scholarly journals Predictive Model of Self-management in Patients With Stroke Based on the Information-Motivation-Behavioral Skills Model

2022 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Sung Reul Kim ◽  
Sunho Kim ◽  
Hye Young Kim ◽  
Kyung-Hee Cho
Keyword(s):  
Predictive Model ◽  
Self Management ◽  
Behavioral Skills

Intervention Mapping Protocol for Developing a Theory-Based Diabetes Self-Management Education Program

2015 ◽  
Vol 29 (2) ◽  
pp. 94-112 ◽  
Author(s):  
Misoon Song ◽  
Suyoung Choi ◽  
Se-an Kim ◽  
Kyoungsan Seo ◽  
Soo Jin Lee
Keyword(s):  
Intervention Mapping ◽  
Behavioral Outcomes ◽  
Management Program ◽  
Self Management ◽  
Behavioral Skills ◽  
Intervention Mapping Protocol ◽  
Behavior Outcomes ◽  
Health Promotion Programs ◽  
And Behavior ◽  
Diabetes Educators

Development of behavior theory–based health promotion programs is encouraged with the paradigm shift from contents to behavior outcomes. This article describes the development process of the diabetes self-management program for older Koreans (DSME-OK) using intervention mapping (IM) protocol. The IM protocol includes needs assessment, defining goals and objectives, identifying theory and determinants, developing a matrix to form change objectives, selecting strategies and methods, structuring the program, and planning for evaluation and pilot testing. The DSME-OK adopted seven behavior objectives developed by the American Association of Diabetes Educators as behavioral outcomes. The program applied an information-motivation-behavioral skills model, and interventions were targeted to 3 determinants to change health behaviors. Specific methods were selected to achieve each objective guided by IM protocol. As the final step, program evaluation was planned including a pilot test. The DSME-OK was structured as the 3 determinants of the IMB model were intervened to achieve behavior objectives in each session. The program has 12 weekly 90-min sessions tailored for older adults. Using the IM protocol in developing a theory-based self-management program was beneficial in terms of providing a systematic guide to developing theory-based and behavior outcome–focused health education programs.

Taking Skills Seriously: Toward an Integrative Model and Agenda for Social, Emotional, and Behavioral Skills

2020 ◽  
pp. 096372142097861
Author(s):  
Christopher J. Soto ◽  
Christopher M. Napolitano ◽  
Brent W. Roberts
Keyword(s):  
Social Relationships ◽  
Social Engagement ◽  
Integrative Model ◽  
Self Management ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Emotional Resilience ◽  
Assessment Development ◽  
Open Questions ◽  
Future Work

Success in life is influenced by more than cognitive ability and opportunity. Success is also influenced by social, emotional, and behavioral (SEB) skills: a person’s capacities to maintain social relationships, regulate emotions, and manage goal- and learning-directed behaviors. In this article, we propose an integrative model that defines SEB skills as capacities (what someone is capable of doing) rather than personality traits (what someone tends to do) and identifies five major skill domains: social engagement, cooperation, self-management, emotional resilience, and innovation. We then argue that operational measures of SEB skills should reflect rather than obscure the distinction between skills and traits. Finally, we propose an agenda for future work by highlighting open questions and hypotheses about the assessment, development, and outcomes of SEB skills as well as interventions and public policy targeting these skills.

scholarly journals Perceptions of Strategies and Intervention Approaches for HIV Self-Management among Ugandan Adolescents: A Qualitative Study

2019 ◽  
Vol 18 ◽  
pp. 232595821882324 ◽  
Author(s):  
Massy Mutumba ◽  
Henry Mugerwa ◽  
Victor Musiime ◽  
Anudeeta Gautam ◽  
Hellen Nakyambadde ◽  
...  
Keyword(s):  
Healthcare Providers ◽  
Self Care ◽  
Hiv Care ◽  
Self Management ◽  
Care Needs ◽  
Behavioral Skills ◽  
Social Challenges ◽  
Management Intervention ◽  
Care Outcomes ◽  
Living With Hiv

The heightened vulnerability of adolescents to poor HIV care outcomes underscores the need for interventions that create and promote HIV self-management behavioral skills. Adolescents living with HIV (ALHIV) experience a complex array of physical, emotional, and social challenges that constrain their self-care, but the majority of existing psychosocial programs focus primarily on medication adherence. Understanding adolescents’ self-care needs, challenges, and preferences is necessary for developing effective culturally relevant interventions. The involvement of caregivers and stakeholders is also critical to realizing positive self-care outcomes. This article presents the findings from focus group discussions with ALHIV, caregivers, and healthcare providers on self-care. The data were collected as part of formative research in the development of a self-management intervention for Ugandan ALHIV. Participants’ discussions on self-care strategies and intervention approaches provide valuable insights to guide the development of interventions to promote positive HIV care outcomes among Ugandan ALHIV.

scholarly journals Pandemic Covid-19: Impact to Malay Language Learning among the Students in Public Universities

2021 ◽  
Vol 11 (4S) ◽  
pp. 205
Author(s):  
Shamsudin Othman ◽  
Rosmaria Omar ◽  
Azhar Md Sabil
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Predictive Model ◽  
Public Universities ◽  
Advanced Technology ◽  
Self Management ◽  
Equation Modeling ◽  
Face To Face ◽  
Learning At Home ◽  
At Home

During the COVID-19 pandemic, social education moved from face to face to online learning to discourage large gatherings and crowds from catching the spread of the virus. This state of urgency involved all the students including university students. This paper aims to study the impacts of Pandemic Covid19 and identified the relationships between online learning, learning at home and self-management towards Malay Language learning among the students in public universities during MCO and 2) to develop a predictive model in the relationships between online learning, learning at home and self-management towards Malay Language learning among the students in public universities during MCO. Four variables which are online learning, learning at home, self-management, and Malay Language learning were analyzed using SPSS and AMOS. About 279 students from public universities were involved as respondents. Descriptive analysis, Correlation Pearson analysis and structural equation modeling (SEM) were used to answer the research objectives. An analysis of correlation Pearson showed that there are significant values derived from the relationship between online learning and Malay language learning (r=.578, p=.000). There is also a significant relationship between self-management and Malay language learning (r=.368, p=.000). However, there is no relationship between learning at home and Malay Language learning (r=.026, p=.294).  The predictive model achieved good fit values of RMSEA=.061, IFI=.937, CFI=.936, TLI=.925 and Chisq/df=2.001. The implementation of online learning as a new norm and platform in teaching and learning Malay Language among the students gave a positive impact in terms of technology usage. However, there are needs for improvement to be considered in providing a more useful platform to change from face to face in conventional ways similarly to advanced technology.  Meanwhile, the predictive model can serve as a source of reference in evaluating Malay language learning by using technology and other indicators for the future, for the sake of student’s achievement.

scholarly journals Development and validation of the self-management Barriers and Supports Evaluation for working-aged adults with type 1 diabetes mellitus

2022 ◽  
Vol 10 (1) ◽  
pp. e002583
Author(s):  
Elizabeth M Planalp ◽  
Harald Kliems ◽  
Betty A Chewning ◽  
Mari Palta ◽  
Tamara J LeCaire ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Type 1 Diabetes ◽  
Type 1 Diabetes Mellitus ◽  
Mean Squared Error ◽  
Strong Association ◽  
Self Management ◽  
Patient Specific ◽  
Factor Analyses ◽  
Behavioral Skills

IntroductionTo optimize type 1 diabetes mellitus self-management, experts recommend a person-centered approach, in which care is tailored to meet people’s needs and preferences. Existing tools for tailoring type 1 diabetes mellitus education and support are limited by narrow focus, lack of strong association with meaningful outcomes like A1c, or having been developed before widespread use of modern diabetes technology. To facilitate comprehensive, effective tailoring for today’s working-aged adults with type 1 diabetes mellitus, we developed and validated the Barriers and Supports Evaluation (BASES).Research design and methodsParticipants 25–64 years of age with type 1 diabetes mellitus were recruited from clinics and a population-based registry. Content analysis of semistructured interviews (n=33) yielded a pool of 136 items, further refined to 70 candidate items on a 5-point Likert scale through cognitive interviewing and piloting. To develop and validate the tool, factor analyses were applied to responses to candidate items (n=392). Additional survey data included demographics and the Diabetes-Specific Quality of Life (QOL) Scale-Revised. To evaluate concurrent validity, hemoglobin A1c (HbA1c) values and QOL scores were regressed on domain scores.ResultsFactor analyses yielded 5 domains encompassing 30 items: Learning Opportunities, Costs and Insurance, Family and Friends, Coping and Behavioral Skills, and Diabetes Provider Interactions. Models exhibited good to adequate fit (Comparative Fit Index >0.88 and Root Mean Squared Error of Approximation <0.06). All domains demonstrated significant associations with HbA1c and QOL in the expected direction, except Family and Friends. Coping and Behavioral Skills had the strongest associations with both HbA1c and QOL.ConclusionsThe BASES is a valid, comprehensive, person-centered tool that can tailor diabetes support and education to individuals’ needs in a modern practice environment, improving effectiveness and uptake of services. Clinicians could use the tool to uncover patient-specific barriers that limit success in achieving HbA1c goals and optimal QOL.

The Effect of Information–Motivation–Behavioral Skills on Breastfeeding Success: A Hypothetical Model

2019 ◽  
Vol 31 (4) ◽  
pp. 378-386
Author(s):  
Pınar Akgün ◽  
Ayşe Taştekin
Keyword(s):  
Structural Equation ◽  
Cross Sectional Study ◽  
Equation Model ◽  
Self Management ◽  
Turkish Women ◽  
Hospital Data ◽  
Hypothetical Model ◽  
Cross Sectional ◽  
Behavioral Skills ◽  
Management Behaviors

Introduction: Although breastfeeding is a common practice in Turkey, there are problems with exclusive breastfeeding for the first 6 months of life or sustaining breastfeeding. The purpose of this study was to determine the variables that affect breastfeeding success of Turkish women by creating a hypothetical model based on the information–motivation–behavioral skills model. Methodology: This cross-sectional study was conducted with 229 women who gave birth at a public hospital. Data were collected using a questionnaire and through observation. Structural equation model was used for data analyses. Results: Information was found to directly affect behavioral skills and indirectly affect self-management behaviors and breastfeeding success ( p < .05). The motivation was found to affect self-management behaviors directly ( p < .05). Behavioral skills were found to directly affect self-management behaviors and indirectly affect breastfeeding success ( p < .05). Discussion: The results can be used to develop culturally congruent nursing interventions and improve breastfeeding success.

scholarly journals Social, Emotional, and Behavioral Skills: An Integrative Model of the Skills Associated With Success During Adolescence and Across the Life Span

2021 ◽  
Vol 6 ◽  
Author(s):  
Christopher M. Napolitano ◽  
Madison N. Sewell ◽  
Hee J. Yoon ◽  
Christopher J. Soto ◽  
Brent. W. Roberts
Keyword(s):  
Social Engagement ◽  
Integrative Model ◽  
Self Management ◽  
Management Innovation ◽  
Life Outcomes ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Emotional Resilience ◽  
Social Transitions ◽  
Wide Range

Social, emotional, and behavioral (SEB) skills encompass a wide range of competencies related to how individuals build and maintain relationships, understand and manage emotions, pursue goals, and learn from experience. Despite near-consensus on the importance of SEB skills for success in life, there are numerous frameworks that simultaneously converge and diverge in how they define and measure SEB skills. In this article, we discuss our integrative model encompassing five broad skill domains: Self-Management, Innovation, Social Engagement, Cooperation, and Emotional Resilience Skills (Soto et al., 2021a). Our model defines SEB skills as skills (i.e., what someone is capable of doing) and not traits (i.e., what someone tends to do). Using this definition and model as a foundation, we argue for the importance of investigating SEB skill development during adolescence, a period where SEB skills may be both particularly amenable to change and particularly predictive of life outcomes. In particular, we highlight how SEB skills allow adolescents to take advantage of the new opportunities afforded to them as they make major cognitive and social transitions.

scholarly journals Development of a mobile-based self-management health alarm program for obese children in South Korea and a test of its feasibility for metabolic outcomes: A study based on the information-motivation-behavioral skills model

2021 ◽  
Vol 27 (1) ◽  
pp. 13-23
Author(s):  
Jihea Choi ◽  
Yon Chul Park ◽  
Sarah Choi
Keyword(s):  
Metabolic Syndrome ◽  
Health Management ◽  
Text Messages ◽  
Self Management ◽  
Obese Children ◽  
Behavioral Skills ◽  
Positive Effects ◽  
Related Information ◽  
Diet And Exercise ◽  
Feasibility Test

Purpose: This study aimed to develop a mobile-based self-management health alarm (MSHA) program for modifying obese children's lifestyle based on the information-motivation-behavioral skills (IMB) model and to test its feasibility. Methods: A methodological study for the development of the MSHA program and pilot study with a one-group pretest-posttest design for feasibility testing was conducted. The MSHA program was designed to provide obesity-related information (I), monitor daily diet and exercise, provide motivational text messages (M), and enhance healthy diet and exercise skills (B) via a mobile-based web platform. In the feasibility test, six obese children participated in the 4-week program, and the number of days per week that they achieved their goals and differences in metabolic components were assessed. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test.Results: Participants successfully achieved their diet and exercise goals≥5 days per week. Body mass index (z=-1.99, <i>p</i>=.046), waist circumference (z=-2.20, <i>p</i>=.028), and triglyceride levels (z=-2.21, <i>p</i>=.027) significantly decreased.Conclusion: The MSHA program showed positive effects on health behaviors and metabolic syndrome risk. The program may be effective in improving metabolic syndrome in obese children by promoting self-health management behaviors.

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