Choosing a Theory

Steps in Choosing a Theory

• Identify the Health Problem and Population
  • Define the health issue and the specific population affected.
  • Consider variations in the same health problem occurring in different populations.
  • Example: The approach to a smoking cessation program may differ between high school students and seniors in a housing complex.

Step 1: Identify the Problem and Population

• Formulate questions to clarify the health problem:
  • What is the specific health problem?
  • Which population does this problem predominantly affect?

Step 2: Gather Information

• Research existing literature and gather evidence regarding the health issue:
  • Utilize professional databases such as:
  • CINAHL
  • MEDLINE
  • ERIC
  • Conduct a needs assessment to understand the problem holistically.

Step 3: Identify Causes of the Problem

• Compile data and analyze the information gathered:
  • Assess and pose the question, “Why does this health issue exist?”
  • Generate a list of possible underlying causes.
  • Remember: Theories help explain human behavior.

Step 4: Identify the Level of Interaction

• For the identified causes, determine the level of interaction:
  • Intrapersonal
  • Interpersonal
  • Community
  • These levels help contextualize where the problem stems from.

Step 5: Identify the Theory

• Reference the Theory Chart in your text to identify the appropriate theory:
  • If multiple theories seem applicable, consider these questions:
  • What behavior has this theory successfully explained?
  • What is the extent of literature support for this theory regarding the issue?
  • What limitations does the theory possess?

Evaluating Theory Fit

• Once a theory is identified, test it against three further questions:
  • Is the theory logical in the context of the health issue I aim to address?
  • Is it comparable to successful theories found in relevant literature?
  • Is there research backing this theory?

Construct Domains

• Examine the underlying construct domains relevant to the theory:
  • Key constructs include:
  • Skill
  • Knowledge
  • Motivation
  • Beliefs
  • Assess if altering these domains leads to behavioral changes.
  • Ensure chosen intervention techniques are effective in transforming the constructs.

Theory in Action - Class Activity

• Context: There is heightened concern over antibiotic misuse, primarily due to prescription authority of healthcare professionals.
  • Objective: Persuade professionals to consider alternatives to antibiotics for non-bacterial infections (e.g., upper respiratory infections).

Class Activity Instructions:

1. In groups, brainstorm reasons healthcare professionals may misuse antibiotics.
2. Reference the construct domains chart to identify applicable theories and domains that may offer insights into addressing the reasons.

Theory in Action - Article Read

• Recommended reading:
  • Hrisos et al. (2008). Study discussing theory-based interventions aimed at improving GP management of upper respiratory infections without antibiotic prescriptions. DOI: 10.1186/1472-6963-8-11

Theory in Action - Article Questions

• Discuss what constitutes a guide for selecting appropriate interventions as presented by the authors.
• Identify three theories cited in the article that contain constructs predictive of physician prescription behaviors.
• Compare these theories with those your group discussed.

Further Article Questions

• Examine which constructs from the aforementioned theories most accurately predict physician prescribing behaviors and their role in intervention development.
• Review the theory, constructs, construct domains, and behavioral techniques utilized in the first intervention's development.
• Outline the development steps taken by the authors in crafting their interventions.
• Reflect on the similarities and differences between the brainstorming outcomes of your class and those highlighted in the article.