QUIZ NGA NAA TANAN YAWAAAAA Flashcards by Arjay Luke Campo

What are the educator’s role in learning

assessing problems or deficits
providing information in unique ways
identifying progress made
giving feedback and follow-up
reinforcing learning
determining education effectiveness

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What are the Methods to Assess Learning Needs

Informal conversations
Structured interviews
Focus groups
Questionnaires
Tests
Observations Documentation

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Types of Readiness to Learn

P = Physical readiness
E = Emotional readiness
E = Experiential readiness
K = Knowledge readiness

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What is a submission or yielding to
predetermined goals through regimens
prescribed or established by others?

Compliance

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has a manipulative or
authoritative undertone that implies an
attempt to control the learner’s right to
decision-making.

Compliance

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a commitment or attachment to
a prescribed, predetermined regimen

Adherence

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used interchangeably with
compliance in the measurement of health
outcomes.

Adherence

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What are examples of theories related to patient compliance with healthcare regimens:

Biomedical
Behavioral/social learning
Communication (e.g., feedback loop)
Belief
Self-regulatory systems

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A non- submission or
resistance of an individual to follow a
prescribed, predetermined regimen

Noncompliance

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What are factors affecting noncompliance

Knowledge or motivation
Health illiteracy
Treatment factors (e.g., side effects)
Disease issues (e.g., prognosis)
Lifestyle issues (e.g., transportation)
Sociodemographic factors (e.g., social and economic status)
Psychosocial variables (e.g., depression and fear)

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Incentives toward or obstacles to
achieving desired behaviors

Motivational Factors

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What domains may be influenced by the
educator as a facilitator or blocker?

Cognitive (thinking processes)
Affective (emotions and feelings)
Psychomotor (skill behavior)
Social circumstances

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What rules sets stage for motivation?

State of optimal anxiety (moderate)
Learner readiness
Realistic goal setting
Learner satisfaction/success
Uncertainty-reducing or maintaining
dialogue

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How an we Assess the Learning Needs of Nursing Staff

Written job descriptions
Formal and informal requests
Quality assurance reports
Chart audits
Rules and regulations
Self-assessment
Gap analysis

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What are the parameters for Assessment of
Motivation?

Cognitive variables
Affective variables
Physiological variables
Experiential variables
Environmental variables
Educator–learner relationship system

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Factors Influencing Psychomotor Skill Acquisition

Readiness to learn
Past experience
Health status
Environmental stimuli
Anxiety level
Developmental stage
Practice session length

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Basic Elements of a Teaching Plan

Purpose
Goal statement
Objectives list
Content outline
Methods of teaching
Time allotment
Resources for instruction
Learning evaluation methods

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Needs that must be learned for survival or situations in which the learner’s life or safety is threatened

Mandatory

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Learning needs must be met immediately

Mandatory

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Needs that are not life-dependent but are related to well-being or the overall ability to provide quality care in situations involving changes in the institutional procedure.

Desirable

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

Possible

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is vital in giving support, encouragement, and direction during the process of learning.

The Educator

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assists in identifying optimal learning approaches and activities that can both support and challenge the learner.

The Educator

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WHEN the learner is receptive to learning

Readiness to Learn

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HOW the learner best learns

Learning Style

Assessment of Learning Needs

* Identify the learner. * Choose the right setting. * Collect data about, and from, the learner. * Include the learner as a source of information * Involve members of the healthcare team. * Prioritize needs. *Determine availability of educational resources. * Assess demands of the organization. *Take time-management issues into account.

Components of Physical readiness?

- measures of ability - complexity of task - environmental effects - health status - gender

Components of Emotional readiness?

- anxiety level - support system - motivation - risk-taking behavior - frame of mind - developmental stage

Components of Experiential readiness?

- level of aspiration -past coping mechanisms - cultural background - locus of control

Components of Knowledge readiness?

- present knowledge base - cognitive ability - learning disabilities - learning styles

What part of readiness to learn is this component part of? - measures of ability - complexity of task - environmental effects - health status - gender

Physical readiness

What part of readiness to learn is this component part of? - anxiety level - support system - motivation - risk-taking behavior - frame of mind - developmental stage

Emotional readiness

What part of readiness to learn is this component part of? - level of aspiration -past coping mechanisms - cultural background - locus of control

Experiential readiness

What part of readiness to learn is this component part of? - present knowledge base - cognitive ability - learning disabilities - learning styles

Knowledge readiness

Determining Learning Styles

Observation, interviews, and learning style instruments

Which hemisphere of the brain is for emotional, visual-spatial, nonverbal?

Right hemisphere

Which hemisphere of the brain is used when the person that is using it is intuitive, subjective, relational, holistic, and time free. *Prefers drawing and manipulating objects * Recognizes/remembers faces * Solves problems by looking at the whole, looks for patterns, uses hunches * Not conscious of time and schedules ?

Right hemisphere

Which hemisphere of the brain is for vocal and analytical?

Left hemisphere

Which hemisphere of the brain is used when the person suing it is reality-based and logical thinking with verbalization. * Prefers talking and writing * Recognizes/remembers names * Solves problems by breaking them into parts * Conscious of time and schedules

Left hemisphere

Compliance and adherence are what?

- Is observable - Can be measured - Healthcare provider viewed as authority - Learner viewed as submissive - Refers to the ability to maintain health-promoting regimens - Outcomes determined largely by healthcare provider

An individual’s sense of personal responsibility for behavior and extent to which motivation to act originates from self.

Locus of Control

to set into motion, from the Latin word movere; a psychological force that moves a person toward some kind of action, positive or negative

Motivation

- Movement in the direction of meeting a need or reaching a goal - Time is a critical factor relative to motivation. - Nurse educators act as facilitators toward a desired goal and to prevent delays.

Lewin’s Theory of Motivation

- Hierarchy of needs Physiological Safety Love/belonging Esteem Self-actualization Major premises: integrated wholeness of the individual and a hierarchy of goals

Maslow’s Theory of Motivation

Motivational incentives: consider in context of the individual

- Personal attributes (physical, developmental, psychological components of learner) - Environmental influences (physical, attitudinal climate) - Relationship systems (e.g., significant other, family, community, teacher-learner interaction)

- Capacity to learn - Readiness to learn - Facilitating beliefs

Cognitive Variables

How can we know if they are ready to learn according to the cognitive variable?

expressed self-determination constructive attitude expressed desire and curiosity willingness to contract for behavioral outcomes

- Expressions of constructive emotional state - Moderate level of anxiety

Affective Variables

capacity to perform required behavior

Physiological

previous successful experiences

Experiential

Appropriateness of physical environment

Environmental Variables

What are example of Social support systems?

family group work community resources

the outcome to be achieved at the end of the teaching and learning process

Goal

a specific, single, concrete, one-dimensional behavior that should be achieved at the end of one or a few teaching sessions

Objective

specific statements that reflect aspects of a main objective

Subobjectives

Goals and Objectives: Establishment

Mutual agreement Mutual decision Mutual accountability

The Importance of Using Behavioral Objectives

Keeps teaching learner-centered Communicates plan to others Helps learners stay on track Organizes educational approach Ensures that process is deliberate Tailors teaching to learner’s needs Creates guides for teacher evaluation Focuses attention on learner Orients teacher and learner to outcomes Helps learner visualize skills

Advantages of Using Behavioral Objectives

Provides basis for selection or design of instructional content, methods, and materials Provides learner with ways to organize efforts to reach their goals Helps determine whether an objective has been met

Writing Behavioral Objectives and Goals: The ABCD Rule

A—Audience (who) B—Behavior (what) C—Condition (under which circumstances) D—Degree (how well, to what extent, within what time frame)

Common Mistakes When Writing Objectives

Writing an unattainable, unrealistic objective Writing objectives unrelated to stated goal Cluttering an objective with unnecessary information Making an objective too general so that the outcome is not clear

the “thinking” domain

Cognitive

the “feeling” domain

Affective

the “doing/skills” domain

Psychomotor

Methods most often used to stimulate learning in the cognitive domain

Lecture Group discussion One-to-one instruction Self instruction (e.g., computer-assisted)

Methods most often used to stimulate learning in the affective domain

Group discussion Role-playing Role-modeling Questioning

Methods most often used to stimulate learning in the Psychomotor Domain

Demonstration and instructional materials Return demonstration Simulation Self-instruction

blueprint to achieve goals and objectives

Teaching plan

Indicates purpose, content, methods, tools, timing, evaluation of instruction

Teaching plan

Reasons teaching plans are created

Ensures a logical approach to teaching and keeps instruction on target Communicates in writing an action plan for the learner, teacher, and other providers Serves as a legal document that indicates a plan is in place and the extent of progress toward implementation

Components of the Learning Contract

Content Performance expectations Evaluation Time frame

specifies precise behavioral objectives

Content

specify conditions by which learning will be facilitated

Performance expectations

specifies criteria by which competencies will be judged

Evaluation

specifies length of time needed for successful achievement of objectives

Time frame