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HEALTH EDUCATION > PRELIMS > Flashcards

PRELIMS Flashcards

1
Q

process of providing learning experiences

A

health education

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2
Q

goal of health education (3)

A

prevention of disease
preservation of health
promotion of health

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3
Q

settings of health education

A

clinical
community
school
occupational

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4
Q

takes place only when the learner does

A

teaching

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5
Q

promotes learning and provide for an environment conducive to learning

A

nurse educator

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6
Q

hallmarks of good teaching (5)

A

professional competence
interpersonal relationships
personal characteristics
teaching practices
evaluation practices

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7
Q

systematic, sequential, logical, scientifically based, planned course of action consisting of teaching and learning

A

education process

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8
Q

basic elements of education (4)

A

assessment
planning
implementation
evaluation

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9
Q

change in behavior that can be ibserved or measured and that occurs at any time or in any place resulting from exposure to envi stimuli

A

learning

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10
Q

factors that impede the nurse’s ability to deliver education services

A

barriers to teaching

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11
Q

factors that negatively affect the ability of the learner to pay attention to and process information

A

obstacles to learning

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12
Q

effective learning occurs when the senses are stimulated

A

sensory stimulation theory

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13
Q

The learner will repeat the desired behavior if positive
reinforcement (a pleasant consequence) follows the behavior

A

reinforcement theory

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14
Q

individuals have different needs and concerns at different times, and that they have subjective interpretations in different contexts

A

cognitive-gestalt approach

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15
Q

individual personality consists of many elements

A

holistic learning theory

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16
Q

Learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors

A

facilitation theory

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17
Q

People learn in four ways with the likelihood of developing one mode of learning more than another

A

experiental learning

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18
Q

The person develops a general diffuse reaction to stimulus

A

signal learning / conditioned response

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19
Q

This involves developing a voluntary response to a specific stimulus or combination of stimuli

A

stimulus-response

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20
Q

acquisition of a series of related conditioned responses or stimulus-response connections

A

chaining

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21
Q

a type of chaining and is easily recognized in the process of
learning medical terminology

A

verbal association

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22
Q

A great deal can be learned through forming large numbers of stimulus-response or verbal chains

A

discrimination learning

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23
Q

learning how to classify stimuli into groups represented by a common concept

A

concept learning

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24
Q

a chain of concepts or a relationship between concepts

A

rule learning

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25
Q

the learner must have a clear idea of the problem or goal being sought and must be able to recall and apply previously learned rules that relate to the situation

A

problem solving

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26
Q

A period in history characterized by a change in focus from industry to information

A

information age

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27
Q

___ has become a shared responsibility

A

learning

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28
Q

The ability to:
•Access needed information
•Evaluate information found
•Organize information
•Use information from a variety of sources

A

information literacy

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29
Q

The ability to use the computer hardware and software necessary to accomplish routine tasks

A

computer literacy

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30
Q

A client who is information literate knows how to find the information needed and can evaluate the information founded for accuracy, currency and bias

A

information literacy

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31
Q

A client who is computer literate has the technical skills and knowledge of computers necessary to use contemporary hardware and software and can adapt to new technologies that emerge

A

computer literacy

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32
Q

A field of study that are directed to find ways to use technology to strengthen the relationship between client and health care providers as well as to teach and empower clients dealing with issues related to health and wellness

A

consumer informatics

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33
Q

disclose the information about the creators/purpose of the site that will help users make judgment about the credibility and trustworthiness of information or service provided

A

candor

34
Q

truthful in describing products and present information that is not likely to mislead the user

A

honesty

35
Q

ensure that information is accurate, easy to understood and provide background information

A

quality

36
Q

inform the user if personal information is collected and allow them to choose whether the information can be used or shared

A

informed consent

37
Q

ensure that the user’s rights to privacy is protected

A

privacy

38
Q

A bide by the ethical code of your profession (nursing ,medicine), provide the users with the information about who you are, what you can do online and which limitations may apply to the online interaction

A

professionalism

39
Q

ensure that sponsors ,partners and others who works with you are trustworthy

A

responsible partnering

40
Q

implement procedure for collecting ,reviewing and responding to user feedback . Develop and share procedures for self-monitoring compliance with the e-Health Codes of Ethics

A

accountability

41
Q

the creators tell a story about their experience in a given disease or treatment

A

blogs

42
Q

multiple users come together on a ___ to collaboratively write the content of collections of webpages

A

wiki

43
Q

Are live broadcasts over the Internet that growing in popularity as a training device that permit audio\video to be transmitted to participants in multiple locations

A

webcasts

44
Q

web-based conferencing that allow for interaction and when well run, can be an effecive teaching/learning strategy with group of people at distance

A

webinars

45
Q

3 determinants of learning

A

learning needs
readiness to learn
learning style

46
Q

Gaps in knowledge that exists between a desired level of performance and the actual level of performance

A

learning needs

47
Q

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

A

readiness to learn

48
Q

4 types of readiness to learn

A

physical
emotional
experiential
knowledge

49
Q

A term used to describe submission or yielding to predetermined goals

A

compliance

50
Q

Willingness of the learner to embrace learning

A

motivation

51
Q

3 motivational factors

A

personal attributes
environmental influences
learner relationship systems

52
Q

2 motivational strategies

A

incentives, concept mapping

53
Q

introduces opposing positions, case studies, and variable instructional presentation

A

attention

54
Q

capitalizes on the learners’ experiences, usefulness, needs, and personal choices.

A

relevance

55
Q

level of difficulty, expectations, attributions,& sense of accomplishment

A

confidence

56
Q

pertains to timely use of a new skill, use of rewards, praise, and self-evaluation

A

satsifaction

57
Q

The ability to use printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.

A

literacy

58
Q

The ability to write and to read, understand, and interpret information written

A

literate

59
Q

Someone who is unable to read or write at all or whose reading and writing skills

A

illiterate

60
Q

The ability of adults to read, write, and comprehend information with level of difficulty.

A

low literacy

61
Q

Adults lack the fundamental reading, writing, and comprehension skills that are needed to operate effectively in today’s society.

A

functional literacy

62
Q

Refers to how well an individual can read, interpret, and comprehend health information for maintaining an optimal level of wellness.

A

health literacy

63
Q

The ease with which written or printed information can be read.

A

readability

64
Q

The degree to which individuals understand what they have read.

A

comprehension

65
Q

Proposed by Nola J Pender (1982; revised,
1996) was designed to be a “complementary
counterpart to models of health protection.”
defines health as a positive dynamic state
not merely the absence of disease

A

health promotion model

66
Q

health promotion model focuses on 3 areas:

A

individual characteristics and experiences
behavior-specific cognitions
behavioral outcomes

67
Q

___ is the desired behavioral outcome and is the end point in the HPM.

A

health promoting behavior

68
Q

___ to a plan of action is less likely to result in the desired behavior when competing demands over which persons have little control require immediate attention

A

commitment

69
Q

Processes regulating emotional states and elicitation of emotional reactions

A

affective processes

70
Q

Thinking processes involved in the acquisition, organization and use of information

A

cognitive processes

71
Q

People’s beliefs about their capabilities to produce effects

A

percieved self-efficacy

72
Q

Exercise of influence over one’s own motivation, thought
processes, emotional states and patterns of behavior

A

self-regulation

73
Q

Performance accomplished evidenced in mastery of similarly expected behaviors

A

self-efficacy

74
Q

previous success and failure expereinces on similar tasks

A

performance experiences

75
Q

observation of the behaviors and consequences of similar models in similar situations

A

observational learning

76
Q

encouraging or discouraging messages from others

A

verbal persuation

77
Q

arousal that can be interpreted as enthusaism or anxiety

A

emotional arousal

78
Q

2 major premises of health belief model

A

success of disease prevention
belief that health is highly valued

79
Q

components of HBM (4)

A

perceived:
- susceptibility
- severity
-benefits
- barriers

80
Q

body or environmental events that trigger HBM

A

cues to action

81
Q

weakest component of HBM

A

perceived severity

82
Q

is a participatory model for creating successful community health promotion and other public health interventions

A

precede-proceed model

HEALTH EDUCATION (4 decks)

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