Chapter 16

Question 1

Philosophy of Learning Organizations #1

The learning organization (LO): What does it promote?

Answer 1

The learning organization (LO) promotes a shared vision and collective learning in order to create positive and needed organizational change.

Question 2

Philosophy of Learning Organizations #1

What does collective learning do? Who gains from it?

Answer 2

Collective learning goes beyond the boundaries of individual learning and releases gains for both the individual and the organization.

Question 3

Philosophy of Learning Organizations #2

What is a premise of the learning organization?

Answer 3

A premise of the learning organization is that learning itself enhances the team.

Question 4

Philosophy of Learning Organizations #2

What is a common feature of learning organizations?

Answer 4

A common feature of learning organizations is their tolerance for mistakes as an inevitable part of the learning process

Question 5

Key Characteristics of Senge’s Model of LOs:

What does it include?

Answer 5

Systems thinking

Personal mastery

Team learning

Mental models

Shared vision

Question 6

Key Characteristics of Senge’s Model of LOs:

What does his model recognize?

Answer 6

Senge’s Model of LO’s - Recognizing that mistakes are an inevitable part of the learning process.

Question 7

Key Characteristics of Senge’s Model of LOs:

Systems thinking: What does the organization encourage? How are work activities seen?

What does this create?

Answer 7

The organization encourages staff to see themselves as connected to the whole organization, and work activities are seen as having an impact beyond the individual.

This creates a sense of community and builds a commitment on the part of individual workers not only to the organization but also to each other.

Question 8

Key Characteristics of Senge’s Model of LOs:

Personal mastery:

Answer 8

Each member of the staff has a commitment to improve their personal abilities.

Question 9

Key Characteristics of Senge’s Model of LOs:

Team learning: How do learning organizations achieve their goals?

Answer 9

It is through the collaboration of team members that LOs achieve their goals.

Question 10

Key Characteristics of Senge’s Model of LOs:

Team learning: What are important characteristics of an LO?

Answer 10

Values, such as trust and openness, commitment to one another’s learning, and acknowledgment that mistakes are part of the learning process, are important characteristics of a LO.

Question 11

Key Characteristics of Senge’s Model of LOs:

Mental Models: What is it?

Answer 11

Mental models. A mental model is the set of assumptions and generalizations (or even pictures or images) that influence how we understand the world and how we take actions (The Busy Lifestyle, 2020).

Question 12

Key Characteristics of Senge’s Model of LOs:

Mental Models: What is the goal of learning organizations (LO)?

Answer 12

The goal in the LO is to foster organizational development through diverse thinking.

Question 13

Key Characteristics of Senge’s Model of LOs:

Mental Models: What happens to the assumptions made?

Answer 13

Assumptions held by individuals then are challenged because this releases individuals from traditional thinking and promotes the full potential of individuals to learn.

Question 14

Key Characteristics of Senge’s Model of LOs:

Shared vision: What happens when employees share a common vision?

Answer 14

When all the employees of the LO share a common vision, they are more willing to put their personal goals and needs aside and instead focus on teamwork and collaboration.

Question 15

Training Versus Education #1

Training: How is it defined?

Answer 15

Training may be defined as an organized method of ensuring that people have knowledge and skills for a specific purpose and that they have acquired the necessary knowledge to perform the duties of the job.

Question 16

Training Versus Education #1

Education: How does education compare to training?

Answer 16

Education is more formal and broader in scope than training.

Whereas training has an immediate use, education is designed to develop individuals in a broader sense.

Question 17

Training Versus Education #1

What does developing a training program start with?

Answer 17

Developing a training program starts with identifying the knowledge or skill needed

Question 18

Training Versus Education #2

Managers and education department staff- What is their role in training staff?

Answer 18

Managers and education department staff have a shared responsibility for the education and training of staff.

Question 19

Learning Theories:

What is included?

Answer 19

Adult learning theory

Social learning theory

Question 20

Learning Theories:

Adult Learning theory include:

Answer 20

Pedagogy vs Andragogy

Question 21

Learning Theories:

Adult Learning theory include: Andragogy- who does this work well for?

Answer 21

*Andragogy works well with those who have had life experiences because they are mature and can take part in their own learning experiences.

Question 22

Learning Theories:

Adult Learning theory: Andragogy- in this type of learning, how is the learner?

Answer 22

In this type of learning, the learner is self-directed rather than dependent.

Question 23

Learning Theories:

Adult Learning theory include: Pedagogy- What is it?

Answer 23

Child Learning

Question 24

Learning Theories:

Social learning theory: What is it?

Answer 24

(Bandura, 1977): learning from interactions with others in a social context

Question 25

Learning Theories: Social learning theory: Why is it important?

Answer 25

Social learning theory is also an important part of LOs because it suggests we learn from our interactions with others in a social context.

Question 26

Learning Theories: Key components of social learning theory include:

Answer 26

(1) group work (2) demonstration (modeling), and (3) hands-on practice in a group setting --are all central to social learning theory.

Question 27

Learning Theories: What would be less indicative of social learning theory?

Answer 27

*Written information and online materials that learners complete on their own would be less indicative of social learning theory, even though they may benefit some learners.

Question 28

Learning Theories: What are other learning concepts?

Answer 28

Other learning concepts: readiness to learn; motivation to learn; reinforcement; task learning; transfer of learning; span of memory; chunking; knowledge of results

Question 29

Learning Theories: Other learning concepts: Readiness to learn

Answer 29

This refers to the maturational and experiential factors in the learner’s background that influence learning; it is not the same as motivation to learn.

Question 30

Learning Theories: Other learning concepts: Readiness to learn -What does maturation mean?

Answer 30

Maturation means that the learner has received the prerequisites for the next stage of learning.

Question 31

Learning Theories: Other learning concepts: Readiness to learn -What are experiential factors?

Answer 31

Experiential factors are skills previously acquired that are necessary for the next stage of learning.

Question 32

Learning Theories: Other learning concepts: Motivation to learn

Answer 32

If learners are informed in advance about the benefits of learning specific content and adopting new behaviors, they are more likely learn. Ex; Telling employees why and how specific educational or training programs will benefit them personally (to gain buy in) is a vital management function in staff development.

Question 33

Learning Theories: Other learning concepts: Reinforcement

Answer 33

Because a learner’s first attempts are often unsuccessful, good preceptors are essential to reinforce desired behavior. Once the behavior or skill is learned, it needs continual reinforcement until it becomes internalized.

Question 34

Learning Theories: Other learning concepts: Task learning

Answer 34

The learning of complex tasks is facilitated when tasks are broken into parts, beginning with the simplest and continuing to the most difficult.

Question 35

Learning Theories: Other learning concepts: Task learning How is learning motor skills most effective?

Answer 35

When learning motor skills, spaced practice (short time periods but multiple sessions) is more effective than massed practice (a single longer session).

Question 36

Learning Theories: Other learning concepts: Transfer of learning What is the goal of training?

Answer 36

Transfer of learning. The goal of training is to transfer new learning to the work setting.

Question 37

Learning Theories: Other learning concepts: Transfer of learning The goal of training is to transfer new learning to the work setting. For this to occur, what should there be?

Answer 37

For this to occur, there should first be as much similarity between the training context and the job as possible. Second, adequate practice is mandatory, and overlearning (learning repeated to the degree that it is difficult to forget) is recommended. Third, the training should include a variety of different situations so that the knowledge is generalized. Fourth, whenever possible, important features or steps in a process should be identified. Finally, the learner must understand the basic principles underlying the tasks and how a variety of situations will modify how the task is accomplished.

Question 38

Learning Theories: Other learning concepts: Transfer of learning For learning in the classroom will not be transferred without what?

Answer 38

Learning in the classroom will not be transferred without adequate practice in a simulated or real situation and without an adequate understanding of underlying principles.

Question 39

Learning Theories: Other learning concepts: Span of memory

Answer 39

The effectiveness of staff development activities depends to some extent on the ability of the participants to retain information.

Question 40

Learning Theories: Other learning concepts: Span of memory The effectiveness of staff development activities depends to some extent on the ability of the participants to retain information. What do effective strategies include?

Answer 40

Effective strategies include the chance for repeated rehearsal, grouping items to be learned (three or four items for oral presentations and four to six visually), having the material presented in a well-organized manner, and chunking.

Question 41

Learning Theories: Other learning concepts: Chunking When does chunking occur?

Answer 41

This occurs when two independent items of information are presented and then grouped together into one unit. Although the mind can remember only a limited number of chunks of data, experienced nurses can include more data in those chunks than can novice nurses. For example, experienced nurses are typically better able to recognize subtle changes in a patient’s condition based on the assessments they have made or changes in lab values, whereas the novice nurse may take a bit longer to connect these pieces of information.

Question 42

Learning Theories: Other learning concepts: Knowledge of results How do people learn faster?

Answer 42

Research has demonstrated that people learn faster when they are informed of their progress.

Question 43

Learning Theories: Other learning concepts: Knowledge of results Research has demonstrated that people learn faster when they are informed of their progress. How should the knowledge of results be?What do people need to experience?

Answer 43

The knowledge of results must be automatic, immediate, and meaningful to the task at hand. People need to experience a feeling of progress, and they need to know how they are doing when measured against expected outcomes.

Question 44

Implications of Knowles’s Work for Trainers and Educators #1: What kind of climate is needed to assist in what adult learners need and want?

Answer 44

A climate of openness and respect will assist in the identification of what the adult learner wants and needs to learn.

Question 45

Implications of Knowles’s Work for Trainers and Educators #1: How do adults feel about their learning experiences?

Answer 45

Adults enjoy taking part in and planning their learning experiences.

Question 46

Implications of Knowles’s Work for Trainers and Educators #1: How should adults be involved in their progress?

Answer 46

Adults should be involved in the evaluation of their progress.

Question 47

Implications of Knowles’s Work for Trainers and Educators #1: What techniques work best with adults?

Answer 47

Experiential techniques work best with adults.

Question 48

Implications of Knowles’s Work for Trainers and Educators #1: What are opportunities for adult learning?

Answer 48

Mistakes are opportunities for adult learning.

Question 49

Implications of Knowles’s Work for Trainers and Educators #2 What are times the adult may feel rejected?

Answer 49

If the value of the adult’s experience is rejected, the adult will feel rejected.

Question 50

Implications of Knowles’s Work for Trainers and Educators #2 When is adult readiness to learn the greatest?

Answer 50

Adults’ readiness to learn is greatest when they recognize that there is a need to know (such as in response to a problem).

Question 51

Implications of Knowles’s Work for Trainers and Educators #2 What do adults need the opportunity to do?

Answer 51

Adults need the opportunity to apply what they have learned very quickly after the learning.

Question 52

Implications of Knowles’s Work for Trainers and Educators #2 What is important to adult learning?

Answer 52

Assessment of need is imperative in adult learning.

Question 53

Obstacles to Adult Learning include:

Answer 53

Institutional barriers Time Self-confidence Situational obstacles Family reaction Special individual obstacles

Question 54

Three Reasons for Staff Development

Answer 54

1. To establish competence 2. To meet new learning needs 3. To satisfy interests the staff may have in learning in specific areas

Question 55

Sequence for Developing an Educational Program: What is included?

Answer 55

Identify the desired knowledge or skills that the staff should have. Identify the present level of knowledge or skill. Determine the deficit of desired knowledge and skills. Identify the resources available to meet needs. Make maximum use of available resources. Evaluate and test outcomes after use of resources.

Question 56

Evaluation Criteria for Staff Development Activities

Answer 56

Learner’s reaction Behavior change Organizational impact Cost-effectiveness

Question 57

Evaluation Criteria for Staff Development Activities Learner's reaction: What does this mean?

Answer 57

How did the learner perceive the orientation, the class, the training, or the preceptor?

Question 58

Evaluation Criteria for Staff Development Activities Behavior change: What does this mean?

Answer 58

What behavior change occurred because of the learning? Was the learning transferred?

Question 59

Evaluation Criteria for Staff Development Activities Behavior change: What does not confirm that the learning changed behavior?

Answer 59

Testing someone at the end of a training or educational program does not confirm that the learning changed behavior. There needs to be some method of follow-up to observe if behavior change occurred.

Question 60

Evaluation Criteria for Staff Development Activities Organizational impact: What are examples?

Answer 60

Although it is often difficult to measure how staff development activities affect the organization, efforts should be made to measure this criterion. Examples of measurements are assessing quality of care, medication errors, accidents, quality of clinical judgment, turnover, and productivity.

Question 61

Evaluation Criteria for Staff Development Activities Cost-effectiveness: What should be quantified? How should this be evaluated?

Answer 61

All staff development activities should be quantified in some manner. This is perhaps the most neglected aspect of accountability in staff development. All staff development activities should be evaluated for quality control, impact on the institution, and cost-effectiveness.

Question 62

Evidence-Based Practice: Who is involved in this?

Answer 62

Facilitating evidence-based practice is a shared responsibility of the professional nurse, the organization, leader-managers, and the education or staff development department.

Question 63

Strategies for Promoting Evidence-Based Practice: What should you develop?

Answer 63

Develop and refine research-based policies and procedures.

Question 64

Strategies for Promoting Evidence-Based Practice: What should you build?

Answer 64

Build consensus from the interdisciplinary team through development of protocols, decision trees, standards of care, institutional clinical practice guidelines, etc.

Question 65

Strategies for Promoting Evidence-Based Practice: What should be accessible?

Answer 65

Make research findings accessible through libraries and computer resources.

Question 66

Strategies for Promoting Evidence-Based Practice: What should you provide?

Answer 66

Provide organization support, such as time to do research and educational assistance to teach staff to interpret research statistics and use findings.

Question 67

Strategies for Promoting Evidence-Based Practice: What should you encourage?

Answer 67

Encourage cooperation among professionals.

Question 68

Strategies for Promoting Evidence-Based Practice #2: When possible, what should you do?

Answer 68

When possible, hire nurse researchers or consultants to assist staff.

Question 69

Socialization: What is it?

Answer 69

Learning the behaviors that accompany each role by instruction, observation, and trial and error

Question 70

Socialization: What does it involve?

Answer 70

Involves a sharing of the values and attitudes of the organization

Question 71

Socialization: What does it create?

Answer 71

Creates a fit between new staff members and the unit by introducing them to the norms of the group

Question 72

Socialization: When does the first socialization to the nursing role occur?

Answer 72

The first socialization to the nursing role occurs during nursing school and continues after graduation.

Question 73

Socialization: What are several mechanisms to ease role transition of new graduates?

Answer 73

Anticipatory socialization Managers should be alert for signs and symptoms of role stress and role overload in new nurses

Question 74

Resocialization: When does this occur?

Answer 74

Occurs when individuals are forced to learn new values, skills, attitudes, and social rules as a result of changes in the type of work they do, in the scope of responsibility they hold, or in the work setting itself

Question 75

Resocialization: Difficulties with resocialization include:

Answer 75

*Difficulties with resocialization usually center on unclear role expectations (=role ambiguity), an inability to meet job demands, or lack of motivation. Role strain and role overload contribute to the problem.

Question 76

Resocialization: Difficulties with resocialization DO NOT include:

Answer 76

*Difficulties with resocialization are not related to Lack of a dedicated coach, mentor, and preceptor.

Question 77

Role Change What do organization often fail to address?

Answer 77

Organizations often fail to address socialization problems that occur in job, position, or status changes.

Question 78

Role Change: Role overload: When does this occur?

Answer 78

Role overload occurs when the demands of the role are excessive.

Question 79

Role Change Role Ambiguity: What is an example?

Answer 79

A nurse who provides client care half of the time and who is in a management role half of the time will have a high risk for role ambiguity

Question 80

Team Building via Role Models, Preceptors, and Mentors: What do the roles of role models, preceptors and mentors help do?

Answer 80

These roles help to clarify role expectations through the use of social interaction and educational processes.

Question 81

Team Building via Role Models, Preceptors, and Mentors: What does each role have?

Answer 81

Each role has a different focus and uses different mechanisms.

Question 82

Role Models: What kind of behavior do they have?

Answer 82

Behavior you want to emulate

Question 83

Role Models: What kind of relationship do you have with them?

Answer 83

May be a passive or nonexistent relationship

Question 84

Role Models: How many role models can a person have?

Answer 84

A person can have many role models.

Question 85

Role Models: What kind of effect is there?

Answer 85

There is a cumulative effect.

Question 86

Preceptor: Who are they? What do they provide?

Answer 86

An experienced nurse who provides knowledge and emotional support, as well as a clarification of role expectations, on a one-to-one basis

Question 87

Preceptor: How do they treat the learner?

Answer 87

Effective preceptors role model and adjust teaching to each learner as needed.

Question 88

Mentoring: What kind of relationship occurs in mentoring?

Answer 88

An in-depth supportive and nurturing relationship between an expert and a novice

Question 89

Mentoring: What kind of relationship is this? How long does it last?

Answer 89

Formal relationship typically lasts 2 to 5 years, with mentor being one generation older than mentee

Question 90

Mentoring: How often do nurses have mentors?

Answer 90

Many nurses have limited opportunities to have a true mentoring relationship in their lives.

Question 91

Mentoring: How does a mentor come to assist a protege?

Answer 91

The mentor makes a conscious decision to assist the protégé in career development, with the relationship usually lasting several years.

Question 92

Mentoring: How does mentor and preceptor differ?

Answer 92

Mentorship and preceptorship differ in purpose and duration. Mentorship does not necessitate putting aside one’s personal goals and beliefs. Mentorship relationships are intended to have a longer duration; most nurses do not have several mentors during their career.

Question 93

Mentoring: What do individuals normally NOT have at the same time?

Answer 93

Individuals do not normally have an assigned mentor, coach, and preceptor at the same time.

Question 94

Phases of the Mentoring Process: What is being explored?

Answer 94

Exploring whether to begin a mentoring relationship

Question 95

Phases of the Mentoring Process: What is being negotiated?

Answer 95

Negotiating a mentoring agreement, with a goal(s) and deadline(s)

Question 96

Phases of the Mentoring Process: What is being implemented?

Answer 96

Implementing the agreement and periodically reviewing progress made

Question 97

Phases of the Mentoring Process: What is being summarized and formally concluded?

Answer 97

Summarizing and formally concluding the mentoring relationship

Question 98

Phases of the Mentoring Process: What are the four phases?

Answer 98

Exploring whether to begin a mentoring relationship Negotiating a mentoring agreement, with a goal(s) and deadline(s) Implementing the agreement and periodically reviewing progress made Summarizing and formally concluding the mentoring relationship

Question 99

Behavioral Sanctions: What is it?

Answer 99

The bestowing of rewards and punishments

Question 100

Behavioral Sanctions: What does it show employee?

Answer 100

Used to show employees what behavior is rewarded or eschewed in an organization

Question 101

Behavioral Sanctions: How is it rarely carried out?

Answer 101

Rarely carried out on a systematic and planned basis

Question 102

Group Norms: What should a manager know?

Answer 102

The manager should know what the group norms are and should be observant of the sanctions used by the group to make newcomers conform.

Question 103

Group Norms: What should a manager do if group norms are not part of the organizational culture?

Answer 103

The manager should take appropriate intervention if group norms are not part of the organizational culture.

Question 104

Meeting the Educational Needs of a Culturally Diverse Staff What should be respected?

Answer 104

Respect cultural diversity—recognize its desirability.

Question 105

Meeting the Educational Needs of a Culturally Diverse Staff What should be recognized?

Answer 105

Recognize different perceptions of classroom and instruction learning.

Question 106

Unique Socialization Needs of International Nurses What do international nurses often experience?

Answer 106

Often experience cultural, professional, and psychological dissonance Communication problems Anxiety, homesickness, and isolation

Question 107

Coaching: What occurs in this?

Answer 107

One person helping another to achieve an optimal level of performance

Question 108

Coaching: What is it a tool for?

Answer 108

Tool for empowering subordinates, changing behavior, and developing a cohesive team

Question 109

Coaching: What is there an emphasis on?

Answer 109

Emphasis on assisting the employee to recognize greater options, to clarify statements, and to grow