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Constructs of the health belief model

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How can the transtheoretical model and stages of changes be used in sexuality education program?

Explain why it might be said that health education/promotion has never reached its real potential in the healthcare setting. What factors have kept health education/ promotion positions at a minimal level in this setting?

What is the most important determinant of behavior? Why is this important?

What are the main constructs of the Health Belief Model? I

I need brief answers to these questions.

Define credentialing and explain the differences among certification, licensure, and accreditation.

How are the constructs of the Health Belief Model measured?

Compare and contrast the roles and responsibilities of health education specialists working in schools, public and community health agencies, worksites, and healthcare facilities. How are all of these settings similar? How are they different?

Why is the elicitation phase important in applying the TRA/TPB/IBM?

Review the "Responsibilities and Competencies for Entry-Level Health Educators" (Appendix B). Do you think they are more focused on health content or the process skills needed to be a health education specialist?

What are some of the limitations of the TTM?

Reference no: EM133235870

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Constructs of the health belief model : How can the transtheoretical model and stages of changes be used in sexuality education program?
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