Conceptual models for health education research and practice

Abstract

Although conceptual models are frequently used to illustrate research questions under investigation, there is a paucity of articles about how to develop conceptual models or their importance to health education research and practice. A number of uses of the term model exist. Therefore, we describe a conceptual model developed to guide health education research or practice as a diagram of proposed causal linkages among a set of concepts believed to be related to a specific public health problem. Although informed by the multicausal models of public health, the conceptual models we describe differ from those models in that they do not incorporate all factors correlated with an endpoint of interest. Rather they show only the small part of the causal web selected for study. Conceptual models differ from theory in that they are not usually concerned with global classes of behavior but with specific types of behavior in specific contexts. They often are informed by more than one theory, as well as by empirical findings. Because of the usefulness of conceptual models in narrowing both research questions and the targets of intervention, we advocate the inclusion of the model development process in public health education research methods courses.

Developing, Implementing and Evaluating OSH Interventions in SMEs: A Pilot, Exploratory Study

“…Brun and Loiselle provide a detailed portrait of the activities and role of the OSH practitioners who represent employers or workers [37]. They conclude that there is not a single correct way of conducting prevention activities, but rather a wide use of accidents data [8] analysis of surveillance and epidemiological data [9] checklists [10,11] Identification of improvement measures conceptual models [12] programme logic models [7] Effective management of financial, technical and human resources risk assessment methodologies [13] algorithm based on a priority index [1] dynamic variables [14] surface design plots [2] Evaluation randomized, controlled trials [15,16] theory-based evaluation [17] quasi-experimental design [18] realistic evaluation [19] qualitative analysis [20] array of prevention strategies that emerge from the organizational conditions, personal relationships and even the personality traits of the safety practitioners. The results of their study show that OSH practitioners are united in believing that the human dimension must take precedence, and that they prefer above all to make workers more aware.…”

Cultural Identity and Experiences of Prejudice and Discrimination of Afghan and Iranian Immigrant Youth

“…From this initial working list, a conceptual framework was drafted. The conceptual framework offered a way to account for all the themes and sub-themes and the relationships between them and was used to schematically represent the overall final analysis (Earp and Ennett 1991). Both the list and the conceptual framework were used as guideposts for interpretations, and in turn, the interpretations informed further revisions to the list and the conceptual framework.…”

Use of Health Behavior Theory in Funded Grant Proposals: Cancer Screening Interventions as a Case Study

“…Earp and Ennett [23], and more recently Baranowski and colleagues [43], recommended the general approach, taken in these proposals, of developing a new conceptual model to guide a specific project. However, development of a unique conceptual model for every new project, in the absence of tests of the hypothesized relations among the constructs in the model, inhibits the aggregation of scientific findings and slows progress in intervention development.…”

“…When investigators mentioned anything less than all constructs from an established theory, combined two or more theories, or mentioned constructs from multiple theories, this description was coded as the project's "conceptual model," consistent with Earp and Ennett [23]. If a conceptual model was present, the presence of a rationale for the included constructs and structure of the model, whether drawn from established theories or other sources, was coded as "absent," "limited," or "comprehensive."…”