The relationships in the theory are that individual

This preview shows page 5 - 7 out of 7 pages.

sub-headers of the model. The relationships in the theory are that individual characteristics and experiences influences behavior-specific cognitions which influences health promoting behaviors. Self-efficacy influences the commitment to the plan of action. Also prior related behaviors also influence health-promoting behaviors. The Health Promotion Model identifies seven assumptions which has an overall emphasis that patients have an active role in their health promotion. The second part of Chinn and Kramer’s evaluation theory model is critical reflection. This consist of the clarity and simplicity of the model, generalizability, accessibility, and the importance of the model. The model is clearly structure and well organized. The Health Promotion defines all concepts of the theory. This theory is simple to understand and easy to apply to research. The theoretical framework is linear. “Critique of the HPM is such that the linear nature of the model presents limitations in terms of understanding the complexities of the triadic reciprocal relationship described in Bandura’s (1997) work” (Srof, B. J., & Velsor-Friedrich, B., 2006, p. 372). The Health Promotion Model is a middle range theory so it is not as
abstract as a grand theory. It is more testable and relatable to current nursing practice. This theory can be used in many healthcare settings but more so in community health. It can also be applied to all age groups. The Health Promotion model is easily accessible. Being in the 21stcentury, technology allows the theory to be easily accessed. It has been used internationally and is currently on its 6thedition. The model is also used in practice and research. It is useful in educating patients and in educational settings such as with nursing students. This model allows the patient to have control of their health. This model is also a holistic approach.
References:Chaves, E. M., da Silva Santos, A., de Morais Bezerra, A., Gonçalves Júnior, J., Tamboril, A. C, & Viana, M. C., (2018). Educational technology based on Nola Pender: promoting adolescent health. Journal of Nursing UFPE/Revista De Enfermagem UFPE,12(2), 582-588. doi:10.5205/1981-8963-v12i2a22609p582-588-2018Farokhi, S., Khodaveisi, M., Omidi, A., Soltanian, A. R. (2017). The effect of Pender’s health promotion model in improving the nutritional behavior of overweight and obese women. International Journal of Community Based Nursing and Midwifery, 5(2). Retrieved from -org.proxy.library.maryville.edu/article/72c23ea2128449c9871866e5ff805697Nola J. Pender, PhD, RN, FAAN. (n.d.). Retrieved from -staff/faculty/nola-j-penderPender, N. J. (2011). Health promotion manual. Retrieved from Pender, N. J., Murdaugh, C. L., & Parsons, M. A. (2011). Health promotion in nursing practice (6thed). Upper Saddle River, N.J. : Pearson, c2011.Srof, B., & Velsor-Friedrich, B. (2006). Health promotion in adolescents: a review of Pender’s Health Promotion Model. Nursing Science Quarterly, 19(4), 366-373.

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture