ch 26 teaching and learning

Question 1

why do nurses need teaching skills?

Answer 1

Teaching clients is part of independent nursing practice

The American Nurses Association (ANA) standard related to promoting health demands skill in teaching clients.

Patients participate in healthcare decisions.

Hospital stays are brief.

Healthcare is expensive.

Question 2

Three domains of learning?

Answer 2

cognitive
psychomotor
affective

Question 3

cognitive domain of learning

Answer 3

Storage and recall of information

e.g., facts about a disease

Question 4

psychomotor domain of learning

Answer 4

“Hands-on” skill

Requires thinking and doing

(e.g., self-administration of insulin)

Question 5

affective domain of learning

Answer 5

Changing feelings, beliefs, attitudes, and values

e.g., changing a belief about diet

Question 6

what are the theories of learning?

Answer 6

Social learning
Behavioral learning
Cognitive theory
Humanism

Question 7

Behavioral learning theory

Answer 7

belief that the environment influences behavior and is the essential factor in determining human action

Pavlov

Question 8

cognitive learning theory

Answer 8

sees learning as a complex cognitive (mental) activity

recognizes the importance of developmental stage and social, emotional, and affective influences on learning

Bloom

Question 9

social learning theory

Answer 9

explains the characteristics of the learner

Self-efficacy refers to a person’s perceived ability to successfully perform a task

Question 10

humanism learning theory

Answer 10

focuses equally on the learner’s affective (emotional), cognitive (intellectual), and attitudinal qualities

It emphasizes the learner’s active participation and responsibility in the learning process.

Learning is self-motivated, self-initiated, and self-evaluated, and its purpose is self-development and achievement of the learner’s full potential.

Question 11

5 rights of teaching

Answer 11

Time
Context
Goal
Content
Method

Question 12

right time

Answer 12

Is the learner ready, free of pain and anxiety, and motivated?

Have you and the learner developed a trusting relationship?

Have you set aside sufficient time for the teaching session?

Question 13

right context

Answer 13

Is the environment quiet, free of distractions, and private?

Is the environment soothing or stimulating, depending on the desired effect?

Question 14

right goal

Answer 14

Is the learner actively involved in planning the learning objectives?

Are you and your client both committed to reaching mutually set goals of learning that achieve the desired behavioral changes?

Are family or friends included in planning so that they can help follow through on behavioral changes?

Are the learning objectives realistic and valued by the client; do they reflect the client’s lifestyle?

Question 15

right content

Answer 15

Is the content appropriate for the client’s needs?

Is it new information or reinforcement of information that has already been provided?

Is the content presented at the learner’s level?

Does the content relate to the learner’s life experiences or is it otherwise relevant to the learner?

Question 16

right method

Answer 16

Do the teaching strategies fit the learning style of the learner?

Do the strategies fit the client’s learning ability?

Are the teaching strategies varied?

Question 17

factors that affect client learning

Answer 17

Motivation
Readiness to learn
Timing 
Active involvement
Feedback given
Repetition
Learning environment
 Scheduling of the session
 Amount and complexity of content
 Teacher/learner communication
 Special populations
 Developmental stage
 Culture
 Health literacy

Question 18

motivation

Answer 18

is desire from within. Little learning can occur without it. Motivation is greatest when clients:

Question 19

readiness

Answer 19

is the demonstration of behaviors that indicate the learner is both motivated and able to learn at a specific time

Question 20

amount and complexity of learning

Answer 20

The more complex or detailed the content is, the more difficult it is for most people to learn and retain

Question 21

the greater the change

Answer 21

the greater the challenge will be

Question 22

Health illiteracy

Answer 22

exists when the person is unable to apply language skills to understanding information about his healthcare

Question 23

barriers to teaching and learning

Answer 23

Barriers for the teacher
Barriers for the learner
Barriers to technology-based learning

Question 24

Barriers for the teacher

Answer 24

Competing demands on the nurse’s time (e.g., to prepare for teaching)

Conflicting schedules between the nurse’s available time for teaching and the patient’s available time to learn

Ineffective coordination of class lecture with clinical experience

Lack of space and privacy

Teaching not seen as a priority (by the nurse or the organization)

No third-party reimbursement for teaching

Frustration with the amount of documentation needed

Question 25

barriers for the learner

Answer 25

Illness, fatigue, other physical conditions Anxiety, personal stress Low literacy; low health literacy Environmental not conducive to learning Lack of time to learn Overwhelming amount of behavioral change needed Overwhelming complexity of the condition or treatment to be learned Lack of support and ongoing positive reinforcement Lack of motivation, willingness to take responsibility Language barrier Teaching not suited to learning preferences and style Provider uses jargon and technical terms Does not perceive need for the information taught

Question 26

Barriers to technology-based learning

Answer 26

Lack of social interaction Poor learner motivation Diverse learning styles Time issues Technical problems (software or devices) Access to the Internet, for some learners

Question 27

evaluating learning components

Answer 27

Oral questions, interviews, questionnaires, checklists Direct observation Client reports and client records Tests and written exercises

Question 28

Oral questions, interviews, questionnaires, checklists

Answer 28

clients to evaluate their own progress. You may obtain more information by talking with the client; however, you may obtain more honest responses from anonymous written evaluations.

Question 29

direct observation

Answer 29

of client performance are descriptive notes that you make of the learner’s performance. They will help you in providing feedback either to reinforce accurate learning or to correct misinformation.

Question 30

Client reports and client records of performance and results

Answer 30

You can evaluate the data and give feedback. Provide criteria and clear expectations to help the client document.

Question 31

Tests and written exercises

Answer 31

can be used in a formal learning setting to measure retention and progress toward meeting cognitive objectives. This method requires the learner to have adequate literacy skills.

Question 32

Maslow’s Hierarchy of Needs

Answer 32

least - most ``` self-actualization ego social security physical ```

Question 33

self-actualization

Answer 33

the need for development / creativity

Question 34

ego

Answer 34

the need for self esteem power recognition prestige

Question 35

social

Answer 35

the need for being loved, belonging, conclusion

Question 36

security

Answer 36

the need for safety, shelter, stability

Question 37

physical

Answer 37

need for water, food, rest, health

Question 38

bloom's taxonomy

Answer 38

highest to lowest level of thinking skills ``` creating evaluating analyzing applying understanding remembering ```

Question 39

creating

Answer 39

designing constructing inventing

Question 40

evaluation

Answer 40

judging assessing the value applying criteria or standards

Question 41

analyzing

Answer 41

structuring information by breaking it down | identifying relationships

Question 42

applying

Answer 42

using abstract ideas | implementing

Question 43

understanding

Answer 43

understanding summarizing informing interpreting

Question 44

remembering

Answer 44

memorizing recalling defining recognizing