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MCHN > Health Ed > Flashcards

Health Ed Flashcards

1
Q

are the non-medical factors that influence health outcomes.

A

Social Determinants of Health (SDH)

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2
Q

deliberate interventions that involve sharing information and experiences to meet intended learner outcome in the cognitive, affective, and psychomotor domains according to an education plan.

A

Teaching

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3
Q

a change in behavior that can be observed or measured and that occurs at any time or place from stimuli.

A

Learning

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4
Q

a process of assisting people to learn health-related behaviors that they can incorporate into everyday life with the goal of achieving optimal health and independence in self-care.

A

Patient education

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5
Q

the process of influencing the behavior of nurses by producing changes in their knowledge, attitudes, skills to help them maintain and improve their competencies for the delivery of high-quality care to the consumer.

A

Staff education

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6
Q

It is a systematic, sequential, logical, scientifically based planned course of action, consisting of interdependent operations: teaching, and learning; and involves interdependent players: the teacher and the learner.

A

The Education Process

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7
Q
  • Any combination of learning experiences designed to facilitate voluntary adaptations of behaviour conducive to health.
A

Health Education

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8
Q
  • Is a science and a profession of teaching health concepts to promote, maintain and enhance one’s health, prevent illness, disability and premature death perspective.
A

Health Education

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9
Q

nursing was first acknowledged as a unique discipline, the responsibility for teaching has been recognized as an important role of nurses as caregivers.

A

Mid 1800

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10
Q

the founder of modern nursing, was the ultimate educator. Not only did she develop the first school of nursing, but she also devoted a large portion of her career to teaching nurses, physicians, and health officials about the importance of proper conditions in hospitals and homes to improve the health of people.

A

Florence Nightingale

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11
Q

public health nurses in the United States clearly understood the significance of the role of the nurse as teacher in preventing disease and in maintaining the health of society.

A

1900s

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12
Q

patient teaching has been recognized as an independent nursing function. Nurses have always educated others—patients, families, colleagues, and nursing students.

A

2000s

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13
Q

PURPOSE OF HEALTH EDUCATION

A

To positively influence the health behaviour and health perspectives of individuals and communities for them to develop self-efficacy to adopt health lifestyles resulting to healthy communities.

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14
Q

is a permanent change in mental processing, emotional functioning, skill and behavior as a result of exposure to different experiences.

A

Learning

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15
Q

is a coherent framework of integrated constructs and principles that describe, explain, or predict how people learn, how learning occurs and what motivates people to learn and change

A

Learning theory

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16
Q

Learning Theories - Psychological (6)

A
  1. Behaviorist
  2. Cognitive
  3. Social
  4. Adult LT
  5. Humanistic
  6. Psychodynamic
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17
Q

proponent of behaviorist theory, emphasized the importance of observable behavior in the study of human beings.

A

John B. Watson

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18
Q

defined behavior as muscle-movement; associated with Stimulus-Response psychology.

A

Behaviorist

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19
Q

view learning as the result of stimulus conditions (S) in the environment and the learner’s responses (R) that follow.

A

Behaviorist

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20
Q

emphasizes the importance of stimulus conditions and the associations formed in the learning process.

A

Respondent conditioning/Association/classical or Pavlovian conditioning

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21
Q

a technique based on respondent conditioning that is used by psychologists to reduce fear and anxiety in their clients.

A

Systematic desensitization

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22
Q

the tendency of initial learning experiences to be easily applied to other similar stimuli.

A

Stimulus generalization

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23
Q

With more & varied experiences, individuals learn to differentiate among similar stimuli

A

Discrimination Learning

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24
Q

a useful respondent conditioning concept that needs careful consideration in relapse prevention programs.

A

Spontaneous recovery

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25
Q

focuses on the behavior of the organism and the reinforcement that occurs. We learn best when our actions are reinforced.

A

Operant Conditioning - (B.F. Skinner)

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26
Q

a stimulus or event applied after a response.

A

Reinforcer

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27
Q

application of a pleasant stimulus; they the strengthen or increase the frequency of behaviors.

A

Positive reinforcement

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28
Q

a pleasant stimulus is applied following an organism’s response

A

Reward conditioning

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29
Q

removal of an aversive or unpleasant stimulus; weaken the behaviour by not reinforcing it.

A

Negative reinforcement

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30
Q

an aversive stimulus is applied, the organism makes a response that causes the unpleasant stimulus to cease.

A

Escape conditioning

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31
Q

an aversive stimulus is anticipated by the organism, which makes a response that causes the unpleasant S to cease.

A

Avoidance conditioning

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32
Q

To increase the probability of a response

A

A. Positive reinforcement
- Reward conditioning
B. Negative reinforcement
- Escape conditioning
- Avoidance conditioning

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33
Q

To decrease the probability of a response

A

Nonreinforcement
Punishment

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34
Q

an organism’s conditioned response is not followed by any kind of reinforcement (positive, negative, or organism cannot escape or avoid punishment)

A

Nonreinforcement

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35
Q

following a response, an aversive stimulus is applied that the organism cannot escape or avoid

A

Punishment

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36
Q

saying phrases like, “good”, “well-done” when students respond. gives recognition to the student

A

Verbal ways

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37
Q
  • nodding
  • smiling
  • looking pleased
  • giving the “thumb’s-up” sign
A

Non-Verbal ways

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38
Q

Ways of Employing Positive Reinforcement (3)

A
  1. Verbal ways
  2. Non-Verbal ways
  3. Citing in class or publishing on the bulletin board exceptional works or outputs.
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39
Q

Classification of Educational Reinforcers (7)

A
  1. Recognition
  2. Tangible rewards
  3. Learning Activities
  4. School responsibilities
  5. Status Indicators
  6. Incentive feedback
  7. Personal activities
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40
Q
  • Praise, certification of accomplishments
  • Formal acknowledgments -awards, testimonials, letters of recommendation
  • Informal acknowledgments- private conversations, pat on the back
A

Recognition

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41
Q

grades, food (free lunch), prizes

A

Tangible rewards

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42
Q

opportunity for desirable enrichment assignment (membership in “honors” class; more difficult clinical assignment

A

Learning Activities

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43
Q
  • Opportunities for increased self-management & more participation in decision-making.
  • Acceptance of suggestions for improving the curriculum
  • Greater opportunity for selecting own goals for learning experiences
  • Greater opportunity to control own schedule and set own priorities.
A

School responsibilities

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44
Q

appointment as a peer tutor or having own space (study corner, desk)

A

Status Indicators

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45
Q

increased knowledge of examination scores or knowledge of individual contributions (helping others)

A

Incentive feedback

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46
Q

opportunity to engage in special projects and extra time off.

A

Personal activities

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47
Q

is tantamount or synonymous to punishment, that leads to a reduction in the frequency of the behaviour

A

Negative Reinforcement

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48
Q

the key to learning and changing is the individual’s cognition (perception, thinking, memory and ways of processing and structuring information).

A

Cognitive Learning Theory

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49
Q

the learner’s understanding of her way to learning. It also refers to the processes used to plan, monitor and assess one understanding and performance

A

Metacognition

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50
Q

3 components of the memory system

A
  1. sensory register
  2. short-term memory
  3. long-term memory
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51
Q

Cognitive learning theory conceptual and theoretical perspectives (5)

A

Gestalt
Information processing
Cognitive development
Social constructivism
Social cognition.

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52
Q

emphasizes the importance of perception in learning. It reflects the maxim, the whole is greater than the sum of its parts. Each person perceives and responds to any situation in his or her own way.

A

Gestalt perspective

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53
Q

emphasizes thinking processes: thought, reasoning, the way information is encountered and stored and memory functioning.

A

Information processing

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54
Q

9 events that activate effective learning.

A
  • reception
  • expectancy
  • retrieval
  • selective perception
  • semantic encoding
  • responding
  • reinforcement
  • retrieval
  • generalization
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55
Q

focuses on qualitative changes in perceiving, thinking and reasoning as individuals grow and mature.

A

Cognitive development

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56
Q

the best known of the cognitive developmental theorists. His observations of children’s perceptions and reasoning at different ages have contributed much to our recognition of the unique, changing abilities of youngsters to think, conceptualize, communicate, and perform

A

Jean Piaget

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57
Q

four sequential stages of cognitive development by piaget

A
  1. Sensorimotor
  2. Preoperational
  3. Concrete operations
  4. formal operations.
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58
Q

social factors

A

Social constructivism

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59
Q

influences; social interaction

A

Tenets

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60
Q

highlights the influence of social factors on perception, thought, and motivation which, when applied to learning, emphasize the need for instructors to consider the dynamics of the social environment and social groups on both interpersonal and intrapersonal behavior.

A

Social Cognition

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61
Q

focuses on the cause-and-effect relationships and explanations that individuals formulate to account for their own and others’ behavior and the way in which the world operates

A

Attribution Theory

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62
Q

Albert Bandura proposed on a perspective on learning that includes consideration of the personal characteristics of the learner , behavior patterns, and the environment.

A

Social Learning Theory

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63
Q

Albert Bandura’s Theory

A

Social Learning Theory

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64
Q

environmental conditions shape behaviour through learning and the person’s behaviour, in return shapes the environment

A

Reciprocal Determinism

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65
Q

Considerable learning occurs by taking note of other people’s behavior and what happens to them

A

role modeling

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66
Q

involves determining whether learners perceive role models as being rewarded or punished for their actions

A

vicarious reinforcement

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67
Q

3 interrelated determinants of how behaviour occurs

A
  • Antecedents
  • Consequence
  • Cognitive factors
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68
Q

behavior is based on the past, as we have seen it

A

Antecedents

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69
Q

it is also influenced by its result

A

Consequence

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70
Q

how we are motivated

A

Cognitive factors

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71
Q

According to Knowles (1980), adults learns in ways that are different from children.

A

Adult Learning Theory

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72
Q

refer to the education of adults, in contrast to pedagogy, term used for the education of children.

A

andragogy

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73
Q

are persons who do best when asked to use their experience and apply new knowledge to solve real-life problems.

A

Adult learners

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74
Q

theorist of theory of Adult Learning

A

Knowles (1980)

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75
Q

assumes that every individual is unique and that all individuals have a desire to grow in a positive way.

A

Humanistic Learning Theory

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76
Q

is derived from each person’s needs, subjective feelings about the self, and the desire to grow.

A

Motivation

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77
Q

based on the hierarchy of needs explains why a hungry patient will not pay attention to health teachings until his/her physiologic need of hunger is first met before meeting his/her need for information or instruction.

A

Maslow’s theory of motivation

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78
Q

a theory of motivation that stresses emotions rather than cognition or responses.

A

Psychodynamic Learning Theory

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79
Q

the desire for pleasure and sex, sometimes called the life force

A

eros

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80
Q

aggressive and destructive impulses, or the death wish

A

thanatos

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81
Q

Energy created by the Eros is known as

A

LIBIDO

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82
Q

involves the internalized societal values and standards, or the conscience.

A

superego

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83
Q

happens if ego is threatened to protect self from anxiety

A

Defense mechanisms

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84
Q

Defense mechanisms (4)

A

Denial
Rationalization
Displacement
Repression

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85
Q

ignoring or refusing the reality of a threat

A

Denial

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86
Q

excusing or explaining away a threat

A

Rationalization

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87
Q

taking out hostility and aggression on other individual rather than directing anger at the source of the threat

A

Displacement

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88
Q

keeping unacceptable thoughts, feelings, or actions from conscious awareness

A

Repression

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89
Q

Learning is limited when individuals become fixated or stuck at an earlier stage. true or false

A

true

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90
Q

refers to increase in physical size or structure that is measurable.

A

growth

91
Q

is an increase in skill and capacity to function occurring in orderly fashion.

A

development

92
Q

refers to increase in competence or ability to function at a higher level.

A

maturation

93
Q

STAGES OF GROWTH & DEVELOPMENT (6)

A

Prenatal Period
Infancy Period
Childhood Period
Adolescence
Adulthood
Old Age

94
Q

Conception to birth

A

Prenatal Period

95
Q

2 months gestation

A

Fetal Period

96
Q

“NEO” means

A

new

97
Q

“NATAL” means

A

birth

98
Q

The newborn child is called

A

NEONATE

99
Q

birth to one year

A

Infancy Period

100
Q

1-12 years old

A

Childhood Period

101
Q

1- 3 y/o

A

Toddler

102
Q

3 – 6 y/o

A

Preschool

103
Q

6 – 10 y/o

A

School/Schooler

104
Q

10 -12 y/o

A

Puberty

105
Q

11-13 y/o

A

Late childhood

106
Q

12 -19 y/o

A

Adolescence

107
Q

12 -16 y/o

A

Early adolescence

108
Q

16-19 y/o

A

Late adolescence

109
Q

20 – 60 y/o

A

Adulthood

110
Q

20 – 30 y/o

A

Young Adult

111
Q

30 – 60 y/o

A

Middle Adult

112
Q

60 years old and above

A

Old Age

113
Q

Fundamental Domains of Development (3)

A
  1. Physical
  2. Cognitive
  3. Psychosocial
114
Q

Developmental Characteristics, Three Phases of Learning (Maturity Continuum)

A
  1. Dependence
  2. Independence
  3. Interdependence
115
Q

characteristic of the infant and young child, who are totally dependent on others for direction, support, and nurturance from a physical, emotional, social, and intellectual standpoint.

A

Dependence

116
Q

occurs when children develop the ability to physically, intellectually, socially, and emotionally care for themselves and make their own choices, including taking responsibility for learning.

A

Independence

117
Q

occurs when an individual has sufficiently advanced in maturity to achieve self-reliance, a sense of self-esteem, and the ability to give and receive, and when that individual demonstrates a level of respect for others.

A

Interdependence

118
Q

the art and science of helping children to learn.

A

Pedagogy

119
Q

DEVELOPMENTAL STAGES (4)

A
  1. Erik Erikson’s Psychosocial Stage
  2. Piaget’s Cognitive Theory of Development
  3. Sigmund Freud’s Psychosexual Theory of Development
  4. Lawrence Kohlberg’s Moral Development Theory
120
Q
  • characterizes development from cradle to grave.
A

Erik Erikson’s Psychosocial Stages of Human Development

121
Q

is determined basically on actual perception of the senses and the external or physical factors

A

Sensorimotor Stage

122
Q

Cognitive process during this stage increases the ability to store words and language structures. There is the capacity to understand and make use of the words.

A

Intuitive or Preoperational Stage

123
Q

Children begin to wonder what is happening around them.
Their minds are full of questions wanting to be answered.

A

Concrete Operational Stage

124
Q

It understands and recognizes individuals having their own and
different interests, knowledge and ways of thinking.

A

Formal Operational Stage

125
Q

compared the human mind to an iceberg above the surface of the water represent the conscious experience below water level represents the unconscious

A

Sigmund Freud’s Psychosexual theory of development

126
Q

Personality Structure (3)

A

The ID
The EGO
The SUPEREGO

127
Q

unconscious, the most primitive part of the personality, present in the newborn infant, from which the ego and the superego later develop.

A

The ID

128
Q

develops as the young child learns to consider the demands of reality.

A

The Ego

129
Q

the internalized representation of the values and morals of society as taught to the child by the parents and other. The Individual’s conscious

A

The SUPEREGO

130
Q

Freud’s Psychosexual Theory Of Development’s Psychosexual Stages

A
  1. Oral Stage
  2. Anal Stage
  3. Phallic Stage
  4. Latency Stage
  5. Genital Stage
131
Q

during this stage/period, infants derive pleasure from nursing and sucking; indeed, they will put their thumbs or anything else they can reach into their mouth.

A

Oral Stage

132
Q

children have their first experience with imposed control in the form of toilet training.

A

Anal Stage

133
Q

children begin to derive pleasure from fondling their genitals.

A

Phallic Stage

134
Q

follow the end of the phallic stage, during which children become less concerned with their bodies and turn their attention to the skills needed for coping with the environment.

A

Latency Stage

135
Q

occurs during adolescence. Youngsters begin to turn their sexual interests toward others and to love in a more mature way.

A

Genital Stage

136
Q

A teachable moment, which is an opportunistic time the nurse needs to take advantage of so that learning can occur and be meaningful

A

is called a T-moment

137
Q

Determinants of Learning

A
  • the needs of the learner
  • state of readiness to learn
  • preferred learning styles for processing information
138
Q

what the learner needs and wants to learn

A

the needs of the learner

139
Q

when the learner is receptive to learning

A

state of readiness to learn

140
Q

how the learner best learns or prefers to learn

A

preferred learning styles for processing information

141
Q

the single most important person in the education process

A

learner

142
Q

gaps in knowledge that exist between a desired level of performance.

A

Learning needs

143
Q

What makes assessment so significant and fundamental to the educational process?

A

It validates the need for learning and the approaches to be used in designing learning experiences

144
Q

Steps in the assessment of the learning needs (7)

A
  1. Identify the learner.
  2. Choose the right setting.
  3. Collect the data about the learner.
  4. Collect data from the learner.
  5. Involve members of the healthcare team.
  6. Prioritize needs.
  7. Determine availability of educational resources.
145
Q

Who is the audience?
If the audience is one individual, is there a single need or do many needs have to be fulfilled?
Is there more than one learner?

A

Identify the learner

146
Q

Establishing a trusting environment helps learners feel a sense of security in confiding information, believe their concerns are taken seriously and are considered important, and feel respected

A

Choose the right setting

147
Q

These systematic reviews identified key themes related to patient education, such as the type and extent of content to be included in teaching sessions as well as the educational strategies for teaching a specific population based on the analysis of needs.

A

Collect the data about the learner

148
Q

Learners are usually the most important source of needs assessment data about themselves.

A

Collect data from the learner

149
Q

Other health professionals likely have insight into patient or family needs or the educational needs of the nursing staff or students resulting from their frequent contacts with both consumers and caregivers.

A

Involve members of the healthcare team.

150
Q

A list of identified needs can become endless and seemingly impossible to accomplish.

A

Prioritize needs

151
Q

Needs that must be learned for survival or situations in which the learner’s life, safety, or ability to function at an expected level is threatened. Learning needs in this category must be met immediately.

A

Mandatory

152
Q

Needs that are useful and worthwhile but not essential but that are related to learner satisfaction or further growth and development for personal or professional advancement.

A

Desirable

153
Q

Needs for information that is nice to know but not required or not directly related to being able to function in daily activities.

A

Possible

154
Q

The educator may identify a need, but it may be useless to proceed with interventions if the proper educational resources are not available, are unrealistic to obtain, or do not match the learner’s needs

A

Determine availability of educational resources.

155
Q

Methods to Assess Learning Needs

A
  1. Informal conversations
  2. Structured interviews
  3. Focus groups
  4. Questionnaires
  5. Tests
  6. Observations
  7. Documentation
156
Q

Often learning needs are discovered during impromptu conversations that take place with other healthcare team members involved in the care of the client and between the nurse and the patient or their family or significant other.

A

Informal Conversations

157
Q

Most commonly used to solicit the learner’s point of view. The nurse educator asks the learner direct and often predetermined questions to gather information about learning needs.

A

Structured Interviews

158
Q

involve getting together a small number (4 to 12) of potential learners, including the facilitator, to determine areas of educational need by using group discussion to identify points of view or knowledge about a certain topic.

A

Focus Groups

159
Q

Nurse educators can obtain learners’ written responses to questions about learning needs by using this. Checklists are one of the most common forms of this.

A

Questionnaires

160
Q

Giving written pretests prior to instruction can help identify the knowledge levels of learners about certain subjects to ascertain their specific learning needs.

A

Tests

161
Q

Observing health behaviors in several different time periods can help the educator draw conclusions about established patterns of behavior that cannot and should not be drawn from a single observation.

A

Observations

162
Q

Nurse educators need to follow a consistent format for reviewing medical records by looking at initial assessments, progress notes, nursing care plans, staff notes, and discharge planning forms that can provide valuable information about the learning needs of patients.

A

Documentation

163
Q

Assessing the Learning Needs of Nursing Staff

A
  1. Written job descriptions
  2. Formal and informal requests
  3. Quality assurance reports
  4. Chart audits
  5. Rules and regulations
  6. Self-assessment
  7. Gap analysis
164
Q

A written description of what is required to effectively carry out job responsibilities can reflect the potential learning needs of staff.

A

Written Job Descriptions

165
Q

Often staff are informally asked for ideas for educational programs, and responses to these requests reflect what they perceive as needs.

A

Formal and Informal Requests

166
Q

Trends found in incident reports indicating safety violations or errors in procedures are a source of information in establishing learning needs of staff that in service continuing education can address.

A

Quality Assurance Reports

167
Q

Educators can identify trends in practice through chart auditing.

A

Chart Audits

168
Q

A thorough knowledge of hospital, professional, and healthcare requirements helps to identify possible learning needs of staff and students.

A

Rules and Regulations

169
Q

is a technique that can be used by staff nurses to identify their learning needs so the data yielded can assist educators in planning for continuing education and professional development programs.

A

Self-assessment

170
Q

an organized method of collecting data to identify differences between desired and actual knowledge

A

Gap analysis

171
Q

the time when the learner demonstrates an interest in learning

A

Readiness to Learn

172
Q

4 Types of Readiness to Learn (PEEK)

A

P-Physical readiness
E-Emotional readiness
E-Experiential readiness
K-Knowledge readiness

173
Q

the ways in which and conditions under which learners most efficiently and most effectively perceive, process, store and recall what they are attempting to learn

A

Learning Styles

174
Q

Determining Learning Styles

A
  1. Observation
  2. Interviews
  3. Administration of learning style instruments
175
Q

observing the learner in action, the educator can ascertain how the learner grasps information and solves problems

A

Observation

176
Q

the educator can ask the learner about preferred ways of learning as well as the environment most comfortable for learning

A

Interviews

177
Q

Learning Style Models and Instruments

A

1.Right-Brain/Left-Brain
2. Whole-Brain Thinking

178
Q

side of the brain that is found to be the vocal and analytical side, which is used for verbalization and for reality-based and logical thinking.

A

Left hemisphere

179
Q

side of the brain that is found to be the emotional, visual spatial, and nonverbal side, with thinking processes that are intuitive, subjective, relational, holistic, and time free.

A

Right hemisphere

180
Q

consists of a set of questions used to determine hemispheric functioning

A

Brain preference indicator (BPI)

181
Q

model incorporates theories on growth and development and considers learning styles as learned patterns of behavior

A

Herrmann Brain Dominance Instrument (HBDI)

182
Q

a self-report instrument that is widely used in the identification of how individuals prefer to function, learn, concentrate, and perform in their educational activities.

A

Dunn and Dunn Learning Style Inventory

183
Q

Who developed Dunn and Dunn Learning Style?

A

Rita Dunn and Kenneth Dunn

184
Q

it is a cumulative result of past experiences, heredity, and the demands of the present environment.

A

Kolb’s Experiential Learning

185
Q

known as the cycle of learning, includes four modes of learning that reflect two major dimensions: perception and processing.

A

Kolb’s model

186
Q

two major dimensions of Kolb’s model

A

perception and processing.

187
Q

Kolb’s Experiential stage of the learning cycle under PERCEPTION, learners tend to rely more on feelings than on a systematic approach to problems and situations. They learn from feeling.

A

concrete experience (CE)

188
Q

Kolb’s Experiential Learning stage under PERCEPTION, learners rely on logic and ideas rather than on feelings to deal with problems or situations. They learn by thinking.

A

abstract conceptualization (AC)

189
Q

Kolb’s Experiential Learning stage under PROCESS, learners rely on objectivity, careful judgment, personal thoughts, and feelings to form opinions. They learn by watching and listening.

A

reflective observation (RO)

190
Q

Kolb’s Experiential Learning stage under PROCESS, learning is active, and learners like to experiment to get things done. They learn by doing.

A

active experimentation (AE)

191
Q

a 20-item, self-report questionnaire that requires respondents to rank four sentence endings corresponding to each of the four learning modes.

A

Learning Style Inventory

192
Q

He identified eight kinds of intelligence located in different parts of the brain

A

Howard Gardner’s Theory of Multiple Intelligences

193
Q

reside in Broca’s area of the left side of the brain. They like writing, telling stories, spelling words, and reading, and they can recall names, places, and dates

A

linguistic

194
Q

intelligence involves both sides of the brain. They enjoy strategy board games such as chess and checkers.

A

logical-mathematical

195
Q

related to the right side of the brain. They enjoy such activities as drawing, art activities, building blocks, jigsaw puzzles, and daydreaming.

A

spatial

196
Q

related to the right side of the brain. Musically intelligent children can be found singing a tune, indicating when a note is off key,playing musical instruments with ease, dancing to music, and keeping time rhythmically.

A

musical

197
Q

involves the basal ganglia and cerebellum of the brain in addition to other brain structures. They are good at sports and have highly developed fine-motor coordination.

A

Bodily-kinesthetic

198
Q

involves the prefrontal lobes of the brain. They understand people, notice others’ feelings, tend to have many friends, and are gifted in social skills. They learn best in groups and gravitate toward activities that involve others in problem solving.

A

Interpersonal intelligence

199
Q

involves the prefrontal lobes of the brain. They tend to be self- directed and self-confident. They learn well with independent, self-paced instruction, and like being alone.

A

Intrapersonal intelligence

200
Q

refers to sensing abilities in making patterns and connections to elements in nature. They enjoy subjects, shows, and stories that deal with animals or naturally occurring phenomena and are keenly aware of their surroundings and subtle changes in their environment.

A

Naturalistic intelligence

201
Q

the way information is taught that brings the learner into contact with what is to be learned.

A

Teaching Method

202
Q

the objects or means used to transmit information that supplement the act of teaching. Ex. videos, podcast, module, handouts, poster

A

Instructional Materials or tools

203
Q

It is a highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction.

A

Lecture

204
Q

Learners get together to actively exchange information, feelings and opinions with one another.

A

Group Discussion

205
Q

Types of Group Discussion

A

a. Team-Based Learning
b. Cooperative Learning
c. Case Studies
d. Seminars

206
Q

an innovative, structured, interactive student-participation/student-centered teaching method.

A

Team-Based Learning

207
Q

focuses on foundational knowledge and understanding. It has interactive student participation with educator as the center of authority in the class.

A

Cooperative Learning

208
Q

learners become thoroughly acquainted with a patient situation before discussing patient and family needs and identifying health-related problems.

A

Case Studies

209
Q

facilitated by an educator, sharing of ideas and thoughts Extensive structuring of the learning tasks by the teacher.

A

Seminars

210
Q

face-to-face delivery of information specifically designed to meet the needs of an individual learner.

A

One-to-one instruction -

211
Q

the educator is done to show the learner how to perform a certain skill

A

Demonstration

212
Q

the learner perform a task

A

Return Demonstration

213
Q

requires the learner to participate in a competitive activity with preset rules.; interactive

A

Gaming

214
Q

an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences

A

Simulation

215
Q

learners actively participate in an unrehearsed ace-to-face delivery of information specifically designed to meet the needs of an individual learner.

A

Role Play

216
Q

other people, preceptors and mentors guide, support, and socialize students and novice practitioners in their transition to a new level of functioning.

A

Role Model

217
Q

provide or design instructional activities that guide the learner in independently achieving the objectives of learning; examples – modules, workbooks, study guides, videotapes, computer programs

A

Self-instruction

218
Q

learners watch or read the lessons at home and do problem-solving activities in class

A

Flipped Classroom

219
Q

part of the instruction is online and part in the classroom; flexible

A

Blended learning

220
Q

learning in groups ; learners are often given roles that allow them to focus on specific tasks and then cycle through those roles in subsequent activities. Ex.: “think-pair-share”, fishbowl debates, case studies, problem solving, jigsaw.

A

Collaborative Learning

221
Q

Increases students’ self-direction in their development of critical-thinking and problem-solving skills.

A

Inquiry-Based Learning

222
Q

A psychologist. Developed a way of looking at personality and life-span development. He was influenced by sigmund freud

A

Erik Erikson

223
Q

theory developed by erik erikson. It has 8 distinct stages. believed that at each stage of development, we face an identity crisis. stages can be resolved successfully at a later time.

A

Psychosocial Development Theory

224
Q

8 stages in Psychosocial Development Theory

A
  1. Trust vs. Mistrust
  2. Autonomy vs. Shame or Doubt
  3. Initiative vs. Guilt
  4. Industry vs. Inferiority
  5. Identity vs. Role Confusion
  6. Intimacy vs. Isolation
  7. Generativity vs. Stagnation
  8. Integrity vs. Despair

MCHN (4 decks)

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