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Nurs 270 > Teaching And Learning For Health Promotion > Flashcards

Teaching And Learning For Health Promotion Flashcards

1
Q

What is health promotion

A

The process of enabling people to increase control over and to improve their health

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2
Q

Activities are directed at increasing a persons

A

Level of wellbeing and self actual action

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3
Q

Teaching is a process of

A

Deliberately arranging external condition to promotion internal change that translates into a change in behaviour
-planned or incidental

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4
Q

What is the primary function of nursing profession

A

Educating for health

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5
Q

What is essential to reach full potential

A

Knowledge

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6
Q

What is the purpose of education

A

To increase the competence and confidence of patients and families in their ability to self manage

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7
Q

What is the goal of education

A

Preparing patients and families for independence

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8
Q

Every encounter can be an opportunity for

A

Teaching

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9
Q

What are aspects of adult learners

A

-like to have choices
-variety of learning styles and preferences
-need to have abilities and achievements honoured
-rigid in thinking
-set patterns of behaviours
-do best in an environment that is safe, accepted and respected

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10
Q

Principles of adult learning

A

-independence
-readiness comes from challenges
-past experiences are resources for learning
-learn best when the topic is of immediate value
-approach learning as problem solving
-see self as doer
-resist learning when conditions are incongruent

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11
Q

Factors of working with older adults

A

-require more time
-difficulty remembering
-anxiety and distractions
-increased cautiousness and decreased willingness to take risks
-sensory perceptual deficits

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12
Q

Process of client education: assessment

A

What are the variables that may enhance or hinder learning? Do these variables change based on what is being learned?

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13
Q

Assessment consist of

A

-physical characteristics
-age
-experience
-sensory impairments
-CNS function
-manual dexterity

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14
Q

Psychological characteristics of assessment

A

Anxiety, response to stress, self efficacy

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15
Q

Sociocultural characteristics of assessment

A

-occupation and income
-literacy and health literacy
-housing arrangement and location
-cultural considerations

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16
Q

Educational characteristics of assessment

A

Learning needs, readiness to learn, learning style

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17
Q

Process of client education: diagnosis

A

Must be a nursing diagnosis that can be treated with teaching and learning

18
Q

Process of client education: planning

A

-writing specific learning objectives
-selecting teaching strategies
-prioritize learning outcomes

19
Q

What is a teaching plan

A

A blueprint to achieve goals and objective that is based on assessment
-instructional methods
-related health content

20
Q

A successful plan needs

A

Purpose, goals, objectives, related health content, instructional methods, time

21
Q

What is the BOPPPS model

A

B- bridge (why it is important)
O- learning Objectives
P- pre assessment
P- participatory learning
P- post assessment
S- summary

22
Q

Process of client education: implementation

A
23
Q

Process of client education: evaluation

A

Short term, long term, communication and documentation

24
Q

Nurse as teacher: barriers to nurse teacher effectiveness

A

-lack of time
-lack of knowledge
-lack of confidence
-disagreement with client
-treatment options

25
Q

Client as learner: obstacles to learning

A

-lack of time
-stress of illness
-hospital environment
-personal characteristics
-extent of behavioural change required
-lack of support

26
Q

What are techniques to enhance patient learning

A

-positive environment
-attitude
-patient needs drive information
-focus on the MUST KNOW
-involve patient and family
-use previous experience

27
Q

Stage appropriate teaching strategies for infancy to toddlerhood:
cognitive stage

A

Sensorimotor

28
Q

Stage appropriate teaching strategies for infancy to toddlerhood:
psychosocial stage

A

Trust vs mistrust and autonomy vs shame and doubt

29
Q

Stage appropriate teaching strategies for infancy to toddlerhood:
general characteristics

A

Depending on environment, needs security, explores self and environment, natural curiosity

30
Q

Stage appropriate teaching strategies for infancy to toddlerhood: teaching strategies

A

Pertinent teaching to caregiver, repetition, imitation, stimulate all senses, physical safety

31
Q

Stage appropriate teaching strategies for preschooler: cognitive stage

A

Preoperational

32
Q

Stage appropriate teaching strategies for preschooler: psychosocial stage

A

Initiative vs guilt

33
Q

Stage appropriate teaching strategies for preschooler: general characteristics

A

Egocentric, limited sense of time, fears bodily injury, separation anxiety, motivated by curiosity

34
Q

Stage appropriate teaching strategies for preschooler: teaching strategies

A

Warm and calm approach, reputation, simple explanation, positive reinforcement, drawing and stories

35
Q

Stage appropriate teaching strategies for school age: cognitive stage

A

Concrete operations

36
Q

Stage appropriate teaching strategies for school age: psychosocial stage

A

Industry vs inferiority

37
Q

Stage appropriate teaching strategies for school age: general characteristics

A

Realistically and objective, understands cause and effect, wants concrete information, can compare objects and events

38
Q

Stage appropriate teaching strategies for school age: teaching strategies

A

Encourage independence, active participation, honesty, logical explanation, establish role model, subject centred

39
Q

Stage appropriate teaching strategies for adolescence: cognitive stage

A

Formal operations

40
Q

Stage appropriate teaching strategies for adolescence: psychosocial stage

A

Identity vs role confusion

41
Q

Stage appropriate teaching strategies for adolescence: general characteristics

A

Abstract, hypothetical, build on past learning, future orientation, peer group important, feels vulnerable invincible immune

42
Q

Stage appropriate teaching strategies for adolescence: teaching strategies

A

Establish trust, focus on details, make information meaningful to life, use peers, groups sessions

Nurs 270 (24 decks)

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