NRS 429VN: Topic 1 DQ 2 – Using Health Promotion Models to Encourage Behavioral Change

NRS 429VN: Topic 1 DQ 2 – Using Health Promotion Models to Encourage Behavioral Change

In this discussion, we’ll explore a health promotion model that’s used to kickstart behavioral changes. We’ll also discuss how this model aids in teaching these changes. Additionally, we’ll look at some of the obstacles that can affect a patient’s ability to learn, and we’ll examine how a patient’s willingness to learn or change impacts their learning outcomes.

The Health Promotion Model for Behavioral Change

Dr. Nola J. Pender crafted the health promotion model back in 1982. Dr. Pender believed that the primary aim of nursing care is to help patients reach their peak health and well-being. The health promotion model asserts that an individual’s traits and life experiences directly influence the choices they make about their health (Butts & Rich, 2018, p.446).

NURS 6512 Discussions and Assignments: Advanced Health Assessment and Diagnostic Reasoning

Pender’s model focuses on three key categories: individual traits and experiences, thoughts and feelings related to specific behaviors, and the actual outcomes of those behaviors (Butts & Rich, 2018, p.446). The second category, thoughts and feelings tied to specific behaviors, directly impacts a person’s motivation to make changes (Butts & Rich, 2018, p.447). Behavior plays a significant role in a person’s health. Actions like smoking, unhealthy eating, lack of exercise, and engaging in risky sexual behaviors can lead to various diseases. Implementing interventions to alter these behaviors has the potential to change the course of these diseases. The ultimate goal of the health promotion model is to encourage behavioral changes that result in better health.

Barriers to Learning

Several obstacles can hamper a patient’s ability to learn. These barriers may include issues like impaired vision or hearing, cultural differences, language barriers, or religious beliefs. To effectively educate patients and assist them in managing their illnesses, nurses must address these barriers and find ways to engage patients that consider their unique circumstances.

Readiness to Learn

A patient’s readiness to learn, or readiness to change, plays a crucial role in their learning outcomes. People move through various stages when adopting or maintaining new health behaviors. In the contemplative stage, individuals may not even recognize a problem or may not be ready to take action. Numerous factors, such as physical discomfort, pain, fatigue, anxiety, or fear, can impact a person’s willingness and motivation to learn (Butts & Rich, 2018, p.449).

Self-Initiated Behavioral Change

For behavioral change to occur and be sustained, it must come from within the individual (Butts & Rich, 2018, p.449). Consideration of a person’s previous behavior and traits can directly influence their future health-promoting behavior. The perceived personal value and benefit, along with a sense of self-worth, can serve as strong motivators for participation (Butts & Rich, 2018, p.449). Commitment to health-promoting behavior can be significantly reinforced when others in the individual’s environment support and demonstrate the desired behavior.

Reference

Butts, J. B., & Rich, K. L. (2018). Philosophies and Theories for Advanced Nursing Practice. Burlington, MA: Jones & Bartlett Learning.

Response 1: The Role of Nurses in Patient Education

I agree with the points you raised in your discussion. Nurses play a vital role in educating patients about healthy behaviors. Many health problems can be prevented by making simple changes to one’s lifestyle. To make patient education more effective, it’s crucial for nurses to consider various factors that affect a patient’s ability to learn. These factors include the patient’s readiness to learn, their environment, their health status, and their cultural background. Nurses often utilize the health belief model to motivate individuals to take positive actions for their health. This model emphasizes the desire to avoid negative health consequences as a powerful motivator for change. However, it’s important to note that the patient must be receptive to the information being provided in order to absorb and apply it effectively.

In planning patient education, it’s essential to assess the effectiveness of the educational plan and take action to improve it if necessary. Additionally, nurses should continuously reassess how the patient is learning and whether they are grasping the information. Implementing follow-up conversations at appropriate intervals can help ensure the patient’s understanding and success in making positive health changes.

Response 2: The Influence of Supportive Environments on Health Promotion

You’ve highlighted a crucial point about the role of support in health promotion. Indeed, a strong commitment to health promotion behaviors is often achieved when individuals have support from their environment. This support can come from family members or caregivers who are involved in the patient’s care. Including family members in the education process, especially during discharge or when managing a diagnosis, can be incredibly beneficial. Family members can reinforce and emphasize the information the patient receives, assisting them on their path to wellness. In many cases, when support people are available and engaged, better outcomes can be achieved, benefiting not only the patient but also those supporting them.

Response 3: The Impact of Past Experiences on Health Promotion

Your point about the influence of past experiences on health promotion is significant. People’s previous experiences with behavior changes can greatly affect their willingness to make changes in their health. Sometimes, nurses may find themselves in situations where they have limited time to educate a patient, which can result in less effective teaching. Understanding a patient’s past experiences and the approaches that have been tried before is essential. Additionally, it’s valuable to assess the patient’s past interactions with healthcare professionals, as these experiences can shape their attitudes and receptiveness to education. In health promotion, recognizing and addressing these past experiences can be a valuable part of the education process.

Reference: NRS 429VN: Topic 1 DQ 2 – Health promotion model used to initiate behavioral changes.