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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
Breaking down materials into parts.
ANALYSIS
25
Putting parts together into a whole.
SYNTHESIS
26
Judging the value of a product for a given purpose, using definite criteria
EVALUATION
27
Remembering previously learned material/ recall data or information
KNOWLEDGE
28
Grasping the meaning of material or giving meaning to the information.
COMPREHENSION
29
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
B. COMPREHENSION
30
Recite a poem. A. KNOWLEDGE B. COMPREHENSION C. APPLICATION D. ANALYSIS E. SYNTHESIS F. EVALUATION
A. KNOWLEDGE
31
Explain what a poem means. A. KNOWLEDGE B. COMPREHENSION C. APPLICATION D. ANALYSIS E. SYNTHESIS F. EVALUATION
B. COMPREHENSION
32
Nursing: What does inflammation mean? A. KNOWLEDGE B. COMPREHENSION C. APPLICATION D. ANALYSIS E. SYNTHESIS F. EVALUATION
A. KNOWLEDGE
33
Nursing: Discuss why there is swelling in inflammation. A. KNOWLEDGE B. COMPREHENSION C. APPLICATION D. ANALYSIS E. SYNTHESIS F. EVALUATION
B. COMPREHENSION
34
Give the definition of punishment. A. KNOWLEDGE B. COMPREHENSION C. APPLICATION D. ANALYSIS E. SYNTHESIS F. EVALUATION
A. KNOWLEDGE
35
Demonstrate proper hand washing technique before dressing a wound. A. KNOWLEDGE B. COMPREHENSION C. APPLICATION D. ANALYSIS E. SYNTHESIS F. EVALUATION
C. APPLICATION
36
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
D. ANALYSIS
37
Write the pathophysiology on how the patient developed an infection. A. KNOWLEDGE B. COMPREHENSION C. APPLICATION D. ANALYSIS E. SYNTHESIS F. EVALUATION
E. SYNTHESIS
38
Based on the data gathered what is the problem of the patient. A. KNOWLEDGE B. COMPREHENSION C. APPLICATION D. ANALYSIS E. SYNTHESIS F. EVALUATION
E. SYNTHESIS
39
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
C. APPLICATION
40
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
F. EVALUATION
41
FACTORS AFFECTING CHOICE OF TEACHING METHOD:
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
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.
Textbook
43
Guidelines when choosing a textbook:
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
PLAN: DEVELOPING THE TEACHING PLAN CONTENT
- Topic - Purpose - Goal - Venue - Participants
45
Refers to the desired learning or behavioral attributes or behaviors that must be shown at the end of the session.
LEARNING OBJECTIVES
46
Outline of the subject matter or topic which should coincide with the learning or behavioral objective.
CONTENT OUTLINE
47
Techniques, strategies, instructional materials and media to be used.
METHOD OF INSTRUCTIONS
48
Time allotted for the learning, sessions.
TIMEFRAME (IN MINUTES)
49
This deals with manpower, money, machine
INSTRUCTIONAL RESOURCES
50
This will depend on the learning objectives of the lesson or session
METHODS OF EVALUATION
51
LEARNER’S CHARACTERISTICS
- CULTURE - AGE - EMOTIONAL STATUS - SOCIOECONOMIC STATUS - LITERACY - EDUCATION LEVEL AND HEALTH STATUS
51
Decision making involves the other family members or the head of the family.
Hispanic or Latino population
51
Cultural Influences:
- Gender roles - Diet - Exercise - Communication - Body image - Sexual behavior - Drug use - Personal hygiene - Educational pursuit
51
Is a learned set of shared norms and practices of a particular group that direct thinking, decisions, & actions.
Culture
52
Invisible patterns that form the normal ways of acting, feeling, judging, perceiving and organizing the world.
Culture
53
Herbal medicines
Native Americans and Alaskan tribal groups
54
Affects the way people experience and describe illness and will therefore affect the educational approach to be used.
Culture
55
Older adults needs ____ time to learn
Older adults needs more time to learn
56
aversion to public admission of mental or physical illness or personal weakness which affect assessment.
Buddhism, Taoism, Confucian
57
Older adults enjoy learning in _____
Older adults enjoy learning in groups
58
TRUE OR FALSE? Emotional and mental status should be acknowledged and taken into account when planning an educational intervention.
TRUE
58
Depression, stress, denial, fear, anger and anxiety can all impact the _____ _____ ____ .
Depression, stress, denial, fear, anger and anxiety can all impact the effectiveness of teaching.
59
Has more to do with being able to use the information being taught rather than the process of learning.
Socioeconomic Status
60
TRUE OR FALSE? Teaching older adult present some challenges
TRUE
60
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
TRUE
60
Face client while speaking clearly, softly, and loudly if necessary while avoiding _____
shouting
61
TRUE OR FALSE? Use large print materials or print in larger letters if using flip charts or chalkboard.
TRUE
62
When reading is not possible, make a _______ ______ of pertinent instructions.
When reading is not possible, make a tape recording of pertinent instructions.
63
Client's ability to read and understand what is being read is an essential
Literacy
64
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.
TRUE
65
TRUE OR FALSE? Establishing the reading level and using materials that are consistent with the client's ability is paramount.
TRUE
66
ASSESSMENT OF THE LEARNER Assessment of the learner includes attending to the following three determinants:
1. Learning needs 2. Readiness to learn 3. Learning style
67
What the learner needs to learn
Learning needs
68
When the learner is receptive to learning
Readiness to learn
69
How the learner best learns
Learning style
70
are gaps in knowledge that exist between a desired level of performance and the actual level of performance.
LEARNING NEEDS:
71
Once learning need is identified or discovered, ________ can be made when and how learning can most optimally occur.
Once learning need is identified or discovered, determination can be made when and how learning can most optimally occur.
72
STEPS IN THE ASSESSMENT OF LEARNING NEEDS
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
the gap between what someone knows & what someone needs to know or wants to know.
LEARNING NEEDS
74
METHODS TO ASSESS LEARNING NEEDS
® Informal Conversations ® Structured Interviews ® Focus Groups ® Self-administered Questionnaires ® Tests ® Observations ® Patient Charts
75
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.
READINESS TO LEARN
76
T OR F Readiness to learn occurs; when the learner is receptive, willing and able to participate in the learning process.
TRUE
77
T OR F? Once a learner asks questions, then the time is ripe, for learning
TRUE
78
FOUR TYPES OF READINESS (PEEK)
® P = Physical Readiness ® E = Emotional Readiness ® E = Experiential Readiness ® K = Knowledge Readiness
79
PHYSICAL READINESS
Measures of ability Complexity of task Environmental effects Health status Gender
79
EMOTIONAL READINESS
Anxiety level Support system Motivation Risk - taking behavior Frame of mind Developmental stage
80
Refers to the learner's past experiences with learning.
Experiential Readiness
81
Experiential Readiness Five elements:
1. Level of aspiration 2. Past coping mechanism 3. Cultural background 4. Locus of control 5. OrientationFive elements:
82
Refers to learner's present knowledge base, the level of learning capability, and preferred style of learning
Present knowledge base Cognitive ability Learning and reading disabilities Learning styles
83
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.
COMPLEXITY OF A TASK
84
Ability to perform a task requires fine and/or gross motor movements, sensory acuity, adequate strength, flexibility, coordination, and endurance.
MEASURES OF ABILITY
85
T OR F? The more complex the task, the more difficult it is to achieve.
TRUE

NCM 102 (2 decks)

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