SAS#6

Question 1

A submission or yiellding to predetermined goals through regimens prescribe or established by others

As such, this term has a manipulative or authoritative understand that implies an attempt to control the learners right to decision making

Answer 1

COMPLIANCE

Question 2

A commitment or attachment to a prescribed, predetermined regimen

This term is used interchangeably with compliance in the measurement of health outcomes

Answer 2

ADHERENCE

Question 3

Including patients demographics, severity of disease, and complexity of treatment regimen

Answer 3

BIOMEDICAL THEORIES

Question 4

Focuses on external factors that influence the patients’ adherence such as rewards use contract and social support

Answer 4

BEHAVIORAL/SOCIAL LEARNING THEORIES

Question 5

Feedback loop of sending, receiving comprehending retaining and acceptance

Answer 5

COMMUNICATION MODELS

Question 6

Weighing the benefits of treatment and the risk of disease through the use of cost benefit logic

Answer 6

RATIONAL BELIEF THEORY

Question 7

This term carries a negative connotation of the learner but may in fact be a resilient response or defensive coping mechanism

Answer 7

NON COMPLIANCE

Question 8

Power originates from within and is related to personal abilities

Answer 8

INTERNAL

Question 9

Faith is a powerful outside influence

Answer 9

CHANCE EXTERNAL

Question 10

Others such as family friends and associate are powerful influences

Answer 10

OTHERS EXTERNAL

Question 11

Doctors have power to control outcomes

Answer 11

DOCTORS EXTERNAL

Question 12

To set into motion, from the latin word movere, a psychological force that moves a person to work some kind of action positive or negative

Answer 12

MOTIVATION

Question 13

Movement in a direction of meeting a need or reaching a goal
Time is a critical factor related to motivation

Nurse educators act as facilitators to work a desired goal and to prevent delays

Answer 13

LEWIN’S THEORY OF MOTIVATION

Question 14

Integrated fullness of the individual and a hierarchy of goals

Answer 14

MAJOR PREMISES

Question 15

Domains of that may be influenced by the educator as a facilitator or blocker

Answer 15

COGNITIVE (thinking processes)
AFFECTIVE (emotions and feelings)
PSYCHOMOTOR (skill behavior)
SOCIAL CIRCUMSTANCES

Question 16

Maybe incentives to wired or obstacles to achieving desired behaviors

Answer 16

MOTIVATIONAL FACTORS

Question 17

These factors influence motivation in the direction of a desired goal, need to be considered in the context of the individual

Answer 17

MOTIVATIONAL INCENTIVES

Question 18

Are premises on which an understanding of a phenomenon is based

Answer 18

MOTIVATIONAL AXIOMS

Question 19

Learning offers best when a state of moderate anxiety exist.

In this optimal state for learning, the learners ability to observe focus attention learn and adapt is operative

Answer 19

STATE OF OPTIMAL ANXIETY

Question 20

Goals that are within the persons grasp impossible to achieve will likely be something to ward which an individual will work

Answer 20

REALISTIC GOALS

Question 21

Desire to move towards a goal and readiness to learn ara factors that influence motivation.

Desire cannot be imposed to the learner but can be significantly influenced by external factors

Answer 21

LEARNER READINESS

Question 22

Success is self-satisfying and feeds the learners self-esteem.
In a cyclical process, success in self-esteem escalate, moving the learner to work accomplishment of additional goals.

Answer 22

LEARNERS SUCCESS

Question 23

Expressions of constructive emotional state

Answer 23

AFFECTIVE VARIABLES

Question 24

Capacity to perform required behavior

Answer 24

PSYCHOLOGIC VARIABLES

Question 25

Previous successful experiences

Answer 25

EXPERIMENTAL VARIABLE

Question 26

Appropriateness of physical environment social support systems family group

Answer 26

ENVIRONMENTAL VARIABLES

Question 27

Prediction of positive relationship

Answer 27

EDUCATOR - LEARNER RELATIONSHIP SYSTEM

Question 28

Introduces opposing positions, case studies and variable instructional presentations

Answer 28

ATTENTION

Question 29

Capitalizes on the learners experiences usefulness needs and personal choices

Answer 29

RELEVANCE

Question 30

Deals with learning requirements level of difficulty expectations attributions and sense of accomplishment

Answer 30

CONFIDENCE

Question 31

Pertains to time we use of new skill use of rewards praise and self-evaluation

Answer 31

SATISFACTION

Question 32

is initially highlighted by raising your clients awareness of the negative personal familial or community consequences of a problem behavior and helping them confront the substance use that contributed to the consequences

Answer 32

DISCREPANCY

Question 33

Is a specifiable and learnable skill for understanding another's meaning through the use of reflective listening. it requires sharp attention to each new client statement and the continual generation of hypothesis as underlying meaning

Answer 33

EXPRESS EMPATHY/EMPATHY

Question 34

Helps you understand your clients point of view and elicits their feelings about the given topic or situation

Answer 34

ASKING OPEN-ENDED QUESTIONS

Question 35

A fundamental component of motivational interviewing, is a challenging skill in which you demonstrate that you have accurately heard and understood a client's communication by restating its meaning

Answer 35

REFLECTIVE LISTENING

Question 36

Predictor of preventive health behavior

Answer 36

HEALTH BELIEF MODEL

Question 37

Focuses on a person's expectations relative to a specific course of action

Answer 37

SELF-EFFICACY THEORY

Question 38

Explain behavioral change in terms of threat and copying appraisal

Answer 38

PROTECTION MOTIVATION THEORY

Question 39

Focuses on prediction and understanding of human behavior within a social context

Answer 39

THEORY OF PLANNED BEHAVIOR

Question 40

Learning partnership that collaborates and negotiate with consumer

Answer 40

THERAPEUTIC ALLIANCE MODEL

Question 41

More research is needed about health behaviors of the learner to complement growing interest in evidence-based practice

Answer 41

STATE OF THE EVIDENCE

Question 42

Understand and compare models (similarities and dissimilarities) Educator agreement with model conceptualization Functional utility of model

Answer 42

MODELS FOR HEALTH EDUCATION A