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BSN - FIRST YEAR (S2) > HEALTH EDUCATION > Flashcards

HEALTH EDUCATION Flashcards

1
Q

TOPIC?

A

ETHICAL, LEGAL, ECONOMIC FOUNDATIONS OF EDUCATIONAL PROCESS

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2
Q

GUIDING PRINCIPLE OF BEHAVIOR

A

ETHICS

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3
Q

INTERNAL BELIEF SYSTEM. THIS VALUE SYSTEM, DEFINED AS MORALITY IS EXPRESSED EXTERNALLY TRHOUGH A PERSONS BEHAVIOR

A

MORAL VALUES

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4
Q

BEHAVIOR NORMS OR STANDARD ACCEPTED BY THE SOCIETY WHERE THEY BELONG

A

ETHICAL BEHAVIOR

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5
Q

SPECIFIC TYPE OF MORAL CONFLICT IN WHICH TWO OR MORE ETHICAL PRINCIPLES APPLY SUPPORT MUTUALLY INCONSISTENT COURSES ACTION

A

ETHICAL DILEMMA

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6
Q

REFER RULES GOVERNING BEHAVIOR OR CONDUCT THAT ARE ENFORECEABLE BY LAW UNDER THREAT OF PUNISHMENT OR PENALTY SUCH AS FINE, IMPROSONMENT OR BOTH.

A

LEGAL RIGHTS AND DUTIES

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7
Q

REPRESENT AN ARTICULATION OF NINE PROVISIONS FOR PROFESSIONAL VALUES AND MORAL OBLIGATIONSWITH RESPECT TO NURSE-PATIENTNELATIONSHIP AND WITH RESPECT TO PROFESSION AND MISSION

THE PROFESSIONAL CODE OF HAS BEEN RECOGNIZED AS EXEMPLARY AND AS BEEN USED AS A TEMPLATE BY OTHERF HEATH DISCIPLINE ORGANIZATION IN CRAFTING THEIR OWN ETHICS DOCUMENTS.

A

CODE OF ETHICS

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7
Q

THE INTRICATE RELATIONSHIP BETWEEN ETHICS AND THE LAW WHY ETHICS TERMINOLOGY SUCH AS: (4) INCJ

A

1.INFORMED CONSENT
2.CONFIDENTIALITY
3. NONMALEFICENCE
4. JUSTICE

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8
Q

13 LEGAL TERMS RELATED TO NURSING PRACTICE

A

1.AUTONOMY - RIGHT TO SELF DETERMINATION
2. DECISION AIDS - INCLUDE PRINTED MATERIAL
3. VERACITY - TRUTH TELLING IS CLOSELY LINL TO INFORMED DECISION MAKING AND INFORMED CONSENT
4. COMPETENCE - CAPACITY OF THE PATIENT TO MAKE DECISION
5. DISCLOSURE OF INFORMATION
6. COMPREHENSION-SPEAKS WITH THE INDIVIDUAL’S ABILITY TO UNDERSTAND AND GRASP INTECLETUALLYTHE INFORMATION BEING PROVIDE
7. VOLUNTARINESS - INDICATES THAT THE PATIENT CAN MAKE A DECISION WITHOUT COERCION OR FORCE FROM OTHER.
8.CONFIDENTIALITY - PERSONAL INFORMATION THAT IS ENTRUSTED AAND PROTECTED AS PRIVILEDGE INFORMATION VIA A SOCAIL CONTRACT, HELATHCARE STANDARD OR CODE OF LEGAL COVENENT.
9. NONMALIFECENCE - IS DEFINED AS DO NOT HARM
10. NEGLIGENCE -CONDUCT WHICH FALLS BELOW THE STANDARD ESTABLISHED BY LAW
11. MALPRACTICE - NEGLIGENCE, MISCONDUCT, OR BREACH OF DUTY
12. BENEFICIENCE - DOING GOOD FOR THE BENEFITS OF OTHERS
13. JUSTICE - FAIRNESS AND EQUITABLE

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9
Q

PERCEPTION, THOUGHT, MEMORY & WAYS OF PROCESSING

A

COGNITIVE LEARNING THEORY

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10
Q

COHERENT FRAMEWORK OF INTEGRATED CONSTRUCT AND PRINCIPLES THAT DESCRIBE

A

LEARNING THEORY

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11
Q

TRANSFER OF LEARNING

A

METACOGNITION

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12
Q

9 EVENTS AND CORRESPONDING COGNITIVE PROCESSES (REMSS RRRG)

A
  1. RECEPTION
  2. EXPECTANCY
  3. MNEMONIC DEVICES
  4. SELECTIVE PERCEPTION
  5. SEMENTIC ENCODING
  6. RESPONDING
  7. REINFORCEMENT
  8. RETRIEVAL
  9. GENERALIZATION
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13
Q

BASED ON HOW EXTERNAL EVENTS CONCEPTUALIZED, ORGANIZED, AND REPRESENTED WITHIN EACH OERSONS.

A

SCHEMA OR MENTAL FRAMEWORK

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14
Q

OBSERVATION OF CHILDREN’S PERCEPTION AND REASONING AT DIFFERENT AGES HAVE CONTRIBUTED MUCH TO OURRECOGNITIIN OF THE UNIQUE, CHANGING ABILITIES OF YOUNGERS TO THINKM CONECPTUALIZE, COMMUNICATE, AND PERFORM (JEAN PIAGET1969)

A

COGNITIVE DEVELOPMENT

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15
Q

COPY OF THAT BEHAVIOR

A

ROLE MODELING

16
Q

PERCEIVE ROLE AS A REWARD

A

VICARIOUS REINFORCEMENT

17
Q

4 PHASES (ARRM)

A

ATTENTIONALPHASE
RETENTION PHASE
REPRODUCTIONPHASE
MOTIVATIONAL PHASE

18
Q

EMPHASIZES THE IMPORTANCE OF CONSCIOUS & UNCONSCIOUS FORCES INGUIDING BEHAVIOR, PERSONALITY CONFLICTS AND ENDURING EFFECTS OF CHILDHOOD EXPERIENCE ON ADULT BEHAVIOUR

A

PSYCHODYNAMIC LEARNING by SIGMUND FREUD

18
Q

PERSPETIVE, INDIVIDUALS FORMULATE OR CONSTRUCT THEIR OWN VERSION OF REALITY , WHICH MEANS THAT LEARNING AND HUMAN DEVELOPMENT ARE RICHLY COLORED BY THE SOCIALAND CULTURAL CONTEXT IN WHICH PEOPLE FIND THEMSELVES

A

SOCIAL CONSTRUCTIVISM

19
Q

STAGES OF MOTOR LEARNING

A

COGNITIVE STAGE
THE ASSOCIATES (FIXATION STAGE)
THE AUTONOMOUS STAGE

20
Q

CAN BE EMPLOYED TO PROTECT THE SELF FROM ANXIETY

A

DEFENCE MECHANISM

20
Q

ID (PRIMITIVE) – EROS AND THONATOS
EGO –OPERATES BASED ON THE REALITY (conscious thought and dealing with reality)
SUPEREGO -conscience and morality.

A

ID, EGO, SUPEREGO

20
Q

4 PREVALENTS MYTHS THAT AFFECT TEAHING TO ADULT LEARNER

A

MYTHS 1 SENELITY - MAINTIAN THEIR COGN ITIVE FUNCTION INTO THEIR 80’S &90’S
MYTHS 2 RIGID PERSONALITY
MYTHS 3 LONELINESS
ABANDONMENT

21
Q

HAS THE ASSUMPTION THAT EVERY INDIVIDUAL IS UNIQUE AND ALL INDIVIDUALS HAVE A DESIRE TP GROW IN A POSITVE WAY.
SPECIALLY COMPATIBLE TO WITH NURSING FOCUS ON CARING AND PATIENT CENTEREDNESS
IS HIERARCHY OF NEEDS OF ABRAHM MASLOW THEORY

A

HUMANISTIC LEARNING THEORY

22
Q

PHYSIOLOGIC NEEDS
SAFETY NEEDS, SECURITYPROTECTION ANDFREEDON FROM FEAR
BELONGING &LOVE NEEDS
SELF-STEEM NEEDS
SELF ACTUALIZATION NEEDS

A

HUMANISTIC LEARNING THEORY

22
Q

IS THE SCIENTIFIC STUDY OF PSYCHOLOGICA BEHAVIORBASED ON NEURILOGICAL ASSESSMENT OF THE BRAIN AND CENTRAL NERVOSU SYSTEM.

A

NEUROPSYCHOLOGY AND LEARNING

23
Q

IS DEFINED AS SET OF PROCESSES ASOCIATED WITH PRACTIC OR EXPERIENCE LEADING TO A RELATIVELY PERMANENT CHANGES IN THE CABALITY FOR MOVEMENT

A

MOTOR LEARNING

24
Q

INVOLVES INITIAL ACQUISITION OF ALL SKILLS BUT NOT NECESSARILY LONG TERM RETENTION OF THAT SKILLS

A

MOTOR PERFORMANCE

24
Q

FLUID INTELLIGENCE - CAPACITY TO PERCIEVE RELATIONSHIP, TO REASON, & PERFORM ABSTRACT THINKING AND CAN BE AFFECTED BY THE FOLOWING:

A

SLOWER PROCESS AND REACTION TIME
PERSISTENCE OF STIMULUS (AFTER IMAGE)
DECREASE SHORT TERM MEMORY
INCREASED TEST ANXIETY
ALTERED TIME PERCEPTION:

25
Q
  • MUST ACCOMODATE THE NORMALPHYSICAL, COGNITIVE, & PSYCHOSOCIAL CHANGES THAT OCCUR DURING THE GROWTH & DEVELOPMENT
A

GERAGOGY

26
Q

DESCRIBE AS PREJUDICE AGAINST THE OLDER ADULT

A

AGEISM

27
Q

INTELGENCE ABSORVED OVER A LIFE TIME

A

CRYSTALIZED INTELLIGENCE

28
Q

CAPACITY TO PERCIEVE RELATIONSHIP, TO REASON, & PERFORM ABSTRACT THINKING AND CAN BE AFFECTED BY THE FOLOWING:

A

FLUID INTELLIGENCE

29
Q

IS CONSIDERED ONE OF THE KEY VARAIBLES INFLUENCING POSITIVE PATIENT CARE OUTCOMESW.

A

ROLE OF FAMILY IN PATIENT EDUCATION

30
Q

IS A PROCESS, STATE, OR A FORCE
PROCESS WHEREBY GOAL-DIRECTED ACTIVITIES ARE INSTIGATED & SUSTAINED
INTERNAL STATE TAHT AROUSES, DIRECTS AND SUSTAIN HUMAN BEHAVIOR

A

MOTIVATION

BSN - FIRST YEAR (S2) (5 decks)

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