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Semester Two - Nursing 112 > Teacching/Learning > Flashcards

Teacching/Learning Flashcards

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1
Q

Learning

A

Change in human disposition or capability that persists over a period of time and cannot be solely accounted for by growth

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2
Q

Teaching

A

System of activities intended to produce learning

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3
Q

MCC Nursing Definition of Teaching

A

processes used to promote and maintain healtha nd reduce risks. implemented in collaboration with the patient, significant support person (s) and other members of the healthcare team

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4
Q

What is the nursing diagnosis associated with teaching/learning?

A

Knowledge Deficient: (specify specific topic) r/t etiology

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5
Q

Definition of knowledge deficient

A

absence or deficiency of cognitive information related to a specific topic

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6
Q

Defining characteristics knowledge deficient

A

verbilization of problem, inaccurate follow-through of previous instruction, inaccurate performance of test, inappropriate of exaggerated behaviors (hysterical, hostile, agitated, apathetic)

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7
Q

Etiologies of knowledge deficient

A

lack of exposure, lack of interest in learning, information misinterpretation, cognitive limitation, lack of recall, unfamiliarity with information resources

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8
Q

What are the learning domains?

A

cognitive, psychomotor, affective

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9
Q

Cognitive learning domain

A

knowledge, intellectual skills, think

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10
Q

Psychomotor learning domain

A

skills, ability to perform motor skill taught, do

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11
Q

Affective learning domain

A

attitudes, feelings, emotions, interests, attitudes, appreciations, feel

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12
Q

What influences learning rate and retention?

A

environment

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13
Q

What influences the rate and extent of learning?

A

motivation

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14
Q

When is motivation to learn the greatest?

A

When the client recognizes a need to learn

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15
Q

What influences learning?

A

anxiety

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16
Q

Do clients learn better when material proceeds from simple to complex?

A

yes

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17
Q

Especially when material is used immediately and frequently, what increases retention of learning?

A

repetition

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18
Q

Learning is increased when?

A

multiple senses are used

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19
Q

What increases learning rate and retention?

A

active participation in the learning process

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20
Q

Clients learn at different?

A

rates and ways

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21
Q

What can foster learning and focus the learner’s attention?

A

teaching aids

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22
Q

What 3 factors need to be considered when selecting a specific teaching strategy?

A

patient characteristics, subject matter, available resources

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23
Q

TEA

A

Time frame by which learning should occur, expected measurable behavior that the patient will exhibit to demonstrate mastery of the outcome, action verb must be measurable

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24
Q

Who should determine teaching strategies to meet learning outcome criteria?

A

RN, patient, patient’s family

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25
Q

Veterans (born before 1945) style of learning

A

like the traditional classroom structure, likes to practice alone, not in groups, not likely to ask questions during discussions, likes rote learning and memorization facts

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26
Q

Teaching structure for veterans

A

give plenty of time to practice new skills alone, consider lecture or lecture discussion format, use pictures and printed materials

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27
Q

Boomers (1945-1960) Learning Style

A

possess significant professional experience, enjoy working in creative and independent manner, can be sensitive to criticism

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28
Q

Boomers (1945-1960) Teach Structure

A

consider lecture-discussion (powerpoints), use patient education TV channels, provide printed materials, don’t generally like role-play exercises

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29
Q

Generation X (1961-1980) Learning Style

A

interact with groups, self-directed learning, self-reliant, can be cynical and impatient, are adaptable and informal

30
Q

Generation X (1961-1980) Teaching Structure

A

use group teaching sessions, recommend support groups, suggest role-play

31
Q

Millenials (1981-2000) Generation Y Learning Style

A

multitaskers, prefer interactive environments, technologically focused

32
Q

Millenials (1981-2000) Generation Y Teaching Structure

A

access to internet in patient’s room, discuss reliable online resources, use video game and gaming systems

33
Q

Planning a correct meal learning domain

A

cognitive

34
Q

Giving an injection learning domain

A

psychomotor

35
Q

Accepted advice about ostomy care learning domain

A

affective

36
Q

identified three sources of help learning domain

A

cognitive

37
Q

did not participate in counseling session learning domain

A

affective

38
Q

changed dressing to a wound learning domain

A

psychomotor

39
Q

demonstrated how to take a radial pulse learning domain

A

psychomotor

40
Q

joined a support group learning domain

A

affective

41
Q

listed side effects of a medication learning domain

A

cognitive

42
Q

walked with a cane learning domain

A

psychomotor

43
Q

Motivation to learn is greatest when the patient recognizes a need to learn example

A

i’ve got to learn this so I can take good care of my baby

44
Q

motivation influences the rate and extent of learning example

A

I bring home the bacon in the family. I’ve got to get this so I can get back to work.

45
Q

Environment influences learning rate and retention example

A

I don’t want to talk too loud. we may disturb my rommate

46
Q

anxiety influences learning example

A

i’m so worried about my cats at home that I can’t think about anything else

47
Q

Patients learn better when material proceeds from simple to complex example

A

now that I can change the ostomy bag, I’m ready to tackle changing the wafer.

48
Q

Teaching aids can foster learning and focus the learners’ attention example

A

The RN uses a 10 minute video to present information on the importance of exercise to a group of patients in a weight reduction program

49
Q

Learning is increased when multiple senses are used exampled

A

I understood it better when i read the booklet after I watched the video

50
Q

patients learn at different rates and in different ways example

A

The nurse advances the date in an outcome for one patient who mastered a dressing change after one attempt, but postpones the date for another patient who did not

51
Q

active participation in the learning process increases learning rate and retention example

A

wow, i gave the shot and it didn’t hurt at all, i think i can do it ok now

52
Q

repetition increases retention example

A

i need to say it ten times to myself before I remember it

53
Q

The rn speaks to a group about the dangers of smoking teach strategy

A

lecture

54
Q

an RN chooses a low calorie meal for herself when having lunch with an obese patient teaching strategy

A

modeling

55
Q

an RN performs a bath procedure on a newborn infant in front of several new mothers teaching strategy

A

demonstration

56
Q

an RN obtains pamphlets for a mother of a child who is going to have a tonsillectomy teaching strategy

A

printed materials

57
Q

one nursing student pretends to be a patient while another student does preoperative teaching on deep breathing and coughing techniques teaching strategy

A

role playing

58
Q

an RN uses a videotape to teach a patient about patient controlled analgesia teaching strategy

A

av materials

59
Q

an RN describes the symptoms of heart attack and lets patient choose measures to take during and after the attack teaching strategy

A

discovery

60
Q

an RN shows a videotape on relaxtion techniques to a chronic pain sufferer teaching strategy

A

AV materials

61
Q

an rn shows a diabetic patient how to give an insulin injecting teaching strategy

A

demonstration

62
Q

an RN exhanges information with a paitent about the patient’s feelings of anxiety about impending surgery teaching strategy

A

discussion

63
Q

Illness Teaching TNI

A

client requires all resources and energy to cope with illness. defer teaching until client is less ill.

64
Q

Pain Teaching TNI

A

pain decreases ability to concentrate. conduct a pain assessment before beginning teaching session

65
Q

Biorhythm Teaching TNI

A

mental and physical performances have a circadian rhythm. adapt time of teaching to suit client.

66
Q

Emotions Teaching TNI

A

emotions require energy and distract from learning. deal with emotions and possible misinformation first

67
Q

Language Teaching TNI

A

client may not be fluent in the RN’s language. obtain services of an interpreter with appropriate language skills

68
Q

Culture/Religion Teaching TNI

A

There may be cultural or religious restrictions on some types of knowledge. assess the client’s cultural/religious needs when planning learning activities.

69
Q

Age Teaching TNI

A

children have a shorter attention span and vocabulary differences. plan shorter and more active learning activities. vision, hearing, and motor control can be impaired in elders. consider sensory and motor deficits and adapt in teaching plan

70
Q

Physical Disability Teaching TNI

A

visual, hearing, sensory, or motor impairments may interfere with a client’s ability to learn. plan teaching activities appropriate to learner’s physical abilities

71
Q

Mental disability Teaching TNI

A

impaired cognitive ability may affect the client’s capacity for learning. assess client’s capacity for learning and plan teaching activities to complement the client’s ability while planning more complex learning for the client’s caregivers.

72
Q

What are the elements of the teaching process that must be documented?

A

diagnosed learning need, learning objectives, topics taught, client outcomes: evaluation of whether or not they were met, partially met, not met, need for additional teaching, resources provided

Semester Two - Nursing 112 (90 decks)

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