This document discusses using the Health Belief Model to design an osteoporosis education program for college women in Greek organizations at the University of Alabama. It provides background on the Health Belief Model and reviews previous studies applying it to osteoporosis education. The proposed study would survey women on their osteoporosis knowledge and beliefs before and after a 5-session education program targeting the Health Belief Model constructs. The goal is to increase the women's perceived risk and severity of osteoporosis to motivate prevention behaviors.
The Health Belief Model (HBM) is a theoretical framework used to understand health behaviors. It was developed in the 1950s to explain why people failed to adopt disease prevention strategies. The HBM suggests that a person's health behavior is determined by their perceived susceptibility, severity, benefits, and barriers of a health problem and the cues to action that trigger decisions. It includes six constructs: perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy. The HBM is widely used but has limitations such as not accounting for attitudes, habits, or environmental factors that influence health behaviors.
The health belief model is a social psychological health behavior change model developed to explain and predict health-related behaviors, particularly in regard to the uptake of health services.
The Suchman's stages of illness behavior model proposes that there are 5 stages people typically go through when experiencing an illness: 1) symptom experience, 2) assumption of the sick role, 3) medical care contact, 4) dependent patient role, and 5) recovery and rehabilitation. The model suggests that as symptoms persist or worsen, individuals will progress from self-diagnosis and treatment to seeking professional medical care and assuming a dependent role, and ultimately attempt to resume normal activities upon recovery. The model aims to describe the typical illness experience and factors that influence behaviors at each stage.
The Health Belief Model originated from social psychologists in the 1950s seeking to explain low participation in prevention programs. It is based on value-expectancy theory and the concepts that individuals will take health actions if they feel susceptible to an issue, believe it is severe, and believe the actions will reduce susceptibility at low cost. The model includes perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy as factors influencing the likelihood of health-related behavior change. Individual perceptions are modified by demographic, personality, socioeconomic, and knowledge factors.
Car Seat Placement Investigation TrainingAbreaJohnson
This document summarizes a proposed study investigating factors that influence parents' choices regarding car seat placement for children aged 0-24 months. The study will survey parents using models from the Health Belief Model and Theory of Planned Behavior to identify correlations between health beliefs, demographics, and rear-facing car seat usage. The anonymous survey will ask parents to rate statements related to car accident risk and rear-facing safety benefits. The goal is to learn what influences car seat choices and help improve safety education to reduce child injuries from motor vehicle crashes.
The Health Belief Model attempts to explain health behaviors by focusing on individual attitudes and beliefs. It was developed in the 1950s and includes three components: individual perceptions of susceptibility, seriousness, and threat; modifying factors like demographics, social pressures, and knowledge; and the likelihood of taking action based on perceived benefits versus barriers. The model can help nurses understand why clients may not follow treatment regimens and encourage healthy behaviors through caring, reinforcement, teaching aids, and therapeutic relationships.
Conceptual framework on health Belief modelDeblina Roy
Individual perceptions and modifying factors like demographics, socioeconomic status, and previous illness experience influence people's views of electroconvulsive therapy (ECT). Higher perceived benefits of ECT include greater understanding of the treatment, better management of psychiatric disorders, treatment compliance, and family support. Cues to action promoting ECT awareness can increase likelihood of accepting the recommended treatment, while perceived barriers like misinformation, misconceptions, and lack of knowledge decrease acceptance.
Models Of Health Behaviors By Yusuf Abdu MisauYusuf Misau
The document discusses various models of health behavior that can be used to understand factors influencing human behaviors and to develop health promotion programs. It describes several key models - the Health Belief Model, Theory of Planned Behavior, Transtheoretical Model, Social Cognitive Theory. For each model, it explains the core concepts and assumptions. It also provides case studies and discusses how the models can be applied in clinical practice, research, and program development.
The Health Belief Model (HBM) is a theoretical framework used to understand health behaviors. It was developed in the 1950s to explain why people failed to adopt disease prevention strategies. The HBM suggests that a person's health behavior is determined by their perceived susceptibility, severity, benefits, and barriers of a health problem and the cues to action that trigger decisions. It includes six constructs: perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy. The HBM is widely used but has limitations such as not accounting for attitudes, habits, or environmental factors that influence health behaviors.
The health belief model is a social psychological health behavior change model developed to explain and predict health-related behaviors, particularly in regard to the uptake of health services.
The Suchman's stages of illness behavior model proposes that there are 5 stages people typically go through when experiencing an illness: 1) symptom experience, 2) assumption of the sick role, 3) medical care contact, 4) dependent patient role, and 5) recovery and rehabilitation. The model suggests that as symptoms persist or worsen, individuals will progress from self-diagnosis and treatment to seeking professional medical care and assuming a dependent role, and ultimately attempt to resume normal activities upon recovery. The model aims to describe the typical illness experience and factors that influence behaviors at each stage.
The Health Belief Model originated from social psychologists in the 1950s seeking to explain low participation in prevention programs. It is based on value-expectancy theory and the concepts that individuals will take health actions if they feel susceptible to an issue, believe it is severe, and believe the actions will reduce susceptibility at low cost. The model includes perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy as factors influencing the likelihood of health-related behavior change. Individual perceptions are modified by demographic, personality, socioeconomic, and knowledge factors.
Car Seat Placement Investigation TrainingAbreaJohnson
This document summarizes a proposed study investigating factors that influence parents' choices regarding car seat placement for children aged 0-24 months. The study will survey parents using models from the Health Belief Model and Theory of Planned Behavior to identify correlations between health beliefs, demographics, and rear-facing car seat usage. The anonymous survey will ask parents to rate statements related to car accident risk and rear-facing safety benefits. The goal is to learn what influences car seat choices and help improve safety education to reduce child injuries from motor vehicle crashes.
The Health Belief Model attempts to explain health behaviors by focusing on individual attitudes and beliefs. It was developed in the 1950s and includes three components: individual perceptions of susceptibility, seriousness, and threat; modifying factors like demographics, social pressures, and knowledge; and the likelihood of taking action based on perceived benefits versus barriers. The model can help nurses understand why clients may not follow treatment regimens and encourage healthy behaviors through caring, reinforcement, teaching aids, and therapeutic relationships.
Conceptual framework on health Belief modelDeblina Roy
Individual perceptions and modifying factors like demographics, socioeconomic status, and previous illness experience influence people's views of electroconvulsive therapy (ECT). Higher perceived benefits of ECT include greater understanding of the treatment, better management of psychiatric disorders, treatment compliance, and family support. Cues to action promoting ECT awareness can increase likelihood of accepting the recommended treatment, while perceived barriers like misinformation, misconceptions, and lack of knowledge decrease acceptance.
Models Of Health Behaviors By Yusuf Abdu MisauYusuf Misau
The document discusses various models of health behavior that can be used to understand factors influencing human behaviors and to develop health promotion programs. It describes several key models - the Health Belief Model, Theory of Planned Behavior, Transtheoretical Model, Social Cognitive Theory. For each model, it explains the core concepts and assumptions. It also provides case studies and discusses how the models can be applied in clinical practice, research, and program development.
The document defines nursing theories and models. A nursing theory is a set of concepts and relationships that explain or guide nursing actions, while a nursing model represents a way of thinking about nursing, clients, health, and environment. The goals of theoretical nursing models are to guide nursing practice, education, research, and care delivery.
The Health Belief Model is then discussed as a psychological model for health behavior change. The model addresses the relationship between beliefs and behaviors. It helps understand factors influencing patients' perceptions, beliefs, and behaviors to plan effective care. The model involves perceptions of susceptibility, seriousness of illness, benefits and barriers to action, and cues to action that influence the likelihood of taking action.
The Health Belief Model is a psychological model developed in the 1950s by U.S. Public Health researchers to understand health behaviors. It focuses on an individual's perceptions of susceptibility, severity, benefits, and barriers related to a health condition and cues that trigger actions. The model helps develop health messages to persuade people to make healthy decisions and has been applied to behaviors like smoking, exercise, and seatbelt use.
The health belief model is a psychological model that aims to explain health behaviors. It proposes that a person's likelihood of engaging in a health-related behavior depends on their perceptions of four key areas: susceptibility to an illness, severity of an illness, benefits of preventive action, and barriers to preventive action. The model was later updated to include additional factors like cues to action and self-efficacy. It is used to understand behaviors related to disease prevention and early detection.
The document discusses applying Pender's Health Promotion Model to assist with smoking cessation in a primary care setting. The HPM provides a framework to understand factors influencing health behaviors. It was developed to promote healthy lifestyles through counseling. The HPM identifies individual characteristics, experiences, and cognitive/affective factors that influence behaviors and can be addressed to support behavioral change. The document proposes using the HPM to guide assessment of factors impacting a patient's smoking and ability to quit, such as perceived benefits/barriers, self-efficacy, social influences and developing a personalized plan to address these. Barriers to smoking cessation efforts are also discussed.
Health behaviour and health education for family medicine postgraduatesChai-Eng Tan
This document discusses several health behavior theories that can be used to understand health behaviors and design interventions to promote behavior change. It provides an overview of the Health Belief Model, Transtheoretical Model of Change, Theory of Reasoned Action, and Theory of Planned Behavior. For each theory, it describes the key constructs and provides examples of how the theories can be applied to design health education programs around behaviors like condom use and STI screening. It also notes some limitations of each theory.
Evolution of the biopsychosocial model: prospects and challenges for health p...ellen1066
The document discusses the evolution and current state of the biopsychosocial model in health psychology. It finds that while advances have been made in specifying connections between biological, psychological, and social processes, more can be done to understand and utilize linkages among these variables. Specifically, the biopsychosocial model has not been fully embraced by the medical establishment or implemented in all health psychology research. The document recommends initiatives to better facilitate a multisystem, multilevel approach as envisioned by the biopsychosocial perspective.
The document summarizes several prominent health behavior theories that are relevant for nursing practice and research. It describes theories such as the health belief model, social cognitive theory, transtheoretical model, and theories of reasoned action. Key concepts discussed include an individual's perceptions, self-efficacy, environmental influences, and how behavior change is best understood as a process rather than a single event. The theories provide guidance for nurses to enhance patient motivation and effectively support individuals through the various stages of behavior change.
Integrated Health Psychology: Biopsychosocial-Spiritual Model OverviewMichael Changaris
This slide deck explores the basics of the biopsychosocial spiritual model to address complex health and social interactions. These slides over a basic overview and a clinical vignette to apply the modle
The document discusses several theories of behavior change that can be applied to improve health behaviors. It summarizes the Health Belief Model, which focuses on perceptions of susceptibility, severity, benefits and barriers. It also describes the Stages of Change Model and Transtheoretical Model, which view behavior change as a process through stages. Motivational Interviewing is explained as a technique to activate a patient's own motivation for change through collaboration, evocation and autonomy.
This document discusses a study that examined how an exercise intervention aimed at increasing physical activity affected self-efficacy and anxiety levels in college students. The study involved 18 students who completed self-report measures of self-efficacy and anxiety before and after engaging in a 7-week exercise program of walking 3 times per week for 20 minutes. The results showed no significant changes in self-efficacy or anxiety levels as the exercise intervention progressed. While previous research has found links between exercise, increased self-efficacy, and decreased anxiety, this particular study was unable to establish relationships between the variables through the exercise intervention tested.
The document provides an overview of the Health Belief Model (HBM). It was developed in the 1950s to explain why people do or do not engage in health-promoting behaviors. The HBM posits that individuals will take action to prevent or control illness if they feel susceptible to a condition, believe it could have serious consequences, believe a course of action can reduce susceptibility or seriousness, and feel the benefits outweigh the costs. The model's key components are perceived susceptibility, severity, benefits, and barriers. Cues to action and self-efficacy were later added. The HBM is applied to develop health messages focusing on threat, coping responses, and self-efficacy to influence health behaviors. While useful
This document discusses psychological approaches to health and their impacts on health promotion. It defines psychological aspects of health and lists common approaches like the biopsychosocial model. The key points made are that psychology influences health through emotional, behavioral and mental characteristics. Behavior is a major factor influencing physical health. While psychological approaches can help health promotion through education and behavior change advice, there are also some setbacks like certain views that illness is imaginary or issues with multicultural acceptance in medical settings.
The document outlines objectives and concepts related to health, wellness, and disease. It discusses various definitions and models of health, including the World Health Organization's definition of health as complete physical, mental and social well-being. It describes dimensions of wellness, factors influencing health, and differences between illness and disease. Stages of illness and approaches to health maintenance are also summarized. Key health indicators in Pakistan like infant mortality rate and life expectancy are listed.
The document discusses several key concepts relating to human health behavior:
1. It defines behavior as the response of an organism to various stimuli, whether internal or external. It also defines different types of health behaviors.
2. It discusses several influential models of health behavior change, including the Health Belief Model, Social Learning/Cognitive Theory, Theory of Reasoned Action, and Stages of Change Model.
3. It examines factors that influence individuals' health behaviors and compliance/non-compliance with medical advice, as well as the relationship between knowledge, attitudes, beliefs, and behavior regarding health issues.
Roth_San Antonio Breast Cancer Symposium 2010-Risk-Benefit Framework to Evalu...rothius05
This is a poster that I presented at the 2010 San Antonio Breast Cancer Symposium in San Antonio. The content examines the risk-benefit profile of gene-expression profile strategies to inform adjuvant chemotherapy decisions in early-stage breast cancer relative to a standard clinical guideline strategy.
1) Food for the Hungry uses a comprehensive HIV/AIDS strategy called Highly Active Retrovirus Prevention (HARP) that combines biomedical, behavioral, structural, and care approaches.
2) HARP is implemented through HIV treatment centers in Kenya and Uganda that provide integrated HIV/AIDS services and are being handed over to local partners.
3) Food for the Hungry works with various partners on HIV/AIDS programs funded by donors like PEPFAR and Global Fund that incorporate prevention, care, treatment and capacity building.
This document discusses rational approaches to influencing irrational behaviors related to sexual pleasure and harm reduction. It covers several behavioral change theories and models, including the health belief model, transtheoretical model, and theory of reasoned action. The document emphasizes that consistent condom use is not always feasible due to human desires and emotions. It advocates for a client-centered approach using motivational interviewing to facilitate individuals finding their own answers and solutions. Small, realistic goals and follow up are recommended over strict rules when discussing behavior change with clients.
This document discusses debates around the perception of manga and anime as sexually deviant. Some key points:
- Manga and anime are often inaccurately viewed as child pornography in Western countries due to biases and unfamiliarity with the genres. In reality, they span a wide range of genres for both children and adults.
- Attempts to legislate fictional content as child pornography run into issues around freedom of expression and the nonexistence of actual victims. Studies also show no correlation between such content and actual sex crimes.
- The characterization of manga/anime is often reductive, focusing only on extreme examples while ignoring cultural differences in aesthetics and content. Characters' ages cannot always be determined and
The document discusses strengthening education sector response to reproductive health, HIV, and AIDS through comprehensive sexuality education. It notes that fewer youth are prepared for adulthood, rendering them vulnerable. In Kenya, HIV prevalence among 15-24 year olds is 3.8% and sexual debut has declined to 12 years old. Comprehensive sexuality education in schools can help increase knowledge and skills to prevent diseases and unintended pregnancy by addressing relationships, values, and decision making. Research shows such programs do not increase sexual activity but can promote healthy behaviors and attitudes when culturally appropriate. The education sector aims to collaborate across stakeholders to implement comprehensive sexuality education.
The document defines nursing theories and models. A nursing theory is a set of concepts and relationships that explain or guide nursing actions, while a nursing model represents a way of thinking about nursing, clients, health, and environment. The goals of theoretical nursing models are to guide nursing practice, education, research, and care delivery.
The Health Belief Model is then discussed as a psychological model for health behavior change. The model addresses the relationship between beliefs and behaviors. It helps understand factors influencing patients' perceptions, beliefs, and behaviors to plan effective care. The model involves perceptions of susceptibility, seriousness of illness, benefits and barriers to action, and cues to action that influence the likelihood of taking action.
The Health Belief Model is a psychological model developed in the 1950s by U.S. Public Health researchers to understand health behaviors. It focuses on an individual's perceptions of susceptibility, severity, benefits, and barriers related to a health condition and cues that trigger actions. The model helps develop health messages to persuade people to make healthy decisions and has been applied to behaviors like smoking, exercise, and seatbelt use.
The health belief model is a psychological model that aims to explain health behaviors. It proposes that a person's likelihood of engaging in a health-related behavior depends on their perceptions of four key areas: susceptibility to an illness, severity of an illness, benefits of preventive action, and barriers to preventive action. The model was later updated to include additional factors like cues to action and self-efficacy. It is used to understand behaviors related to disease prevention and early detection.
The document discusses applying Pender's Health Promotion Model to assist with smoking cessation in a primary care setting. The HPM provides a framework to understand factors influencing health behaviors. It was developed to promote healthy lifestyles through counseling. The HPM identifies individual characteristics, experiences, and cognitive/affective factors that influence behaviors and can be addressed to support behavioral change. The document proposes using the HPM to guide assessment of factors impacting a patient's smoking and ability to quit, such as perceived benefits/barriers, self-efficacy, social influences and developing a personalized plan to address these. Barriers to smoking cessation efforts are also discussed.
Health behaviour and health education for family medicine postgraduatesChai-Eng Tan
This document discusses several health behavior theories that can be used to understand health behaviors and design interventions to promote behavior change. It provides an overview of the Health Belief Model, Transtheoretical Model of Change, Theory of Reasoned Action, and Theory of Planned Behavior. For each theory, it describes the key constructs and provides examples of how the theories can be applied to design health education programs around behaviors like condom use and STI screening. It also notes some limitations of each theory.
Evolution of the biopsychosocial model: prospects and challenges for health p...ellen1066
The document discusses the evolution and current state of the biopsychosocial model in health psychology. It finds that while advances have been made in specifying connections between biological, psychological, and social processes, more can be done to understand and utilize linkages among these variables. Specifically, the biopsychosocial model has not been fully embraced by the medical establishment or implemented in all health psychology research. The document recommends initiatives to better facilitate a multisystem, multilevel approach as envisioned by the biopsychosocial perspective.
The document summarizes several prominent health behavior theories that are relevant for nursing practice and research. It describes theories such as the health belief model, social cognitive theory, transtheoretical model, and theories of reasoned action. Key concepts discussed include an individual's perceptions, self-efficacy, environmental influences, and how behavior change is best understood as a process rather than a single event. The theories provide guidance for nurses to enhance patient motivation and effectively support individuals through the various stages of behavior change.
Integrated Health Psychology: Biopsychosocial-Spiritual Model OverviewMichael Changaris
This slide deck explores the basics of the biopsychosocial spiritual model to address complex health and social interactions. These slides over a basic overview and a clinical vignette to apply the modle
The document discusses several theories of behavior change that can be applied to improve health behaviors. It summarizes the Health Belief Model, which focuses on perceptions of susceptibility, severity, benefits and barriers. It also describes the Stages of Change Model and Transtheoretical Model, which view behavior change as a process through stages. Motivational Interviewing is explained as a technique to activate a patient's own motivation for change through collaboration, evocation and autonomy.
This document discusses a study that examined how an exercise intervention aimed at increasing physical activity affected self-efficacy and anxiety levels in college students. The study involved 18 students who completed self-report measures of self-efficacy and anxiety before and after engaging in a 7-week exercise program of walking 3 times per week for 20 minutes. The results showed no significant changes in self-efficacy or anxiety levels as the exercise intervention progressed. While previous research has found links between exercise, increased self-efficacy, and decreased anxiety, this particular study was unable to establish relationships between the variables through the exercise intervention tested.
The document provides an overview of the Health Belief Model (HBM). It was developed in the 1950s to explain why people do or do not engage in health-promoting behaviors. The HBM posits that individuals will take action to prevent or control illness if they feel susceptible to a condition, believe it could have serious consequences, believe a course of action can reduce susceptibility or seriousness, and feel the benefits outweigh the costs. The model's key components are perceived susceptibility, severity, benefits, and barriers. Cues to action and self-efficacy were later added. The HBM is applied to develop health messages focusing on threat, coping responses, and self-efficacy to influence health behaviors. While useful
This document discusses psychological approaches to health and their impacts on health promotion. It defines psychological aspects of health and lists common approaches like the biopsychosocial model. The key points made are that psychology influences health through emotional, behavioral and mental characteristics. Behavior is a major factor influencing physical health. While psychological approaches can help health promotion through education and behavior change advice, there are also some setbacks like certain views that illness is imaginary or issues with multicultural acceptance in medical settings.
The document outlines objectives and concepts related to health, wellness, and disease. It discusses various definitions and models of health, including the World Health Organization's definition of health as complete physical, mental and social well-being. It describes dimensions of wellness, factors influencing health, and differences between illness and disease. Stages of illness and approaches to health maintenance are also summarized. Key health indicators in Pakistan like infant mortality rate and life expectancy are listed.
The document discusses several key concepts relating to human health behavior:
1. It defines behavior as the response of an organism to various stimuli, whether internal or external. It also defines different types of health behaviors.
2. It discusses several influential models of health behavior change, including the Health Belief Model, Social Learning/Cognitive Theory, Theory of Reasoned Action, and Stages of Change Model.
3. It examines factors that influence individuals' health behaviors and compliance/non-compliance with medical advice, as well as the relationship between knowledge, attitudes, beliefs, and behavior regarding health issues.
Roth_San Antonio Breast Cancer Symposium 2010-Risk-Benefit Framework to Evalu...rothius05
This is a poster that I presented at the 2010 San Antonio Breast Cancer Symposium in San Antonio. The content examines the risk-benefit profile of gene-expression profile strategies to inform adjuvant chemotherapy decisions in early-stage breast cancer relative to a standard clinical guideline strategy.
1) Food for the Hungry uses a comprehensive HIV/AIDS strategy called Highly Active Retrovirus Prevention (HARP) that combines biomedical, behavioral, structural, and care approaches.
2) HARP is implemented through HIV treatment centers in Kenya and Uganda that provide integrated HIV/AIDS services and are being handed over to local partners.
3) Food for the Hungry works with various partners on HIV/AIDS programs funded by donors like PEPFAR and Global Fund that incorporate prevention, care, treatment and capacity building.
This document discusses rational approaches to influencing irrational behaviors related to sexual pleasure and harm reduction. It covers several behavioral change theories and models, including the health belief model, transtheoretical model, and theory of reasoned action. The document emphasizes that consistent condom use is not always feasible due to human desires and emotions. It advocates for a client-centered approach using motivational interviewing to facilitate individuals finding their own answers and solutions. Small, realistic goals and follow up are recommended over strict rules when discussing behavior change with clients.
This document discusses debates around the perception of manga and anime as sexually deviant. Some key points:
- Manga and anime are often inaccurately viewed as child pornography in Western countries due to biases and unfamiliarity with the genres. In reality, they span a wide range of genres for both children and adults.
- Attempts to legislate fictional content as child pornography run into issues around freedom of expression and the nonexistence of actual victims. Studies also show no correlation between such content and actual sex crimes.
- The characterization of manga/anime is often reductive, focusing only on extreme examples while ignoring cultural differences in aesthetics and content. Characters' ages cannot always be determined and
The document discusses strengthening education sector response to reproductive health, HIV, and AIDS through comprehensive sexuality education. It notes that fewer youth are prepared for adulthood, rendering them vulnerable. In Kenya, HIV prevalence among 15-24 year olds is 3.8% and sexual debut has declined to 12 years old. Comprehensive sexuality education in schools can help increase knowledge and skills to prevent diseases and unintended pregnancy by addressing relationships, values, and decision making. Research shows such programs do not increase sexual activity but can promote healthy behaviors and attitudes when culturally appropriate. The education sector aims to collaborate across stakeholders to implement comprehensive sexuality education.
Osteoporosis is a condition characterized by low bone mass and quality, leading to an increased risk of bone fractures. It is most common in postmenopausal women over age 50 and men over age 80. Risk factors include female gender, advancing age, family history, hypogonadism, glucocorticoid use, low body mass index, smoking, and nutritional deficiencies. Diagnosis is made through bone density scans and confirmed by fragility fractures. Treatment focuses on lifestyle modifications, calcium and vitamin D supplementation, bisphosphonates, estrogen therapy, selective estrogen receptor modulators, parathyroid hormone, calcitonin, and surgery for fractures. Monitoring involves repeat bone density scans and biochemical markers to assess response to
This document provides an overview of several common health behavior models:
- The Health Belief Model focuses on perceptions of susceptibility, severity, benefits and barriers to taking health actions. It has been widely used to study preventive health behaviors.
- The Trans-Theoretical Model proposes that individuals progress through stages of change when adopting healthy behaviors. The stages are precontemplation, contemplation, preparation, action, and maintenance. Processes of change and decisional balance are also discussed.
- Applications of these models to oral health are mentioned, such as using stages of change for tobacco cessation counseling. While useful, more research is still needed on using these frameworks to predict oral health behavior change.
This document discusses sexual health education in the UK. It begins by outlining why sexual health is an important issue due to risks of STIs and unintended pregnancy. It then reviews existing sexual health resources in the UK, including sex education in schools, websites, television programs and ads, magazines, and clinics. It discusses debates around these resources and not teaching abstinence. It also links sexual health behaviors to health behavior models and factors influencing condom use. In closing, it suggests recommendations for educationalists, such as making sex education compulsory and improving parent-school collaboration.
The document discusses different approaches to sex education in schools. It considers abstinence-only education and comprehensive sex education (known as "abstinence-plus") that teaches both abstinence and contraception use. The document argues that the abstinence-plus approach is best as it gives students all the information while still promoting abstinence, and that sex education should start in elementary school and continue through high school with age-appropriate curricula.
The document discusses key concepts about sexuality including sex, gender, sexual orientation and sexually transmitted diseases (STDs). It defines important terms like sexuality, sex, gender, sexual orientation, and STDs. It describes the different types of STDs like chlamydia, gonorrhea, genital herpes, and genital warts. It notes that abstinence is the only 100% effective way to avoid STDs and discusses other methods like safe sex practices and getting tested. The document aims to help students distinguish between facts and misinformation regarding human sexuality and sexual health.
Este documento presenta información sobre osteoporosis. El autor declara no tener conflictos de interés. Los objetivos son presentar bases prácticas para considerar la osteoporosis médicamente, mostrar medios de diagnóstico y tratamientos actuales, y presentar conclusiones internacionales aplicables. Se discuten factores de riesgo, tratamientos farmacológicos como bifosfonatos y SERMs, y tratamiento no farmacológico como dieta, ejercicio y prevención de caídas.
This document discusses the need to address biases that can negatively impact clinical care for patients with disabilities. It outlines three common biases: 1) ineffectual bias which perceives patients as less capable or competent based on narrow markers, 2) fragile friendliness bias which perceives patients as more fragile or saintly based on capacities for warmth, and 3) catastrophe bias which overestimates patient suffering and underestimates resilience. The document recommends educational and clinical interventions like raising awareness of biases, expanding clinical formulations, and increasing contact with people with disabilities to improve care and reduce inequities.
The document provides information on osteoporosis. It defines osteoporosis as low bone mineral density caused by altered bone microstructure, which increases the risk of fractures. It notes several risk factors for developing osteoporosis, including calcium and vitamin D deficiencies, malnutrition, and a sedentary lifestyle. The document outlines the need to assess knowledge on preventive measures for osteoporosis among elderly people and provide education on this topic. It describes a study that was conducted using a questionnaire to evaluate knowledge and then providing a video teaching program on osteoporosis prevention to elderly people in a selected old age home in Mysuru, India.
1) The document discusses how college students' diets and eating habits often change drastically from home and can lead to issues like weight gain, emotional disorders, and disturbed eating behaviors.
2) It reports on a study that found that many students engage in practices like restrictive eating, emotional eating, and using food to reward behaviors, and that 1/5 experience anxiety or depression.
3) The document concludes that nutrition education, stress management training, and early intervention could help students address issues surrounding diet, mental health, and time management while in college.
1) The document discusses how college students' diets and eating habits often change drastically from home and can lead to issues like weight gain, emotional disorders, and disturbed eating behaviors.
2) It reports on a study that found that many students engage in practices like restrictive eating, emotional eating, and using food to reward behaviors, and that 1/5 experience anxiety or depression.
3) The document concludes that nutrition education, stress management training, and early intervention could help address students' irregular eating habits and psychological issues.
This document discusses the impact of disrupted eating habits and food insecurity on college students' health and well-being. It summarizes research finding that many college students engage in problematic eating behaviors like restrictive dieting, emotional eating, and binge eating due to changes in their lifestyle and identity upon entering college. A study of over 2,700 college students found that a significant portion exhibited disturbed eating habits and irregular food schedules linked to higher stress, anxiety, depression, and obsessive behaviors. The document argues that college students would benefit from improved nutrition education and interventions to help manage stress and develop healthy eating patterns.
This document discusses the impact of disrupted eating habits and food insecurity on college students' health and well-being. It summarizes research finding that many college students engage in problematic eating behaviors like restrictive dieting, emotional eating, and binge eating due to changes in their lifestyle and identity upon entering college. A study of over 2,700 college students found that a significant portion exhibited disturbed eating habits and irregular food schedules linked to higher stress, depression, anxiety, and obsessive behaviors. The document argues that college students would benefit from improved nutrition education and interventions to promote healthy eating and stress management.
This document discusses the impact of disrupted eating habits and food insecurity on college students' health and well-being. It summarizes research finding that many college students engage in problematic eating behaviors like restrictive dieting, emotional eating, and binge eating due to changes in their lifestyle and identity upon entering college. A study of over 2,700 college students found that a significant portion exhibited disturbed eating habits and irregular food schedules linked to higher stress, anxiety, depression, and obsessive behaviors. The document argues that college students would benefit from improved nutrition education and interventions to help manage stress and develop healthy eating patterns.
This document provides an introduction and overview of the epidemiology course PH250B Epidemiologic Methods II. It begins with definitions of epidemiology and key epidemiological terms. Epidemiology is defined as the study of the distribution and determinants of health-related states and events in populations. Examples of distributions of health, such as rates of breast cancer and obesity, are shown. Determinants of health according to the WHO and Healthy People 2010 initiative are discussed.
The document then discusses how epidemiological questions can address causes of cases or causes of incidence. It provides examples showing how the same exposure may provide different answers depending on the question asked. Health paradigms are discussed as shaping epidemiology and vice versa.
The presentation discusses the management of special groups, specifically the aged, in the community. It introduces the group members and defines key terms related to aging like geriatrics, gerontology, aging, and senescence. It also describes some major theories of aging, physiological changes associated with aging, and the effects of aging on individuals, families, and communities. Furthermore, it discusses the levels of prevention in relation to aging and the roles of community health nurses in delivering care to elders.
This document discusses weight bias and obesity stigma. It begins by defining key concepts such as weight bias, obesity stigma, and weight-based discrimination. It then discusses stereotypes commonly associated with obese individuals and reviews evidence that weight bias exists among health professionals and is linked to poorer quality of care for obese patients. The document also notes that weight bias has negative health consequences and is a public health issue. It reviews interventions to address weight bias and recommendations to improve public health messaging and reduce stigma.
Developing Research Program for Women’s HealthHelen Madamba
Here are slides for a lecture for the DOH RO7 1st Research Congress, pitching ideas on why one should do research, what research topic, who to ask for help and where to look for resources... In the end, it's all about just DOH-ing it!
- Enlightened aging is a hopeful approach to aging based on science that empowers people to prepare well for late life and live well with the natural changes of aging.
- The Group Health Research Institute has been conducting research on aging for over 30 years through studies like the Adult Changes in Thought Project to better understand normal and abnormal aging and identify ways to prevent or delay age-related mental and physical declines.
- Findings from the ACT study have provided insights on how exercise, physical activity, diet, brain health, and other lifestyle factors can help people remain independent and functional for as long as possible.
Healthy Ageing Initiative HDR workshop-17 Nov 2022.pdfHayleyChow2
This workshop will cover all phases of research, from how to settle on an impactful but feasible project, co-design and respectful partnerships with older people, networking with relevant community organisations, common pitfalls in methodology and data write-up, targeting the right journal and audience for your work, and tips for setting the stage for your next career move in the field.
This document summarizes an inaugural workshop on healthy aging hosted by Dr. Nancy Pachana. The workshop covered several topics for researchers conducting aging-related research including: settling on research topics considering impact and feasibility; co-designing research and partnerships with older adults; ethical considerations; common pitfalls in methodology and reporting; targeting journals for publication; and next steps for careers in aging research. The workshop provided an overview of considerations for conducting high-quality research on aging and opportunities for researchers.
Presentation_Tura - Norms Shifting InterventionsCORE Group
This document discusses the Care Group approach used in an intervention in Nepal from 2005-2010. It aimed to shift social norms around maternal and child health issues through community groups. Formative research identified key norms and barriers. Community groups engaged women to reflect critically and root issues in community values. Evaluations found sustained impact on behaviors like breastfeeding years later. Challenges included focusing directly on norm drivers and unrealistic community health worker workloads. Further research on accurate norm assessment and evidence-based norm-shifting is still needed.
This document summarizes research on factors that predict and promote resilience in physically ill individuals. It finds that psychological factors like self-esteem, optimism, and mastery are associated with resilience. Effective coping strategies include spirituality, positive appraisal, and benefit finding. Social support from family and friends also predicts resilience. The document reviews studies on specific illnesses and interventions to increase resilience. It concludes that understanding resilience could help improve care and outcomes for physically ill patients.
This document discusses the long-term health impacts of sexual violence on women and calls for improved healthcare responses. It notes that sexual violence has serious physical and psychological effects over a lifetime but that survivors often do not disclose to doctors and doctors do not routinely ask. It recommends national frameworks to educate all medical students and doctors about the impacts of trauma, and government support for holistic, long-term healthcare including access to long-term psychotherapy for survivors. The goal is for healthcare providers to be able to identify, respectfully listen to, and address both the physical and psychological needs of survivors over their lifetime.
Research proposal for obesity prevalence in housewives MahwishAurangzeb
This study aims to determine the prevalence of obesity and factors contributing to obesity among housewives in Miami-Dade County. A cross-sectional study design will survey over 50,000 housewives using questionnaires to collect data on demographics, BMI, diet, physical activity, sleep habits, socioeconomic status and other lifestyle factors. Statistical analysis will identify relationships between obesity and contributing factors. The study aims to inform interventions to promote healthy lifestyles among this population and reduce illness related to obesity. Some limitations include focusing only on housewives over 30 years old in one city, and potential measurement errors from self-reported data.
COUN 502Developmental Analysis InstructionsThe purpose of this.docxvoversbyobersby
COUN 502
Developmental Analysis Instructions
The purpose of this paper is for you to demonstrate your ability to apply a working knowledge of the theories, terminology, and concepts of human growth and development. You will discuss your own development over your lifetime and how it relates to the developmental concepts discussed throughout this course. You will analyze your life as it relates to the key aspects of human growth and development. What are key developmental times in your life and the influencing factors that led to who you are today?
You will also incorporate your empirical studies related to your chosen developmental aspect of your life. Also, use the course readings or presentations to support what you propose about your own development in your paper. Depending on your life and the influences, there may be more attention placed during one period of time. You are encouraged to glean information from your mother about her pregnancy with you to see if there were any notable issues during that time. Remember to include your spiritual development with applicable research.
In addition, obtain as much information as you can about any significant events in your early childhood years. How did you do in those key developmental years? Did you approach all developmental milestones with ease, or were there challenges? Since this is a comprehensive paper, you will address your development across your lifespan.
Finally, you will conclude your paper with addressing any current lifestyle behaviors that may influence your aging process. You will address these issues, how they will affect your aging process, and what you plan to do about it.
Note: Your conclusion must offer suggestions for further study.
The body of the paper must be 8–10 pages (excluding the title page, abstract, and reference page). This assignment must be completed adhering strictly to current APA format.
You must include 8–10 peer-reviewed, relevant sources in your paper (at least 7 of the sources must be empirical articles). The sources must be less than 10 years old unless any of the citations are linked to an author whose work is seminal to your topic.
Submit this assignment via SafeAssign by 11:59 p.m. (ET) on Sunday of Module/Week 7.
1. Citation:
Bocanegra, H. T., Braughton, M., Bradsberry, M., Howell, M., Logan, J., & Schwarz, E. B. (2017). Racial and ethnic disparities in postpartum care and contraception in California’s Medicaid program. American Journal of Obstetrics and Gynecology,217(1). Retrieved from doi:10.1016/j.ajog.2017.02.040
2. Identify the Purpose Statement
a. The purpose of this research study is “to assess racial/ethnic variation in receipt of postpartum care and contraception among low-income women in California” (Bocanegra, et al., 2017, p.1).
3.Identify the Population of Interest.
a. The population of interest is ” low-income women in California”(Bocanegra, et al., 2017, p.1).
4. Identify the Study Variables from the purpose statement
a..
1. Gerontological and geriatrics nursing is guided by evidence-based standards and principles focused on providing holistic care for older adults.
2. Core roles of gerontological nurses include serving as healers, caregivers, educators, advocates, and innovators to address the physical, psychological, social, and environmental needs of aging patients.
3. Effective communication, an understanding of aging theories and legal/ethical issues are essential for gerontological nurses to provide respectful, individualized care.
Similar to Osteoporosis Prevention Presentation (20)
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
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- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
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TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
2. Health Belief Model History
• Initial Development in the 1950’s by social
psychologist Hochbaum, Rosenstock and
Kegels in the U.S. Public Health Service
• One of the earliest health behavior theories
• It was later expanded to study peoples
response to symptoms and diagnosed illness
3. Health Belief Model History
• Stimulus Response Theory (Waston, 1925)
• learn new behaviors and/or change old
behaviors because of consequences
• Skinner, 1938
• Cognitive Theory (Lewin, 1951)
4. Health Belief Model History
• Has been one of the most widely used
theoretical frameworks in research on health
behavior since the 1950’s
• HBM has been expanded and used to
support interventions
8. Concept Definition Application
Perceived
Susceptibility
One's opinion of chances
of getting a condition
Define population(s) at risk, risk
levels; personalize risk based on a
person's features or behavior;
heighten perceived susceptibility if
too low
Perceived
Severity
One's opinion of how
serious a condition and its
consequences are
Specify consequences of the risk and
the condition
Perceived
Benefits
One's belief in the efficacy
of the advised action to
reduce risk or seriousness of
impact
Define action to take; how, where,
when; clarify the positive effects to be
expected
Perceived
Barriers
One's opinion of the
tangible and psychological
costs of the advised action
Identify and reduce barriers through
reassurance, incentives, assistance
Cues to Action
Strategies to activate
"readiness"
Provide how-to information,
promote awareness, reminders.
Self-Efficacy
Confidence in one's ability
to take action
Provide training, guidance in
performing action
9. Osteoporosis
• Osteoporosis, or "porous bones," causes
bones to become weak and brittle — so
brittle that a fall or even mild stresses like
bending over or coughing can cause a
fracture. In many cases, bones weaken when
you have low levels of calcium and other
minerals in your bones.
10.
11. Early Prevention
• In order to prevent and delay the onset of
osteoporosis in the later part of life,
prevention methods need to begin many
decades before menopause
• Education on prevention methods is a major
component
12. Kasper, M.J., Peterson, M.G.,Allergrante, J.P., Galsworthy,
T.D., & Gutin, B. (1994) Knowledge, beliefs, and behaviors
among college women concerning the prevention of
osteoporosis.Arch Farm Med, 3, 696-702.
• Objective - To access college age women's
knowledge on osteoporosis risk factors and their
beliefs about the disease.
• They also looked how they practiced
preventative behaviors already.
• Completed questionnaire with a 100% response
rate
13. Kasper, M.J., Peterson, M.G.,Allergrante, J.P., Galsworthy,
T.D., & Gutin, B. (1994) Knowledge, beliefs, and behaviors
among college women concerning the prevention of
osteoporosis.Arch Farm Med, 3, 696-702
• Results - 114 heard about osteoporosis
• Only 49 of that 114 had received information from school or
a health care provider
• There was a significant relationship between receiving
osteoporosis information and being able to identify risk factors
• Only 6.7% of the women reported getting the appropriate
exercise requirement to protect against osteoporosis and getting
the recommended 1200mg of calcium per day
14.
15.
16. Comments
• The study found that educational institutions
and health care providers are not providing
information about osteoporosis to young
women or the information has not been
received and retained by the women
Limitations
• Small sample size
• Self reporting data
17. Sedlak, C.A., Doheny, M.O., Jones, S.L. (2000).
Osteoporosis education programs: Changing
knowledge and behaviors. Public Health Nursing,
17(5), 398-402.
• Goal - to describe the type of program that would
change knowledge, health beliefs, and behaviors for
women with different needs and backgrounds about
osteoporosis risk factors
• 3 educational programs
• Varied in length and method of presenting content
• Completed survey before and 3 weeks after program
• Each program had a different “intensity” level
18. Conclusion
• Survey completed 3 weeks after program
• Results
• Impact of program on health beliefs
• Only difference was the participants in the intermediate
group increased their beliefs that calcium intake was
beneficial for prevention of osteoporosis
• Impact of osteoporosis preventing behaviors
• Participants in the intense group reported that they
significantly decreased their intake of caffeine
• Impact of program on knowledge
• Participants of all programs had significantly higher levels of
knowledge posttest
19. Discussion
• All programs increased knowledge about
osteoporosis prevention, regardless of program
design
• Overall, all programs did not change the
participant’s health beliefs about osteoporosis or
increase their prevention behaviors
• Further programs are needed to access how
women's health beliefs help them engage in long-
term osteoprevention behaviors.
20. Osteoporosis knowledge and educational
program in the Greek community at
University of Alamabama
• Purpose of the study would be to test the
women’s knowledge on osteoporosis and
provide information on what they can start
doing during their college years to prevent
or delay the onset of osteoporosis when
they get in their 50’s 60’s and 70’s
21. Osteoporosis knowledge and prevention
program in the Greek community
• Recruit 30 women from 18 sororities Panhellenic
and Pan-Hellenic
• Women will take an initial survey
• Questions will cover the 6 constructs
• Complete 5 group sessions that will directly follow
their chapter meetings
• There will also be a make-up meeting on another
night during the week if girls are not able to make
the original
• During the final class the girls will take the original
survey to test what they have learned
22. Sample Survey Questions
• Do you believe you are at risk for getting osteoporosis in
the future? Yes No Don’t know
• Does osteoporosis run in your family? Yes No Don’t
know
• Do you engage in 30 minutes of weight-bearing exercise 3
days a week? Yes No Don’t know
• Do you believe calcium consumption is beneficial to
prevent the onset or delay osteoporosis? Yes No Don’t
know
• Does consuming excess amounts of caffeine increase the
onset of osteoporosis? Yes No Don’t know
• Do you believe you are susceptible to getting osteoporosis
in your postmenopausal years? Yes No Don’t know
• Do you believe you are knowledgeable on ways to prevent
osteoporosis later in life? Yes No Don’t know
23. Discussion
• Limitations
• The program only includes Greek affiliate women
• The surveys are self reported
• Possibility of women missing sessions because of
conflict
• Even though the program only reaches a small amount
of the entire sorority population, the women will be
knowledgeable about osteoporosis and be able to take
the information they learn in the program and,
hopefully, share it with other members of their chapter
24. Discussion
• The severity of osteoporosis needs to be taught
to women before they are diagnosed with this
deadly disease
• The Health Belief Model is ideal for this
program because college age women are not
statistically shown to perceive osteoporosis as a
threat
• Our main goal is to increase perceived
susceptibility and the severity of osteoporosis
to the women since they are at such a crucial
age where it is most important for them to
know all the facts about osteoporosis
25. References
• Glanz, K., Rimer, B.K., Viswanath, K. (2008) Health Behavior and
Health Education: Theory, research, and practice. San Fransisco: Jossey-
Bass.
• Kasper, M.J., Peterson, M.G., Allergrante, J.P., Galsworthy, T.D.,
& Gutin, B. (1994) Knowledge, beliefs, and behaviors among
college women concerning the prevention of osteoporosis. Arch
Farm Med, 3, 696-702.
• Sedlak, C.A., Doheny, M.O., Jones, S.L. (2000). Osteoporosis
education programs: Changing knowledge and behaviors. Public
Health Nursing, 17(5), 398-402.
• Turner, L.W., Hunt, S., Dibrezzo, R., & Jones, C. (2004). Design
and implementation of an osteoporosis prevention program
using the Health Belief Model. American Journal of Health Studies
26. References
• Noar, S.M. (2005) Ahealth educator’s guide to theories of health
behavior. Int’l Quarterly of Community Health Education, 24(1), 75-
92.
Editor's Notes
developed in response to the failure of a free tuberculosis (TB) health screening program. Since then, the HBM has been adapted to explore a variety of long- and short-term health behaviors, including sexual risk behaviors and the transmission of HIV/AIDS.
SR theorist believed learning results from events(reinforcements) that reduce psychological drives that activate behavior.
Skinner- frequency of behavior is determined by its consequences or reinforcements. Response immediately following the behavior, whether it be negative or positive is what is going to determine if the behavior will be repeated OR NOT.
reinforces, punishments, rewards
Cognitive th- Emphasize the role of subjective hypotheses and expectations held by the individual.
Beliefs, attitudes, desires, expectations, etc.
Influencing beliefs and expectations about the situation can drive behavior change, rather than trying to influence the behavior directly.
Ie weight loss, rewarding yourself with new clothes
Both to explain change and maintenance of health-related behaviors and as a guiding framework for health behavior interventions
Interventions to change health behaviors
P. Suce- A person’s belief about their chances of getting a disease or health condition
***One of the more powerful perceptions
People who are not at risk for a certain condition have low perceived susceptibility
****osteoporosis
P. Severity- A person’s belief about the seriousness or severity of the disease or health condition
p. benefits- A person’s belief of the value or usefulness of a new behavior in decreasing the risk of developing a disease or health condition
People tend to adopt healthier behaviors when they believe the new behavior will decrease their chances of developing a disease.
p. barriers- A person’s belief about the obstacles in the way of him or her adopting a new behavior.
***most significant construct in determining behavior change
Cues- Events, people, or things that move people to change their behavior.
Self-eff- The belief in one’s own ability to do something. I KNOW Y’ALL Haven't HEARD OF THIS ONE
People generally do not try to do something new unless they think they can do it.
These can effect behavior compliance
Age Sex Culture Education level Past experiences Skill Motivation SES Personality Demographics
Can result in premature mortality and significant morbidity from fractures, bone deformity and pain
Osteoporosis Affects over 25 million people, 80% women
Responsible for more than 1.5 million fractures annually
17 billion dollars is spent, nationally, each year on this disease
Up to 50% of women will be affects
Most people think osteoporosis (loss of bone mass) is a disease of the elderly. However, although people normally lose bone mass as they age, the amount of bone growth that occurs during childhood and adolescence is just as important a factor in developing osteoporosis. That's what experts at the National Institutes of Health (NIH) said at a conference on Osteoporosis Prevention, Diagnosis and Therapy in March 2000
Cross sectional study
127 women, roughly 20 years old 92% white
They were enrolled in a required undergraduate health course
To test reliability, 30 participants were randomly requested during the second class to complete questionnaire a second time, 24 completed it. 6 were absent
Respondents believed they were not at risk for developing osteoporosis
They felt osteo was not as sever in women when it came to morbidity and mortality as hear disease and breast cancer
Limitations
Other possibilities could be that even when information is disseminated, because the women do not think or believe they are at risk, they do not remember the information.
In general the women in the study were not practicing osteoprotective behaviors (exercise 3x a week for 30 min, 1200mg calcium dailey)
The more info the women received, the more they reported knowing about risk factors for osteoporosis
The women in the study believed that one is as responsible for getting oeteo as one is for getting the common cold (flu).
There was no significant relationship between the concerns, seriousness, or likeliness of getting osteo and calcium intake, osteoprotective exercise or risk factor identification
82% reported consuming less than the recommended 1200mg of calcium a day
The article made the assumption that the vast majority of young women in the US may have lower peak bone mass and have a greater risk of having osteoporotic fractures in their later years
They believe this is the first study done that documents that young women believe that it is unlikely that osteo will develop in them
Majority of women DO engage in exercise and calcium intake behaviors but that are inadequate for building healthy, strong bones
Perceived susceptibility to osteoporosis, perceived seriousness of the disease, perceived benefits to osteoporosis prevention activities (that is, increased dietary calcium, increased weight bearing exercise), perceived
barriers to action (that is, cost of interventions), and motivation to engage in osteoporosis prevention activities are
factors that may be related to the extent to which individuals engage in health promoting behaviors.
Each program was conducted differently depending on what they wanted to learn( how much detail) and their time commitment
The intense group met with the program developers for three sessions over a 3 week prd and were given assignments to complete during the program sessions. 31 young college women. Most were under 25 and had completed some form of college education. Women voiced praticipating in this study after completing a previous study on osteo risk factors and did not engage in preventative behaviors
The intermediate group consisted of 3- 1 hour sessions. 35 women 22-83. this program was designed the way it was because of the heterogeneity of age and knowledge of osteop. Physicians, nutritionist, exercise physiologist, and two nurses presented the info as it pertained to their field.
The brief program was one 45 minute session. 18 nurses, 35-59. breief b/c they have previous knowledge.
conclusion
With adults they have a showed reediness to learn through voluntary participation and self direction
Knowledge does not equal change
“What they did learned” rather then “what they were going to do”
The survey contains questions from each construct of the HBM
In the meetings they will learn all about osteoporosis and why it is important for them to be preparing their bodies know.
My program models parts of the the program Dr. Lori Turner’s and colleges OPP program from 2003. The first session will be an orientation, welcoming the women to the study and giving them an overview of how the program will go. 3 out of the 5 group sessions, the women will complete educational classes. The topics covered will be general nutrition that will cover importance of calcium and the best ways to get the adequate amounts. In the nutrition they will also discuss genetics and the importance of talking with their mothers and grandparents about their health history. There will be an osteoproducative exercise class and then finally a bone density testing class. In the bone density testing class the women will receive dexa scans on their hips and spine that will provide their bone density. The reading will be explained to the girls in a way they can easily understand.
During each educational class they will be provided pamphlets and educational material that will correspond with the material they are being taught.
Sharing will be encourage. We will also provide extra handouts and pamphlets for the women to handout at their chapter houses.
Baby boomers getting to the age where they are dealing with osteoporosis