NRS-429VN Topic 1 DQ 2
Describe a health promotion model used to initiate behavioral changes. How does this model help in teaching behavioral changes? What are some of the barriers that affect a patient’s ability to learn? How does a patient’s readiness to learn, or readiness to change, affect learning outcomes?
As part of health promotion, the Transtheoretical Model of Change is used to encourage individuals to engage in behavior modification NRS-429VN Topic 1 DQ 2. “The Transtheoretical Model (TTM) construes behavior change as an intentional process that unfolds over time and involves progress through a series of six stages of change” (Prochaska et al. 2020). According to the theory of transactional memory (TTM), when people learn new habits, they go through a series of stages. Pre-contemplation, thinking about it, planning, actually doing, and following through are the processes involved. By providing health educators with a framework through which to understand how individuals progress through different stages of change, TTM can facilitate teaching individuals how to change their behavior. When health educators realize this, they are better able to adapt their messages and methods to the many stages of change that individuals go through. For example, a person in the pre-contemplation stage may want more information about the benefits of a new habit before they are ready to consider a change.
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When a person admits that they have a problem or that they need to make a change, they have entered the contemplation phase of the change process. People who are now in this stage are thinking about changing their behavior in the near future but haven’t really committed to it yet. Health educators can use this time to talk with the individual about the positive aspects of the change and help them formulate a strategy for making the change. The degree to which a person is ready and open to change is the primary goal of the preparation phase (Pender, 2011). NRS-429VN Topic 1 DQ 2 People who have reached this stage are ready to change their behavior and take the necessary steps to do so. At this point, health educators are able to help people by providing them with the resources and motivation they need to change. Patients may have difficulty learning new information because they are unable to read effectively, do not understand things correctly, or do not have access to resources. Patients with low levels of literacy may have difficulty understanding the information they receive about their health condition. Patients who have cognitive impairments may have difficulty remembering specific information or following commands. A patient who has limited access to resources may find it difficult to obtain the information or services they require.
NRS-429VN Topic 1 DQ 2 References:
Matin, B. K., Williamson, H. J., Karyani, A. K., Rezaei, S., Soofi, M., & Soltani, S. (2021). Barriers in access to healthcare for women with disabilities: a systematic review in qualitative studies. BMC women’s health, 21(1), 1-23.
Pender, N. J. (2011). Health promotion model manual.
Prochaska, J. O. (2020). Transtheoretical model of behavior change. Encyclopedia of behavioral medicine, 2266-2270.
Wang, L., Liu, Y., Tan, H., & Huang, S. (2022). Transtheoretical model-based mobile health application for PCOS. Reproductive Health, 19(1), 1-10.
NRS-429VN Topic 1 DQ 2 sample 2
The concept of health as a positive state rather than the absence of disease is at the heart of Pender’s health promotion model. Nola. J Pender conceived the idea for the model to serve as an antithesis to health protection models and put it into practice. The models describe the multifaceted nature of people as they interact with one another and their environments to pursue health. The model focuses on three primary domains: the individual experiences and characteristics, how behavior affects specific cognitions, and behavior outcomes. The theory proposes that every person possesses distinctive qualities that influence the choices that they make in their lives NRS-429VN Topic 1 DQ 2.
The factors that influence specific behavioral knowledge significantly affect one’s motivation. The most desirable outcomes for behavior are those that are good for one’s health. At every stage of development, applying these behaviors ought to result in improved health, however, increased functional ability, including an overall improvement in quality of life. The ultimate behavioral demand is also impacted by the immediate competing demand and preferences, which has the potential to derail actions that are intended to promote healthy living. The ability of patients to learn is hindered by obstacles such as an absence of readiness and willingness to learn and a failure to comprehend the significance of education. The psychological and physiological state of the patient can also serve as a barrier to the patient’s capacity for learning.
The success of the learning process is significantly impacted by the patient’s readiness and willingness to acquire new skills or alter their behavior. It does not matter how vital the knowledge you are trying to impart to a patient; the result will always be determined by how willing the patient is to absorb the information. When patients can make comparisons, it is much simpler to instruct them to adopt new healthy behaviors.
References
Pender N.J. Health Promotion in Nursing Practice. 2nd ed. Norwalk: Appleton & Lange; 1987.
Johnson JL, Ratner PA, Bottorff JL, Hayduk LA. An exploration of Pender’s Health Promotion Model using LISREL. Nurs Res. 1993 May-Jun;42(3):132-8. PMID: 8506160 NRS-429VN Topic 1 DQ 2
