CLINICAL TEACHING (WEEK 16)

Question 1

• An environment in which health education takes place to provide individuals with the opportunity to engage in learning experiences for the purpose of improving their health or reducing their risk for illness
• Is conceptualized on the basis of what relationship
  health education has to the primary function of the
  organization within which it occurs
• Is an entity whose fundamental mission is to provide
  health care, to engage in activities related to health
  care, or to be involved primarily in activities unrelated to health care (education)

Answer 1

Instructional Settings

Question 2

One in which the delivery of health care is the primary or sole function of the institution, organization, or agency.

Answer 2

Health Care Setting

Question 3

One in which healthcare-related services are offered as a complementary function of a quasi-health agency

Answer 3

Health Care-Related Setting

Question 4

One in which health care is an incidental or supportive
function of an organization.

Answer 4

Non- Health Care Related Setting

Question 5

The attitude of the administration about the teaching of health information is of utmost importance to the success of educational endeavors

Answer 5

Administrative Perspective

Question 6

Time for educational activities is often a scarce in healthcare agencies, where contact time with patients is being further limited by organizational responses to external healthcare reforms

Answer 6

Time Allocated to Teaching

Question 7

make possible the implementation of efficient and effective educational interventions

Answer 7

Availability of Resources

Question 8

In a healthcare environment, the informal reward system often recognizes physical care as more important than theteaching of self-care

Answer 8

Expertise of Staff in Teaching Role

Question 9

Good communication and positive relationships among colleagues are necessary to provide continuity of care, which includes patient education as one very important aspect of overall treatment

Answer 9

Level of Support from Other Colleagues

Question 10

Administrative Perspective, Time Allocated to Teaching, Availability of Resources, Expertise of Staff in Teaching Role, Level of Support from Other Colleagues

Answer 10

Organizational Factors

Question 11

The services of other healthcare disciplines must be available to complement the efforts by MLS educators in helping clients to acquire skills needed to attain or maintain optimal wellness.

Answer 11

Availability of External Resources

Question 12

Location, travel time, space availability, costs, scheduling, and accessibility whendesigning a new program or continuing an existing one.

Answer 12

Structural Characteristics that Stimulate Education
Programs

Question 13

Structural Characteristics that Stimulate Education
Programs, Availability of External Resources

Answer 13

Environmental Factors

Question 14

The client who is well most likely has a low or moderate state of anxiety and is therefore likely to be receptive to teaching and learning

Answer 14

Health Status of Client (Student)

Question 15

Contact with the client is highly variable, depending on the situation. The opportunity for frequent contact may be more concentrated, over a week or just a few days or even hours.

Answer 15

Nature of the Contact Time of Client

Question 16

language skills, age, literacy levels, disabilities, and cultural beliefs of the client.

Answer 16

Developmental Levels of the Client

Question 17

internally oriented individuals prefer to maintain self-control and are likely to be health oriented and receptive to health teaching.

Answer 17

Self-Directedness of the Client

Question 18

language skills, age, literacy levels, disabilities, and cultural beliefs of the client

Answer 18

Developmental Levels of the Client

Question 19

• If what is being taught is viewed as important information that can be used to help attain or maintain optimal health then the clients’ attention will be oriented to learning.
• Available Resources to Assist Clients in Achieving
  Educational Outcomes

Answer 19

Significance of Educational Content to Client

Question 20

Health Status of Client (Student), Nature of the Contact Time of Client, Developmental Levels of the Client, Self-Directedness of the Client, Developmental Levels of the Client, Significance of Educational Content to Client

Answer 20

Clientele Factors

Question 21

• Instructors build upon students’ everyday knowledge of the world around them – and augment this by providing carefully designed activities in which students observe or interact with real objects and materials.
• These activities are usually carried out in teaching
  laboratories or in the field.
• Labwork tasks are implemented to observe what the
  students actually do on the task, and to assess what they actually learn.
• Both of these will be influenced by the students’ views of science and of learning, and by the practical and institutional setting.

Answer 21

Standard Labwork

Question 22

• A systematic process by which the worth or value of
  something—in this case, teaching and learning—is
  judged.
• Determining the Focus of Evaluation
• Evaluation focuses on five basic components:
  audience, purpose, questions, scope, and resources.

Answer 22

Evaluation

Question 23

– is intended to adjust in an educational-activities as soon as they are needed.

• Adjustments may need to be made after one class or
  session before the next is taught or even in the middle
  of a single learning experience

“How can teaching be improved to facilitate learning?”

Answer 23

Process Evaluation

Question 24

• is intended to determine whether learners have acquired the knowledge or skills taught during the learning experience.
• Content Evaluation can be considered as focusing on
  how the teaching–learning process affected immediate, short-term outcomes.
• “Were specified objectives met as a result of teaching?”
• “To what degree did the learners learn what was
  imparted?”

Answer 24

Content Evaluation

Question 25

• is intended to determine the
  effects or outcomes of teaching efforts. Also referred to as summative evaluation because its intent is to “sum” what happened as a result of education.
• Evaluation occurs after teaching has been completed or after a program has been carried out.
• “Was teaching appropriate?”
• “Did the individual(s) learn?”
• “Were behavioral objectives met?”

Answer 25

Outcome Evaluation

Question 26

• is intended to determine the relative effects of education on the institution or the community.
• The purpose of impact evaluation is to obtain
  information that will help decide whether continuing an educational activity is worth its cost.

“What is the effect of the education program on
subsequent medtech staff turnover?”

Answer 26

Impact Evaluation

Question 27

• is designed and conducted to assist an audience to judge and improve the worth of some object, in this case the educational program.

“How well did patient education activities implemented
throughout the year meet annual goals established for
the institution’s patient education program?”

Answer 27

Program Evaluation