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Theoretical Foundations of Health Education & Health Promotion (3rd ed.)

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Manoj Sharma at University of Nevada, Las Vegas
Manoj Sharma
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THEORETICAL FOUNDATIONS OF
and
HEALTH EDUCATION
HEALTH PROMOTION
Manoj Sharma
THIRD EDITION
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... In the realm of theory, a fourth-generation theoretical paradigm of multi-theory model (MTM) of health behavior change [26,27] was used in this study to ascertain factors among college students that will foster initiation and maintenance of behavior of introspective meditation every day for 20 min on the pleasure-seeking activities they plan to undertake that day. MTM has been used with a variety of health behaviors among college students, such as physical activity [28], small portion size consumption for reducing calorie intake to prevent obesity [29], and adequate sleep [30]. ...
... The multi-theory model of health behavior change was used as the underlying theoretical framework. Although it is a newer and more recent theory, constructs of this theory have already been used extensively as a predictive model for a variety of health behaviors [27]. To our knowledge, the application of the MTM theory in assessing introspective meditation behavior for sensory pleasure seeking among college students is the first in predicting reflective thinking in this group. ...
... To our knowledge, the application of the MTM theory in assessing introspective meditation behavior for sensory pleasure seeking among college students is the first in predicting reflective thinking in this group. However, previous study tested the MTM model in predicting the intent to practice meditation among the general U.S. population [21,27]. ...
Introspective Meditation before Seeking Pleasurable Activities as a Stress Reduction Tool among College Students: A Multi-Theory Model-Based Pilot Study
Article
Full-text available
  • Mar 2022
In the realm of behavioral interventions, a combined approach of yoga and a cognitive-behavioral strategy in the form of introspective meditation (manan-dhyana) may offer benefits as a stress management tool. This pilot study focuses on introspective meditation performed before seeking pleasurable activities, which is a self-reflection about whether to pursue a goal that will bring sensory pleasure in life. A non-probability sample of college students was recruited from a mid-sized Southern University of the United States using a 52-items web-based survey built in Qualtrics. Univariate, bivariate, and multivariate statistics were used to analyze data. Of total 65 students, only 21.5% students reported being engaged in the introspective meditation. The sample constituted predominantly females (75.4%), White (64.6%), and undergraduate students (87.7%). The proportions of anxiety, depression, and moderate/high stress were 50.8%, 40.0%, 86.1% respectively. In the hierarchical regression for initiation, the final model explained nearly 21.1% of variance in initiating introspective meditation among participants (n = 51) who had not been practicing it. With each unit increment in subscales of initiation (i.e., changes in physical environment), the conditional mean for initiating introspective meditation behavior increased by 0.373 units. In the hierarchical regression for sustenance, the final model explained nearly 50.5% of variance in sustaining introspective meditation behavior among participants (n = 51) who had not been practicing it. With each unit increment in subscales of sustenance (i.e., emotional transformation), the conditional mean for sustaining introspective meditation behavior increased by 0.330 units. This study can pave a way for designing interventions for college students to promote introspective meditation directed toward seeking pleasurable activities before engaging in them. This has implications for the reduction of stress as well as a preemptive measure for sexual risk-taking, indulgence in maladaptive behaviors such as smoking, vaping, alcohol, and substance use.
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... A health educational model, which uses behavior change at individual level, is the TTM (Prochaska & DiClemente, 1983). The model has been used for a range of health behaviors since its introduction [22][23][24][25], and can predict the way and time of behavioral change [26]. The main constructs of the model are -stages of change‖, -decisional balance‖, and -self-efficacy‖. ...
... The present study aimed to determine predictors of calcium intake in order to identify osteoporosis prevention behavior in women aged for more than 6 months) [26]. Since the questionnaire was dynamic in nature, it had one question at five levels. ...
... Bandura, as the developer of the theory of self-efficacy, believes that self-efficacy is specific to a specific behavior. A person may have high selfefficacy in one behavior and low self-efficacy in another one [26,29]. Bandura mentions four factors of success in performance, succession experiences, verbal encouragement, and physiological and emotional arousal as the sources of self-efficacy [29]. ...
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... Theory-based interventions in promoting behavioral health provide information regarding what factors contribute to targeted preventive health behaviors [18]. The multitheory model (MTM) of health behavior change was designed to address both initiation and sustenance of health behavior change [19]. This theory integrates cognitive, conative, and environmental factors that are intended to be utilized for designing health behavior change interventions. ...
... The MTM-based initiation was measured through subscales, including perceived advantages, perceived disadvantages, behavioral confidence, and changes in the physical environment [19]. Perceived advantages (3 items) and perceived disadvantages (3 items) scores were measured on a 5-point Likert scale ranging from "never" to "very often." ...
COVID-19 Booster Vaccination Hesitancy in the United States: A Multi-Theory-Model (MTM)-Based National Assessment
Article
Full-text available
  • May 2022
Background: Despite the availability of COVID-19 vaccines and the proven benefits of vaccinations outweighing the potential risks, hesitancy to accept vaccines and additional doses remains a persistent problem. Therefore, the purpose of the study was to investigate hesitancy, confidence, literacy, and the role of the multi-theory model (MTM) constructs in COVID-19 booster uptake. Methods: This cross-sectional study utilized a 52-item psychometric valid web-based survey conducted during the month of October 2021 to recruit a nationally representative sample of U.S. adults. Univariate, bivariate, and multivariate statistical tests were used to analyze the data. Results: Among the booster hesitant group (n = 209, 41.7%), a significantly larger proportion of respondents were unvaccinated with the primary series (43.5% vs. 11%, p < 0.001), were among 18–44 years age group (51.2% vs. 31.8%, p < 0.001), single or never married (33.0% vs. 24.3%, p = 0.04), had lower education with some high school (6.2% vs. 2.4%, p = 0.03), and identified themselves as Republicans (31.6% vs. 20.5%, p = 0.01). The hesitant group had lower mean scores of vaccine literacy, and vaccine confidence, and had 19% lower odds of behavioral confidence than their non-hesitant counterparts (adjusted odds ratio = 0.81, 95% CI: 0.71–0.92). Conclusions: The findings of this study underscore the need of raising public awareness through effective multi-theory-model-based communication campaigns.
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... Health behaviour is a combination of knowledge, skills and attitudes, owing to which health-related activities can be initiated [1]. They are also defined as all health-related activities taken up by an individual, including pro-health and anti-health activities. ...
... The function of the motivator for health behaviours is performed by health awareness [4], described as the knowledge and skills acquired through health education. Health behaviours can change throughout one's life, but the juvenile period is of key 1. ...
Health Behaviours and the Sense of Optimism in Nursing Students in Poland, Spain and Slovakia during the COVID-19 Pandemic
Article
Full-text available
(1) The COVID-19 outbreak brought about several socio-economic changes and has had a negative impact on the mental health of people around the world. The aim of this study was to examine the correlation between health behaviours and dispositional optimism among nursing students in Poland, Spain and Slovakia during the COVID-19 pandemic. (2) The study was carried out in spring 2021 on a group of 756 nursing students in Poland (n = 390), Spain (n = 196) and Slovakia (n = 170). The diagnostic survey method was applied with the questionnaire technique, and the following standardised research tools were used: Life Orientation Test—Revised (LOT-R) and the Health Behaviour Inventory (IZZ). The survey was conducted in a mixed arrangement: in direct contact with the respondents in Poland and in Spain and online in Slovakia. (3) Significant differences were demonstrated in health behaviour preferences in students in Poland, Spain and Slovakia (F = 0.04; p < 0.002). The highest IZZ index was found in Spanish students (82.60 ± 13.65), while lower values were observed in Slovak (80.38 ± 13.74) and Polish (78.44 ± 13.47) students. The correlation between dispositional optimism and a positive attitude was the strongest in the Polish sample (r = 0.56; p < 0.001), at a high level in the Spanish sample (r = 0.53; p < 0.001) and at an average level in the Slovak sample (r = 0.48; p < 0.001). (4) 1. The study showed a moderating effect of the country of origin on the students’ health behaviours. 2. Dispositional optimism is an important predictor of the students’ health behaviours, regardless of the country of origin.
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Gesundheitspädagogik und Pädagogik Pflege – Therapie – Gesundheit
Chapter
  • Jan 2023
Gesundheitspädagogik im Kontext von Aus-, Fort- und Weiterbildung in Pflege- und Gesundheitsberufen ist mehrdimensional darzustellen und von Pflegepädagogik oder der Pädagogik von Therapie- oder anderen Gesundheitsberufen abzugrenzen. Hierzu ist eine systematische Betrachtung relevanter Begriffe in Bezug auf die disziplinären Zugänge sowie die Zielebenen erforderlich, um einen strukturierten Zugang zu den Handlungsfeldern der Gesundheitspädagogik zu finden. Diese umfassen die Gesundheitserziehung und Gesundheitsbildung und beziehen sich sowohl auf die Förderung der Gesundheit der Beschäftigten in den genannten Berufsfeldern als auch auf deren Multiplikatorenrolle mit der Zielsetzung, Interventionen zur Prävention und Gesundheitsförderung bei Patienten, Klienten oder Rezipienten durchzuführen. Mit dem Begriff Gesundheitskompetenz wird ein umfassendes Konstrukt eingeführt, das hinsichtlich der spezifischen Ansatzpunkte für gesundheitspädagogische Maßnahmen analysiert wird. Der Beitrag knüpft an die internationale Fachdiskussion zur Identifikation von spezifischen Kompetenzen an, über die Gesundheits- und Pflegeberufsangehörige verfügen sollten. Neben der curricularen Verankerung von Kompetenzen, die als gesundheitspädagogische eingeordnet werden können, werden Ansätze zur Kompetenzanbahnung skizziert. Zudem werden die Schnittstellen zu weiteren aktuellen Konzepten in der Aus-, Fort- und Weiterbildung der Pflege- und Gesundheitspädagogik dargelegt.
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The effect of educational intervention based on theory of planned behavior on behavioral responses of premenopausal women in prevention of osteoporosis
Article
Full-text available
  • Sep 2022
  • BMC Wom Health
Background: Osteoporosis is one of the most prevalent bone diseases which is preventable. Implementing educational programs is an important step in prevention of chronic diseases in the community setting. One of the theories used for predicting behavior and performing educational intervention is theory of planned behavior (TPB) which predicts the intention of an individual toward doing a specific behavior. This study was conducted to assess the effect of educational intervention based on TPB on behavioral responses of premenopausal women in prevention from osteoporosis in Fasa city, Iran. Methods: This study is a quasi-experimental study performed on 200 women aging from 35 and 55 years who referred to health centers in Fasa city; iran in 2019. Simple random sampling was applied to assign participants to control and intervention groups (100 participant for each group). Data were gathered by a "valid" and "reliable" questionnaire arranged based on the constructs of TPB, nutrition performance and physical activity. An educational program on osteoporosis prevention was conducted. educational intervention was performed in six sessions through group discussions and educational films and booklet for experimental group and then the changes in the scores of the two groups were evaluated and compared. Obtained data were analyzed by SPSS-22 software through Chi-square, independent t-test, paired t-test and ANOVA tests. Results: The mean ages of studied participants in experimental and control groups were respectively 43.39 [Formula: see text] 5.20 and 42.94 [Formula: see text] 5.52. In experimental group, the average scores of knowledge [2 weeks (31.12 [Formula: see text] 4.20) and 2 months (39.04 [Formula: see text] 4.10) after educational intervention (p < 0.001)], constructs of theory of planned behavior [attitude construct: 2 weeks (89.32 [Formula: see text] 9.22) and 2 months (98.57 [Formula: see text] 9.13) after educational intervention (p < 0.001), Subjective norms construct: 2 weeks(88.39 [Formula: see text] 8.84) and 2 months (122.57 [Formula: see text] 8.58) after educational intervention (p < 0.001), Perceived behavioral control construct: 2 weeks (88.56 [Formula: see text] 8.38) and 2 months (120.15 [Formula: see text] 8.33) after educational intervention (p < 0.001), Behavioral intention construct: 2 weeks (54.44 ± 4.72) and 2 months (60.26 [Formula: see text] 4.12) after educational intervention (p < 0.001)], nutrition performance [2 weeks (19.88 ± 2.56) and 2 months (24.14 [Formula: see text] 2.36) after educational intervention (p < 0.001)] and physical activity [2 weeks (16.75 [Formula: see text] 1.42) and 2 months (18.94 [Formula: see text] 1.68) after educational intervention (p < 0.001)] had more significant enhancement than control group 2 weeks and 2 months after educational intervention. Discussion: TPB was effected in nutrition performance and physical activity in osteoporosis prevention of subjects. This theory can be used as a framework for designing and performing educational intervention for preventing osteoporosis and promoting women's health.
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The application of the theory of planned behavior to nutritional behaviors related to cardiovascular disease among the women
Article
Full-text available
  • Dec 2021
  • BMC Cardiovasc Disord
Abstract Background Nutritional factors have been identified as preventable risk factors for cardiovascular disease; this study aimed to investigate the application of the Theory of Planned Behavior (TPB) in nutritional behaviors related to cardiovascular diseases among the women in Fasa city, Fars province, Iran. Methods The study was conducted in two stages. First, the factors affecting nutritional behaviors associated with cardiovascular disease on 350 women who were referred to Fasa urban health centers were determined based on the TPB. In the second stage, based on the results of a cross-sectional study, quasi-expeimental study was performed on 200 women covered by Fasa health centers. The questionnaire used for the study was a questionnaire based on TPB. The questionnaire was completed by the experimental and control groups before and three months after the intervention. Data were analyzed by SPSS software using logistic regression, paired t-test, independent sample t-test, and chi-square test. The level of significance is considered 0.05. Result The constructs of attitude, subjective norms, and perceived behavioral control (PBC) were predictors of nutritional behaviors associated with cardiovascular disease in women. The constructs predicted 41.6% of the behavior. The results showed that mean scores of attitude, subjective norms, PBC, intention, nutritional performance related to the cardiovascular disease before intervention were, respectively, 24.32, 14.20, 18.10, 13.37 and 16.28, and after the intervention, were, respectively, 42.32, 25.40, 33.72, 30.13 and 41.38. All the constructs except the attitude in the intervention group were significantly higher (p
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