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.
The majority of our society holds the notion that nurses are no more than trained professionals, working for a doctor, who simply provide medical care for the sick and informed. However, what nursing means to me goes deeper than that belief. Nursing is a profession in which individuals are responsible for not only the care of the sick and infirmed but are also responsible for being a support system and an educator, as well as an advocate for the promotion of optimal care. In today’s society, nurses are an important part of any medical facility’s investment. This paper will address the many different aspects of nursing in which nurse’s act as not only caregivers but also act as, counselors and educators.
Whitehead, D., Wang, Y., Wang, J., Zhang, J., Sun, Z., & Xie, C. (2008). Health promotion and health education practice: nurses' perceptions. Journal of Advanced Nursing, 61(2), 181-187.
The Health Belief Model (HBM) comes from the psychological and behavioral theorists. The premise is that there are two parts involved in health related behavior. “People are more inclined to engage in a health behavior when they think doing so can reduce a threat that is likely and would have severe consequences if it occurred.” (Brewer & Rimer, 2008, p. 152). The patient believes that a specific health action will prevent or cure the illness. How the individual responds depends on the perceived benefits and barriers of that health behavior.
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Janz, N. K., & Becker, M. H. (1984). The health belief model: A decade later. Health Education & Behavior, 11(1), 1-47.
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Hood, J. (2010). Conceptual bases of professional nursing. (7th ed. ed.). Philadelphia: Lippincott Williams & Wilkins.
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