Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CNUR 106 > Midterm > Flashcards

Midterm Flashcards

1
Q

Literacy

A

the ability to understand and use reading, writing, speaking and other forms of communication as ways to participate in society and achieve ones goal and potential

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Health literacy

A

The degree to which an individual has the capacity to obtain, communicate, process and understand basic health info and services to make appropriate health care decisions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

60% of adults are unable to

A

-obtain, understand and act upon health
information and services
– make appropriate health decisions on their own.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

who on average have lower levels of literacy

A

seniors, immigrants, and unemployed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what percent of people find it fairly difficult to get medical help

A

23%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What percent of people find it fairly difficult to judge when they should go to the doctors

A

54%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

If someone has literacy skills are they good with health literacy

A

no

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what are the factors effecting health literacy

A

Influenced by education, culture, social economic status, developmental stage & life experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

4 Links to health literacy

A

ability to Access, comprehend, communicate, evaluate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Facets of health literacy

A

community health literacy, health literacy development, health literacy of an individual, health literacy responsiveness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Low health literacy leads to

A

-poorer overall health
-misuse of meds
-misunderstanding of health info
-preventable use of EPP
-Waiting longer to seek medical help

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

signs of low health literacy

A

Patient may not follow instructions of recommendations for self care
* High frequency of visits or missing scheduled appointments
* Unable to self-manage condition even after being provided instruction over several visits * May not look at pamphlets or information provided, or may say no when they are offered * When given forms, may decline- “I left my reading glasses at home”
* May bring a family member to visits and defer to them to answer questions
* Noticeable language barrier
* Observing non-verbal signs of lack of understanding (nod and agree)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Health disparity by neighborhood income shows significant results in

A

overall health, income security, education, employment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

People with low income are more likely to

A

attempt suicide, get diabetes, hep C, teen birth, infant die, heart disease, smoke

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Health promotion

A

the process of enabling people to increase control over and to improve their health

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Can empowerment be given

A

no only gained when people with little power are able to increase control over resources and decisions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Empowerment is an outcome of

A

health promotion activity enhanced literacy and health literacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Patient education hierarchy

A

self determination
unity with personal life
problem solving
treatment general and specific
understanding disease and patho
safety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Rn role in health promotion

A

-minimize disparities
-work toward conditions that promote equity and social justice
-support people in gaining control
-provide health info
-teach in a way that meets the needs of the individual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

CNRS competency for education

A

StandardII:KnowledgeBasedPractice: The registered nurse practices using the evidence informed knowledge, skills and judgement from diverse sources of knowledge and ways of knowing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What should documentation include

A
  1. Document formal and informal teaching
  2. Description of methods/materials used
  3. Involvement of patient/family
  4. Outstanding issues requiring follow-up
  5. Evaluation of objectives/Pt and Family Comprehension
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what should be stated in documentation

A

Document formal and informal teaching
2. Description of methods/materials used
3. Involvement of patient/family
4. Outstanding issues requiring follow-up
5. Evaluation of objectives/Pt and Family Comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Factors influencing learners assessments

A
  1. learner needs
  2. learner readiness
  3. learning styles
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

nurses barriers to teaching

A

System barriers (lack of time, space, privacy)
* Low importance placed on client education
* Unfamiliar with HOW to teach
* unfamiliar with instructional
design of materials
* unskilled communication practices

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Patient barriers to learning

A

System barriers
* Lack of knowledge about body
* Communication issues (language, level of information provided)
* Pain,fear,grief
* Poor health literacy
* No motivation to learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

low end education

A

telling a patient about their medication. Prep for how to teach this learned in school and practiced so many times it will become rout. Is quick and follow up is often complete by other staff, which makes charting essential

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

middle end education

A

discharge care plan teaching. Reviewing this with the patient, potentially over a few sessions to ensure understanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

End of the spectrum

A

clinical nurse educator, public health nurse, their job is teaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What are the steps in nursing process

A

assess, plan, implement, evaluate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Assessment

A

determine learning needs, readiness to learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Planning

A

teaching plan based on mutually developed goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Implementation

A

perform the act of teaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Evaluation

A

determine changed in knowledge, attitudes, and skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Patients and families experience better care when

A

Acknowledge people as experts on their own lives
* Encourage open and honest conversations
* Support pts to understand their options and make decisions about their care
* Look for ways to improve care based in the needs of each pt

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Communication skills

A

misunderstandings can be devastating-fatal
* recognize uniqueness of the learner
* structure information so each person can receive, understand, remember and apply it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Impact of communication

A

-Explaining and understanding concerns decreases anxiety levels.
-When patients participate, their levels of satisfaction, compliance, and treatment outcomes increase.
Improved quality of communication is related to positive health outcomes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

VARK

A

Learning styles
-Visual
-Aural
-Written
-Kinaesthetic
-logical
-social
-solitary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Universal design for learners

A

-CAST and UDL
“a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

cultural awareness

A
  • first step to enhance health literacy and reduce inequities
  • developing sensitivity/awareness to differences
  • not assigning judgment to cultural differences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

cultural safety

A

shiftperspectivetowhatmatters for the CLIENT
* “goodnursingcare”witha thorough assessment
* mutualrecognition,mutual respect for differences
* recognizespowerdifferentials and addresses them
* OUTCOMEofculturally competent care

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

cultural competency

A

focusisonskillof PRACTITIONER not client
* integratingandtransforming your own health knowledge based on knowledge found in other cultures
* reducelongstandinginequities
* improvesaccess,qualityof
service, outcomes
* risk-do’sanddon’tscanleadto assumptions based on traits or attributes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

primary prevention

A

“Activities aimed at reducing factors that are known to lead to health problems; prevent the occurrence of disease or injury”
-this is things like safe sex, immunization, annual checkups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Secondary prevention

A

“Activities that seek to detect a disease early in its progression, before signs and symptoms occur, to made a diagnosis and begin treatment; Early detection of and intervention in the potential development or occurrence of a health problem”
-ex HIV screening for injection drug users
Mammogram, PAP test
Accurate blood glucose testing: diabetes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

tertiary prevention

A

“The effects of disease become obvious; goals are to interrupt the disease course, to lessen its effects and to prevent further deterioration/recurrence.”
Improve your quality of life and reduce the symptoms from a disease you already have:
Therapy group for mentally ill adults
Physical therapy program for person with spinal cord injury
Walking programs post heart attack

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

methods to assess learner

A

Informal conversation
Structured interview
Observations- ongoing assessment during caregiving
Documentation
Survey tools/questionnaires (not always available or practical)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Things you need to know prior to teaching

A
  1. who the learner is (developmental stage, culture, meaning of illness, what they know already, what they need to know, how they like to learn
  2. what are the barriers that prevent their learning
  3. what is their motivation
  4. What is the most important
  5. who will participate
  6. how does the learner like to learn
  7. understand team goals
  8. prioritize needs
  9. choose the right setting
  10. what resources do I have
  11. How much time do I have
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Determinants od learning

A
  1. learner needs
  2. readiness to learn
  3. learning styles
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

RN responsibility

A

: assess when, what they need or want to know and how to adapt content for each learner.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

PT responsibility

A

determine what they want to know and adapt the learning based on premise of adult learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Adherence

A

“The extent to which a person’s behaviour (taking meds, following recommendations, making lifestyle changes) corresponds with agreed recommendations from a health care provider.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Motivation

A

“Internal state that arouses, directs and sustains behaviour and a willingness to embrace learning.”
Personal attributes
Environment
Relationships

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Prioritize learning needs

A

Mandatory (survival, safety)
Desirable (not life dependant but for well being)
Possible (nice to know but not essential)

52
Q

Readiness is defined as

A

The time when the learner demonstrates interest in learning the information necessary to maintain optimal health”
-when the learner is ready and willing and able to participate

53
Q

PEEK is used for

A

determining learners readiness

54
Q

PEEK stands for

A

Physical readiness, emotional readiness, experimental readiness, knowledge readiness

55
Q

Physical Readiness can be influenced by

A

Health status
Complexity of the task
Gender
Environmental effect

56
Q

Emotional readiness can be determined by

A

Anxiety
Motivation for learning
Available support systems
Risk taking behaviour
Frame of mind
Developmental Stage

57
Q

Experimental readiness can be determined by

A

Past experiences
Cultural influences
Coping and control mechanisms
Cultural background/context
Locus of control
Orientation

58
Q

Knowledge readiness is determined by

A

Level of individual’s current knowledge
Cognitive ability
Learning disabilities
Learning style

59
Q

Health Belief model

A

-predicts peoples behaviours based on their beliefs about the health problem and health behaviour

60
Q

health model ideas

A
  1. Individual perceptions
    How susceptible am I?
    How bad do I think this is?
  2. Modifying Factors
    Demographics (age, gender, culture etc)
    Socio-psychological variables (social class, peer influence)
    Structural variables (knowledge of disease, prior contact with disease)
  3. Likelihood of action
    Perceived benefits of preventative action minus perceived barriers to preventative action
    “This is going to cost me, but does the benefit outweigh the cost of change?”
60
Q

The stages of change

A

Precontemplation stage, contemplation stage, action stage, maintenance stage, relapse stage

61
Q

RN Response -prioritzing needs

A

Approach to prevention: Level 1, 2 or 3
Readiness/motivation
Learning style (VARK, logical, social, alone)
Literacy assessment(health and reading)

62
Q

Preparation stage

A

Committing to change but still consider what to do

63
Q

Precontemplation stage

A

not yet contemplating change or unwilling/inable to change- raising awareness stage

64
Q

Contemplation stage

A

Contemplation-Sees the possibility of change but is ambivalent and uncertain- resolve ambivalence, help to choose change

65
Q

Preparation stage

A

Committing to change but still consider what to do

66
Q

Action stage

A

Taking steps towards change but hasn’t stabilized in the change process

67
Q

Maintenance

A

has achieved goals or relapses- need to either help encourage to stay the course or work at coping with consequences and re-entering a stage to start again in the cycle

68
Q

Approach to pre contemplation stage

A

-Increase awareness of need for change and personalize the risk and benefit

69
Q

Approach to contemplation

A

Motivate, encourage and make specific plans

70
Q

Approach to preparation

A

Assist with developing and implementing concrete action plans help set gradual goal

71
Q

Approach to action

A

Assist with feedback, problem solving social support and reinforcement

72
Q

Approach to maintenance

A

assist with coping, reminders, finding alternatives, avoiding slips and relapses

73
Q

Approach to termination

A

recount the success plan for maintenance over long period of time

74
Q

8 elements of a teaching plan

A

The purpose
2. The statement of the overall goal
3. List of objectives
4. Outline of content to be covered
5. Instructional method chosen
6. Time allotted for each objective
7. Instructions resources chosen
8. Methods used to evaluate learning

75
Q

RN needs to determine what when making a teaching plan

A

What needs to be taught when to teach it how to teach it and who to focus the teaching on

76
Q

What is the point of objectives and goals

A

Provide direction for how to arrive at a specific destination.
*Objectives must be reached before the goal can be reached.
*Goal is the destination and objectives are the pitstops along the way.
*Observable and measurable so RN and the client can determine success

77
Q

How to set a goal

A

SMART!!!

78
Q

What needs to be considered when making objectives

A

Need to have internal consistency (Bastable, 2017, pp. 366)
* Need to be clear, concise, realistic and learner centered
* Set realistic goals as unrealistic goals can discourage the pt and sets them up for failure
* Mutual involvement of RN and pt * Learner readiness, motivation

79
Q

Behavioural objectives

A

statements that describe what the learner will be able to do once they successfully complete a unit of instruction

80
Q

What is a BIG NO in making objectives

A

Do not describe what the RN will do

81
Q

ABCD model

A

-Audience (who)
-Behaviour (what/perform)
-Conditions (Under which circumstances)
-Degree (criterion)

82
Q

Audience

A

-who is the client, what is their literacy, context, determinants of health, what developmental stage

83
Q

Behavioural

A

what the learner is expected to be able to do and demonstrate the skills that have been learned. Action words

84
Q

Conditions

A

Situation. under which the behaviour will. be observed or performance that is expected

85
Q

Degree

A

how well, to what extent, within what time frame

86
Q

two important functions in behavioural objectives

A
  1. provide instructors guidance on selecting materials and ways of teaching
  2. Help patient understand what they are expected to learn and understand
87
Q

3 steps to writing clear objectives

A
  1. begin with a constant phrase like learner will or student will
  2. Connect step 1 to an action verb which communicates what the learner will do. Use a verb that is measurable
  3. Conclude with the specific of what the learner will do when demonstrating achievement. Stress what they will walk away with
88
Q

Performance words

A

-percise words that describe what the learner will be doing
-knowledge, attitude or a skill
-Performance can be visible: list, write, walk
-Performance can be invisible: indetify, recall, describe

89
Q

Taxonomy

A

“Way to categorize things according to how they are related to one another.”

90
Q

Blooms taxonomy piramid

A

Create
evaluate
analyze
apply
understand
remember

91
Q

3 learning domains

A

Cognitive (thinking, Affective (feeling), Psychomotor (skills)

92
Q

cognitive heirarchy

A

evaluation
synthesis
analysis
application
comprehension
knowledge

93
Q

affective hierarchy

A

Characterization
organization
valuing
responding
receiving

94
Q

Psychomotor hierarchy

A

Origination
adaption
complex overt response
mechanism
guided response
set
perception

95
Q

assessment

A

a process to gather, summarize, interpret, and use data to decide a direction for action.

96
Q

Evaluation

A

a process to gather, summarize, interpret, and use data to determine the extent to which an action was successful.

97
Q

5 components of evaluation

A

Audience- who is the evaluation being done for?
* Purpose- why are we evaluating
* Questions- How are we evaluating? What questions will we ask * Scope- who is involved, how big will this get?
* Resources

98
Q

Process evaluation

A

Audience: individual educator
Purpose: to make adjustments as soon as needed during education process
Question: What can better facilitate learning?
Scope: limited to specific learning experience; frequent; concurrent with learning
Resources: inexpensive and available

99
Q

Content evaluation

A

Audience: educator/clinician individual or team
Purpose: to determine whether learners have acquired knowledge/skills just taught
Question: To what degree did learners achieve specified objectives?
Scope: limited to specific learning experience and objectives; immediately after education completed (short-term)
Resources: relatively inexpensive; available

100
Q

Outcome evaluation

A

Audience: educator, education team/director, education funding group
Purpose: to determine effects of teaching
Question: Was teaching appropriate? Were goals met? Did (planned) change occur?
Scope: broader scope, more long term and less frequent than content evaluation
Resources: expensive, sophisticated, may require expertise that is less readily available

101
Q

impact evaluation

A

Audience: institution administration, funding agency, community
Purpose: to determine relative effects of education on institution or community
Question: What is the effect of education on long-term changes at the organizational or community level? Cost vs Effect?
Scope: broad, complex, sophisticated, long-term; occurs infrequently
Resources: extensive, resource-intensive

102
Q

evaluation process

A

The process of evaluation in healthcare education is to gather, summarize, interpret, and use data to determine the extent to which an educational activity is efficient, effective, and useful to learners, teachers, and sponsors.

103
Q

Essential elements of a teaching plan

A

Purose, statement of overall goal, list of objectives, outline of content to be covered, time allowed for teaching, instructional methods, method of evaluate learning

104
Q

assess learner for

A

What does the learner know already?
◦Knowledge Gaps
◦Learning Style
◦Health Literacy
◦Need to know/want to know ◦Readiness/Motivation ◦Developmental Stage

105
Q

influences of developmental stages

A

-readiness, rate and capacity for learning, barriers, knowledge of developmental tasks, correct level

106
Q

The 4mat cycle

A

If (adaption into lives)
Why (meaning)(why should your learner care about this)
What ((concepts)What is vital)
How (skills) how will the learner apply these ideas

107
Q

PITS model(informal beside)

A

Pathophysiology, indications, treatment, specifics

108
Q

Pathophysiology

A

What is happening in my body
Any physical/chemical changes in the body that have or could occur as the result of the disease process
*What is normal?
*What is abnormal?
*Helps client to understand “why” of treatment if they better understand the pathophysiology
*Connect dots between pathophysiology and symptoms

109
Q

Indication

A

Sign and symptoms resulting from injury or disease
*What the patient is experiencing
*what is observed, found on assessment
*Signs or symptoms that may occur because of the disease
*What does this mean for me??
*Talk about treatment of the disease process- generic management *Connect chemical changes (pathophysiology) to physical symptoms *Helps client better understand health status
*Assist with making decisions regarding treatment plans/options
*Beginning understanding of providers view- rationale for what is being recommended and why

110
Q

Treatment

A

*May differ based on HC team member
*OT: how to use walker, RN: Raise legs, MD: Meds
*Provide treatment information specific to the disease
*Break down complex steps/instructions (ie insulin, weight monitoring, etc.)
*May incorporate educational tools here- addressing disease - NOT patient specific treatment
*Review the previous steps - repetition assists retention and understanding
*Connects new thinking/knowledge with previous knowledg

111
Q

Specifics

A

Information becomes CLIENT centered Instructions customized to client’s context Used in a 1:1 setting

112
Q

Gagnes nine events of instruction

A

1.Gain attention of the students
2. Inform students of the objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learning guidance
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job

113
Q

Gangnes model of instructional

A

-exploring
-bridging
-practicing
-enhancing

114
Q

Exploring

A

Gaining the learner’s attention: foster interest/engagement. *Why should your learner care about this?
*What do learners need to know before presenting new material? *What do they already know? Where are they at now?
*Inform the learner of the purpose of the interaction (objectives)

115
Q

Bridging

A

*Linking past learning/current knowledge with new information
*What do they need to know?
*Key concepts/essential information/big ideas *Linking content to objectives
*Address 3 domains of learning: knowledge, psychomotor skills, attitude

116
Q

Practicing

A

*Hands on application of learning
*How will your learner apply these new ideas? * How will they practice/experiment?
* Provide time for practicing
* Provide feedback
* The degree to which learning has been achieved

117
Q

Enhancing

A

*How will new information be integrated into their own context?
*How can learners adapt these new ideas
*Opportunity to create/evaluate/refine the new information *Giving and receiving feedback
*Assessing degree of learning (knowledge/skill/attitude)
*Suggesting alternate ways for the learner to “try out” the new learning

118
Q

Teaching method

A

“A teaching method is the way information is taught that bring the learner into contact with what is to be learned”

119
Q

should you only use 1 teaching method

A

no multiple teaching methods is best

120
Q

examples of teaching methods

A

*Lecture
*Return demonstrations
*Gaming
*Role playing *Simulation *Self-instruction

121
Q

principles of teaching

A

Give positive reinforcement (verbal/nonverbal) Attitude
Be organized & give direction
Feedback: Ask for it & Give it
Ask Questions
◦ Factual/Descriptive
◦ Clarifying
◦ Higher level- draw conclusions, analyze, interpret
Teach back/ Tell back
Know the audience Repetition/ Pacing Summarize important points

122
Q

5 components of teaching methods

A
  1. learner assessment and what are the objectives
  2. What resources do I have
  3. How much time do I have
123
Q

evaluating effectiveness

A

-does the method help me reach my objectives
-is the learning accessible
-does the method match the time/resources
-are my active participation strategies inclusive of learner needs

124
Q

Principles for choosing instructional materials

A

Be familiar with the method/material before using it
Materials should COMPLEMENT, REINFORCE, ENHANCE nursing knowledge- not be a substitute
Choice of content should match the content and skills you want the participant to learn
Cost
Instructional aids must fit the physical conditions of the learning environment
◦ Space
◦ Number of people ◦ Lighting
◦ Sound
Match the sensory abilities of the participants Accurate/ Up to date/ Unbiased

125
Q

Choosing instructional materials you must pay attention to 3 variables

A
  1. characteristic of learner
  2. Characteristic of the medium
  3. characteristic of the task
126
Q

passive learning

A

receiving info without actually engaging in it

127
Q

Active learning

A

activities that students do to construct knowledge and understanding.

CNUR 106 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions