MSN-600 Week 2 Peer Responses
Response 1
Hello,
Thank you for your post and contribution to the discussion. The decision to use the Health Belief Model (HBM) as the theoretical framework for your pressure ulcer prevention program is a good and informed one. Indeed, pressure ulcers are an issue to patient safety and a burden to individual patients. The effects of pressure ulcers go beyond affecting the patient’s physical well-being and impact one’s mental and social health. In the past, caring for patients and the prevention of any form of harm to the patient, including the prevention of pressure ulcers, was and has been viewed as a full-time role of nurses (Clarkson et al., 2019). However, recent practice approaches promote a more interprofessional approach to preventing the occurrence and development of the PUs. This means involving inputs from various professionals while making the patients a part of the PU prevention efforts. As you have noted, the success of your program will depend majorly on how patients and nurses, as well as any other professionals involved in caring for the patients, perceive the risk of PUs and their attitudes toward the program and preventing pressure ulcer development.
The key elements of HBM, such as perceived susceptibility, perceived severity, perceived benefits, and self-efficacy, significantly influence the intentions of individuals to participate in injury prevention programs (Gabriel et al., 2019). Therefore, HBM influences the health behaviors of nurses and patients and their willingness to participate in the program, as well as get the patients to religiously participate in the program. At the same time, you will be able to achieve the concepts of shared decision-making and patient-centered care and achieve the PU prevention program objectives successfully.
References
Clarkson, P., Worsley, P. R., Schoonhoven, L., & Bader, D. L. (2019). An interprofessional approach to pressure ulcer prevention: a knowledge and attitudes evaluation. Journal of Multidisciplinary Healthcare, 12, 377. https://doi.org/10.2147/JMDH.S195366
Gabriel, E. H., Hoch, M. C., & Cramer, R. J. (2019). Health Belief Model Scale and Theory of Planned Behavior Scale to assess attitudes and perceptions of injury prevention program participation: An exploratory factor analysis. Journal of Science and Medicine in Sport, 22(5), 544–549. https://doi.org/10.1016/J.JSAMS.2018.11.004
Response 2
Hello,
Thank you for sharing your theoretical framework. The sociocultural theory and educational theory are good choices for a theoretical framework, as your capstone project focuses on menopause symptoms and the use of education to improve the treatment of menopause. The theoretical framework is fit for this kind of project as you will be conducting a lot of patient education at an individual level. It also goes beyond the project to provide education to the broader society. To start with, menopause is not that much discussed in general settings. It is not even that much discussed in professional settings. Evidence shows that, although menopause is an experience every woman must have, a majority of women have no or limited knowledge about menopause (Munn et al., 2022). In addition, since menopause is a part of the aging woman, the associated symptoms may be viewed as a normal part of aging, and hence, the lack of broad and focused treatments.
As menopause is a complex health situation, with both physical and psychological symptoms and impacts on women at an individual level (Talaulikar, 2022), the management of the condition through education needs to focus on both symptom management and how menopause and the associated symptoms impact on the individual (Macpherson & Quinton, 2022). As you have noted, the sociocultural theory acknowledges prior feelings about a specific topic, while the educational theory corrects and serves to help the patient make informed decisions regarding their health and female care. Therefore, sociocultural theory and educational theory will help tailor the educational program to your population of focus at an individual level by considering individual social and cultural views, as well as education needs about menopause.
References
Macpherson, B. E., & Quinton, N. D. (2022). Menopause and healthcare professional education: A scoping review. Maturitas, 166, 89–95. https://doi.org/10.1016/J.MATURITAS.2022.08.009
Munn, C., Vaughan, L., Talaulikar, V., Davies, M. C., & Harper, J. C. (2022). Menopause knowledge and education in women under 40: Results from an online survey. Women’s Health, 18. https://doi.org/10.1177/17455057221139660
Talaulikar, V. (2022). Menopause transition: Physiology and symptoms. Best Practice & Research Clinical Obstetrics & Gynaecology, 81, 3–7. https://doi.org/10.1016/J.BPOBGYN.2022.03.003
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Question
PEER RESPONSE 1:
By: Hamid
For my capstone project, I plan to use the Health Belief Model (HBM) as the theoretical framework. This model is centered on understanding how individuals perceive health issues and what motivates them to take preventive actions. The HBM includes key elements such as perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy, which align closely with my phenomenon of interest, reducing pressure ulcer development among elderly patients in skilled nursing facilities.
In relation to my PICOT question, the HBM helps explain how both patients and nurses might perceive the risk of pressure ulcers and their willingness to engage in a prevention program. For instance, if patients or staff do not believe that pressure ulcers are a serious risk (perceived susceptibility) or that the consequences are severe (perceived severity), they may not actively participate in preventive measures (El-Afandy & Mahmoud, 2022). The framework also supports the idea of increasing self-efficacy, meaning that patients and nurses can feel confident in their ability to prevent pressure ulcers through education and support.
By applying the HBM, the pressure ulcer prevention program will not only focus on practical interventions but also target the psychological and motivational factors that influence behaviour, making it more effective (Hashim et al., 2022). Monthly education sessions serve as “cues to action,” reminding patients and nurses of the importance of preventive practices and encouraging consistent adherence to the program.
In conclusion, the Health Belief Model helps address the psychological and behavioral aspects of pressure ulcer prevention. It aligns with my PICOT question by promoting education and adherence to preventive measures. This approach ensures a more comprehensive reduction in pressure ulcer incidence.

MSN-600 Week 2 Peer Responses
PEER RESPONSE 2:
By: Molly
The theoretical framework that I intend to use as the basis of my capstone project is the sociocultural theory and educational theory. Lev Vygotsky is the creator of sociocultural theory and created this theory based on the idea that cognitive development is influenced by cultural and social factors (Mcleod, 2024).
As a future gynecology nurse practitioner, I wanted to complete my capstone project on a topic in the field of women’s health and learn more about the patient population I will be serving. After completing research on various women’s health topicals, I plan to complete my capstone project on the symptoms of menopause, why there is a lack of treatment for these symptoms, and how education can improve the treatment of menopause in women.
The sociocultural theory developed by Lev Vygotsky can be applied to symptomatic menopausal women. Women often consider their choice to seek treatment for their symptoms of menopause can widely be influenced by various social and cultural factors. Furthermore, an educational theory is then put in place to prove how education can influence the patient’s choice to seek hormone replacement therapy to treat their symptoms related to menopause.
Common barriers reported by female patients as to why they have not accessed treatment and support for their menopause include social stigma, embarrassment, and feelings of lack of knowledge (Barber & Charles, 2023). The sociocultural theory acknowledges prior feelings about a specific topic while the educational theory corrects and serves to help the patient make informed decisions regarding their health and female care.