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Health Education > TEACHING METHODS AND DOCUMENTATION > Flashcards

TEACHING METHODS AND DOCUMENTATION Flashcards

1
Q

The way information is taught that brings the learner into contact with what is to be learned

A

Teaching method

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2
Q

the objects or vehicles used to transmit information that supplement the act of teaching

A

Instructional materials

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3
Q

Factors to be considered in selecting teaching methods

A

Audience characteristics (size, diversity, learning style preferences)
Educator’s expertise as a teacher
Objectives of learning
Potential for achieving learning outcomes
Cost-effectiveness
Setting for teaching
Evolving technology

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4
Q

Is an oral presentation intended to present information or teach people about a particular subject

A

lecture

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5
Q

Highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instructions

Useful in:
describing patterns
highlighting main ideas
presenting unique ways of viewing information
providing foundational background information as a basis for follow-up group discussions

A

lecture

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6
Q

Approaches to the effective transfer of knowledge during a lecture:

A

Use opening and summary statements
Present key terms
Offer examples
Use analogies
Use visual backups

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7
Q

Parts of a Lecture

A

Introduction
Body
Conclusion

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8
Q

Variables of Speech Need to be considered:

A

Speaking skills
Body language

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9
Q

Covey self-confidence
Demonstrate professionalism

A

Use posture and movement

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10
Q

Avoid repetitive movement
Rely on head an hands to emphasize points and to keep the audience’s attention

A

Use gestures

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11
Q

General guidelines in developing powerpoint slides:

A

do not put all content on slides, but include only the key concepts to supplement the presentation
Use the largest font possible
Do not exceed 25 words per slide
Choose colors that provide a high level of contrast between background and text
Use graphics to summarize important points (e.g. figures and tables)
Do not overdo the use of animation, which can be distracting to the audience

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12
Q

Advantages of Lecture

A

Economical- An efficient, cost-effective
Allows uniformity of knowledge to be learned for all students in a class
Helps students develop their listening abilities
Lecturers can serve as a role model for
students

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13
Q

Disadvantage of lecture

A

Passive learners
Little emphasis on problem solving, decision making, analytical thinking or transfer learning
Few teachers are good lecturers who can deliver topics according to student’s level of understanding
Limited in meeting student’s learning needs
It is not helpful for limited attention span learners

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14
Q

students memorize and
fail to comprehend

A

Surface learning

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15
Q

Topic is announced in advance
The class is ask to prepare to be a part of the discussion

A

Formal Discussion

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16
Q

Takes place spontaneously at any point during the class

A

Informal Discussion

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17
Q

Give learners an opportunity to apply principles, concepts and theories
Transfer the learning process to new and different situations
Clarifies information and concepts

A

Discussion

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18
Q

Advantages of Discussion

A

Students can learn the process of group problem solving
Helps to develop and evaluate the learners beliefs and positions
Attitudes can be changed through discussion

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19
Q

Disadvantages of Discussion

A

Takes a lot of time
Effective only in small groups
One person or few monopolize the discussion
Not very effective if participants are not prepared

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20
Q

Method of teaching wherein learners get together to activately exchange information, feelings, and opinions with one another and with the educator

Learner-centered and subject-centered

A

Group discussion

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21
Q

Advantages of Group Discussion

A

Lead to deeper understanding and longer retention of information, increased social support, greater transfer of learning from one situation to another, more positive interpersonal relationships, more favorable attitudes toward learning, and more active learner participation.

Consider group size

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22
Q

An innovative and newly popular teaching method in nursing education which is meant to enrich the students’ learning experience through active learning strategies

A

Team-based learning

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23
Q

Offers educators a structured, student-centered learning environment
Includes: preclass preparation, individual and group readiness assurance tests, application experiences

A

Team-based learning

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24
Q

Key principles of Team-based learning

A

-Forming heterogenous teams (5 –10 students who work together as a team throughout the semester)
-Stressing student accountability
-Providing meaningful team assignments focusing on solving real-world problems
-Providing feedback to students

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25
Q

True or False:

Team learning grades are assigned based on group performance, quiz grades, and peer evaluation

A

True

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26
Q

Used in highly structured group work focusing on problem solving that leads to deep learning and critical thinking

Involves structuring small groups of learners who work together toward achieving shared learning goals

A

Cooeprative Learning

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27
Q

Key Components of Cooperative Learning: (Millis, 2010)

A

-Extensive structuring of the learning tasks by the teacher
-Strongly interactive student-student execution of tasks
-Immediate debriefing or other assessments to provide the teacher and students with prompt feedback about the success of the intended learning
-Instructional modification by the teacher based on feedback

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28
Q

Offers learners an opportunity to become thoroughly acquainted with a patient situation before discussing patient and family needs and identifying health-related problems

A

Case Study

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29
Q

Lead to the development of analytical and problem-solving skills, exploration of complex issues, and application of new knowledge and skills in the clinical arena

A

Case Study

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30
Q

-Increase learner motivation and engagement and help to develop reading, writing, and listening skills as learner work on teams to make decisions based on their problem-solving skills
-There can be panel presentation followed by group session

A

Case study

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31
Q

-Designed in order for the learner to read assignment and consider questions before discussion
-Active participation through sharing of ideas and thoughts

A

Seminar

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32
Q

True or False:

The educator should not inform the purpose of the procedure, the sequential steps involved, the equipment needed and the actions expected of them

A

False

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33
Q

True or False:

Demonstration by the educator is done to show the learner how to perform a certain skill.

A

True

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34
Q

True or False:

Demonstration can be a PASSIVE activity for learners, whose role is to observe the educator presenting an exact performance of a required skill

A

True

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35
Q

True or False:

Demonstartion can be enhance by slowing down the pace of performance, exaggerates some of the steps, or breaks lengthy procedures into a series of shorter steps.

A

True

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35
Q

True or False:

Demonstartion can be enhance by slowing down the pace of performance, exaggerates some of the steps, or breaks lengthy procedures into a series of shorter steps.

A

True

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36
Q

is an incremental approach to sequencing discrete steps of a procedure

A

Scaffolding

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37
Q

it is carried out by the learner as an attempt to establish competence by performing a task with cues from the educator as needed. It should be planned to occur as close as possible to when the demonstration was given; Learners may need reaasurance to reduce anxiety prior to start of performance; Allow the learner to manipulate the equipment before using it

A

Return Demonstration

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38
Q

Advantages of Demonstration and Return Demonstration

A

-Especially effective for learning in the
psychomotor domain engages
-The learners actively engage through simulation (visual, auditory and tactile)
-Confidence, competence and skill retention results from repetition of movement and constant reinforcement
-Overlearning to achieve the goal is an opportunity

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39
Q

Limitations of Demonstration and Return Demonstration

A

-Plenty of time to be set aside for teaching and
learning
-Small size of audience in order to ensure opportunity for practice and close supervision
-Purchasing and replacing equipment can be expensive
-Need for extra space and equipment in practicing
-1:1 teacher to learner competency evaluation

40
Q

Is a trial-and-error of teaching method which an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without taking the risks consequences of an actual situation

A

Simulation

41
Q

Is a technique, not a technology, to replace or amplify experiences with guided experiences that replicate substantial aspects of the real world in a fully interactive manner

A

Simulation

42
Q

Types of Simulation

A

Written Simulation, clinical simulation, model simulation, computer simulation

43
Q

Use of case studies about real or fictitious scenarios

A

Written simulation

44
Q

-Can be set up to replicate complex care situations, (e.g. mock cardiac arrest)
-Allows a novice to practice skills in a nonthreatening situation with immediate feedback

A

Clinical simulation

45
Q

-An effective and economical method to teach certain noninvasive skills to ask a peer, educator or trained individual to act as patient.
-Use of High-fidelity whole-body patient simulators

A

Model simulations

46
Q

People trained to act as patients

A

Standardized patient

47
Q

Used in learning laboratories to mimic situations wherein information and feedback are given to learners in helping them develop decision-making skills

A

Computer simulation

48
Q

-A method which learners participate actively in unrehearsed dramatization
-It arouse feelings and elicit emotional responses in the learners
-Used primarily to achieve behavioral objectives in the affective domain
-Places learners in real-life situation to help them develop understanding of other people and why they behave the way they do

A

Role Play

49
Q

Advantages of role play

A

-Explore feelings and attitudes
-Bridging the gap between understanding and feeling is possible
-Role distance between and among patients and professionals

50
Q

Disadvantages of role play

A

-Limited to small groups
-Tendency by some participants to overly exaggerate their assigned roles
-A role part loses its realism and credibility if played too dramatically
-Discomfort felt by some participants in their roles or inability to develop them sufficiently

51
Q

It is called identification and emanates from learning and developmental theories (Social Learning theory & Psychosocial stages of Development)

A

Role Model

52
Q

Advantages of role model

A

influences attitudes to achieve behavior change primarily in the affective domain; Potentially may instill socially desired behaviors

53
Q

Limitations of role model

A

requires rapport; Potential for negative role models to instill unacceptable behaviors

54
Q

A method of instruction requiring the learner to participate in a competitive activity with preset rules

A

Gaming

55
Q

True or False:

The goal of gaming is learners to win a game through application of knowledge and rehearsing skills previously learned

A

true

56
Q

those who have grown up with computer games and other technology affecting their preferred learning styles, social interaction patterns, and technology generally used

A

Gamer generation or Net generation

57
Q

True or False:

Gaming improves cognitive and enhances also skills

A

True

58
Q

A teaching method used by educator to provide or design instructional activities that guide learner in independently achieving the objectives of learning. It includes workbooks, study guides, workstations, videotapes, internet modules and computer programs

A

Self-instruction

59
Q

A. An introduction with statement of purpose and directions for how to use the module
B. A list of prerequisite skills
C. A list of behavioral objectives
D. A pretest
E. Resources and learning activities
F. Learning activities
G. An estimated total length of time to complete the module
H. Different presentations for the material based on the objectives and the resources available
I. Self-assessments
J. A posttest

A

Elements of self-instruction module

60
Q

Advantages of Self-instruction

A

-Allows for self-pacing
-Active Learning
-Provides opportunity to review and reflect on information
-Offers built-in frequent feedback, learners who tend indicates mastery of material
-Indicates mastery of material achieved in a particular time frame

61
Q

Limitations of Self-instruction

A

-Limited with learners who have low literacy
-Not appropriate for learners with visual and hearing impairments
-Requires high level of motivation
-Not good for learners who tend to procrastinate
-May induce boredom

62
Q

Involves face-to-face delivery of information, designed to meet the needs of an individual learner.

A

One-to-one instruction

63
Q

an unplanned interaction

A

Informal (1-1 instruction)

64
Q

-Begins with an assessment of the learner and mutual setting (contract) of objectives to be accomplished
-It should involve the learner
-Each session should be 15 – 20 minutes length
-Includes an instructions that are specific and timely
-Involves moving learners from repeating the information that was shared to applying what they have just learned
-Can use questioning technique to encourage participation

——-Problems with questioning:
Questions can be so unclear
It can contain too many facts to process effectively

A

One-to-one instruction

65
Q

Stages of Change

A

-Precontemplation stage
-Contemplation stage
-Preparation Stage
-Action Stage
-Maintenance stage

66
Q

provide information in a nonthreatening manner so that the learner becomes aware of the negative aspects or consequences of his or her behavior

A

Precontemplation stage

67
Q

support decision making for change by identifying benefits, considering barriers to the change, and making suggestions for dealing with the obstacles

A

Contemplation stage

68
Q

support a move to action by contracting with the learner in establishing small, realistic and measurable goals; providing information on effective ways to achieve desired change, and giving positive reinforcement

A

Preparation stage

69
Q

encourage constant practice of the new behavior to instill commitment to change by pointing out the benefits of each step achieved, providing rewards and incentives, and assisting the learner to monitor his or her behavior through the implementation of such strategies as keeping a food diary

A

Action stage

70
Q

continue encouragement and support to consolidate
the new behavior and prevent relapses

A

Maintenance stage

71
Q

Techniques to Enhance the Effectiveness of Verbal Presentations

A

Present information enthusiastically
Include humor
Exhibit risk-taking behavior
Deliver material dramatically
Choose problem-solving activities
Serve as a role model
Use anecdotes and examples
Use technology

72
Q

General Principles for Teaching Across Methodologies

A

Give positive reinforcement
Project an attitude of acceptance and sensitivity
Be organized and give direction
Elicit and give feedback
Use questions
Use teach-back or tell-back strategy
Know the audience
Use repetition and pacing (refers to the speed at which information is presented)
Summarize important points

73
Q

Types of Instructional Materials

A

Written materials, commercially prepared materials, self-composed materials, demonstration materials

74
Q

handouts, leaflets, books, pamphlets, brochures and instructional sheets

A

Written materials

74
Q

handouts, leaflets, books, pamphlets, brochures and instructional sheets

A

Written materials

75
Q

variety of brochures, posters, pamphlets and client-focused instructional sheets

A

commercially prepared materials

76
Q

nurse’s own written instructional materials

A

Self-composed materials

77
Q

visual, hands-on media; models and real
equipment

A

Demonstration variables

78
Q

are three-dimensional objects that allow the learner to immediately apply knowledge and psychomotor skills by observing, examining, manipulating, handling, assembling, and disassembling them while the teacher provides feedback

A

Models

79
Q

exact copy constructed to scale that resembles the feature and substance of the original object

A

replica

80
Q

same properties and performs like the real object; associated with the words act like

A

analogue

81
Q

associated with the words stands for; used in teaching situations

A

Symbol

82
Q

whiteboards, storyboards, flip charts and bulletin boards (SMART board)

A

Displays

83
Q

hybrids of print and visual media, posters, use written word along with graphic illustrations

A

posters

84
Q

use of technology
Multimedia learning:
Blended learning:

A

Audiovisual material

85
Q

includes overhead projectors, PPT slides, SMART board systems and other computer outputs that are projected onto a screen

A

Projected Learning resources

86
Q

Systematic process that judges the worth or value of something- teaching and learning

A

Evaluation

87
Q

It does not only communicates what is taught to the client but also communicates the client’s level of understanding and further reinforcement of information may be necessary

A

Documentation

88
Q

Characteristics of documentation in client teaching

A

Covers all aspects of patient care
Critical for communication among team members
Provides a legal record
Supports quality assurance efforts
Promotes continuity of care
Facilitates reinforcement

89
Q

Good documentation reflects

A

Initial assessment and reassessment of pertinent data
Nursing diagnoses and client learning needs
Interventions provided
Client’s response and outcomes of care
Discharge plan of care
Ability of the client and family to manage needs after discharge

90
Q

Components of Documentation System

A

Admission assessment, problem list, care plan or critical pathway, flow sheets, progress notes, and discharge summary

91
Q

The nurse educator:
-Makes a complete patient profile and history
-Assesses the client’s functional ability to aid in the formulation of nursing diagnoses
-Identifies ways of individualizing teaching, such as the client’s readiness, language, and physical capability
-Designs assessment forms to high-risk patient, in order to pinpoint potential problems that identify specific learning needs

A

Admission assessment

92
Q

-The patient’s chart has a list of actual and potential health problems identified individually or collaboratively. It also includes medical and nursing diagnoses
-The nurse has to enter the data next to each problem as it is identified and when the problem is resolved. Standardized care plans may be generated based on nursing diagnoses

A

Problem list

93
Q

An individualized care plan for each patient assessment of medical and nursing diagnoses, patient goals, interventions and desired outcomes

A

Care plan or critical pathway

94
Q

-It contain observations and lists of patient’s name and data in a clear, concise, check-off format to encourage fast and immediate documentation. Findings, or patient responses outside of normal limits must be recorded in the nurse’s notes
-The method of charting assumes that all abnormal findings or variances are charted (charting by exception)
-In recording patient teaching, with the use of flow sheets, data a=entered should be documentation of patient’s understanding of what was taught rather than the subject matter being taught

A

Flow sheets

95
Q

-Narrative notes show the patient’s progress perceived by all HC professionals involved in the patient care.
-Evaluation of the patient’s responses to nursing interventions should be
evident
-Patient teaching can be effectively documented in the progress notes section of the medical record
-Documentation includes a clear statement of needs or problems, significant data and the plan of care. -Documenting the outcomes of care is important
-Narrative notes encourage charting in patient’s own words to illustrate outcomes of patient education and evidence of individualized care

A

Progress notes

96
Q

Summaries or reports written at the time of discharge or transfer of the client to another HC facility serve as needed source of information for other HCPs about the patient’s needs for reinforcement of health teaching and continued learning.

A

Discharge summary

Health Education (3 decks)

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