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NURS304 > ch 26 teaching and learning > Flashcards

ch 26 teaching and learning Flashcards

1
Q

why do nurses need teaching skills?

A

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.

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2
Q

Three domains of learning?

A

cognitive
psychomotor
affective

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3
Q

cognitive domain of learning

A

Storage and recall of information

e.g., facts about a disease

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4
Q

psychomotor domain of learning

A

“Hands-on” skill

Requires thinking and doing

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

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5
Q

affective domain of learning

A

Changing feelings, beliefs, attitudes, and values

e.g., changing a belief about diet

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6
Q

what are the theories of learning?

A

Social learning
Behavioral learning
Cognitive theory
Humanism

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7
Q

Behavioral learning theory

A

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

Pavlov

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8
Q

cognitive learning theory

A

sees learning as a complex cognitive (mental) activity

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

Bloom

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9
Q

social learning theory

A

explains the characteristics of the learner

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

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10
Q

humanism learning theory

A

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.

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11
Q

5 rights of teaching

A 
Time
Context
Goal
Content
Method
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12
Q

right time

A

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?

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13
Q

right context

A

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

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

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14
Q

right goal

A

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?

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15
Q

right content

A

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?

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16
Q

right method

A

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?

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17
Q

factors that affect client learning

A 
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
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18
Q

motivation

A

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

19
Q

readiness

A

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

20
Q

amount and complexity of learning

A

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

21
Q

the greater the change

A

the greater the challenge will be

22
Q

Health illiteracy

A

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

23
Q

barriers to teaching and learning

A

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

24
Q

Barriers for the teacher

A

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

25
Q

barriers for the learner

A

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

26
Q

Barriers to technology-based learning

A

Lack of social interaction

Poor learner motivation

Diverse learning styles

Time issues

Technical problems (software or devices)

Access to the Internet, for some learners

27
Q

evaluating learning components

A

Oral questions, interviews, questionnaires, checklists

Direct observation

Client reports and client records

Tests and written exercises

28
Q

Oral questions, interviews, questionnaires, checklists

A

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.

29
Q

direct observation

A

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.

30
Q

Client reports and client records of performance and results

A

You can evaluate the data and give feedback.

Provide criteria and clear expectations to help the client document.

31
Q

Tests and written exercises

A

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.

32
Q

Maslow’s Hierarchy of Needs

A

least - most

self-actualization
ego
social
security
physical
33
Q

self-actualization

A

the need for development / creativity

34
Q

ego

A

the need for self esteem power recognition prestige

35
Q

social

A

the need for being loved, belonging, conclusion

36
Q

security

A

the need for safety, shelter, stability

37
Q

physical

A

need for water, food, rest, health

38
Q

bloom’s taxonomy

A

highest to lowest level of thinking skills

creating
evaluating
analyzing
applying
understanding
remembering
39
Q

creating

A

designing
constructing
inventing

40
Q

evaluation

A

judging
assessing the value
applying criteria or standards

41
Q

analyzing

A

structuring information by breaking it down

identifying relationships

42
Q

applying

A

using abstract ideas

implementing

43
Q

understanding

A

understanding
summarizing
informing
interpreting

44
Q

remembering

A

memorizing
recalling
defining
recognizing

NURS304 (4 decks)

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