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HEALTH EDUCATION > Chapter 5-1 > Flashcards

Chapter 5-1 Flashcards

1
Q
A
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1
Q

WHAT: Is sharing of knowledge and experience is usually organize within disciple

A

Teaching

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2
Q

WHAT: Is just one aspect of teaching which involves communicating of information about specific skills. It is used interchangeably with the word teaching.

A

Instruction

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3
Q

WHAT: Is a change in behavior (KSA) that can occur at any time or in any place as a result of exposure to environmental stimuli

A

Learning

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4
Q

WHAT: Is a process of assisting people to learn health-related behaviors which can be incorporated into their everyday lives.

A

Patient Education

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5
Q

WHAT: Students have different opinions on the qualities of a good teacher based on their:

A

Individual learning styles, Goals, Personal needs.

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6
Q

WHO CREATED: Six Major categories of effective teaching

A

Jacobson, 1996

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7
Q

WHAT: Six major categories of effective teaching: Shows genuine interest in patients and displays confidence in his/her professional abilities

A

Professional Competence

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8
Q

WHAT: Six major categories of effective teaching: Creative and stimulating, can excite student’s interest in nursing

A

Professional Competence

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9
Q

WHAT: Six major categories of effective teaching: Polishes skills throughout his/her career through reading, research, clinical practice and continuing education

A

Professional Competence

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10
Q

WHAT: Six major categories of effective teaching: Portrays excellent clinical skills and judgement becomes a positive role models for learners

A

Professional Competence

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11
Q

WHAT: Six major categories of effective teaching: Demonstrate clinical expertise

A

Professional Competence

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12
Q

Interpersonal relationship with students: Advantages/Disadvantage: Taking a personal interest in learners

A

Advantace

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13
Q

WHAT: Six major categories of effective teaching: A teacher who aims at excellence develops a thorough knowledge of subject matter.

A

Professional competence

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14
Q

Interpersonal relationship with students: Advantages/Disadvantage: Being fair

A

Advantage

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15
Q

Interpersonal relationship with students: Advantages/Disadvantage: Being sensitive to their feelings and problems

A

Advantages

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16
Q

Interpersonal relationship with students: Advantages/Disadvantage: Permitting learners to express differing points of view

A

Advantages

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17
Q

Interpersonal relationship with students: Advantages/Disadvantage: Conveying respect for them

A

Advantages

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18
Q

Interpersonal relationship with students: Advantages/Disadvantage: Conveying a sense of warmth

A

Advantages

19
Q

Interpersonal relationship with students: Advantages/Disadvantage: Alleviating their anxieties

A

Advantages

20
Q

Interpersonal relationship with students: Advantages/Disadvantage: Being accessible for conferences

A

Advantages

21
Q

Interpersonal relationship with students: Advantages/Disadvantage: Creating an atmosphere in which they feel free to ask questions

A

Advantages

22
Q

Interpersonal relationship with students: Advantages/Disadvantage: Maintaining a professional distance necessary when time comes to evaluate the student

A

Disadvantages

23
Q

Interpersonal relationship with students: Advantages/Disadvantage: Leads to lack of discipline in the advantage of their relationship with the teacher

A

Disadvantage

24
Q

Ways how educators help learners maintain self-esteem and minimize anxieties:

A

Emphatic Listening, Acceptance, Honest Communication

25
Q

WHO: Sense of Humor, Enthusiasm, Good speaking voice, Cheerfulness, Self-confidence, Self-control, Willingness to admit errors, Patience, Caring attitude, Flexibility.

A

Personal Characteristic

26
Q

WHAT: Mechanics, methods and skills in classroom and clinical teaching

A

Teaching Practices

27
Q

Teaching subject matter in a stimulating way and inspiring learner interest depend on several factors:

A

Teacher’s style, Personality, Personal interest in the subject, Use of variety of teaching strategies.

28
Q

WHO/WHAT: Clearly communicating expectations

A

Evaluation practice valued by students

29
Q

WHO/WHAT: Providing timely feedback on student’s progress

A

Evaluation practices by students

30
Q

WHO/WHAT: Correcting students tactfully

A

Evaluation practices valued by students

31
Q

WHO/WHAT: Being fair in the evaluation process

A

Evaluation practices valued by students

32
Q

WHO/WHAT: Giving tests that are pertinent to the subject matter

A

Evaluation practice valued by students

33
Q

WHO/WHAT: Giving guidance during stressful clinical situations

A

Availability to the students

34
Q

WHO/WHAT: Physically helping students to give nursing care

A

Availability of students

35
Q

WHO/WHAT: Giving appropriate amount of supervision

A

Availability to the students

36
Q

WHO/WHAT: Freely answering questions

A

Availability to the students

37
Q

WHO/WHAT: Acting as a resource person during clinical learning exposure

A

Availability to the students

38
Q

WHO/WHAT: Encourage student-faculty contact

A

Principles of good practice in undergraduate education

39
Q

WHO/WHAT: Encourage cooperation among students

A

Principles of good teaching practice in undergraduate education

40
Q

WHO/WHAT: Encourage active learning

A

Principle of good teaching practice in undergraduate education

41
Q

WHO/WHAT: Encourage active learning

A

Principle of good teaching practice in undergraduate education

42
Q

WHO/WHAT: Give prompt feedback

A

Principles of good teaching practice in undergraduate education

43
Q

WHO/WHAT: Emphasize time on task

A

Principles of good teaching practice in undergraduate education

44
Q

WHO/WHAT: Communication of high expectations

A

Principles of good teaching practice in undergraduate education

45
Q
A

HEALTH EDUCATION (8 decks)

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