COM/ADH Flashcards
1
Q
Observable behavior
A
Compliance
2
Q
Can be directly measured
A
Compliance
3
Q
In healthcare __________ is seen with an authoritative tone
A
Compliance
4
Q
Healthcare provider for educator
A
Authority
5
Q
Patient or learner
A
Submissive
6
Q
Support or commitment to a plan of care
A
Adherence
7
Q
More patient-centered
A
Adherence
8
Q
It links compliance with patient characteristics such as demographics, severity of disease, and complexity of treatment regime
A
BIOMEDICAL THEORY
9
Q
It focuses on external factors that influence the patient’s adherence such as rewards, cues, contracts and social supports
A
BEHAVIORAL/ SOCIAL LEARNING THEORY
10
Q
It attempt to explain compliance based on the communication between the patient and healthcare professional
A
COMMUNICATION MODELS
11
Q
It suggests that patients decide to comply or not comply by weighing the benefits of treatment and the risk of disease through cost-benefit logic
A
RATIONAL BELIEF THEORY
12
Q
Patients are seen as problem solvers whose regulation of behavior is based on perception of illness cognitive skills and past experiences affecting planning and coping through illness
A
SELF-REGULATORY SYSTEM
13
Q
Resistance of the individual to follow a predetermined regiment
A
NONCOMPLIANCE
14
Q
NONCOMPLIANT BEHAVIOR:
A
•BLAMING
•JUDGING
•DISOBEDIENCE
15
Q
People tend to make excuses for ______________, even if they have nothing to lose
A
NONCOMPLIANCE
16
Q
Places client under unnecessary health risk and increases healthcare costs
A
NONCOMPLIANCE
17
Q
7 reasons for noncompliance
A
- Knowledge
- Motivation
- Treatment factors
- Disease issues
- Lifestyle issues
- Sociodemographic factors
- Psychosocial variables
18
Q
Resistance of an individual to follow treatment recommendations that are mutually agreed upon
A
NONADHERENCE
19
Q
Nonadherence can be:
A
Intentional
Unintentional
20
Q
It confers an unnecessary health risk and can result in increased medical expenditures
A
NONADHERENCE
21
Q
5 reasons for nonadherence
A
- Socioeconomically related
- Patient related
- Condition issues
- Therapy related
- Healthcare team or system related
22
Q
An individual’s sense of responsibility for his or her own behavior and the extent to which motivation to act originates from within the person (internal) or is influenced by other (external)
A
LOCUS OF CONTROL
23
Q
4 dimensions of locus of control
A
•Internal
•Chance external
•Others external
•Doctors external
24
Q
Has connection with compliance in some therapeutic regimen but not all
A
LOCUS OF CONTROL
25
An internal state that arouses, directs, and sustains human behavior
Motivation
26
Internal factors and external factors
Motivation
27
Movement in the direction of meeting a need or toward reaching a goal
Implicit motivation
28
Complexity of the concept of motivation
MASLOW'S MOTIVATIONAL THEORY
29
Not all behavior is motivated
MASLOW'S MOTIVATIONAL THEORY
30
Physiological, safety, love/ belonging, self-esteem and self actualization
HIERARCHY OF NEEDS
31
Needs are organized by their level of potency
MASLOW'S MOTIVATIONAL THEORY
32
Creating incentives and decreasing obstacles are challenging for healthcare professionals as educators
MOTIVATIONAL FACTORS
33
3 Facilitating or blocking factors that shape motivation to learn:
•PERSONAL ATTRIBUTES
•ENVIRONMENTAL FACTORS
•LEARNER RELATIONSHIP SYSTEMS
34
Physical
Personal attributes
35
Developmental
Personal attributes
36
Psychological components of the individual learner
Personal attributes
37
Can shape an individual's motivation to learn
PERSONAL ATTRIBUTES
38
The learner's views about the complexity or extent of changes that are needed can shape motivation
Personal attributes
39
Physical and attitudinal climate
Environmental influences
40
Physical characteristics of the learning environment
Environmental influences
41
Availability of human resources
Environmental influences
42
Different types of behavioral rewards
Environmental influences
43
Promotes learning:
Pleasant, comfortable, adaptable surroundings
Environmental influences
44
Detract from learning:
Noise, confusion, interruptions, lack of privacy
Environmental influences
45
Family or significant others in the support system
Learner relationship systems
46
Cultural identity
Learner relationship systems
47
Work
School
Community roles
Teacher-learner interaction
Learner relationship systems
48
Relationships are not theory on their own but just a force that acts on motivation
Learner relationship systems
49
Are premises on which an understanding of a phenomenon is based
Axioms
50
The nurse as educator needs to understand the premises involved in promoting motivation of the learner.
Motivational Axioms
51
Observable behavior
Compliance
52
Can be directly measured
Compliance
53
In healthcare _______ is seen with an authoritative tone
Compliance
54
Healthcare provider or educator
Authority
55
Patient or learner
Submissive
56
Support or commitment to a plan of care
Adherence
57
More patient-centered
Adherence
58
It links compliance with patient characteristics such as demographics, severity of disease, and complexity of treatment regimen
Biomedical theory
59
It focuses on external factors that influence the patient's adherence such as reward, cues, contracts, and social supports
Behavioral/Social learning theory
60
It attempt to explain compliance based on the communication between the patient and healthcare professional
Communication models
61
It suggests that patients decide to comply or not comply by weighing the benefits of treatment and the risks of disease through cost-benefit logic
Rational belief theory
62
Patients are seen as problem solvers whose regulation of behavior is based on perception of illness cognitive skills and past experiences affecting planning and coping to illness
Self-regulatory system
63
What are the five perspective of compliance
•Biomedical theory
•Behavioral social learning theory
•Communication models
•Rational belief theory
•Self regulatory systems
64
Resistance of the individual to follow a predetermined regimen
Non-compliance
65
Non-compliant behavior
Blaming
Judgemental
Disobedience
66
People tend to make excuses for ____even if they have nothing to lose
Noncompliance
67
Places client under unnecessary health risk and increases health care cost
Noncompliance
68
What are the seven reasons for noncompliance
•Knowledge
•Motivation
•Treatment factors
•Disease issues
•Lifestyle issues
•Sociodemographic factors
•Psychosocial variables
69
Resistance of an individual to follow treatment recommendations that are mutually agreed upon
Nonadherence
70
Nonadherence can be:
Intentional
Unintentional
71
It confers an unnecessary health risk and can result in increased medical expenditures
Nonadherence
72
What are the five reasons for nonadherence
•Socioeconomically related
•Patient related
•Condition issues
•Therapy related
•Healthcare team or system related
73
An individual's sense of responsibility for his or her own behavior and the extent to which motivation to act originates from within the person (internal) or is influenced by other (external)
Locus of control
74
Four dimensions of locus of control
•Internal
•Chance external
•Others external
•Doctors external
75
Has connection with compliance in some therapeutic regimen but not all
Locus of control
76
An internal state that arouses directs and sustain human behavior
Motivation
77
Has Internal factors and external factors
Motivation
78
Movement in direction of meeting a need or toward reaching a goal
Implicit motivation
79
Complexity of the concept of motivation
Maslow's motivational theory
80
Not all behavior is motivated
Maslow's motivation theory
81
Physiological, safety, love/ belonging, self esteem, and self actualization
Hierarchy of needs
82
Needs are organized by their level of potency
Hierarchy of needs
83
Creating incentives and decreasing obstacles are challenging for healthcare professional as educators
Motivational factors
84
3 Facilitating or blocking factors that shape motivation to learn
•Personal attributes
•Environmental factors
•Learner relationship systems
85
Can be: physical, developmental, and psychological components of the individual learner
Personal attributes
86
Can shape an individual's motivation to learn
Personal attributes
87
The learners views about the complexity or extent of changes that are needed can shape motivation
Personal attributes
88
Can be:
physical and attitudinal climate, physical characteristics of the learning environment, availability of human resources, different types of behavioral rewards
Environmental influences
89
Promotes learning:
Pleasant, comfortable, adaptable surroundings
Environmental influences
90
Detract from learning:
Noise, confusion, interruptions, lack of privacy
Environmental influences
91
Family or significant others in the support system
Learner relationship systems
92
•Cultural identity
•Work
•School
•Community roles
•Teacher-learner interaction
Learning relationship systems
93
Relationships are not theory on their own but just a force that acts on motivation
Learner relationships systems
94
Are premises on which an understanding of a phenomenon is based
Axioms
95
The nurse as educator needs to understand the premises involved in promoting motivation of the learner
Motivational axioms
96
Are rules that set the stage for motivation
Motivational axioms
97
Five motivational axioms
1. The state of optimal anxiety
2. Learner readiness
3. Realistic goal setting
4. Learner satisfaction success
5. Uncertainty reducing or uncertainty-maintaining dialogue
98
In this optimal state for learning, the learner's ability to observe, focus attention, learn, and adapt is operative
State of Optimal Anxiety
99
Perception, concentration, abstract thinking, and information processing are enhanced
State of Optimal Anxiety
100
Behavior is directed at a learning or challenging situation.
State of Optimal Anxiety
101
Goals should parallel the extent to which behavioral changes are needed.
Realistic Goals
102
Determining what the learner wants to change is a critical factor
Realistic Goals
103
Mutual goal setting between the learner and the educator reduces the negative effects of hidden agendas or the sabotaging of educational plans.
Realistic Goals
104
Desire cannot be imposed on the learner
Leaner Readiness
105
It can, however, be significantly influenced by external forces and promoted by the nurse as educator
Learner Readiness
106
Incentives are specific to the individual learner
Learner Readiness
107
Success is self-satisfying and feeds the learner's self-esteem
Learner Satisfaction/Success
108
Focusing on success as a means of positive reinforcement promotes learner satisfaction and instills a sense of accomplishment
Learner Satisfaction/Success
109
Focusing on weak clinical performance can reduce students' self-esteem
Learner Satisfaction/Success
110
Uncertainty is a common experience in the
healthcare arena.
Uncertainty Reduction or Maintenance
111
Healthcare consumers and health professionals alike are often asked to make decisions
about treatments and care options whose outcomes are unclear
Uncertainty Reduction
o r M a i n t e n a n c e
112
Individuals may have ongoing internal dialogues that can either reduce or maintain
uncertainty.
Uncertainty Reduction
o r M a i n t e n a n c e
113
It is a part of general health assessment
Assessment of motivation
114
For the nurse as educator are extrinsically generated using specific incentives
MOTIVATIONAL STRATEGIES
115
It enables the learner to integrate previous learning with newly acquired knowledge through diagrammatic "mapping"
CONCEPT MAPPING
116
It promotes interest and value on behalf of the learner
Concept mapping
117
ARCS MODEL
•ATTENTION
•RELEVANCE
•CONFIDENCE
•SATISFACTION
118
Main focus is to create and maintain motivational strategies used for instructional design
ARCS MODEL
119
Is a visual tool that represents relationships between concepts and ideas
Concept mapping
120
Is an instructional design model and focuses on motivation
ARCS MODEL
121
Who develop ARCS MODEL
John Keller
122
Defined as the process of arranging resources and procedures to bring about changes in people's motivation
MOTIVATIONAL DESIGN
123
Capturing interest
Attention
124
Making it meaningful
Relevance
125
Building self-efficacy
Confidence
126
Reinforcing accomplishment
Satisfaction
127
Is about guiding rather than directing, listening rather than telling, and evoking rather than imposing
MOTIVATIONAL INTERVIEWING
128
Its purpose is to strengthen the motivation of an individual to change
MOTIVATIONAL INTERVIEWING
129
TWO PHASES OF MOTIVATIONAL INTERVIEWING
1st: Nurse help the patient enhance intrinsic motivation for change
2nd: commitment to change is strengthened
130
Who is the co-founder of motivational interviewing and an emeritus distinguish professor of psychology and psychiatry at the university of new mexico
Dr William Miller
131
Is the co-founder of motivational interviewing and honorary distinguish professor at kara death Universities School of Medicine
Dr Stephen Rollnick
132
Powerful approach to facilitate change
Motivational interviewing
133
What are the four task of motivational interviewing
Engaging
Focusing
Evoking
Planning
134
What are the five general principles of motivational interview
Role with resistance
Express empathy
Avoid argumentation
Develop discrepancy
Support self-efficacy
135
What are the four purpose of concept mapping
Organizing information
Identifying relationship
Facilitating learning
Brainstorming and planning
136
What is OARS means
O pen-ended questioning
A ffirmations of the positive
R eflective listening
S ummaries of the interaction
137
138
Promotes trust for enhanced communication
Open-ended questioning
139
Validate positive attributes, and efforts of the learning
Affirmations of the positives
140
Demonstrate active listening and invite exploration
Reflective listening
141
Concluding reflections invite elaboration
Summaries of the interactions
142
The learner has more autonomy and the nurse is less of an authority figure
Motivational interviewing
143
This model was modified by to address compliance with therapeutic regiments
Health belief model
144
Understanding this theories allows educator to promote compliance to a health regime or facilitate motivation
Selective models and theories
145
This model is grounded on the position that it is possible to predict health behavior given three major interacting component:
Individual perceptions
Modifying factors
Likelihood of action
146
Explains and predicts health behaviors based on the patients belief about the health problem and the health behavior. This model relies on the assumptions that the patient are willing to participate and that they believe that health is valued
Health belief model
147
Frequently guides the development of interventions related to health
Health belief model
148
This includes subcomponents of perceived susceptibility or perceive severity of a specific disease
Individual perceptions
149
This includes the:
Demographic variables
Sociopsychological variables
Structural variables
Modifying factors
150
This includes the subcomponents of perceived benefits of preventive action minus perceived barrier to preventive action
Likelihood of action
151
Originally developed by pender in 1987 and revised in 1996 has been primarily used in the discipline of nursing
Health promotion model
152
The purpose of the model is to assist nurses in understanding the major determinants of health behavior as a basis for behavioral counseling to promote healthy lifestyle
HEALTH PROMOTION MODEL
153
Describes major components and variables that influence health promoting behaviors
HEALTH PROMOTION MODEL
154
The sequence of major components and variables is outlined as follows:
•Individual characteristics and experiences
•Behavior-specific cognition and affects
•Behavioral outcomes
155
It consists of two variables prior related behavior and personal factors
Individual characteristics and experiences
156
It consists of perceived benefit of action, perceive barrier to actionz perceive self-efficacy, activity related of affect, interpersonal influence and situation of influences
Behavior-specific cognition and affix
157
It consists of health promoting behavior partially mediated by a commitment to a plan of action and influence by immediate competing demands and preferences
Behavioral outcomes
158
Develop from a social-cognitive perspective. Based on a person's expectation related to specific course of action
Self-efficacy theory
159
It is a predictive theory in the sense that it deals with the belief that one is competent and capable of accomplishing a specific behavior
SELF-EFFICACY THEORY
160
Self-efficacy is cognitively appraised and process through four principal sources of information:
Performance accomplishments
Vicarious experiences
Verbal persuasion by others Emotional arousal
161
As evidence in self-mastery of similarly expected behaviors
Performance accomplishments
162
Such as observing successful expected behavior through the modeling of others
Vicarious experiences
163
Who present realistic beliefs that the individual is capable of the expected behavior
Verbal persuasion by others
164
Resulting from self-judgement of physiological states of distress
Emotional arousal
165
A linear motivational theory that explains the behavioral change in terms of threat and coping appraisal which leads to intent and ultimate to action
Protection motivation theory
166
Is beneficial for understanding why individuals participate in behaviors that are unhealthy
Protection motivation theory
167
What are the six stages of change
Precontemplation
Contemplation
Preparation
Action
Maintenance
Termination
168
Also known as the trans theoretical model of behavioral change
Stages of change model
169
A model developed by prochaska that forms the phenomenon of health behavior of the learner particularly applied to addictive and problem behaviors and includes six distinct stages of change
Stages of change model
170
Individuals have no current intention of changing
Pre-contemplation
171
Individuals accept or realized that they have a problem and begin the things seriously about changing it
Contemplation
172
Individuals are planning to act within the time frame of one month
Preparation
173
This is overt/visible modification of behavior
Action
174
Is a difficult stage to achieve and may last six months to a lifetime
Maintenance
175
This stage occurs when the problem no longer present any temptation
Termination
176
A framework that is concerned with prediction and understanding of human behavior within a social content
Theory of Reasoned action
177
It's based on the premise that humans behave in a rational way that is consistent with their beliefs
THEORY OF REASONED ACTION
178
Have been used to determine nurses attitudes toward teaching particular health education topics
Theory of reasoned action and Theory of planned behavior
179
Is formed between the caregiver and the care receiver in which the participants are viewed as having equal power
THERAPEUTIC ALLIANCE MODEL
180
Shift towards self determination and control over one's own life is fundamental in this model
THERAPEUTIC ALLIANCE MODEL
181
The learner is active and responsible. The educator in the learner have a common goal which is self-care
THERAPEUTIC ALLIANCE MODEL
182
What are the three developmental stages of learner
Pedagogy
Andragogy
Geragogy
183
Teaching children
Pedagogy
184
Teaching adults
Andragogy
185
Teaching older adults
Geragogy
186
Roles of the nurse as educator
Facilitator of change
Contractor
Organizer
Evaluator
187
