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Health education > Learning detriments > Flashcards

Learning detriments Flashcards

1
Q

-assesses the learner’s deficits

-presents appropriate information

in unique ways.

-identifies progress being made.

-gives feedback

A

The educator:

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2
Q

what the learner
needs to learn

A

Learning needs

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3
Q

when the
learner is receptive to learning

A

Readiness to learn

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4
Q

How the learner learns best

A

Learning style

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5
Q

are gaps in knowledge that
exist between a desired level of performance
and the actual level of performance.

A

Learning needs:

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6
Q

Is there only one learner with a single need
or many needs?

Is there more than one learner with
congruent or diverse needs?

A

Identify the learner

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7
Q

Establish trusting relationship through
assuring privacy and confidentiality, so that
learners feel secure in confiding
information and feel respected.

A

Choose the right setting

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8
Q

Determine characteristic needs of the audience by
exploring typical health problems or issues of interest.

Subsequently, identify the type and extent of content
to be included in the teaching sessions.

A

Collect data on the learner

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9
Q

Allow the patient and/or family and staff members to
identify what is important to them.

A

Include the learner as the source of information

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10
Q

Other healthcare providers may have insight into patient, family,
nursing staff, and nursing students’ educational needs. Because
of their frequent contacts with them.

A

Involve members of the healthcare team

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11
Q

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

Using Maslow’s hierarchy of human needs, an
educator can prioritise identified learning
needs. The educator can then assist the
learner to meet the most important basic need
first.

A

Prioritize needs

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12
Q

Needs that must be learned for survival or situations in which
the learner’s life or safety is threatened.

A

Mandatory

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13
Q

Needs that are not life-dependent but are related
to well-being.

A

Desirable

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14
Q

Needs for information that are nice to know but
not essential or required because they are not
directly related to daily activities or the particular
situation of the learner.

A

Possible

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15
Q

After identifying a need, it may be useless to
proceed with the intervention if proper
educational resources are not available.

A

Determine availability of educational resources

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16
Q

Often, learning needs are identified during informal talk with
other healthcare providers, and between the nurse and the
patient/ family.

A

Informal conversation

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17
Q

The nurse asks the patient direct and often predetermined
questions. Establishing trust, using open-ended questions, quiet environment, and allowing the patient to state what his learning needs are merit attention.

A

Structured interview

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18
Q

The educator gets together 4-12 learners to
determine areas of educational need.

The educator leads the discussion and asks

open-ended questions.

A

Focus groups

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19
Q

These are
easy to administer and provide more privacy
than interviews.

A

Self-administered questionnaires

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20
Q

Written pre-tests given before teaching can
help identify the knowledge level of learners
regarding a particular subject matter and assist
in identifying a specific needs of learner.

A

Tests

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21
Q

Watching a learner perform a skill more than
once is an excellent way of assessing
psychomotor need.

A

Observation

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22
Q

It is the time when the learner demonstrates an
interest, willingness, and ability to learn the type
or degree of information necessary to maintain
optimal health or to become skillful in a job.

A

Readiness to learn

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23
Q

PEEK

A

P = Physical readiness

E = Emotional readiness

E = Experiential readiness

K = Knowledge readiness

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24
Q

Measure of ability
Environmental effects
Health Status
Gender

A

Physical

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25
Q

Anxiety level
Support system
Motivation
Developmental Stage

A

Emotional readiness

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26
Q

Level of Aspiration (long-term goals established )
Past coping mechanisms (previous problems )
Cultural background
Locus of control - ( internally motivated to learn )
Orientation

A

Experiential readiness

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27
Q

Present knowledge base
Cognitive ability (learner capable to learning)
Learning disabilities (mental retardation)
Learning styles

A

Knowledge readiness

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28
Q

the way in which
each learner begins to concentrate
and retain new and difficult
information.

A

Learning style

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29
Q

A student learns by reading a material, and uses visual
material such as charts, pictures, maps.

A

Visual

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30
Q

A student learns by listening, participates in discussions, makes
speeches and presentations, and reads the text aloud.

A

Auditory

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31
Q

A student learns by touching.

A

Kinesthetic

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32
Q

Learning style principles

A
  1. Style the educator prefers and style by which learners learn.
  2. Caution against using teaching methods and tools that only apply to the educators own learning style.
  3. Assist the learner in identifying and learning according to their
    own learning preference.
  4. Learners given opportunity to learn through their preferred style first.
  5. Encourage learner to diversify their style preferences.
  6. Specific learning activities that reinforce each modality or style.
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33
Q

BPI

A

Brain Preference Indicator
(Right-Brain, Left-Brain, and Whole-Brain)

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34
Q

EPS

A

Environmental Preference Survey
(Dunn and Dunn Learning Style Inventory)

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35
Q

Kolb Learning Style Inventory

A

LSI

36
Q

emotional, visual–spatial,
nonverbal hemisphere

A

Right hemisphere

37
Q

vocal and analytical side

Thinking process using reality-based and logical
think-ing with verbalization

A

Left hemisphere

38
Q

Is a self reporting instrument that is widely
used in identification of how individual prefer
to function, learn , concentrate and perform educational activities

A

Environmental Preference Survey (EPS)
(Dunn and Dunn Learning Style Inventory)

39
Q

Basic Stimuli that affect a person’s ability to learn

A

-Environmental as sound, light, temperature.

-Emotional as motivation, responsibility.

-Sociological :desire to work alone or in group.

-Physical as time, mobility.

-Psychological: way learner process and react to information.

40
Q

learning is a
cumulative result of past experiences, heredity, and
demand of present environment.

A

Kolb’s theory on learning style

41
Q

He hypothesized that learning result from the way
learner perceive as well as how they process what
they perceive.

A

Kolb’s Learning Cycle

42
Q

Learner like relating with people, benefit from specific experience,
learn from feeling.

A

Concrete Experience(CE mode)

43
Q

Learner use systematic planning and logical analysis to solve problem
, learn by thinking.

A

Abstract Conceptualization (AC mode)

44
Q

Learner like to experiment to get things done, learn by doing.

A

Active Experimentation(AE mode)

45
Q

Look for meaning of things by viewing them from different
perspectives, learn by watching and listening.

A

Reflective Observation(RO mode)

46
Q

Learner like to observe, gather information, gain
insight rather than take action, prefer working in group ,
Learn best through group discussions, brainstorming
sessions.

A

diverger combine CE and RO modes.

47
Q

Learner has ability to understand large amount of
information less interested in people, focus on abstract
ideas and concept, rely on knowledge from expertise,
learn best through lecture .

A

assimilator combine RO and AC modes.

48
Q

Learner find practical application for ideas and
theories, has ability to use deductive reasoning
to solve problem, learn best through
demonstration- return demonstration.

A

converger combine AC and AE modes.

49
Q

Learner enjoy new and challenging situations,
like to explore possibilities , learn by hand on
experience, learn best through role playing.

A

accommodator combine AE and CE modes.

50
Q

The teacher’s primarily consideration in evaluating the learning needs of her
students is the individual’s capacity to acquire knowledge, ability to think,
abstract reasoning and capability in problem solving

A

Intelligence

51
Q

An indicator of intellectual differences of learning for individuals is the time
requirement to grasp comprehensively the subject well.

A

Flexibility time Requirements

52
Q

To help slow learners compensate for their relative deficiency in learning,

A

Increased Instructional Support

53
Q

This is said that student achievers are more equipped with the
necessary knowledge and skills in facing challenges for learning.
They can serve as sources of information for less able students.

A

Peer Tutoring

54
Q

Research shows that student achievers are more likely to use strategies
that make their learning more effective.

A

Strategy Instruction

55
Q

The theory of multiple intelligences was proposed by Dr. Howard Gardner,
professor of education at Harvard University.

A

Mu

55
Q

Studies showed that students who tutor less able students even benefit
more than the less able students.

A

Cooperative Learning

56
Q

The theory states that the traditional
concepts of intelligence, based on I.Q. testing, is far too limited.

A

Multiple Intelligence

57
Q

Who proposed the theory of multiple intelligences ?

A

Dr. Howard Gardner,
professor of education at Harvard University.

58
Q

has to do with words, spoken or written.

A

Linguistic Intelligence or Word Smart

59
Q

Students who have high logical-mathematical intelligence

A

Logical-mathematical

60
Q

This type of intelligence has to do with vision and spatial judgement.

A

Spatial

61
Q

This intelligence has something to do with movement.

A

Bodily Kinesthetic

62
Q

Musical intelligence has to do with music, music composition, rhythm, and
hearing.

A

Musical

63
Q

People who have high interpersonal intelligence are good in interacting with
others.

A

Interpersonal

64
Q

Intrapersonal intelligence has to do with introspective and self-reflective
capacities.

A

Intrapersonal

65
Q

This intelligence has to do with nature, nurturing and relating information to one’s
natural surroundings.

A

Naturalistic Intelligence

66
Q

Emotional Intelligence is a combination of competencies. This skill
contributes to an individual’s capability to manage and monitor his or her emotions, to correctly gauge the emotional state of others and to
influence opinions.

A

Emotional Intelligence

67
Q

the ability to recognize one’s own feeling as this happens,
to accurately perform self-assessment and have self-confidence. It is the
keystone of emotional intelligence.

A

Self-awareness

68
Q

the ability to keep disruptive
emotions and impulses in check (self-control), maintain standards of
honesty
and integrity, take responsibility for one’s performance, handle
change and
be comfortable with novel ideas and approaches.

A

Self-Management or Self-Regulation

69
Q

the emotional tendency of guiding or facilitating the
attainment goals through:

A

Motivation

70
Q

understanding of others by being aware of their needs,
perspectives, feelings, concerns, and sensing others developmental needs.

A

Empathy

71
Q

fundamental to emotional intelligence.

A

Social skills

72
Q

measure of a family’s position in society as
determined by family income, it’s member’s occupation, and level of education.
SES effects learning both at home and in school.

A

Socioeconomic status

73
Q

refers to attitudes, values, customs, and behavior patterns that
characterize a social group.

A

Culture

74
Q

To become a good student, one must be able to adopt to the
cultural values imposed by the school as a learning institution.

A

Students’ attitudes and values

75
Q

In most classrooms, students work and learn individually.
Emphasis is placed on individual responsibility, which is often
reinforced by grades and competition.

A

Classroom Organization

76
Q

Cultural conflict in communication may occur in an institution
with students from diverse ethnicities.

A

School Communication

77
Q

Different treatment of Boys and Girls

A

Gender differences

78
Q

This gender-based treatment extends up to the child’s school years. Males are
considered better in Mathematics while females are better in English.

A

Stereotyping Boys and Girls

79
Q

those in danger of failing to complete their education. They
have learning problems and adjustment difficulties

A

At-risk Students

80
Q

LEARNING NEEDS BASED ON MASLOW’S HIERARCHY OF NEEDS

A

Deficiency needs

Growth needs

81
Q

are those needs whose absence energizes or moves people
to meet them. Until a lower need is met, an individual is unlikely to move to a
higher need.

A

Deficiency needs

82
Q

needs “met” as they expand and grow as people have
experience with them.

A

Growth needs

83
Q

Implications of the hierarchy of needs to education

A

1) Impoverished students who are unable to meet their basic needs such as food
and enough rest tend to have diminished motivation to learn.

2) Students who have a low sense of security tend to achieve less that those
who have a high sense of security.

3) Growth needs energize and direct student learning.

4) True motivation for learning develops only when students see the
relationship between what they are learning and their primary goals on
rewards and punishments.

84
Q

OTHER LEARNING NEEDS

A

1) The Need for Competence

2) The need for control and self-determination

3) The need to achieve

Health education (8 decks)

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