Posted: March 16th, 2022

Lamar University The Health Belief Model Analysis Essay

Lamar University The Health Belief Model Analysis Essay
Lamar University The Health Belief Model Analysis Essay

Chapter 3

Classify each model by listing the category it is in and summarize the basic purpose/definition of each of the following models. Classify as: Individual (intrapersonal), interpersonal, community or cultural. Reference the resource used within the text as an internal reference and at the end in the Reference list in full APA format. Lamar University The Health Belief Model Analysis Essay

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Community Wellness Model
Category

Definition/Purpose

Internal Reference

HEALTHY PLAN-IT (CDC, 2000)
Category

Definition/Purpose

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Internal Reference

Healthy Communities and/or Healthy Cities and/or Healthy People in Healthy Communities (USDHHS)
Category

Definition/Purpose

Internal Reference

MAPP Mobilizing for Action through Planning and Partnerships (MAPP) by National Association of County and City Health Officials
Category

Definition/Purpose

Internal Reference

MATCH Multilevel Approach to Community Health by Simons-Morton, Simons-Morton, Parcel & Bunker, 1988
Category

Definition/Purpose

Internal Reference

References

CHAPTER 3 The Health Belief Model Historical Perspectives • Early 1952: U.S. Public Health Service hired G. Hochbaum to study the reasons for low participation in TB screening programs • Geoffrey Hochbaum, along with Stephen Kegels and Irwin Rosenstock, proposed the basic health belief model (HBM) in the late 1950s • Expanded in the 1980s by Becker • Based on general principles of value expectancy—desire to avoid sickness (value), belief in availability of preventive tools (expectancy) Constructs of the HBM Figure 3-1: Constructs of the health belief model.

Constructs of the HBM • Perceived susceptibility: Belief of a person regarding the possibility of acquiring a disease or harmful state as a result of a particular behavior • Define population at risk (apply descriptive epidemiology) • Personalize risk (discussion, role play, simulation, case study) • Consistent with actual risk (apply analytical epidemiology) Constructs of the HBM (cont’d) • Perceived severity: Belief of a person regarding the extent of harm that can result from the acquired disease or harmful state as a result of a particular behavior – Specify consequences of the risk and the condition (lecture, discussion, selfreflection, case study, case narration, video presentation) Constructs of the HBM (cont’d) • Perceived benefits: Belief of a person regarding the usefulness of the methods suggested for reducing risk or seriousness of the disease or harmful state resulting from a particular behavior – Define action to take (clear steps, specific demonstration, re-demonstration) – Clarify the positive effects to be expected (discussion, lecture, self-reading, video presentation, computer-aided presentation) Constructs of the HBM (cont’d) • Perceived barriers: Belief of a person regarding actual and imagined costs of performing the new behavior • Reassurance (one-on-one counseling, case study, discussion, active listening) • Correction of misinformation (lecture, video presentation, role play) • Incentives (tangible and intangible aids, verbal encouragement, case accounts) • Helpance (providing services, transportation) Constructs of the HBM (cont’d) Lamar University The Health Belief Model Analysis Essay

• Cues to action: Precipitating force that makes the person feel the need to take action © microvector/Shutterstock – Provide how-to information (lecture, demonstration, re-demonstration, role play) – Employ reminder system (buddy system, log, diary, Post-it notes) Constructs of the HBM (cont’d) • Self-efficacy: Belief or confidence in performing a behavior © Eskemar/Shutterstock – Provide training in small steps (demonstration, re-demonstration) – Progressive goal setting (self-reflection, diary) – Verbal reinforcement (one-on-one counseling) – Reduce anxiety (stress management techniques) Applications of HBM • Screening behaviors (TB, breast cancer, colorectal cancer, influenza vaccinations, Tay-Sachs disease, high blood pressure, etc.) • Preventive behaviors (seat belt use, smoking cessation, physician visiting, etc.) • Health promotion behaviors (exercise, healthy nutrition, etc.) • Treatment compliance behaviors (diabetes, endstage renal disease, bronchial asthma, weight loss, etc.) Specific Examples of HBM HBM’s Application to Stress Management

• Perceived susceptibility: If we believe that stress has the potential to produce some negative consequences for us, then it is likely that we will act to reduce stress in our lives. Therefore, the health educator attempts to build activities that help the participants personalize the possibility of negative outcomes due to stress (lecture, discussion, role play, simulation). HBM and Stress Management (cont’d) • Perceived severity: If we believe that stress has the potential to produce serious negative consequences, such as heart disease, for us, then it is likely that we will act to reduce stress in our lives. Therefore, the health educator informs (lecture) and helps participants personalize the seriousness of negative outcomes due to stress (discussion, self-reflection). HBM and Stress Management (cont’d) • Perceived benefits: If we believe that by learning stress management techniques, such as relaxation, we will benefit, then it is likely that we will perform these new behaviors. Therefore, the health educator helps the participants appreciate the benefits of learning stress management techniques (discussion, lecture, role play, simulation, one-on-one counseling, peers, case study).

HBM and Stress Management (cont’d) • Perceived barriers: If we can reassure ourselves that applying stress management techniques have minimal expense on our part and maximal benefit in the long run, then it is likely that we will perform these new behaviors. Therefore, the health educator helps the participants grasp the understanding of barriers (lecture, discussion, role play, simulation). HBM and Stress Management (cont’d) • Cues to action: If we can identify our personal stressors that trigger the negative consequences for us, then it is likely that we will perform the new behaviors that reduce stress in our lives. Therefore, the health educator helps the participants identify triggers to stress (diary, log, worksheets, Post-it notes). HBM and Stress Management (cont’d) • Self-efficacy: If we can practice new stress management behaviors (e.g., assertiveness, relaxation, cognitive restructuring) in small steps and demonstrate that we have acquired mastery over these new behaviors, then it is likely that we will perform these new behaviors. So the health educator arranges for practice sessions (demonstrations, re-demonstrations, observational learning methods, role models).

Application of HBM to Safer Sex Figure 3-2: How the health belief model can be used to modify sexual behavior in youth to promote safer sex. Strengths of HBM • • • • Only model from health field Tested extensively Simple and easy to understand Parsimonious, not unmanageable number of constructs • Can be applied to both one-time and long-term behaviors © Arthimedes/Shutterstock © Vectorvault/Shutterstock Limitations of HBM • Model lacks consistent predictive power mainly because it focuses on a limited number of factors; factors other than health beliefs (such as cultural factors, socioeconomic status, previous experiences, etc.) also shape health behaviors but are not accounted for in the model • Measurement error in operationalization • Cross-sectional data’s failure to provide evidence of temporality Limitations of HBM (cont’d) • Comparative studies are few and lacking • Need to understand relative importance of constructs • Need to use behavioral anchors in articulating questions, for example, “If you do not practice safer sex, how likely are you to become infected with HIV/AIDS?” as opposed to “How likely are you to become infected with HIV/AIDS?” Lamar University The Health Belief Model Analysis Essay

Application Exercise • One HBM example is the development of an instrument for breast cancer screening behaviors by Champion (1993). • She delimited her instrument development parameters to the constructs of the health belief model, namely, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and selfefficacy. • She developed items for each construct and used a Likert scale. Application Exercise (cont’d) • She established construct validity of the scale through a panel of national experts. • She established construct validity by factor analysis. • Cronbach’s alpha reliability coefficients for various construct scales ranged from 0.80 to 0.93. • Test-retest correlations ranged from 0.45 to 0.70. • Locate the full-text article for this study and prepare a 250-word critique. Websites to Explore

• Health Belief Model – http://std.about.com/od/education/a/healthbelief.htm

• Meta-analysis of HBM – http://her.oxfordjournals.org/cgi/content/abstract/7/1 /107 • Reflections on the Health Belief Model – http://www.ncbi.nlm.nih.gov/pubmed/6392204 • University of Twente: Health belief model – http://www.cw.utwente.nl/ Skill Building Activity • Identify at least two strengths of the example of application of HBM to stress management. • Identify at least two weaknesses of the example of application of HBM to stress management. • Discuss the strengths and weaknesses and ways of application of HBM to specific chosen health behaviors. Lamar University The Health Belief Model Analysis Essa

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