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NURS 3520 Health Ed Midterm > MIDTERM 1 > Flashcards

MIDTERM 1 Flashcards

1
Q

a systematic, sequential, logical, scientifically-based planned course of action consistenting of two major interdepending operations - teaching and learning. The outcome of this process leads to mutually desired behaviour change

A

definition of “education process”

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2
Q

define “learning”

A

observable or measurable change in behaviour as a result of exposure to environmental stimuli

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3
Q

define “patient education”

A

any set of planned educational activities using a combination of methods (teaching, counselling, behaviour modifications) that is designed to improve patient’s knowledge and health behaviours

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4
Q

why is health education critical to the role of a nurse?

A
  • Assessing problems or deficits * Providing important information and presenting it in unique and appropriate ways
  • Identifying progress being made
  • Giving feedback and follow-up * Reinforcing learning in the attainment of new knowledge, skills, and attitudes
  • Evaluating learners’ abilities
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5
Q

how do elements of health education fit within the steps of the nursing process? discuss assessment

A

assessment: ascertain learning needs, readiness to learn, and learning styles

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6
Q

what are the five different learning theories?

A

-Behaviorist
- cognitive
-constructivist
-humanist
-social

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7
Q

what are the stages of motor learning?

A
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8
Q

in behaviourist theory, what is the purpose of rewards?

A

to increase the likelihood that a behaviour will be repeated

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9
Q

cognitive learning theory is based on the work of ______ and ______

A

piaget, gestalt

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10
Q

miss smith works with kindergarten students to verbally communicate their feelings, knowing that they are naturally egocentric at this age. what learning theory is being applied?

A

cognitive

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11
Q

who is an important founder of constructivist learning theory?

A

vygostki

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12
Q

this learning theory places a high value on critical reflection, and learners must put together what is being presented and work it into their existing knowledge framework

A

constructivist

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13
Q

at clinical, I sometimes learn things that enhance what I have already learned in class, OR i learn things that may contradict what I have learned in class. This is an example of which learning theory being applied?

A

constructivism

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14
Q

what is the role of the teacher in constructivism

A

facilitatory

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15
Q

this learning theory focuses on helping students achieve their own personal potential, rather than focusing on specific learning objectives

A

humanism

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16
Q

teachers are facilitators and coaches who recognize unique needs of each student

A

humanism

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17
Q

when teaching a patient who is well-read on their health condition which they have had for 10 years, how would I incorporate concepts of cognitive learning?

A

build on what is already understood. do not start from the bottom as they may feel infantalized or annoyed. assess where their knowledge is at and connect to that.

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18
Q

the concept based curriculum in the CON is an example of which learning theory at play?

A

cognitive learning

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19
Q

how would I use principles of social learning to teach my patient?

A

I can recommend support groups to promote lifestyle change through peer pressure (ei, AA)

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20
Q

Picking up positive habits from a buddy nurse, CEF, or unit culture, is an example of what?

A

social learning

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21
Q

what is the assumption of humanistic learning?

A

that people WANT to improve and learn as long as their basic needs are met

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22
Q

bursaries are an example of which learning theory at play?

A

humanistic

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23
Q

what is the role of the learner in humanist theory?

A

self-direction

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24
Q

Role of learner: to put together and explore what is being presented

A

constructivist learning theory

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25
Q

role of teacher: to model and encourage students to learn from each other

A

social learning

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26
Q

role of learner: to demonstrate independance, self-regulate, and contribute to the learning process

A

social learning

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27
Q

use skills lab to create an example of motor learning, performance, and attainment

A

motor learning is being taught and practicing the skill, motor performance is doing the skill correctly for demo, motor attainment is consistently performing the skill in clinical

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28
Q

what are the three stages of motor learning?

A

cognitive, associative and autonomous

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29
Q

what happens during the cognitive stage of motor learning?

A

developing understanding of the skill, simple instructions, breaking down into steps, “can you repeat what I just told you?”, no distractions

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30
Q

what happens during the associative stage of motor learning?

A

practicing, being able to explain/critical thinking, adding troubleshooting scenarios, self-reflection and correction

31
Q

what happens in the autonomous stage of motor learning?

A

think about doing the task under a variety of scenarios (can I do wound care on a leg while pt is sitting?), use desirable difficulties (practice with non-dominant hand), variety

32
Q

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

A

definition of teaching

33
Q

discuss the nursing process as it relates to pt education specifically the “planning” stage

A

develop teaching plan based on mutually predetermined behavioral outcomes to meet individual needs

34
Q

discuss the “implimentation” part of the education process

A

perform the act of teaching using specific instructional methods and tools

35
Q

how do nurses “evaluate” their education of patients?

A

they determine behavior changes (outcomes) in knowledge, attitudes and skills

36
Q

what is the ASSURE acronym? what is it used for?

A

A - analyze the learner
S - state the objectives
S - select instructional methods and materials
U - use the instructional methods and materials
R - require learner performance
E - evaluate the teaching plan and revise as necessary

It is how nurses engage in the “education process” (analogous to AAPIE)

37
Q

what are the three determinants of learning?

A

learning needs
readiness to learn
learning styles

38
Q

what are the 7 steps in the assessment of learning needs?

A
  1. Identify learner
  2. choose a good setting
  3. collect info about learner
  4. involve members of IDC team
  5. prioritize needs (mandatory/desirable/possible)
  6. determine education resources
  7. time management
39
Q

what does it look like to prioritize needs?

A

determine what needs are MANDATORY, which are DESIRABLE, and which of those desirable are POSSIBLE

40
Q

what is VARK and what is it used to assess?

A

V- visual
A- aural/auditory
R- read/write
K - kinesthetic

this is used to assess learning styles

41
Q

what does the PEEK acronym stand for and what is it used to assess?

A

Physical
EMotional
Experiential
Knowledge

to determine readiness to learn

42
Q

what 5 elements are part of the P - physical componant of the PEEK model?

A

ability, complexity of task,
environmental effects
health status
gender

43
Q

what 6 elements are part of the E - emotional aspects of readiness to learn?

A

anxiety, support system, motivation, risk-taking behaviour, frame of mind (present/future), developmental stage

44
Q

which elements are part of the E - experiential aspects of readiness to learn? (5)

A

level of aspiration, past coping mechanisms, culture, locus of control, orientation (open or closed minded)

45
Q

which elements are part of the “K - knowledge” aspects of readiness to learn? (4)

A

knowledge base, cognitive ability, learning disabilities, learning styles

46
Q

what are the 8 intelligence types that affect learning style?

A

visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic.

47
Q

what is the purpose of patient education

A

to increase competance, confidence, and self management

48
Q

what is the GOAL of health education?

A

to increase responsibility and independance of pts and their families for self-care

49
Q

what are the benefits of health education?

A

-improve QOL
-ensure continuity of care
-decrease pt anxiety
-reduce illness -complications
-reduce incidence of disease
-promote following of treatment plan
-maximize indepenance with ADLS
-energize and empower pt to become involved in planning

50
Q

what is the WHOLE, ULTIMATE goal of teaching and learning (aka the education process)?

A

behaviour change!

51
Q

what is teaching?

A

deliberate interventions that involve sharing info and experiences to meet intended learner outcomes in the 3 domains (cognitive, affective, and psychomotor)

52
Q

methods to assess learning needs (5)

A

informal conversations, structured interviews, questionnaires,
observations,
documentations

53
Q

what are the three motivational factors?

A

personal attributes, environmental influences,
learner relationship systems

54
Q

motivational axioms (5)

A

-state of optimal anxiety
-learning readiness (can be influenced by external forces and promoted by the nurse)
- realistic goals
- learner satisfaction/success
- uncertainty reduction or maintenance
-

55
Q

ABCD acroynym, what is it for

A

behavioural objective
A= audience
B= behaviour
C= Condition
D = Degree

56
Q

what are the levels of the spiritual taxonomy? what is KEY for progression through these steps?

A

-honoring
- valued
- connect
- empower
- self-actualize

RELATIONSHIP is key

57
Q

what is the READS acronym and what is it for?

A

R - roll with resistance
E- express empathy
A - avoid arguementation
D- develop discrepency
S- support self-efficacy

58
Q

what does OARS stand for and what is it used for?

A

OARS is a motivational interview strategy.
O - open ended questions
A - affirmations of the positives
R - Reflective listening
S - Summaries of the interactions

59
Q

Which part of the OARS model is this?
“We made lots of progress today. Can you tell me what three things you plan to do to meet your health goals this week?

A

S - summary of the interaction

60
Q

During an education session, a patient says “I really can’t give up drinking…”
the nurse responds with “I hear you. Giving up drinking must feel overwhelming.”
which two principles of motivational interviewing is the nurse employing?

A

Rolling with resistance and expressing empathy

61
Q

The nurse says to the patient he is educating, “I know you have a goal of playing with your grandkids more. Continuing to smoke as much as you are is not going to support your ability to do that in the long term.”
which principle of motivational interviewing is he using?

A

Developing discrepency

62
Q

which factors shape motivations (3)

A

personal attributes
environmental influences
learner relationship systems

63
Q

What are the 5 components of Leman’s model of learning health behaviors through modeling?

A

attention
Retention
Motor reproduction
Motivation
Environment

64
Q

what are the factors that inflluence behavior outcomes in the health belief model? (three categories)

A

INDIVIDUAL BELIEFS
-Perceived susceptibility to illness
-Perceived severity of illness
- perceived benefits of change
- perceived barriers to change
- perceived self-efficacy
MODIFYING FACTORS
- age, gender, location, education, health knowledge, immigration status, income, race
ACTIONS
-individual behaviours influenced by cues to action

65
Q

Comprehensive parameters for motivational assessment of the learner (6)

A
  • cognitive variables
  • affective variables
  • physiological variables
  • experiential variables
  • environmental variables
  • educator-learner relationship system
66
Q

what are the componants of the “stages of change” theory?

A

precontemplation > contemplation > preparation > action > maintenance > (termination)
OR action > relapse
OR maintenance > relapse

relapse can lead back to contemplation or pre-contemplation

67
Q

what is the difference between lapse and relapse?

A

relapse is a full return to the previous pattern of behaviour (IE, after quitting smoking, they go back to smoking 1 pack a day for two weeks), lapse is when a smaller interruption in change (EI, after quitting smoking, has two cigarettes on the weekend d/t peer pressure)

68
Q

what is the nurses role in the stages of change theory? (10)

A
  • assessment
  • tailored communication (learning styles)
  • education
  • setting realistic goals
  • self- efficacy
  • support and encouragement
  • relapse prevention
  • follow-up
  • patient centered- approach
  • cultural sensitivity
69
Q

what does cultural sensitivity mean in the context of the stages of change theory?

A

the educator/facilitator is aware that cultural background can influence how and if a person makes a health change. example: Tobacco is an important part of an indigenous person’s culture therefore complete cessation of tobacco products may not be an ideal goal

70
Q

what are the four elements that influence the development of self-efficacy in the self-efficacy model?

A

-Performance accomplishments
- vicarious experiences
- verbal persuasion
-emotional arousal

71
Q

how do we motivate change within the self-efficacy theory? (6)

A

-set achievable goals
- provide support
- skill building (ie CBT)
- modeling success
- teach positive self-talk
- monitor progress (praise the seemingly small steps)

72
Q

Group discussions are an example of a teaching method that facilitates learning in the ______ domain

A

affective

73
Q

Liv is a person with T2DM who, when initially diagnosed, struggled with managing her heath. With guidance and support, she has now become an active member of a support group for people living with DM, she meets with people struggling with a recent diagnosis, she advocates for her community, she works to increase awareness about risk factors for the disease, and in turn she feels supported in her community. Which level of the spiritual taxonomy is she operating in?

A

Empower/ed would be most accurate

NURS 3520 Health Ed Midterm (1 decks)

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