement toward positive health promotion.
Conclusion
Nurses have always been and will continue to be educators. Using theory can assist the nurse in
offering the best health promotion education to the client. In addition, understanding each
client’s needs will assist the nurse in utilizing the most effective means to provide the needed
information in a manner that is understood and facilitates change in the client. Overall,
educating people to lead healthier lives is rewarding, especially when they are able to be
independent in their decision making and make sound choices based on solid information.
References
Bastable, S. (2003). Nurse as educator: Principles of teaching and learning for nursing practice
(2nd ed.). Boston: Jones and Bartlett.
Edelman, C., & Mandle, C. L. (2010). Health promotion throughout the life span (7th ed.). St.
Louis: Mosby.
Mager, R. (1997). Preparing instructional objectives: A critical tool in the development of
effective instruction. Atlanta, GA: CEP Press.
Shattuck, L. (1850). Report of the Sanitary Commission of Massachusetts. Retrieved July 22,
2008, from http://www.deltaomega.org/shattuck.pdf
Purchase answer to see full
attachment
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