Unit 2 Week 6: Assessment of Learning Potential

Question 1

ASSURE Model

Answer 1

A- analyze the learner (determinants of learning)
S – state the objectives
S – select instructional methods and material s
U – use instructional methods and materials
R.- require learner performance
E – evaluate/revise teaching plan

Question 2

Navigating the Planning for Teaching Process

Answer 2

Identify the learner/learners (WHO)
Need assessment & analysis (WHAT)
Engage learner in planning process (HOW)
Involve members of health care team (WHO)
Prioritize learning needs* (WHAT & WHEN)
What resources are needed? HOW)
Demands of the situation (WHEN)
Determine appropriate setting (the WHERE)

Question 3

Criteria for Prioritizing Learning Needs

Answer 3

• Possible:
• Needs for information that are
• “nice to know” but not essential
• Desirable:
• Needs that are not life-dependent but are related to well-being
• Mandatory:
• Needs that must be learned for survival when the learner’s life or safety is threatened

Question 4

10 Components of Assessment of Learning Potential

Answer 4

Health status & Health values
Developmental stage
Readiness to learn
Motivation
Adherence
Learning style/IQ
Social support & other SDOH
Culture
Literacy
Special Learning Needs

Question 5

Define Readiness to learn

Answer 5

Patient is receptive to learning & is willing and able to participate in learning process .

Question 6

Assessment of Readiness to Learn

Answer 6

P-Physical Readiness
E-Emotional Readiness
E-Experiential Readiness
K-Knowledge Readiness

Question 7

Assessment of physical readiness to learn

Answer 7

Ø measures of ability
Ø complexity of task
Ø health status
Ø gender
Ø anxiety level
Ø support system

Question 8

Assessment of emotional readiness to learn

Answer 8

Ø Anxiety level
Ø Support system
Ø motivation
Ø risk-taking behavior
Ø frame of mind
Ø developmental stage

Question 9

Assessment of experiential readiness to learn

Answer 9

Ø Anxiety level
Ø Support system
Ø motivation
Ø risk-taking behavior
Ø frame of mind
Ø developmental stage

Question 10

Assessment of knowledge readiness to learn

Answer 10

Ø present knowledge base
Ø cognitive ability
Ø learning disabilities

Question 11

Necessary basic abilities for learning

Answer 11

• Cognitive: Ability to perceive, discriminate, integrate, abstract, conceptualize, generalize, problem solve, create
• Psychomotor: Strength, endurance, agility, speed, dexterity, precision, fine motor control, co-ordination, flexibility

Question 12

How is acute illness health status significant for learning

Answer 12

o Symptoms, anxiety, treatment may affect learning
o Readiness to learn evident

Question 13

How is rehabilitation health status significant for learning

Answer 13

o Adaptation to self care
o Self-monitoring
o Preventative measures
o Re-integration with former social roles

Question 14

How is chronic illness health status significant for learning

Answer 14

o Informational needs vary over time
o Exacerbations and remissions
o May need information on symptom and disease management
o May need information on lifestyle, social role management, social determinants of health issues

Question 15

Define motivation to learn

Answer 15

a willingness on the part of the learner to embrace learning, with readiness to learn

Question 16

We can appeal to people’s motives, but we can not:

Answer 16

motivate them

Question 17

Intrinsic motivators like autonomy & competence are intrinsic motivators that CAN be enhanced by:

Answer 17

teaching strategies and relational presence

Question 18

Assessment of motivation

Answer 18

Through subjective and objective measures you can measure
1. personal attributes (cognitive, affective, physiological, experiential)

2. environmental attributes (environment and social support )
3. relational: educator/learner relationship

Question 19

Pre task motivational strategies

Answer 19

assessing accurately
creating a relational atmosphere
clarifying expectations & set realistic goals
Reduce barriers

Question 20

During task motivational strategies

Answer 20

active learning
integrate previous learning (concept maps)
clear instructions (remember PB&J)
relational presence*

Question 21

Post task motivational strategies

Answer 21

self-evaluation
feedback acknowledging success
future growth conversations
stay connected

Question 22

Relational Practice ARCS Model

Answer 22

A: attention
R: relevance: capitalize on learner’s experiences, needs, personal choices
C: confidence: learning requirement, expectations, level of difficulty, attributions, sense of accomplishment
S: satisfaction: use of new skill, use of rewards, praise, self-evaluation

Question 23

Motivational Interviewing Principles

Answer 23

R: roll with resistance
E: express empathy
A: avoid argumentation
D: develop discrepancies
S: support self efficacy

Question 24

OARS Principles for motivation

Answer 24

O: open ended questions
A: affirming positives
R: reflective listening
S: summarize interactions

Question 25

5 Reasons we would predict motivation will affect adherence

Answer 25

Locus of Control- refers to an individual’s sense of responsibility
within: “I have the power”
outside: “This is fate”
Language
Mood/Affect
Engagement/readiness
Social support/SDOH

Question 26

Define internal and external locus of control

Answer 26

refers to an individual’s sense of responsibility
within: “I have the power”
outside: “This is fate”

Question 27

Adherence definition

Answer 27

the extent to which a person’s behavior corresponds with agreed upon recommendations from a health care provider

Question 28

Adherence has important implications for what 4 things

Answer 28

ü level of participation of client
ü ability to maintain the health promoting regime
ü commitment to it versus interest in it
ü decision making over time

Question 29

Adherence relates to what 6 theories

Answer 29

1. Personality/psychodynamic/health belief: adherence linked to client characteristics
2. Context: social/structural/ecological determinants of health
3. Behaviourism: external environment and reward
4. Humanism/Therapeutic Alliance: patient and nurse communication and relationship
5. Constructivist & Self Efficacy: patient as capable problem solver
6. Health Behaviour Models

Question 30

IQ of somebody with mental disability

Answer 30

IQ below 70 (1-1.5% of population)

Question 31

Lower IQ correlates with

Answer 31

lower health status

Question 32

Formal schooling is an indicator of

Answer 32

reading level

numeracy and literacy are key goals of early school experiences

Question 33

4 States of Anxiety

Answer 33

1. alert
2. challenged
3. threat/severe anxiety
4. crisis/panic

Question 34

Characteristics of alert state

Answer 34

o Response to minor stressors
o Learner becomes focused by the anxiety
o Learning facilitated

Question 35

Characteristics of challenged state

Answer 35

o Some doubts about competence may exist
o Apprehension, excitement
o Good motivation for learning
o Illness + challenge = overwhelming?

Question 36

Characteristics of threat/severe anxiety state

Answer 36

o Normal functioning is interrupted
o Perceptual field decreases
o Difficulty focusing on learning
o May not respond appropriately to instruction
o May not remember directions
o Physical & emotional signs of anxiety are obvious

Question 37

Characteristics of crisis/panic state

Answer 37

o Total overwhelming of ability to cope (loss of control)
o Feeling helpless and in shock, panic, anger or fear
o Altered perception in environment (dissociation, trauma responses)
o Focus may be on assisting patient to cope, keep instructions simple, repeat, support
o Learning is ineffective and not the priority