HLTH 6110/HLTH 8110:Week 4: Theoretical Foundations and Models Essay Assignment Paper

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HLTH 6110/HLTH 8110:Week 4: Theoretical Foundations and Models Essay Assignment Paper

HLTH 6110/HLTH 8110: Exploring Health Education in the 21st Century | Week 4

How do theoretical foundations influence the practice of health education?

Health education and promotion is a multidisciplinary profession that has emerged from the theory and practice of other biological, behavioral, psychological, sociological, and health science disciplines. Much like those individual fields of study, health education is based upon a foundation of theories and models. These theories and models help explain health behavior as well as provide frameworks to initiate the promotion of health and well-being.

This week, you apply health education theoretical models for health education practice and review concepts related to the theoretical foundations for health education.

Learning Objectives

Students will:

• Apply health education theoretical models for health education program planning and implementation
• Analyze steps for development of expertise and competencies as a health educator
• Identify concepts related to theoretical foundations for health education
• Analyze the value of theoretical applications for health education practice

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Cottrell, R. R., Girvan, J. T., Seabert, D., Spear, C., & McKenzie, J. F. (2018). Principles and foundations of health promotion and education (7th ed.). San Francisco, CA: Benjamin Cummings.

• Chapter 4, “Theories and Planning Models”

Centers for Disease Control and Prevention. (2013c). Colorectal cancer control program (CRCCP): Social ecological model. Retrieved from http://www.cdc.gov/cancer/crccp/sem.htm

Centers for Disease Control and Prevention. (2013, Jan 13). Colorectal cancer control program (CRCCP): Social ecological model. Retrieved from http://www.cdc.gov/cancer/crccp/sem.htm

National Cancer Institute. (2005). Theory at a glance: A guide for health promotion practice.

U.S. Department of Health and Human Services. (2005).Theory at a Glance – A Guide For Health Promotion Practice (Second Edition).

National Commission for Health Education Credentialing, Inc. (2018). Welcome. Retrieved from http://www.nchec.org/

World Health Organization. (2012). Health education: Theoretical concepts, effective strategies and core competencies. Retrieved from http://applications.emro.who.int/dsaf/EMRPUB_2012_EN_1362.pdf

Discussion: From Theory to Health Education Practice

Transitioning from health education theory to practice may present certain challenges for health educators. For example, how does a health educator determine what health education theory is best suited for an individual or group?

Consider the scenario:

Harris started smoking at the age of 14 and currently smokes 1 pack of cigarettes a day. Having just turned 21, Harris is experiencing difficulty breathing and is finding that 1 pack of cigarettes is no longer sufficient. Harris has been considering letting smoking go for the past three months. In fact, Harris tried quitting smoking with friends in the past and even tried alternative sources of nicotine, including gum and a patch. Harris also stopped smoking altogether for an entire week last month but found that it only made the problem worse. Harris’ desire to keep smoking and in fact to increase the amount of cigarettes smoked has been noticed by his family and friends. Frustrated, Harris is concerned that nothing is working and really wants to change but does not know how.

For this Discussion, you will be assigned to small work groups. Reflect on the Health Belief Model (HBM) or the Transtheoretical (Stages of Change) Model and consider how these may apply to the scenario presented.

Note: In grading every required Discussion posting, your Instructor uses a Discussion Rubric, located in the Course Information area. Review the Rubric prior to completing your Discussion.

This Discussion will be available from Day 1 through Day 7 of this week. You are required to submit your initial post by Day 3. You are encouraged to post early. Once you have submitted your initial post, start responding to your colleagues. You must begin responding to your colleagues by no later than Day 5 and should continue to interact frequently with your colleagues through Day 7. Part of what makes a discussion a discussion and not a lecture is the back and forth, in-depth, animated interaction of at least two people. If you start a topic and none of your peers are responding to your post, consider what you can do to get the conversation going. Include something that would elicit further thoughts and different opinions from peers. Validate your opinions with references and links to the sources that you used so that your peers can read it for themselves. See your Discussion Rubric in the Course Information Tab for specific grading requirements.

Group A: Health Belief Model

By Day 3

Post an explanation of how you would apply the HBM to the scenario described. Explain how this theoretical model may assist health educators with program planning and implementation. Be specific and provide examples.

By Day 5

Remember to begin interaction with your colleagues in the Discussion and continue engaging through Day 7 and describe how you would apply the Transtheoretical (Stages of Change) Model to this scenario and explain why. Explain how the Transtheoretical (Stages of Change) Model is different for the scenario when compared to the HBM.

Group B: Transtheoretical (Stages of Change) Model

By Day 3

Post an explanation of how you would apply the Transtheoretical (Stages of Change) Model to the scenario described. Explain how this theoretical model may assist health educators with program planning and implementation. Be specific and provide examples.

By Day 5

Remember to begin interaction with your colleagues in the Discussion and continue engaging through Day 7 and describe how you would apply the HBM to this scenario and explain why. Explain how the HBM is different for the scenario when compared to the Transtheoretical (Stages of Change) Model.

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