NSE11 Chapter Notes - Chapter 14-15: Collaborative Learning, Transtheoretical Model, Nursing Diagnosis
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Transtheoretical model of change: evidence based model, e(cid:454)plore perso(cid:374)"s (cid:373)oti(cid:448)atio(cid:374)al readi(cid:374)ess to i(cid:374)te(cid:374)tio(cid:374)all(cid:455) (cid:272)ha(cid:374)ge health ha(cid:271)its, not linear paradigm, may cycle through stages more than once, stages: Precontemplation: person does not see health problem, obvious to others, has no intentions of modifying problem in future 0. Contemplation: awareness of problem, person is thinking about change but is ambivalent lacks commitment to take action, (cid:862)k(cid:374)o(cid:449)i(cid:374)g (cid:449)here (cid:455)ou (cid:449)a(cid:374)t to go (cid:271)ut (cid:374)ot read(cid:455) to go there (cid:455)et(cid:863) Preparation: small steps towards changing unhealthy habits, not fully committed to consistency, goal and priority setting = important in this stage. Action: strong commitment to change and taking consistent action. Maintenance: client stabilizes and consolidate gains achieved. Social learning theory: self-efficacy: perso(cid:374)al (cid:271)elief o(cid:374)e"s a(cid:271)ilit(cid:455) to e(cid:454)e(cid:272)ute po(cid:449)erful (cid:373)ediator of (cid:271)eha(cid:448)iour a(cid:374)d behavioural changes. If people know they have capacity to complete health-promoting behaviour, more likely to do it: self-efficacy and motivation are reciprocal processes. Which increases pt. capacity to complete learning task.
