Patient teaching

Identify a theory that can be used to support your proposed solution.
Write a summary (250-500 words) in which you:
Describe the theory and your rationale for selecting the theory.
Discuss how the theory works to support your proposed solution.
Explain how you will incorporate the theory into your project.
Refer to the “Topic 2: Checklist.”

Incorporating theory

The main aim of patient teaching is to change the patient’s behavior. However, changing
a patient behavior is somewhat challenging especially among the geriatric generation. This is
attributable to the fact that healthcare providers normally demands enormous modification of the
patient’s way of living and within the shortest period of time. For instance, the patient can be
asked to change their weight by strictly remaining on a diet for almost a year or sometimes for
their entire life (Carolyn, 2011). This includes controlling their intake of the foods rich in
cholesterol and fat. In some cases, the patient may be required to monitor their blood pressure
regularly, exercise and adhere to their medication as required. Undoubtedly, self management
of CHF among this vulnerable geriatric population can be very complex. Therefore, it is too
much task to ask these frail patients to undertake all these tasks and to simultaneously carry their
routine life and social relationships (Bylund et al. 2011).


Human behavior theoretical perspective is important as it helps establish the guidelines
for patient teaching. A theory is a generalized set of rules which facilitates in finding the
appropriate interventions for patient motivation, learning and in the prediction for CHF patient
education among the geriatric population. This is because it facilitates the establishment of an
effective and strong patient education intervention. The theory used in this capstone project is the
Health Belief Model (Bylund et al. 2011). The Health Belief Model is rationale for selecting
this theory is that it aids in developing an explanation on why geriatric population diagnosed
with CHF may accept or reject the proposed healthy behaviors. This theory helps the healthcare
providers to understand the patient’s motivations and the factors that influence their decision
making processes. The model proposes that patient tends to respond better to messages on
preventive care if the patient believes that they are at a significant risk of their condition to
worsen, and if they are convinced beyond doubt that if the patient adopt the recommended
behavioral change, their health condition will improve (Carolyn, 2011).
According to this model, the first condition it perceives is threat. This is important
because if a patient fails to see their condition as threatening, their stimulus to action is often
reduced significantly. For instance, a 60 year old woman is likely to stop taking medication as
prescribed if she is not aware or does not believe that she is at high risk of developing CHF
exacerbation. In this context, two types of threats are perceived. This includes the threat of
perceived susceptibility and that of perceived severity (Carolyn, 2011). In susceptibility, the
threat is perceived according to concerns of patient level of risk is she does not change a specific
behavior. The second risk is the threat of severity which is mainly associated to the consequences
of the patient’s actions. In this context, the theory will be incorporated to establish an effective


patient education; one that has considerable effects on patient’s health and puts emphasis in both
of these threats susceptibility and severity. This helps the healthcare provider to give these
individuals expectations that the recommended new behavior can be beneficial, and that the
benefits outweigh the barriers; and most importantly, they must design the patient education
program in a manner that makes the healthcare providers feel that the suggested
recommendations can be accomplished (Bylund et al. 2011).



Bylund, C., Galvin, K., Dunet, D., & Reyes, M. (2011). Using the Extended Health Belief Model
to understand siblings’ perceptions of risk for hereditary hemochromatosis. Patient
Education And Counseling, 82(1), 36-41.

Carolyn, C. (2011). Post-thrombotic Syndrome Patient Education Based on the Health Belief
Model. Journal Of Wound, Ostomy And Continence Nursing, 38(6), 648-654.

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