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NCM 102 > MIDTERMS 1/3 > Flashcards

MIDTERMS 1/3 Flashcards

1
Q

what are the 3 determinants of learning

A

identify the learner’s needs
check readiness to learn
know their styles of learning

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2
Q

Remember that assessment of learning
and testing have a strong effect on the
lives and careers of young individuals

A

assess problems or deficits

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3
Q

Delivering the lesson content and
meaning are vital for teaching the
learning process

A

present info

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4
Q

Delivering the lesson content and
meaning are vital for teaching the
learning process

A

identify progress

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5
Q

For knowledge, skills, and attitude, these
are the hallmark characteristics of a
competent nurse

A

reinforce learning in the acquisition of KSA

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6
Q

It is also important to open for
improvements it will also serve as a basis
for modification or even change

A

give feedback and follow up

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7
Q

This is the evaluation aspect. ; Evaluation would serve as a ground for
continuous enhancement of outputs

A

determine effectiveness of education provided

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8
Q

means a gap between what someone
knows and what someone needs or wants
to know

A

learning needs

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9
Q

The first step in the process of teaching
and learning is

A

assessing the students’
learning needs, learning style, and
readiness to learn

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10
Q

Educators must design instructional plan
to address deficits

A

(cognitive, affective,
and psychomotor domains

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11
Q

The educator must know the audience,
discover the nature of their work, and its
capabilities to know where to start and
pause

A

identify the learner

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12
Q

Establishing a trusting environment helps
the learner feel a sense of security in
confining sets of information

A

choose the right setting

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13
Q

This will give you an overview and how to
deal with it

A

collect data about the learner

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14
Q

Learners are usually the most important
source of needs assessment data about
themselves ; Allow them to identify and explore for a
more comprehensive result

A

collect data from the learner

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15
Q

Educators must remember to collaborate
with other members of the healthcare
team for a richer assessment of learning
needs

A

involve members of the health care team

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16
Q

Let us ensure that all students have
compassion ; Effective teachers create classroom
conditions and opportunities.

A

prioritize needs

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17
Q

In healthcare approach, it’s useless to
proceed with interventions if the proper
educational resources are not available
and realistic and does not match the
learner’s needs

A

determine availability of educational resources

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18
Q

what are the steps in assessing learner needs

A

identify the learner
choose the right setting
collect data about the learner
collect data from the learner
involve members of the healthcare team
prioritize needs
determine availability of educational resources

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19
Q

what are the roles of the educator

A

assess problems or deficits
present indo
identify progress
give feedback and follow up
reinforce learning in the acquisition of KSA
determine effectiveness of education provided

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20
Q

Impromptu conversations with health care
team ; Nurse relies on active listening ; Therapeutic communication ; Provide valuable input ; Pose open-ended questions ; To solicit different ideas and inputs and
unlimited information

A

informational conversations

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21
Q

Considered the most common form of
needs assessment.
→ Nurse establishes a trusting relationship
→ Use of open-ended questions
→ Choose a setting that has no distractions
→ Allow learner to express what needs to be learned

A

structured interviews

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22
Q

Use of survey instruments like checklist.
• Checklist is the most common form.
• To make honest assessment.
• Provide space for the learner to add any
items of interest or concern.

A

self administered questionnaires

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23
Q

Involves gathering people from similar
backgrounds or experiences together to
discuss a specific topic of interest
→ Small group getting together (4-12)
→ To identify points of view of a certain
topic
→ Facilitator holds the group
→ Ask open-ended questions
→ Allows for infinite number of possible
answers.
→ Homogeneous group (provide
qualitative data)

A

focus group discussion (FGD)

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24
Q

Watch the learner perform a skill or
task ; Video watching

A

observing health behaviors

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25
Q

Where healthcare professionals record
details to document a patient’s clinical
status or achievement during the course
of a hospitalization

A

doctor’s progress notes ; patient charts

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26
Q

A medical note into a medical or health
record made by a nurse that can provide
an accurate reflection of nursing
assessment

A

nurse’s notes ; patient charts

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27
Q

The time when the learner demonstrates an
interest in learning the information
necessary to maintain optimal health or
become more skillful.

A

readiness to learn

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28
Q

when does a learner become ready to learn

A

become receptive
willing to accept inputs, knowledge, and learning
able to participate in the learning process

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29
Q

4 types of readiness to learn

A

physical
emotional
experiential
knowledge

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30
Q

ability to perform a
task. Requires fine and gross motor
movements, sensory motor

A

physical readiness

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31
Q

• Anxiety level
• Support system
• Motivation
• Risk taking behavior
• Frame of mind
• Developmental stage

A

emotional readiness

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32
Q

• Level of aspiration
• Past coping mechanisms
• Cultural background
• Locus of control
• Orientation

A

experiential readiness

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33
Q

• Present knowledge base
• Cognitive ability
• Learning disabilities

A

knowledge readiness

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34
Q

these thinkers want to get the
whole picture quickly, or get the gist of
things ; want to see broad categories ; process information simultaneously; see how new info connects to what they already know ; overall or global view

A

holistic thinkers

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35
Q

these thinkers process the details of a picture ; Outline the component parts in a logical
progression ; objective
manner ; Do not need to connect it to their
personal values and experiences ; they read, see, or hear in
terms of words or verbal associations ; visual approach, mental pictures or images .

A

anaytical thinkers

36
Q

• Emotional, nonverbal hemisphere
• According to research, right brain persons
are creative, free-thinking, able to see the
big picture, intuitive, likely to visualize
more than thinking of word

A

right brained

37
Q

• Vocal and analytical side, reality based,
logical thinking with verbalization
• Additional information that left brain
person manifested: they are detailed and
fact oriented, they love numbers and they
likely to think in words

A

left brained

38
Q

• Ability to observe parts and details from a
whole
• When it comes to personality, it gives you
independent, confident, and very
competitive
•

A

field independence

39
Q

• Ability to observe the whole picture and
general ideas.
• Personality: they are social, empathetic,
derive their self-identity from people
around them.

A

field dependent

40
Q

Second language learning: successful
learning through communication.

A

field dependent

41
Q

Second language learning: this is through
successful learning through class exercise,
activities, drilling and other focused
activities.

A

field independence

42
Q

Emphasize that students have their own
learning style and that the learner’s
physical, emotional, and sociological needs
must be satisfied within the learning
environment in order to optimize
achievement and academic satisfactions

A

dunn and dunn learning style

43
Q

what are the 5 learning style domains

A

environmental
emotional
sociological
physiological
psychosocial

44
Q

sound, light, temperature,
design

A

environmental

45
Q

motivation, persistence, responsibility, structure

A

emotional

46
Q

learning by self, pairs, team, with an adult

A

sociological

47
Q

perceptual preference, food and drink intake, time of day, mobility

A

physiological

48
Q

global or analytical preference, impulsive and reflective

A

psychological

49
Q

who constructed the myers briggs indicator

A

katherine cook briggs
isabelle briggs myers

50
Q

It is an introspective self-report
questionnaire with the purpose of
indicating differing psychological
preferences in how people perceive the
world around them and make decisions

A

myers briggs indicator (MBTI)

51
Q

Myers-Briggs Indicator is not a learning
style instrument, but a __ to measure
differences in personalities types

A

test

52
Q

It is useful for the educator to understand
that many different ways in which the
learners perceive and judge information
and how they prefer to learn ; builds a robust foundation
for lifelong personal development, it
provides a constructive, flexible, and
liberating framework for understanding
an individual differences and individual
strengths

A

myers briggs indicator

53
Q

who published the experiential learning theory

A

david kolb 1984

54
Q

the theory works
on two levels: a four-stage cycle of
learning and four separate learning styles ; concerned with the learner’s internal cognitive processes then
the person develops an abstract theory
from which he or she develops ideas on
how to proceed.

A

experiential learning theory

55
Q

he stated that states that, “Learning involves the
acquisition of abstract concepts that can be
applied flexibly in a range of situations.”

A

david kolb

56
Q

the impetus for the
development of new concepts is provided
by new experiences

A

experiential learning theory

57
Q

what are the four stages in kolb’s experiential learning theory

A

concrete experience
reflective observation
abstact conceptualization
active experimentation

58
Q

topmost.
Abilities includes learning from the actual
experience.

A

concrete experience

59
Q

learning by
observing others.

A

refelctive observation

60
Q

create
theories to explain what is seen.

A

abstract conceptualization

61
Q

the time
you are using theories to solve the
problem.

A

active experimentation

62
Q

a person who learns through
abstract conceptualization and active
experimentation ; good at
decision making and problesolving and
likes dealing with technical work rather
than interpersonal relationship.

A

converger

63
Q

a person who stresses concrete
experience and reflective observation
continuum ; excels in imagination
and awareness of meaning. He or she
feeling oriented and people-oriented and
like working in groups.

A

diverger

64
Q

person who relies heavily
on concrete experience and active
experimentation. He or she likes to actively
accomplish things, often using trial and
error methods to solve problems. This
person may be impatient with other
people. He or she act on intuition and is a
risk taker.

A

accumulator

65
Q

a person who emphasizes
abstract conceptualization and reflective
observation. The strengths of this person
are in inductive reasoning, creating
theoretical models and integrating ideas.
He or she prefers playing ideas than
actively applying them. This person is
concerned with ideas than people.

A

simulator

66
Q

seeks to provide a
superior learning experience by
addressing each of the four preferred
learning styles ; Different individuals perceive and
process experience in different
preferred ways ; essential to quality learning; is an
awareness in the learning of his or her
own preferred mood and it becomes
comfortable with his or her own best
ways of learning.

A

four mat system

67
Q

who devised the four mat system

A

bernice mccarthy

68
Q

according to the four mat system, there are 4 types of learners:

A

imaginative
analytical
common sence
dynamic

69
Q

these learners listen, speak, interact, and brainstorm ; seeks meaning and asks “why”

A

imaginative

70
Q

these learners observe, analyze, classify, and theorize ; learn by thinking through ideas and ask the question “what”

A

analytical

71
Q

these learners enjoy experimenting, manipulating, imp ; they learnroving, and tinkering ; they learn by testing theories and are most interested in the question “how to”

A

common sense

72
Q

these learners enjoy modifying, adapting, taking risks, and creating ; they learn by trial and error or seeking hidden possibilities and are most interested in the question “what if or so what”

A

dynamic

73
Q

Suggests that the traditional notion of
intelligence, based on IQ. Testing, is far
too limited ; Propose eight different intelligences to
account for a broader range of human
potential in children and adults.

A

theory of multiple intelligence

74
Q

who developed the theory of multiple intelligence

A

howard gardener 1983

75
Q

• He believed that no two individuals are
exactly alike. Even twins are different to
each other. That is why the teacher or
educator should stress the importance of
individual differences

A

howard gardener

76
Q

what are the factors affecting individual differences

A

age differences and personal judgment
sex differences
family and community background
physical conditions
intelligence

77
Q

what are the 8 multiple intelligences

A

verbal/linguistic
logical/mathematical
visual/spatial
bodily/kinesthetic
musical/rhythmic
inteprersonal
intrapersonal
naturalistic
existentialism

78
Q

word smart

A

verbal or linguistic

79
Q

number or reasoning smart

A

logical mathematical intelligence

80
Q

picture smart ; good in vision and are very visionary or imaginative

A

visual / spatial intelligence

81
Q

body smart ; love working using their bodies actively

A

body / kinesthetic intelligence

82
Q

music smart ; love listening to music and manipulating any musical instruments

A

musical / rhythmic intelligence

83
Q

people smart ; between two people ; love talking, negotiations, setting agreements

A

interpersonal intelligence

84
Q

self smart ; good in manipulating and controlling their feeelings ; good in its own personality and identity

A

intrapersonal intelligence

85
Q

nature smart ; good in nature and one with nature

A

naturalist

86
Q

these are the people who knows how to manage and then to let the people know the purpose of their living

A

existentialism

87
Q

we should also place
equal attention on individuals who show
gifts in the other intelligences: the artists,
architects, musicians, naturalists, designers,
dancers, therapists, entrepreneurs, and
others who enrich the world in which we
live.

A

8 types of intelligence ; multiple intelligences

NCM 102 (4 decks)

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