Health Promotion Theories

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C h a p t e r

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Health Promotion Theories
Bonnie Raingruber

Objectives
At the conclusion of this chapter, the student will be able to:
●● Compare and contrast nursing and non-nursing health promotion theories.
●● Examine health promotion theories for consistency with accepted health promotion priorities and values.
●● Articulate how health promotion theories move the profession forward.
●● Discuss strengths and limitations associated with each health promotion theory or model.
●● Describe the difference between a model and a theory.
●● Identify theoretical assumptions and concepts within nursing and non-nursing theories. ●● Develop his or her own health promotion model.

Why Should Health Promotion Be
Theory-Based?
A variety of authors have commented that health promotion programs typically lack a theoretical foundation or are based on a conceptual model that does not conform to the current values and norms of health promotion practice (Bauer et al., 2003; King,
1994; Stokols, 1996; Whitehead, 2004). Commonly, environmental, social, cultural, economic, and political influences are given scant or no attention within health promotion theories. These factors may well be some of the main reasons a health promotion program that has its design based on a particular theory is not as effective as the author hoped it would be.
Whitehead (2001a) commented that the reliance on health education theories and frameworks may actually pose a barrier to progress in the arena of health promotion.

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Chapter 3

Health Promotion Theories

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He emphasized that if the confusion persists between health education and health promotion theories and models, it will be increasingly difficult for nurses to identify when they are implementing health promotion activities and programs. Whitehead (2006) suggested that without

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