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PENDER'S
THEORY
NOLA PENDER

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History
and
Background
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Nola Pender
HEALTH PROMOTION MODEL

• Born on August 16, 1941, in Lansing, Michigan

• The only child of parents who advected education for women
• Received her nursing diploma in 1962 and began working on a

medical surgical unit and pediatric unit in Michigan Hospital.

• Michigan State University
• BSN (1964)

• Masters (1965)

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• Northwestern University

• PhD (1969) (psychology and education)

• ·Received Lifetime Achievement Award from Midwest Nursing Research Society (2005)

• Awarded an honorary Doctorate of Science degree in Widener University (1992)

• Publications including 6th editions of Health Promotion in Nursing Practice

• Co-founder of the Midwest Nursing Research Society

• Currently a Professor Emerita in the division of Health Promotion and Risk Reduction at the University of Michigan School of Nursing

• Distinguished professor at Loyola University Chicago’s School of Nursing

• Currently retired, and spends her time consulting on health promotion research nationally and internationally

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Pender’s Health
Promotion Model

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FOUR ASSUMPTIONS
1 2 3 4

Individuals seek to actively
regulate their own behavior.
Individuals, in all their
biopsychosocial complexity, interact
with the environment, progressively
transforming environment as well as
being transformed over time.
Health professionals, such as
nurses, constitute a part of the
interpersonal environment, which
exerts influence on people through
the lifespan.
Self-initiated reconfiguration of the
person-environment interactive
patterns is essential to changing
behavior.

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14 Theoretical
Statements
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1. Prior behavior and inherited and acquired characteristics influence beliefs, affects, and enactment of health-promoting behavior.

2. Persons commit to engaging in behaviors from which they anticipate deriving personally valued benefits.

3. Perceived barriers can constrain commitment to action, a mediator of behavior as well as actual behavior.

4. Perceived competence of self-efficacy to execute a given behavior increases the likelihood if commitment to action and actual
performance of the behavior.

5. Greater perceived self-efficacy to execute results in fewer perceived barriers to a specific health behavior.

6. Positive affect toward a behavior results in greater perceived self-efficacy, which can in turn, result in increased positive affect.

7. When positive emotion or affect are associated with a behavior, the probability of commitment and action is increased.

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8. Persons are more likely to commit and engage in health-promoting behaviors when significant others model the behavior, expect the behavior to occur, and

provide assistance and support to enable the behavior.

9. Families, peer, and health care providers are important sources of interpersonal influence that can increase or decrease commitment to and engagement in

health-promoting behavior.

10. Situational influences in the external environment can increase or decrease commitment to or participation in health-promoting behavior.

11. The greater the commitment to a specific plan of action, the more likely health-promoting behaviors are to be maintained over time.

12. Commitment to a plan of action is less likely to result in the desired behavior when competing demands over which persons have little control require

immediate attention.

13. Commitment to a plan of action is less likely to result in the desired behavior when other actions are more attractive and thus preferred over the target behavior.

14. People can modify cognitions, affect interpersonal influences, and situational influences to create incentives for health-promoting behavior.

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Major Concepts
• INDIVIDUAL CHARACTERISTICS AND EXPERIENCE.

• Frequency of the similar behavior in the past.

• Prior related behavior.

• Direct and indirect effects on the likelihood of engaging in health-

promoting behaviors.

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Application of Pender’s
HPM
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The conceptual framework of Pender’s HPM was used in the formulation and
implementation of “Self-Management Education Among Diabetics” in Bulacan. The
Program covered education of diabetic patients in knowledge about diabetes,
management aspects: diet, activity and exercise, medications, weight management, self-
monitoring of blood glucose, foot care, monitoring of cholesterol levels, regular follow-
up check-up.

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Thank You!

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