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CHCP Exam > Educational Activity Planning, Development, Implementation, and Evaluation (33%) > Flashcards

Educational Activity Planning, Development, Implementation, and Evaluation (33%) Flashcards

1
Q

what does SMART stand for?

A

Specific, measurable, achievable, relevant, and Timebound

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2
Q

def perceived need

A

i know what i want and need to know. the learner has identified what they need to learn

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3
Q

define unperceived need

A

“i don’t know what I don’t know” can be identified thru experts in the field, patients, and clinical data

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4
Q

Which level of bloom’s taxonomy are these words? Appraise, assess, predict, rate

A

Evaluation

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5
Q

Which level of bloom’s taxonomy are these words? arrange, categorize, collect, revise

A

synthesis

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6
Q

Which level of bloom’s taxonomy are these words? calculate, compare, contrast

A

analysis

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7
Q

Which level of bloom’s taxonomy are these words? use, demonstrate, discover

A

Application

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8
Q

Which level of bloom’s taxonomy are these words? describe, discuss, explain

A

Comprehension

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9
Q

Which level of bloom’s taxonomy are these words? recall, list, repeat

A

knowledge

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10
Q

List Moore’s 7 levels of outcomes

A
  1. Participation
  2. Satisfaction
  3. Learning/Knowledge
  4. Competence
  5. Performance
  6. Patient health
  7. Community Health
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11
Q

Define declarative knowledge (Moore)

A

encompasses all the concepts and cognitions that individuals can potentially draw upon. It serves as the foundation for comprehending new information, making judgments, and arriving at behavioral decisions.

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12
Q

Define procedural knowledge (Moore)

A

Procedural knowledge refers to the cognitive processes that operate on declarative content. It involves knowing how to perform tasks, follow sequences, and apply rules or guidelines.

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13
Q

define Needs Assessment

A

identifies the gap between what is and what should be and

the instructional methods or solutions to close the gap
and

occurs during the planning stages

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14
Q

define formative assessment

A

Measures whether desired progress/outcomes are being achieved; identifies potential improvements or learning supports and occurs during the activity/interventio

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15
Q

define summative assessment

A

measures the impact and learner satisfaction after completion of the activity/intervention

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16
Q

define quantitative data

A

Numerical or yes/no data with closed-ended questions. can be measured by assessing numbers or statistics

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17
Q

define qualitative data

A

not easily measured and requires a judgment to assess narratives and observations

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18
Q

define mixed data

A

data that contains both qualitative and quantitative inputs

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19
Q

What is the CPE Monitor?

A

ACPE and the National Association of Boards of Pharmacy have developed a continuing pharmacy education (CPE) tracking service, CPE Monitor®, that authenticates and stores data for completed CPE units received by pharmacists and pharmacy technicians from ACPE-accredited providers.

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20
Q

What is CPE?

A

Continuing pharmacy education

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21
Q

CPE providers must have a mission and what?

A

Goals or a strategic plan

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22
Q

As a self assessment, what should the CPE provider develop?

A

Measurement indicators or benchmarks. Using Moore’s levels of outcomes is appropriate.

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23
Q

What are the three types of CPE?

A

1) Knowledge-based activities,
2) application-based activities
3) certification-based activities (didactic plus practice)

24
Q

Are learning objectives required in CPE?

A

Yes

25
Q

Are pharmacy standards for integrity and independence different from ACCME?

A

No

26
Q

T/F CPE activities must include written supporting material

A

True

27
Q

T/F CPE actives do not require active learner participation

A

False active learner participation is required

28
Q

T/F CPE providers are required to Share feedback with all learners

A

True

29
Q

In CPE, after the activity and before evaluating the activity, learners must do what?

A

Take an assessment. All actives require an appropriate assessment

30
Q

What is EOM in the context of activities?

A

Educational Outcomes Measurement

31
Q

EOM. How do we measure participation?

A

learner/room counts, registrations that validate identify, badge pickup, etc.

32
Q

How do we measure satisfaction?

A

Are you satisfied with content? Can be collected during or after activity. Like, rating speakers during the event.

33
Q

How do we measure knowledge/learning?

A

Pre-, Intra- or post-activity tests measuring a key objective.

34
Q

How do we measure competence?

A

Ask people what they plan to change. Provide assertion statements to agree/disagree. Can also be measured pre- and post-activity.

35
Q

How do we measure performance?

A

Post-activity survey AFTER the learner has had time to translate their competence to practice. You may also use practice data.

36
Q

How do we measure patient health?

A

Patient survey data, patient chart data, registries, departments of health public data records

37
Q

Outcomes should measure _______ centric and __________centric data

A

Learner, Intervention

38
Q

What 6 questions do you ask when designing an activity (reporter questions)?

A

Who, What, When, Where, How, and Why

39
Q

What level of outcome does this question answer? “What are the barriers to adoption?”

A

Competence, part of planning to change is removing barriers

40
Q

What level of outcomes does this question answer? “On a scale of 1-10, how likely are you to recommend to a colleague?”

A

Satisfaction

41
Q

What should the agenda be for an activity kick off?

A
  1. assign roles and responsibilities, 2. timeline and milestones, 3. determine meeting and comms frequency, 4. identify metrics of success
42
Q

What is a learning portfolio?

A

learning portfolios empower learners to actively engage in their learning journey, reflect on their progress, integrate process and product, and demonstrate their achievements to future employers

43
Q

define the content of CME

A

The content of CME is that body of knowledge and skills generally recognized and accepted by the profession as within the basic medical sciences, the discipline of clinical medicine, and the provision of health care to the public.

44
Q

What is a learning contract?

A

learning contracts provide a structured way to define goals, resources, strategies, and evaluation criteria, enhancing the learning experience for both students and instructors

45
Q

What is EDP?

A

educational design principles

46
Q

In nursing CPD performance in practice files are also called?

A

activity files

47
Q

In NCPD, Difference between practice gap and learning need

A

practice gap= problem
Learning need= Gap in knowledge, skill, or practice

48
Q

In NCPD, when is an educational intervention appropriate?

A

If the gap is related to
a lack of knowledge, skills, and/or practices of
registered nurses, an educational intervention
is appropriate

49
Q

In NCPD, what is the minimum requirement for a planning committee?

A

nurse planner and content expert. NP can fulfill both roles.

50
Q

What content qualifies for NCPD?

A

Content is intended to build upon the educational and professional development of the RN.

Content areas may include but are not limited to faculty development, leadership, research, practice theory, #on-boarding#, practice transitioning, shared governance, #wellness and self-care#, team training, skill-based training (BLS/ACLS), quality, and performance improvement.

51
Q

If a nurse planner uses previously published content, must they write new learning objectives for that content?

A

yes unless the previous LOs are in line with current educational needs

52
Q

What is the Mergener formula?

A

a mathematical equation of word count, question count, and difficulty reading to computation CE hours of take home materials

53
Q

Where must the ANCC accreditation statement be placed?

A

before each educational activity and on each certificate

54
Q

In NCPD what are the two required elements for Info for Learners?

A

Accreditation statement and criteria for successful completion

55
Q

T/F in NCPD you may partner with a joint provider?

A

True

56
Q

Is learner engagement required for CNPD?

A

YES

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