Table Of ContentNursing: Health Education
and Improving Patient
Self-Management
Intervention Mapping
for Healthy Lifestyles
Second Edition
Barbara Sassen
123
Nursing: Health Education and Improving
Patient Self-Management
Barbara Sassen
Nursing: Health Education
and Improving Patient
Self-Management
Intervention Mapping for Healthy
Lifestyles
Second Edition
Barbara Sassen
University of Applied Sciences
Utrecht, The Netherlands
ISBN 978-3-031-11254-6 ISBN 978-3-031-11255-3 (eBook)
https://doi.org/10.1007/978-3-031-11255-3
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Original Dutch edition published by BSL, AK Houten, 2022
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In the clouds, for Josephine
Let perpetual light shine, for my
brother Richard
Preface
The book in brief and studying using programmatic assessment*
In order to be able to use programmatic assessment, an assignment has been
added to each paragraph. So, you start reading the content followed by processing
and applying the content using the assessments. Prior to the first chapter, an over-
view is included in which the assignments are displayed by subject. This overview
also shows which assignments together can be used as programmatic assessment.
In Chap. 1, we discuss the different concepts of health, including what is health
actually and what is one’s own professional view on health*.
In Chap. 2, we focus on health determinants by which health and health prob-
lems can be analyzed and understood. We discuss various health models, including
Lalonde*, ICF*, and chronic care model*.
In Chap. 3, health indicators* are discussed; these provide insight into the health
status of the population; they are the starting point of (epidemiological) research,
they are the patient outcomes of care, and they are important for understanding
international health policy*.
In Chap. 4, we elaborate on prevention, from universal, primary prevention* to
care-related prevention*, and discuss screening and the goal tree of prevention* and
individual and collective prevention*.
In Chap. 5, we discuss prevention and patient/person-centered care, principles of
patient-centered care*, informed consent*, shared decision-making* (with its
myths*), importance of intra- and interdisciplinary collaboration*, offering of pre-
vention from the perspective of care*, prevention and interweaving of cure and
care*, and P4-medicine.
In Chap. 6, we discuss prevention and health behavior more specifically. We
discuss health behavior*—lifestyle or self-management behavior—and prevention
and complexity of health behavior*, voluntariness*, paternalism, and prospective
responsibility, providing risk assessment* and health-related reasons*.
In Chap. 7, we elaborate on eHealth, i.e., how eHealth fits into the patient-nurse
partnership*, and look at tailoring and telemonitoring.
vii
viii Preface
In Chap. 8, we discuss the prevention umbrella, health protection*, health pro-
motion, proto-professionalization, personalized prevention, disease prevention and
self-management*, self-management versus symptom management, self-
management and psychiatric health problems*, patient involvement*, and health
coaching*.
In Chap. 9, we discuss the effects of promoting self-management and look at
therapy adherence, compliance, and concordance and what this means for health-
care professionals*. We discuss the positive effects of promoting self-management
such as compliance and adherence, patient participation, shared decision-making*,
effective self-management*, well-being, understanding and remembering*, and
patient satisfaction*.
In Chap. 10, we start with explaining the protocol of intervention mapping, and
in the following chapters, we describe specific application assignments with assess-
ment criteria. Chapter 10 is about motivating patients to behave healthier, and we
describe intervention mapping as a useful planning model for an intervention
focused on improving self-management and healthier lifestyles*.
In Chap. 11, intervention mapping step 1 is discussed, using the needs assess-
ment with the analysis of the health problem*, behavioral analysis* of self-
management and/or lifestyle behavior, and environmental analysis*.
In Chap. 12, we continue dealing with intervention mapping step 1, along with
the study of social-cognitive determinants based on the theory of planned behavior*
and the logic model*, to understand “the buttons we have to press” to change health
behavior.
In Chap. 13, we describe intervention mapping step 2 to clarify the objectives
you want to achieve with an intervention, overall goal of the intervention*, perfor-
mance objectives*, and change objectives*, displayed in a matrix*.
In Chap. 14, intervention mapping step 3 discusses which methods you can use
to change self-management and lifestyle behavior, proven effective methods of risk
perception*, weighing up of advantages and disadvantages*, increasing resilience
and social support*, guided practice*, action planning combined with self-
monitoring*, and coping planning combined with relapse prevention*.
In Chap. 15, we finally get started on building health intervention by using the
methods from the previous step. In intervention mapping step 4, we design the inter-
vention on the basis of the model of behavior change* with a practical application
of the method in the form of a stepwise training* linked to it per method*. It also
discusses the 5As model*, transtheoretical model, or stages-of-change concept only
to determine subgroups*, motivational interviewing*, and importance of limited
health skills*.
Preface ix
In Chap. 16, intervention mapping step 5, designing an implementation plan, is
clarified, i.e., how to carry out an intervention*. We discuss how to focus on imple-
mentation and implementation mapping using the implementation matrix* and
tools in an intervention.
In Chap. 17, we discuss the final step of intervention mapping. We describe how
to write an evaluation plan*, analyzing whether the self-management or lifestyle
behavior becomes more favorable once the intervention has been carried out.
In Chap. 18, we describe the obstacles patients encounter when changing their
self-management or lifestyle behavior*.
In Chap. 19, the book concludes with a look at the healthcare professional as a
self-management and lifestyle coach, describing the obstacles experienced by nurs-
ing professionals themselves and the opportunities, followed by a stepwise train-
ing* regarding the methods by which they offer self-management and lifestyle
support.
In Chap. 20, the book concludes with a discussion of the nursing process and the
links to health education and disease prevention.
This second edition has undergone a major update and incorporates the latest
insights on health education and prevention. In this second edition, assignments
have been added in line with programmatic assessment. These assignments can be
used after studying the text. The colors in the table below show which assignments
can be combined.
x Preface
Preface xi
