midterms1&2

Question 1

defined as gaps in knowledge that exist between a desired level of performance and the actual level of performance (HealthCare Education Associates, 1989).

Answer 1

Learning needs

Question 2

In other words, it is the gap between what someone knows and what someone needs or wants to know. Such gaps may arise because of a lack of knowledge, attitude, or skill.

Answer 2

Learning Needs

Question 3

important steps in assessment of learning needs

Answer 3

1. Identify the learner
2. Choose the right setting
3. Collect data about the learner
4. Collect data from the learner
5. Involve members of the healthcare teams
6. Prioritize needs
7. Determine Availability of educational resources
8. Assess the demands of the organization
9. Take time-management issues into account

Question 4

the development of formal and informal education programs for patients and their families, nursing staff, or students must be based on accurate identification of the learner. 
For example, an educator may believe that all parents of children with asthma need a formal class on potential hazards in the home. This perception may be based on the educator’s interaction with a few patients and may not be true of all families.

Answer 4

Identify the learner

Question 5

Establishing a trusting environment helps learners feel a sense of security in confiding information, believe their concerns are taken seriously and are considered important, and feel respected.
Ensuring privacy and confidentiality is recognized as essential to establishing a trusting relationship.

Answer 5

Choose the right setting

Question 6

Once the learner is identified, the educator can determine characteristic needs of the population by exploring typical health problems or issues of interest to that population.
Subsequently, a literature search can assist the educator in identifying the type and extent of content to be included in teaching sessions as well as the educational strategies for teaching a specific population based on the analysis of needs.

Answer 6

collect data about the learner

Question 7

Learners are usually the most important source of needs assessment data about themselves.
Allow patients and/or family members to identify what is important to them, what they perceive their needs to be, which types of social support systems are available, and which type of assistance these supports can provide.
Actively engaging learners in defining their own problems and needs motivates them to learn because they are invested in planning for a program specifically tailored to their unique circumstances.

Answer 7

collect data from the learner

Question 8

Other health professionals likely have insight into patient or family needs or the educational needs of the nursing staff or students resulting from their frequent contacts with both consumers and caregivers.
Nurses are not the sole educators of these individuals; thus they must remember to collaborate with other members of the healthcare team for a richer assessment of learning needs.
This consideration is especially important because time for assessment is often limited. In addition to other health professionals, organizations such as the American Heart Association, the American Diabetes Association, and the American Cancer Society are excellent sources of health information

Answer 8

involve members of the healthcare team

Question 9

Maslow’s (1970) hierarchy of human needs can help the educator prioritize so that the learner’s basic needs are attended to first and foremost before higher needs are addressed.
Prioritizing the identified needs helps the patient or staff member to set realistic and achievable learning goals. Choosing which information to cover is imperative, and nurse educators must make choices deliberately.
Without good assessment, a common mistake is to provide more information than the patient wants or needs. To avoid this problem, the nurse must discriminate between information that patients need to know versus information that is nice for them to know

Answer 9

prioritize needs

Question 10

Criteria for prioritizing learning needs

Answer 10

1 . mandatory

2. desirable
3. possible

Question 11

Needs that must be learned for survival or situations in which the learner’s life or safety is threatened. Learning needs in this category must be met immediately. The nurse who works in a hospital must learn how to do cardiopulmonary resuscitation or be able to carry out correct isolation techniques for self-protection.

Answer 11

mandatory

Question 12

Needs that must be learned for survival or situations in which the learner’s life or safety is threatened. Learning needs in this category must be met immediately. The nurse who works in a hospital must learn how to do cardiopulmonary resuscitation or be able to carry out correct isolation techniques for self-protection.

Answer 12

desirable

Question 13

Needs for information that is nice to know but not essential or required or situations in which the learning need is not directly related to daily activities.

Answer 13

possible

Question 14

The educator may identify a need, but it may be useless to proceed with interventions if the proper educational resources are not available, are unrealistic to obtain, or do not match the learner’s needs.

For example, a patient who has asthma needs to learn how to use an inhaler and peak-flow meter. If the proper equipment is not available for demonstration/return demonstration at that moment, it might be better for the nurse educator to concentrate on teaching the signs and symptoms the patient might experience when having poor air exchange than it is to cancel the encounter altogether.

Answer 14

determine availability of educational resources

Question 15

This assessment yields information that reflects the climate of the organization.

The educator should be familiar with standards of performance required in various employee categories, along with job descriptions and hospital, professional, and agency regulations.

Answer 15

assess the demand of the organization

Question 16

Because time constraints are a major impediment to the assessment process, Rankin, Stallings, and London (2005) suggest the educator should emphasize the following important points with respect to time-management issues:
1.It is much more efficient and effective to take the time to do a good initial assessment upfront than to waste time by having to go back and uncover information that should have been obtained before beginning instruction.
2.Learners must be given time to offer their own perceptions of their learning needs if the educator expects them to take charge and become actively involved in the learning process. Learners should be asked what they want to learn first, because this step allays their fears and makes it easier for them to move on to other necessary content (McNeill, 2012).
3.Assessment can be conducted anytime and anywhere the educator has formal or informal contact with learners. Data collection does not have to be restricted to a specific, predetermined schedule.
4.Informing a patient ahead of time that the educator wishes to spend time discussing problems or needs gives the person advance notice to sort out his or her thoughts and feelings.
Minimizing interruptions and distractions during planned assessment interviews maximizes productivity

Answer 16

take time-management issues into account

Question 17

can be defined as the time when the learner demonstrates an interest in learning the information necessary to maintain optimal health or to become more skillful in a job.

Answer 17

readiness to learn

Question 18

occurs when the learner is receptive, willing, and able to participate in the learning process. It is the responsibility of the educator to discover through assessment exactly when patients or staff are ready to learn, what they need or want to learn, and how to adapt the content to fit each learner.

Answer 18

readiness to learn

Question 19

To assess, the educator must first understand what needs to be taught, collect and validate that information, and then apply the same methods used previously to assess learning needs, including making observations, conducting interviews, gathering information from the learner as well as from other healthcare team members, and reviewing documentation.

Answer 19

readiness to learn

Question 20

four types of readiness to learn

Answer 20

1. Physical Readiness
2. Emotional readiness
3. Experiential readiness
4. Knowledge readiness

Question 21

•Ability to perform a task requires fine and/or gross motor movements, sensory acuity, adequate strength, flexibility, coordination, and endurance.
Creating a stimulating and accepting environment by using instructional tools to match learners’ physical and sensory abilities encourages readiness to learn.

Answer 21

measures ability

Question 22

•affect the extent to which the learner can master the behavioral changes in the cognitive, affective, and psychomotor domains.
Psychomotor skills, once acquired, are usually retained better and longer than learning in the other domains (Greer, Hitt, Sitterly, & Slebodnick, 1972). Once ingrained, psychomotor, cognitive, and affective behaviors become habitual and may be difficult to alter.

Answer 22

complexity of task

Question 23

Research suggests that women are generally more receptive to medical care and take fewer risks with their health than do men (Ashton, 1999; Bertakis, Rahman, Helms, Callahan, & Robbins, 2000; Harris, Jenkins, & Glaser, 2006; Rosen, Tsai, & Downs, 2003; Stein & Nyamathi, 2000).
•This difference may arise because women traditionally have taken on the role of caregivers and, therefore, are more open to health promotion teaching.
•Men, by comparison, tend to be less receptive to healthcare interventions and are more likely to be risk takers. A good deal of this behavior is thought to be socially induced.

Answer 23

gender

Question 24

influences a person’s ability to perform at cognitive, affective, and psychomotor levels. In particular, it affects patients’ ability to concentrate and retain information (Kessels, 2003; Sandi & Pinelo-Nava, 2007; Stephenson, 2006).

Answer 24

anxiety level

Question 25

•Members of the patient’s support system who are available to assist with self-care activities at home should be present during at least some of the teaching sessions so that they can learn how to help the patient if the need arises.
A strong positive support system can decrease anxiety, whereas the lack of one can increase anxiety levels.

Answer 25

support system

Question 26

•the time when a nurse truly connects with the client by directly meeting the individual on mutual terms. The reachable moment allows for the mutual exchange of concerns and a sharing of possible intervention options without the nurse being inhibited by prejudice or bias.
When the client feels emotionally supported, the stage is set for the teachable moment because it is then that the person is most receptive to learning.

Answer 26

reachable moment

Question 27

•Knowing the motivational level of the learner assists the educator in determining when that person is ready to learn.
•The nurse educator must be cognizant of the fact that motivation to learn is based on many varied theories of motivation and, thus, be careful to link a specific theory’s concepts or constructs to the appropriate method of assessment and subsequent educational interventions.
The learner who is ready to learn shows an interest in what the nurse educator is doing by demonstrating a willingness to participate or to ask questions.

Answer 27

motivation

Question 28

•The educator can assist patients in developing strategies that help reduce the level of risk associated with their choices.
Educators can, however, help individuals learn how to take risks. First, the person must decide to take the risk. The next step is to develop strategies to minimize the risk. Then, the learner needs to develop worst-case, best case, and most-probable-cause scenarios. Last, the learner must decide whether the worst-case scenario developed is acceptable.

Answer 28

risk-taking behavior

Question 29

•involves concern about the here and now versus the future. If survival is of primary concern, readiness to learn will be focused on the present to meet basic human needs.
•People from lower socioeconomic levels, for example, tend to concentrate on immediate, current concerns because they are trying to satisfy everyday need
•Older individuals, although they gather information from a variety of sources, tend to make health decisions primarily based on information provided by the healthcare professional (Cutilli, 2010).
•Children regard life in the here and now because they are developmentally focused on what makes them happy and satisfied.
Adults who have reached self-actualization and those whose basic needs are met are most ready to learn health promotion tasks and are said to have a more futuristic orientation.

Answer 29

frame of mind

Question 30

•Each task associated with human development produces a peak time for readiness to learn, known as a teachable moment (Hansen & Fisher, 1998; Hotelling, 2005; Tanner, 1989; Wagner & Ash, 1998).
•Adults can build on meaningful past experiences and are strongly driven to learn information that helps them to cope better with real-life tasks. They see learning as relevant when they can apply new knowledge to help them solve immediate problems.
Children, in contrast, desire to learn for learning’s sake and actively seek out experiences that give them pleasure and comfort.

Answer 30

developmental stage

Question 31

• refers to the learner’s past experiences with learning.
•The educator should assess whether previous learning experiences have been positive or negative in overcoming problems or accomplishing new tasks.
Someone who has had negative experiences with learning is not likely to be motivated or willing to take a risk to change behavior or acquire new behaviors

Answer 31

experiential readiness

Question 32

four elements of physical readiness

Answer 32

1. aspiration
2. past coping mechanism
3. cultural background
4. locus of control

Question 33

•The extent to which someone is driven to achieve is related to the type of short- and long-term goals established—not by the educator but by the learner.
•Early successes are important motivators in learning subsequent skills.
Satisfaction, once achieved, elevates the level of aspiration, which in turn increases the probability of continued performance output in undertaking future endeavors to change behavior.

Answer 33

level of aspiration

Question 34

•Educators must explore the coping mechanisms that learners have been using to understand how they have dealt with previous problems.
Once these mechanisms are identified, the educator needs to determine whether past coping strategies have been effective and, whether they work well in the present learning situation.

Answer 34

past coping mechanism

Question 35

•The educator’s knowledge about other cultures and sensitivity to behavioral differences between cultures are important so that the educator can avoid teaching in opposition to cultural beliefs.
•Building on the learner’s knowledge base or belief system (unless it is dangerous to well-being), rather than attempting to change it or claim it is wrong, encourages rather than dampens readiness to learn.
•Language is also a part of culture and may prove to be a significant obstacle to learning if the educator and the learner do not speak the same language fluently.
•Medical terminology in and of itself may be a foreign language to many patients, even if they are from a non-dominant culture or their primary language is the same as or different from that of the educator.
Educators should not start teaching unless they have determined that the learner understands what they are saying and that they understand and respect the learner’s culture.

Answer 35

cultural background

Question 36

When patients are internally motivated to learn, they have what is called an _______ ; that is, they are ready to learn when they feel a need to know about something.

Answer 36

internal locus of control

Question 37

, they are externally motivated—then someone other than themselves must encourage the learner to want to know something.

Answer 37

external locus of control

Question 38

refers to the learner’s present knowledge base, the level of cognitive ability, the existence of any learning disabilities and/ or reading problems, and the preferred style of learning.

Answer 38

knowledge readiness

Question 39

•If educators make the mistake of teaching subject material that has already been learned, they risk at the very least inducing boredom and lack of interest in the learner.
•The nurse educator must always find out what the learner knows prior to teaching and build on this knowledge base to encourage readiness to learn.
•In teaching patients, the educator also must consider how much information the patient wants to receive.
Some patients want to know the details to make informed decisions about their care, whereas others prefer a more general and less in-depth approach and can be overwhelmed by the provision of too much information.

Answer 39

present knowledge base

Question 40

•The educator must match the level of behavioral objectives to the cognitive ability of the learner.
•The learner who is capable of understanding, memorizing, recalling, or recognizing subject material is functioning at a lower level in the cognitive domain than the learner who demonstrates problem solving, concept formation, or application of information.
Nurse educators should be sure to make information meaningful to those persons with cognitive impairments by teaching at their level and communicating in ways that learners can understand.

Answer 40

cognitive ability

Question 41

• which may be accompanied by low-level reading skills, are not necessarily indicative of an individual’s intellectual abilities, but they do require educators to use special or innovative approaches to instruction to sustain or bolster readiness to learn.
Individuals with low literacy skills and learning disabilities become easily discouraged unless the educator recognizes their special needs and seeks ways to help them accommodate or overcome their problems with encoding words and comprehending information.

Answer 41

learning and reading disabilities

Question 42

•assessing how someone learns best and likes to learn helps the educator to select appropriate teaching approaches.
Knowing the teaching methods and materials with which a learner is most comfortable or, conversely, those that the learner does not tolerate well allows the educator to tailor teaching to meet the needs of individuals with different styles of learning, thereby increasing their readiness to learn.

Answer 42

learning styles

Question 43

takes place not by the teacher initiating and motivating the learning process but rather by the teacher removing or reducing obstacles to learning and enhancing the process after it has begun.

Answer 43

adult learning

Question 44

• are defined as those factors that impede the nurse’s ability to deliver educational services.

Answer 44

barriers to teaching

Question 45

• are defined as those factors that negatively affect the ability of the learner to pay attention to and process information.

Answer 45

obstacles to learning

Question 46

cited by nurses as the greatest barrier to being able to carry out their educator role effectively. (E.g. Early discharge from inpatient and outpatient settings often results in nurses and clients having fleeting contact with each other.

Answer 46

lack of time to teach

Question 47

many nurses and other healthcare personnel admit that they do not feel competent or confident enough with their teaching skills. (E.g. although nurses are expected to teach, few have ever taken a specific course on the principles of teaching and learning).

Answer 47

lack of confidence

Question 48

• it plays an important role in determining the outcome of a teaching–learning interaction. Motivation to teach and skill in teaching are prime factors in determining the success of any educational endeavor.

Answer 48

personal characteristics of the nurse educator

Question 49

• with the strong emphasis of TJC mandates, the level of attention paid to the educational needs of both consumers and healthcare personnel has changed significantly. However, budget allocations for educational programs remain tight and can interfere with the adoption of innovative and time-saving teaching strategies & techniques.

Answer 49

Administrators and supervisory personnel assigned a low priority to patient and staff education

Question 50

lack of space, lack of wprivacy, noise, and frequent interruptions caused by patient treatment schedules and staff work demands are just some of the factors that may negatively affect the nurse’s ability to concentrate and effectively interact with learners.

Answer 50

The environment in the various settings where nurses are expected to teach is not always conducive to carrying out the teaching–learning process

Question 51

refer to the ways in which and conditions under which learners most efficiently and most effectively perceive, process, store, and recall what they are attempting to learn (James & Gardner, 1995) and their preferred approaches to different learning tasks (Furnham, 2012).

Answer 51

learning styles

Question 52

ways in which an individual processes information or different approaches or methods of learning.

Answer 52

learning styles

Question 53

learning styles involves

Answer 53

AFFECTIVE, PSYCHOMOTOR, AND COGNITIVE styles.

Question 54

also known as “Cycle of Learning”

Answer 54

David kolb’s model

Question 55

by Anthony Gregorc

Answer 55

cognitive styles

Question 56

two commonly used learning styles models

Answer 56

David Kolb’s model

Cognitive styles model

Question 57

, a management expert from Case Western Reserve University, developed his learning style model in the early 1970s. Kolb believed that knowledge is acquired through a transformational process, which is continuously created and recreated.

Answer 57

David Kolb

Question 58

depicts a 4-stage cycle or 4 modes of learning which reflect two major dimensions of perception and processing.

Answer 58

Kolb’s theory of experiential learning

Question 59

kolb’s experiential learning style theory is typically represented by a four stage learning cycle

Answer 59

1. concrete experience
2. reflective observation
3. abstract conceptualisation
4. active experimentation

Question 60

KOLB also identified FOUR LEARNING STYLES and their corresponding characteristics where one style type will be predominantly manifested by the learner:

Answer 60

1. Converger
2. Diverger
3. Accumulator
4. Assimilator

Question 61

learns by AC and AE; good at decision-making, problem-solving and prefers dealing with technical work than interpersonal relationships, uses deductive reasoning to solve problems; uses facts and data and has skills for technology and specialist careers.

Answer 61

converger

Question 62

stresses CE and RO; people and feeling-oriented and likes to work in groups.

Answer 62

diverger

Question 63

relies heavily on CE and AE; impatient with other people, a risk-taker, often using trial and error methods of, acts more on intuition, instinct or gut feeling rather than on logic.

Answer 63

accomodator

Question 64

emphasizes AC and RO; more concerned with abstract ideas than people, very good in inductive reasoning creating theoretical models, and integrating ideas and actively applying them, uses logical thinking.

Answer 64

assimilator

Question 65

Three mechanisms to determine learning style are;

Answer 65

observation
interviews
administration of learning style instruments

Question 66

, the learner in action, the educator can ascertain how the learner grasps information and solves problems (E.g. when doing a math calculation, does the learner write down every step or just the answer?)

Answer 66

observation

Question 67

educator can ask the learner about preferred ways of learning as well as the environment most comfortable for learning. Is group discussion or self-instruction preferable? Does the learner prefer hands-on activities or reading instructions? Is a warm or cold room more conducive to conversation? Simply asking the question, “How do you learn best?” can yield valuable information on this front.

Answer 67

interview

Question 68

(E.g. Brain Preference Indicator (BPI), consists of a set of questions used to determine hemispheric functioning. The BPI instrument reveals a general style of thought that results in a consistent pattern of behavior in all areas of the individual’s life. The other instrument available for widespread commercial use is the Herrmann Brain Dominance Instrument (HBDI). Herrmann’s (1988) model incorporates theories on growth and development and considers learning styles as learned patterns of behavior.

Answer 68

Administration of learning style instruments

Question 69

Using the _____ has exciting implications. Understanding and recognizing various styles can influence decision making about planning, implementing, and evaluating educational programs.

Answer 69

learning style approach to instruction

Question 70

developed a model based on previous research on learning styles and brain functioning. She used Kolb’s model combined with Sperry’s right-brain/left-brain research findings to create the 4MAT system.

Answer 70

McCarthy

Question 71

McCarthy’s model describes four types of learners:

Answer 71

1. imaginative
2. analytical
3. common sense
4. dynamic

Question 72

: Learners who demand to know why. These learners like to listen, speak, interact, and brainstorm.

Answer 72

type 1: imaginative

Question 73

Learners who want to know what to learn. These learners are most comfortable observing, analyzing, classifying, and theorizing.

Answer 73

type 2: analytical

Question 74

Learners who want to know how to apply the new learning. These learners are happiest when experimenting, manipulating, improving, and tinkering.

Answer 74

type 3: common sense

Question 75

Learners who ask, What if? These learners enjoy modifying, adapting, taking risks, and creating.

Answer 75

type 4: dynamic

Question 76

McCarthy model is

Answer 76

4MAT system

Question 77

He is best known for his work in learning styles and in 1984 designed a workable model to explain or categorize the ways in which the mind learns.

Answer 77

Anthony Gregorc

Question 78

categorizes the ways different people perceive and process information in all four dimensions but may have preferences or choices of doing it which may fall into these mediation channels;

Answer 78

mind style’s model

Question 79

Learners like highly structured, quiet learning environments without interruptions, like concrete learning materials especially visuals and give focus on details, may interpret words literally.

Answer 79

concrete sequential (CS)

Question 80

-Learners are intuitive, trial-and-error method of learning, and they look for alternatives.

Answer 80

concrete random (CR)

Question 81

Learners are holistic thinkers and need consistency in the learning environment, do not like interruptions, have good verbal skills. They are rational and logical.

Answer 81

abstract sequential

Question 82

Learners think holistically, learn a lot from visual stimuli, prefer busy, unstructured learning environments, focused on personal relationships.

Answer 82

abstract random (AR)

Question 83

Cognitive Styles model includes

Answer 83

1. concrete sequential (SR)
2. concrete random (CR)
3. abstract sequential (AS)
4. abstract random (AR)

Question 84

He writes that we may all have these intelligences, but our profile of these intelligences may differ individually based on genetics or experience.

Answer 84

Howard Gardner

Question 85

developed theory focused on the multiple kinds of intelligence in children. Gardner based his theory on findings from brain research, developmental work, and psychological testing. He identified 10 kinds of intelligence located in different parts of the brain.

Answer 85

Howard Gardner’s Multiple Intelligence Theory

Question 86

proposes that people are not born with all of the intelligence they will ever have. This theory challenged the traditional notion that there is one single type of intelligence, sometimes known as “g” for general intelligence that only focuses on cognitive abilities.

Answer 86

Multiple Intelligence Theory

Question 87

Gardner introduced ten different types of intelligences consisting of the following;

Answer 87

1.Verbal-Linguistic- “word-smart”
2.Logical/Mathematical - “number & reasoning-smart”
3.Spatial - “picture-smart”
4.Bodily-Kinesthetic - “body-smart”
5.Musical- “music-smart”
6.Interpersonal - “people-smart”
7.Intrapersonal - :self-smart”
8.Naturalist - “nature-smart”
9.Existential - “life-smart”
Creative - “ideas-smart

Question 88

“word-smart”

Answer 88

verbal-linguistic

Question 89

• “number & reasoning-smart”

Answer 89

logical/mathematical

Question 90

“picture-smart”

Answer 90

spatial

Question 91

“body-smart”

Answer 91

bodily-kinesthetic

Question 92

“music-smart”

Answer 92

musical

Question 93

“people-smart”

Answer 93

interpersonal

Question 94

“nature-smart”

Answer 94

naturalist

Question 95

“life-smart”

Answer 95

existential

Question 96

“ideas-smart

Answer 96

creative

Question 97

components of teaching plan

Answer 97

1.Elements
2.Objectives
3.Strategies and Methodologies
4.Resources
Evaluation

Question 98

that is, the ordering of these behaviors based on their type and complexity—pertains to the level of knowledge to be learned, the kind of behaviors most relevant and attainable for an individual learner or group of learners, and the sequencing of knowledge and experiences for learning from simple to the most complex.

Answer 98

taxonomy

Question 99

types of objectives

Answer 99

1. educational objectives
2. instructional objectives
3. behavioral objectives

Question 100

are used to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study that guide the design of curriculum units.

Answer 100

educational objectives

Question 101

describe the teaching activities, specific content areas, and resources used to facilitate effective instruction.

Answer 101

instructional objectives

Question 102

is also referred to as “learning objectives” - make use of the modifier behavioral or learning to denote that this type of objective is action oriented rather than content oriented, learner centered rather than teacher centered, and short-term outcome focused rather than process focused. Behavioral objectives describe precisely what the learner will be able to do following a learning situation.

Answer 102

behavioral objectives

Question 103

is the final outcome to be achieved at the end of the teaching and learning process. also commonly referred to as learning outcomes, are global and broad in nature and are long-term targets for both the learner and the teacher. are the desired outcomes of learning that realistically can be achieved usually in a few days, weeks, or months.
They are considered multidimensional in that a number of objectives are subsumed under or incorporated into an overall goal.

Answer 103

Goal

Question 104

in contrast to a goal, is a specific, single, concrete, on dimensional behavior. Objectives are short term and should be achieved at the end of one teaching session, or shortly after several teaching sessions. A behavioral objective is the intended result of instruction, not the process or means of instruction itself. Behavioral objectives describe precisely what the learner will be able to do following the instruction.

Answer 104

objective

Question 105

s must be observable and measurable for the educator to be able to determine whether they have been met by the learner. it can be thought of as advance organizers—that is, statements that inform the learner of what is expected from a cognitive, affective, or psychomotor perspective prior to meeting the goal, which is the desired end result or intended outcome (Surbhi, 2015). Objectives are derived from a goal and must be consistent with and related to that goal.

Answer 105

objectives

Question 106

The format for writing concise and useful behavioral objectives includes the following three important characteristics:

Answer 106

performance, condition, criterion

Question 107

Describes what the learner is expected to be able to do to demonstrate the kinds of behaviors the teacher will accept as evidence that objectives have been achieved. Activities performed by the learner may be observable and quite visible, such as being able to write or list something, whereas other activities may not be as visible, such as being able to identify or recall something.

Answer 107

performance

Question 108

Describes the situations under which the behavior will be observed or the performance will be expected to occur.

Answer 108

condition

Question 109

Describes how well, with what accuracy, or within what time frame the learner must be able to perform the behavior so as to be considered competent.

Answer 109

criterion

Question 110

are statements that communicate who will do what under which conditions and how well, how much, or when (Cummings, 1994). An easy way to remember the four elements that should be in a behavioral objective is to follow the ABCD rule proposed by Smaldino, Lowther, and Russell (2012).

Answer 110

behavioral objectives

Question 111

ABCD rule

Answer 111

Audience
Behavior
Condition
Degree

Question 112

is a way to categorize things according to how they are related to one another. For example, in science, biologists use taxonomies to classify plants and animals based on their natural characteristics.

Answer 112

taxonomy

Question 113

is known as the “thinking” domain. Learning in this domain involves acquiring information and addressing the development of the learner’s intellectual abilities, mental capacities, understanding, and thinking processes. Objectives in this domain are divided into six levels.m

Answer 113

cognitive domain

Question 114

Cognitive domain are divided into six levels.

Answer 114

1. knowledge
2. comprehension
3. application
4. analysis
5. synthesis
6. evaluation

Question 115

known as the “feeling” domain. Learning in this domain involves an increasing internalization or commitment to feelings expressed as emotions, interests, beliefs, attitudes, values, and appreciations. Whereas the cognitive domain is ordered in terms of complexity of behaviors, the affective domain is divided into categories that specify the degree of a person’s depth of emotional responses to tasks.

Answer 115

affective domain

Question 116

includes emotional and social development goals. As stated by Eggen and Kauchak (2012), educators use this domain to help learners realize their own attitudes and values.

Answer 116

affective domain

Question 117

known as the “skills” domain. Learning in this domain involves acquiring fine and gross motor abilities such as walking, handwriting, manipulating equipment, or performing a procedure. Psychomotor skill learning, according to Reilly and Oermann (1990), “is a complex process demanding far more knowledge than suggested by the simple mechanistic behavioral approach”

Answer 117

psychomotor domain

Question 118

a blueprint to achieve the goal and the objectives that have been developed. Along with listing the goal and objectives, this plan should indicate the purpose, content, methods, tools, timing, and evaluation of instruction.

Answer 118

teaching plan

Question 119

• is the way information is taught that brings the learner into contact with what is to be learned.

Answer 119

teaching method

Question 120

are the objects or vehicles by which information is communicated. Often these terms are used interchangeably and are frequently referred to in combination with one another as teaching strategies and techniques. Nevertheless, teaching methods and instructional materials are not the same, and a clear distinction can and should be made between them.

Answer 120

instructional materials

Question 121

Making appropriate choices of instructional materials depends on a broad understanding of three major variables. A useful mnemonic for remembering these variables is LMAT

Answer 121

learner, medium, and task

Question 122

Many variables are known to influence learning. Nurse educators, therefore, must know their audience so that they can choose those tools best suited to the needs and abilities of various learners. They must consider sensory and motor abilities, reading skills, motivational levels (locus of control), developmental stages, learning styles, gender, socioeconomic characteristics, and cultural backgrounds.

Answer 122

characteristics of the learner

Question 123

A wide variety of media—printed, demonstration, and audiovisual—are available to enhance teaching methods. Print materials are the most common form through which information is communicated, but demonstration tools and non-print media, which include a large range of audio and visual possibilities, are popular and useful choices. Because no single medium is more effective than all other options, the educator should be flexible in considering a multimedia approach to complement methods of instruction.

Answer 123

characteristics of medium

Question 124

Identifying the type of learning domain (cognitive, affective, and/or psychomotor), as well as the complexity of behaviors to be achieved to meet identified objectives, defines the task(s) that must be accomplished.

Answer 124

characteristics of task

Question 125

The three major components that educators should keep in mind when selecting print and non-print materials for instruction are:

Answer 125

1. delivery system
2. content
3. presentation

Question 126

includes both the software and the hardware used in presenting information. For instance, the educator giving a lecture might choose to enhance the information being presented by using PowerPoint slides (software) delivered via a computer (hardware).

Answer 126

delivery system

Question 127

(intended message) is independent of the delivery system and is the actual information being communicated to the learner. When selecting instructional material(s), the nurse educator must consider several factors. (E.g. accuracy of the information, appropriateness of the medium to convey the information, etc.)

Answer 127

content

Question 128

• the form of the message is a very important component for selecting or developing instructional materials. However, a consideration of this aspect of any tool is frequently ignored. Weston and Cranston (1986) describe the form of the message as occurring along a continuum from concrete (real objects) to abstract (symbols).

Answer 128

presentation

Question 129

Types of Instructional Materials

Answer 129

1. Written materials
2. commercially prepared materials
3. self-composed materials

Question 130

Handouts, such as leaflets, books, pamphlets, brochures, and instruction sheets (all symbolic representations), are the most widely used and most accessible type of tools for teaching. Printed materials have been described as “frozen language” and are the most common form of teaching aid because of the distinct advantages they provide to enhance teaching and learning.

Answer 130

written materials

Question 131

A variety of brochures, posters, pamphlets, and client-focused instructional sheets are available from commercial vendors. Whether such materials enhance the quality of learning is an important question for nurse educators to consider when evaluating these products for content, readability, and presentation.

Answer 131

commercially prepared materials

Question 132

Nurse Educators may choose to write their own instructional materials to save costs or to tailor content to specific audiences. Composing materials offers many advantages. For example, by writing their own materials, educators can tailor the information to accomplish their points.

Answer 132

self-composed materials