The transtheoretical model (TTM) is a model that was developed in the late 1970s by Prochaska and DiClemente. The model evolved through studies examining the experiences of smokers who quit on their own with the smokers who require further treatment to understand why some people were capable of quitting on their own (Nigg et al., 2019). The transtheoretical model found that people quit smoking if they were ready to. The transtheoretical model helps in teaching behavioral changes by focusing on the decision-making of an individual. In other words, this model is a model of intentional change. The TTM posits that people do not change behavior quickly and decisively but continuously through a cyclical process (Nigg et al., 2019). The steps involved include precontemplation, which is the first step, contemplation as the second, preparation as the third step, action as the fourth, maintenance as the fifth, and termination as the last. Read more

Many barriers affect a patient’s ability to learn, including fear, anxiety, depression, culture, language, pain, and fatigue (Livne, Peterfreund, & Sheps, 2017). Readiness to learn refers to how likely a patient is prepared to seek out knowledge and take part in behavior change programs. A patient’s readiness to learn has been found to influence the learning outcomes. The factors that affect readiness to learn include personal values, emotional status, past experiences, and physical status (Livne, Peterfreund, & Sheps, 2017). This means that patients are more likely to have positive learning outcomes if they have personal values such as honesty, commitment, consistency, and open-mindedness. Similarly, a patient’s physical status, such as pain, anxiety, and fatigue, may negatively affect learning. This means that a patient who is in pain, anxious, and has a feeling of fatigue may exhibit poorer learning outcomes compared to one who is devoid of the three. The transtheoretical model (TTM)