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Self-empowerment in health
promotion: a realistic target?
Nici Mackintosh
There have heen
many calls for nurses
to adopt a
self-empowerment
model for health
promotion practice
rather than
continuing to work
from the medical
model. Continuing
with our series on
health promotion,
this article examines
features of the
self-empowerment
approach and
questions whether
its goals are
achievahle.
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Educational approach
Self-empowerment,
humanistic approach
Community development
approach
Focus: a group
Goal: to help a group work together, find its common interests and
fight its particular health cause
Rationale: it is better to work from the group's valuable experiences
rather than to work from a professionally defined agenda
Evaluation: measured by successful public awareness raising of the group's
concerns and the implementation of health action for the benefit of the group
Example: identifying a need for a self-help group, facilitating the group, acting
as resource and supporter for the group
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Theory of self-empowerment
There are four factors which Tones (1993)
considers central to the concept of
empowered action for the individual:
1. The environmental circumstances
which may either facilitate the exercise
of control or, conversely, present a barrier to free action
2. The extent to which individuals actually
possess competencies and skills which
enable them to control some aspects of
their lives, and perhaps overcome environmental barriers
British Journal o( Nursing, 1995. Vol 4, No 21
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KEY POINTS
There are three individualistic health education approaches:
behaviour change; educational; and self-empowerment.
Traditionally, the focus in health education in nursing has
been one of behavioural change.
More recently, many authors have advocated a move towards
a self-empowerment approach for nursing.
Due to the constraints of the working environment and
nurses' lack of skills, it is often unrealistic to expect the
majority of nurses to be in a position to empower and
faciiitate the personal growth of a patient.
It is important to acknowledge that nurses are in an important
position as providers of information, not as indoctrinators or
advisors, but as carers.
Nurses have a duty to acknowledge the social structural facet
of health.
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