Reviewer for HE Flashcards
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
Growth
- used to indicate an increase in skill or ability to function or a qualitative change.
Development
- 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.
Psychosocial Development
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.
Cognitive Development
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.
Developmental Tasks -
) believed that learning is basic to life and that people continue to learn throughout life
Robert Havighurst (1900-1991)
personality develops in five overlapping stages from birth to adulthood
5 Stages a. Oral
b. Anal
c. Phallic d. Latency e. Genital
Freud
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
Erikson
moral development in children and adult
Kohlberg
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
Lawrence Kohlberg
- 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
Cognitive Development
5 Major Phases
- Sensorimotor Phase
- Preconceptual Phase
- Intuitive Phase
- Concrete Operational Phase 5. Formal Operational Phase
Understa nd world through senses and actions
Sensorimotor
Understa nds world through language and mental images
Preoperational
Understa nd world through logical thinking and categorie s
Concrete Operational
Understa nd world through hypotheti cal thinking and scientific reasoning
Formal Operatio nal
characteristics of the infant and young child, who are totally dependent on others for direction, support & nurturance for physical, emotional, and intellectual standpoint
Dependance
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.
Independence
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.
Interdependence
● 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”
Kohlberg’s Moral Development
- 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
Pre conventional
- 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.
Conventional
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.
Postconventional
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
Spiritual theory
describes the development of faith as a force that gives meaning to a person’s life
James Fowler’s Theory
- the point in time when the learner is most receptive to a teaching situation.
Teachable Moment (Havighurst 1976)
First 12 months of Life and
Toddlerhood 1 - 2 years of age)
Infancy
a noted expert in defining the key milestones in cognitive development of children labels the stages of infancy to toddler as the sensorimotor period.
Piaget
● 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.
Psychosocial Maturation (Erikson): Initiative VS Guilt
Children begin to gain an awareness of their unique talents
Psychosocial Development (Erikson): Industry VS Inferiority
Characteristics:
● Indulge in comparing their self image with an ideal image
Psychosocial Dilemma: Identity VS Role Confusion
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
Young Adulthood (20-40 years of
Age)
During this time, individuals work to establish trusting, satisfying and permanent relationships with others.
Psychosocial Development: Intimacy VS Isolation
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
Middle Aged Adulthood (41-64 years of Age)
● Use concrete examples
● Make information relevant and
meaningful
● Allow time for processing
● Avoid written exams
● Encourage active involvement ● Keep explanations brief
Teaching Strategies
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.
Teaching Plan
is the major criterion for judging the integrity of the teaching plan.
Internal consistency
- A decision need to be made about what domains should be included
- The teacher needs to be conscious and realistic about developing certain elements of a teaching plan.
- 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 - The methods of teaching chosen should be appropriate for the:
○ Information being taught
○ Learners
○ Setting
Factors when developing a Teaching Plan
The detail of the content to be taught, that is the amount and depth of information required depends on the:
Assessment of the learner’s needs
ii. Readiness to learn
iii. Learning style
The methods of teaching chosen should be appropriate for the:
○ Information being taught
○ Learners
○ Setting
Appropriate teaching methods are;
Lecture
○ Programmed instructions
or group instruction
Teaching session should be no more than __-__minutes in length and certainly no more than 30 minutes.
15-20
The evaluation methods to test the knowledge include:
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
- 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.
- 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.
- To legally document that an individual plan for each learner is in place and is being properly implemented.
Teaching Plan are created for 3 Major Reasons:
SMART
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
a detailed schedule of activities to be done in a given period of time.
Plan of work
an action plan should answer the following questions.
- When should it start and when should it be completed?
- Who does it?
- Who is responsible for seeing it is actually carried out?
- What materials & resources are needed?
is the systematic collection and analysis of information on the project progress.
Monitoring
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?
Evaluation
focuses on initially gathering, summarizing, interpreting , and using data to decide a direction for action
Assessment
involves gathering, summarizing, interpreting, and using data after an activity has been completed to determine the extent to which an action was successful.
Evaluation
Main difference between assessment and evalution
Timing and purpose
The following are evaluative tools or devices for teachers to test students’ extent of knowledge learned during the teaching-learning process.
Evaluative devices
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.
Essay
- 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
Objective
Test and
skills that have met the criteria of testing
Standardized tests
- 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
f. Rating Scales
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
Evaluating Patient Learning
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
Formative Process Evaluation
○ 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
Summative/Outcome/End-Point Evaluation
