Nursing Chapter 16 Homework Increasingly Hospitals Have Offered Variety These Programs

LEARNING OUTCOME 1

Explain the relationship of individuality and holism to nursing practice.

Concepts for Lecture

1. Assessing and planning health care of the client is enhanced when

2. To help clients attain, maintain, or regain an optimal level of health,

nurses need to understand clients as unique individuals who are dif-

3. Nurses are concerned with the individual as a whole, complete, or

holistic person, not as an assembly of parts.

When applied to nursing, the concept of holism emphasizes that

LEARNING OUTCOME 2

List four main characteristics of homeostatic mechanisms.

Concepts for Lecture

1. Homeostasis is the tendency of the body to maintain a state of

balance or equilibrium while constantly changing. Homeostatic

mechanisms have four main characteristics:

LEARNING OUTCOME 3

Identify theoretical frameworks used in individual health promotion.

Concepts for Lecture

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HEALTH PROMOTION

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• Provide the students with examples of broad

principles of client care in several situations

(total care context) and ask the students how

these may be individualized for specific clients

(individualized context).

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Ask the students to explain holism using the

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Have the students give examples of how

changes may occur within the internal or ex-

ternal environment of a person and yet a state

of balance is maintained.

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• Develop a list of nursing diagnoses. Assist the

students to use Maslow’s hierarchy of needs to

prioritize these diagnoses. Discuss the pros and

cons of using this method to prioritize diagnoses.

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Provide examples of developmental stage

80 CHAPTER 16 / Health Promotion

In needs theories, human needs are ranked on an ascending scale

according to how essential the needs are for survival.

Maslow (1970) ranked human needs on five levels in ascending

LEARNING OUTCOME 4

Identify Maslow’s characteristics of the self-actualized person.

Concepts for Lecture

1. The self-actualized person has the following characteristics:

• Is realistic, sees life clearly, and is objective about his or her

observations

• Judges people correctly

• Has a low degree of self-conflict; personality is integrated

• Respects self, does not need fame, possesses a feeling of self–

control

• Is highly independent; desires privacy

• Can appear remote and detached

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• Ask the students to review Maslow’s characteris-

tics of a self-actualized person. Do they agree

with all of the characteristics on the list? Why or

why not?

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Ask the students to describe an individual who

they think demonstrates the characteristics of

the self-actualized person.

leading health indicator (see Box 16–3) to

each group. Ask the group to give examples of

community programs for the indicator that

would improve the health of the community

and of people in the community.

CHAPTER 16 / Health Promotion 81

LEARNING OUTCOME 5

Describe the vision, mission, and goals of Healthy People 2020 to help improve

the health of a community.

Concepts for Lecture

1. Healthy People 2020 presents a comprehensive 10–year strategy for

2. To support these goals, Healthy People 2020 is organized around 28

focus areas to improve health (see Box 16–1). It also establishes a

set of leading health indicators that reflect the major public health

concerns in the United States at the beginning of the 21st century.

LEARNING OUTCOME 6

Differentiate health promotion from health protection or illness prevention.

Concepts for Lecture

1. Considerable differences appear in the literature regarding the use of

2. Health promotion is not disease oriented. It is motivated by a per-

LEARNING OUTCOME 7

Identify various types and sites of health promotion programs.

Concepts for Lecture

1. Health promotion programs are found in many settings. They may be

offered to individuals and families in the home or in the community

setting and at schools, hospitals, or worksites.

The type of program depends on the current concerns and the

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• Ask the students to identify problems their

clients demonstrated that may be attributed to

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Provide examples of healthy behaviors. Have

the students classify these as health promo-

tion, health protection, or illness prevention.

Discuss any difficulties encountered.

appropriate for their assigned clients.

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• Ask the students to brainstorm ways to provide

health promotion activities for various age

groups on the campus or in the community.

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Invite a panel of guest speakers to discuss

health promotion for the elderly, poor, and

homeless in your community.

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82 CHAPTER 16 / Health Promotion

Programs offered by health care organizations initially began

with a specific focus on prevention, such as infection control or fire

prevention, and gradually expanded to include issues related to em-

ployee health and lifestyle, such as smoking cessation and exercise.

Increasingly, hospitals have offered a variety of these programs to

the community.

LEARNING OUTCOME 8

Discuss the Health Promotion Model.

Concepts for Lecture

2. There are a number of variables in this model: individual characteris-

tics and experiences, behavior-specific cognitions and affect, com-

mitment to a plan of action, immediate competing demands and

preferences, and behavioral outcomes.

knowledge, and skill in health–promoting behavior. Individuals who

made a habit of previous health–promoting behaviors and received a

positive benefit as a result will engage in future health-promoting

behaviors in contrast to those persons with a history of barriers to

achieving the behavior.

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• Have each student identify one health promotion

behavior that he or she has attempted to change

or would like to change. Ask the student to write

a short paper applying the variables of the HPM

to this behavior. For example, has the student

change.

CHAPTER 16 / Health Promotion 83

LEARNING OUTCOME 9

Explain the stages of health behavior change.

Concepts for Lecture

1. Health behavior change is a cyclic phenomenon in which a person

goes through several stages (see Figure 16–5).

iors. If a person has tried changing previously and was unsuccessful,

he or she may now see the behavior as “fate” or believe that change

ioral changes, and makes the final specific plans to accomplish the

change.

In the action stage, the person actively implements the behavior-

al and cognitive strategies of the action plan. This stage requires the

greatest commitment of time and energy.

LEARNING OUTCOME 10

Discuss the nurse’s role in health promotion.

Concepts for Lecture

1. The nurse’s role in health promotion includes:

• Model healthy lifestyle behaviors and attitudes.

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• Provide the students with examples of statements

clients may make about a health-promoting be-

havior. Ask the students to identify the stage of

change that each statement may represent and to

supply their rationale. Example: “It is my right to

decide whether I smoke, and I have decided that

I am going to smoke.”

•

Have the students debate the following state-

• Have the students provide examples from

client interactions that demonstrate the TTM

stages.

• Have students debate the following statement:

The nurse’s role in health promotion includes

modeling healthy lifestyle behaviors and

attitudes.

•

Invite several community health nurses to

discuss the nurse’s role in health promotion in

their agencies.

84 CHAPTER 16 / Health Promotion

• Facilitate client involvement in the assessment, implementation,

and evaluation of health goals.

• Teach clients self-care strategies to enhance fitness, improve nutri-

tion, manage stress, and enhance relationships.

LEARNING OUTCOME 11

Describe components of health assessment that pertain to health promotion.

Concepts for Lecture

1. Plans for health promotion are based on a thorough assessment of

the individual’s health status.

LEARNING OUTCOME 12

Discuss nursing diagnosis, planning, implementing, and evaluating as they

relate to health promotion.

Concepts for Lecture

1. Health promotion plans need to be developed according to the needs,

desires, and priorities of the client. The client decides on goals,

2. Implementing is the “doing” part of the behavior change. Self–

3. Evaluating takes place on an ongoing basis, both during the attain-

ment of short-term goals and after the completion of long-term

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• Have the students perform health assessments on

a partner, using the information presented in the

textbook.

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Have the students perform the Life Change

Index assessment in Box 16–8 on themselves

and discuss the results.

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Assign students to plan, organize, and imple-

ment a health promotion day on campus.

clients to identify health risks. Compare and

contrast findings.