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NCM134 > E.2 - Teaching Strategies: Activity Based Strategies > Flashcards

E.2 - Teaching Strategies: Activity Based Strategies Flashcards

1
Q

___ is the art and science of helping children to learn

A

Pedagogy

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2
Q

___ a type of social thinking that has considerable influence over an
adolescent’s behavior

A

Imaginary audience

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3
Q

___ leads adolescents to believe
that they are invulnerable

A

Personal fable

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4
Q

___ is the art and science of
helping adults learn

A

Andragogy

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5
Q

Transition from adolescence to becoming a young adult has been termed ___

A

emerging adulthood

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6
Q

The teaching of older adults is known as ___

A

Gerogogy

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7
Q

___ describes prejudice against the older adult that perpetuates the negative stereotype
of aging as a period of decline

A

Ageism

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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

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9
Q

capacity to perceive relationships, to reason, and to perform abstract thinking. This declines as a degenerative changes occur

A

Fluid intelligence

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10
Q

a beneficial approach to use to establish a therapeutic relationship

A

Reminiscing

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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

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12
Q

beneficial approach for fostering social skills and maintaining contact with others
through literacy abilities

A

Group teaching

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13
Q

appropriate but it is still important to know the client’s mental, visual, physical and literacy abilities

A

Written materials

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14
Q

require consideration of energy levels and sensory abilities before they are chosen

A

Games, role-playing, demonstration and return demonstration

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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)

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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

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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

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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

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19
Q
  • Controlled representations of reality
  • Exercises that learners engage to learn the real world without the risks of the real world
A

Simulations

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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

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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

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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

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23
Q
  • Emphasize problem solving or application of information
A

Process games

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24
Q
  • Games that follow the format of established board games, television games, word games
A

Frame games

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25
Q
  • 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
A

Role Playing

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26
Q

choosing or developing and appropriate simulation that will meet learning objectives

A

Planning

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27
Q

should occur immediately following the simulation when everything’s still fresh

A

Debriefing

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28
Q

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.

A

Case Studies

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29
Q
  • 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
A

Problem Based Learning (PBL)

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30
Q
  • 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
A

Self-Learning Modules (SLM)

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31
Q

Topic for a module is single concept

A

Introduction and instructions

32
Q

Expresses what the learner will be able to do on completion of the module

A

Behavioural objectives

33
Q

For staff development and academic setting

A

Pre-test

34
Q
  • Make the most creative portion of the self-learning module
  • Will help the learner achieve the objectives
A

Learning activities

35
Q
  • To see whether objectives are achieved at the beginning of the unit
  • Form of quiz, either multiple choice questions or short-answer questions
A

Self-evaluations

36
Q
  • 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
A

Post Test

37
Q

the instruction and valuation of student is done by the academic faculty member who is in the clinical setting

A

Traditional Model

38
Q

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

A

Preceptor Model

39
Q
  • partnership model
  • here a staff nurse instructs a small group of students in the clinical setting collaboratively with the lead teacher
A

Associate Model

40
Q

is a written account or verbatim recording of all that transpired during and immediately following the nurse-patient interaction

A

Process recording

41
Q

Written during or immediately following interaction
Can be used for educational and teaching purposes
Can be used a therapeutic tool

A

Process Recording

42
Q

 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

A

Bedside Clinic

43
Q

 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

A

Nursing Rounds

44
Q

 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

A

Nursing Rounds

45
Q

Types of Nursing Rounds

A
  • information giving rounds
  • instructional rounds
  • problem-solving rounds
46
Q
  • teaches by “exhibition
    and explanation”
     It trains the student in the art of careful observation
A

Demonstration

47
Q

involves preliminary preparation, introductory conference, performing the procedure and follow up

A

Planned (demonstration)

48
Q

when uncommon treatment occurs in the ward, this can be demonstrated to the students if it is not an emergency

A

Unplanned (demonstration)

49
Q

 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

A

Case Method

50
Q

 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

A

Nursing Care Study

51
Q

 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

A

Case Analysis

52
Q

this technique requires immediate decision and action from a case and presented to the students for their analysis and decision

A

Case Incident Technique

53
Q

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

A

Nursing Conference

54
Q

 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

A

Nursing Conference

55
Q

 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

A

Group Conference

56
Q

 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

A

Individual Conference

57
Q

 Students are informed in advance so that discussion is meaningful
 Patients selected should have typical signs and symptoms
(nursing conference phase)

A

Opening Phase

58
Q

 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)

A

Working Phase

59
Q

 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)

A

Closing Phase

60
Q

 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

A

Laboratory Method

61
Q

is the part of the learning experiences where the students are assigned with patient or other activities concerning to patient in clinical laboratory

A

Nursing Assignment

62
Q

Nurses are assigned specific functions such as administering medications, taking vital signs or providing general nursing care to a group of patients

A

Functional method

63
Q

Nurse is expected to provide complete nursing care to the patient

A

Case method

64
Q

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

A

Team method

65
Q

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

A

Primary method

66
Q

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

A

Role Playing

67
Q
  • 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
A

Psycho Drama

68
Q
  • 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
A

Socio Drama

69
Q

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

A

Morning and Evening Reports

70
Q

 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

A

Lecture/Lecturing

71
Q

 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

A

Lecture/Lecturing

72
Q

 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

A

Formal lecture

73
Q

Lecturer stops and asks students to respond to a particular point or idea by
reading or presenting
materials he/she had
prepared for class.

A

Lecture/Recitation

74
Q

 Less elaborate than the formal lecture
 Faculty does most of the talking, questions from students are periodically allowed

A

Expository lecture

75
Q

 Instructor does most of the talking but challenges students knowledge and values with questions
Lecture-practice
Lecture-discussion
Lecture-lab

A

Provocative

76
Q

 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

A

Group Discussion

77
Q

 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.

A

Interactive Lecture

NCM134 (4 decks)

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