module 3

• General System Theory


  It is applicable to the different levels of the community health nurses' clientele: individual, families, groups or aggregates and communities
• General System Theory


  It is viewed as an open system; the client is considered a set of interacting elements that exchange energy, matter, or information with external environment to exist
• Family and group


  A set of interrelated individuals
• Family home and community


  The immediate environment that are important aspects to be considered in the assessment of the family health status
• Nurse's role


  1. Observes interpersonal relationships among the members

  2. Appraises the physical environmental conditions in the home
• Interview with family members


  Reveals how the family relates to the larger system-the community and the structures in the community such as health agencies
• Inputs


  Matter (e.g., food, water), energy (e.g., sunlight, and electricity), information (e.g., news on community events, health teaching, which resources are taken from its environment
• Outputs


  Material products, energy and information that results from the family's processing (throughput) of inputs. The health practices and the health status are examples of outputs
• Feedback


  Information from the environment directed back to the system, which allows the system to make the necessary adjustment for better functioning
• Social Learning Theory


  Learning takes place in a social context, that is, people learn from one another and that learning is promoted by modeling or observing other people
• Social Learning Theory


  • People can learn by observing the behavior of others
• Health Belief Model


  The health belief model provides the basis for much of the practice of health education & health promotion today
• Health Belief Model


  The individuals must know what to do and how to do it before they can take action
• Health Belief Model


  The information must be related in some way to the individual's needs
• Milio's Framework for Prevention


  The framework provides that the health status existing in the population occurs due to too little or excess critical health sustaining resources
• Milio's Framework for Prevention


  Population behavior patterns also affect health since knowledge and perception is influenced by informal and formal learning and also by experience
• Milio's Framework for Prevention


  Health is also influenced by organizational behavior which includes policy makers since they provide options available to thus influencing selections made by individuals
• Personal resources


  Awareness, Knowledge, Beliefs, Money, Time, The urgency of priorities
• Societal resources


  Availability and cost of health services, Environmental protection, Safe shelter, Penalties for failure to select the given options, Rewards
• Milio challenged health education's assumption that knowledge of health generating behaviors implies an act in accordance with that knowledge
• Milio proposed that most human beings professional or non-professional, provider or consumer make the easiest choices available to them most of the time
• Health promoting choices must be more readily available and less costly than health damaging options for individuals to gain health and for society to improve health status
• Pender's Health Promotion Model


  Explores many biopsychosocial factors that influence individuals to pursue health promotion activities
• Pender's Health Promotion Model


  The HPM depicts the complex multidimensional factors which people interact as they work to achieve optimum health
• Pender's model does not include threats as a motivator as threat may not be a motivating factor for clients in all age groups
• Transtheoretical Model


  It is based on the assumption that behavior change takes place over time, progressing through a sequence of stages
• Transtheoretical Model


  It also assumes that each of the stages is both stable and open to change
• Stages of change in Transtheoretical Model


  • Not thinking (pre-contemplation)
  • Thinking (contemplation)
  • Preparation
  • Action (making changes)
  • Maintenance
  • Relapse
• Change is difficult even for the most motivated of individuals. People resist change for many reasons: be unpleasant, require giving up pleasure, be painful, be stressful, jeopardize social relationships, not seem important any more, require change of self-image
• PRECEDE-PROCEED Model


  It provides a model for community assessment, health education, planning, and evaluation
• PRECEDE


  • Predisposing
  • Reinforcing
  • Enabling
  • Construct
  • Educational
  • Diagnosis
  • Evaluation
• PROCEED


  • Policy
  • Regulatory
  • Organizational
  • Construct
  • Educational
  • Developmental
• Predisposing factors


  People's characteristic that motivate them towards health-related behavior
• PRECEDE-PROCEED Model is a structure for assessing health needs for the design, implementation, and evaluation of health promotion