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HEALTH EDUCATION > Reviewer for HE > Flashcards

Reviewer for HE Flashcards

1
Q

used to denote an increase in physical size or a quantitative change. It is usually in weight, is measured in pounds or kilograms and in height which is measured in inches or centimeter

A

Growth

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2
Q
  • used to indicate an increase in skill or ability to function or a qualitative change.
A

Development

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3
Q
  • refers to Erikson’s stages of personality development. Each stage children confront a crisis that requires the integration of personal needs and skills with social and cultural expectations. Erikson believes that a person’s view of self is more important than instinctual drives in determining.
A

Psychosocial Development

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4
Q

by Piaget) - refers to the ability to learn or understand from experience, to acquire or retain knowledge, to respond to a new situation and to solve problems. It is measured by intelligence tests and by observing children’s ability to function effectively in their environment.

A

Cognitive Development

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5
Q

skills or growth responsibility arising at a particular time in an individual’s life, the achievement of which will provide a foundation for the accomplishment of future tasks.

A

Developmental Tasks -

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6
Q

) believed that learning is basic to life and that people continue to learn throughout life

A

Robert Havighurst (1900-1991)

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7
Q

personality develops in five overlapping stages from birth to adulthood
5 Stages a. Oral
b. Anal
c. Phallic d. Latency e. Genital

A

Freud

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8
Q

8 Stages
a. Trust VS Mistrust
b. Autonomy VS Shame & Doubt
c. InitiativeVSGuilt
d. Industry VS Inferiority
e. Identity VS Role Confusion
f. Intimacy VS Isolation
g. Generativity VS Self Absorption &
Stagnation
h. Integrity VS Despair

A

Erikson

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9
Q

moral development in children and adult

A

Kohlberg

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10
Q

focused on the reasons an individual makes a decision is the ability to know right from wrong and apply this to real life situations:
a. Pre-moral or Conventional Level b. Conventional Level
c. Post-Conventional

A

Lawrence Kohlberg

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11
Q
  • Refers to the manner in which people learn , think, reason, and use language.
  • It involves a person’s intelligence, perceptual ability and ability to process information
A

Cognitive Development

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12
Q

5 Major Phases

A
  1. Sensorimotor Phase
  2. Preconceptual Phase
  3. Intuitive Phase
  4. Concrete Operational Phase 5. Formal Operational Phase
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13
Q

Understa nd world through senses and actions

A

Sensorimotor

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14
Q

Understa nds world through language and mental images

A

Preoperational

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15
Q

Understa nd world through logical thinking and categorie s

A

Concrete Operational

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16
Q

Understa nd world through hypotheti cal thinking and scientific reasoning

A

Formal Operatio nal

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17
Q

characteristics of the infant and young child, who are totally dependent on others for direction, support & nurturance for physical, emotional, and intellectual standpoint

A

Dependance

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18
Q

occurs when a child develops the ability to physically, intellectually, and emotionally care for himself or herself and make his or her own choices including taking responsibility for learning.

A

Independence

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19
Q

occurs when an individual has sufficiently advanced in maturity to achieve self-reliance, a sense of self-esteem and ability to give and receive and when that individual demonstrates a level of
respect to others.

A

Interdependence

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20
Q

● a complex process not fully understood, involves learning what ought to be and what ought NOT to be done
● “Relating to what is right and wrong”

A

Kohlberg’s Moral Development

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21
Q
  • a person is responsive to cultural rules of labels of good and bad, right and wrong. Externally established rules determine right and wrong actions. Personal reasons in terms of punishment, reward, or exchange of favors. Ecocentric Focus
A

Pre conventional

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22
Q
  • concerned with maintaining expectations and rules of the family, group, nation, or society. A sense of guilt has developed and affects behavior. The person values conformity , loyalty, and active maintenance of social order and control. It means good behavior or what pleases or helps another and is approved. Societal Focus.
A

Conventional

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23
Q

the person lives autonomously and defines moral values & principles that are distinct from personal identification with group values. He or she lives according to principles that are universally agreed on and that the person considers appropriate for life. Universal Focus.

A

Postconventional

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24
Q

piritual component of growth and development refers to an individual’s understanding of their relationship with the universe and their perceptions about the direction and meaning of life

A

Spiritual theory

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25
Q

describes the development of faith as a force that gives meaning to a person’s life

A

James Fowler’s Theory

26
Q
  • the point in time when the learner is most receptive to a teaching situation.
A

Teachable Moment (Havighurst 1976)

27
Q

First 12 months of Life and
Toddlerhood 1 - 2 years of age)

A

Infancy

28
Q

a noted expert in defining the key milestones in cognitive development of children labels the stages of infancy to toddler as the sensorimotor period.

A

Piaget

29
Q

● Show evidence of expanding imagination and creativity.
● Impulsive in their action, and curious about almost everything they see and do.
● Loss of body integrity is their greatest threat.
● Children begin interacting with playmates.
● Play can be as equally productive as adult work and is meant for self-education about the physical and social world.

A

Psychosocial Maturation (Erikson): Initiative VS Guilt

30
Q

Children begin to gain an awareness of their unique talents

A

Psychosocial Development (Erikson): Industry VS Inferiority

31
Q

Characteristics:
● Indulge in comparing their self image with an ideal image

A

Psychosocial Dilemma: Identity VS Role Confusion

32
Q

Cognitive Development: Formal Operations
● During this period, physical abilities for most adults are at their peak and the body is at optimal functioning
● Cognitive functioning is fully developed, but with maturation

A

Young Adulthood (20-40 years of
Age)

33
Q

During this time, individuals work to establish trusting, satisfying and permanent relationships with others.

A

Psychosocial Development: Intimacy VS Isolation

34
Q

Cognitive Stage: Formal Operations
● Sense of self well developed
● At peak in career
● Concerned with physical changes
Psychosocial Stage: Generativity VS Self Absorption and Stagnation
● Has confidence inabilities ● Desires to modify unsatisfactory aspects of
life

A

Middle Aged Adulthood (41-64 years of Age)

35
Q

● Use concrete examples
● Make information relevant and
meaningful
● Allow time for processing
● Avoid written exams
● Encourage active involvement ● Keep explanations brief

A

Teaching Strategies

36
Q

A blueprint to achieve the goal and objectives that have been developed. It Should clearly and concisely identify the order of the various parts of the education process.

A

Teaching Plan

37
Q

is the major criterion for judging the integrity of the teaching plan.

A

Internal consistency

38
Q
  1. A decision need to be made about what domains should be included
  2. The teacher needs to be conscious and realistic about developing certain elements of a teaching plan.
  3. The content outline for each objective depends on the complexity of that objective and how it relates to the goal.
    ○ The detail of the content to be taught, that is the amount and depth of information required depends on the:
    i. Assessment of the learner’s needs
    ii. Readiness to learn
    iii. Learning style
  4. The methods of teaching chosen should be appropriate for the:
    ○ Information being taught
    ○ Learners
    ○ Setting
A

Factors when developing a Teaching Plan

39
Q

The detail of the content to be taught, that is the amount and depth of information required depends on the:

A

Assessment of the learner’s needs
ii. Readiness to learn
iii. Learning style

40
Q

The methods of teaching chosen should be appropriate for the:

A

○ Information being taught
○ Learners
○ Setting

41
Q

Appropriate teaching methods are;

A

Lecture
○ Programmed instructions
or group instruction

42
Q

Teaching session should be no more than __-__minutes in length and certainly no more than 30 minutes.

A

15-20

43
Q

The evaluation methods to test the knowledge include:

A

Written post test
ii. Question and answer
○
Using variety of resources is ideal to:
i. Keep the learner’s attention
ii. Address various learning styles
approach

44
Q
  1. To direct the teacher to look at the relationship between each of the steps of the teaching process to make sure that there is a logical approach to teaching.
  2. To communicate in writing exactly what is being taught, how it is being taught and evaluated, and the time allotted meet each of the behavioral objectives.
  3. To legally document that an individual plan for each learner is in place and is being properly implemented.
A

Teaching Plan are created for 3 Major Reasons:

45
Q

SMART

A

Specific, Simple - related to a specific event
2. Measurable - has an indicator which is measurable
3. Achievable - considering resources at hand
4. Realistic/Relevant - can reduce or solve a problem
5. Time Bound - can be accomplished in a specific period of time

46
Q

a detailed schedule of activities to be done in a given period of time.

A

Plan of work

47
Q

an action plan should answer the following questions.

A
  1. When should it start and when should it be completed?
  2. Who does it?
  3. Who is responsible for seeing it is actually carried out?
  4. What materials & resources are needed?
48
Q

is the systematic collection and analysis of information on the project progress.

A

Monitoring

49
Q

Process of assessing whether the health education interventions are attaining their goals and objectives which are predetermined while planning the interventions.
○ That answer the following ■ Effectiveness?
■ Efficiency?

A

Evaluation

50
Q

focuses on initially gathering, summarizing, interpreting , and using data to decide a direction for action

A

Assessment

51
Q

involves gathering, summarizing, interpreting, and using data after an activity has been completed to determine the extent to which an action was successful.

A

Evaluation

52
Q

Main difference between assessment and evalution

A

Timing and purpose

53
Q

The following are evaluative tools or devices for teachers to test students’ extent of knowledge learned during the teaching-learning process.

A

Evaluative devices

54
Q

These are subjective types of evaluation in which students are given questions requiring critical description of situations based on concepts or principles learned. Although time-consuming to score essays, these types of questions lend themselves to testing the highest level of thinking particularly analysis, synthesis and evaluation of a given situation.

A

Essay

55
Q
  • This consists of a large number of questions and statements. Students’ answers are indicated by marking the correct

response to a particular question in a prescribed manner. The questions are in objective form, usually a mimeograph and a copy is given to each student. Objective tests are more reliable than essays or other types of examinations because they are free from personal opinion in scoring.
a. Multiple C

A

Objective

56
Q

Test and
skills that have met the criteria of testing

A

Standardized tests

57
Q
  • A rating scale is a standardized method of recording interpretations of behavior. Students are rated on a scale from low to high with respect to a particular or specific indicato
A

f. Rating Scales

58
Q

Assessing and evaluating a patient’s learning is a crucial point in teaching. Knowing the extent of what people learn will make all efforts of teaching meaningful and worthwhile.
● Ask the patient to read pamphlets or brochures and fact sheets
● Interview patients
● Determine change of patient behaviors
● Do a return demonstration
● Evaluate performance and provide
reinforcements
● Document the teaching information

A

Evaluating Patient Learning

59
Q

Measures or evaluates the processes and progress
○ Level of student’s learning and progress of the educational program
○ On-going feedback is given
○ Will help students identify the
strengths and weaknesses
○ Ex: Class participation, Teacher’s feedback, Periodical Examination,
Diagnostic Tests

A

Formative Process Evaluation

60
Q

○ Given at the end of the learning experience.
○ Clinical or RLE evaluation is nursing that always involves summative evaluation.
○ This will determine the students level of achievement and extent to which learning outcome has been met.
○ Learners are informed of the behavior expected of them to achieve a certain grade.
○ Grading is less subjective
○ Ex. Unit Tests, Projects,
Performance Tests, Post Tests

A

Summative/Outcome/End-Point Evaluation

HEALTH EDUCATION (15 decks)

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