NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes

Sample Answer for NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes Included After Question

Describe a health promotion model used to initiate behavioral changes. How does this model help in teaching behavioral changes? What are some of the barriers that affect a patient’s ability to learn? How does a patient’s readiness to learn, or readiness to change, affect learning outcomes?

A Sample Answer For the Assignment: NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes

Title: NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes

I have read and acknowledged your course announcements and appreciate the extra information in regards to citations and APA format, from what I see there is a lot of us struggling with proper writing format and correct citation, myself included. It’s been 15 years since I have been in school so this is all very new and exciting and also very challenging! Finding the right information from websites is often hard and/ or confusing, also it has been challenging to cite discussion responses, that is also new for me, compared to my last class, I was familiar with responding using my experience as a nurse and how it applied to what we have been discussing. Thankyou for the extra resources and ways to gain extra points ! I am grateful for the support and extra ways to gain credit in your class.

The most unclear topic for me so far has been on when to apply behavioral objectives. “Educating patients requires the establishment of learning and behavioral objectives aimed at moving patients toward their health-related goals” (Falkner 2022). This citation from our reading translates to me that we always write them as part of patient goals. I understand behavioral objectives as mini interventions to achieve the long-range goal. I thought I had a clear understanding of what they were and when to use them until I read a couple of the DQ posts. I now see another point of view in that having objectives is obsolete if the patient is not willing/able to learn. After reading a couple posts that translated the reading as behavioral objectives are only used when a patient is deemed willing to learn, I could see another angle on what I was reading. “When nurses create behavioral objectives, it assumes that the patient is willing to change” (Falkner 2022). My gut instinct is that we need to create them as steps to achieve the health goal during the assessment period, all the time. If the objective is not met, we assess why, create new objectives, and try again. I do believe that my classmates have a viable opposing point of view based on the reading.

My challenges in the course will be keeping balance between family obligations and schoolwork, like most everyone in the class. My plan has been working so far to combat when conflicts arise. That includes more late nights and coffee, but I am keeping to my walking routine as well. I walk three miles 4-5 days per week as much as possible. My 5k a day in May month has started with the goal to walk, run, jog, or crawl 155k before June 1. This helps keep stress levels down and improves mental clarity for me. It also keeps my body moving and my dogs in shape.

Falkner, A., Green, Sue., Whitney, Stacey. 2022. Health Promotion:

Health & Wellness Across the Continuum Second Edition. Grand Canyon University.https://bibliu.com/app/#/view/books/1000000000585/epub/Chapter1.html#page_11

A Sample Answer 2 For the Assignment: NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes

Title: NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes

I would say the most unclear was answering what behavioral objectives can be used in health promotion. I would find myself using more examples than actually describing what an actual behavioral objective was. I believe this is somewhat challenging for me being an ER nurse and having shorter visits with my patients as I mainly focus on giving patients the proper referrals and resources to seek further treatment if it is something that can be taken care of outpatient. As a nurse, once the patients’ are discharged from the ER we don’t continue to follow up as maybe others may from different departments. I like to try and relate my discussion questions to my personal experience while also learning how I can improve in my bedside manner, and this was challenging when answering my discussion question. If I come across something that I find challenging later in the course, I like to look in our book for further explanation and if that doesn’t work I will look for articles online that I may relate to a little more. In this case that’s what I think helped me understand what I was to focus on, but if I have a difficult time finding further information on the topics I will reach out in the class questions and see if either someone has had the same question I do that has already been answered or I’ll can reach out to you, Dr. Jerina in the class questions to have a better understanding.

A Sample Answer 3 For the Assignment: NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes

Title: NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes

One health promotion model used to initiate behavior change is the Transtheoretical (TTM). TTM is the most popular research model used in health care. TTM is also known as the stages of change model. It has been frequently used to promote exercise and nutrition behaviors. The model recommends that individuals go through a string of stages when changing behavior. These stages of change are pre-contemplation, contemplation, preparation, action, and maintenance. Each set has specific characteristics and requires different strategies to promote behavior change. Using behavior change steps can help to understand the mechanism of exercise behavior and nutrition by establish an individual’s readiness to change and determine if one will be successful in maintaining exercise behaviors (Kamran et al., 2023).

The TTM is used to teach behavior changes and provides a framework for understanding the steps of behavior change while tailoring interventions to the individual’s current stage. For instance, someone who is in a pre-contemplation stage may need information about awareness-raising for the behavior change. In contrast, someone in the preparation stage may need help setting goals and developing a behavior plan for change. Some of the barriers that affect a patient’s ability to learn are language barriers, low health literacy, cultural differences, lack of social support, and cognitive impairment. In addition, patient readiness to learn, or readiness to change, can affect learning outcomes. A patient who is motivated and ready to change is the most likely to take on the learning process and is eager to make crucial decisions for lasting change. On the other hand, someone who lacks motivation and is not ready to change may require a lot of encouragement and support to achieve behavior change. Therefore, the healthcare provider needs to conduct a thorough assessment to determine the patient’s stage of learning and tailor interventions accordingly for effective behavior change (Marcus, 2014).

References:

Kamran, A., Aliakbari, P., Nasimi Doost Azgomi, R., & Naeim, M. (2023). Action status and willingness to change health-promoting behaviors during the COVID-19 pandemic among elementary school children: a study based on Prochaska’s stages of behavior change theory (TTM). BMC Public Health, 23(1), 248.

Marcus, C. (2014). Strategies for improving the quality of verbal patient and family education: a review of the literature and creation of the EDUCATE model. Health Psychology and Behavioral Medicine: An Open Access Journal, 2(1), 482-495.

Topic 1 DQ 2

Description:

Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.

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Objectives:

NRS 429 Topic 1 Discussion Question Two Describe a health promotion model used to initiate behavioral changes

1. Evaluate personal learning styles.
2. Discuss the application of teaching strategies to support individualized nursing care plans.
3. Examine health promotion models used for behavioral change

Health Promotion: Health and Wellness Across the Continuum

Description:

Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.

The VARK Questionnaire

Description:

Complete “The VARK Questionnaire,” located on the VARK website.

Teaching Strategies to Support Evidence-Based Practice

Description:

Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse
(2012).

Patient-Education Tips for New Nurses

Description:

Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).

Patient Education in Home Care: Strategies for Success

Description:

Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now
(2014).

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.