The notion of evidence-based practice is closely related to the health decision-making process (Clark 44). Within the framework of evidence-based practice, it is necessary to take into account the evidence, available resources, and customers’ preferences. This is where the transtheoretical model is applied so as to ensure that either a single person can complete all the necessary tasks or sufficient collaborative practices are in place (Johnson et al. 170). It is safe to say that the transtheoretical model helps health care specialists to conceptualize the decision-making process and adapt their practice to the obtained evidence. The five stages of change outlined in this model are used to guide the patient from pre-contemplation to maintenance.
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The utilization of this model is also supported by the fact that evidence is insufficient in the majority of the cases (particularly when it comes to smoking and other bad habits) (Kowalski et al. 19). Evidence-based practice in combination with the transtheoretical model ensures that patients are perceived as a part of the treatment process regardless of the provider’s influence. Obviously, patient-provider relationships also heavily rely on the transtheoretical model because the latter is based on the concept of interpersonal interaction (Bassilios et al. 176).
Therefore, evidence-based practice and the transtheoretical model combine into a powerful instrument that can be used to encourage patients to make healthful decisions even when they are not in hospital under the supervision of a health care specialist (Hayden 92). It is important to understand that patient’s behavior is one of the pivotal variables that can critically affect the outcomes of the treatment process. The transtheoretical model helps to promote healthy behaviors and reduces the occurrence of risky events (especially when it comes to individual health decisions) (Prochaska and Norcross 101). It can be concluded that evidence-based practice and the transtheoretical model can be used to make necessary adjustments to the patient’s environment and empower health care specialists to develop their decision-making skills as well.
Bassilios, Bridget, et al. “Predictors of Exercise in Individuals with Schizophrenia.” Clinical Schizophrenia & Related Psychoses, vol. 8, no. 4, 2015, pp. 173–182., Web.
Clark, Phillip G. “Toward a Transtheoretical Model of Interprofessional Education: Stages, Processes, and Forces Supporting Institutional Change.” Journal of Interprofessional Care, vol. 27, no. 1, 2012, pp. 43–49., Web.
Hayden, Joanna. Introduction to Health Behavior Theory. Jones & Bartlett Learning, 2014.
Johnson, Paige, et al. “Body Satisfaction is Associated with Transtheoretical Model constructs for Physical Activity Behavior Change.” Body Image, vol. 10, no. 2, 2013, pp. 163–174., Web.
Kowalski, Kristina, et al. “Stages of Driving Behavior Change Within the Transtheoretical Model (TM).” Journal of Safety Research, vol. 50, no. 2, 2014, pp. 17–25., Web.
Prochaska, James O., and John C. Norcross. Systems of Psychotherapy: A Transtheoretical Analysis. Cengage Learning, 2014.