Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

NPD Certification Prep > Education > Flashcards

Education Flashcards

1
Q

Teaching/learning theories: Behavioral

A

behavior is learned in response to stimulus conditions and reinforcement controlled by external environment
(test after content delivery)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Teaching/learning theories: Cognitive

A

learning is an active, constructive and goal oriented process directed by the learner (self-directed case study)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Teaching/learning theories: Social

A

learning is a social process combining behavioral and psychodynamic influences (group problem-based learning, mentoring)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Teaching/learning theories: Psychodynamic

A

Stresses learning as an emotional process, influenced by internal forces (reflection journaling, role-play)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Teaching/learning theories: Humanistic

A

Self-direction, freedom and autonomy in learning process (open seminars)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Teaching/learning theories: Multiple intelligences

A

Each individual possesses a unique profile of 8 intelligences used to solve problems and interact with the environment (multiple strategies: movement, group work, critical thinking, etc)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Learning styles: Hemispheric dominance

A

Left: vocal and analytical side of the brain, needed for speaking and logical thinking
Right: emotional, visual, spatial and non-verbal meeded for artistic expression and creative thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Learning styles: Dependent

A

passive spectator, follower, cooperative facilitator

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Learning styles: Field Dependent learner

A

(Global learner) focus on the whole picture and do not care about details

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Learning styles: Independent

A

active participant, task oriented, self-directed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Learning styles: Field independent learners

A

(analytical learners) like to concentrate on the details of language, grammar rules, etc. Sometimes unable to see the big picture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

VARK: Visual

A

use colors, symbols, charts, recalls visual aspects of a presentation, reconstructing images from memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

VARK: Auditory (Aural)

A

attends lectures and listens, uses tape recorder, may take poor notes because prefers voices expand notes by talking out ideas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

VARK: Reading/Writing

A

Use lists, headings write out definitions. rereads notes silently, rewrites ideas into other words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

VARK: Kinesthetic

A

Go to lab, field trips put examples into stories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

VARK: “I see….”

A

Visual learner. graphs, charts, diagrams

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

VARK: “I hear…”

A

Auditory; MUST hear to have the best chance of learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

VARK: “I read or write…”

A

Reading/Writing prefer material in words, lists, hierarchy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

VARK: “I do or I feel…”

A

Kinesthetic remember best the things they experience, hands-on training, skills lab,

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Kolb’s Learning Style Inventory: Accommodative

A

Prefers to learn through a combination of concrete experience and active experimentation, “trial and error” tends to complete tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Kolb’s Learning Style Inventory: Assimilative

A

abstract concepts and reflective observation. more interested in abstract ideas than people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Kolb’s Learning Style Inventory: Divergent

A

concrete experience and reflective observations; Imaginative with good ideas and emotional.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Kolb’s Learning Style Inventory: Convergent

A

prefers abstract concepts and active experimentation. prefers dealing with things to people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Bloom’s Taxonomy: Cognitive

A

dealing with intellectual abilities including knowledge, mental ability or intelect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Remember, understand, apply, analyze, evaluate, create
Cognitive domain
26
Bloom's Taxonomy: Affective
Expression of feelings, values, interests, attitudes or appreciation
27
Receive, respond, value, organize, chacterize
Affective domain
28
Bloom's Taxonomy: Psychomotor
Dealing with motor skills, physical dexterity or the manipulation of objects
29
Imitate, Manipulate, Precise, Articulate, Naturalize
Psycho-motor domain
30
Adults as learners
self-directed, problem-centered, want to know why (What's in it for me)
31
6 C's of adult learning
Collaboration, competition, Confidence, Competence, Choice, Curiosity
32
Americans with disabilities and learning
consider curriculum development, audiovisuals, testing methods, access to event and restrooms
33
Generation Y Millennials (1981-1997)
Active learner: wants immediate response to needs and questions: expects technology resources offer many alternatives, use variety of interactive methods, establish clear outcomes and mentorships
34
Generation X (1961-1980)
Self-directed learning, teams, clear information with practical value, outcomes over process facilitate, don't teach, give autonomy, emphasize relevance, make it fun
35
Baby Boomers (1944-1960)
love-hate with authority, teams, lifelong learning, want life experience to be valued Emphasize reason for education, provide group experiences, encourage sharing of experiences
36
Veterans (1922-1943)
educators are authority figures, formal learning environments, do not challenge status quo, want clear direction, feedback and encouragement Provide clear direction and guided learning, classrooms, structure and independent practice time
37
Health literacy
Use plan language, lay versus professional, address cultural considerations, use active voice, most important points first, understandable chunks, define technical terms and address readability
38
Science of learning: Brain-based learning?Educational neuroscience
incorpirate strategies to engage multiple areas of the brain; multiple senses, chunk information, change activities every 10-20 minutes, involve learners, promote intrinsic motivation, curiosity and AHA moments
39
Benner's Framework: novice
0-6 months; limited background and experience, rules govern behavior
40
Benner's Framework: Advanced beginner
6 months - 2 years; Some experience but still needs extensive guidance
41
Benner's Framework: Competent
2-4 years; sense of mastery and performs adequately on a day-to-day basis
42
Benner's Framework: Proficient
4-5 years; Perceives global aspects of situations, recognizes variations and modifies plans appropriately
43
Benner's Framework: Expert
5-7 years: Intuitively grasps situations, solving problems effectively and creatively
44
Critical thinking
cognitive process that imposes intellectual standards to approach a problem is the foundation for clinical judgement and clinical reasoning
45
Clinical judgement
is the ACTION; suing both critical thinking and clinical reasoning skills in clinical practice
46
Tanner's model of clinical judgement
Noticing; focused observation interpreting; Prioritizing data responding; clear communication reflecting: Evaluation/self-analysis
47
7 steps of program design
Gap analysis; needs assessment; Identify outcomes: plan activity; Implement; Evaluate performance; evaluate activity
48
Gap analysis
identify performance gap is closing the gap important define desired performance and behavior outcomes
49
Needs assessment
``` identify and prioritize guide educational design decisions engage stakeholders support organizational objectives best use of resources ```
50
nominal group technique
for large groups and quick decisions everyone has an opportunity, everyone says ideas, write on board, cross out duplicates, rank and vote; idea generating tool
51
Key informants
hand selected, well-informed interviewees
52
Delphi procedure
repeated series of surveys to subject matter experts: looking for consensus
53
Reflective practice in action
thinking back: improving the current state
54
Planning a needs assessment
``` identify the purpose of the assessment; identify the target audience; consider key issues; conduct environmental scan; consider available resources; select method for collecting data; analyze and prioritize the learning need ```
55
Types of evaluation; Diagnostic
PRE-TEST conducted prior to or at the beginning
56
Types of evaluation; Formative evaluation
occurs in the class--on-going to provide feedback and make needed changes
57
Types of evaluation; Summative evaluation
POST-TEST; following the program to determine if learner achieved outcomes
58
Types of evaluation; criterion referenced
comparison to a standard; preset criteria not individual learners
59
Types of evaluation; norm-referenced
Comparison of an individual's results to a group norm, often expressed in percentile ranking
60
Types of evaluation; competency-based evaluation
assessment of ability to achieve expected behaviors
61
The Kirkpatrick Model: Reaction/process evaluation
(happiness scale) measures participants' reaction to educational activity including faculty effectiveness, facility and overall satisfaction (student/faculty survey)
62
The Kirkpatrick Model: Learning/content evaluation
(testing) measures the extent of change in knowledge, skill or attitude (return demonstration, simulation, case study, role play)
63
The Kirkpatrick Model: Behavior change
(Doing it right) measures change in behavior on the job that remains after the learning experience (observation, self-report, EMR audit)
64
The Kirkpatrick Model: Results
measures the impact on the institution or on the delivery of care such as reduced cost, improved quality and increased efficiency (quality/risk metrics, employee metrics, financial impact)
65
Validity
test measures what it is intended to measure
66
Reliability
test is dependable to show consistent scores
67
Role transition
Doing (3-4 months) transition shock, emotional liability and self-doubt Being (4-5 months) knowledge is increasing along with self-doubt knowing (3-4 months) accepting lknowledge
68
Lifelong learning (6 mental habits)
willingness to take a risk out of comfort zone being honest about successes and failures proactively soliciting opinions, ideas from others careful listening willingness to view life with an open mind not get stuck in "this is who I am"
69
ANCC criteria for CNE
addresses practice gap, involves a nurse planner, analyzes education need, 1 learning outcomes, strategies to engage the learner, EBP, evaluates achievement; no commercial interests
70
Planning committee
at least 2 people, one is nurse planner | includes a content expert
71
Contact hour
60 minutes 1 | round down to nearest 1/10 or 1/100
72
Bloom’s Taxonomy: cognitive domain levels
Remembering - Define, list, repeat, name Understanding - Discuss, describe, explain, review Applying - Use, demonstrate, apply, illustrate Analyzing - Differentiate, praise, test, contrast, relate, distinguish Evaluating - (synthesis) Assess, appraise, evaluate, monitor, detect Creating - compose, plan, formulate, construct, devise, infer
73
Blooms taxonomy: affective domain levels
Receiving - acknowledge, ask, accept, listen to, attentive, follows, courteous Responding - comply with, discuss, cooperate, presents, assume responsibility, find pleasure in, answers, tells Valuing - appreciate, cherish, justify, respect, propose, share Organization/conceptualizing – relate, compare, synthesize Characterization by Valley/integration – ask, influences, modifies, qualifies, questions, revise, serves, verifies
74
Blooms taxonomy: psychomotor domain levels
Imitation – copy, follow, replicate, repeat, trace Manipulation - perform, build, act, implement, operate Precision - demonstrate, master, perfect, show Articulation - adapt, combine, create, customers, modify, formulate, integrate Naturalization - design, develop, invent
75
RSA Model
``` levels of education and measurement: Total Program Process Content Outcome Impact ```

NPD Certification Prep (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions