What are the goals of nurses as educators?
Single most important goal as educator is to prepare the client for self care management
What agency defines the nurse educator's scope of practice to teach
NLN, national league of nurses
What is the difference between developmental age and chronological age? (ppt. and pg. 148-149)
Developmental age-acknowledges that human growth and development are sequential, but not always specifically age-related.
Chronological age-Is a relative indicator and not a good predictor of learning ability. It is the actual age of the child. You can have variations in cognitive, physical, and psychosocial variables
What is andragogy?
Andragogy-art and science of helping adults learn. (p. 619)
pedagogy
the art and science of helping children learn (p. 632)
geragogy
the art and science of teaching the older adult (p. 626)
Know Erikson & Piaget
Infancy & Toddlerhood: Birth-2yrs.
Piaget: Sensorimotor stage-learning is through sensory experiences & through movement & manipulation of objects.
Erickson: trust vs. mistrust (birth-12mo.)-building trust and establishing balance b/t feelings of love and hate.
Erikson: autonomy vs. shame and doubt (1-2 yrs.)-learning to control willful desires.
Teaching strategies: provide safety, stimulate senses, use repetition and limitation, focus on normal development (safety, health promotion, and disease prevention), and allow for play and manipulation of objects.
Know Erikson & Piaget
Preschooler (Early Childhood):3-5yrs
Piaget: Preoperational stage-egocentric: thinking is literal and concrete; precausal thinking.
Erikson: initiative vs. guilt- taking on tasks for the sake of being involved and on the move; learning to express feelings through play.
Teaching strategies: build trust, stimulate senses, focus on play therapy, provide simple drawings and stories, allow for manipulation of objects, use positive reinforcement, and encourage questions.
Know Erikson & Piaget
School-Aged Child (Middle & Late Childhood): 6-11 yrs.
Piaget: concrete operational stage-developing logical thought processes and ability to reason syllogistically; understands cause and effect.
Erikson: industry vs. inferiority-gaining a sense of responsibility & reliability; increased susceptibility to social forces outside the family; gaining awareness of uniqueness of special talents & qualities.
Teaching strategies: use logical explanations and analogies, relate to child's experiences, use drawings, models, dolls, painting, audiotapes, and videotapes, encourage independence; use subject-centered focus, use play therapy, and provide group activities.
Know Erikson & Piaget
Adolescence: 12-19 yrs.
Piaget: Formal operations stage-abstract thought; reasoning is both inductive and deductive.
Erikson: identity vs. role confusion-struggling to establish own identity; seeking independence and autonomy.
Teaching strategies: identify control focus, focus on details, make information meaningful to life, negotiate for change, contract, use peers for support and influence, and establish trust.
Know Erikson & Piaget
Young Adulthood: 20-40 yrs.
Piaget: formal operations stage (begins in adolescence)-abstract thought; reasoning is both inductive and deductive.
Erikson: intimacy vs. isolation-focusing on relationships and commitment to others in their personal, occupational, and social lives.
Teaching strategies: encourage role play, organize material, use problem-centered focus, draw on meaningful experiences, focus on immediacy of application, and allow for self-direction and setting of own pace.
Know Erikson & Piaget
Middle-Aged Adulthood: 41-64yrs.
Piaget: formal operations stage (begins in adolescence)-abstract thought; reasoning is both inductive and deductive.
Erikson: generativity vs. self-absorption and stagnation-reflecting on accomplishments and determining if life changes are needed.
Teaching strategies: provide information relative to life concerns and problems, maintain independence and reestablish normal life patterns, assess positive and negative past learning experiences, and assess potential sources of stress.
Know Erikson & Piaget Older Adulthood: 65 years and older
Piaget: formal operations stage (begins in adolescence)-abstract thought; reasoning is both inductive and deductive.
Erikson: ego integrity vs. despair-coping with reality of aging, mortality, and reconciliation with past failures.
Teaching strategies: use analogies, use a slow pace, use concrete examples, build on past experiences, focus on one concept at a time, use repetition and reinforcement, and provide brief explanations.
Why do we involve family in patient education? (p. 191-192)
Family influences positive patient care outcomes, decreases stress of hospitalization, reduces costs of care, and effectively prepares client for self-care outside of the hospital. The family also provides physical, emotional, and social support. Ensures a win-win situation for pt. and educator. The family can also reinforce care and encourage independence. The family will also reduce their anxiety, uncertainty, and lack of confidence in caring for the pt.
What is crystallized and fluid intelligence? (p. 181-182)
Crystallized intelligence: the intelligence absorbed over a lifetime, such as social interactions, arithmetic reasoning, and ability to evaluate experiences. Intelligence increases with experience as you age.
Fluid intelligence: the capacity to perceive relationships, to reason, and to perform abstract thinking. This intelligence declines as degenerative changes occur.
What normal changes of older adults and how that factors on education. (p. 182-189)
The senses such as hearing (low-pitch, quiet environment and have them repeat information), touch, sight (provide visual aids, bright lights, large print), taste, and smell decrease in function. The older adult also has decreased cardiac output, lung performance, metabolic rate, and loss of neurons (schedule breaks, allow time for stretching, comfortable seating). The older adult can also have slow processing and reaction time, decreased short-term memory, increased anxiety, and altered time perception.
The older adult may have delayed medical attention. The reflexes have decreased along with the ability to handle stress. You may want to reminisce with the patient. Need to tailor to the physical, cognitive, and motivational needs. Promote their involvement and changing their attitudes toward learning. Schedule more time for educating patient and break up the education into smaller increments. You may want to provide coaching and repetition in regards to short-term memory.
What strategies should educators use for all developmental groups? (p. 195)
The educator should assess the physical, cognitive, and psychosocial maturation with each developmental period to determine teaching strategies. Provide an environment conducive to learning, present information at their education level, have participation and feedback from patient. Each developmental stage is different, which should be kept in mind when developing education for patients.
What are motivational factors? (p. 204)
Factors that influence motivation and can serve as incentives or obstacles to achieve desired behaviors.
What are the major factors that (can facilitate or block) shape motivation to learn? (p. 204)
� Personal attributes-physical, developmental, and psychological components of the individual learner.
� Environmental influences-physical and attitudinal climate.
� Learner relationship systems-significant other, family, community, teacher-learner interaction.
What is an axiom? (p. 205 & 630)
Premises on which an understanding of motivation is based and the rules that set the stage for motivation, such as a state of optimum anxiety, learner readiness, realistic goal setting, learner satisfaction/success, and uncertainty-reducing or uncertainty-maintaining dialogue.
What are the components of the Health Belief Model? (p. 212)
1. Individual perceptions-perceived susceptibility or severity of a specific disease.
2. Modifying factors-demographic variables (age, sex, race), sociopsychological variables (personality, locus of control, social class, peer pressure), and structural variables (knowledge about and prior contact with disease). Also includes cues to action (media, advice, illness, reading material) and influence of perceived threat of the specific disease.
3. Likelihood of action-consists of perceived benefits of preventive action minus perceived barriers to preventive action.
What is the Theory of Reasoned Action? (ppt. & p. 217)
Based on a premise that humans make rational decisions and make use of whatever information is available to them. Focuses on prediction and understanding of human behavior within a social context determined by beliefs, attitudes and norms, intention, and behavior.
What are the motivational categories? (p. 208-Not sure if these are the categories the question is referring to)
� Cognitive variables-capacity to learn; readiness to learn (expressed self determination, constructive attitude, willingness to contract for behavioral outcomes, expressed desire and curiosity); facilitating beliefs.
� Affective variables-expressions of constructive emotional state; moderate level of anxiety (optimum state).
� Physiological variables-capacity to perform required behavior.
� Experiential variables-previous successful experiences.
� Environmental variables-appropriateness of physical environment; social support systems (family, group, community resources, work); community resources.
� Educator-Learner Relationship System-prediction of positive relationship.
� Educator-Learner Relationship System-prediction of positive relationship.
What is compliance? (ppt. & p. 200)
A term used to describe submission or yielding to predetermined goals through regimens prescribed or established by others. As such, this term has a manipulative or authoritative undertone that implies an attempt to control the learner's right to decision-making.
What is the Therapeutic Alliance Model? (ppt. & p. 218-219)
Addresses a shift in power from the provider to a learner partnership in which collaboration and negotiation with the patient are key. The client is viewed as having equal power, is active and responsible. The client has and outcome expectation of self-care and a shift toward self-determination and control over their own life.
Define functional illiteracy, illiteracy, low literacy (ppt. & p. 233)
Functional illiteracy-adults lack the fundamental reading, writing, and comprehension skills that are needed to operate in society. Below the 5th grade level.
Illiteracy-adult that unable to read or write at all or whose reading and writing skills are at the 4th grade level or below.
Low literacy-termed marginally illiterate or marginally literate, ability of adults to read, write, and comprehend info. Between 5th-8th grade level of difficulty.
How do we assess literacy? (p. 246)
Look for clues that the client may demonstrate such as: Patient noncompliance, avoidance, withdrawal to complex learning situations. Using excuses of being busy, tired, sick, sedated with meds. They did not feel like reading material, gave info. to family member, lost or broke glasses. They may surround themselves with newspapers and books to give impression of being able to read. Wanting to take info. home or wanting to have a friend or family member with them. Asking nurse to read material for them and indicating that they do not have energy to read material. The patient may feel nervous or stressed about not being able to read. The pt. may seem confused, hold material upside down. They may also show frustration when attempting to read by mouthing words, replacing words, facial signs of bewilderment. They may try to memorize how something works, show difficulty following instructions, not asking any questions regarding info.
Measurement Tools-(p. 256-262 or ppt.) See book or ppt. for full description of tests.
Readability Tests-Spache Grade Level Score; Flesch Formula; Fog Index; Fry Readability Graph; SMOG Formula.
Comprehension Tests-Cloze Procedure; Listening Test
Reading Skills Tests-WRAT; REALM; TOFHLA; LAD; SAM
What are some reasons for levels of low literacy in this country? (ppt. & p. 240-242)
Contributing factors: elderly, rise in number of immigrants, disparities b/t minority vs. nonminority populations, increasing technology, more people living in poverty, and changes in policies and funding for public education. Also the students that dropout of school, inner city and rural residents, and those with poor health status such as mental or physical problems.
What do most readability formulas look at? (p. 254 & 255, ppt.)
The formulas measure the readability of Printed Education Materials (PEM) using the average length of sentences and words (vocabulary difficulty) to determine the grade level at which the material is written for. The formula basically determines the reading ease of a document.
What is the REALM (Rapid Estimate of Adult Literacy in Medicine) test? (ppt. & p. 261)
Measures a person's ability to read and pronounce medical and health-related vocabulary from three lists graduated in order from the most simple words to the most difficult words.
What teaching strategies are aimed at increasing motivation and compliance in low literacy groups? (ppt. & p. 273-276).
Establish a trusting relationship; use the smallest amount of information possible to accomplish predetermined behavioral objectives; make points of information as vivid and explicit as possible; teach one step at a time; use multiple teaching methods and tools requiring fewer literacy skills; all patients the chance to repeat information in their own words and demonstrate the procedures being taught; keep motivation high by using praise and rewards; build in coordination of information and procedures by using techniques of tailoring and cuing; and use repetition to reinforce information.
When using a learning contract, what task(s) must be included?
p. 438 contracts should be written in specific terms and evaluated by both participants.
learners should state their understanding of the information given whcih gives instructor ability to evaluate what has been learned.
during a return demonstration what is the educator's role?
p 456 individualize feedback to refine performance
WHat learning domain is this?
p 456 psychomotor
educator role during gaming
p 456 oversees pacing, referees, debriefs
Gaming learning domain
p 456 cognitive, affective
educator role during role-playing
p 456 designs format , debriefs
role-playing learning domain
p 456 affective
educator role during group discussion
p 456 guides and focuses discussion
group discussion learning domain
p 456 affective, cognitive
what is purpose of pretest self instruction
p 453 used to diagnostically determine whether a learner needs to proceed with the module. some learners may demonstrate mastery and can move to next module. Others will get a sharper focus on their areas of weakness and may decide to seek additional help prior to beginning the module.
method used to teach in psychomotor domain
p 456 one-to-one instruction, demonstration,return demonstration, simulation, self -instruction
method used to teach in cognitive domain
p 456 lecture, group discussion, one-to-one instruction, demonstration, gaming, simulation, role-modeling, self-instruction
what is "pooled ignorance
p 632 lack of knowledge or information about issues or problems during a group discussion session, whereby clients cannot adequately learn from one another if they do not pocess a basic, accurate understanding of a subject to draw on for purposes of a discourse.
what is difference btwn simulation and role-playing?
simulation ( p. 448) is used to see if a person has the skills needed to complete a given task while role playing (p. 450 ) is used to help learners see and understand a problem thru the eyes of others.
name some creative teaching strategies
Plays or skits, research projects, lab simulations, jepardy, ect
how do you eval instructional methods
p 457-458 5 questions to decide if method was effective
1-does the method help the learners to achieve the stated objectives?
2- is the learning activity accessible to the learners who have been targeted?
3- is the method efficient given the time, energy and resoaurces availabel in relation to the number of learners he educatoe is trying to reach?
4-to what extent does the method allow for active participation to accommodate the needs, abilities, and style of the learner?
5-is the method cost effective?
how do you eval instructional programs
chapter does not actually discuss this directly! bottom line would be the success rate of the students produced by the program.
chapt 11 slide33
Give positive reinforcement.
Exhibit acceptance/sensitivity.
Be organized, give direction.
Elicit and provide feedback.
Use questioning.
Know your audience.
define instructional materials
p 474 they are vehicles by which information is communicated
what are projected learning resources
p. 633 audiovisual instructional formats that depend primarily on the learners sense of sight as the means thru which the message is received.
what is realia
p. 634 the most concrete form of stimuli that can be used to deliver information. ex) a real person or a model being used to demonstrate a procedure such as breast self examination.
what is illusionary representation
p. 627 a category of instructional materials that depict realism, such as dimensionality. ex) photo, drawings, and audiotapes, which depend on imagination to fill in the gaps and offer the learner experiences that simulate reality.
what is symbolic representation
p. 636 numbers and words, symbols written and spoken to convey ideas or represent objects, which are the most common form of communications and yet are the most abstract types of messages.
what are guidelines for PEM (printed educational materials)
p 481-485 1-know your audience ( ave age, learning style, and any sensory defects)
2-literacy level required
3-linguistic variety available
4-brevity and clarity ( ie. K.I.S.S.)
5-layout and appearance- allow white space
6-oppurtunity for repetition- lay out in simple Q & A format, keep info current
7-concreteness and familarity - using an active voice is more immediate and concrete, avoid medical jargon
in the information age what is the role of the nurse educator?
p. 521 the facilitator
what is the difference between the internet and WWW?
p 523 the internet is a huge global network of computers established to allow hte transfer of info form one commputer to another. the internet was created to exchange info. The WWW resides on a small section of the internet and would not exist without the internets computer network.the www is a virtual space for information.
how would you obtain the most accurate health information on the www?
p 532 sites established by nursing organizations and publishing companies, bibliographic databases, continuing ed, online journals, resources for patient teaching and professional practice.
chart
p. 533websites ending in .gov, .org
medline, schoolnurse.com, nih.gov( national insititute of health), allnursingschools.com
also see chart on p 530
if you were the facilitator of a monthly chat room, what instructions would you give to participants?
p 543
-allow enough time befor the chat starts to download software if needed. first time users generally have to download info
-be prepared to choose a user name. don't use real name to protect privacy
- keep comments short and to the point.
-be prepared for chat lingo. ie like what is used with texting
- don't worry about typos or grammer. ppl who use chat rooms are forgiving about this
what is asynchronous?
p. 620 a message that can be sent via he computer at the convience of the sender and the message will be read when the receiver is online and ready to receive it; messages that can be sent and responded to any time, day or night.
how would you obtain the most accurate information on the www?
p 527
-Reduce a problem to a searchable command
-Categorize a Web page according to its purpose
-Identify sources of potential bias
-Make judgments about the accuracy and -reliability of information found
What is the single most important goal of the nurse educator?
. Single most important goal as educator is to prepare the client for self care management
Which organization defines nurse's scope of practice to teach and is the law?
State Nurse Practice Acts- nurses are expected to provide instruction to clients to assist them to maintain wellness, prevent disease, manage illness, and develop support skills for other family members. All state nurse practice acts (NPA's) include teaching within the scope of nursing practice responsibilities. Nurses by legal mandate of NPA's are expected to provide instructions to consumers to assist them to obtain optimal levels of wellness and manage illness.
State Nurse Practice Acts
- universally includes teaching within the scope of nursing practice (legally mandated- all states identify education as a legal duty & responsibility of a nurse)
Which organization first observed health teaching as a function of the nurses role?
NLN, national league of nurses in 1918, observed the importance of health teaching as a function within the scope of nursing practice.
NLNE (NLN)
first observed health teaching as an important function within the scope of nursing practice
What are the steps to the education process?
Assessment
Planning
Implementation
Evaluation
-The Education Process
Education Process: a systematic, sequential, planned course of action on the part of both the teacher and learner to achieve the outcomes of teaching and learning
Teaching: a deliberate intervention that involves the planning and implementation of instructional activities and experiences to meet the intended learner outcomes
-The Education Process
Instruction: the aspect of teaching (the implementation phase) that involves communicating information about a specific skill area
Learning: a change in behavior (knowledge, skills, and attitudes) that can occur at any time or in any place as a result of exposure to environmental stimuli
-The Education Process
Patient Education: the process of helping clients learn health-related behaviors to achieve the goal of optimal health and independence in self-care
Staff Education: the process of helping nurses acquire knowledge, attitudes, values, and skills to improve the delivery of quality care to the consumer
-ASSURE Model
A useful paradigm to assist nurses to organize and carry out the education process.
Analyze the learner
State objectives
Select instructional methods and materials
Use teaching materials
Require learner performance
Evaluate/revise the teaching/learning process
How is learning best defined?
Learning: a change in behavior (knowledge, skills, and attitudes) that can occur at any time or in any place as a result of exposure to environmental stimuli. Learning occurs during teaching moment or the moment when the patient views new and different situations as challenges rather than defeats. This can be relatively permanent with reinforced practice.
Barriers to education can best be described as
Barriers to education are: those factors impeding the nurse's ability to optimally deliver educational services.
Major barriers include:
Lack of time to teach (seen in both barriers & obstacles)
Inadequate preparation of nurses to assume the role of educator with confidence and competence
Personal characteristics
low-priority status given to teaching when other task-oriented responsibilities take precedence
limited financial resources of most healthcare agencies, preventing adoption of innovative and timesaving teaching strategies and tools
lack of time, space and privacy to teach due to patient acuity, shortened lengths of hospital stays, and episodic nature of nurse/ patient contact in various settings
inadequate documentation system to allow for efficiency and ease of recording the quality and quantity of teaching efforts
The greatest good for the greatest number of people represents which ethical-decision making?
Teleological (greatest good for the greatest number). The Teleological or utilitarian approach to ethical decision making that allows for the sacrifice of one or more individuals so that a group of people can benefit in some important way.
. What is Malpractice? How is it different from negligence?
Malpractice: refers to a limited class of negligent activities that fall within the scope of performance by those pursuing a particular profession involving highly skilled and technical services. Malpractice is defined as negligence, misconduct or breech of duty by a professional person that results in the injury or damage to a patient. Malpractice- involves those people whose work requires special education and training as dictated by specific educational standards while negligence is all improper and wrongful conduct by anyone. Duty: a standard of behavior; a behavioral expectation relevant to one's personal or professional status in life. Malpractice is limited in scope to those whose life work requires special education and training as dictated by specific educational standards. In contrast, negligence embraces all improper and wrongful conduct by anyone arising out of an activity.
Learning needs can be best defined as
gaps in knowledge that exist between a desired level of performance and the actual level of performance
How does anxiety affect emotional readiness to learn
Impacts patient ability to concentrate and retain info. A moderate degree is a motivator to learn but too high or too low may lead to inaction on learners part. Too low not driven to learn. Too high blocks ability to learn
Know left & right brain dominance
P 117
Left brain- vocal and analytical (used for verbalization and for reality-based and logical thinking
Right brain- emotional, visual-spatial, and nonverbal side , with thinking process that are intuitive, subjective, relational, holistic, and time free
Review Gardner's Seven Types of Intelligence
134-136 ( there are 8types)
Linguistic- involves Broca's area of L side of brain, highly developed auritory skills and think in words ( word gamesand crossword puzzles)
Logical-mathmatical: involves both sides of the brain- right is concepts and left remembers symbols, ask many questions, lliek computers(enjoy strategy games)
Spatial right side of brain, learn images and pictures, (enjoy building blocks, jigsaw puzzles, daydreamers)
Musical -right side of brain, sensitive to the sounds of the environment, learn best with music playing in background(keep time rhythmically, sing a lot, tell when something is out of tune)
Bodily kinesthetic - includes the basal ganglia and cerebellum of the brain in addition to the other brain structures, process knowledge thru bodily sensations ( moving and acing out) can not sit still and are generally good in sports, use of body language and movements come easily to them
Interpersonal - involves prefrontal lobes of brain, high interpersonal intelligence understand ppl and are able to notice other's feelings, tend to have many friends and gifted in social skills(learn best in groups and gravitate to activities that involve others)
Intrapersonal involves prefrontal lobes of brain, strong personalities and prefer the inner world of feelings and ideas, like to be alone tend to be self-directed and confident ( learn well with individual and self paced instruction)
Naturalistic - refers to sensing abilities in making patterns and connections to elements in nature. Able to distinguish and categorize objects to phenomena in nature. (enjoy subject, shows, and stories that deal with animals or naturallu occurring phenomena, keenly aware of surroundings and subtle changes)
Which is a disadvantage of most printed materials
Silent epidemic of illiteracy
What is the purpose of writing clear and concise behavioral objectives
Ppt chapt 10 slide 8
�Provides basis for selection and design of instructional content, methods, and materials
�Provides learner with means to organize efforts toward accomplishing objectives
�Allows for determination as to the extent that objectives have been accomplished
What should be included in the performance characteristics of a well-written behavioral objective
p. 389
Describes what the learner is expected to be able to do or perform to demonstrate the kinds of behaviors the teacher will accept as evidence that objectives have been achieved. Activities performed by the learner may be visible , such as writing or listing , or invisible, such as identifying or recalling
Know the three learning domains: cognitive, affective and psychomotor
p 395-407 for more specifics
1. Cognitive�the "thinking" domain
2. Affective�the "feeling" domain
3. Psychomotor�the "skills" domain
Who's commisure is larger, men or women?
women, the hemispheres work better together making women more whole brained.
Who's temporal lobe has more neurons producing a greater aptitude for langueage and speech?
women
Who has right sided dominance?
men
Who has left sided dominance?
women
Who's brain is more active while feeling emotions?
women
When comparing male and female brain functioning, which ability is consistently done better by males than females and is currently thought to have a genetic origin?spatial ability
spatial ability
What is used to measure social class?
Occupation of parents,income of family, location of residence and educational level of parent.
When looking at socioeconomic status, know what cycle of poverty means?
low level of education results in occupations with low pay, prestige and intellectual demands. Families living at this level become part of the cycle that does not easily allow one to easily change a pattern of life.
Know six cultural phenomena (Chapter 8) pg. 303
communication (verbal & nonverbal),personal space (actions speak louder than words), social organization (learned behaviors, culture specific, religious beliefs),time (concept of time), environmental control
Primary education is focused on uniculture western biomedical paradigm. Very limited knowledge on vast cultures in the US.
Purpose of the Nurse-Client Negotiations Model
Cultural assessment and planning for care of culturally diverse people. Enables people to work effectively in a cross cultural situation.
Which model contains the components of cultural awareness, cultural knowledge, cultural skill, and cultural encounter?
The culturally competent model of care
What is cultural stereotyping?
to generalize common characteristics of a group to all members associated with that group.
What are the two categories of disabilities?
The two major categories are mental and physical disabilities.
Individuals who have been deaf or severely hearing impaired since birth primarily rely on which modes of communication?
sign language by ASL, lip reading, and written materials
What is the primary purpose of the e-Health Code of Ethics?
Establishes standards & methods of evaluation of health websites.To ensure confident and informed use of health information on the web site (candor, honesty, quality, informed consent, privacy, professionalism, responsible partnering, accountability)
Which two groups of people are referred to when using the term "Digital Divide"?
Those who have access to information technology resource and those who do not (risk factors: over 65, less than 35K, black, hispanic, H.S. education or less.)
What did the former "Bobby Approved" symbol at the bottom of a web page mean?
Used to promote digital inclusion for people with disabilities using web page design, software selection and adaptive devices.
What is the first step in planning an evaluation?
The first step is determining the focus of the evaluation
Know the difference between evaluation and assessment?
assessment is a process to gather, summarize, interpret and use data to DECIDE an ACTION. evaluation is a process to gather, summarize, interpret and use data todetermine the extend to which an action is successful.
Know the RSA Model
Places five basic types of evaluation in relationship to one another base on purpose, related questions, scope, and resource components of evaluation focus.
content evaluation
determine whether learner have acquired the knowledge or skills taught during the learning experience.
impact evaluation
the relative effects of education on the institution and community.
outcome evaluation
the effect or outcomes of teaching efforts
Define the term motivation.
A psychological force that moves a person toward some kind of action.
Which model is used in health screening programs to predict preventative health behavior?
the health belief model
How is literacy best defined?
the ability of adult to read, write and comprehend information at 8th grade level or above
Functional illiteracy is generally interpreted as having reading skills below which grade level?
The 5th grade level
Know about printed educational materials (PEM); readability/comprehension.
PEM are the most cost effective and time efficient means to communicate health message, there is discrepancy between the average comprehension and reading skills of client. If this gap is narrow printed resource will serve a good purpose
What does the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model focus on?
focus on creating and maintaining motivational strategies use for instructional design
behaviorist theory
the ability to modify people attitude and response by altering the the stimulus condition in the environment or change what happen after the response,
cognitive theory
stress the importance of what goes inside the learner, the key to learning and changing is in the individuals cognition
social learning
the consideration of the personal characteristics of the learner, behavior pattern and the environment
Know about correctly written behavior objectives and their components
What should the learner be able to do, under what condition and how well. Condition,situation learner,one being taught performance,what the learner is expected to be able to do and criterion how well or with what accuracy
Know the following behavioral objectives and what they mean: cognitive,
cognitive -How do they think
affective- How do they feel, interest and belief
psychomotor- skill
As nurse educators, our single most important goal is?
to prepare the client for self care management
What is the history of nurses as educators? (not sure what their looking for exactly) Ch 1 ppt. slides
Ever since 1800's when nursing was first accepted as a unique profession, it has taken on teaching as a primary focus.
Florence Nightingale, was the ultimate educator.
-developed the first school of nursing
Health education has long been considered a standard care giving role of the nurse.
Patient teaching is recognized as an independent nursing function.
What is a "teachable moment"? (notes on slide 22, ch.1)
Learning occurs during teaching moment or the moment when the patient views new and different situations as challenges rather than defeats.
Learning: a change in behavior (knowledge, skills, and attitudes) that can occur at any time or in any place as a result of exposure to environmental stimuli
Describe the education process? (CH 1 ppt. slides 21-24)
Education Process: a systematic, sequential, planned course of action on the part of both the teacher and learner to achieve the outcomes of teaching and learning
Analyze the learner
State objectives
Select instructional methods and materials
Use teaching materials
Require learner performance
Evaluate/revise the teaching/learning process
Compare/contrast the education process with the nursing process? (Ch. 1 slide 20)
NURSING PROCESS
Appraise physical and psychosocial needs of client
Care plan based on mutual goals setting to meet individual needs
Nursing care interventions using standard procedures
Determine physical and psychosocial outcomes
EDUCATION PROCESS
Assess learning needs, readiness, and learning style
Teaching plan based on behavioral outcomes to meet behavioral needs
Teaching using instructional methods and tools
Determine behavior changes in knowledge, attitudes, and skills
Goal of education is whether knowledge is gained
In the article" Rethinking Patient Education" what claims were made?
Not all nurses are good educators.
What are the differences between barriers and obstacles to education? Name some.
(WEEK 1 SLIDES 26-29)
*Barriers affect teachers
*Obstacles affect learner
Barriers to education are those factors impeding the nurse's ability to optimally deliver educational services.
EXAMPLES:
Lack of time to teach
Inadequate preparation of nurses to assume the role of educator with confidence and competence
Personal characteristics
Barriers to Education
low-priority status given to teaching when other task-oriented responsibilities take precedence
limited financial resources of most healthcare agencies, preventing adoption of innovative and timesaving teaching strategies and tools
Barriers to Education
lack of time, space and privacy to teach due to patient acuity, shortened lengths of hospital stays, and episodic nature of nurse/ patient contact in various settings
inadequate documentation system to allow for efficiency and ease of recording the quality and quantity of teaching efforts
Obstacles to learning are those factors that negatively impact on the learner's ability to attend to and process information.
Obstacles to Learning
Obstacles to learning are those factors that negatively impact on the learner's ability to attend to and process information.
Major obstacles include:
stress of acute and chronic illness, anxiety, sensory deficits, and low literacy
lack of privacy or social isolation of health- care environment
limited time due to rapid discharge from care
situational and personal variations in readiness to learn, motivation and compliance, and learning styles
extent of behavioral changes (in number and complexity) required
lack of support and positive reinforcement from providers and/or significant others
psychological factors such as denial of learning needs and unwilling to take responsibility
resentment of provider's authority
inconvenience, complexity, inaccessibility, fragmentation, and dehumanization of the healthcare system
What is natural law? (Ch. 2 Slide 4 IN NOTES)
Natural Laws are the ethical principals of human rights. These are binding on human society in the absence of other laws and include:
(DON'T NEED TO KNOW THESE EXAMPLES, BUT THEY GIVE U AN IDEA): Respect for parents, Respect for others, Truth telling/Honesty, Respect for life, Purity of heart
What are ethics? (ch 2 slide 2)
Ethics: refers to the guiding principles of behavior
SLIDE 3- Ethical- refers to norms or standards of behavior
What are morals? (ch2 slide 3)
Moral- internal value system expressed externally through ethical behavior (fabric of one's own being)
What is legal? (ch 2 slide 3)
Legal- rules governing behavior that are enforceable under threat of punishment
What are the main ethical principals we are concerned about in nursing? Give some examples of each. (needs looked into)
Application of Ethical Principles
1. Autonomy
2. Veracity
3. Nonmalfeasance
A. Negligence
B. Malpractice
C. Duty
4. Confidentiality
5. Beneficence
6. Justice
A. Informed consent
B. Right to self-determination
Cardozo Decision
A. Informed Consent: the right to full disclosure; the right to make one's own decisions
B. Right to self-determination: the right to protect one's own body and to determine how it shall be treated
C. Ruling was not enforced with Biomedical Research
D. Can you think of examples? Tuskegee study with syphillis, injection of live CA cells into unconsenting adults in Brooklyn, use of mentally retarded institutionalized children to test progression of TB and test hepatitis vaccines.
What has educational psychology contributed in nursing? Ch 3 ppt. slide 4
Educational psychology provides alternative theories and perspectives on how learning occurs and what motivates people to learn and change Learning-Memory-Response
What is cognitive theory? Ch 3 slide 15, p. 60
- Focuses on internal factors within the learner such as perceptions, thoughts, developmental level of reasoning, memory, ways of processing information
- Believes reward is not necessary for learning
What is gestalt?
(Slide 16 of week 3)
To change behavior, learners must change their perceptions (gestalt), thoughts, goals, expectations, attributions, equilibrium, and ways of processing information
back of book definitions- Gestalt perspective- The oldest of psychological theories that emphasizes the importance of perception in learning from a cognitive perspective, with a focus on the configuration or organization of a patter of stimuli rather than of discrete stimuli. It reflects the maxim that "the whole is greater than the sum of parts.
What is the social constructivist theory?
(p. 635 glossary) of Social Constructivism- An increasingly popular perspective within cognitive theory proposing that individuals formulate or construct their own versions of reality and that learning and human development are richly colored by the social and cultural context in which people find themselves.
What is the psychodynamic theory?
(Freud)
Concepts: stage of personality development, conscious and unconscious motivations, ego-strength, emotional conflicts, defense mechanisms
To change behavior, work to make unconscious motivations conscious, build ego-strength, and resolve emotional conflicts
Emphasizes the importance of conscious and unconscious forces in guiding behavior, personality conflicts, and enduring effects of childhood experiences. People may or may not be aware of their motivations
What is the behaviorist theory? ch. 3 SLIDE 8
(stimulus-response theory)
To change behavior, change the stimulus conditions in the environment and the reinforcement after a response
Includes: Respondent conditioning and Operant conditioning
What is Pavlovian conditioning? ch 3 slide 10
Respondent Conditioning
Learning occurs as the organism responds to stimulus conditions and forms associations
A neutral stimulus is paired with an unconditioned stimulus-unconditioned response connection until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response
In notes of slide:
Also called Pavlovian conditioning or classic conditioning. Emphasizes the importance of stimulus conditions and the associations formed in the learning process
How are learning needs assessed? Ch. 4 slide 6
Learning Needs--- (WHAT the learner needs to learn)
Identify the learner- are all needs the same?
Choose the right setting- trusting, private, confidential
Collect data on the learner- needs regarding education
Include the learner as a source of information
Involve members of the healthcare team
Prioritize needs (Maslow)
Determine the availability of educational resources
Assess demands of the organization
Take time-management issues into account
Assess any deficits in cognitive or physical areas. ID and prioritize the needs and interests of the pt. Not everyone perceives a need for education. Then the above steps can happen
What are the types of "readiness to learn"? Give examples (ch. 4 Slide 20)
P = Physical readiness
E = Emotional readiness
E = Experiential readiness
K = Knowledge readiness
Physical readiness
measures of ability
complexity of task
health status: healthy may have stamina to learn but not motivation, acutely ill may have motivation but not stamina
Gender: women more health focused
environmental effects (added) keep their attention
Emotional readiness
Anxiety level- best teaching is moderate anxiety. Too high or low is poor teaching time
Support system- should be present during teaching if involved in care
Motivation- what is the expectation & interest
risk-taking behavior
frame of mind- Maslow, concern about the here & now
developmental stage -adults like to learn to problem solve, children like to learn for pleasure
Experiential readiness
level of aspiration: short & long term goals by the pt.
past coping mechanisms: what have they used and were they effective?
cultural background
locus of control: internal or external motivations to learn, internal will ask questions
Orientation: parochial (closeminded- trust the MD, small townish) or cosmopolitan (worldly, receptive to
Knowledge readiness
present knowledge base
cognitive ability
learning disabilities
According to the learning style inventory, what factors are examined? What factors could an educator control?
(Chapter 4 ppt. slide 33)
Learning Style Inventory (LSI) Dunn and Dunn's
Environmental- sounds, light, temperature, design
Emotional- developmental and emerge over time b/c past experiences e.g. motivation, persistence, responsibility & structure
Sociological- desire to work alone or in a group
Physical- strengths (auditory, visual, tactile, kinesthetic), intake (eating), time of day, mobility
Psychological- the way learners process and react to information
Eductor can control the Environmental
What is the Myers-Briggs test? What do the styles tell you?
(Glossary of book p. 630 ch. 4 slide 34 notes)
Myers-Briggs type indicator-A self-report inventory that uses forced-choice questions and word pairs to measure four dichotomous dimensions of behavior.
Extraversion: orientation to the outside world of people and things. AN extrovert is comfortable with things external to themselves. They think aloud.
Introversion: orientation to the inner world of thoughts and concepts. Like to think over things, they are more thoughtful and reflective and slow to act.
Sensing: perception comes from the 5 senses, observe what is real, factual
Intuition: perception comes indirectly from the unconscious, focus on meaning and possibilities
Thinking: arrive at judgments by impersonal, logical data because accuracy is important. Black & white
Feeling: decision making occurs through subjective, emotional path. Consider effect on others. Gray world
Judgment: desire to regulate and bring closure to circumstances
Perception: be open minded and understanding
Ethnicity
- ethnic quality or affiliation, of or relating to large groups of people classed according to common racial, national, tribal, religious, linguistic, or cultural origin
Acculturation
a willingness to adapt or to modify one's own culture as a result of contact with another culture
Ethnocentrism
the tendency of human beings to think that their own way of thinking, acting, and believing are the only right, proper, and natural ones and to believe that those who differ greatly are strange, bizarre, and unenlightened
Cultural relativism
- the belief that the behaviors and practices of people should be judged only from the context of their cultural system
Cultural assessment - Nurse-Client Negotiations Model
popular arena
professional arena
folk arena
Purpose- cultural assessment & planning for care of culturally diverse people
The client's perception of health and illness, his/her traditional remedies, client's perception of nurses, hospitals, beliefs about family roles and relationships, perceptions of and need for family support
Nurse client negotiations model-
- was developed for the purpose of cultural assessment and planning care of culturally diverse people. Recognizes discrepancies that exist between the nurse and client about health, illness, and treatments. Attempts to bridge gap between science based nurse knowledge and popular perspectives of clients. Identifies the nurses' personal beliefs and values that the nurse may not be aware they have that may influence nurse patient interaction. vhelps open communication lines between nurse and patient/family
Diseases = blindess/loss of peripheral vision -
aids, retinitis pigmentosa, macular degeneration, cataracts, diabetic retinopathy, glaucoma
ADD categorized-
learning disability
Obstacles an educator encounters with a spinal cord injury client
denial, lack of physical endurance, role changes ( a patient with new information on how to be independent may feel apprehensive to independence or caregiver threatened by lack of dependence.Communication disorders that involve speech and teaching strategies for them
Expressive aphasia
have them recall word images, first by naming commonly used objects, then objects in the immediate area, or repeat words that the nurse says. Begin with simple to more complicated and for short periods of time multiple times (<30 min)
Receptive aphasia
(like hearing a foreign language) facial expressions, gestures, and pantomime is effective when conveying messages. Speak more slowly and louder for auditory stimulation. Much praise and acknowledgement of frustration, keep distractions minimized.
Dysarthria
(problem with voluntary control over speech muscles) - sign language, communication board, voice synthesizer,
Are there obstacles for computer technology for clients with disabilities
- solutions to obstacles - talking word processors, specialized keyboards,communication devies, arm and wrist supports, amplified telephone handsets, magnified screens, closed captioning, onscreen keyboards
Input vs output disability
- input = the process of receiving and recording information in the brain. visual (dyslexia), auditory, integrative processing disorders (literal inerpretaions of sayings, difficulty sequencing letters dog = god), short-term or long-term memory disorders. Output = the process of orally responding and performing physical tasks. Language disorders ( spontaneous (starting a convo) demand (inability to respond to questions), motor disorders (inability or difficulty in performing gross or fine motor tasks)
Myths about learning disabilities -
- just affect children, below average intelligence, can't learn, must be spoke to more slowly, should just try harder, will outgrow, should be treated like everyone else, are all boys,
Teaching strategies for different disabilities -
Eliminate distractions; provide a quiet environment.
Conduct an individualized assessment to determine how client learns best.
Adapt teaching methods and tools to client's preferred learning style.
Ask questions of parents about accommodations needed if client is a child.
Use repetition to reinforce messages.
Ask client to repeat or demonstrate what was learned to clear up any possible misconceptions.
Use brief but frequent teaching sessions to increase retention and recall of information.
Encourage client's active participation.
Behavioral objectives classified as
: action-oriented, learner-centered outcomes of the teaching/learning process
Characterstics of goals/objectives
goal = the final outcome of what is achieved at the end of the teaching - learning process. Desired outcomes of learning and multidimensional objectives = a specific, single, unidimensional behavior. Short term in nature and achievable at the end of teaching session or a cpl days. Lead step by step to long term goal. a behavior describing the performance that learners should be able to exhibit to be considered competent
What should be included in a well written behavioral objective?
3 charactersitics = performance, condition, criterion, --- who will do what under what conditions and how well
1. Identify the testing situation (condition
)2. Identify the learner/audience (learner)
3. State the learner and the learner's behavior (performance)
4. State the performance level (criterion)
Purpose of learning contracts
empower learner , emphasize self direction and mutual negotiation and evaluation Purpose of a Learning Contract : to encourage learner's active participation , to improve teacher-client communication
Intrinsic feedback
- a feedback that is generated within the self, giving learners a sense of or a feel for how they have performed; often used in relation to psychomotor skill performance
Augmented
- an opinion or conveyance of a message through oral or body language by the teacher to the learner about how well he or she performed a psychomotor skill
selective attention
the process of recognizing and selecting appropriate or inappropriate stimuli
in what cases would one do a pilot test
- p 584 - when conducting an evaluation
Conduct a pilot test first.
Assess feasibility of conducting the full evaluation as planned.
Must conduct when a new instrument is used for data collection purposes
Assess reliability, validity of instruments.
If any newly developed instruments are planned for the evaluation
What are operational definitions
- an operational definition of a word or phrase is a definition that is written in measurement terms. States exactly what data will be collected
Who is the primary audience
the audience who will benefit from and use the results of an evaluation
What is the difference between evaluation and evaluation research-
Evaluation -
Audience specific to single person, group, institution, or location
Conducted to make decisions in specific setting
Focused on needs of primary audience
Time constrained by urgency of decisions to be made
Research -
Audience generic
Conducted to generate new knowledge and/or expand existing knowledge
Focused on sample representativeness, generalizability of findings
Time constrained by study funding