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BSN 1 S.Y 2020-2021 > Heeal Education - Module 5 and 6 > Flashcards

Heeal Education - Module 5 and 6 Flashcards

1
Q

The ability to use print and written information to
function in society, to achieve one’s goals, and to
develop one’s knowledge and potential (U.S.
Department of Education (USDOE), 1993).

A

Literacy

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2
Q

The Three General

Kinds Of Tasks Of Literacy (Adams Price, 1993; Fisher, 1999):

A

Prose tasks, Document tasks, and Quantitative tasks

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3
Q

This measure reading comprehension and the ability to extract themes from newspapers, magazines, poems, and books.

A

Prose tasks

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4
Q

This assesses the ability of readers to interpret documents such as insurance reports, consent forms, and transportation schedules

A

Document tasks

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5
Q

This assesses the ability to work with numerical information embedded in written material such as computing restaurant menu bills, figuring out taxes, interpreting paycheck stubs, or calculating calories on a nutrition checklist.

A

Quantitative tasks

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6
Q

An educated person, one who is able to read and

write (Webster’s Collegiate Dictionary, 1999).

A

Literate

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7
Q

It is the total inability to read or write ( Doak et al., 1996).

A

Illiteracy

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8
Q

Refers to how well an individual
can read, interpret, and comprehend
health information for maintaining an optimal
level of wellness.

A

Health Literacy

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9
Q

These refer to the ability of adults to read, write, and comprehend information between the fifth and eighth grade level of difficulty. (Doak et al., 1996).

A

Marginally literate or marginally illiterate

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10
Q 
These are adults who have reading, writing, and comprehension skills below the fifth-grade level; that is, they lack the fundamental education skills needed to
function effectively in today’s society.
A

Functional Illiteracy or functional illiterate

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11
Q

Defined as the ease with which written or printed information can be read based on a measure of a number of different elements within a given text of printed material that influence with what degree of success a group of readers will be able to read the
style of writing of a selected printed passage.

A

Readability

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12
Q

It is the degree to which individuals understand what

they have read (Fisher, 1999).

A

Comprehension

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13
Q

It is the ability to read and interpret numbers (Morgan, 1993; Williams et al., 1995; Fisher, 1999; Doak et al., 1996).

A

Numeracy

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14
Q

Being able to understand the traditions, regular
activities and history of a group of people from a
given culture.

A

Cultural Literacy

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15
Q

It has been termed the “silent epidemic,” the “silent barrier,” and the “silent disability” ( Kefalides, 1999; Doak & Doak 1987).

A

Literacy

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16
Q

It has been portrayed “as an invisible handicap that affects all classes, ethnic groups, and ages” (Fleener & Scholl, 1992, p.
740).

A

Illiteracy

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17
Q

Myths of Literacy

A
  1. Illiterates are stupid and slow learners or incapable of learning at all.
  2. Illiterates can be recognized by their appearance.
  3. The number of years of schooling completed correlates with literacy skills.
  4. All illiterates are foreigners, poor, of an ethnic or racial minority, and/or from the South.
  5. Most illiterates will freely admit that they do not know how to read or do not understand.
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18
Q

The formula calculates the grade level of a text sample based on sentence length and the number of unfamiliar words. This considers “unfamiliar words” as words that 3rd grade and below do not recognize.

A

Spache Formula

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19
Q

This tells us how easy or difficult a text is to read. It also tells us how difficult it is to understand.

A

Flesch Formula or Flesch Reading Ease Formula

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20
Q

This refers to a readability test that aims to determine the level of text difficulty, or how easy a text is to read.

A

Fog index

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21
Q

This is a formula used to calculate the US grade level
required to understand a piece of text. This is the aim
of most readability formulas. This formula is different
from other formulas because it calculates the grade level.

A

Fry Readability Graph Extended

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22
Q

This tool measures the years of education required by

an average person to understand any piece of writing.

A

SMOG Formula

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23
Q

This has been specifically recommended for assessing understanding of health education literature.

A

Cloze Test

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24
Q

This test also measures a reader’s comprehension

skills.

A

Listening Test

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25
Q

It is a word recognition screening test. It is used to assess a patient’s ability to recognize and pronounce a list of words out of context as a criterion for measuring reading skills.

A

WRAT (Wide Range Achievement Test)

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26
Q

It is a screening instrument to assess an adult patient’s ability to read common medical words and lay terms for body parts and illnesses.

A

Rapid Estimate of Adult Literacy in Medicine (REALM)

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27
Q

This test is a relatively new instrument for measuring patients’ literacy skills using actual hospital materials, such as prescription labels, appointment slips, and informed consent documents.

A

TOFHLA (Test of Functional Health Literacy in Adults)

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28
Q

It can identify specific deficiencies in instructional materials that reduce their suitability.

A

SAM (SUITABILITY ASSESSMENT OF MATERIALS)

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29
Q

Using techniques to improve communication with patients has the potential to greatly enhance their understanding

A

MAYEAUX 1996

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30
Q

Teaching clients with poor reading skills does not have to be viewed as a problem but rather can be seen as a challenge

A

DUNN 1985

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31
Q

Existing teaching methods and tools can be adapted to meet the logic, language, and experience of the patient who has difficulty with reading and comprehension

A

DOAK 1998

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32
Q

They suggest the following tips as

useful strategies for the nurse educator to employ

A

(Walker 1987 ; Hussey 1991 ; Fain 1994b; Meade & Thornhill1989 ; Dunn 1985; Brez& Taylor 1997 ; Doak1998 ; Winslow 2001; Mayeauxet al., 1995; Murphy & Davis 1997; Austin et al., 1995)

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33
Q

Stick to the essentials, paring down the information you teach to what the patient must learn.

A

Use the smallest amount of information possible to accomplish the predetermined behavioral objectives.

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34
Q

Explain information in simple terms, using everyday language and personal examples relevant to the patient’s background (Spees 1991; Byrme & Edeani, 1984; Lerner et al, 2000).

A

Make points of information as vivid and explicit as possible

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35
Q

Teaching in increments and organizing information into chunks helps to reduce anxiety and confusion and give enough time for patients to understand each item before proceeding to the next unit of information.

A

Teach one step at a time.

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36
Q

Oral instruction contains cues such as tone, gestures and expressions that are not found in written materials.

A

Use multiple teaching methods and tools requiring fewer literacy skills

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37
Q

Encouraging patients to explain something in their own words may take longer and requires patience on the part of the educator, but feedback in this manner can reveal gaps in knowledge or misconceptions of information.

A

Allow patients the chance to restate information in their own words and to demonstrate any procedures being taught.

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38
Q

It is important to recognize that illiterate persons may feel like failures when they cannot work through a problem. Reassure patients that is normal to have trouble with new information and that they are doing well and encourage them to keep trying.

A

Keep motivation High.

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39
Q

A way to facilitate learning is to simplify information by using the principles of tailoring and cuing.

A

Build-in coordination procedures.

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40
Q

It refers to coordinating patient’s regimens into their daily schedule rather than forcing them to adjust their lifestyles to regimens imposed on them. It personalizes the message so that instruction is individualized to meet the patient’s learning needs.

A

Tailoring

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41
Q

It focuses on the appropriate combination of time and situational using prompts and reminders to get a person to perform a routine task.

A

Cueing

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42
Q

RESEARCH EFFORTS MUST FOCUS ON FOUR AREAS and these are

A
  • LITERACY SCREENING
  • METHODS OF HEALTH EDUCATION
  • MEDICAL OUTCOMES AND ECONOMIC COSTS
  • UNDERSTANDING THE CASUAL PATHWAY OF HOW HEALTH LITERACY INFLUENCES HEALTH
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43
Q

It has been enriched by expressive techniques, such as movements, poetry, and art (Byers & Forinash, 2004; Picard, 2000; Picard & Mariolis, 2002; Picard Sickul, & Natale,

A

Education of healthcare practitioners

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44
Q

These build on customary learning activities within

the curriculum such as lecture content, reading assignments, and clinical experiences.

A

Embodied knowing techniques

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45
Q

It is expanding consciousness and the

capacity for self-reflection, expression, and recognition are aspects of expanding consciousness.

A

Health

46
Q

Through expressive techniques, students have an opportunity to engage in reflection with a sense of immediacy. The exercise provides an opportunity to take knowledge and make it their own.

A

Personal Knowing: Self-awareness

47
Q

Movement experiential provides an opportunity to play with concepts, theories, and clinical knowledge, as is described in the following exercises.

A

Empirical Knowing: Integrating Knowledge

48
Q

Every component of these exercises provides moments to engage the moral imagination of students. For example, if a student chooses to pass on a certain portion of the activity, then the principle of respect for their choice can be a disposition, not only in relation to the group but also in relation to
patient’s choices.

A

Ethical Knowing: How Should I Act With This Knowledge

49
Q

Exploring movement and other expressive art forms engages participants in questioning what information is valuable. Arts integrated education helps to balance customary that emphasize rational, literal approaches with multisensory awareness. Through expressive techniques,

A

Aesthetic Knowing: How Do I Express My Understanding of This Knowledge

50
Q

Provides an opportunity for the individuals in a group to limber their body and voice for the activity of the class

A

WARN-UP

51
Q

Involves letting go of what was on one’s mid
before the activity in order to focus on the
present and upcoming activity.

A

RELEASE

52
Q

It is a selected psychosocial content

focus..

A

THEME

53
Q

Brings together the physicality and cognition of the thematic material. Centering brings focus from the thematic material to participants’ sensations and the environment of the classroom.

A

CENTERING

54
Q

It is the opportunity to organize the body-mind
experience in a manner that enables one to
attend to other tasks that follow this session.

A

Closure

55
Q

It is a systematic contest of speakers in which two points of view of a proposition are advanced with proof” (Barnhart, 1966)

A

Debate

56
Q

These are used as opportunities for candidates to make their perspectives known on key issues.

A

Political Debate

57
Q

It provides opportunities for students to analyze an issue or problem in-depth and to reach an informed, unbiased conclusion or resolution.

A

Debate

58
Q

2 important components of the professional role

A

Analysis of significant issues and The ability to communicate in efficient and effective ways.

59
Q

The ability to communicate one’s thought clearly and concisely evolves from what

A

The formulation of a perspective on a topic, analysis of that perspective and other views, and development of sound conclusions.

60
Q

It is argumentative, with each team competing to establish its position as the most correct one or the one that should be upheld.

A

Debate

61
Q

What should the learners analyze?

A

What are the key elements?
What historical precedents have contributed to the issue?
Who are the key proponents and opponents of the issue?
What is the future of the issue?

62
Q

What are the learning goals of the debate strategy?

A 
⊹Improving oral communication skills
⊹Library skills
⊹Structuring
⊹Presenting arguments
⊹Exercising analytical skills
63
Q

Conditions central to the use of debate as an effective strategy include the following

A

Students need to be introduced to key issues in the course and have been able to identify controversial points suitable for debate.

Students need to be familiar with one another in order to form working groups.

Students need knowledge of existing resources to use in formulating debate. This includes increased familiarity with the faculty member(s) as a source of support and information.

64
Q

Types of learners for the debate strategy

A

Undergraduate students, Graduate students, and Practitioners

65
Q

It is useful for a student who is strongly influenced by personal values or certain work experiences.

A

Debate

66
Q

Resources for Debate

A

Library, journal books, printed materials, Electronic information systems

67
Q

These are extremely helpful to students as electronic media access most current information.

A

Electronic information systems

68
Q

The debate is consist of what

A

Opening remarks, two affirmative and negative presentations, rebuttal, and summary.

69
Q

These are based on preparation, individual performance, and group efforts that were reflected in the effectiveness of the debate.

A

Debate grades

70
Q

These are classified in multiple ways. One author divides them into entertainment, educational, experimental, research, operational research, and operational categories.

A

Games

71
Q

7 PRINCIPLES FOR GOOD IN UNDERGRADUATE EDUCATION

A
  1. Encourages contact between students and faculty.
  2. Develops reciprocity and cooperation among students.
  3. Encourages active learning.
  4. Gives prompt feedback.
  5. Emphasize time on task.
  6. Communication high expectations.
  7. Respect diverse talent and ways of learning
72
Q

These can be used to address all levels of cognitive objects, from reinforcing the learning of basic facts, to developing application and analysis skills, and culminating in promoting synthesis and evaluation.

A

Games

73
Q

Instructors must work out and enforce the timing of games.

A

Timing

74
Q

Motivation may be limited to those who win; losing may produce a failure that
decreases self-esteem.

A

Competition

75
Q

Developing and running a game may be expensive initially; it is quite a time to create or flesh
out even a frame game.

A

Cost

76
Q

The needs of all participants may not be met within a simulation or game.

A

Participant’s Needs

77
Q

There is a chance, when students have fun, to lose sight of the educational value of a session

A

Lack of appropriate debriefing-

78
Q

The features of this include the cardiovascular system, the respiratory system there are also other simulator that includes Pharmacological system that is
capable of responding to drugs

A

Simulator

79
Q

What are the four components of a simulator

A

A lifelike mannequin, A free-standing enclosure containing many of the simulator’s components, A computer, and an Interface

80
Q

What are the different types of simulator

A

Adult Patient Human Simulator, Pedia Sim and Baby Sim

81
Q

This established the dominant paradigm for healthcare education in the 20th century (Papa & Harasym,1999). Two key components of the model were a university

A

The Landmark Flexner Report to the Carnegie Foundation in 1910

82
Q

He believed that learning was most effective when it occurred within the term the “zone of proximal development”, where what was to be learned was just beyond the current knowledge level of the student.

A

The Russian psychologist Vygotsky (1978)

83
Q

To accommodate a simulator, instructor, and four to six students requires how much floor space.

A

Approximately 250 square feet

84
Q

He is responsible for setting the scenario

A

Primary Instructor

85
Q

He is responsible for activating the simulation

system

A

Simulator Operator

86
Q

He is responsible for guiding students through the

simulator

A

Primary Instructor

87
Q

He is responsible for providing transition cues to

the simulator operator

A

Primary Instructor

88
Q

He is responsible for starting patient software

A

Simulator Operator

89
Q

He is responsible for overlaying clinical scenarios

A

Simulator Operator

90
Q

He is responsible for monitoring the process of the

scenario

A

Simulator Operator

91
Q

He is responsible for modeling behaviors

A

Primary Instructor

92
Q

He is responsible for monitoring or correcting

student performance

A

Primary Instructor

93
Q

He is responsible for adjusting the scenario as

dictated by the primary instructor

A

Simulator Operator

94
Q

He is responsible for correcting simulating errors

A

Primary Instructor

95
Q

What are the Seven Step Process for the Development of Simulation Process

A
  1. Define Educational Objectives
  2. Construct the Clinical Scenario
  3. Define the underlying physiological concept
  4. Modify programmed patients and scenarios, as necessary
  5. Assemble required equipment
  6. Run the program and collect feedback
  7. Reiterate steps 2 6 until satisfied
96
Q

It is an exciting application of advanced technology in healthcare professionals education. Used correctly, whole body, high fidelity patient simulators can effectively bridge between static classroom-based instruction and the dynamic, unpredictable clinical environment

A

Simulator

97
Q

is an educational process in which learning is centered around problems as opposed to discrete subject-related courses. Students are given patient scenarios or difficulties in small groups, and then develop learning challenges linked to what they need to know in order to grasp the situation. They then participate in the independent self-study before returning to their groups to apply their new knowledge to the patient’s problem.

A

Problem-based Learning

98
Q

It was originally viewed as an all or none phenomenon in which an educational program had to commit entirely, to the curricular philosophy to attain the most benefits

A

Problem-based Learning, BARROWS & TAMBLYN, 1980

99
Q

Programs that had individual problem-based courses and more traditional courses running concurrently were thought to produce mixed messages in the student and devalue the problem-based components

A

WALTON & MATTHEWS, 1299

100
Q

Who can benefit from the use of PBL to simulate re- elastic clinical situations?

A

Health professional students at all levels

101
Q

Who is thought to be more likely to revert to lecture types of behaviors and be less facilitatory?

A

Content experts

102
Q

It is increasingly popular teaching and learning strategy within the health professions. The clinical relevance, small group interactions, and active hearing provided make it an appealing curricular alternative. Faculty train-in and expertise are essential for successful outcomes.

A

Problem-based Learning

103
Q

It is an important element of the overall PBL
process. Problems are not simply a restatement of all salient clinical information. Rather, the problems are carefully designed to elicit discussion and lead to student identification of the learning issues for which the problem was designed. There is evidence that even small changes to a problem can influence the
student’s discussions (Solomon, Blumberg; & Shehata, 1992)

A

Problem Design

104
Q

This model provides a framework for
clinical discourse that allows for the discovery of the
knowledge necessary in the provision of care

A

John’s Model

105
Q

It is the process of examining one’s own practice in order to uncover those factors that one brings to provider-patient or provider colleague interactions that either hinder or enhance one’s ability to interact therapeutically

A

Reflective practice

106
Q

It is measured individually so reflective practice is appropriate for all levels and types of students, including undergraduate, graduate, and doctoral
students.

A

Growth

107
Q

It is an effective method of staff development, wherein a novice is partnered with an expert practitioner to develop his or her tacit knowledge by critically reflecting on significant clinical interactions.

A

Reflective practice

108
Q

Who can benefit from reflective practice wherein they can use to examine their own personal and nursing knowledge needs as they strive to meet the evolving needs of society and the individual.

A

Expert health professionals

109
Q

It requires the development of a safe environment for disclosure.

A

Reflective practice as a teaching method

110
Q

This is an important resource. He needs to
know both theoretical and clinical knowledge and should be competent in the process of reflection. Their role is to assist the student in the reflective process through the use of Johns’s reflective cues.

A

Facilitator

111
Q

This needs to provide a sense of privacy so that safe disclosure can occur. The room should be arranged so that all group members are facing one another in order to help foster a sense of group and equality.

A

Setting of the seminar

112
Q

This provides a useful framework for examining

clinical interactions.

A

Johns’s structured reflection model

BSN 1 S.Y 2020-2021 (6 decks)

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