Class 8: Teaching and learning in health promotion Flashcards Preview

117 - Health Promotion > Class 8: Teaching and learning in health promotion > Flashcards

Flashcards in Class 8: Teaching and learning in health promotion Deck (19)
Loading flashcards...

what does an LPN do?

-informs the clients, irrespective of their capacity, about the proposed health care and treatment, prior to the commencement of the health care treatment.
-provides information in a timely and appropriate manner that is sufficient, specific and evidence based, at a level that is understandable for the client


cognitive learning

understanding-thinking: how knowledge is learned and stored; previous experience with health and wellness; prior knowledge and experience


affective learning

expression of feelings, needs, values; involves development of trust


psychomotor learning

"doing": involvement of motor skills e.g. learning a new procedure/skill and return demonstration


visual learner

-draws illustrations of their own when studying
-likes to review videos
-tries to see a word when learning to spell
-when angry, becomes silent
-forgets names, remembers faces
-looks for facial expressions to interpret mood
-likes references with pictures, charts and graphs


auditory learner

-discusses ideas about class content with others
-ask for explanations of illustrations
-hearing the words when recording
-uses the phonetic way of learning to spell
-expresses anger in outbursts
-likes music
-enjoys listening more than talking
-listens to tone of voice when interpreting mood


kinaesthetic learner

-learns best by doing but also likes to observe demonstrations
-uses expressive movement and gestures
-write down a new word to get the feel of it
-when angry, storms off, grits teeth, clenches fist
-enjoys listening but is impatient to talk
-watches body movements when interpreting mood


principles of learning

1. focus of learning
2. learning styles
3. organization fosters learning
4. motivating the individual to learn
5. readiness to learn
6. spacing the content
7. repetition enhances learning
8. education levels
9. culture/ethnicity diversity
10. compliance


teaching-learning process assessment

data gathering re: patients learning needs, motivation, learning ability and environment


teaching-learning process planning

learning needs identified and goals written


teaching-learning process implementation

selected strategies are used


teaching-learning process evaluation

assessment to determine what was learned


teaching-learning process goal

1. the aim or outcome that you want your learner to achieve as a result of the session you plan. statements are broad and will later be broken into smaller steps in order to write learning objectives


teaching-learning process objectives

2. the more specific the info that the learner will come away from the session knowing that will achieve the goal you have determined. realistic and measurable


teaching-learning process content outline

3. the specific content that is going to be taught in the sequence it will happen. should address and cover all objectives


teaching-learning process method of instruction

4. e.g. demonstration, discussion, lecture, role play, group activities


teaching-learning time allowed

5. determined by what is being taught or by the parameters of the situation


teaching-learning resources used

e.g. textbooks, pamphlets, DVD's, whiteboard, models, posters, photographs


teaching-learning evaluation

7. determining if you met the goals of the teaching plan. e.g. return demonstration, short past test, direct questioning