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DQ: How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

NRS 429V Week 1 Discussion 2

DQ How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

According to the family systems theory, a member of a family has to change its behaviors and influence everyone in the family to follow along and change to promote health and wellness. An example is a family member with a history of obesity decides to lose weight and creates a diet plan and exercise regimen and encourages the rest of the family to join him in the journey of losing weight. Behavioral changes when an individual decides to change for the better and act on it.

The family systems theory helps in teaching behavioral changes because once a family member is involved in the plan of care and already decides to take part in the process of helping to live a better lifestyle, it is much easier to influence the rest of the family.

According to the ebookHealth Promotion: Health & Wellness Across the Continuum, variables that affect the ability to learn are race, ethnicity, immigration status, disabilities, sex/gender/sexual orientation, environmental threats, poverty, access to health care, and lack of education can be barriers that affect a patient’s ability to learn and move forward with the behavioral changes.

A patient’s readiness to learn to change their lifestyle for a better life improves the learning outcomes because once a patient understands the reasoning behind the need for the change, it is easier to change its bad habits to new habits and live a healthy lifestyle.

References

Grand Canyon University (Ed). (2018). Health promotion: Health & wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/

DQ: How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

DQ How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

Response

This is an outstanding response Ronald. I agree with it. Health conditions tend to emanate from intricate factors such as those advanced by social, economic, and political determinants. Health is determined by the manner in which societies are structured and how health policy agendas are influenced by the political nature in the society (Laverack, 2017). Health promotion interventions that address behavioral risks are capable of supporting policies to enhance health or uphold inequalities in a society. This is attributed to the fact that behavioral change models have insignificant impact on wider conditions that result in poor health. Therefore, any health promotion model intended to initiate behavioral changes should be adopted as a component of a winder, inclusive policy framework. Ensuring a comprehensive and multi-component health promotion model is appropriate in changing bad behaviors that can cause negative health effects (Laverack, 2017). Advancing health promotion model through a strong policy framework is crucial in giving people greater control over their lives instead of instructing them on what to do.

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Developing health promotion programs that helps to set up healthy lifestyle behavior requires comprehensive planning. Theories and

DQ How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families
DQ How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families

Models both include concepts and constructs. Health theories and behavior models helps to explain why individuals and communities behave the way they do.

Theories and models both include concepts and constructs. Concepts are the primary components of a model or theory. Constructs are components that have been created for use in specific model or theory. These terms are important to understand when discussing models and theories (Glanz, Rimer, &Lewis,2002).

Theories and models helps to understand the nature and understanding of the patients. In Tran theoretical model describes the process of how the behavior of individual changes, there are various factors that influence the behavior of patient.

These model includes five stages (Glanz, Rimer, &Lewis,2002;NCI, 2005)

Pre contemplation– In this stage the individual has no intention to change behavior within the next six months.

Contemplation- In this stage, an individual is considering a behavior change within the next six months.

Preparation– In this stage the individual takes some steps towards making a change doing so within the next 30 days.

Action– An individual reaches this stage once he/she has made a apparent behavior change and doing within next 30 days.

Maintenance– If behavior change last more than 6 months then moves in the final stage of maintenance.

Barriers that affect the patient’s ability to learn can be language, culture, beliefs, educational level of the patients, before set up the the plan for educating the patients nurse should assess the patient’s ability to learn and obstacles in the patient learning that can be face by the nurse.

Readiness to learn refers how patients in participating in the behavior change, patient should be ready physically, psychologically and cognitively engage in learning. Health status of the patient really affect the readiness to learn, in this patient is in pain or feeling weakness or fatigue may affect the readiness to learn. Nurse should always assess the learning style of the patient, patient’s environment such as loud noises, educational level, Nurse should always use the words as a Layman can understand, should avoid medical terms as much as possible.

Trans-theoretical health promotion model helps initiate a behavioral change by helping to account for the individual’s readiness to accept change and make and sustain the changes in the behavior (Scott & Andrewes, 2021). The health promotion model is helpful for health promotion planners to design sustainable health programs to determine the readiness, motivation, and ability to complete the health promotion.

According to the trans-theoretical model, individuals are expected to move through six stages of change. The trans-theoretical model shows that behavioral change in individuals happens when they move through a series of steps and not through a single event that appears to be sudden (Scott & Andrewes, 2021). This means that change in behavior for individuals needs to be a process and not an event. The focus of this behavioral health promotion model is to help individuals achieve higher than their initial well-being. According to Mansuroğlu & Kutlu, the behavioral health promotion model encourages the behavioral professional to provide the assistive resources and environment to initiate and sustain the change (2022).

According to the trans-theoretical health promotion model, the common barriers that hinder behavioral change include time, lack of access to the right resources, or affordance (Scott & Andrewes, 2021). In addition, according to the health promotion model, social environment and cultural norms also dictate interpersonal influences to model behavioral change.

According to the trans-theoretical model, patients that exhibit readiness to learn or change as they progress through the stages of modeling behavior will find it easy to be receptive to the teachings and the lessons (Mansuroğlu & Kutlu, 2022). This means that when the willingness to learn and change is present, patients will have an effort to change their behavior.

References

Mansuroğlu, S., & Kutlu, F. Y. (2022). The Transtheoretical Model-based psychoeducation’s effect on healthy lifestyle behaviors in schizophrenia: A randomized controlled trial. Archives of Psychiatric Nursing41, 51-61. https://doi.org/10.1016/j.apnu.2022.07.018

Scott, L., & Andrewes, T. (2021). Using the transtheoretical model of behavior change to analyze the impact of stopping exercise: a reflection. British Journal of Nursing30(20), 1203-1205. https://doi.org/10.12968/bjon.2021.30.20.1203