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HEALTH EDUCATION > Lecture 8 age- appropriate teaching strategies > Flashcards

Lecture 8 age- appropriate teaching strategies Flashcards

1
Q

4 approaches of teaching

A

Pedagogy
Andragogy
Heutagogy
Geragogy

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2
Q

the art and science of helping children to learn

A

pedagogy

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3
Q

the art and science of teaching adults

A

Andragogy

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4
Q

the study of self-determined learning

A

Heutagogy

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5
Q

the teaching of older persons

A

Geragogy

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6
Q

The learner is a dependent
personality.
The teacher determines what, how,
and when anything is learned

A

dependence under pedagogy

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7
Q

The learner has few resources —
the teacher devises transmission
techniques to store knowledge in the
learner’s head

A

resources for learning under pedagogy

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8
Q

Learn in order to advance to the next
stage.

A

reasons for learning under pedagogy

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9
Q

Adults are independent.
They strive for autonomy and self-
direction in learning

A

dependence under andragogy

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10
Q

Adults use their own and other’s
experience

A

resources of learning under andragogy

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11
Q

Adults learn when they experience
a need to know or to perform more
effectively

A

reasons for learning under andragogy

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12
Q

Learners are interdependent.
They identify the potential to learn from
novel experiences as a matter of course.
They are able to manage their own
learning

A

dependence under heutagogy

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13
Q

The teacher provides some resources, but
the learner decides the path by negotiating
the learning

A

resources for learning under heutagogy

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14
Q

Learning is not necessarily planned or
linear. Learning is not necessarily based on
need but on the identification of the
potential to learn in novel situations

A

reasons for learning under heutagogy

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15
Q

Learning is subject centered, focused on
the prescribed curriculum and planned
sequences according to the logic of the
subject matter.

A

focus of learning under pedagogy

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16
Q

Motivation comes from external sources —
usually parents, teachers, and a sense of
competition

A

motivation under pedagogy

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17
Q

Designs the learning process, imposes
material, is assumed to know best

A

role of the teacher under pedagogy

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18
Q

Adult learning is task or problem
centered.

A

focus of learning under andragogy

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19
Q

Motivation stems from internal sources —
the increased self-esteem, confidence
and recognition that come from
successful performance.

A

motivation under andragogy

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20
Q

Enabler or facilitator, climate of
collaboration, respect and openness

A

role of the teacher under andragogy

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21
Q

Learners can go beyond problem solving by
enabling pro-activity. Learners use their own and
others’ experiences and internal processes such
as reflection, environmental scanning, experience,
interaction with others, and pro-active as well a
problem-solving behaviors

A

focus of learning under heutagogy

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22
Q

Self-efficacy, knowing how to learn, creativity,
ability to use these qualities in novel as well as
familiar situations, and working with others

A

motivation for heutagogy

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23
Q

Develop the learner’s capability.
Capable people:
* Know how to learn
* Are creative
* Have a high degree of self-efficacy
* Apply competencies in novel as well as familiar
situations
* Can work well with others

A

role of the teacher under heutagogy

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24
Q

The art and science of teaching the older adult.

A

geragogy

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25
Q

t or f
For older adult learning to be effective, the learning experience must not take advantage of the extensive experience of older learners.

A

f
must take advantage

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26
Q

t or f
Facilitators are encouraged to draw on the life experiences of the
learners in a variety of effective ways

A

t

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27
Q

t or f
must not accommodate the normal physical, cognitive, and psychosocial
changes that occur during this phase of growth and development.

A

f
must accommodate

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28
Q

7 developmental stages

A

infancy – Toddlerhood
Early Childhood
Middle And Late Childhood
Adolescence
Young adulthood
Middle-aged adulthood
Older adulthood

29
Q
  • Dependent on environment
  • Needs security
  • Explores self and environment
  • Natural curiosity

general characteristics of?

A

Infancy–Toddlerhood

30
Q
  • Approximate age: Birth to 3 years
  • Cognitive Stage: Sensorimotor
  • Psychosocial Stage: Trust vs Mistrust
    (Birth – 12 months)
  • Autonomy vs Shame and Doubt (1-3
    years)

Physical, Cognitive, and Psychosocial Development

A

Infancy–Toddlerhood

31
Q
  • Orient teaching to caregiver
  • Use repetition and imitation of
    information
  • Stimulate all senses
  • Provide physical safety and
    emotional security
  • Allow play and manipulation of
    objects

teaching strategies of?

A

Infancy–Toddlerhood

32
Q

Welcome active involvement
* Forge alliances
* Encourage physical closeness
* Provide detailed information
* Answer questions and concerns
* Ask for information on child’s
strengths/limitations and likes/
dislikes

nursing interventions for?

A

Infancy–Toddlerhood

33
Q

Approximate age: 3–5 years
* Cognitive stage: Preoperational
* Psychosocial stage: Initiative vs. guilt

Physical, Cognitive, and Psychosocial Development

A

early childhood

34
Q
  • Egocentric
  • Thinking precausal, concrete, literal
  • Believes illness self-caused and punitive
  • Limited sense of time
  • Active imagination, prone to fears
  • Fears bodily injury
  • Cannot generalize
    Animistic thinking (objects possess life
    or human characteristics)
  • Centration (focus is on one
    characteristic of an object)
  • Separation anxiety
  • Motivated by curiosity
  • Play is his/her work

general characteristics

A

early childhood

35
Q

Use warm, calm approach
* Build trust
* Use repetition of information
* Allow manipulation of objects and
equipment
* Give care with explanation
* Reassure not to blame self
* Explain procedures simply and briefly
Provide safe, secure environment
* Use positive reinforcement
* Encourage questions to reveal
perceptions/feelings
* Use simple drawings and stories
* Use play therapy, with dolls and
puppets
* Stimulate senses: Visual, auditory,
tactile, motor

teaching strategies

A

early childhood

36
Q

Welcome active involvement
* Forge alliances
* Encourage physical closeness
* Provide detailed information
Welcome active involvement
* Forge alliances
* Encourage physical closeness
* Provide detailed information

nursing intervention

A

early childhood

37
Q

Physical, Cognitive, and Psychosocial Development
* Approximate age: 6–11 years
* Cognitive stage: Concrete operations
* Psychosocial stage: Industry vs. inferiority

A

middle and late childhood

38
Q

variable rates of physical growth
* Reasons syllogistically
* Understands seriousness and
consequences of actions
* Subject-centered focus
* Immediate orientation
* More realistic and objective
* Understands cause and effect
* Deductive/inductive reasoning
* Wants concrete information
* Able to compare objects and
events

general characteristics

A

middle and late childhood

39
Q

Encourage independence and active
participation
* Be honest, allay fears
* Use logical explanation
* Allow time to ask questions
* Use analogies to make invisible
processes real
* Establish role models
Relate care to other children’s
experiences; compare procedures
* Use subject-centered focus
* Use play therapy
* Provide group activities
* Use diagrams, models, pictures, digital
media, printed materials, and computer,
tablet, or smartphone applications as
adjuncts to various teaching methods

teaching strategies

A

middle and late childhood

40
Q

Welcome active involvement
* Forge alliances
* Encourage physical closeness
* Provide detailed information
* Answer questions and concerns
* Ask for information on child’s strengths/limitations and likes/ dislikes

nursing intervention

A

middle and late childhood

41
Q

Physical, Cognitive, and Psychosocial Development
* Approximate age: 12–19 years
* Cognitive stage: Formal operations
* Psychosocial stage: Identity vs. role confusion

A

adolescence

42
Q

Abstract, hypothetical thinking
* Can build on past learning
* Reasons by logic and understands scientific principles
* Future orientation
* Motivated by desire for social acceptance
* Peer group important
* Intense personal preoccupation, appearance extremely important (imaginary
audience)
* Feels invulnerable, invincible/ immune to natural laws (personal fable)

general characteristics

A

adolescence

43
Q

Establish trust, authenticity
* Know their agenda
* Address fears/concerns about
outcomes of illness
* Identify control focus
* Include in plan of care
* Use peers for support and influence
* Negotiate changes
* Focus on details
Make information meaningful to life
* Ensure confidentiality and privacy
* Arrange peer group sessions in person
or virtually (e.g., blogs, social networking,
podcasts, online videos)
* Use audiovisuals, role play, contracts,
reading materials
* Provide for experimentation and
flexibility

teachig strategies

A

aolescence

44
Q

Explore emotional and financial support
* Determine goals and expectations
* Assess stress levels
* Respect values and norms
* Determine role responsibilities and relationships
* Engage in 1:1 teaching without parents present, but with adolescent’s
permission inform family of content covered

nursing intervention

A

Adolescence

45
Q

Physical, Cognitive, and Psychosocial Development
* Approximate age: 20–40 years
* Cognitive stage: Formal operations
* Psychosocial stage: Intimacy vs. isolation

A

young adulthood

46
Q

General Characteristics
* Autonomous
* Self-directed
* Uses personal experiences to enhance or interfere with learning
* Intrinsic motivation
* Able to analyze critically
* Makes decisions about personal, occupational, and social roles
* Competency-based learner

A

young adulthood

47
Q

Teaching Strategies
* Explore emotional, financial, and
physical support system
* Assess motivational level for
involvement
* Identify potential obstacles and
stressors
* Use problem-centered focus
* Draw on meaningful experiences
* Focus on immediacy of application
* Encourage active participation
* Allow to set own pace, be self-
directed
* Organize material
* Recognize social role
* Apply new knowledge through role
playing and hands-on practice

A

young adulthood

48
Q

Nursing InterventionsTeaching Strategies
* Explore emotional, financial, and
physical support system
* Assess motivational level for
involvement
* Identify potential obstacles and
stressors

A

young adulthood

49
Q

Physical, Cognitive, and Psychosocial Development
* Approximate age: 41–64 years
* Cognitive stage: Formal operations
* Psychosocial stage: Generativity vs. self-absorption and stagnation

A

middle aged adulthood

50
Q

General Characteristics
* Reexamines goals and values
* Questions achievements and
successes
* Has confidence in abilities
* Desires to modify unsatisfactory
aspects of life
* Sense of self well developed
* Concerned with physical changes
* At peak in career
* Explores alternative lifestyles
* Reflects on contributions to family
and society

A

middle aged adulthood

51
Q

Teaching Strategies
* Focus on maintaining independence and reestablishing normal life
patterns
* Assess positive and negative past experiences with learning
* Assess potential sources of stress caused by midlife crisis issues
* Provide information to coincide with life concerns and problems
* Introduce to online resources as appropriate

A

middle aged adulthood

52
Q

Nursing Interventions
* Explore emotional, financial, and physical support system
* Assess motivational level for involvement
* Identify potential obstacles and stressors

A

middle aged adulthood

53
Q

Physical, Cognitive, and Psychosocial Development
* Approximate age: 65 years and over
* Cognitive stage: Formal operations
* Psychosocial stage: Ego integrity vs. despair

A

older adulthood

54
Q

General Characteristics

Psychosocial changes
Decreased risk taking
Selective learning
Intimidated by formal learning

Cognitive changes
* Decreased ability to think abstractly,
process information
* Decreased short-term memory
* Increased reaction time
* Increased test anxiety
* Stimulus persistence (afterimage)
* Focuses on past life experiences

Sensory/motor deficits
* Smaller pupil size (decreased visual
adaptation to darkness)
* Decreased peripheral perception
* Yellowing of lenses (distorts low-tone
colors: blue, green, violet)
* Distorted depth perception
* Fatigue/decreased energy levels
* Pathophysiology (chronic illness)
* Auditory changes
* Hearing loss, especially high-pitched tones,
consonants (S, Z, T, F, and G), and rapid
speech
* Visual changes
* Farsighted (needs glasses to read)
* Lenses become opaque (glare problem)

A

older adulthood

55
Q

Teaching Strategies Considering Cognitive Changes
* Avoid written exams
* Use verbal exchange and coaching
* Establish retrieval plan (use one or
several clues)
* Encourage active involvement
* Keep explanations brief
* Use analogies to illustrate abstract
information
* Provide virtual learning opportunities
only if comfortable
* Use concrete examples
* Build on past life experiences
* Make information relevant and
meaningful
* Present one concept at a time
* Allow time for processing/response
(slow pace)
* Use repetition and reinforcement of
information

Teaching Strategies Considering Psychosocial changes
* Give time to reminisce
* Identify and present pertinent material
* Use informal teaching sessions
* Demonstrate relevance of information to daily life
* Assess resources
* Make learning positive
* Identify past positive experiences
* Integrate new behaviors with formerly established ones

Teaching Strategies Considering Sensory/motor Deficits
* Avoid color coding with pastel blues,
greens, purples, and yellows
* Increase safety precautions/provide safe
environment
* Ensure accessibility and fit of prostheses
(i.e., glasses, hearing aid)
* Keep sessions short
* Provide for frequent rest periods
* Allow for extra time to perform
* Establish realistic short-term goals
* Speak slowly, distinctly
* Use low-pitched tones
* Avoid shouting
* Use visual aids to supplement verbal
instruction
* Avoid glares, use soft white light
* Provide sufficient light
* Use white backgrounds and black print
* Use large letters and well-spaced print
Older Adulthood

A

older adulthood

56
Q

Nursing Interventions
* Involve principal caregivers
* Encourage participation
* Provide resources for support (respite care)
* Assess coping mechanisms
* Provide written instructions for reinforcement
* Provide anticipatory problem solving (what happens if . . .)

A

older adulthood

57
Q

4 myths that must be dispelled

A
  1. sensibility
  2. rigid personalities
  3. loneliness
  4. abandonment
58
Q
  • Intelligence test scores
    indicate that many older
    adults maintain their cognitive
    functioning well into their 80s
    and 90s.
  • Mental decline is not always
    caused by the aging process
    itself but rather by disease
    processes, medication
    interactions, sensory deficits,
    dehydration, and malnutrition
A

Myth No. 1: Senility

59
Q

Personality traits, such as
agreeableness, satisfaction,
and extraversion, remain
stable throughout the older
adult years.
* Although diversity in
personality traits among
individuals in the older
population exists as it does in
all other stages of life, labeling
older adults as cranky,
stubborn, and inflexible does
a disservice to them.

A

Myth No. 2:
Rigid Personalities

60
Q

The belief that older adults
are more frequently
vulnerable to depression,
isolation, and feelings of being
lonely has not been upheld
by research, which indicates
that their satisfaction with life
continues at a steady level
throughout the period of
adulthood

A

Myth No. 3: Loneliness

61
Q

It is untrue that older adults
are abandoned by their
children, siblings, or good
friends.
* The amount of contacts
older adults have with
significant others remains
constant over time. Successful
aging depends on an
extended family support
network.

A

Myth No. 4: Abandonment

62
Q

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

A

teacing methods

63
Q

Lecture Group
Discussion
Cooperative
Learning
One-to-One
Instruction
Demonstration and Return Demonstration
Gaming Simulation Role Play
Role Model Self-Directed Learning
Remote Learning

A
64
Q

Project an attitude of acceptance and sensitivity
Be organized and give direction
Give positive reinforcement
Elicit and give feedback
Use questions
Use the teach-back or tell-back strategy
Know the audience
Use repetition and pacing
Summarize important points

A

General Principles for Teaching

65
Q

lack of motivation and skill
lack of time
low priority status of client education
lack of confidence and competence
questionable effectiveness of client education
documentation difficulties
absence of third- party reimbursement
negative influence of environment (lack of space and privacy, noise)

focus interferring with the health professional’s ability to teach

A

barriers to teaching

66
Q

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

Factors to considers
when selecting of
teaching methods

A

Factors to considers
when selecting of
teaching methods

67
Q

lack of time (rapid discharge or episodic care)
stress of illness
readiness to learn issues (motivation and adherence)
complexity, fragmentation, and inconvenience of healthcare system
denial of learning needs
lack of support from health professionals or significant others
extent of needed behavior changes
negative influence of environment
literacy problems

A

obstacles to learning

68
Q

t or f
for nurses, it is important to understand the specific and varied
tasks associated with each developmental stage to individualize the
approach to education in meeting the needs and desires of clients
and their families.
* Assessment of physical, cognitive, and psychosocial maturation
within each developmental period is crucial in determining the
appropriate strategies to facilitate the teaching–learning process.

A

t

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