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Community Health > 19. Health Education Principles > Flashcards

19. Health Education Principles Flashcards

1
Q

nursing steps to develop a community-based health education program

A
  • identify a population specific learning need
  • consider which educational principles are most likely to increase learning
  • examine education issues, identify barriers to learning, and choose most appropriate teaching/learning strategies
  • design/implement education program
  • evaluate effects of program
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2
Q

In education/learning, what 3 things are changed and in what order?

A
  • knowledge (easiest to change)
  • attitudes
  • behavior (hardest thing to change)
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3
Q

activity undertaken or initiated by one or more agents that is designed to effect changes in the knowledge, skill, and attitudes of communities, groups, and individuals

A

education

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4
Q

What does education emphasize?

A

the provider of knowledge and skills

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5
Q

emphasizes the recipient of knowledge and skills and the person in whom a change is expected to occur

A

learning

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6
Q

T/F: learning involves change

A

True

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7
Q

to move away from one way of thinking, believing, and acting and move toward a new way

A

change

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8
Q

Thompson’s steps to organization change (applied to health education)

A
  • identify need for change
  • plan how to implement change
  • implement the change
  • evaluate whether change made a difference in health
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9
Q

Fielding’s steps to health education

A
  • understand the problem
  • understand what works
  • agreeing on approach or action
  • implementing plan
  • evaluating the effect
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10
Q

how do people learn?

A
  • hearing a message
  • observing
  • participating
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11
Q

Learners accept information based on what?

A
  • what they know
  • what they believe
  • culture in which they are raised
  • how well they understand
  • how well they relate to the info
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12
Q

3 domains of learning

A
  • cognitive (thinking)
  • affective (feeling)
  • psychomotor (acting)
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13
Q

Which learning domain includes memory, recognition, reasoning, understanding, application, and problem solving?

A

cognitive domain

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14
Q

What can lead to frustration and discouragement in health education?

A

teaching above or below a person’s level of understanding or health literacy

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15
Q

Which learning domain includes changes in attitudes and the development of values?

A

affective domain

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16
Q

What do nurses attempt to influence in order for learning to occur in the affective domain?

A

influence what learners feel, think, an value

17
Q

Which learning domain includes neuromuscular coordination and motor skills?

A

psychomotor domain

18
Q

3 conditions to learning in the psychomotor domain

A
  • must have necessary ability
  • sensory image of how to carry out skill
  • opportunities to practice
19
Q

5 steps of the educational process

A
  • identify educational needs and develop goals/objectives
  • select appropriate educational methods
  • skills of the effective educator
  • motivational interview
  • developing effect health education programs
20
Q

What should you consider when assessing a learner’s needs?

A
  • knowledge
  • skill
  • motivation
  • available resources
  • barriers to learning
21
Q

Goals vs objectives

A
  • goals: broad, long-term expected outcomes

- objectives: specific short term criteria to be met

22
Q

7 skills of an effective educator

A
  • gain learner’s attention
  • explain objectives
  • ask learner to recall prior learning
  • present essential material
  • help learner apply info
  • invite learner to demonstrate learning
  • provide feedback
23
Q

4 stages of motivational interviewing (MI)

A
  • engage
  • emphatic listening
  • guiding
  • planning
24
Q

4 motivational interviewing counseling skills: OARS

A
  • open-ended questions
  • affirmations
  • reflections
  • summary
25
Q

4 educational issues

A
  • population considerations
  • use of technology in learning
  • barriers to learning
  • evaluation of the educational process
26
Q

learning strategies for children and individuals w/ little knowledge of a topic

A

pedagogy

27
Q

learning strategies for adults, older adults, and individuals with some health related knowledge

A

andragogy

28
Q

collection of interacting individuals with a common purpose

A

group

29
Q

the attraction between individual members and between each member of the group

A

cohesion

30
Q

anything a member does that deliberately contributes to the group’s purpose

A

task function

31
Q

functions that help other members stay with the group and feel accepted

A

maintenance function

32
Q

standards that guide, control, and regulate individuals and communities

A

norms

33
Q

the commitment to return to the central goals of the group and its strength determines the group’s ability to adhere to its work

A

task norms

34
Q

create group pressures to affirm members and maintain their comfort

A

maintenance norms

35
Q

members reinforce or challenge and correct their ideas of what is real

A

reality norms

36
Q

group norms including task, maintenance, and reality combine to form this

A

group culture

37
Q

the expected ways in which group members behave toward one another

A

role structure

38
Q

stages of group development

A
  • forming: members become acquainted with each other
  • storming: express individual ideas
  • norming: members start to accept one another
  • performing: members trust one another and interactions have more depth
  • adjourning: group separates from one another

Community Health (34 decks)

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