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CNE Exam > Ch. 8: Facilitating Learner Development & Socialization > Flashcards

Ch. 8: Facilitating Learner Development & Socialization Flashcards

1
Q

Social determinants that affect learners:

A

-diversity/culture
-cognitive ability (intellectual/developmental disabilities)
-economic
-EAL (Eng as Additional Lang) or ESK
-diverse sexual orientation & identity
-diff learning styles

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2
Q

5 major components to physical readiness that affect learning

A

1) measure of ability
2) complexity of task
3) environmental effects
4) learner’s health status
5) gender

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3
Q

Emo or psychological readiness incl:

A

1) anxiety lvl
2) support systems
3) motivation
4) risk-taking bx
5) frame of mind

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4
Q

Experiential readiness

A

1) lvl of aspiration
2) past coping mechanisms
3) cultural background
4) locus of control
5) orientation

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5
Q

Knowledge readiness

A

1) present knowledge base
2) cognitive ability
3) learning disabilities
4) learning styles

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6
Q

VARK (Four most common learning styles)

A

Visual (spatial)
Auditory
Read/write (linguistic)
Kinesthetic

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7
Q

Multimodal/Mixtures (M)

A

-Ppl who prefer to learn via 2 or more styles of learning (or using variety of methods)

-May choose single mode to suit certain occasion/situation

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8
Q

Global learners

A

-Make choices based on emotions & intuition

-Spontaneous

-focus on creativity, so… lack good sequential thinking abilities

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9
Q

Intuitive learners

A

-Like to discover possibilities in relationships

-Impatient w/ details & do NOT like repetition

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10
Q

Reflective learners

A

-Prefer to think about new material by reflecting quietly on it first

-Prefer to work alone, rather than w/ groups

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11
Q

Accommodative learners

A

-Like combo of concrete EXPs & active experimentation

-Risk-takers

-Concerned w/ abstract concepts & assimilate abstract conceptual w/ reflective observations

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12
Q

Divergent learners

A

-Broad cultural interests & like to gather info

-Like to watch instead of doing

-Tend to be strong in arts

-Often misunderstood (many tend to fail in academic settings)

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13
Q

Digital (online) learners

A

Millennial & Gen Z
Enthusiastic & collab learning

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14
Q

Traditionalists (1922-1945)

A

-Value privacy, trust, hard work

-Need details

-Uncomfortable w/ ambiguity

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15
Q

Baby Boomers (1945-1964)

A

-Value career over personal life

-Want to be challenged

-Speak clearly & directly

-Prefer F2F meetings

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16
Q

Gen X (1965-1979)

A

-Value balance b/t career & personal life; fam-focused

-Independent

-Look for leader/mentor (not a boss)

-Seek rewards based on individ performance

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17
Q

Millennials (Gen Y) (1980-1994)

A

-Value personal life > career
-Highly socialized; optimistic
-Tech-savvy
-Multi-task w/ ease
-See edu as means to an end

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18
Q

Gen Z (after 1995)

A

-Tend to be realistic (not idealistic)
-Private about personal life
-Particularly tech-savvy; Social media: Value virtual connectedness
-Adept multi-taskers
-Passionate about learning

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19
Q

Traditional learners

A

Fresh out of HS

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20
Q

Nontraditional learners

A

Typically older; may be working full/part-time while attending school
Bring previous life EXPs into classroom

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21
Q

Barriers to learning

A

-Lack of time, confidence, info about opportunities to learn

-Scheduling prob’s / conflicts

-Red tape

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22
Q

Adult learners learn best when learning is…

A

*R/t immediate need, prob, or deficit (relevant)
Voluntary & self-initiated
*Person-centered & prob-centered
*Self-controlled & self-directed
Role of teacher = facilitator
Info & assignments = pertinent & meaningful (not busy work)
*New material draws on past EXPs (r/t something they already know)
Learners = actively able to participate in learning process

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23
Q

Learners w/ previous edu (2nd-deg students)

A

-Have much greater need than traditional counterparts to feel self-confident & competent
-Do not attempt to “wing it” w/ this group
-Do not like passive listening & learning

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24
Q

Most common barriers for culturally diverse learners:

A

-Lack of ethnically diverse faculty
-Finances
-Academic preparation

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25
Q

Suggestions for NEs teaching culturally diverse learners:

A

-Nonverbal measures of ability
-Multiple methods of testing
-Use of TOEFL test (Test of Eng as a Foreign Lang)

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26
Q

TOEFL test

A

Measures learner’s potential ability to communicate in Eng in college/university environ

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27
Q

NCLB (No Child Left Behind) Act

A

-Calls on educators to measure all learners’ performances using set of fixed indicators

-Tied federal monetary compensation to these performance outcomes

-Aimed at elementary & 2ndary edu (but have ramifications for future college learners)

28
Q

American Disabilities Act (ADA) of 1990 & Amendment Act of 2008

A

Guarantees ppl who are qualified cannot be denied access based on disability alone

29
Q

Socializ of learners

A

Group of ppl learn acceptable behaviors, values, belief systems, processes, & knowledge of pro culture (i.e. becoming acclimated to nurs profession)

30
Q

Examples of formal & informal socializ of learners

A

Formal (lectures, assignments, clinical EXPs)
Informal (being part of a SNA)

31
Q

How many % of new nurses have left their position in 1st yr

A

> 50%

32
Q

What has helped w/ attrition rate for new nurses?

A

Nurse internship & residency roles

33
Q

Kramer’s 4 phases of reality shock

A
  1. Honeymoon
  2. Shock or rejection
  3. Recovery
  4. Resolution
34
Q

Socializ takes place mainly thru social interaction w/…

A

Ppl who are significant to a person (i.e. faculty) & valued by learner

35
Q

Incivility

A

Rude/impolite attitude or behavior
Ambiguous, low-intensity, discourteous bx; intentions to harm/violate norms of respect

36
Q

Most often examples of Incivility:

A

-Cheating on exams/quizzes
-Using cell phones during class
-Holding distracting convos

37
Q

Most effective in deterring cheating:

A

-Have learners place belongings in front of class
-Minimum of 2 proctors per exam (to walk up & down aisles during exam)
-Provide new exams for each test

38
Q

3 major categories of Bloom’s Taxonomy

A

Cognitive (thinking domain)
Affective (feeling domain)
Psychomotor (doing or skills domain)
They are interdependent!

39
Q

Knowledge (Cognitive Domain)

A

Learner can memorize or recall facts

40
Q

Comprehension (Cognitive Domain)

A

Learner can understand what is being communicated

41
Q

Application (Cognitive Domain)

A

Learner can use ideas & principles and apply to specific situations

42
Q

Analysis (Cognitive Domain)

A

Learner can recognize piece of info by breaking it down into specific parts

43
Q

Synthesis (Cognitive Domain)

A

Enables learner to put together parts into unified whole

44
Q

Evaluation (Cognitive Domain)

A

Where learner can analyze or judge something by applying certain criteria

45
Q

Methods used to enhance cognitive domain:

A

Lecture
Group discussion
1:1 learning
Computer-assisted instruction

46
Q

Affective Domain

A

Uses internaliz of expressing feelings, emos, beliefs, values, attitudes

47
Q

Receiving (Affective Domain)

A

Enables learner to become aware of idea; may admit any fears

48
Q

Responding (Affective Domain)

A

Learner to respond to EXP; can enable them to move past feelings of insecurity to confidence

49
Q

Valuing (Affective Domain)

A

Allows learner to accept & integrate an idea

50
Q

Organization (Affective Domain)

A

Learner can incorporate ideas by organizing, classifying, prioritizing values

51
Q

Characterization (Affective Domain)

A

Learner can show adherence to total philosophy of concept & show commitment to it (i.e. showing good hand-washing technique to prevent spread of infx)

52
Q

Psychomotor Domain

A

Learner uses fine & gross motor abilities

53
Q

Perception (Psychomotor Domain)

A

Learner becomes aware of task to be performed (i.e. reading, directions, observation of process of skill to be learned)

54
Q

Example of Set Level

A

Learner shown how to hang IV fluid bag; willing to try to accomplish that task

55
Q

Set Level (Psychomotor Domain)

A

Where learner shows readiness to action; favorable body lang

56
Q

Guided response level (Psychomotor Domain)

A

After or at same time instructor demonstrates skill like inserting foley on mannequin

57
Q

Mechanism lvl (Psychomotor Domain)

A

Learner can perform steps of certain skill repeatedly w/ confidence

58
Q

Complex overt response lvl (Psychomotor Domain)

A

Learner can automatically perform complex task w/ independ & correctly w/o hesitation

59
Q

Adaptation lvl (Psychomotor Domain)

A

Learner can adapt or modify a learned process to fit needs of given situation; indicates mastery of process

60
Q

Origination lvl (Psychomotor Domain)

A

Learner can create new motor acts to manipulate objects as result of completely understanding a skill

61
Q

Example of Origination Lvl

A

After SIM EXP, learner will be able to recognize s/sx of resp distress (i.e. retractions, work of breathing)

62
Q

Examples of role modeling pro develop

A

Discuss continuing edu for advanced degrees, belonging to pro orgs, engaging in pro conferences & activities

63
Q

Learners who speak Eng as 2nd lang

A

At incr risk of being unsuccessful in program & on NCLEX

64
Q

Main purpose of NSNA (Nat’l Student Nurses Association)

A

Framework: shared governance
Learners will have opportunity to discuss opinions & make decisions

65
Q

Learning methods that are consistent w/ learner…

A

=Best way to enhance learning (makes sense!)

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