Evidence-Based Practice Proposal – Section D: Change Model
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Evidence-Based Practice Proposal – Section D: Change Model
The identified change model that will be used in project is Trans-Theoretical Model of behavioral change. This model gives an in-depth analysis on how people can make decisions to inform their behavior change. The model presupposes that behavior change does not happen instantly but happens consistently by incremental enhancement of behaviors (Haghi et al., 2
018). The Trans-Theoretical Model of behavioral change is deemed appropriate to this project because it appreciates the fact that behavioral change is never an instant event but requires sequential process (Sharma, 2017: Hayden, 2019). In the current project involving training on mindfulness meditation in nursing, there is need of sequential interventions to enable the target population who are nurses to attain the desired goal. Nurses should be made aware of the essence of change, the behaviors that they need to adopt, the manner of sustaining the desired changes. As such, the focus on Trans-Theoretical Model of behavioral change, which is critical in stimulating behavior change in individuals, is poised to be a valuable framework for this project since it is linked to gradual yet effective modeling of behavior changes in people by guiding every step in the process of behavior change.
Stages of Change in the Model
The Trans-Theoretical Model of behavior change comprises six different stages of behavior changes including precontemplation, contemplation, Preparation, action, maintenance, and termination (Hashemzadeh et al., 2019).
Precontemplation Stage
At this stage, the target individuals do not have the intention or willingness to adopt the new behavior changes
in the near future. In the present project, nurses do not have the understanding of the essence on engaging in training on mindfulness meditation. Therefore, they do acknowledge the benefits of involving in behavior change (Tseng et al., 2017).
The Contemplation Stage
At this stage, the target individuals start to mull over initiating behavioral change in the near future. The target group is already aware of the risk involved in the current behavior but they are still unwilling to change their behavior. In the present case, nurses are already aware of the benefits of mindfulness meditation but are still unwilling to adopt mindfulness mediation (Tseng et al., 2017).
Preparation Stage
Here, the nurses have resolved to change their behavior and initiates initiatives to adopt the new behavior change. That is, the nurses are set to go on training on mindfulness mediation to attain the desired change (Tseng et al., 2017).
Action Stage
At the action stage, the target nurses who recently accepted to adopt the new behavior put more effort to nurture the behavior. In this case, the target nurses make suitable adjustments in behavior to ensure they apply the change and perfect the acquired behavior, which is mindfulness mediation (Tseng et al., 2017).
Maintenance Stage
The maintenance stage is characterized by effort by the nurses who recently assumed new behavior change to maintain the acquired behaviors and taking caution not to fall back to the old behaviors (Tseng et al., 2017).
Termination Stage
This is the final stage in the Trans-Theoretical Model of behavior change where the nurses who have completely adopted mindfulness mediation do not wish to go back to the old behaviors. At this stage, relapse is not expected and the target nurses are willing to get more information about the essence of the newly assumed behavior (Tseng et al., 2017).
Application of Each Stage on Proposed Implementation
Precontemplation Stage
Here, the target nurses have no plan to go on training on mindfulness mediation. They have no idea about the benefits of mindfulness mediation.
Contemplation Stage
Here, the target nurses start to acknowledge the essence of training on mindfulness mediation. They begin to consider attending training on mindfulness mediation in the near future. But, they are still unwilling to change their behaviors.
Preparation Stage
At this stage, the target nurses are set to get training on mindfulness mediation and learn about the benefits associated with it. They initiate different actions to attain the desired goals.
Action
Here, the nurses continue with training program to get more information about mindfulness mediation to help in improving nurses’ empathy, overall attention, and presence with patients and families.
Maintenance
At this stage, are putting more effort to continue with training on mindfulness mediation as needed and take caution not to fall back to the old behaviors.
Termination
This is the final stage where the target nurses have mastered the new behavior of mindfulness mediation. Here, relapse is not expected and so, the project is terminated.
Conceptual Model
Conclusion
The change model used is Trans-Theoretical Model of behavior change. This model comprises six stages including of behavior changes including precontemplation, contemplation, Preparation, action, maintenance, and termination. The model is appropriate for this project because it guides every step in the process of behavior change.
References
Haghi, M., Mazloomy Mahmoodabad, S. S., Mozaffari-Khosravi, H., Eslami Shahrbabaki, H., & Fallahzadeh, H. (2018). Analysis of Weight Control among Overweight and Obese Iranian Adolescents: Application of the Trans-theoretical Model. International journal of pediatrics, 6(2), 7013-7022. 10.22038/ijp.2017.23310.1959
Hashemzadeh, M., Rahimi, A., Zare-Farashbandi, F., Alavi-Naeini, A. M., & Daei, A. (2019). Transtheoretical model of health behavioral change: A systematic review. Iranian journal of nursing and midwifery research, 24(2), 83. doi: 10.4103/ijnmr.IJNMR_94_17
Hayden, J. (2019). Introduction to health behavior theory. Burlington, MA: Jones & Bartlett Learning.
Sharma, M. (2017). Theoretical foundations of health education and health promotion. Burlington, MA: Jones & Bartlett Learning.
Tseng, H. M., Liao, S. F., Wen, Y. P., & Chuang, Y. J. (2017). Stages of change concept of the transtheoretical model for healthy eating links health literacy and diabetes knowledge to glycemic control in people with type 2 diabetes. Primary care diabetes, 11(1), 29-36. https://doi.org/10.1016/j.pcd.2016.08.005
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