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MIDTERMS > PSAP - Theories(3) > Flashcards

PSAP - Theories(3) Flashcards

1
Q

The Transtheoretical Model is also called

A

Stages of Change Model

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2
Q

The Transtheoretical Model is developed by ____ in year ______

A

Prochaska and DiClemente in the late 1970s,

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3
Q

evolved through studies examining the experiences of smokers who quit on their own with those requiring further treatment to understand why some people were capable of quitting on their own. It was determined that people quit smoking if they were ready to do so

A

Transtheoretical Model
(Stages of Change)

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4
Q

This is popular among practitioners than researchers as its constructs and concepts are not particularly well defined. This is not clear on how individuals change or why some change more effectively or quickly than others.

A

Transtheoretical Model
(Stages of Change)

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5
Q

emphasizesthe decision-making of the individual andisamodelof intentional change. It operates ontheassumptionthat people do not change behaviors quicklyanddecisively. Rather, change in behavior, especiallyhabitual behavior, occurs continuouslythroughacyclical process. I

A

Transtheoretical Model
(Stages of Change)

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6
Q

It is not a theory but amodel;different behavioral theories and constructscanbeapplied to various stages of the model wheretheymaybe most effective.

A

Transtheoretical Model
(Stages of Change)

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7
Q

Transtheoretical Model (6)

A

Precontemplation
Contemplation
Preparation (Determination)
Action
Maintenance
Termination

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8
Q

Transtheoretical Model | In this stage, people do not intend to take action in the foreseeable future (defined as within thenext 6months).

A

Precontemplation

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9
Q

Transtheoretical Model | People are often unawarethattheirbehavior is problematicor producesnegative consequences.

Peopleinthisstage often underestimatetheprosofchanging behavior andplacetoomuchemphasis on the consof changingbehavior.

A

Precontemplation

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10
Q

Transtheoretical Model | In this stage, people are intendingtostartthe healthy behavior in theforeseeablefuture (defined as within thenext 6months).

A

Contemplation

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11
Q

Transtheoretical Model | People recognize that their behavior maybeproblematic, and a more thoughtful andpractical consideration of theprosandconsof changing the behavior takesplace, withequal emphasis placed on both. Evenwiththis recognition, people maystill feelambivalent toward changingtheir behavior.

A

Contemplation

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12
Q

Transtheoretical Model | In this stage, people arereadytotakeaction within the next 30days.

A

Preparation
(Determination)

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13
Q

Transtheoretical Model | Peoplestart to take small stepstowardthebehavior change, andtheybelievechanging their behavior canleadtoahealthier life.

A

Preparation
(Determination)

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14
Q

Transtheoretical Model | In this stage, people have recentlychangedtheir behavior (defined as withinthelast6months) and intend to keepmovingforwardwith that behavior change

A

Action

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15
Q

Transtheoretical Model | Peoplemayexhibit this by modifying their problembehavior or acquiring newhealthybehaviors.

A

Action

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16
Q

Transtheoretical Model | In this stage, people have sustained their behavior change for a while (defined as more than 6 months) and intend to maintain the behavior change going forward

A

Maintenance

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17
Q

Transtheoretical Model | People in thisstageworktoprevent relapse to earlier stages.

A

Maintenance

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18
Q

Transtheoretical Model | In this stage, people have no desire to return to their unhealthy behaviors and are sure they will not relapse.

A

Termination

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19
Q

Transtheoretical Model | Sincethisisrarelyreached, and people tend to stay in the maintenance stage, this stage is often not considered in health promotion programs.

A

Termination

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20
Q

Draw the diagram of Change MOdel STages

A

Exit - Re-enter

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21
Q

Increasing awareness about the
healthy behavior.

A

Consciousness Raising

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22
Q

Self reappraisal
to realize the healthy behavior is
part of who they want to be

A

Self-Reevaluation

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23
Q

Environmental
opportunities that exist to show
society is supportive of the healthy
behavior

A

Social Liberation

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24
Q

Finding
supportive relationships that
encourage the desired change

A

Helping Relationships

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25
Q

Rewarding the positive behavior
and reducing the rewards that
come from negative behavior

A

Reinforcement Management -

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26
Q

Emotional arousal
about the health behavior, whether
positive or negative arousal.

A

Dramatic Relief -

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27
Q

Social
reappraisal to realize how their
unhealthy behavior affects others

A

Environmental Reevaluation

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28
Q

Commitment to
change behavior based on the belief
that achievement of the healthy
behavior is possible

A

Self-Liberation

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29
Q
  • Substituting
    healthy behaviors and thoughts for
    unhealthy behaviors and thoughts
A

Counter-Conditioning

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30
Q

Re-engineering the
environment to have reminders and cues
that support and encourage the healthy
behavior and remove those that encourage
the unhealthy behavior

A

Stimulus Control

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31
Q

Limitations of the Transtheoretical Model (4)

A

◎ The theory ignores the social context inwhichchangeoccurs, such as SES and income.

◎ The lines between the stages can be arbitrarywithnoset criteria of how to determine a person’sstageofchange. The questionnaires that have beendevelopedto assign a person to a stage of changearenotalwaysstandardized or validated.

◎ There is no clear sense for howmuchtimeisneededfor each stage, or how long a personcanremaininastage.

◎ The model assumes that individuals makecoherentand logical plans in their decision-makingprocesswhen this is not always true.

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32
Q

As a result, thisisbestknown for its effectiveness in reducing alcohol consumptionandalcohol-related injury in college students

A

Social Norms Theory

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33
Q

The approachhasalsobeen used to address a wide range of public healthtopicsincluding tobacco use, driving under the influenceprevention,seat belt use, and more recently sexual assault prevention. Thetarget population for social norms approaches tendstobecollege students, but has recently been usedwithyoungerstudent populations (i.e., high school).

A

Social Norms Theory

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34
Q

Social Norms Theory was first used by

A

Perkins and Berkowitz in 1986

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35
Q

SOcial norms is meant to address

A

the pattern of alcohol use of student

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36
Q

Peer influences are affected more byperceivednorms (what we view as typical or standardinagroup)rather than on the actual norm(the real beliefsandactions of the group). The gap betweenperceivedandactual is a misperception, andthis formsthefoundation for the social norms approach

A

Social Norms Theory

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37
Q

The gap between perceived and actual is a _____

A

misperception

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38
Q

aimtopresent correctinformation about peer group norms inanefforttocorrect misperceptions of norms.

A

Social Norm Intervention

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39
Q

Phases of Social Norms Media Campaign (6)

A

1.) Assessment or collection of data to informthe message
2.)Selection of the normative message that will be
distributed
3.) Testing the message with the target group to ensure it is well-received
4.) Selection of the mode in which the message will be delivered
5.) Amount, or dosage, of the message that will be
delivered
6.) Evaluation of the effectiveness of the message

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40
Q

are currentlybeingfunded by many federal agencies, stateagencies,foundation grants, and non-profit organizations.Sometimes ____ are funded by industry. There has been a good deal of evaluationsconducted on social norms campaigns

A

Social norms media campaigns

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41
Q

Limitations of the
Social Norms Theory (4)

A

◎ Participants of an intervention focusedonsocialnorms are likely to question the initial messagebeingpresented to them due to misperceptionstheyhold.Information must be presented in a reliablewaytocorrect those misperceptions.

◎ Poor data collection in the initial stages canleadtounreliable data and poor choice of normativemessage.This can undermine the campaignandreinforcemisperceptions.

◎ Unreliable sources, or sources that arenot credibletothe target population, can result inanunappealingmessage that undermines the campaign, evenifthemessage is correctly chosen.

◎ The dose, or amount, of the message receivedbythetarget population must be enough tomakeanimpact,but not too much that it becomes commonplace.

42
Q

, when used correctly _________ can be very effective in changing individual behaviorbyfocusing on changing misperceptions at the group level.

A

Social Norms Theory

43
Q

A ___ observes what has happened in the past. It begins and ends in the present. This design involves a major limitation as it
looks to collect information about events that occurred in the past. An example of this design is a ____ case control study.

A

Retrospective design

44
Q

—A _______ study design begins
in the present and progresses forward, collecting data from
subjects whose outcomes lie in the future. An example of
this design is _____ cohort study.

A

Prospective design

45
Q

A ______ study describes a population/sample in terms of distribution of the variables, and frequency of outcomes of interest. Unlike analytical studies that Include control (comparison) group, descriptive studies do not include a comparison group. _______ studies include case
reports, case series reports, cross-sectional studies, surveillance studies, and ecological studies.

A

Descriptive design

46
Q

An ____ study identifies risk factors,
associated factors, mediating factors, etc. ____ studies are either experimental or observational. Case–control and cohort studies are types of observational studies.

A

Analytical design

47
Q

—In ____ design (also
known as interventional design), the investigator
performs an intervention and evaluates cause and
effect relationships

A

Experimental design

48
Q

The ___
design is very similar to the true experimental design
described above and it involves an intervention. The design
has been employed when randomization is inappropriate
or impossible, especially when implementing complex
interventions

A

Quasi-experimental design—

49
Q

It involves only observation of
natural phenomena and does not involve investigator
intervention. Typically, this study design investigates
associations and not causation. Examples include cohort
study and case–control study. These studies can explore an
association between a pharmacologic agent and a disease
of interest.

A

Observational design

50
Q

This is based on measurement of
quantity and it is applicable to phenomenon that can be
quantified (i.e., expressed in terms of numbers).

A

Quantitative design

51
Q

—Qualitative research is concerned
with qualitative phenomenon (i.e., a phenomenon
relating to or involving quality).

A

Qualitative design—

52
Q

Mixed method design brings
together qualitative and quantitative methodologies
within a single study to answer or understand a research
problem

A

Mixed method designs—

53
Q

In this design, patients
(those who develop the disease or outcome of
interest) are identified and control patients (those
who do not develop the disease or outcome of
interest) are sampled at random from the original
cohort that gives rise to the cases. The distribution of exposure to certain risk factors between the cases
and the controls is then explored, and an odds ratio
(OR) is calculated.

A

Case–control studies—

54
Q

This can be described as a study in which a
group of exposed subjects and a group of unexposed subjects are
followed over time and the incidence of the disease or outcome
of interest in the exposed group is compared with that in the
unexposed group.

A

Cohort studies—

55
Q

may be considered comparable to a crossover randomized controlled trial in which the patients act as their own control. Pattern of exposure among the cases is compared between event time and control time. The between-patient confounding that occurs in a classic case-control study is circumvented in this design.

Tubiana
et al. evaluated the role of antibiotic prophylaxis and assessed the relation between invasive dental procedures and oral streptococcal infective endocarditis, using a nationwide
population-based cohort and a _____ study design.

A

Case-crossover studies—

56
Q

—This can be described as a study in which a
group of exposed subjects and a group of unexposed subjects are
followed over time and the incidence of the disease or outcome
of interest in the exposed group is compared with that in the
unexposed group.

A

Cohort studies

57
Q

This design is an extension of the
case-crossover design, but includes a control group. A group of researchers assessed medication-related hospitalization. They used the case–time control study design to investigate the associations between 12 high risk medication categories (e.g.,antidiabetic agents, diuretics, benzodiazepine hypnotics) and unplanned hospitalizations.

A

Case–time control studies

58
Q

In this design, a cohort of
individuals is followed during certain time periods until a certain outcome is reached and the analysis is conducted as a case–control study in which cases are matched to only a sample of control subjects.

A

Nested case–control studies

59
Q

In this type of study, the investigator
measures the outcome of interest and the exposures among the
study participants at the same time. It provides a snapshot of a
situation for a particular period.

A

Cross-sectional studies

60
Q

THBM | This refers to a person’s subjective perception of the risk of acquiring aN Illness or disease. Thereiswidevariationi n a p e r s o n’ s feeling personal vulnerability to an illness or disease.

A

Perceived susceptibility

61
Q

THBM | This refers to a person’s feelingsontheseriousness of contractinganillnessordisease (or leaving the illnessor diseaseuntreated).

A

Perceived
severity

62
Q

THBM | There is wide variation in a person’sfeelingsof severity, and often a personconsidersthemedical consequences (e.g., death,disability) and social consequences(e.g.,family life, social relationships) whenevaluating the severity.

A

Perceived
severity

63
Q

THBM | This refers to a person’s perceptionof theeffectiveness of various actionsavailabletoreduce the threat of illness or disease(ortocure illness or disease). Thecourseofaction a person takes in preventing(orcuring) i l lness or diseaserel iesonconsideration and evaluationof bothperceived susceptibility andperceivedbenefit, such that the personwouldacceptthe recommended health actionif it wasperceived as beneficial.

A

Perceived
benefits

64
Q

THBM | This refers to a person’s feelings on the obstacles to performing a recommended health action. There is a widevariationinaperson’s feelings of barriers, or impediments, which lead to a cost/benefit analysis. The person weighs the effectiveness of the actions against the perception that it may be expensive, dangerous (e.g., side-effects), unpleasant (e.g., painful), time-consuming,or inconvenient

A

Perceived
barriers

65
Q

THBM | This is the stimulus needed to trigger the decision-making process to accept a recommended health action. These cues can be internal (e.g., chest pains, wheezing,etc.)or external (e.g., advice from others, illness of a family member, newspaper article, etc.).

A

Cue to action

66
Q

THBM | This refers to the level of a person’s confidence in his or her ability to successfully performance behavior. This construct was added to the model most recently in mid-1980. Self-efficacy is a construct in many behavioral theories as it directly relates to whether a person performs the desired behavior.

A

Self-efficacy

67
Q

TTPB | This refers to the degree to which a person has a favorable or unfavorable evaluation of the behavior of interest. It entails a consideration of the outcomes of performing the behavior.

A

Attitudes

68
Q

TTPB | This refers to the motivational factors that influence a given behavior where the stronger the intention to perform the behavior, the more likely the behavior will be performed.

A

Behavioral
intention

69
Q

TTPB | This refers to the belief about whether most people approve or disapprove of the behavior. It relates to a person’s beliefs about whether peers and people of importance to the person think heor she should engage in the behavior.

A

Subjective
norms

70
Q

TTPB | This refers to the customary codes of behavior in a group or people or larger cultural context. Social norms are considered normative, or standard,in a roup of people.

A

Social norms

71
Q

TTPB | This refers to the perceived presence of factors that may facilitate or impede performance of the behavior.Perceived power contributes to a person’s perceived behavioral control over eachof those factors

A

Perceived
power

72
Q

TTPB | This refers to a person’s perception of the ease or difficulty of performing the behavior of interest. Perceived behavioral control varies across situations and actions, which results in a person having varying perceptions of behavioral control depending on the situation. This construct of the theory was added later and created the shift from the Theory of Reasoned Action to the Theory of Planned Behavior

A

Perceived
behavioral
control

73
Q

DOIT | These are people who want to be the first to try the innovation.They are venture some and interested in new ideas. These people are very willing to take risks, and are often the first to develop new ideas.Very little, if anything, needs to be done to appeal to this population.

A

Innovators

74
Q

DOIT | These are people who represent opinion leaders. They enjoy leadership roles, and embrace change opportunities. They are already aware of the need to change and so are very comfortable adopting new ideas. Strategies to appeal to this population include how-to manuals and information sheets on implementation. They do not need information to convince them to change.

A

Early Adopters

75
Q

DOIT | These people are rarely leaders, but they do adopt new ideas before the average person. That said, they typically need to see evidence that the innovation works before they are willing to adopt it.Strategies to appeal to this population include success stories and evidence of the innovation’s effectiveness.

A

Early Majority

76
Q

DOIT | These people are skeptical of change, and will only adopt an innovation after it has been tried by the majority. Strategiestoappealtothis population include information on how many other people have tried the innovation and have adopted it successfully.

A

Late Majority

77
Q

DOIT | These people are bound by tradition and very conservative. They are very skeptical of change and are the hardest group to bring on board. Strategies to appeal to this population include statistics, fear appeals, and pressure from people in the other adopter groups

A

Laggards

78
Q

The degree
to which an innovation is seen as
better than the idea, program, or
product it replaces.

A

Relative Advantage

79
Q

How difficult the
innovation is to understand and/or
use.

A

Complexity

80
Q

How consistent the
innovation is with the values, experiences, and needs of the
potential adopters.

A

Compatibility

81
Q

The extent to which the
innovation can be tested or
experimented with before a
commitment to adopt is made

A

Triability

82
Q

The extent to which
the innovation provides tangible
results.

A

Observability

83
Q

TSCT | This is the central concept of SCT.This refers to the dynamic and reciprocal interaction of person (individual with a set of learned experiences ), environment(external social context), and behavior (responses to stimuli to achieve goals).

A

Reciprocal
Determinism

84
Q

TSCT | This refers to a person’s actual ability to perform a behavior through essential knowledge and skills. In order to successfully perform a behavior, a person must know what to do and how to do it. People learn from the consequences of their behavior, which also affects the environment in which they live.

A

Behavioral
Capability

85
Q

TSCT | This asserts that people can witness and observe a behavior conducted by others, and then reproduce those actions. This is often exhibited through the “modeling” of behaviors. If individuals see successful demonstration of a behavior, they can also complete the behavior successfully.

A

Observational
Learning

86
Q

TSCT | This refers to the internal or external responses to a person’s behavior that affect the likelihood of continuing or discontinuing the behavior. Reinforcements can be self-initiated or in the environment, and reinforcements can be positive or negative.This is the construct of SCTthat most closely ties to the reciprocal relationship between behavior and environment

A

Reinforcements

87
Q

TSCT | This refers to the anticipated consequences of a person’s behavior. Outcome expectations can be health-related or not health-related. People anticipate the consequences of their actions before engaging in the behavior, and these anticipated consequences can influence successful completion of the behavior. Expectations derive largely from previous experience. While expectancies also derive from previous experience, expectancies focus on the value that is placed on the outcome and are subjective to the individual.

A

Expectations

88
Q

TSCT | This refers to the level of a person’s confidence his or her ability to successfully perform a behavior. Self-efficacy is unique to SCT although other theories have added this construct at later dates, such as the Theory of Planned Behavior. Self-efficacy is influenced by a person’s specific capabilities and other individual factors, as well as environmental factors (barriers and facilitators).

A

Self-efficacy

89
Q

is composed of
members from more than one discipline so
that the team can offer a greater breadth
of services to patients. Team members
work independently and interact formally

A

Multidisciplinary

90
Q

a group of
professionals works interdependently in
the same setting. Separate reassessments
may still be conducted, but information is
shared and problems are solved in a
systemic way with other team members,
typically during meetings. (Wieland)

A

Interdisciplinary

91
Q

Characteristic GICT |
Having a clear leader of the team, with clear
direction and management; democratic; shared
power; support/supervision; personal development
aligned with line management; leader who acts and
listens.

A

Leadership and
management

92
Q

Characteristic GICT | Individuals with communication skills; ensuring that
there are appropriate systems to promote
communication within the team

A

Communication

93
Q

Characteristic GICT | Learning; training and development; training and
career development opportunities; incorporates
individual rewards and opportunity, morale and
motivation.

A

Personal rewards, training and development

94
Q

Characteristic GICT | Sufficient/appropriate skills, competencies,
practitioner mix, balance of personalities;
ability to make the most of other team
members’ backgrounds; having a full
complement of staff, timely replacement/cover
for empty or absent posts.

A

Appropriate
skill mix

95
Q

Characteristic GICT | Team culture of trust, valuing contributions,
nurturing consensus; need to create an
interprofessional atmosphere.

A

Climate

96
Q

Roles ICT |
Positive leadership and management give
clear direction and vision for the team through:

A

Leadership

97
Q

Roles ICT | Well-integrated and
coordinated care that is based on the needs of the
patient can contribute to reducing delays to provision of
care and duplicating assessment.

A

Person-centred practice

98
Q

Roles ICT | An interdisciplinary approach relies on health
professionals from different disciplines, along with the
patient, working collaboratively as a team. The most effective
teams share responsibilities and promote role
interdependence while respecting individual members’
experience and autonomy.

A

Teamwork

99
Q

Roles ICT | ______ across disciplines, care
providers and with the patient and their family/carers, is essential
to setting the goals that most accurately reflect the person’s
desires and needs

A

Communication

100
Q

Roles ICT | involving patients in decisions
about prescribed medicines and supporting adherence

A

involving patients in decisions
about prescribed medicines and supporting adherence

101
Q

Roles ICT | involving patients in decisions
about prescribed medicines and supporting adherence

A

involving patients in decisions
about prescribed medicines and supporting adherence

MIDTERMS (8 decks)

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