E.2 - Teaching Strategies: Activity Based Strategies Flashcards
(77 cards)
1
Q
___ is the art and science of helping children to learn
A
Pedagogy
2
Q
___ a type of social thinking that has considerable influence over an
adolescent’s behavior
A
Imaginary audience
3
Q
___ leads adolescents to believe
that they are invulnerable
A
Personal fable
4
Q
___ is the art and science of
helping adults learn
A
Andragogy
5
Q
Transition from adolescence to becoming a young adult has been termed ___
A
emerging adulthood
6
Q
The teaching of older adults is known as ___
A
Gerogogy
7
Q
___ describes prejudice against the older adult that perpetuates the negative stereotype
of aging as a period of decline
A
Ageism
8
Q
absorbed over a lifetime, such as vocabulary, general information, understanding social interactions, arithmetic reasoning, and ability to evaluate experiences. It can be impaired by disease states, such as dementia seen in Alzheimer’s disease
A
Crystallized intelligence
9
Q
capacity to perceive relationships, to reason, and to perform abstract thinking. This declines as a degenerative changes occur
A
Fluid intelligence
10
Q
a beneficial approach to use to establish a therapeutic relationship
A
Reminiscing
11
Q
provides a non-threatening environment in which to meet their individual needs
and promote active participation in learning
A
One-to-one instruction
12
Q
beneficial approach for fostering social skills and maintaining contact with others
through literacy abilities
A
Group teaching
13
Q
appropriate but it is still important to know the client’s mental, visual, physical and literacy abilities
A
Written materials
14
Q
require consideration of energy levels and sensory abilities before they are chosen
A
Games, role-playing, demonstration and return demonstration
15
Q
Based on the principle that learners work with each other and are responsible for not
only their own knowledge but as well as their group members
A
Cooperative Learning (CL)
16
Q
- More useful in academic setting rather than in-service or patient education situation
- Can be done in assigning group of students to develop a proposal for a clinical research stud
A
Formal Cooperative Learning Group
17
Q
- Can be used in any setting
- Example: teaching about the childbirth experience to a group of parents-to-be
A
Informal Cooperative Learning Group
18
Q
- Applied to new staff orientation or teacher program
- Example: New registered nurses being oriented to a healthcare facility
A
Base Cooperative Learning Group
19
Q
- Controlled representations of reality
- Exercises that learners engage to learn the real world without the risks of the real world
A
Simulations
20
Q
- A controlled representation of a piece of reality that learners manipulate to better
understand the corresponding real situation - Focuses on process learning
- Partakers of the simulation exercise learns how to make decisions or solve problem or
apply theory
A
Simulation Exercises
21
Q
- A game that represents real-life situation in which learners complete according to a set of rules in order to win or achieve an objective
- Focuses on either content or process learning
A
Simulation Game
22
Q
- Focus on teaching or reinforcing factual information
- Example: crossword puzzles that aim to teach terminology or bingo games that reinforces previously learned facts
A
Content games
23
Q
- Emphasize problem solving or application of information
A
Process games
24
Q
- Games that follow the format of established board games, television games, word games
A
Frame games
25
* A form of drama in which learners spontaneously act out roles on interaction of having problems or challenges in human relations
* Helpful to gain skill in interpersonal therapeutic relationships
* Develop the quality of empathy
Role Playing
26
choosing or developing and appropriate simulation that will meet learning objectives
Planning
27
should occur immediately following the simulation when everything’s still fresh
Debriefing
28
An analysis of an incident or situation in which characters and relationships are
described, factual or hypothetical events transpire, and problems need to be
resolved or solved.
Case Studies
29
* An approach to learning that involves confronting students with real-life problems that provide a stimulus for critical thinking and self-taught content
* Based on a principle that students, working together in small groups, will analyze a case, identify their own needs for information, and then solve problems like those that occur in everyday life
Problem Based Learning (PBL)
30
* Also called self-directed learning elements, self-paced modules, selflearning packets
* Based on some principle that adults are
self-motivated to learn material for which they see relevance
problem focused and readily learn material they can use to solve problems
Self-Learning Modules (SLM)
31
Topic for a module is single concept
Introduction and instructions
32
Expresses what the learner will be able to do on completion of the module
Behavioural objectives
33
For staff development and academic setting
Pre-test
34
* Make the most creative portion of the self-learning module
* Will help the learner achieve the objectives
Learning activities
35
* To see whether objectives are achieved at the beginning of the unit
* Form of quiz, either multiple choice questions or short-answer questions
Self-evaluations
36
* Used to determine whether learners have mastered module objectives
* An objective-item test, a case study, a written examination such as care
plan, or a demonstration of a psychomotor skill
Post Test
37
the instruction and valuation of student is done by the academic faculty member who is in the clinical setting
Traditional Model
38
an experienced and expert nurse in the clinic, work with the student on a one-to-one basis in addition to the ongoing patient care responsibility
Preceptor Model
39
- partnership model
- here a staff nurse instructs a small group of students in the clinical setting collaboratively with the lead teacher
Associate Model
40
is a written account or verbatim recording of all that transpired during and immediately following the nurse-patient interaction
Process recording
41
Written during or immediately following interaction
Can be used for educational and teaching purposes
Can be used a therapeutic tool
Process Recording
42
Study problems associated with a particular disease or disorder
Always ensure the presence of the patient
Either the group visits the patient or the patient is brought to the conference room
Bedside Clinic
43
Involves student’s learning experiences
History and medical aspects of the client are included as a background for understanding the nursing care
The registered nurse responsible for the patient should answer questions aroused in the group and encourage active discussion
Nursing Rounds
44
Shares clinical expertise
Suggestions are made by the members of the group
Avoids narrating everything from the book
Suggestions discussed in the rounds will be recorded
Nursing Rounds
45
Types of Nursing Rounds
- information giving rounds
- instructional rounds
- problem-solving rounds
46
- teaches by “exhibition
and explanation”
It trains the student in the art of careful observation
Demonstration
47
involves preliminary preparation, introductory conference, performing the procedure and follow up
Planned (demonstration)
48
when uncommon treatment occurs in the ward, this can be demonstrated to the students if it is not an emergency
Unplanned (demonstration)
49
Provides an opportunity for students to learn nursing skills using the problem solving approach
Trains students to locate, gather, and process the information required to solve the patient’s health problems
Provides individualized comprehensive care
Helps student solve the patient’s problems by critical and reflective thinking
Case Method
50
Student selects one patient for intensive study
Student decides nursing measures to solve problems
Students are given opportunity to take care of patient, gain confidence, learn the real nature of patient’s problems, and to evaluate nursing measures
Nursing Care Study
51
An analysis of a case or a condition is done by nursing students
Comprehensive information presented to the students to aid them make judgment of a problem or situation
No background information is given to students
Clinical instructor will have facts about case; can be given as requested by students
Case Analysis
52
this technique requires immediate decision and action from a case and presented to the students for their analysis and decision
Case Incident Technique
53
The process in which group discussion is made using problem solving techniques to determine the ways of providing care for the patients to whom students are assigned as part of their clinical experience
Nursing Conference
54
Similar to Bedside Clinic but in the absence of the patient
Method of choice when the entire group is acquainted with the patient
Planning done earlier
Conducted or facilitated by the Clinical Instructor
Nursing Conference
55
A small group teaching method
Students are allowed to participate actively in the discussion, explaining their own experiences in the clinical area
This helps the students to develop problem solving skills, team building skills and the ability to express themselves assertively
Group Conference
56
Focuses on the overall development of the individual student
Focus is more directed towards the development of clinical skills
Deals with the student nursing care ability, level of performance achievements and assignments related to the clinical experiences
Individual Conference
57
Students are informed in advance so that discussion is meaningful
Patients selected should have typical signs and symptoms
(nursing conference phase)
Opening Phase
58
Focus is made on patient information such as bio data, family background, past and present medical history, signs & symptoms, line of care and nursing management
Clinical instructor motivates the students to come forward with innovative and creative ideas suitable for the problem or situation
(nursing conference phase)
Working Phase
59
Suggestions derived from various group conferences, relevant to the ward situation is put into the notice of the staff working in the same area in a friendly manner
(nursing conference phase)
Closing Phase
60
Planned learning activity dealing with original data in the solution of a problem
Purposes: To provide expereinces with actual situation such as nursing laboratory and hospital ward
Laboratory Method
61
is the part of the learning experiences where the students are assigned with patient or other activities concerning to patient in clinical laboratory
Nursing Assignment
62
Nurses are assigned specific functions such as administering medications, taking vital signs or providing general nursing care to a group of patients
Functional method
63
Nurse is expected to provide complete nursing care to the patient
Case method
64
This method was practiced because of non-availability of sufficient professional qualified nurses to provide nursing care to the patients in the hospital.
* Main purpose is to provide best possible nursing care to the patient
Team method
65
Nurse is assigned the responsibility for the care of each patient from the time the patient is admitted in the hospital up to the time the patient is discharge
Primary method
66
is a discussion technique that makes possible to get maximum participation of a group through acting out an example of some problem or idea under discussion
Role Playing
67
* Practiced in group setting and is mainly concerned with unique needs and problems of a particular individual
* The audience identify with roles in a role playing or critical observations brings about learning
Psycho Drama
68
* Deals with the interactions of people with other individuals or groups like mother, nurse and leader
* Involves situations of more than one person and deals with problems related to majority of the group
Socio Drama
69
a report that summarizes the services of the nurse and or the agency
- reports may be in the form of an analysis of aspects of a services
Morning and Evening Reports
70
Appropriate when objectives for the class are cognitive
Enthusiasm is key element
Understand the content
Speak clearly and loudly enough to be heard in the back of the room
Make eye contact
Use creative movement
Create a change of pace
Lecture/Lecturing
71
Appropriate when objectives for the class are cognitive
Enthusiasm is key element
Understand the content
Speak clearly and loudly enough to be heard in the back of the room
Make eye contact
Use creative movement
Create a change of pace
Lecture/Lecturing
72
Lecturer delivers a well-organized, tightly constructed, highly polished presentation
Preparation is time consuming
Ignores the interactive dimension of teaching
Sometimes fails to motivate students
Formal lecture
73
Lecturer stops and asks students to respond to a particular point or idea by
reading or presenting
materials he/she had
prepared for class.
Lecture/Recitation
74
Less elaborate than the formal lecture
Faculty does most of the talking, questions from students are periodically allowed
Expository lecture
75
Instructor does most of the talking but challenges students knowledge and values with questions
Lecture-practice
Lecture-discussion
Lecture-lab
Provocative
76
Indicated when class objectives are cognitive and/or affective
Must have clear objectives conveyed to class
Preparatory work of students very important
Physical environment must be appropriate
Size of the group 10 20
Teacher’s role –facilitator
Group Discussion
77
Easy way for instructors to intellectually engage and involve students as active participants in a lecture-based class of any size
The instructor breaks the lecture at least once per class to have students participate in an activity that lets them work directly with the material.
Interactive Lecture
