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QUIZ/FINALS Flashcards

1
Q

INTRODUCTION TO TEACHING

A

● TEACHING METHOD
● INSTRUCTIONAL MATERIALS
● EFFECTIVE TEACHING

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2
Q

Definition of APPROPRIATE TEACHING METHODS

A
  • NO PERFECT TEACHING METHOD FOR
    ALL LEARNERS OR LEARNING DOMAINS
  • PEOPLE LEARN BEST IN
    CONJUNCTION WITH OTHER METHODS
    OR WITH ONE OR MORE
    INSTRUCTIONAL MATERIALS
  • ACTIVELY INVOLVE THE LEARNER TO
    IMPROVE LEARNING RETENTION,
    CRITICAL THINKING, AND POSITIVE
    OUTCOMES
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3
Q

What are the different TEACHING METHODS?

A
  • LECTURE
  • GROUP DISCUSSION
  • ONE-TO-ONE INSTRUCTION
  • DEMONSTRATION
  • RETURN DEMO
  • GAMING
  • SIMULATION
  • ROLE PLAY
  • ROLE MODEL
  • SELF-INSTRUCTION
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4
Q

A type/form of teaching method defined as HIGHLY STRUCTURED METHOD BY
WHICH THE EDUCATOR VERBALLY
TRANSMITS INFORMATION DIRECTLY
TO A GROUP OF LEARNERS FOR THE
PURPOSE OF INSTRUCTION

A

LECTURE

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5
Q

A type/form of teaching method defined as a teaching method whereby learners get
together to actively exchange information,
feelings, and opinions with one another and
with the educator
GROUP SIZE:
- Leads to deeper understanding and longer
retention of information, increased social
support, greater transfer of learning
between situations, more positive
interpersonal relationships, more favorable
attitudes toward learning, more active
participation.

A

GROUP DISCUSSION

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6
Q

A type/form of teaching method defined as
- CHANGE MODEL
- THE FACE-TO-FACE DELIVERY OF
INFORMATION, DESIGNED TO MEET
NEEDS OF INDIVIDUAL LEARNER
- May be formal (planned) or informal
(teachable moment)
- Should never be a lecture: actively involve
learner based on learning needs

A

ONE-TO-ONE INSTRUCTION

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7
Q

A type/form of teaching method defined as
1. an instructional method in which
action by the educator is done to
show the learner how to perform a
certain skill
2. educator should give purpose, steps,
equipment, and actions needed or
expected prior to demonstration
3. Learner experience level –Explain
how to best handle errors. -Work
with exact equipment the learner is
expected to use

A

DEMONSTRATION

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8
Q

A type/form of teaching method defined as AN INSTRUCTIONAL METHOD IN
WHICH THE LEARNER ATTEMPTS TO
PERFORM A SKILL WITH CUES FROM
THE TEACHER AS NEEDED

A

RETURN DEMO

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9
Q

A type/form of teaching method defined as
- AN INSTRUCTIONAL METHOD
REQUIRING THE LEARNER TO
PARTICIPATE IN A COMPETITIVE
ACTIVITY WITH PRESET RULES
- GOAL IS FOR LEARNERS TO WIN A
GAME BY APPLYING KNOWLEDGE AND
REHEARSING PREVIOUSLY LEARNED
SKILLS
- MAY BE PURCHASED OR
SELF-DEVELOPED

A

GAMING

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10
Q

A type/form of teaching method defined as a trial-and-error method of teaching
whereby an artificial experience is created
that engages the learner in an activity that
reflects real-life conditions but without the
risk-taking consequences of an actual
situation

A

SIMULATION

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11
Q

A type/form of teaching method defined as AN INSTRUCTIONAL METHOD WHERE
LEARNERS ACTIVELY PARTICIPATE IN
AN UNREHEARSED DRAMATIZATION

A

ROLE PLAY

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12
Q

A type/form of teaching method defined as
- LEARNING FROM A ROLE MODEL IS
CALLED IDENTIFICATION AND
EMANATES FROM LEARNING AND
DEVELOPMENTAL THEORIES
–Primarily achieves behavior change in the
affective domain

A

ROLE MODEL

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13
Q

A type/form of teaching method defined as AN INSTRUCTIONAL METHOD TO
PROVIDE OR DESIGN ACTIVITIES THAT
GUIDE THE LEARNER IN
INDEPENDENTLY ACHIEVING THE
EDUCATIONAL OBJECTIVES

A

SELF-INSTRUCTION

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14
Q

EFFECTIVE APPROACHES of LECTURE

A

● USE OPENING AND SUMMARY STATEMENTS
● PRESENT KEY TERMS
● OFFER EXAMPLES
● USE ANALOGIES
● USE VISUAL BACKUPS

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15
Q

ADVANTAGES of using the instructional method LECTURE

A

● COST EFFECTIVE
● TARGETS LARGE GROUPS
● USEFUL FOR COGNITIVE DOMAIN LEARNING

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16
Q

LIMITATIONS of using the instructional method LECTURE

A

● NOT INDIVIDUALIZED
● PASSIVE LEARNERS

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17
Q

3 parts of lecture

A

● Intro
● Body
● Conclusion

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18
Q
  • Should not be used to present information
    that can be read independently
  • Useful to demonstrate patterns, highlight
    main ideas, present unique ways of viewing
    information, provide basis for follow-up
    group discussion
A

3 PARTS of lecture

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19
Q

How is 3 parts of lecture useful?

A
  • demonstrate patterns
  • highlight main ideas
  • present unique ways of viewing information
  • provide basis for follow-up group discussion
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20
Q

EFFECTIVE SPEAKING SKILLS

A

*Volume
*Rate
*Pitch/tone
*Pronunciation
*Enunciation
*Proper grammar
*Avoiding fillers such as “um”

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21
Q
  • MAY INCORPORATE OTHER TYPES OF
    INSTRUCTION
A

GROUP DISCUSSION

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22
Q

ADVANTAGES OF GROUP DISCUSSION

A

● STIMULATES SHARING OF IDEAS
AND EMOTIONS
● ACTIVE LEARNERS
● USEFUL FOR COGNITIVE AND AFFECTIVE DOMAINS OF
LEARNING
● EFFICIENTLY REACH MULTIPLE LEARNERS AT ONCE
● TECHNIQUE IS LEARNER AND SUBJECT CENTERED

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23
Q

LIMITATIONS OF GROUP DISCUSSION

A

● SHY MEMBER DOES NOT
PARTICIPATE
● DOMINANT MEMBER
OVERWHELMS THE GROUP
● HIGHLY DIVERSE GROUPS MAY
HAVE DIFFICULTY INTERACTING.
● EASY TO STRAY FROM TOPIC

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24
Q

ADVANTAGES OF ONE-TO-ONE INSTRUCTION

A

● ACTIVE LEARNER
● IDEAL FOR ASSESSMENT AND
EVALUATION
● TAILORED TO INDIVIDUALS
NEEDS AND GOALS
● USEFUL FOR ALL THREE
LEARNING DOMAINS
● PROVIDES OPPORTUNITY FOR
IMMEDIATE FEEDBACK

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25
Q

LIMITATIONS OF ONE-TO-ONE INSTRUCTION

A

● CAN BE EXPENSIVE
BECAUSE IT IS LABOR
INTENSIVE
● ISOLATES AND SPOTLIGHTS
LEARNER
● MAY OVERWHELM LEARNER
IF EDUCATOR INCLUDES TOO
MUCH INFORMATION IN ONE
SESSION

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26
Q

ADVANTAGES OF DEMONSTRATION

A

–Previews exact skill for the learner
–Useful for psychomotor domain
learning

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27
Q

LIMITATIONS OF DEMONSTRATION

A
  • May be expensive because all
    learners need to easily visualize
    skills. This requires use of
    technology or small groups
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28
Q

Additional information about RETURN DEMO

A

● EMPHASIZE WHAT TO DO, NOT
WHAT NOT TO DO
● HIGH-RISK SKILLS ON A MODEL
FIRST
● ALLOW LEARNER TO MASTER
SEQUENCE
● SUPERVISE PRACTICE UNTIL
COMPETENT
● PRAISE LEARNER ALONG THE
WAY
● EDUCATOR SHOULD REMAIN
SILENT EXCEPT TO GIVE
NECESSARY CUES OR ANSWER
QUESTIONS

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29
Q

ADVANTAGES OF RETURN DEMO

A

● ACTIVE LEARNER ENGAGEMENT
● INDIVIDUAL GUIDANCE
● INCREASES CONFIDENCE,
● COMPETENCE, SKILL RETENTION
● OPPORTUNITY FOR OVERLEARNING TO ACHIEVE GOAL
● USEFUL FOR PSYCHOMOTOR DOMAIN LEARNING

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30
Q

LIMITATIONS OF RETURN DEMO

A

● VIEWING INDIVIDUAL PERFORMANCE IS LABOR INTENSIVE
● EXPENSIVE
● TIME-CONSUMING
● SPACE AND EQUIPMENT
● GROUP SIZE MUST BE LIMITED TO ALLOW EACH LEARNER TO VISUALIZE PROCEDURES AND PRACTICE.

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31
Q

ADVANTAGES OF GAMING

A

● ACTIVE LEARNER
● INCREASES LEARNER PARTICIPATION AND ENGAGEMENT
● PROVIDES VARIETY
● ENHANCES SKILL ACQUISITION
● IMPROVES PROBLEM-SOLVING
● INCREASES INFORMATION RETENTION AND RECALL
● EASY TO DEVISE OR MODIFY
● USEFUL FOR ALL THREE DOMAINS OF LEARNING

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32
Q

LIMITATIONS OF GAMING

A

● TOO COMPETITIVE FOR SOME
LEARNERS
● REQUIRES SMALL GROUP FOR
PARTICIPATION BY ALL
● MAY NEED FLEXIBLE SPACE
● POTENTIALLY HIGHER NOISE
● MAY BE MORE PHYSICALLY DEMANDING
● NOT POSSIBLE FOR LEARNERS WITH SOME DISABILITIES

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33
Q

ADDITIONAL INFORMATION OF SIMULATION

A

● DEBRIEFING SESSION AFTER
● IMPROVE TEAMWORK
● HIGH-LEVEL DECISION MAKING
● CRITICAL THINKING

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34
Q

ADVANTAGES OF SIMULATION

A

● ACTIVE LEARNERS PRACTICE
“REALITY” IN A SAFE,
NONTHREATENING SETTING
● EXCELLENT PSYCHOMOTOR
DEVELOPMENT
● ENHANCED HIGHER-LEVEL
PROBLEM-SOLVING AND
INTERACTIVE ABILITIES IN
COGNITIVE AND AFFECTIVE
DOMAINS

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35
Q

LIMITATIONS OF SIMULATION

A
  • LEARNER CAN EXAGGERATE
    OR UNDER-DEVELOP THE ROLE
  • LIMITED TO SMALL GROUPS
  • NOT ALL LEARNERS WILL FEEL
    COMFORTABLE WITH THEIR
    ROLES
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36
Q

ADDITIONAL INFORMATION OF ROLE MODEL

A

● SETTING EXAMPLES AND “LIVING
THE STANDARDS”
● GUIDE, SUPPORT, AND
SOCIALIZE
● STUDENTS AND NOVICES

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37
Q

ADVANTAGES OF ROLE PLAY

A
  • INFLUENCES ATTITUDES TO
    ACHIEVE BEHAVIOR CHANGE
  • HELPS WITH SOCIALIZATION
    INTO ROLE
  • USEFUL FOR AFFECTIVE
    DOMAIN LEARNING
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38
Q

LIMITATIONS OF ROLE PLAY

A

● REQUIRES RAPPORT BETWEEN
TEACHER AND LEARNER
● POTENTIAL FOR NEGATIVE ROLE
MODELS TO INSTILL
UNACCEPTABLE BEHAVIORS

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39
Q

ADDITIONAL INFO OF SELF INSTRUCTION

A

● WORKBOOKS, STUDY GUIDES,
WORKSTATIONS, VIDEOTAPES,
INTERNET MODULES,
COMPUTER PROGRAMS
● EDUCATOR PROVIDES
MOTIVATION AND
REINFORCEMENT

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40
Q

MODULE ELEMENTS OF SELF INSTRUCTION

A
  • Introduction
  • List of prerequisite skills
  • List of behavioral skills
  • Pretest
  • List of resources and
    learning activities
  • Outline of learning activities
  • Estimated module length of
    time
  • Presentations
  • Self-assessments
  • Posttest
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41
Q

ADVANTAGES OF SELF INSTRUCTION

A
  • Self-paced
  • Active learner
  • Opportunity to review, reflect on
    information
  • Built-in, frequent feedback
  • Indicates material mastery in a
    particular time
    frame
  • Cost-effective
  • Consistent
  • Useful for cognitive, psychomotor
    domains
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42
Q

LIMITATIONS OF SELF INSTRUCTION

A

● LEARNER MAY PROCRASTINATE.
● REQUIRES LITERACY
● LIMITED WITH LEARNERS
WITH VISUAL AND HEARING
IMPAIRMENTS
● REQUIRES HIGH MOTIVATION
● MAY INDUCE BOREDOM IF
OVERUSED WITH NO VARIATION
IN ACTIVITY DESIGN

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43
Q

SELECTION OF Teaching Methods

A

● WHAT ARE THE
PREDETERMINED BEHAVIORAL
OBJECTIVES?
● WHAT ARE THE
CHARACTERISTICS OF THE
TARGETED AUDIENCE
(LEARNERS)?
● WHAT RESOURCES ARE
AVAILABLE (TIME, MONEY,
SPACE, MATERIALS)?
● WHAT ARE THE TEACHER’S
STRENGTHS AND LIMITATIONS?

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44
Q

Considerations OF TEACHING MODELS

A
  • Educator energy level (physical,
    psychological factors)
  • Feelings toward learner
  • Educator comfort with subject
    matter
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45
Q

EVALUATION OF TEACHING METHODS

A

● DID LEARNERS ACHIEVE THEIR
OBJECTIVES?
● WAS THE ACTIVITY ACCESSIBLE
AND ACCEPTABLE TO TARGETED
LEARNERS?
● WAS THE APPROACH
COST-EFFECTIVE?
● WERE AVAILABLE RESOURCES
USED EFFICIENTLY?
● DID THE METHOD
ACCOMMODATE THE LEARNER’S
NEEDS, ABILITIES, AND STYLE?

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46
Q

EFFECTIVENESS OF TEACHING
ENHANCE VERBAL PRESENTATIONS:

A
  • ENTHUSIASM
  • HUMOR
  • RISK-TAKING
  • DRAMA
  • PROBLEM-SOLVING
  • ROLE MODELING
  • ANECDOTES AND EXAMPLES
  • TECHNOLOGY
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47
Q

GENERAL PRINCIPLES OF EFFECTIVENESS OF TEACHING

A
  • GIVE POSITIVE
    REINFORCEMENT
  • PROJECT
    ACCEPTANCE/SENSITIVITY
  • BE ORGANIZED AND GIVE
    DIRECTION
  • ELICIT AND PROVIDE
    FEEDBACK
  • USE QUESTIONS
    (FACTUAL/DESCRIPTIVE,
    CLARIFYING,
    HIGHER ORDER)
  • USE TEACH-BACK/TELL-BACK
  • KNOW YOUR AUDIENCE
  • USE REPETITION AND PACING
  • SUMMARIZE KEY POINTS
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48
Q

Healthcare delivery is primary function

A

HEALTHCARE SETTING

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49
Q

Healthcare delivery is complementary

A

Healthcare-related setting

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50
Q

Health care is incidental/supportive

A

Non Healthcare setting

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51
Q

ADDITIONAL INFO OF Non Healthcare setting

A
  • Classifying settings helps to understand
    the organizational
    climate, target audience, and resources
  • Take opportunities to share resources
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52
Q

Definition of Instructional Materials

A

the objects or vehicles by which
information is communicated

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53
Q

Purpose of Instructional Materials

A
  • to help the nurse educator
    deliver a message creatively, clearly,
    accurately, and timely
  • Intended to supplement, not replace, the
    act of teaching and the role of the teacher
  • Effectiveness: based on learning theory,
    studies of effects, practice evidence
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54
Q

General Principles of Effectiveness

A
  • Teacher must be familiar with content and
    mechanics of tool before use.
  • Materials can change behavior by
    influencing cognitive, affective, and/or
    psychomotor development.
  • Materials should complement, reinforce,
    and supplement –not substitute for– the
    teaching methods.
  • Material choice should match content and
    tasks to be learned.
  • Material choice should match available
    financial resources.
  • Materials must be appropriate for physical
    learning environment.
  • Materials must complement learners’
    sensory abilities, developmental stages,
    and educational levels.
  • Materials must impart accurate, current,
    appropriate, unbiased messages free of
    unintended contend.
  • Materials should add or clarify information.
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55
Q

Choosing Instructional Materials: Major
Variables

A
  • Characteristics of the Learner
  • Characteristics of the Medium
  • Characteristics of the Task
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56
Q

Under the Characteristics of the Learner

A

– Sensorimotor abilities
– Reading skills
– Motivational levels (locus of
control)
– Developmental stages
– Learning styles
– Gender
– Socioeconomic characteristics
– Cultural backgrounds

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57
Q

Under the Characteristics of the Medium

A

– Print
– Demonstration
– Audiovisual
– Nonprint

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58
Q

Characteristics of the Task

A

– Learning domain
– Complexity of behaviors to be achieved to meet identified objectives

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59
Q

Three Major Components of Instructional
Materials

A

Delivery System
Content
Presentation

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60
Q

It is defined as : both the software and the
hardware used in presenting information
Examples:
– PowerPoint slides delivered via a
computer
– DVD content in conjunction with a
DVD player

A

Delivery System

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61
Q

Definition of Delivery System

A

both the software and the
hardware used in presenting information

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62
Q

Example of Delivery System

A

– PowerPoint slides delivered via a
computer
– DVD content in conjunction with a
DVD player

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63
Q

Selection criteria of Delivery System

A
  • Number of learners
  • pacing and flexibility for effective delivery
  • sensory aspects
  • geography of audience
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64
Q

Defined as the actual information being
imparted to the learner

A

Content

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65
Q

Selection criteria of Content

A

– Accuracy of information being
conveyed
– Appropriateness of medium
chosen to convey information
– Appropriateness of readability
level of materials for the learners

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66
Q

Defined as the form of the message
– Occurs along a continuum from concrete
(real objects) to abstract (symbols)

A

Presentation

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67
Q

Types of presentation based on its stimuli

A

– Realia
– Illusionary representations
– Symbolic representations

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68
Q

most concrete stimuli)

A

Realia

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69
Q

less concrete, more abstract stimuli

A

Illusionary representations

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70
Q

(most abstract stimuli

A

Symbolic representations

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71
Q

Selection criteria of Presentation

A
  • available delivery systems
  • content to be conveyed
  • form of information to be presented
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72
Q

Advantages of Types of Instructional Materials: Written
Materials

A

● Available to learner in absence of
educator
● Widely acceptable, familiar
● Readily available commercially,
relatively
● cheap
● Convenient forms
● Becoming more widely available in
multiple languages
● Suitable for learners who prefer
reading
● Learner controls rate of reading

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73
Q

Disadvantages of Types of Instructional Materials: Written
Materials

A

● Most abstract form to convey
information
● Immediate feedback may be limited.
● Proper reading level essential for full
usefulness
● Inappropriate for visually or
cognitively impaired learners

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74
Q

Does commercial and self-composed
materials have its own advantages and
disadvantages?

A

Yes

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75
Q

Evaluating printed materials

A

– Nature of the audience
– Literacy level required
– Linguistic variety available
– Clarity and brevity
– Layout and appearance
– Opportunity for repetition
– Concreteness and
familiarity

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76
Q

Defined as 3D objects allowing learner to
immediately apply knowledge,
psychomotor skills while
the teacher gives feedback

A

Demonstration Materials: Models

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77
Q

− Abstract thinking, multiple senses
− Enhances learning for visual, kinesthetic

A

Demonstration Materials: Models

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78
Q

Types of Demonstration Materials: Models

A

● Replicas (resemble)
● Analogues (act like)
● Symbols (stand for)

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79
Q

A type of Demonstration Materials: Models- (resemble)

A

Replicas

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80
Q

A type of Demonstration Materials: Models- (act like)

A

Analogues

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81
Q

A type of Demonstration Materials: Models- (stand for)

A

Symbols

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82
Q

Advantages of Demonstration Materials: Models

A

● Useful when real object is too small,
too large, too expensive, too
complex, unavailable, or
inappropriate for hands-on practice
● Some can be made or purchased.
● More active involvement by the
learner with immediate feedback
available
● Readily available
● Appeal to kinesthetic, visual learners

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83
Q

Disadvantages of Demonstration Materials: Models

A

● May not be suitable for learners with
poor abstraction abilities or visual
impairment
● Some models are fragile, expensive,
bulky, or difficult to transport.
● Some cannot be observed or
manipulated by more than a few
learners at a time.

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84
Q

Defined as 2D objects that serve as useful
tools for a variety of teaching
purposes

A

Demonstration Materials: Displays

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85
Q

− Most useful in formal classes, group
talks, brainstorming

A

Demonstration Materials: Displays

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86
Q

− Quickly add, correct, delete information
− Encourage participation, keep learners’
attention, reinforce contributions

A

Demonstration Materials: Displays

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87
Q

Types of Demonstration Materials: Displays

A

● Whiteboards
● Flip charts
● Posters
● Bulletin boards
● Storyboards
● SMART Board

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88
Q

Advantages of Demonstration Materials: Displays

A

● Quickly attract attention, make a
point
● Many are flexible and/or portable.
● Stimulate interest or ideas in
observer
● Influence cognitive and affective
behaviors

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89
Q

Disadvantages of Demonstration Materials: Displays

A

● May take up a lot of space
● Can be time consuming to prepare
● Often reused, may be outdated
● Unsuitable for large audiences
● Limited information can be included
at once.
● Not effective for teaching
psychomotor skills
● May become cluttered
● Cannot be transported if
permanently mounted
● Symbolism may not be understood
by all.

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90
Q
  • Hybrid of print and visual media using
    written word with graphic illustrations
  • Increasingly popular, common format
A

Demonstration Materials: Posters

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91
Q
  • May be independent information source
    or supplement other instruction
  • Meant to attract attention
  • Design elements and effective imagery
    must be remembered for good design.
A

Demonstration Materials: Posters

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92
Q

Advantages of Demonstration Materials: Posters

A

– Can reinforce and condense
information
– Can be reused for multiple
encounters
– Circulate message quickly and
simultaneously to potential learners
– Can be used with or without
teacher present
– Relatively inexpensive and easy to
produce

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93
Q

Disadvantages of Demonstration Materials: Posters

A

– Content is static, may quickly
become dated
– If displayed too long, viewers may
disregard

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94
Q

Advantages of Audiovisual Materials

A

– Stimulate seeing and hearing
– Increase understanding and retention of
information
– Increase satisfaction of care
– More learner content control
– More learner control over sequencing,
pacing, information timing

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95
Q

– Stimulate seeing and hearing

A

– Adding educational variety
– Instilling visual memories (more
permanent)

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96
Q

Factors in selection in Audiovisual Materials

A

– Availability of materials, programs,
equipment
– Effect on learning ability
– Technical feasibility
– Instructor familiarity
– Economic feasibility
– Learner physical/cognitive limitations
– Accuracy, appropriateness of content
– Time to introduce new technology or
self-produce materials

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97
Q

Types of Instructional Materials: Written
Materials

A
  • Demonstration Materials: Models
  • Demonstration Materials: Displays
  • Demonstration Materials: Posters
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98
Q

Types of Audiovisual Materials

A
  • Audiovisual Materials: Projected
    Learning Resources
  • Audiovisual Materials: Audio Learning
    Resources
  • Audiovisual Materials: Video
    Learning Resources
  • Audiovisual Materials:
    Telecommunications Learning
    Resources
  • Audiovisual Materials: Computer
    Learning Resources
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99
Q

An example of this is Overhead transparencies,
PowerPoint slides, SMART Boards

A

Audiovisual Materials: Projected
Learning Resources

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100
Q

Advantages of Audiovisual Materials: Projected
Learning Resources

A

● Appropriate for varied group sizes
● Attractive learning mode for all ages
● Some forms are very flexible.

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101
Q

Disadvantages of Audiovisual Materials: Projected
Learning Resources

A

● Potential lack of flexibility
● Some forms may be expensive.
● Requires darkened room for some forms
● Requires special equipment for use

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102
Q

Disadvantages of Audiovisual Materials: Projected
Learning Resources

A
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103
Q

An example of this is CDs, digital sound players, radio,
podcasts

A

Audiovisual Materials: Audio Learning
Resources

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104
Q

Advantages of Audiovisual Materials: Audio Learning
Resources

A

● Widely available
● Can deliver many types of
messages
● Help learners who need repetition,
reinforcement
● Good for auditory learners
● Useful to visually-impaired, low
literate learners
● Most forms practical, cheap, small,
portable
● Review material on learner’s
schedule
● May reach large numbers of learners
● Stimulates abstract thinking

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105
Q

Disadvantages of Audiovisual Materials: Audio Learning
Resources

A

● Relies only on sense of hearing
● Cannot be used with
hearing-impaired learners
● Some learners may become
distracted.
● Some forms may be expensive.
● Lack of opportunity for interaction
between instructor and learner
● May be difficult to target certain
populations

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106
Q

An example of this is Digital video files and DVDs (software);
camcorders, DVD recorders, television sets,
computer monitors (hardware); Webinars
and streaming

A

Audiovisual Materials: Video
Learning Resources

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107
Q

Advantages of Audiovisual Materials: Video
Learning Resources

A

● Widely used educational tool
● May be cost effective, easy to use,
efficient, widely accessible
● Uses visual, auditory senses
● Flexible for use with different
audiences
● Powerful tool for role modeling and
demonstration
● Effective for teaching interpersonal,
psychomotor skills
● Some recorders are readily portable.

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108
Q

Disadvantages of Audiovisual Materials: Video
Learning Resources

A

● Viewing formats limited depending
on availability of hardware
● Commercial products may be
expensive.
● Some purchased materials may be
too long or inappropriate for
audience.

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109
Q

An example of this is Television, telephones,
Teleconferencing,
closed-circuit/cable/satellite broadcasting

A

Audiovisual Materials:
Telecommunications Learning
Resources

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110
Q

Advantages of Audiovisual Materials:
Telecommunications Learning
Resources

A

● Relatively inexpensive, widely
available
● Reach many people simultaneously,
in multiple places, at great distances
● Many influence all learning domains.
● Convenient and flexible for many
learners

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111
Q

Disadvantages of Audiovisual Materials:
Telecommunications Learning
Resources

A

● Complicated to set up interactive
capability
● Expensive to broadcast via satellite
● May not have control over audience
● May not be interactive
● May not be able to repeat
information

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112
Q

Advantages of Audiovisual Materials: Computer
Learning Resources

A

● Interactive potential: quick feedback
● Promotes problem solving, critical
thinking
● Increases learning efficiency,
information retention,
comprehension
● Potential database is enormous.
● Promotes cognitive learning domain
● Can be individualized, including for
aphasia, motor difficulties,
visual/hearing impairment, learning
disabilities
● Ongoing assessments possible
● Time efficient

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113
Q

Disadvantages of Audiovisual Materials: Computer
Learning Resources

A

● Primary learning efficacy: cognitive
domain less useful for
attitude/behavior change or
psychomotor skill development
● Software and hardware are
expensive.
● Most programs must be purchased.
● Limited use for most older adults,
low-literate learners, those with
physical limitations
● Lack of personal, compassionate,
individual instruction

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114
Q

Evaluating Instructional Materials

A
  • Key considerations
  • Other things to remember
  • Evaluation Checklist
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115
Q

Evaluating Instructional Materials; Key considerations

A

– Learner/audience characteristics
– Task(s) to be achieved
– Media: effectiveness and
availability

116
Q

Evaluating Instructional Materials; Other things to remember

A

– Aim for active learner involvement.
– Aim to stimulate multiple
senses/learning modes.
– Use materials that most resemble
reality.
-– Instructional materials should
complement and supplement
learning, not substitute.

117
Q

Evaluating Instructional Materials; Evaluation Checklist

A

– Content
– Instructional design
– Technical production
– Packaging

118
Q

State of the Evidence

A
  • Research on the impact of various tools on
    the acquisition, retention, and recall of
    information and satisfaction with learning is
    relatively recent.
  • Distance learning and interactive media
    are increasingly viable options for learners.
  • Research has verified the effectiveness of
    different tools with varied audiences under
    varied circumstances; no one tool is
    superior to another. More evidence is
    needed
119
Q

A Differentiated View of Ethics,
Morality, and Law

A
  1. Natural law (basis)
  2. Deontological (Golden Rule)
  3. Teleological (greatest good for the
    greatest number)
120
Q

guiding behavioral principles

A

Ethics

121
Q

societal behavior standards

A

ethical

122
Q

internal belief system

A

Moral values

123
Q

moral conflict

A

Ethical dilemmas

124
Q

rules governing behavior, enforceable by law

A

Legal rights and duties

125
Q

documents defining a profession

A

Practice acts

126
Q

Evolution of Ethical and Legal Principles
in Health Care

A
  • Charitable Immunity
  • Cardozo Decision of 1914
    A. Informed consent
    B. Right to self-determination
127
Q

the right to full disclosure; the
right to make one’s own
decisions

A

Informed consent

128
Q

the right to protect one’s own
body and to determine how it
shall be treated

A

Right to self-determination

129
Q

Government Regulations & Professional
Standards

A
  1. National Commission for the Protection of
    Human Subjects of Biomedical and
    Behavioral Research
  2. President’s Commission for the Study of
    Ethical Problems in Medicine and
    Biomedical and Behavioral Research
  3. American Medical Association’s The
    Principles of Medical Ethics
  4. American Nurses Association’s Code of
    Ethics for Nurses with Interpretative
    Statements
  5. American Hospital Association’s Patient
    Care Partnership
130
Q

Application of Ethical and Legal Principles

A
  1. Autonomy
  2. Veracity
  3. Confidentiality
  4. Nonmaleficence
    – Negligence
    – Malpractice
    – Duty
  5. Beneficence
  6. Justice
131
Q

the right of a client to
self-determination

A

Autonomy

132
Q

truth telling; the honesty by a
professional in providing full disclosure
to a client of the risks and benefits of any
invasive medical procedure

A

Veracity

133
Q

failure to properly instruct the
patient may be seen as ______ related to competence, information
disclosure, comprehension,
voluntariness

A

battery

134
Q

: a binding social contract
or covenant to protect another’s privacy;
a professional obligation to respect
privileged health information

A

Confidentiality

135
Q

the principle of doing
no harm

A

Nonmaleficence

136
Q

the doing or non
doing of an act,
pursuant to a duty, that a reasonable
person in the same circumstances
would or would not do,
with these actions or nonactions
leading to injury of another person or
his/her property

A

Negligence

137
Q

refers to a limited
class of negligent activities that fall
within the scope of
performance by those pursuing a
particular profession involving highly
skilled and technical services

A

Malpractice

138
Q

a standard of behavior; a
behavioral expectation relevant to
one’s personal or professional status
in life

A

Duty

139
Q

the principle of doing good;
acting in the best interest of a client through
adherence to professional performance
standards and procedural protocols

A

Beneficence

140
Q

equal distribution of goods,
services, benefits, and burdens regardless
of client diagnosis, culture, national origin,
religious orientation, sexual preference, and
the like

A

Justice

141
Q

The Ethics of Education in Classroom
and Practice Settings

A
  • Student-Teacher Relationship (novice and
    expert)
  • Patient-Provider Relationship (respect,
    trust, and caring; professional-personal
    boundaries)
142
Q

novice and expert

A

Student-Teacher Relationship

143
Q

respect,
trust, and caring; professional-personal
boundaries)

A

Patient-Provider Relationship

144
Q

Legal and Financial Implications of
Documentation

A
  • A Patient’s Bill of Rights
  • Joint Commission (JC)
  • State Regulations
  • Federal Regulations
145
Q

Documentation is required by:

A
  • JC
  • Third-Party Reimbursement
  • Respondent Superior
  • Documentation
  • Informed Consent
146
Q

insurance
companies, Medicare and Medicaid
programs, or “private pay”

A

Third-Party Reimbursement

147
Q

The employer may
be held liable for the negligence or other
unlawful acts of the employee during the
performance of his or her
job-related responsibilities.

A

Respondent Superior

148
Q

– EMR/EHR has advantages and
disadvantages

A

Documentation

149
Q

legal, ethical, administrative purposes

A

Informed Consent

150
Q

Challenge for healthcare providers:

A
  • Efficient and cost-effective patient
    education
  • Legal responsibility of all nurses
  • Little preparation on prelicensure
    level
151
Q

– Fixed Costs
– Variable Costs

A

Direct Costs

152
Q

– Hidden Costs

A

Indirect Costs

153
Q

Financial Terminology

A
  • Direct Costs
  • Indirect Costs
  • Cost Savings, Cost Benefit, and Cost
    Recovery (Revenue Generation)
154
Q

those that are
tangible and predictable, such as
rent, food, heating, etc

A

Direct Costs

155
Q

: those that are stable
and ongoing, such as salaries,
mortgage, utilities, durable
equipment, etc

A

Fixed Costs

156
Q

those related to
fluctuation in volume, program
attendance, occupancy rates, etc.

A

Variable Costs

157
Q

those that may be
fixed but not necessarily directly
related to a particular activity, such
as expenses of heating, lighting,
housekeeping, maintenance, etc.

A

Indirect Costs

158
Q

those that cannot be
anticipated or accounted for until
after the fact

A

Hidden Costs

159
Q

money realized
through decreased use of costly
services, shortened lengths of stay,
or fewer complications resulting from preventive services or patient
education

A

Cost Savings

160
Q

occurs when the
institution realizes an economic gain
resulting from the educational
program, such as a drop
in readmission rates

A

Cost Benefit

161
Q

: occurs when
revenues generated are equal to or
greater than expenditures

A

Cost Recovery

162
Q

income earned that is above the costs of the programs offered

A

Revenue Generation

163
Q

Program Planning and
Implementation

A
  • Accurate assessment of direct costs
  • Account for indirect costs
  • Cover program preparation and
    Development
164
Q
  • Measuring effectiveness of patient
    education programs
    – Relationship of costs and
    outcomes
    – Cost-Benefit Analysis
    – Impact of educational offering on
    patient behavior
    – Cost-Effectiveness
    Analysis
A

Cost-Benefit Analysis and Cost-Effectiveness Analysis

165
Q
  • Measuring effectiveness of patient
    education programs
A

– Relationship of costs and
outcomes
– Relationship of costs and
outcomes

166
Q

Relationship of costs and
outcomes

A

– Cost-Benefit Analysis

167
Q

Impact of educational offering on
patient behavior

A

– Cost-Effectiveness Analysis

168
Q

the
relationship (ratio) between actual
program costs and actual program
benefits, as measured in monetary
terms, to determine if revenue
generation was realized

A

Cost-Benefit Analysis

169
Q

refers to determining the economic
value of an educational offering by
making a comparison between two
or more programs, based on reliable
measures of positive changes in the
behaviors of participants as well as
evidence of maintenance of these
behaviors, when a real monetary
value cannot be assigned to the
achievement of program outcomes

A

Cost-Effectiveness Analysis

170
Q

State of the Evidence of Cost-Benefit Analysis and
Cost-Effectiveness Analysis

A
  1. Legal and ethical issues
  2. Documentation of practice
  3. New technologies
  4. Health-related outcomes
  5. Economic implications
171
Q

Q
___________percent of people worldwide live with a disability.

A

Fifteen

172
Q

The percentage of people with disability is expected__________as aging population continues.

A

Increase

173
Q

One in five Americans are believed to have disability and mostly half of it are severe.

A

Many are limited in ability to work.

174
Q

All disability are visible (True or False)

A

False

175
Q

Individuals with disabilities are more likely than those without them to?

A

– Have more illnesses and greater health needs
– Be less likely to receive preventive health care and other social services
– Be more likely to suffer from poverty

176
Q

Avoid making_________about people in this population.

A

assumptions

177
Q

Some disabilities are associated with additional______________________

A

chronic health problems.

178
Q

Other health disparity factors

A

– Fear
– Lack of understanding – Physical barriers
– Cost

179
Q

Models/perceptions of disabilities that influence how disabilities are addressed in society:

A

– The moral model
– The medical model
– The rehabilitation model
– The disabilities (social) model

180
Q

The moral model

A

– Views disabilities as sin
– Old model that persists in some cultures
– Individuals and their families may experience guilt, shame, denial of care.
– United Nations established Standard Rules on the Equalization of Opportunities for Persons with Disabilities specifying fundamental right of access to care.

181
Q

The ________ and ________ models view disabilities as problems requiring intervention to cure.

A

medical; rehabilitation

182
Q

– Views disabilities as sin
– Old model that persists in some cultures
– Individuals and their families may experience guilt, shame, denial of care. – United Nations established Standard Rules on the Equalization of Opportunities for Persons with Disabilities specifying fundamental right of access to care.

A

The moral model

183
Q

Model that views disabilities as problems requiring intervention to cure

A

The medical and rehabilitation

184
Q

The belief that people with disabilities must be “cured” has been criticized by advocates.

A

The medical and rehabilitation

185
Q

Model that views disability as defect/sickness

A

Medical model

186
Q

Model that views disability as deficiency

A

Rehabilitation model

187
Q

– “A complex phenomenon, reflecting an interaction between features of a person’s body and features of the society in which he or she lives.” (WHO, 2016)
– U.S. Social Security Administration defines disability in terms of an individual’s ability to work.

A

Disability

188
Q

When was the Americans with Disabilities Act (ADA) enacted?

A

1990

189
Q

The legislation has
extended civil rights protection to
millions of Americans who are disabled.

A

Americans with Disabilities Act (ADA)

190
Q

defines a disability as a
physical or mental impairment that substantially limits one or more of the major life activities of the individual.

A

Americans with Disabilities Act (ADA

191
Q

Since the late 1970s, ___________ and the ________ have encouraged people- or person-first language, which “puts the person before the disability” in writing and speech.

A

disabilities advocates; government

192
Q

Has become controversial because some prefer identity-first language, which affirms what they see as an identity characteristic

A

The Language of Disabilities

193
Q

● Since the late 1970s, disabilities advocates and the government have encouraged people- or person-first language, which “puts the person before the disability” in writing and speech.
– Recently, has become controversial because some prefer identity-first language, which affirms what they see as an identity characteristic

A

The Language of Disabilities

194
Q

Guidelines of The Language of Disabilities

A

– Try to determine preference when writing about a group.
– Do not confuse disability with disease. – Unless one format is accepted by an entire group, avoid using one format exclusively.
– Do not make assumptions.

195
Q

Additional considerations of The Language of Disabilities

A

– Use “congenital disability,” not “birth defect.” – Avoid terms with negative connotations such as “invalid” or “mentally retarded.”
– Speak of the needs of people with disabilities rather than their problems.
– Avoid phrases like “suffers from,” “victim of.” – When comparing groups, avoid phrases such as “normal” or “able bodied.”

196
Q

Roles and Responsibilities of Nurse Educators

A

● Focus on wellness and strengths of the individual, not weaknesses
● Teaching skills to maintain or restore health and maintain independence
● Teaching skills to relearn or restore skills lost through illness or injury
● Carefully assess the degree to which families can and should be involved.
● Interdisciplinary team effort is often required.
● Nurse should serve as mentor to patient and family in coordinating and facilitating multidisciplinary services.
● Assessment always done before teaching

197
Q

● Teaching skills to maintain or restore health and maintain independence

A

Habilitation

198
Q

Teaching skills to relearn or restore skills lost through illness or injury

A

Rehabilitation

199
Q

Assessment always done before teaching

A

– Nature of problem/needs
– Short-/long-term consequences or effects of disability
– Effectiveness of their coping mechanisms
– Type of extent of sensorimotor, cognitive, perceptual, and communication deficits
– Knowledge of and readiness to learn about a new disability

200
Q

Types of Disabilities

A

● Sensory disabilities
● Learning disabilities
● Developmental disabilities
● Mental illness
● Physical disabilities
● Communication disorders
● Chronic illness

201
Q

Total or partial auditory loss (complete loss or reduction in sensitivity to sounds), etiology related to either a conduction or sensory–neural problem

A

Sensory Disabilities: Hearing Impairments

202
Q

Incidence increases with age.

A

Sensory Disabilities: Hearing Impairments

203
Q

Hearing loss described by what?

A

type
degree
configuration

204
Q

Types of hearing loss

A

– Conductive (usually correctable, loss in ability to hear faint noises)
– Sensorineural (permanent, damage to cochlea or nerve pathways)
– Mixed

205
Q

Modes of Communication to Facilitate Teaching/Learning: (Hearing Impairments)

A

A. American Sign Language (ASL) B. Lipreading
C. Written materials
D. Verbalization by client
E. Sound augmentation
F. Telecommunication devices for the deaf
(TDD)

206
Q

Sensory Disabilities: Hearing Impairments—Teaching Guidelines

A

● Use natural speech patterns; do not overarticulate.
● Use simple sentences and a moderate pace.
● Get client’s attention with a light touch on arm.
● Face the client; stand no more than six feet away.
● Minimize environmental noise.
● Make sure hearing aid is turned on. ● Avoid standing in front of bright light,
which obscures your face.
● Minimize motions of your head while
speaking.
● Refrain from placing IV in hand client
needs for sign language.

207
Q

How many Americans are blind or visually impaired?

A

Over 23 million

208
Q

Etiology of Visual impairments patients

A

infection
trauma
poisoning
congenital condition
degeneration

209
Q

Common healthcare barriers encountered of visually impaired patients

A

– Lack of respect
– Communication problems
– Physical barriers
– Information barriers

210
Q

Common Eye Diseases of Aging

A

– Macular degeneration
– Cataracts
– Glaucoma
– Diabetic retinopathy

211
Q

Sensory Deficits: Visual Impairments—Teaching Guidelines

A

● Assess patients to avoid making needs assumptions.
● Speak directly to patients rather than to sighted companions.
● Secure services of a low-vision specialist to obtain adaptive optical devices.

● Avoid the tendency to shout.
● Use nonverbal cues.
● Always announce your presence and
identify yourself.
● Allow client to touch, handle, and
● manipulate equipment.
● Be descriptive in explaining procedures.
● Use large font size for printed or
handwritten materials.
● Use bold color or rely on black and
white for printed materials.
● Use alternative instructional tools that
stimulate auditory and tactile senses.
● Use proper lighting.
● Provide large-print watches and clocks.
● Use audiotapes and cassette recorders.
● Computer features
● Sighted guide technique

212
Q

Computer features of Sensory Deficits: Visual Impairments—Teaching Guidelines

A

– Screen magnifiers, high contrast, screen-resolution features
– Text-to-speech converters
– Braille keyboards, displays, and printers

213
Q

● Heterogeneous group of disorders of
listening, speaking, reading, writing,
reasoning, or mathematical abilities
● Approximately 20% of the American
population is affected.
● The majority have language, integrative
processing, or memory deficits.
● Multiple definitions exist; controversial
area of debate
● Varied and often unclear causes
● Most individuals have normal or superior
intelligence.

A

Learning Disabilities

214
Q

Learning Disabilities/Disorders include:

A

– Dyslexia
– Auditory processing disorders
– Dyscalculia

215
Q

Learning Disabilities—Teaching Guidelines

A

● Eliminate distractions; provide a quiet
environment.
● Conduct an individualized assessment
to determine how client learns best.
● Adapt teaching methods and tools to
client’s preferred learning style.
● Ask questions of parents about
accommodations needed if client is a
child
● Use repetition to reinforce messages.
● Ask client to repeat or demonstrate what
was learned to clear up any possible
misconceptions.
● Use brief but frequent teaching sessions
to increase retention and recall of
information.
● Encourage client’s active participation.

216
Q

● A severe chronic state that is present
before 22 years of age, is caused by
mental and/or physical impairment, and
is likely to continue indefinitely

A

Developmental Disabilities

217
Q

A severe chronic state that is present
before 22 years of age, is caused by
__________ and/or __________ , and
is likely to continue indefinitely

A

mental; physical impairment

218
Q

Developmental Disabilities include:

A

– Attention-deficit/hyperactivity disorder
– Intellectual disabilities
– Asperger syndrome/autism spectrum
disorder

219
Q

Public laws providing for special education needs (Developmental Disabilities )

A

– Developmental Disabilities Assistance
and Bill of Rights Act of 2000
– Education of All Handicapped Children
Act 1975
–Individuals with Disabilities
Education Act of 1990 (IDEA)
– Updated in 2004

220
Q

Developmental Disabilities—Teaching
Guidelines

A

● Recognize the role of parents and
caregivers, and time and stress
involved.
● Keep in mind developmental stage, not
chronological age.
● Careful assessment is critical.
● Provide concrete examples and
explanations, preferably in context.
● Use verbal and nonverbal cues.
● Simplify tasks.
● Be consistent; use repetition.
● Encourage active participation.
● Praise positive behaviors and
accomplishments.
● Consider individual learning styles.
● Eliminate unnecessary distractions.
● Ask direct questions.
● Consider using stress reduction
techniques.

221
Q

● Estimated to affect 20% of adult
Americans
● Advances in mental illness care since
1950s

A

Mental Illness

222
Q

Teaching guidelines of Mental Illness

A

– Begin with comprehensive assessment.
– Be aware of communication and learning challenges.
– Teach using small words, repeating information.
– Keep sessions short and frequent.
– Involve all possible resources, including client and family

223
Q

● Falls are leading cause
– Greater awareness with combat and
sports
● Includes closed and open head injuries
● Treatments – Acute care
– Acute rehabilitation
– Long-term rehabilitation
● Ultimate goal of independent living

A

Physical Disabilities: Traumatic Brain Injury

224
Q

Leading cause of Brain Injury?

A

Falls

225
Q

In which part are falls is aware greater?

A

combat and sports

226
Q

Includes closed and open head injuries

A

Physical Disabilities: Traumatic Brain Injury

227
Q

Treatments of Physical Disabilities: Traumatic Brain Injury

A

– Acute care
– Acute rehabilitation
– Long-term rehabilitation

228
Q

What is the Ultimate goal of the treatments for Physical Disabilities: Traumatic Brain Injury?

A

independent living

229
Q

Physical Disabilities: Traumatic Brain
Injury—Teaching Guidelines

A

● Obstacles to learning readiness
● General teaching strategies

230
Q

Obstacles to learning readiness for teaching guidelines of Traumatic Brain Injury

A

– Denial or loss of identity
– Lack of physical endurance
– Role changes of patient and caregivers
– Feelings of isolation

231
Q

General teaching strategies for teaching guidelines of Traumatic Brain Injury

A

– Use group teaching approach.
– Involve immediate caregiver.
– Invite rehabilitated patients to share experiences.
– Use simple sentences.
– Use gestures to enhance what you are saying.
– Give step-by-step instructions.
– Allow time for responses.
– Praise all communication efforts.
– Use listening devices.
– Keep written instructions simple

232
Q

Causes of Memory disorders?

A

– Brain injury
– Amnesia
– Alzheimer’s disease
– Parkinson’s disease
– Multiple sclerosis
– Brain tumors
– Depression

233
Q

● Short-term or long-term memory deficits

A

: Memory Disorders

234
Q

Physical Disabilities: Memory Disorders—Teaching Guidelines

A

● Emphasize memory techniques that
focus on the need for attention,
repeating information, and practicing
retrieval.
● Encourage client to take notes.
● Assist client in creating a system of
reminders.
● Incorporate pictures and visualization.
● Teach clients to “chunk” information.
● Arrange brief, frequent repetitive
sessions to provide constant
reinforcement.
● Involve family or caregiver in teaching
sessions to reinforce information.

235
Q

● Deficits affect perception and/or
language production abilities

A

Communication Disorders

236
Q

Most common residual communication
deficits

A

– Global aphasia
– Expressive aphasia
– Receptive aphasia
– Anomic aphasia
– Dysarthria

237
Q

Communication Disorders: Aphasia—Teaching Guidelines

A

● Be sure you have the patient’s attention.
● Establish a consistent communication
system.
● Teach patient to point to certain objects
for common needs.
● Use simple sentences, speaking slowly.
● Avoid jumping between topics.
● Teach patient to exaggerate expressions
to improve communication.
● Support speech therapy programs.
● Use communication boards.

238
Q

Communication Disorders: Dysarthria—Teaching Guidelines

A

● Reduce environmental distractions.
● Pay attention to patient.
● Let patient know when understanding is
difficult and which part of the message is not understood.
● Encourage client to speak slower and louder.
● Ask yes/no questions or have patient write message when understanding is difficult.
● Conduct teaching when patient is rested.

239
Q

● Leading cause of death in U.S.
● Permanent condition lasting three plus
months, often a lifetime
● May cause a disability but is not a
disability itself

A

Chronic Illness

240
Q

What does Chronic Illness Affects aspect of life?

A
  • physical
  • social
  • psychological
  • economic
  • spiritual
241
Q

● Successful management is a life-long
process.
● Development of good learning skills is
matter of survival.
● The learning process must begin with
illness onset.
● There is often a conflict between
feelings of dependence and the need for
independence

A

Chronic Illness

242
Q

● Prevention of medical crises and
management of problems once they
occur
● Control of symptoms
● Carrying out prescribed regimens
● Prevention of or living with social
isolation
● Adjustment to disease changes
● Keeping interactions with others normal
and maintaining one’s lifestyle
● Funding
● Confronting related psychological,
marital, and family problems

A

Chronic Illness: Problem Areas
for Patients and Families

243
Q

Chronic Illness: Problem Areas for Patients and Families

A

● Prevention of medical crises and
management of problems once they
occur
● Control of symptoms
● Carrying out prescribed regimens
● Prevention of or living with social
isolation
● Adjustment to disease changes
● Keeping interactions with others normal
and maintaining one’s lifestyle
● Funding
● Confronting related psychological,
marital, and family problems

244
Q

The Family’s Role in Chronic Illness or Disability

A

● Families are usually the care providers
and support system.
● Their reactions and perceptions
influence adjustment.
● Note what learning needs the family
considers important.
● Communication between family is key.
● Consider family strategies for coping.
● Denial may be present.

245
Q

● Technological tools (computers and
communication devices) available to
persons with disabilities to live more
independently

A

Assistive Technologies

246
Q

Impact of Assistive Technologies

A

– Has liberated people with disabilities
from social isolation and feelings of
helplessness
– Increases feelings of self-worth,
independence
– Useful tool for health promotion

247
Q

Advocacy role of nurses in Assistive Technologies

A

– Recommend that clients use computer technology
– Assist in obtaining appropriate equipment and training, possibly with multidisciplinary team

248
Q

State of the Evidence for Educating Learners with Disabilities and Chronic Illnesses

A

● Growing awareness of rising costs of
healthcare
– Rising cost of managing long-term
health problems
– Debate over responsibility for cost of
care
● Need for health education is at all-time
high.
● Healthy People 2020 spotlights reducing
risk factors for chronic illness and
disability

249
Q

● A period in history characterized by:
– Birth of the Internet, World Wide Web
– Development of Internet technology
– Wide-scale computer production
– Development of user-friendly software

A

The Information Age

250
Q

The Information Age is characterized by;

A

– Birth of the Internet, World Wide Web
– Development of Internet technology
– Wide-scale computer production
– Development of user-friendly software

251
Q

“Fourth Industrial Revolution” today is
characterized by technology fusion:

A

– Artificial intelligence
– Biotechnology
– 3D printing
– Nanotechnology

252
Q

It is characterized of technology fusion of
– Artificial intelligence
– Biotechnology
– 3D printing
– Nanotechnology

A

“Fourth Industrial Revolution”

253
Q

Impact on teachers and learners of The Information Age

A

– Increased accessibility of information
(time and place)
– “Digital natives” think and process
information in new ways because they
are exposed to digital technology from
early age.
– Technology is powerful
—Teacher must
also understand educational principles,
access, cost, support, equipment,
process, outcomes

254
Q

think and process
information in new ways because they
are exposed to digital technology from
early age.

A

“Digital natives”

255
Q

● Impact of Information Age technology on
education:

A

– Increase access to educational
programs
– Improve existing practices
– Create new strategies that empower
individuals, transform experiences

256
Q

Change in focus from industry
to information; impacted economy, culture
(mobile technology, information explosion), way
of life

A

Information age

257
Q

Information age Effects on health education:

A

– Infrastructure can now link people
globally.
– The Internet is widely used and
available quickly to most Americans.
– Tens of thousands of healthcare
applications are available online, many
for free.
– Development of new field: consumer
informatics (empower people to manage
own health)

258
Q

Aims of Health Education in a Technology-Based
World: Consumer Informatics

A

– Strengthen relationship between
patient and provider
– Teach and empower patients dealing
with health and wellness issues

259
Q

● Aims to:
– Strengthen relationship between
patient and provider
– Teach and empower patients dealing
with health and wellness issues
● Not restricted to computer-based
programs
– Studies/implements methods for
making information accessible
● Integrates consumer preferences into
future educational programs

A

Health Education in a Technology-Based
World: Consumer Informatics

260
Q

Health Education in a Technology-Based
World: Emerging Concerns

A

Cybersecurity

261
Q

Limited oversight/control over posted
Internet/World Wide Web information

A

– Authorship disclosure
– Quality of information
– Privacy and confidentiality
– Consumers may make serious
healthcare decisions based on
information that has not been reviewed
for accuracy, currency, bias

262
Q

Healthcare education and informatics
professionals are working together is what you called as?

A

Internet Healthcare Coalition

263
Q

Who established the e-Health code of Ethics

A

Internet Healthcare Coalition

264
Q

e-Health Code of Ethics: Principles

A

– Candor
– Honesty
– Quality
– Informed Consent
– Privacy
– Professionalism
– Responsible partnering
– Accountability

265
Q

● Access to information bridges gap
between teacher and learner.
● Teachers are becoming facilitators of
learning rather than providers of
information.
Nurses should help individuals access,
evaluate, and use available information.
● Learner/consumer
● Easily network to other providers/
patients
● Job training for nurses

A

Impact of Technology on Teacher and
Learner

266
Q

– Strive to create collaborative
atmospheres
– Memorization becomes less important
than critical thinking.

A

Teachers are becoming facilitators of
learning rather than providers of
information

267
Q

– Should encourage and support
patients in attempting to seek required
knowledge

A

Nurses should help individuals access,
evaluate, and use available information.

268
Q

– Access to information has encouraged
more dialogue with providers when
seeking clarification and understanding.
– Forced into more active role
– Those who go online use that
information to make healthcare
decisions or feel more confident in
questioning the provider.
– May use information for home
treatment
– Twice as likely to look up information
after provider visit

A

Learner/consumer

269
Q

● Virtual space for information
● Component of the Internet
● Designed to display information
● Contains billions of webpages
● Text, graphic, audio, and video formats

A

Technological Strategies in Healthcare
Education: World Wide Web

270
Q

– Global network of computers
– Designed to create and exchange
information
– World Wide Web is a small component
of the Internet.
– Able to exist (and did) without the
World Wide Web

A

The Internet

271
Q

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

A

Computer literacy

272
Q

Recognizing the influence of the WWW,
nurses should

A

– Assess client’s use of the WWW and
clarify information found
– Share resources
– Help develop Web-based resources

273
Q

– Historical risk factors:

A

– Age (>65 years)
– Race (African Americans)
– Level of Education (<High School)
– Household makeup (homes without
children)
– Presence of disabilities

274
Q

If patient has no access but has interest in technology

A

– Suggest libraries, senior centers,
community centers

275
Q

Approximately 60% of Americans have
used Web information that:

A

– Influenced decisions about how to
treat an illness
– Led them to ask questions
– Led them to seek a second medical
opinion
– Influenced decisions about whether to
seek the assistance of a healthcare
provider

276
Q

Nurses must establish open dialogue
with patients about information found
online, in case patients find it:

A

– Difficult to understand
– Disturbing
– Misleading
– Inaccurate
– Discouraging

277
Q

Information literacy competencies:

A

– Identify the information needed.
– Access the information needed.
– Know how to evaluate the information
found.
– Use the information deemed valid.

278
Q

Criteria for evaluating health-related

A

– Accuracy
– Design
– Authors/Sponsors
– Currency
– Authority

279
Q

● Useful for networking, education,
support

A

Professional Education and the
WWW:Social Media

280
Q

– Consumers may turn to these for
health-related information, experiences,
commentary on other media.

A

Blogs, wikis

281
Q

– Used for health education,
conversations, and support

A

Facebook, Twitter, YouTube

282
Q

Advantages of Social Media

A

– Relatively simple, cost-effective
education
– Learning experiences can
be media-rich.
– Sites can be easy to
use and access.

283
Q

Concerns of Social Media

A

– Marketing sites
– Unhealthy or harmful behaviors shown
– Bullying or biased messages
conveyed that can be harmful
– Privacy and confidentiality

284
Q

– Can share audio and/or video with
participants in multiple locations at once
– Growing in popularity as a training
device for sharing lectures and
demonstrations

A

Webcasts: Live broadcasts over the
Internet

285
Q

Live broadcasts over the
Internet

A

Webcast

286
Q

Web-based conferencing that
allows for interaction

A

● Webinars

FINALS HE (2 decks)

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