{"id":7517,"date":"2021-09-23T11:21:23","date_gmt":"2021-09-23T11:21:23","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=7517"},"modified":"2024-03-25T08:29:38","modified_gmt":"2024-03-25T08:29:38","slug":"dnp-815-health-behavior-change-theories","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/dnp-815-health-behavior-change-theories\/","title":{"rendered":"DNP 815 Health behavior change theories"},"content":{"rendered":"

DNP 815 Health behavior change theories<\/span><\/h2>\n

A Sample Answer For the Assignment: DNP 815 Health behavior change theories<\/strong><\/h2>\n

Title: DNP 815 Health behavior change theories<\/strong><\/h2>\n

DNP 815 Health behavior change theories<\/p>\n

 <\/p>\n

\n

Health behavior change theories suggest behavior change as a \u201cprocess,\u201d not an \u201cevent.\u201d How can you put this into action for developing an intervention for practice or research? Discuss how you would apply this in planning your DNP project.<\/p>\n

Each behavioural change theory<\/a> or model focuses on different factors in attempting to explain behaviour change. Of the many that exist, the most prevalent are\u00a0learning theories,\u00a0social cognitive theory, theories of\u00a0reasoned action\u00a0and\u00a0planned behaviour,\u00a0transtheoretical model\u00a0of behavior change, the\u00a0health action process approach\u00a0and the\u00a0BJ Fogg\u00a0model of behavior change. Research has also been conducted regarding specific elements of these theories, especially elements like\u00a0self-efficacy\u00a0that are common to several of the theories.<\/p>\n

Self-efficacy<\/span>[<\/span>edit<\/a>]<\/span><\/span><\/h3>\n

Self-efficacy<\/a>[2]<\/a><\/sup> is an individual’s impression of their own ability to perform a demanding or challenging task such as facing an exam or undergoing surgery. This impression is based upon factors like the individual’s prior success in the task or in related tasks, the individual’s physiological state, and outside sources of persuasion. Self-efficacy is thought to be predictive of the amount of effort an individual will expend in initiating and maintaining a behavioural change, so although self-efficacy is not a behavioural change theory per se, it is an important element of many of the theories, including the health belief model<\/a>, the\u00a0theory of planned behaviour<\/a>\u00a0and the\u00a0health action process approach<\/a>.<\/p>\n

\"DNP
DNP 815 Health behavior change theories<\/figcaption><\/figure>\n

In 1977,\u00a0Albert Bandura<\/a>\u00a0performed two experimental tests on the self-efficacy theory. The first study asked whether systematic desensitization could effect changes in avoidance behavior by improving people’s expectations of their personal efficacy. The study found that “thorough extinction of anxiety arousal to visualized threats by desensitization treatment produced differential increases in self-efficacy. In accord with prediction, microanalysis of congruence between self-efficacy and performance showed self-efficacy to be a highly accurate predictor of degree of behavioral change following complete desensitization. The findings also lend support to the view that perceived self-efficacy mediates anxiety arousal.” In the second experiment, Bandura examined the process of efficacy and behavioral change in individuals suffering from phobias. He found that self-efficacy was a useful predictor of the amount of behavioral improvement that phobics could gain through mastering threatening thoughts.[3]<\/a><\/sup><\/p>\n<\/div>\n

\n

Social learning and social cognitive theory<\/a><\/span>[<\/span>edit<\/a>]<\/span><\/span><\/h3>\n

According to the\u00a0social learning theory<\/a>[4]<\/a><\/sup>\u00a0(more recently expanded as\u00a0social cognitive theory<\/a>[5]<\/a><\/sup>), behavioural change is determined by environmental, personal, and behavioural elements. Each factor affects each of the others. For example, in congruence with the principles of self-efficacy, an individual’s thoughts affect their behaviour and an individual’s characteristics elicit certain responses from the social environment. Likewise, an individual’s environment affects the development of personal characteristics as well as the person’s behavior, and an individual’s behaviour may change their environment as well as the way the individual thinks or feels. Social learning theory focuses on the reciprocal interactions between these factors, which are hypothesised to determine behavioral change.<\/p>\n

Theory of reasoned action<\/span>[<\/span>edit<\/a>]<\/span><\/span><\/h3>\n

The\u00a0theory of reasoned action<\/a>[6]<\/a><\/sup>[7]<\/a><\/sup>\u00a0assumes that individuals consider a behaviour’s consequences before performing the particular behaviour. As a result, intention is an important factor in determining behaviour and behavioural change. According to\u00a0Icek Ajzen<\/a>, intentions develop from an individual’s perception of a behaviour as positive or negative together with the individual’s impression of the way their society perceives the same behaviour. Thus, personal attitude and social pressure shape intention, which is essential to performance of a behaviour and consequently behavioural change.<\/p>\n

Theory of planned behaviour<\/span>[<\/span>edit<\/a>]<\/span><\/span><\/h3>\n

In 1985, Ajzen expanded upon the theory of reasoned action, formulating the\u00a0theory of planned behaviour<\/a>,[8]<\/a><\/sup>\u00a0which also emphasises the role of intention in behaviour performance but is intended to cover cases in which a person is not in control of all factors affecting the actual performance of a behaviour. As a result, the new theory states that the incidence of actual behaviour performance is proportional to the amount of control an individual possesses over the behaviour and the strength of the individual’s intention in performing the behaviour. In his article, Further hypothesises that self-efficacy is important in determining the strength of the individual’s intention to perform a behaviour. In 2010, Fishbein and Ajzen introduced the\u00a0reasoned action approach<\/a>, the successor of the theory of planned behaviour.<\/p>\n

Transtheoretical or stages of change model<\/span>[<\/span>edit<\/a>]<\/span><\/span><\/h3>\n

According to the\u00a0transtheoretical model<\/a>[9]<\/a><\/sup>[10]<\/a><\/sup>\u00a0of behavior change, also known as the\u00a0stages of change model<\/i>, states that there are five stages towards behavior change. The five stages, between which individuals may transition before achieving complete change, are precontemplation, contemplation, preparation for action, action, and maintenance. At the precontemplation stage, an individual may or may not be aware of a problem but has no thought of changing their behavior. From precontemplation to contemplation, the individual begins thinking about changing a certain behavior. During preparation, the individual begins his plans for change, and during the action stage the individual begins to exhibit new behavior consistently. An individual finally enters the maintenance stage once they exhibit the new behavior consistently for over six months. A problem faced with the stages of change model is that it is very easy for a person to enter the maintenance stage and then fall back into earlier stages. Factors that contribute to this decline include external factors such as weather or seasonal changes, and\/or personal issues a person is dealing with.<\/p>\n

Health action process approach<\/span>[<\/span>edit<\/a>]<\/span><\/span><\/h3>\n

The\u00a0health action process approach<\/a>\u00a0(HAPA)[11]<\/a><\/sup>\u00a0is designed as a sequence of two continuous self-regulatory processes, a goal-setting phase (motivation) and a goal-pursuit phase (volition). The second phase is subdivided into a pre-action phase and an action phase. Motivational self-efficacy, outcome-expectancies and risk perceptions are assumed to be predictors of intentions. This is the motivational phase of the model. The predictive effect of motivational self-efficacy on behaviour is assumed to be mediated by recovery self-efficacy, and the effects of intentions are assumed to be mediated by planning. The latter processes refer to the volitional phase of the model.<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP 815 Health behavior change theories<\/strong><\/a><\/span><\/h3>\n

Lopes Write Policy<\/strong><\/h3>\n

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a \u201cfinal submit\u201d to me.<\/p>\n

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.<\/p>\n

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else\u2019s thoughts more than your own?<\/p>\n

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.<\/p>\n

Late Policy<\/strong><\/h3>\n

The university\u2019s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.<\/p>\n

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.<\/p>\n

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.<\/p>\n

I do not accept assignments that are two or more weeks late unless we have worked out an extension.<\/p>\n

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.<\/p>\n

Communication<\/strong><\/h3>\n

Communication is so very important. There are multiple ways to communicate with me:<\/p>\n

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.<\/p>\n

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.<\/p>\n

Important information for writing discussion questions and participation<\/strong><\/h3>\n

Welcome to class<\/strong><\/h4>\n

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the \u201cmessage\u201d icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to<\/p>\n

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.<\/p>\n

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.<\/p>\n

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.<\/p>\n

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.<\/p>\n

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.<\/p>\n

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God\u2019s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!<\/p>\n

Hi Class,<\/p>\n

Please read through the following information on writing a Discussion question response and participation posts.<\/p>\n

Contact me if you have any questions.<\/p>\n

Important information on Writing a Discussion Question<\/strong><\/h3>\n