Hbhe600 2008 12 Conceptual Framewks
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• Conceptual frameworks
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Self-regulation
Goalrelated attitudes Selfefficacy Goal orientation Perceived performance level Causal attributions
Gener al strate gy
ap
ch oa r p
same
Subjecti ve norms
Goal commitm ent
Performanc Behavio ral e goal rent strategy diffe avoid
Effort
Affect Performanc e history
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Performanc e
Characteristics of theory
General - broad application
Abstract - not specified in detail
Testable - you can measure constructs
Replicable - can be tested again and again
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
What is a conceptual model? • A conceptual model is a diagram of proposed causal linkages among a set of constructs believed to be related to a specific public health problem. • Conceptual models differ from theory because they are not concerned with global behavior, but with specific types of behavior in specific contexts.
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Purpose of a conceptual model
To summarize and integrate what we know
Define constructs
Provide explanations for causal linkages
Generate hypotheses
Identify targets for intervention
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Developing a conceptual model
Specify an outcome of interest.
Use an existing model(s) as a starting point.
Select potential constructs related to the outcome.
Determine the initial relationships among selected constructs using theory and empirical evidence, as well as personal knowledge.
Draw linkages among constructs.
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
HBHE 600: Psychosocial Factors in Health-Related Behavior
Conceptual Framework Attitudes •Info I want? •Fun? •Boring? •Get a job? •Keep a job?
Subjective norms • Students • Friends • Parents • Teachers
Intention to become proficient in psychosocial factors
Previous class performances
Proficiency in psychosocial factors
Psychosocial factor selfefficacy
Performance of other students Stress/ anxiety
Barriers
Social support
• It’s new • Don’t know how to do it
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Definition of types of variables Predictor variable Factor or condition which influences or effects an outcome of interest
Dependent or outcome variable Factor or condition which is the focus of the research or intervention
Antecedent variable Background factor or condition
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Definition of relationships among variables Mediating Variables that come between predictor and outcome variables
Moderating Relationship between the predictor and outcome is influenced by different levels of another variable.
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Antecedent
Predictor
Dependent
Variable
Variable
Variable
Predictor
Mediating
Dependent
Variable
Variable
Variable
Types of relationships between variables UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Moderating Variable Predictor
Dependent
Variable
Variable
Types of relationships between variables UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Patient age
Physician-Patient Communication
Medication Adherence
Conceptual model with moderating variable UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Physician-Patient Communication
Medication Adherence
Conceptual model with moderating variable UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Physician-Patient Communication
Medication Adherence
Conceptual model with moderating variable UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Age
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Medication Adherence
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Medication Adherence
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Adherence w/ diabetes medication
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Adherence w/ diabetes medication
Compliance barriers Coping strategies Compliancerelated selfefficacy
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Intention to comply
Adherence w/ diabetes medication
Compliance barriers Coping strategies Compliancerelated selfefficacy
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Intention to comply
Adherence w/ diabetes medication
Compliance barriers Coping strategies Compliancerelated selfefficacy
Gender
Physician-Patient Communication
Intention to comply
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Adherence w/ diabetes medication
Barriers -understanding -forgets -multiple meds -Doc anxiety -side effects
Coping strategies Compliancerelated selfefficacy
Gender
Physician-Patient Communication
Intention to comply
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Adherence w/ diabetes medication
Barriers -understanding -forgets -multiple meds -Doc anxiety
Coping strategies
-side effects
-memory devices -pill organizers -Doc questions -side effect tx
Gender
Physician-Patient Communication
Intention to comply
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Compliancerelated selfefficacy
Adherence w/ diabetes medication
Barriers -understanding -forgets -multiple meds -Doc anxiety
Coping strategies
-side effects
-memory devices -pill organizers -Doc questions -side effect tx
Gender
Physician-Patient Communication
Intention to comply
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Compliancerelated selfefficacy
Adherence w/ diabetes medication
Barriers -understanding -forgets -multiple meds -Doc anxiety
Coping strategies
-side effects
-memory devices -pill organizers -Doc questions -side effect tx
Gender
Physician-Patient Communication
Patient Satisfaction Perceived threat of diabetes Susceptibility to diabetes sequelae X
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Severity of diabetes sequelae
Compliancerelated selfefficacy
Intention to comply
Perceived benefits of compliance
Adherence w/ diabetes medication
Purpose of a conceptual model
To summarize and integrate what we know
Define concepts
Provide explanations for causal linkages
Generate hypotheses
Identify targets for intervention
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Self-regulation
Goalrelated attitudes Selfefficacy Goal orientation Perceived performance level Causal attributions
Gener al strate gy
ap
ch oa r p
same
Subjecti ve norms
Goal commitm ent
Performanc Behavio ral e goal rent strategy diffe avoid
Effort
Affect Performanc e history
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Performanc e
Characteristics of theory
General - broad application
Abstract - not specified in detail
Testable - you can measure constructs
Replicable - can be tested again and again
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
What is a conceptual model? • A conceptual model is a diagram of proposed causal linkages among a set of constructs believed to be related to a specific public health problem. • Conceptual models differ from theory because they are not concerned with global behavior, but with specific types of behavior in specific contexts.
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Purpose of a conceptual model
To summarize and integrate what we know
Define constructs
Provide explanations for causal linkages
Generate hypotheses
Identify targets for intervention
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Developing a conceptual model
Specify an outcome of interest.
Use an existing model(s) as a starting point.
Select potential constructs related to the outcome.
Determine the initial relationships among selected constructs using theory and empirical evidence, as well as personal knowledge.
Draw linkages among constructs.
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
HBHE 600: Psychosocial Factors in Health-Related Behavior
Conceptual Framework Attitudes •Info I want? •Fun? •Boring? •Get a job? •Keep a job?
Subjective norms • Students • Friends • Parents • Teachers
Intention to become proficient in psychosocial factors
Previous class performances
Proficiency in psychosocial factors
Psychosocial factor selfefficacy
Performance of other students Stress/ anxiety
Barriers
Social support
• It’s new • Don’t know how to do it
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Definition of types of variables Predictor variable Factor or condition which influences or effects an outcome of interest
Dependent or outcome variable Factor or condition which is the focus of the research or intervention
Antecedent variable Background factor or condition
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Definition of relationships among variables Mediating Variables that come between predictor and outcome variables
Moderating Relationship between the predictor and outcome is influenced by different levels of another variable.
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Antecedent
Predictor
Dependent
Variable
Variable
Variable
Predictor
Mediating
Dependent
Variable
Variable
Variable
Types of relationships between variables UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Moderating Variable Predictor
Dependent
Variable
Variable
Types of relationships between variables UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Patient age
Physician-Patient Communication
Medication Adherence
Conceptual model with moderating variable UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Physician-Patient Communication
Medication Adherence
Conceptual model with moderating variable UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Physician-Patient Communication
Medication Adherence
Conceptual model with moderating variable UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Age
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Medication Adherence
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Medication Adherence
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Adherence w/ diabetes medication
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Adherence w/ diabetes medication
Compliance barriers Coping strategies Compliancerelated selfefficacy
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Intention to comply
Adherence w/ diabetes medication
Compliance barriers Coping strategies Compliancerelated selfefficacy
Gender
Physician-Patient Communication
Patient Understanding of Regimen
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Intention to comply
Adherence w/ diabetes medication
Compliance barriers Coping strategies Compliancerelated selfefficacy
Gender
Physician-Patient Communication
Intention to comply
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Adherence w/ diabetes medication
Barriers -understanding -forgets -multiple meds -Doc anxiety -side effects
Coping strategies Compliancerelated selfefficacy
Gender
Physician-Patient Communication
Intention to comply
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Adherence w/ diabetes medication
Barriers -understanding -forgets -multiple meds -Doc anxiety
Coping strategies
-side effects
-memory devices -pill organizers -Doc questions -side effect tx
Gender
Physician-Patient Communication
Intention to comply
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Compliancerelated selfefficacy
Adherence w/ diabetes medication
Barriers -understanding -forgets -multiple meds -Doc anxiety
Coping strategies
-side effects
-memory devices -pill organizers -Doc questions -side effect tx
Gender
Physician-Patient Communication
Intention to comply
Patient Satisfaction
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Compliancerelated selfefficacy
Adherence w/ diabetes medication
Barriers -understanding -forgets -multiple meds -Doc anxiety
Coping strategies
-side effects
-memory devices -pill organizers -Doc questions -side effect tx
Gender
Physician-Patient Communication
Patient Satisfaction Perceived threat of diabetes Susceptibility to diabetes sequelae X
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
Severity of diabetes sequelae
Compliancerelated selfefficacy
Intention to comply
Perceived benefits of compliance
Adherence w/ diabetes medication
Purpose of a conceptual model
To summarize and integrate what we know
Define concepts
Provide explanations for causal linkages
Generate hypotheses
Identify targets for intervention
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
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