One of the most popular health promotion models used to initiate behavior change is Bandura’s self-efficacy theory of behavior change. Li (2022) notes that Bandura suggests that the effectiveness of therapy, regardless methods used, is determined primarily by the ability to increase the client’s conscious self-efficacy. According to Bandura, the client’s diligence and perseverance in facing obstacles and setbacks are governed by performance expectations (Li, 2022). Increasing personal performance expectations allows the client to take various steps essential to improving psychosocial functioning.
Patient education is vital in enabling patients to take an active role in their care. However, there are some barriers that affect the patient’s ability to learn. Clark et al. (2019) highlight such barriers as physical condition, financial circumstances, lack of support, and educational attainment. For example, to effectively teach health, a sufficient level of general education is needed. Thus, it often happens that the elderly are poorly educated, and the young are not sufficiently educated. In turn, Unger et al. (2019) highlight barriers such as lack or decrease in motivation, negative past experiences, dependency on the environment, as well as cultural, linguistic, and ethnic barriers. Thus, the obstacles that affect the patient’s learning ability are diverse.
The patient’s willingness to learn and change directly affects learning outcomes. This fact is confirmed by Unger et al. (2019), who highlight the denial of personal responsibility as a barrier to learning. When patients are unwilling to learn or not ready for change, their learning outcomes are often unfavorable, and vice versa. In the long term, this unwillingness and unwillingness adversely affects the mental, physical, and psychological health of the patient. Therefore, patient learning results directly depend on the readiness and desire for education.
References
Clark, L. T., Watkins, L., Piña, I. L., Elmer, M., Akinboboye, O., Gorham, M., Jamerson, B., McCullough, C., Pierre, C., Polis, A. B., Puckrein, G., & Regnante, J. M. (2019). Increasing diversity in clinical trials: overcoming critical barriers. Current Problems in Cardiology, 44(5), 148-172.
Li, C. (2022). Self-efficacy theory. In Haegele, J., Hodge, S., & Shapiro, D. (Eds.), Routledge handbook of adapted physical education (pp. 313–325). Routledge.
Unger, J. M., Vaidya, R., Hershman, D. L., Minasian, L. M., & Fleury, M. E. (2019). Systematic review and meta-analysis of the magnitude of structural, clinical, and physician and patient barriers to cancer clinical trial participation. JNCI: Journal of the National Cancer Institute, 111(3), 245-255.