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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Blatchley, Mary Elizabeth. AN EXTENSION OF THE HEALTH BELIEF MODEL TO INCLUDE THE CONSTRUCT LEARNED HELPLESSNESS (SMOKING). 1986.

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2

Sherman-Price, Joanne M. COMPLIANCE AND NONCOMPLIANCE OF UNIVERSAL PRECAUTIONS AMONG DIFFERENT GROUPS OF HEALTHCARE WORKERS USING THE CONSTRUCT OF THE HEALTH BELIEF MODEL: IMPLICATIONS FOR CURRICULUM DECISIONMAKING. 1996.

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3

Huda, Ahmed Samei. The Medical Model in Mental Health. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198807254.001.0001.

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The medical model is a biopsychosocial model assessing a patient’s problems and matching them to the diagnostic construct using pattern recognition of clinical features. Diagnostic constructs allow for researching, communicating, teaching, and learning useful clinical information to influence clinical decision-making. They also have social and administrative functions such as access to benefits. They may also help explain why problems occur. Diagnostic constructs are used to describe diseases/syndromes and also other types of conditions such as spectrums of conditions. Treatments in medicine and psychiatry have several treatment objectives including cure or reducing distress and a variety of mechanisms of action apart from reversing disease/cure. Causation of conditions in medicine and psychiatry are often complex. The medical model allows doctors to assess and offer effective treatments to large numbers of patients and provide emergency cover. Diagnostic constructs in psychiatry and general medicine overlap for attributes such as clinical utility (e.g. predicting likely outcomes) and validity (e.g. lack of boundaries between different diagnostic constructs) and importance of social factors. There is an overlap in effectiveness between psychiatric and general medicine treatments and many general medicine medications do not reverse disease processes. Different mental health classifications have particular strengths and weaknesses for clinical, research, and social functions. Mental health research into understanding causes and mechanisms may need other classifications than diagnosis. As doctors in all specialties encounter mental health problems, there will always be psychiatric diagnostic constructs compatible with their training. Mental health research and service provision will always need to address psychosocial issues.
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4

Logothetis, Mary Lou. DIFFERENCES IN CLIMACTERIC WOMEN'S USE OF ESTROGEN REPLACEMENT THERAPY USING HEALTH BELIEF CONSTRUCTS AND PHILOSOPHICAL ORIENTATION TO MENOPAUSE. 1988.

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5

Sheston, Mary Lou. AN INVESTIGATION OF CRITICAL CONSTRUCTS IN A CARING MODEL FOR NURSING EDUCATION: EARLY THEORY DEVELOPMENT. 1992.

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6

Conrad, Karen Maria. DEVELOPING AND TESTING A THEORETICAL CAUSAL MODEL OF SMOKING BEHAVIOR CHANGE AT THE WORKSITE (HEALTH BELIEF MODEL). 1989.

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7

Rutledge, Dana Nelson. FACTORS RELATED TO WOMEN'S PRACTICE OF BREAST SELF EXAMINATION (HEALTH BELIEF MODEL). 1985.

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8

John, Emile Troy. Character education - a health belief model: Bridging the gap between character education & health education. 2003.

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9

Dickason, Elizabeth Louise. USE OF THE HEALTH BELIEF MODEL IN DETERMINING MAMMOGRAPHY SCREENING PRACTICE IN OLDER WOMEN. 1991.

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10

Wilder, Mary Gail Heicken. UTILIZING THE HEALTH BELIEF MODEL TO PREDICT THE DELIVERY OF PATIENT EDUCATION BY REGISTERED NURSES. 1987.

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11

Toepell, Andrea Patrizia Riesch. Reducing the risk of AIDS: Employing the health belief model to predict condom use. 1992.

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12

Gerhart, Susan Lee. THE USE OF CHILD CAR SAFETY RESTRAINTS: A TEST OF THE HEALTH BELIEF MODEL (ACCIDENT PREVENTION). 1992.

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13

Amlung, Stephanie Rockwern. A SECONDARY DATA ANALYSIS OF THE HEALTH BELIEF MODEL USING STRUCTURAL EQUATION MODELING (BREAST CANCER, LISREL). 1996.

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14

Use of the Health Belief Model in determining mammography screening practice in older women. 1991.

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15

Henderson, Jane Schade. NURSES' ATTITUDE, BELIEF, PRACTICE, AND KNOWLEDGE REGARDING URINARY INCONTINENCE IN ADULTS: LISREL ANALYSIS OF A MODEL. 1996.

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16

Sheehan, Mary Josephine. THE HEALTH BELIEF MODEL AS A PREDICTOR OF INVOLVEMENT IN TREATMENT IN HOSPITALIZED DEPRESSED CLIENTS. 1987.

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17

Hadley, Sue Ann. PREDICTION OF WORK STATUS FOLLOWING CORONARY ARTERY BYPASS GRAFT SURGERY: A TEST OF THE HEALTH BELIEF MODEL. 1986.

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18

Toepell, Andréa Patrizia Riesch. Reducing the risk of AIDS : employing the health belief model to predict condom use. 1992.

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19

Broughton, Elizabeth Ann. The impact of informational methods among drinking college students applying the Health Belief Model. 1996.

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20

The relationship of Health Belief Model and demographic variables to risk factor behaviors associated with heart disease. 1991.

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21

The relationship of Health Belief Model and demographic variables to risk factor behaviors associated with heart disease. 1989.

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22

Mckee, Nancy Jane. THE HEALTH BELIEF MODEL, STATE LOCUS-OF-CONTROL, AND STATE-ANXIETY AND PARTICIPATION IN SCREENING FOR CERVICAL CANCER. 1986.

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23

Meize-Grochowski, Anne Robin. PSYCHOSOCIAL ASPECTS OF IMPLANTABLE INSULIN PUMP THERAPY IN DIABETIC INDIVIDUALS (MELLITUS, MULTIDIMENSIONAL HEALTH LOCUS OF CONTROL, BELIEF MODEL). 1986.

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24

Hegna, Helen Ruth-Henson. THE HEALTH BELIEF MODEL AS A PREDICTOR OF THE DECISION TO USE MODERN TECHNOLOGIES IN INFERTILITY TREATMENT. 1994.

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25

Burk, Jill S. Hooker. THE RELATIONSHIP AMONG PERCEPTUAL COMPONENTS OF THE HEALTH BELIEF MODEL, COGNITIVE STYLE, AND COMPLIANCE WITH ANTIHYPERTENSIVE THERAPY AMONG HYPERTENSIVES. 1987.

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26

Sawin, Kathleen J. THE IMPACT OF THE HEALTH BELIEF MODEL, DESIRE FOR CONTROL, PERCEIVED CONTROL, AND MODIFYING VARIABLES ON YOUNG WOMEN'S CONTRACEPTIVE USE. 1987.

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27

Ashing, Kimlin Tam, Noé Rubén Chávez, and Marshalee George. A health equity care model for improving communication and patient-centred care. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0040.

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Increasing worldwide migration, especially from developing nations to developed nations is making our societies more multiethnic, multicultural, and multilingual. Hence, as healthcare providers we are confronted with the challenge and opportunity to provide quality care that embraces the diversity of our patients and their families and reflects a deeper appreciation of their cultures and communities. Therefore, the current chapter examines culture, cultural competency, and the consideration of these constructs towards improving care and communication with the focus on oncology patients from diverse backgrounds, particularly those from cultural and linguistic minority communities. To further advance health communication and quality care, we present a health equity care model that embraces three pillars—cultural competency, cultural humility, and cultural empathy, and provide some recommendations and a case study for putting into practice these fundamental patient-centred principles.
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28

Gage, Larry. An examination of the utility of the health belief model for predicting adult participation in aerobic exercise. 1990.

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29

Douglass, Merrian Elizabeth. DIFFERENCES IN THE FREQUENCY OF USE OF BREAST CANCER CONTROL METHODS IN BLACK AND WHITE WOMEN: AN APPLICATION OF THE HEALTH BELIEF MODEL. 1991.

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30

Dittus, Kim L. Use of the health belief model to examine food safety and nutrition attitudes and behavior related to fruits and vegetables. 1991.

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31

Chan, Emily Ying Yang. Health promotion planning approaches, human behavioural change models, and health promotion theories. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198807179.003.0003.

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Based on the conceptual building blocks introduced in the previous chapter, this chapter further sketches theoretical approaches and models that can be employed to guide rural health and disaster preparedness education programmes, namely the MAP-IT approach, precede–proceed model, P-Process, Health Belief Model, Transtheoretical (Stages of Change) Model, Theory of Planned Behaviour, Social Cognitive Theory, and complex interventions. These theories and models are intended to conceptualize human thought and behaviour and systematically explain the reasons behind actions such that they can be utilized to set the objectives and content of health intervention projects. Health literacy will also be discussed, with relevant examples for illustrative purposes.
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32

Martin, Daniel, and Yotam Heineberg. Social Dominance and Leadership. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.35.

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Leadership is usually a mandatory component of business education. Here we used the model of transformational leadership, and operationalized leadership consistently with the Values in Action Leadership scale. Social dominance orientation is a hierarchical belief-system that attributes social rank, ranging from high to low. Business students have been found to have higher levels of Social Dominance Orientation (SDO. Accordingly, 371 working business students were sampled to establish the relationship between SDO and transformational leadership capacity. The mediational impact of compassion was assessed. This study found high levels of competitive and hierarchical world conceptualization was significantly and sometimes strongly negatively linked to these constructs (Martin et al., 2014). We also discuss preliminary results of an interpersonal compassion-based intervention. The research suggests the opportunity to broaden psychological well-being of employees with impactful interventions, since negative behaviors within an institution can raise healthcare costs and lower job performance.
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33

Hall, Peter A., Geoffrey T. Fong, and Cassandra J. Lowe. Affective Dynamics in Temporal Self-Regulation Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190499037.003.0006.

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Affective experiences are part of our everyday life, but do they influence health-related decisions and behaviors in a systematic way? Temporal self-regulation theory (TST) posits that health behaviors are a joint function of neurobiologically rooted executive control processes, prepotency, and intentions. The relative weights of these in turn depend largely on the ecological context in which the behaviors are being performed. On the surface, then, TST is a model of health behavior that relies predominantly on social-cognitive and neurocognitive constructs to explain health behavior trajectories. For this reason, it appears to not deal directly with the topic of affect in general, and emotion more specifically. However, there are several facets of the TST model that involve these processes, or are heavily influenced by them. This chapter discusses each of the primary points of intersection between affective processes and constructs within TST.
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34

Martin, Jeffrey J. Theory of Planned Behavior and Stages of Change Models. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0035.

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The theory of planned behavior (TPB) and stages of change (SOC) models have been used to predict physical activity (PA) in people with disabilities. The purpose of this chapter is to give an overview of the TPB and SOC models and the research findings stemming from testing them in people with impairments. The health action process approach (HAPA), designed with individuals with disabilities, is also introduced, along with suggested future research using the HAPA. The HAPA is in many ways a meta-theory, as it incorporates many constructs from theories discussed here and in other chapters. For instance, various forms of self-efficacy, outcome expectations, coping, planning, and social support are all included in the HAPA. In addition, the HAPA includes a three-stage model in which people are labeled as pre-intenders, intenders, or actors. Researchers intending to use the SOC theories and the TPB should know that they have come under criticism, and these criticisms are addressed in the chapter.
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35

Wittenberg, Elaine, Joy V. Goldsmith, Sandra L. Ragan, and Terri Ann Parnell. Communication in Palliative Nursing. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190061326.001.0001.

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Communication in Palliative Nursing presents the COMFORT Model, a theoretically-grounded and empirically-based model of palliative care communication. Built on over a decade of communication research with patients, families, and interdisciplinary providers, and reworked based on feedback from hundreds of nurses nationwide, the chapters outline a revised COMFORT curriculum: Connect, Options, Making Meaning, Family caregivers, Openings, Relating, and Team communication. Based on a narrative approach to communication, which addresses communication skill development, this volume teaches nurses to consider a universal model of communication that aligns with the holistic nature of palliative care. This work moves beyond the traditional and singular view of the nurse as patient and family educator, to embrace highly complex communication challenges present in palliative care—namely, providing care and comfort through communication at a time when patients, families, and nurses themselves are suffering. In light of the vast changes in the palliative care landscape and the increasingly pivotal role of nurses in advancing those changes, this second edition provides an evidence-based approach to the practice of palliative nursing. This book integrates communication theory and health literacy constructs throughout, and provides clinical tools and teaching resources to help nurses enhance their own communication and create comfort for themselves, as well as for patients and their families.
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36

Aschieri, Filippo, Francesca Fantini, and Justin Dean Smith. Collaborative/Therapeutic Assessment. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.23.

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The Collaborative/Therapeutic Assessment (C/TA) paradigm represents a significant shift from the traditional aims and techniques of psychological assessment. C/TA deliberately employs a variety of evidence-based techniques intended to maximize the potential that the process of assessment will result in meaningful therapeutic benefits for clients. The empirical support for the effectiveness of the C/TA approach is promising and demonstrates direct intervention effects on such indicators as self-esteem and symptomatology, as well as improvements in constructs and processes salient to continued psychological care, including the therapeutic alliance, treatment readiness, and distress. C/TA has also been shown to increase participation and retention in subsequent indicated mental health services for populations that traditionally are difficult to engage. This chapter describes the history and evidence-based theory behind C/TA approaches; describes the steps and procedures of the semi-stuctured Therapeutic Assessment model, and presents a thorough discussion of the application of a variety of therapeutic techniques (e.g., circular questioning, scaffolding, psychoeducation, shame modulation, mentalizing) in the context of the C/TA paradigm that increase the likelihood that assessment will result in clinically relevant outcomes. These techniques are applied in a variety of therapy models in psychology but have only recently been explicitly used in the context of psychological assessment for adults, couples, and families with children or adolescents.
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37

Broadbent, Alex. Philosophy of Medicine. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190612139.001.0001.

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Philosophy of Medicine seeks to answer two questions: (1) what is medicine? and (2) what should we think of it? The first question is motivated by the observation that medicine has existed and continues to exist in many different forms in different times and places. There is no activity or belief that is common to all medical traditions in all times and places. What, if anything, makes us count these activities as varieties of the same thing—namely, medicine? The book distinguishes the goal and business of medicine, arguing that the goal is cure, while the business of medicine cannot be, because medical traditions have been too hit-and-miss at achieving cure. The core medical competence is identified as engaging with the project of understanding the nature and causes of disease. A model of health is also required to say what medicine is, since health is part of its subject matter, and a novel theory of health as a secondary property is offered. In the second part of the book, the proper epistemic attitude to medicine is considered. Contrary to much contemporary work, the book argues against positions setting very rigid constraints on what counts as admissible evidence in forming beliefs either about whole traditions or about specific interventions. Thus both Evidence-Based Medicine and Medical Nihilism are rejected. Instead a view called Medical Cosmopolitanism is developed from Appiah’s corresponding work in ethics. The view is applied to alternative and non-Mainstream traditions, as well as to the project of decolonizing medicine.
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38

Ricci, Edmund M., Ernesto A. Pretto, Jr., and Knut Ole Sundnes. Disaster Evaluation Research. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796862.001.0001.

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The ultimate hope and great challenge undertaken by the authors of this volume is to improve disaster preparedness and response efforts globally by providing a standardized way to conduct rigorous and comprehensive scientific evaluative studies of the medical and public health response to these horrific events. It is our strongly held belief that the framework for the conduct of evaluative studies, as developed by specialists in scientific evaluation, offers the most appropriate and comprehensive structure for such studies. Our ‘eight-step approach’ is based upon a conceptual framework that is now widely used by health organizations globally as a basis for the evaluation of community-based medical and public health programs. We contend that many more disaster-related injuries and deaths can be prevented if the concepts and methods of evaluation science are applied to disaster events. In Part 1 of this book we describe the basic concepts and scientific methods used by program evaluation scientists to assess the structure, process, and outcomes of medical and public health interventions. In addition, a detailed description of a comprehensive medical and public health response system is described. In Part 2 we present an eight-step model for conducting an evaluative study of the response, again with a focus on the medical and public health components. Ethical issues that come into play in the conduct of disaster evaluative disaster research, and how these should be addressed, are the focus of Chapter 13. The final chapter offers a look to the future as new technology for data collection becomes available. We are not so naïve as to believe that disaster preparedness and response will change as a direct result of the availability of scientifically conducted assessments. Change requires a double pronged commitment—leaders from both the ranks of government and of the health professions must carefully consider, fund, and adopt policy positions and programs that are based upon the findings and recommendations that emerge from scientific evaluation studies. That is the most certain pathway to a better future.
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