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Health Promotion and Health Education: Improving Patients’ Health Status

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Nursing: Health Education and Improving Patient Self-Management

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Abstract

Health promotion and health education are aimed at changing an unhealthy lifestyle. Health promotion includes: health education; offering (care) facilities; laws and regulations (Sect. 4.1).

Health education has two basic forms. The purpose of intentional health education is to change health-impairing behavior into a healthy lifestyle. The purpose of simplifying information is knowledge transfer (Sect. 4.2).

Intervention mapping (IM) is a protocol to incrementally develop a health-intervention based on evidence through literature review, starting with an analysis (needs assessment) of the health problem. Conditions for IM are: a behavioral health problem; modifiable behavioral determinants; realistic end goals. An important starting point for IM is the perspective of participation in planning (Sect. 4.3). The conditions and principles are described (Sect. 4.4).

In IM step 1, potential pitfalls are: a non-existent problem; no relationship between the health problem and the behavior. In the behavior analysis, the behaviors that cause, aggravate or maintain the health problem and in the environmental analysis the environmental factors that do this (Sect. 4.4).

In IM step 1, the behavioral determinants are analyzed using the Theory of Planned Behavior (TPB). Barriers impede the transition of intention to behavior. The intention in the TPB model is influenced by the interplay of attitudes, subjective norms or social influence and perceived behavior control or self-efficacy. Health behavior is complex (Sect. 4.5).

In IM step 2, the behavioral objectives (or main goals) are set, and objectives (or sub-goals) changed, in the matrix, and all the knowledge goals, attitude goals, all targets related to subjective norms, perceived behavior control, and all targets related to barriers will be seen (Sect. 4.6).

In IM step 3, the theories and methods for health behavior change are selected (method of risk perception, decisional balance, resistance to social pressure, mobilizing others for social support, guided practice, action planning, coping planning, and learning theories; Sect. 4.7).

In IM step 4, the health intervention design is created. Most effective are interventions aimed at attitudes, subjective norms or social influence and perceived behavior control or own effectiveness. Tailoring promotes learning and the patient’s involvement (Sect. 4.8).

In IM step 4, the model of behavior change should be used. Selective perception and exposure state influence risk perception. An attitude change is needed: a critical imagine the desired behavior and behavior, and assess advantages and disadvantages. Obstacles to improving self-management include: too much information and peripheral information processing. The patient must learn to deal with subjective norms and social influence, and with perceived behavioral control and improved self-efficacy. For behavior preservation, recognizing and handling high-risk situations, coping planning, relapse prevention, and feedback are included (Sect. 4.9).

In step 4 of the transtheoretical model or research, the motivational stages are: (1) precontemplation, (2) contemplation, (3) preparation, (4) action, (5) consolidation (Sect. 4.10).

In IM step 5, an implementation plan is written: the how, what, and when of the intervention. In the communication process, the following are important: source→message→strategy→recipient(s) (Sect. 4.11).

In IM step 6, an evaluation plan is written to explore the results of the health intervention. In the evaluation, you examine whether the health intervention has been effective and at what level there are effects: determinants, behavior, or prolonged behavioral maintenance (Sect. 4.12).

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  1. University of Applied Sciences , Utrecht, The Netherlands

    Barbara Sassen

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Sassen, B. (2018). Health Promotion and Health Education: Improving Patients’ Health Status. In: Nursing: Health Education and Improving Patient Self-Management. Springer, Cham. https://doi.org/10.1007/978-3-319-51769-8_4

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  • DOI: https://doi.org/10.1007/978-3-319-51769-8_4

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