CONCEPTUAL MODELS FOR HEALTH-EDUCATION RESEARCH AND PRACTICE
CONCEPTUAL MODELS FOR HEALTH-EDUCATION RESEARCH AND PRACTICE
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DOI：
10.1093/her/6.2.163
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发表时间：
1991-06-01
影响因子：
2.4
通讯作者：
ENNETT, ST
中科院分区：
文献类型：
--
作者：
EARP, JA;ENNETT, ST
尽管概念模型经常被用来说明正在调查的研究问题，但关于如何开发概念模型或其对健康教育研究和实践的重要性的文章却很少。术语“模型”有多种用途。因此，我们将一个为指导健康教育研究或实践而开发的概念模型描述为一组被认为与特定公共卫生问题相关的概念之间拟议的因果关系的图表。尽管受到公共卫生多因果模型的启发，我们描述的概念模型与那些模型的不同之处在于它们没有包含与感兴趣的终点相关的所有因素。相反，它们仅显示了选择用于研究的因果网络的一小部分。概念模型与理论的不同之处在于，它们通常不关心全局行为类别，而是关心特定环境中的特定行为类型。他们常常了解不止一种理论以及实证研究结果。由于概念模型在缩小研究问题和干预目标方面的有用性，我们主张将模型开发过程纳入公共卫生教育研究方法课程。
Although conceptual models are frequently used to illustrate research questions under investigation, there is a paucity of articles about how to develop conceptual models or their importance to health education research and practice. A number of uses of the termmodelexist. Therefore, we describe a conceptual model developed to guide health education research or practice as a diagram of proposed causal linkages among a set of concepts believed to be related to a specific public health problem. Although informed by the multicausal models of public health, the conceptual models we describe differ from those models in that they do not incorporate all factors correlated with an endpoint of interest. Rather they show only the small part of the causal web selected for study. Conceptual models differ from theory in that they are not usually concerned with global classes of behavior but with specific types of behavior in specific contexts. They often are informed by more than one theory, as well as by empirical findings. Because of the usefulness of conceptual models in narrowing both research questions and the targets of intervention, we advocate the inclusion of the model development process in public health education research methods courses.