Pender's Health Promotion Model

Pender's Health Promotion Model

1. Pender’s Health Promotion Model Hunter Sussman SUNY Brockport

2. Theory Overview The health promotion model (HPM) specifies that humans are complex, multifaceted beings that are influenced by a variety of factors (external and internal) that modify their health behavior (Alligood, 2016; Pender, 2011). The HPM is used to recognize, assess, modify, and evaluate these factors in an individual in order to encourage behaviors that promote health and well-being (Pender, 2011).

3. Theory Overview First introduced in 1982, yet was revised over the years. Most recent revision was in 2002 (Alligood, 2016). Provides a framework for understanding how individuals can be motivated to improve their health and well-being (Pender, 2011). Can be generalized to a variety of populations and can be applied throughout the human lifespan (Alligood, 2016). Based on the social cognitive theory and expectancy-value theory (Pender, 2011).

4. Key Concepts in Pender’s HPM Person: A biopsychosocial organism that is influenced by an environment. The person desires to construct an environment in which they can express their potential to the fullest. Personal factors and environmental factors influence health behaviors (Pender, 2011). Environment: Includes physical, social, and cultural factors that can be changed by a person in order to facilitate health-promoting behaviors (Pender, 2011).

5. Key Concepts in Pender’s HPM Nursing: The act of working with individuals to create supportive conditions which will allow them to engage in health-promoting behaviors (Pender, 2011). Health: A dynamic state of well-being (Pender, 2011). Illnesses: Events that hinder or help the individual’s journey to improving their health (Pender, 2011).

6. Figure 1: Pender’s Health Promotion Model (Alligood, 2016)

7. Individual Characteristics and Experiences Prior related behavior: The prevalence of the same or similar behavior in the past. Influences the possibility of participating in health-promoting behaviors (Alligood, 2016; Pender, 2011). Personal factors: Involves biological, psychological and sociocultural domains. Characteristics from these domains, such as gender, age, and race, affect health-promoting behavior (Alligood, 2016; Pender, 2011).

8. Behavior-Specific Cognitions and Affect Perceived benefits of action: Perceptions of positive results from engaging in a health-promoting behavior (Alligood, 2016; Pender, 2011). Perceived barriers to action: Perceptions of obstacles from engaging in a health-promoting behavior (Alligood, 2016; Pender, 2011). Perceived self-efficacy: Perceptions of one’s ability to competently engage in a health-promoting behavior (Alligood, 2016; Pender, 2011).

9. Behavior-Specific Cognitions and Affect Activity-related affect: Emotions and feelings felt prior, during, and after engaging in a health-promoting behavior (Alligood, 2016; Pender, 2011). Interpersonal influences: How the individual believes others will perceive a health-promoting behavior. Includes societal and cultural norms, social support, and role models (Alligood, 2016; Pender, 2011). Situational influences: Perceptions of the compatibility of the one’s personal situation and the environment in either facilitating or impeding a health-promoting behavior (Alligood, 2016; Pender, 2011).

10. Behavior-Specific Cognitions and Affect Commitment to a plan of action: Selecting prepared strategies and having the intention to be successful in performing a health-promoting behavior (Alligood, 2016; Pender, 2011). Immediate competing demands and preferences: Competing alternative behaviors that can diverge the individual away from engaging in the planned health-promoting behavior (Alligood, 2016; Pender, 2011).

11. Behavioral Outcome-Health Promoting Behavior Health-promoting behavior : The behavior that promotes the desired health outcome. Examples include: eating healthy foods, exercising consistently, and getting adequate sleep (Alligood, 2016; Pender, 2011).

12. Research Multiple studies show that Pender’s HPM can be used to develop health-promoting behaviors in clinical settings (Alligood, 2016). Khodaveisi et al. (2017) shows that incorporating Pender’s HPM in an educational training program for overweight and obese women significantly improved the frequency of engaging in health-promoting behaviors, such as eating healthy, nutritious foods.

13. Applying Pender’s HPM to Nursing Build on past experiences (both successes and failures) (Pender, 2011). Identify perceived benefits and ways to alleviate barriers (Pender, 2011). Develop strong self-efficacy: introduce individual to simplest version of the behavior to allow them to experience success. Then gradually increase difficulty while reinforcing success (Pender, 2011).

14. Applying Pender’s HPM to Nursing Help make the experiences before, during, and after the health-promoting behavior enjoyable (Pender, 2011). Encourage significant others to offer support and increase expectations of health-promoting behavior (Pender, 2011). Allow individual to interact with those who engage in the health-promoting behavior (Pender, 2011). Work collaboratively with the individual, developing a feasible plan that reduces competing demands and preferences (Pender, 2011).

15. References