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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)

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2
Q

Teaching/learning theories: Cognitive

A

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

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3
Q

Teaching/learning theories: Social

A

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

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4
Q

Teaching/learning theories: Psychodynamic

A

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

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5
Q

Teaching/learning theories: Humanistic

A

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

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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)

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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

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8
Q

Learning styles: Dependent

A

passive spectator, follower, cooperative facilitator

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9
Q

Learning styles: Field Dependent learner

A

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

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10
Q

Learning styles: Independent

A

active participant, task oriented, self-directed

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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

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12
Q

VARK: Visual

A

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

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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

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14
Q

VARK: Reading/Writing

A

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

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15
Q

VARK: Kinesthetic

A

Go to lab, field trips put examples into stories

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16
Q

VARK: “I see….”

A

Visual learner. graphs, charts, diagrams

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17
Q

VARK: “I hear…”

A

Auditory; MUST hear to have the best chance of learning

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18
Q

VARK: “I read or write…”

A

Reading/Writing prefer material in words, lists, hierarchy

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19
Q

VARK: “I do or I feel…”

A

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

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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

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21
Q

Kolb’s Learning Style Inventory: Assimilative

A

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

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22
Q

Kolb’s Learning Style Inventory: Divergent

A

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

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23
Q

Kolb’s Learning Style Inventory: Convergent

A

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

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24
Q

Bloom’s Taxonomy: Cognitive

A

dealing with intellectual abilities including knowledge, mental ability or intelect

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25
Q

Remember, understand, apply, analyze, evaluate, create

A

Cognitive domain

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26
Q

Bloom’s Taxonomy: Affective

A

Expression of feelings, values, interests, attitudes or appreciation

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27
Q

Receive, respond, value, organize, chacterize

A

Affective domain

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28
Q

Bloom’s Taxonomy: Psychomotor

A

Dealing with motor skills, physical dexterity or the manipulation of objects

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29
Q

Imitate, Manipulate, Precise, Articulate, Naturalize

A

Psycho-motor domain

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30
Q

Adults as learners

A

self-directed, problem-centered, want to know why (What’s in it for me)

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31
Q

6 C’s of adult learning

A

Collaboration, competition, Confidence, Competence, Choice, Curiosity

32
Q

Americans with disabilities and learning

A

consider curriculum development, audiovisuals, testing methods, access to event and restrooms

33
Q

Generation Y Millennials (1981-1997)

A

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
Q

Generation X (1961-1980)

A

Self-directed learning, teams, clear information with practical value, outcomes over process
facilitate, don’t teach, give autonomy, emphasize relevance, make it fun

35
Q

Baby Boomers (1944-1960)

A

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
Q

Veterans (1922-1943)

A

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
Q

Health literacy

A

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
Q

Science of learning: Brain-based learning?Educational neuroscience

A

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
Q

Benner’s Framework: novice

A

0-6 months; limited background and experience, rules govern behavior

40
Q

Benner’s Framework: Advanced beginner

A

6 months - 2 years; Some experience but still needs extensive guidance

41
Q

Benner’s Framework: Competent

A

2-4 years; sense of mastery and performs adequately on a day-to-day basis

42
Q

Benner’s Framework: Proficient

A

4-5 years; Perceives global aspects of situations, recognizes variations and modifies plans appropriately

43
Q

Benner’s Framework: Expert

A

5-7 years: Intuitively grasps situations, solving problems effectively and creatively

44
Q

Critical thinking

A

cognitive process that imposes intellectual standards to approach a problem
is the foundation for clinical judgement and clinical reasoning

45
Q

Clinical judgement

A

is the ACTION; suing both critical thinking and clinical reasoning skills in clinical practice

46
Q

Tanner’s model of clinical judgement

A

Noticing; focused observation
interpreting; Prioritizing data
responding; clear communication
reflecting: Evaluation/self-analysis

47
Q

7 steps of program design

A

Gap analysis; needs assessment; Identify outcomes: plan activity; Implement; Evaluate performance; evaluate activity

48
Q

Gap analysis

A

identify performance gap
is closing the gap important
define desired performance and behavior outcomes

49
Q

Needs assessment

A 
identify and prioritize
guide educational design decisions
engage stakeholders
support organizational objectives
best use of resources
50
Q

nominal group technique

A

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
Q

Key informants

A

hand selected, well-informed interviewees

52
Q

Delphi procedure

A

repeated series of surveys to subject matter experts: looking for consensus

53
Q

Reflective practice in action

A

thinking back: improving the current state

54
Q

Planning a needs assessment

A 
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
Q

Types of evaluation; Diagnostic

A

PRE-TEST conducted prior to or at the beginning

56
Q

Types of evaluation; Formative evaluation

A

occurs in the class–on-going to provide feedback and make needed changes

57
Q

Types of evaluation; Summative evaluation

A

POST-TEST; following the program to determine if learner achieved outcomes

58
Q

Types of evaluation; criterion referenced

A

comparison to a standard; preset criteria not individual learners

59
Q

Types of evaluation; norm-referenced

A

Comparison of an individual’s results to a group norm, often expressed in percentile ranking

60
Q

Types of evaluation; competency-based evaluation

A

assessment of ability to achieve expected behaviors

61
Q

The Kirkpatrick Model: Reaction/process evaluation

A

(happiness scale) measures participants’ reaction to educational activity including faculty effectiveness, facility and overall satisfaction (student/faculty survey)

62
Q

The Kirkpatrick Model: Learning/content evaluation

A

(testing) measures the extent of change in knowledge, skill or attitude (return demonstration, simulation, case study, role play)

63
Q

The Kirkpatrick Model: Behavior change

A

(Doing it right) measures change in behavior on the job that remains after the learning experience (observation, self-report, EMR audit)

64
Q

The Kirkpatrick Model: Results

A

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
Q

Validity

A

test measures what it is intended to measure

66
Q

Reliability

A

test is dependable to show consistent scores

67
Q

Role transition

A

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
Q

Lifelong learning (6 mental habits)

A

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
Q

ANCC criteria for CNE

A

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
Q

Planning committee

A

at least 2 people, one is nurse planner

includes a content expert

71
Q

Contact hour

A

60 minutes 1

round down to nearest 1/10 or 1/100

72
Q

Bloom’s Taxonomy: cognitive domain levels

A

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
Q

Blooms taxonomy: affective domain levels

A

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
Q

Blooms taxonomy: psychomotor domain levels

A

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
Q

RSA Model

A 
levels of education and measurement: 
Total Program
Process
Content
Outcome 
Impact

NPD Certification Prep (9 decks)

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