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Health Promotion and Teaching as Tools for Nursing

explanatory Essay
1315 words
1315 words
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Laying the Foundation for a Healthier Future

Health promotion and teaching are important tools for nursing. By promoting health and health teaching, nurses can help lay the foundation for a healthier future.

Major Concepts and Definitions

Belief–a statement of sense, declared or implied, that is intellectually and/or emotionally accepted as true by a person or group.

Attitude–a relatively constant feeling, predisposition, or a set of beliefs that is directed toward an object, a person, or a situation.

Value–a preference that is shared and transmitted within a community.

Behavioral diagnosis–the delineation of the specific health actions that are most likely to effect a health outcome.

Health Belief Model–a paradigm used to predict and explain health behavior that is based on value-expectancy theory.

Perceive–how one views oneself’s health.

Expectancies–outcomes and evaluation of how behavior is determined. Divided into three types.

Environmental cues–subconcept of expectancies, beliefs how events are connected.

Outcome expectation–subconcept of expectancies, consequences of one’s own actions.

Efficacy expectation–subconcept of expectancies, one’s own competence to perform the behavior required to influence outcomes.

Incentives– value of a particular object or outcome.

Domains of learning–information, skills, and attitudes needed to be taught to achieve the appropriate level of learning.

Cognitive domain–subconcept, development of new facts or concepts, building on or applying past knowledge to new situations.

Psychomotor learning–subconcept, development of physical skills from simple to complex actions.

Affective learning–recognition of values, religious and spiritual beliefs, family interaction patterns and relationships and personal attitudes that affect decisions and problem-solving progress.

Teaching–a planned and purposeful activity that nurses use to increase the likelihood that individuals will learn.

Major Assumptions

Major assumptions are taken from Rosenstock’s (1966) Health Belief Model, Bandura’s (1986) Social Cognitive Theory (Edleman & Mandle, 1998), and the teaching process (Boyd, Graham, Gleit, & Whitman, 1998).

According to Leddy & Pepper (1993), assumptions from the Health Belief Model include the following aspects:

1. Perceived susceptibility, the client’s ...

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... and the Social Cognitive Theory can help the nurse to analyze factors that contribute to man’s perceived state of health. Working with the client in the proper domain of learning, the nurse will be able to assist the client to achieve the optimal level of functioning. This model can also be used with chronically ill patients. Again, the goal for the client is to achieve the optimal level of functioning. Difficulties in application to nursing practice would be the comatose patient or the terminally ill patient with no cognitive skills. Health promotion and teaching are valuable nursing tools but only if applied properly so the client is able to make healthy behavior changes with the goal being to achieve his or her optimal level of functioning.

References

Boyd, M. D., Graham, B. A., Gleit, C. J., & Whitman, N. I. (1998). Health teaching in nursing practice: A professional model (3rd ed.). Stamford, CT: Appleton & Lange.

Edleman, C. L., & Mandle, C. L. (1998). Health promotion throughout the lifespan (4th ed.). St Louis, MO: Mosby, Inc.

Leddy, S., & Pepper, J. M. (1993). Conceptual bases of professional nursing (3rd ed.). Philadelphia: J. B. Lippincott.

In this essay, the author

  • Opines that health promotion and teaching are important tools for nursing. by promoting health and health teaching, nurses can lay the foundation for a healthier future.
  • Explains that efficacy expectation is a subconcept of expectancies, one's own competence to perform the behavior required to influence outcomes.
  • Explains that behavior is regulated by its consequences, but only as those consequences are interpreted and understood by the client.
  • Explains that man is an individual, holistic being, comprised of social, psychological, spiritual, and biological entities. his well-being is enhanced by nursing actions involving health promotion.
  • Explains that health is a direct result of environmental factors and health teaching and promotion. it is important to incorporate the teaching process and recognize the different domains of learning to achieve effective, positive behavioral changes.
  • Explains how nursing analyzes what type of nursing interventions would be most effective in modifying behavior. this can be guided by connecting three types of expectancies: environmental cues, outcome expectation, efficacy expectation and incentives.
  • Explains that client-nurse transaction factors include past use of health services, perceived benefits, and barriers to promotion action. since environment is ever changing, it is necessary to continuously assess, plan, implement and evaluate.
  • Explains that the health belief model, social cognitive theory, and the teaching process focuses on health promotion and teaching. man, health and environment are linked to this central theme.
  • Explains that the health belief model and social cognitive theory can help the nurse analyze factors that contribute to man’s perceived state of health.
  • Defines belief as a statement of sense, declared or implied, that is intellectually and/or emotionally accepted as true. attitude refers to the constant feeling, predisposition, or set of beliefs directed toward an object or situation.
  • Explains behavioral diagnosis and the health belief model, a paradigm used to predict and explain health behavior based on value-expectancy theory.
  • Explains the learning domains of information, skills, and attitudes needed to be taught to achieve the appropriate level of learning.
  • Explains that affective learning is the recognition of values, religious and spiritual beliefs, family interaction patterns and relationships, and personal attitudes that influence decisions and problem-solving progress. teaching is a planned and purposeful activity that nurses use to increase the likelihood that individuals will learn.
  • Explains that rosenstock's health belief model, bandura’s social cognitive theory, and the teaching process are major assumptions.
  • Explains the client's perception of the severity of illness and its potential impact on his life, the benefits of actions, and the costs of action.
  • Explains that the teaching process is a planned and purposeful activity that nurses use to increase the likelihood that individuals will learn.
  • Explains that nursing is a profession needed by man to promote health with an outcome of enhancing man's perception of one’s health.
  • Explains that health teaching in nursing practice: a professional model. edleman, c. l., & mandle.
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