Psychology as a theoreticalfoundation for health education in nursing: empowerment or social control?

Piper, Stewart; Brown, Peter Alexander

doi:10.1016/s0260-6917(98)80061-0

Cited by 17 publications

(9 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such theories can have a productive role within more encompassing health education programmes – but only if they are seen to facilitate client power and choice (Brown & Piper 1995). Adoption of such theories and models, in isolation from appropriate setting and context could result in an inadvertent reinforcement of traditional health education paradigms and the advocation of biomedical control and authoritarianism (Piper & Brown 1998b). According to Preston (1997), anthropological perspectives have reinforced the disillusionment felt by many health educationalists, that underpin those restrictive medicalized approaches which focus purely on client lifestyle and behavioural change.…”

Section: Resultsmentioning

confidence: 99%

“…Nevertheless, such theories also offer valuable insight into the motivational forces and constraints that underpin our clients’ health action and behaviour, as well as assist nurses in planning timely and appropriate interventions (Piper & Brown 1998b, Thomson 1998). They also reflect a far more exclusive prediction of a precise and scientific approach to health‐related practices (Cole 1995).…”

Section: The Nature Of the Health Educational Encounter In Nursingmentioning

confidence: 99%

“…Various schools of thought on the validity of various social psychology theories of health behaviours serve to offer contrasting debate. Authors, such as Piper and Brown (1998b), argue that the existence of such theories are the result of a failure on the part of traditional and simplistic health education, to move beyond the primitive notion that increased knowledge leads to a shift in attitude which, in turn, results in supposed behavioural change. This desire to see a move away from such simplistic viewpoints is seen to have necessitated a theoretical sophistication of the medical paradigm of health educational activities.…”

Section: The Nurse As a Traditional Health Educatormentioning

confidence: 99%

See 2 more Smart Citations

Health education, behavioural change and social psychology: nursing’s contribution to health promotion?

Whitehead

2001

Journal of Advanced Nursing

View full text Add to dashboard Cite

Where many nurses believe themselves to be health promotionalists, the likelihood is that they are instead more likely to be traditional health educationalists. Not that this is the main problem, in itself--but if nursing is to progress on this issue, it must first become more effective in delivering its current health education initiatives. Armed with further knowledge and understanding of their practices, health educators are far more likely to achieve a degree of success in their behavioural-change encounters as well as approach the intervention with a far more realistic expectation of outcome. Without this further understanding, it is argued that the integration of health educational initiatives into nursing practice will generally do little or nothing to change the health status of clients.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: The Nature Of the Health Educational Encounter In Nursingmentioning

confidence: 99%

Section: The Nurse As a Traditional Health Educatormentioning

confidence: 99%

See 1 more Smart Citation

Health education, behavioural change and social psychology: nursing’s contribution to health promotion?

Whitehead

2001

Journal of Advanced Nursing

View full text Add to dashboard Cite

show abstract

“…The action‐planning stage in this study involved the development of an educational training program for nurses working in acute care to assist them in the health education aspect of their health‐promoting role. The literature reveals that social psychology theories of health behaviors can assist nurses in undertaking health education interventions (Piper & Brown, 1998; Holloway & Watson, 2002). In particular, it is suggested that the Transtheoretical Model (TTM), which is complementary to Motivational Interviewing (MI) (Miller, 1983; Shinitzky & Kub, 2001; Sindelar et al ., 2004), can enable nurses to better assist patients to change their behavior (Shinitzky & Kub, 2001; Duran, 2003).…”

Section: Methodsmentioning

confidence: 99%

Using action research to change health‐promoting practice

Casey

2007

Nursing & Health Sciences

View full text Add to dashboard Cite

Action research was used as a method to develop an educational skills training program focusing on the health education aspect of nurses' health-promoting role. The program was based on the theoretical concepts of the Transtheoretical Model and Motivational Interviewing. Interviews were used to collect the data on a purposive sample of nurses working in an acute hospital ward. Three main themes were identified: using the skills, barriers to implementing the skills, and facilitators of implementing the skills. Most nurses were more aware of health education and health promotion and were able to incorporate the skills learnt and instigated a change in practice. There was evidence, however, that further training was required. This might focus more on helping nurses to use the skills with patients who are very resistant to change and to better recognize health-promoting opportunities. Ways of offering the training program to other health professionals also should be explored.

show abstract

“…Such theories can have a productive role within more encompassing health education programmes, but only if they facilitate client power and choice (Brown & Piper 1995). Adoption of such theories and models, when they are used in isolation from appropriate setting and context could, however, result in inadvertent reinforcement of traditional health education paradigms and advocacy of biomedical control and authoritarianism (Piper & Brown 1998). It is essential that social cognitive models are not used in such a restrictive manner (Bennett & Murphy 1997).…”

Section: Introductionmentioning

confidence: 99%

A social cognitive model for health education/health promotion practice

Whitehead

2001

Journal of Advanced Nursing

View full text Add to dashboard Cite

Social cognitive behavioural models are valuable tools that nurses can incorporate routinely into existing frameworks of practice. The proposed model is designed to make the adoption of health-related behavioural change in clients easier and more realistic. If the current situation continues whereby social cognitive behavioural models are not adopted as a concerted and routine part of nursing practice, then nursing may well continue to fall behind other health professions in the discipline of health education.

show abstract

Psychology as a theoreticalfoundation for health education in nursing: empowerment or social control?

Cited by 17 publications

References 8 publications

Health education, behavioural change and social psychology: nursing’s contribution to health promotion?

Health education, behavioural change and social psychology: nursing’s contribution to health promotion?

Using action research to change health‐promoting practice

A social cognitive model for health education/health promotion practice

Contact Info

Product

Resources

About