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NURS322 > Module 3 > Flashcards

Module 3 Flashcards

1
Q

Name of Visual Acuity Chart?

A

Snellen Chart

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2
Q

What does 20/100 mean on a Snellen Chart

A

What you see at 20 feet away, a normal person sees at 100 feet away

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3
Q

How many mistakes do you get on a row in the Snellen Test?

A
  • 2 Mistakes
  • 3 mistakes means you only read the line above
  • you would write it as line -(mistake) (ex: 20/70 - 1)
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4
Q

Audiometer Steps

A
  1. Quiet room, no external noise and distractions, 45 degree angle away
  2. Practice Tone: 1000 Hz, 50 db in right ear
  3. Then 20 db in right ear at 4000 1x, 2000 x2,1000 x2 Hz
  4. Then 20 db 4000 x1, 2000 x2,1000 x2 Hz in left ear
  5. If not heard, repeat that frequency at 40 db
  6. Must hear all tones to pass
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5
Q

Education

A

A systematic, sequential, scientifically based course of action involving two interdependent operations (teaching and learning)

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6
Q

Teaching

A

Sharing information and experiences while incorporating interpersonal skills and problem solving skills to support change in the behavior of the learner

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7
Q

Learning

A

A change in behavior that can be observed or measured as a result of exposure to stimuli from teaching (knowledge, skills, and attitudes acquired)

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8
Q

How do we know what our learners REALLY know?

A

The best way is to look at their behavioral changes

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9
Q

Learning Theories/Theory

A
  • A framework of how we provide health education for our patients at the individual, group, and community level
  • It will help describe, explain, or predict how people learn
  • Since we measure learning by a change in behavior, these theories provide fundamental procedures for changing behavior
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10
Q

We cannot directly measure ____

A

learning

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11
Q

What determines which theory of learning you choose to use?

A

you, your philosophy, your learner, and what you are teaching

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12
Q

4 Important Learning Theories

A
  1. Behaviorist LT
  2. Cognitive LT
  3. Social LT
  4. Humanistic LT
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13
Q

Behaviorist Learning Theory

A
  • Stimulus-response model of learning (behavior is externally motivated; behavior is either rewarded or punished)
  • Modification of the learner comes from changing the reward/punishment after the learner’s response
  • learner is considered passive
  • B.F. Skinner
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14
Q

Learning in Behaviorist Learning Theory is …

A

Passive

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15
Q

In behaviorist theory, altering the stimulus can ..

A

modify the learner’s attitudes and responses

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16
Q

Cognitive Learning Theory

A
  • Emphasizes changing the individual’s cognition (thoughts, perception, memory, and processing/structuring of information)
  • New information is based on what is known and then the information is reorganized into new insights and understanding
  • reward is not necessary and past cognition influences us into having concept scaffolding
  • Piaget
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17
Q

Learning in Cognitive Learning Theory is …

A

Active (learner directs and is actively engaged in the process)

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18
Q

Concept Scaffolding

A

past experiences, perceptions, ways of incorporating and thinking about information, expectations and social influences affect learning and building of concepts in cognitive learning theory

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19
Q

Social Learning Theory

A
  • Perspective of learning where behavior, the personal characteristics of the learner, and the environment, as well as social factors, influence the context of learning
  • Learner is CENTRAL (perception and interpretation influences the response)
  • Role modeling is how the learner learns
  • Bandura
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20
Q

Example Process of Social Learning Theory

A

(external) role model behavior –> (internal) learner observes role model –> (internal) learner processes and represents behavior in memory –> (internal) memory guides performance of models action –> (external) performance (or not) of behavior influences by (internal) factors of consequences of doing the behavior and covert cognitive activity

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21
Q

Humanistic learning Theory

A
  • Holistic learning approach
  • each individual is unique and has a desire to positively grow, so the emphasis is on emotion, learner creativity, self concept, self esteem
  • Maslow
  • based on where a learner is in Maslows Hierarchy
22
Q

In Humanistic Learning theory, who chooses what needs to be learned?

A

the LEARNER, not the educator, since self responsibility is stressed

23
Q

Maslows Hierarchy of Needs Levels

A

Top to Bottom:

Self Actualization
Esteem
Love/Belonging
Safety
Physiological
24
Q

Variables that Influence Learning in General?

A

H.E.L.P.D.E.L

Health Status/Values
Environment
Literacy and health literacy
Previous learning experience
Developmental levels
Educator characteristics
Learner Style
25
Q

What are the 3 domains of learning that influence teaching and evaluative strategies nurses use?

A
  1. cognitive
  2. psychomotor
  3. affective
26
Q

Cognitive Domain

A
  • inner thoughts, internal learning process
  • you knowledge - storing and recording new knowledge or information

ex: Patient WILL DESCRIBE; Patient WILL RECALL

27
Q

Psychomotor Domain

A
  • muscle memory, hand eye coordination learning process
  • involves the integration of mental and muscular activity

ex: The patient WILL DEMONSTRATE; The patient WILL ROLE PLAY

28
Q

Affective Domain

A
  • how you feel, your values, ethics, how you have learned effectively throughout life affects how you behave in situations as a nurse
  • changes in attitudes, values, and feelings

ex: the patient EXPRESSES; the student WILL RESPECT

29
Q

Benjamin Blooms Taxonomy of Learning Objectives/Goals

A
  • Order is lower to higher learning ability in each category
  1. Affective (characterizing, organizing, valuing, responding, receiving)
  2. Cognitive (knowledge, comprehension, application, analysis, synthesis, evaluation)
  3. Psychomotor (physically manipulate, changing and developing behavior and skills)
30
Q

Effective Teaching involves …

A

ALL 3 LEARNING DOMAINS (CAP)

31
Q

5 Steps of the Teaching/Learning Process

A
  1. Conducting an assessment
  2. Formulating goals/objectives
  3. Planning content
  4. creating teaching strategies
  5. Evaluating
32
Q

What is the teaching/learning process assessment?

A
  • getting an idea of the what, when, and how they learn and gleaning their individual learning style.
  • We want to build on what they know, learn what they need to know, how they learn best, when and where are they ready to learn
33
Q

What things are needed to determine readiness as determined through a thorough assessment?

A

P.E.E.K.

  1. Physical ability/gender/environment/status
  2. Emotional development stage/axiety/motivation
  3. .Experiential culture/coping mechanisms/locus of control
  4. Knowledge ability/base/style/disabilities
34
Q

3 Main Learning Styles

A

Auditory
Visual
Kinesthetic (hands on)
(all learned using an instrument/observations)

35
Q

Goals

A

global statement for the final outcome of your plan and intervention (ex: reduce teen pregnancy)

36
Q

Learner Behavioral Objectives

A
  • for the purpose of health education they are what you WANT THE LEARNER TO DO OR KNOW
  • gives the learner a clear statement about what is expected of them
  • assists the educator in measuring a learners progress as well
37
Q

Teaching Objectives

A
  • not behavioral learner objectives

- these are interventions, strategies, and methods

38
Q

Writing S.M.A.R.T. Behavioral Objectives

A 
S - Specificity
M - Measurable
A - attainable
R - relevant (client centered, realistic, meaningful)
T - Time based / Time Frame
39
Q

How to write learner objectives?

A
  • Base objectives on S.M.A.R.T.
  • first choose the domain of learning to use (cognitive, psychomotor, affective)
  • choose a verb in the domain
40
Q

What is the most commonly chosen domain of learning to use for learning objectives?

A

Psychomotor since it is easier to measure and evaluate

41
Q

CoPCr Way of Writing Objectives?

A

Include in your objectives:

  1. Condition (Co) - describing the testing situation or constraints under which the behavior will be observed
  2. Performance (P) - what the learner is expected to do or perform
  3. Criterion (Cr) - how well or with what accuracy the learner is expected to perform
42
Q

How does Bloom’s taxonomy relate to writing objectives?

A
  1. one of the three domains of learning is chosen
  2. objectives are qualified according to the hierarchy of learner behaviors within that domain (low, medium, high level of complexity)
43
Q

Bloom’s Revised Taxonomy of Lower to Higher Order Thinking Skills

A

Remembering –> Understanding –> applying –> analysing –> evaluating –> Creating/synthesis

44
Q

Teaching Methods

A
  • what the educator is doing; the intervention or strategy; important to match the APPROPRIATE method to the audiences needs
ex:
Role modeling
lecture
discussion
one to one instruction
gaming
role playing
simulation
panel discussion
demonstration and return demonstration
45
Q

Teaching materials

A

-what the educator will use to enhance the teaching and improve communication of the content

ex of types: written, models, display, posters, audio visuals, computer, game boards, toys, hands on manipulation, quiz, etc

46
Q

3 components of Teaching Materials

A
  1. Delivery System (physical form)
  2. Content (intended message)
  3. Presentation (form of the message)
47
Q

Types of Evaluation

A
  1. Formative or Process
  2. Content
  3. Summative or Outcome
  4. Program Evaluation
48
Q

Formative or Process Evaluation

A
  • evaluation looking at the participation, engagement, interaction, etc of audience participation in each activity
  • it gives the educator an opportunity to revise or reFORM the intervention or activity during its process
49
Q

Content Evaluation

A
  • can the learner perform the skill taught to them, and did they achieve the SPECIFIC OBJECTIVE
50
Q

Summative or Outcome Evaluation

A
  • Was the method appropriate, was there evidence of learning, were the OBJECTIVES met
51
Q

Program Evaluation

A

Did the program propel you towards or away from your GOAL

NURS322 (13 decks)

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