MODULE 3 Flashcards
a process to develop a plan to manage stakeholder participation, timelines, resources, and determine methods for data-gathering, interpretation, and decision making
MANAGE THE PLANNING PROCESS
a process to learn more about the population of interest, trends, and issues that may affect implementation, including the wants, needs, and assets of the community
CONDUCT A SITUATIONAL ASSESSMENT
a process to use the results of the situational assessment to select strategies and activities,
feasible with available resources, that will contribute to your goals and outcome objectives
IDENTIFY STRATEGIES, ACTIVITIES, OUTPUTS, PROCESS OBJECTIVES, AND RESOURCES
a process to use situational assessment results to determine goals, populations of interest,
outcomes, and outcome objectives
IDENTIFY GOALS, POPULATIONS OF INTEREST, OUTCOMES, AND OUTCOME
OBJECTIVES
a process to develop a list of variables that can be tracked to assess the extent to which outcome
and process objectives have been met
DEVELOP INDICATORS
a process to to clarify the contribution of each component of the plan to its objectives, identify
gaps, ensure adequate resources, and ensure consistency with the situational assessment findings.
REVIEW THE PROGRAM PLAN
Identify the learner (who is the audience?)
Choose the right settings( establishing a trusting environment)
Collect data about the learner
Collet data from the learner (most common source)
Involves members of the healthcare team
Prioritize needs
Provide only need- or want to know information
Determine availability of educational resources.
Assess the demands of the organization
Take time management issues into account
important steps in the assessment of learning needs
impromptu conversations that take place with other healthcare team members
involved in the care of the client
Informal Conversation
most commonly used to solicits learner’s point of view
Structured Interview
getting together a small number of potential learners, including the facilitator
Focus Groups
They are easy to administer, provide more privacy compared to interview.
Questionnaires
Giving written pretests prior to instruction can help identify the knowledge level of learners to ascertain their specific learning needs
Tests
Observing the behaviors in several different time periods can help the educators draw conclusions about established patterns of behavior that cannot or should not be drawn from a single observation
Observation
Four types of Readiness to Learn
PEEK ( Physical Readiness , Emotional Readiness , Experiential Readiness , Knowledge Readiness )
Use to review medical records that can provide valuable information about the learning needs that can yield important insights with respect to the needs of the learner.
Documentation
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
READINESS TO LEARN
Types of readiness
Measures of ability
Complexity of task
Environmental effects
Health status
Gender
Physical Readiness
Types of readiness
Anxiety level
Support system
Motivation
Risk taking behavior
Frame of mind
Developmental stage
EMOTIONAL READINESS
Types of readiness
Level of aspiration
Past coping mechanisms
Cultural background
Locus of control
Experiential Readiness
Types of readiness
Present knowledge base
Cognitive ability
Learning disabilities
Learning styles
Knowledge Readiness
Refer to the ways in which and condition under which learner most efficiently and most effectively perceive, process, store, and recall what they are attempting to learn and their preferred approaches to different learning tasks
LEARNING STYLES
Determining Learning Styles
Three mechanisms determining learning styles
Observation
Interview
Administration of learning style instruments
Learning Style Models and Instruments
Right-Brain/Left-Brain and Whole-Brain Thinking
Dunn and Dunn Learning Styles
Jung and Myers-Briggs Typology
Kolb’s Experiential Learning Model
Gardner’s Eight types of Intelligence
VARK Learning Styles
Learning style takes into account the cognitive, affective, psychological factors
affecting how learners perceive, interacts with, and respond to the learning environment
LEARNING STYLES
