prevention quiz 1

Health belief model (HBM)

• one of the first attempts to view health in a social context

• milestone because it placed a high value on the attitudes of the learner and recognized the importance of the learners readiness to enact meaningful behavior change

patient autonomy

• the capability and right of patients to control the course of their own medical treatment and participate in the treatment decision making process

transtheoretical model and stages of change (TTM)

• based on an individuals readiness to adopt a new health behavior

• as individuals move through a series of readiness stage, certain behaviors and attitudes characterize each staged

• behavior change is a process, not an event

social determination theory

• sustaining behavior change focuses on establishing new behavior patterns that emphasize autonomy, environmental management, and improved self-efficacy

theory of reasoned action or planned behavior (TPB)

• stresses the importance of attitudes and intentions to change a behavior

• the most important determinant of behavior is intention

• distinguishes between stages of contemplation and overt action

• proposes intentions are best predictors of behavior

action stage

• change has been adopted

precontemplation

• little or no interest in changing behavior

contemplation

• considering making a change within the next 6 months

preparation

• actively making plans to change

maintenance

• change has been continuous for at least 6 months

termination

• change is permanent

• or it could branch back to precontemplation with old behaviors resurfacing

health education

• also called patient education

• often consists of information only

• however, information alone usually is not sufficient to bring about a behavior change

adult learners in relation to their learning needs

• considered autonomous and self directed based on established habits and preexisting knowledge

• adults will seldom change a behavior just from gaining new knowledge, and with expanded knowledge will need help putting it into practice

• information will need to be presented in a results-oriented manner so that adults will have a valid reason to change behavior (goals to meet)

relevance

• adults must understand why new information or a changed behavior is needed before true learning can take place

PACE

• mneumonic or memory-assisting technique to identify a philosophy important to establishing effective dental hygienist-client relationships

• partnership

• acceptance

• compassion

• evocation

Partnership

• using language and nonverbal cues that are supportive NOT persuasive

Acceptance

• dental hygienist ability to accept clients as people they are without judgement

Compassion

• dental hygienists ability to deal with welfare of client

Evocation

• ability to reply to messages at moment they are sent

factors that inhibit communication

• prescriptive directives

• offering false reassurance

• being defensive

• showing approval or disapproval

• asking “why”

• changing the subject inappropriately

guiding communication style

• combination approach in which dental hygienists listens actively and emphatically to understand client’s problems/concerns

• best when patient is ambivalent

following communications tyle

• listening predominates

• dental hygienist must suspend role as “expert”

directing communication style

• useful for helping those who are stuck

• unable to make a decision

communication is

• essential for optimal care

• influences adherence to preventive and therapeutic recommendations

extrinsic motivation

• action initiated from an environmental source

• action is not based on desire, ability, or need to make a change

  • incentives

  • consequences

  • rewards

intrinsic motivation

• spontaneous interest and environmental mastery emerging from inherent strivings for personal growth and from experience of need satisfaction

  • autonomy

  • competence

  • relatedness

motivational interviewing

• an approach designed to facilitate resolution of client issues that inhibit positive behavior by actively engaging the client in communication process

• engages the patient to hep them resolve ambivalence

four core motivational interviewing communication skills

1. open-ended questions

2. affirmations

3. reflective listening

4. summarizing

open ended question

• generally used to elicit wide range of responses on broad topic

• cannot be answered with “yes or no”

affirmations

• validate, confirm, or state positively patients interests or efforts

• support engagement, foster the client to further explore the change process

• hygienist finds an effort the client is making and reflects it back to him or her

reflective listening

• paraphrasing or summarizing what the client says

• clarifying when the client is being vague

• encourage verbalization but steer discussion back on track

• using reflecting observations when nonverbal messages may not match up to the verbal messages

summarizing

• focuses attention on major points of communicative interaction

• serves as review of key aspects of information presented

• allows client to ask for clairfication

• comments about discussions of next appointment are appropriate

health behavior change models

provide frameworks for understanding and facilitating healthy habit shifts