Health Promotion Model

About the THEORIST:
NOLA J. PENDER

Nola J. Pender,
PhD, RN, FAAN -
former professor
of nursing at the
University of
Michigan

Dr. Pender has been a nurse educator
for over forty years. Throughout her
career. She taught baccalaureate
masters, and PhD students. She also
mentored a number of postdoctoral
fellows. In 1998, she received the
Mae Edna Doyle Teacher of the Year
award from the University of Michigan
School of Nursing. She currently
serves as a Distinguished Professor at
Loyola University Chicago, School of
Nursing.
She was the lady that started the
Health Promotion Model in Nursing Care
. She was born in August 16,1941 at
Lansing, Michigan

The model focuses on following three
areas:
Individual characteristics and
experiences
Behavior-specific cognitions and
affect
Behavioral outcomes

The health promotion model notes that
each person has unique personal
characteristics and experiences that affect
subsequent actions.
The set of variables for behavioral specific
knowledge and affect have important
motivational significance.

These variables can be modified through
nursing actions.
Health promoting behavior is the desired
behavioral outcome and is the end point
in the HPM.
Health promoting behaviors should result
in improved health, enhanced functional
ability and better quality of life at all
stages of development.
The final behavioral demand is also
influenced by the immediate competing
demand and preferences,
1. Individuals seek to actively regulate their own
behavior.
2. Individuals in all their biopsychosocial
complexity interact with the environment,
progressively transforming the environment
and being transformed over time.
3. Health professionals constitute a part of the
interpersonal environment, which exerts
influence on persons throughout their life
span.
4. Self-initiated reconfiguration of person-
environment interactive patterns is essential
to behavior change

The HPM is based on the following theoretical propositions:
1. Prior behavior and inherited and acquired
characteristics influence beliefs, affect, and enactment
of health-promoting behavior.
2. Persons commit to engaging in behaviors from which
they anticipate deriving personally valued benefits.
3. Perceived barriers can constrain commitment to action,
a mediator of behavior as well as actual behavior.
4. Perceived competence or self-efficacy to execute a
given behavior increases the likelihood of commitment
to action and actual performance of the behavior.
5. Greater perceived self-efficacy results in fewer
perceived barriers to a specific health behavior.

6. Positive affect toward a behavior results in
greater perceived self-efficacy, which can in turn,
result in increased positive affect.

7. When positive emotions or affect are associated
with a behavior, the probability of commitment and
action is increased.

8. Persons are more likely to commit to and engage
in health-promoting behaviors when significant
others model the behavior, expect the behavior to
occur, and provide assistance and support to enable
the behavior.

9.Families, peers, and health care providers are
important sources of interpersonal influence that
can increase or decrease commitment to and
engagement in health-promoting behavior.
10. Situational influences in the external environment
can increase or decrease commitment to or participation
in health-promoting behavior.

11. The greater the commitments to a specific plan of
action, the more likely health-promoting behaviors are to
be maintained over time.

12. Commitment to a plan of action is less likely to result
in the desired behavior when competing demands over
which persons have little control require immediate
attention.

13. Commitment to a plan of action is less likely to result
in the desired behavior when other actions are more
attractive and thus preferred over the target behavior.

14. Persons can modify cognitions, affect, and the
interpersonal and physical environment to create
incentives for health actions.

SIMPLICITY
The HPM simple to understand, the conceptual definitions provide
clarity and lead greater understanding of the complexity of health
behavior phenomena.

GENERALITY
The model is middle range in scope. It is highly generalizable to
adult population. The research use to derive the model was based on
male, female, young, old, well and ill samples

EMPIRICAL PRESCISION
The model has been supported through testing by Pender and others as
a framework for explaining health promotions. The model continues to
evolve through planned programs of research. Continued empirical
research, especially intervention studies, will further refine the model.
The Health Promotion Lifestyle Projects emerged as an instrument
used to assess health promoting behaviors ( Pender et al, 2006

DERIVABLE CONSEQUENCES
Pender has identified health promotion as a goal for the
twenty- first century as disease prevention was a task of
twentieth century.

SIGNIFICANCE TO:

EDUCATION
The HPM is taught in community health or health promo
tion and illness prevention courses at the undergraduate
and graduate levels in most nursing program.

PRACTICE
Health promotion counseling guidelines can be develope
d for an entire institution and health promotion systems
can be put into place that focus on HPM variables.

.

RESEARCH
Research in health promotion has been direction setti
ng for nursing research. The HPM synthesizes research
findings from nursing, psychology, and public health i
nto a model of health promoting behavior that can be
empirically tested.

OTHERS:
The HPM has been used and tested in many cultures w
orldwide.
Examples of countries in which the model has been used i
nclude: Thailand, Japan, Taiwan, China, Mexico, Ecuador
, Iran, and Brazil.

THANKYOU!

Prepared by: Michelle Andrea A. Demaguil, RN

Health Promotion Model

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