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HEALTH EDUCATION > QUIZ NGA NAA TANAN YAWAAAAA > Flashcards

QUIZ NGA NAA TANAN YAWAAAAA Flashcards

1
Q

What are the educator’s role in learning

A
  • 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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2
Q

What are the Methods to Assess Learning Needs

A
  • Informal conversations
  • Structured interviews
  • Focus groups
  • Questionnaires
  • Tests
  • Observations Documentation
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3
Q

Types of Readiness to Learn

A

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

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4
Q

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

A

Compliance

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5
Q

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

A

Compliance

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6
Q

a commitment or attachment to
a prescribed, predetermined regimen

A

Adherence

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7
Q

used interchangeably with
compliance in the measurement of health
outcomes.

A

Adherence

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8
Q

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

A
  • Biomedical
  • Behavioral/social learning
  • Communication (e.g., feedback loop)
  • Belief
  • Self-regulatory systems
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9
Q

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

A

Noncompliance

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10
Q

What are factors affecting noncompliance

A
  • 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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11
Q

Incentives toward or obstacles to
achieving desired behaviors

A

Motivational Factors

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12
Q

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

A

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

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13
Q

What rules sets stage for motivation?

A

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

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14
Q

How an we Assess the Learning Needs of Nursing Staff

A
  • Written job descriptions
  • Formal and informal requests
  • Quality assurance reports
  • Chart audits
  • Rules and regulations
  • Self-assessment
  • Gap analysis
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15
Q

What are the parameters for Assessment of
Motivation?

A

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

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16
Q

Factors Influencing Psychomotor Skill Acquisition

A

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

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17
Q

Basic Elements of a Teaching Plan

A

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

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18
Q

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

A

Mandatory

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19
Q

Learning needs must be met immediately

A

Mandatory

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20
Q

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.

A

Desirable

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21
Q

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.

A

Possible

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22
Q

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

A

The Educator

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23
Q

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

A

The Educator

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24
Q

WHEN the learner is receptive to learning

A

Readiness to Learn

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25
Q

HOW the learner best learns

A

Learning Style

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26
Q

Assessment of Learning Needs

A
  • 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.
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27
Q

Components of Physical readiness?

A
  • measures of ability
  • complexity of task
  • environmental effects
  • health status
  • gender
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28
Q

Components of Emotional readiness?

A
  • anxiety level
  • support system
  • motivation
  • risk-taking behavior
  • frame of mind
  • developmental stage
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29
Q

Components of Experiential readiness?

A
  • level of aspiration
    -past coping mechanisms
  • cultural background
  • locus of control
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30
Q

Components of Knowledge readiness?

A
  • present knowledge base
  • cognitive ability
  • learning disabilities
  • learning styles
31
Q

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

A

Physical readiness

32
Q

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

A

Emotional readiness

33
Q

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

A

Experiential readiness

34
Q

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

A

Knowledge readiness

35
Q

Determining Learning Styles

A

Observation, interviews, and learning style instruments

36
Q

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

A

Right hemisphere

37
Q

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
?

A

Right hemisphere

38
Q

Which hemisphere of the brain is for vocal and analytical?

A

Left hemisphere

39
Q

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

A

Left hemisphere

40
Q

Compliance and adherence are what?

A
  • 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
41
Q

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

A

Locus of Control

42
Q

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

A

Motivation

43
Q
  • 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.
A

Lewin’s Theory of Motivation

44
Q
  • Hierarchy of needs
    Physiological
    Safety
    Love/belonging
    Esteem
    Self-actualization
    Major premises: integrated wholeness of
    the individual and a hierarchy of goals
A

Maslow’s Theory of Motivation

45
Q

Motivational incentives: consider in context of the individual

A
  • Personal attributes (physical, developmental,
    psychological components of learner)
  • Environmental influences (physical, attitudinal
    climate)
  • Relationship systems (e.g., significant other, family,
    community, teacher-learner interaction)
46
Q
  • Capacity to learn
  • Readiness to learn
  • Facilitating beliefs
A

Cognitive Variables

47
Q

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

A

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

48
Q
  • Expressions of constructive emotional
    state
  • Moderate level of anxiety
A

Affective Variables

49
Q

capacity to perform required behavior

A

Physiological

50
Q

previous successful experiences

A

Experiential

51
Q

Appropriateness of physical environment

A

Environmental Variables

52
Q

What are example of Social support systems?

A

family
group
work
community resources

53
Q

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

A

Goal

54
Q

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

A

Objective

55
Q

specific statements that reflect aspects of a main objective

A

Subobjectives

56
Q

Goals and Objectives: Establishment

A

Mutual agreement
Mutual decision
Mutual accountability

57
Q

The Importance of Using Behavioral Objectives

A

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

58
Q

Advantages of Using Behavioral Objectives

A

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

59
Q

Writing Behavioral Objectives and Goals: The ABCD Rule

A

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

60
Q

Common Mistakes When Writing Objectives

A

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

61
Q

the “thinking” domain

A

Cognitive

62
Q

the “feeling” domain

A

Affective

63
Q

the “doing/skills” domain

A

Psychomotor

64
Q

Methods most often used to stimulate learning in the cognitive domain

A

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

65
Q

Methods most often used to stimulate learning in the affective domain

A

Group discussion
Role-playing
Role-modeling
Questioning

66
Q

Methods most often used to stimulate learning in the Psychomotor Domain

A

Demonstration and instructional materials
Return demonstration
Simulation
Self-instruction

67
Q

blueprint to achieve goals and objectives

A

Teaching plan

68
Q

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

A

Teaching plan

69
Q

Reasons teaching plans are created

A

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

70
Q

Components of the Learning Contract

A

Content
Performance expectations
Evaluation
Time frame

71
Q

specifies precise behavioral objectives

A

Content

72
Q

specify conditions by which learning will be facilitated

A

Performance expectations

73
Q

specifies criteria by which competencies will be judged

A

Evaluation

74
Q

specifies length of time needed for successful achievement of objectives

A

Time frame

HEALTH EDUCATION (3 decks)

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