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NCM 102 > DEVELOPING A COURSE OUTLINE/SYLLABUS > Flashcards

DEVELOPING A COURSE OUTLINE/SYLLABUS Flashcards

1
Q

Course outline or syllabus should always accompany a ______.

A

course

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2
Q

COURSE OULTINE/SYLLABUS INCLUDES

A
  1. Name of the course
  2. Name of the instructor
  3. One paragraph course description
  4. List of course objectives
  5. Topical outline
  6. Teaching methods to be used
  7. Textbooks or other readings
  8. Methods of evaluation
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3
Q

A plan of the entire course, a course outline and a program of study that an educator prepares before actual health education.

A

Syllabus

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4
Q

More extensive and detailed than a teaching plan.

A

Syllabus

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5
Q

Syllabus should contain the following:

A
  1. Course code
  2. Course title
  3. Credits
  4. Course description
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6
Q

COURSE REQUIEMENTS

A
  1. Major exam, quizzes, graded recitations.
  2. Other requirements – group presentations, demonstrations
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7
Q

METHODOLOGIES

A

Lecture Audio-video presentation Graded group presentation.

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8
Q

Educational Objectives suggested by Bloom (1984) are divided into three domains:

A
  1. Cognitive (knowing)
  2. Psychomotor (doing)
  3. Affective (feeling, valuing)
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9
Q

Educational Objectives suggested by _______ (____) are divided into three domains:

A

Bloom (1984)

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9
Q

VALUE OF OBJECTIVES

A
  1. Guides in the selection and handling of course materials.
  2. Helps in determining whether people in the class have learned what they have been taught.
  3. Essential from the learner’s perspective.
  4. Designed to be achieved by most or all learners in the class.
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10
Q

Branch of science concerned with classification.

A

TAXONOMY

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11
Q

Bloom’s Taxonomy of Educational Objectives was
developed _____ in _____

A

by Benjamin Bloom in 1956.

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12
Q

The levels of this taxonomy are considered to be

A

hierarchical (arranged in the order of rank).

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13
Q

TRUE OR FALSE?

learners must master lower-level objectives first before they can build on them to reach higher level objectives.

A

TRUE

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14
Q

BLOOM’S TAXONOMY

A

Create
Evaluate
Analyze
Apply
Understand
Remember

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15
Q

COGNITIVE DOMAIN
You can measure:

A
  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluation
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16
Q

Learners can demonstrate what they have learned, and their performance can be rated.

A

PSYCHOMOTOR DOMAIN

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17
Q

You can observe what learners are actually doing when they perform a skill.

A

PSYCHOMOTOR DOMAIN

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18
Q

TRUE OR FALSE?

Affective domain process is subjective.

A

TRUE

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19
Q

Related to beliefs, attitude, and values.

A

AFFECTIVE DOMAIN

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20
Q

TRUE OR FALSE?

Affective domain is not so easy to measure.

A

TRUE

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21
Q

Recall data or information

A

KNOWLEDGE

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22
Q

Grasping the meaning of material or giving meaning to the information.

A

COMPREHENSION

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23
Q

Using information in correct situation.

A

APPLICATION

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24
Q

Breaking down materials into parts.

A

ANALYSIS

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25
Q

Putting parts together into a whole.

A

SYNTHESIS

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26
Q

Judging the value of a product for a given purpose, using definite criteria

A

EVALUATION

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27
Q

Remembering previously learned material/ recall data or information

A

KNOWLEDGE

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28
Q

Grasping the meaning of material or giving meaning to the information.

A

COMPREHENSION

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29
Q

Paraphrase in your own words the definition of punishment; Answer questions about the meaning of punishment.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

B. COMPREHENSION

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30
Q

Recite a poem.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

A. KNOWLEDGE

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31
Q

Explain what a poem means.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

B. COMPREHENSION

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32
Q

Nursing: What does inflammation mean?

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

A. KNOWLEDGE

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33
Q

Nursing: Discuss why there is swelling in inflammation.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

B. COMPREHENSION

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34
Q

Give the definition of punishment.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

A. KNOWLEDGE

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35
Q

Demonstrate proper hand washing technique before dressing a wound.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

C. APPLICATION

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36
Q

Given a doctor’s order, analyze how to compute for the dosage of Amoxycillin injection for the patient if she missed one dose.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

D. ANALYSIS

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37
Q

Write the pathophysiology on how the patient developed an infection.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

E. SYNTHESIS

38
Q

Based on the data gathered what is the problem of the patient.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

E. SYNTHESIS

39
Q

Compute for the dosage of Amoxycillin to be given three times a day.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

C. APPLICATION

40
Q

Evaluate how the nurse performed the wound dressing by using written or oral test.

A. KNOWLEDGE
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
F. EVALUATION

A

F. EVALUATION

41
Q

FACTORS AFFECTING CHOICE OF TEACHING METHOD:

A

a. The objectives and type of learning to achieve
b. Course content
c. The abilities and interests of the teacher
d. Compatibility between teachers and teaching method and compatibility between learners and teaching method
e. Number of people in the class
f. Resources of the institution

42
Q

provide a stable and uniform source of information for students to use in their individual study, and teachers expect students to use the book extensively.

A

Textbook

43
Q

Guidelines when choosing a textbook:

A

a. Evaluate the content, scope and quality.
b. Credibility of authorship
c. Format
o Table contents Index Organization
o Length
o Graphics
d. Issues
o Cost
o Permanency
o Quality of print

44
Q

PLAN: DEVELOPING THE TEACHING PLAN CONTENT

A
  • Topic
  • Purpose
  • Goal
  • Venue
  • Participants
45
Q

Refers to the desired learning or behavioral attributes or behaviors that must be shown at the end of
the session.

A

LEARNING OBJECTIVES

46
Q

Outline of the subject matter or topic which should coincide with the learning or behavioral objective.

A

CONTENT OUTLINE

47
Q

Techniques, strategies, instructional materials and media to be used.

A

METHOD OF INSTRUCTIONS

48
Q

Time allotted for the learning, sessions.

A

TIMEFRAME (IN MINUTES)

49
Q

This deals with manpower, money, machine

A

INSTRUCTIONAL RESOURCES

50
Q

This will depend on the learning objectives of the lesson or session

A

METHODS OF EVALUATION

51
Q

LEARNER’S CHARACTERISTICS

A
  • CULTURE
  • AGE
  • EMOTIONAL STATUS
  • SOCIOECONOMIC STATUS
  • LITERACY
  • EDUCATION LEVEL AND HEALTH STATUS
51
Q

Decision making involves the other family members or the head of the family.

A

Hispanic or Latino population

51
Q

Cultural Influences:

A
  • Gender roles
  • Diet
  • Exercise
  • Communication
  • Body image
  • Sexual behavior
  • Drug use
  • Personal hygiene
  • Educational pursuit
51
Q

Is a learned set of shared norms and practices of a particular group that direct thinking, decisions, & actions.

A

Culture

52
Q

Invisible patterns that form the normal ways of acting, feeling, judging, perceiving and organizing the world.

A

Culture

53
Q

Herbal medicines

A

Native Americans and Alaskan tribal groups

54
Q

Affects the way people experience and describe illness and will therefore affect the educational approach to be used.

A

Culture

55
Q

Older adults needs ____ time to learn

A

Older adults needs more time to learn

56
Q

aversion to public admission of mental or physical illness or personal weakness which affect assessment.

A

Buddhism, Taoism, Confucian

57
Q

Older adults enjoy learning in _____

A

Older adults enjoy learning in groups

58
Q

TRUE OR FALSE?

Emotional and mental status should be acknowledged and taken into account when planning
an educational intervention.

A

TRUE

58
Q

Depression, stress, denial, fear, anger and anxiety can all impact the _____ _____ ____ .

A

Depression, stress, denial, fear, anger and anxiety can all impact the effectiveness of teaching.

59
Q

Has more to do with being able to use the information being taught rather than the process of learning.

A

Socioeconomic Status

60
Q

TRUE OR FALSE?

Teaching older adult present some challenges

A

TRUE

60
Q

TRUE OR FALSE?

For students, A lower socioeconomic level may mean that time that could be used for studying is taken up by a part time job

A

TRUE

60
Q

Face client while speaking clearly, softly, and loudly if necessary while avoiding _____

A

shouting

61
Q

TRUE OR FALSE?

Use large print materials or print in larger letters if using flip charts or chalkboard.

A

TRUE

62
Q

When reading is not possible, make a _______ ______ of pertinent instructions.

A

When reading is not possible, make a tape recording of pertinent instructions.

63
Q

Client’s ability to read and understand what is being read is an essential

A

Literacy

64
Q

TRUE OR FALSE?

Materials at too high level are useless as they will not be understood. When too low level would be insulting, though some would be of value.

A

TRUE

65
Q

TRUE OR FALSE?

Establishing the reading level and using materials that are consistent with the client’s ability is paramount.

A

TRUE

66
Q

ASSESSMENT OF THE LEARNER

Assessment of the learner includes attending to the following three determinants:

A
  1. Learning needs
  2. Readiness to learn
  3. Learning style
67
Q

What the learner needs to learn

A

Learning needs

68
Q

When the learner is receptive to learning

A

Readiness to learn

69
Q

How the learner best learns

A

Learning style

70
Q

are gaps in knowledge that exist between a desired level of performance and the actual level of performance.

A

LEARNING NEEDS:

71
Q

Once learning need is identified or discovered, ________ can be made when and how learning can most optimally occur.

A

Once learning need is identified or discovered, determination can be made when and how learning can most optimally occur.

72
Q

STEPS IN THE ASSESSMENT OF LEARNING NEEDS

A
  1. Identify the learner
  2. Choose the right setting
  3. Collect data about the learner
  4. Include the learner as a source of information
  5. Involve members of the healthcare team
  6. Prioritize needs
  7. Determine availability of educational resources
  8. Assess demands of the organization
  9. Take time management issues into account
73
Q

the gap between what someone knows & what someone needs to know or wants to know.

A

LEARNING NEEDS

74
Q

METHODS TO ASSESS LEARNING NEEDS

A

® Informal Conversations
® Structured Interviews
® Focus Groups
® Self-administered Questionnaires
® Tests
® Observations
® Patient Charts

75
Q

Defined as the time when the leaner demonstrates an interest in learning the type or degree of information necessary to maintain optimal health or to become more skillful in a job.

A

READINESS TO LEARN

76
Q

T OR F

Readiness to learn occurs; when the learner is receptive, willing and able to participate in the learning process.

A

TRUE

77
Q

T OR F?

Once a learner asks questions, then the time is ripe, for learning

A

TRUE

78
Q

FOUR TYPES OF READINESS (PEEK)

A

® P = Physical Readiness
® E = Emotional Readiness
® E = Experiential Readiness
® K = Knowledge Readiness

79
Q

PHYSICAL READINESS

A

Measures of ability
Complexity of task
Environmental effects
Health status
Gender

79
Q

EMOTIONAL READINESS

A

Anxiety level
Support system
Motivation
Risk - taking behavior
Frame of mind
Developmental stage

80
Q

Refers to the learner’s past experiences with learning.

A

Experiential Readiness

81
Q

Experiential Readiness Five elements:

A
  1. Level of aspiration
  2. Past coping mechanism
  3. Cultural background
  4. Locus of control
  5. OrientationFive elements:
82
Q

Refers to learner’s present knowledge base, the level of learning capability, and preferred style of learning

A

Present knowledge base
Cognitive ability
Learning and reading disabilities
Learning styles

83
Q

Variations in the complexity of the task affect the extent to which the learner can master the behavioral changes in cognitive, affective, and psychomotor domains.

A

COMPLEXITY OF A TASK

84
Q

Ability to perform a task requires fine and/or gross motor movements, sensory acuity, adequate strength, flexibility, coordination, and endurance.

A

MEASURES OF ABILITY

85
Q

T OR F?

The more complex the task, the more difficult it is to achieve.

A

TRUE

NCM 102 (2 decks)

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