Evaluating a Health Education

Question 1

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

A process of ascertaining or judging the value of something through careful appraisal

Involves measurement or appraisal of an activity in terms of a particular standard

Process of measuring the extent of learning and assigning grade

Answer 1

Evaluation

Question 2

Process within other processes – a critical component of the nursing practice decision-making process, the education process, and the nursing process

Answer 2

evaluation

Question 3

Process within other processes – a critical component of the nursing practice decision-making process, the education process, and the nursing process

Answer 3

evaluation

Question 4

Steps in conducting an evaluation:

Answer 4

-Determine the focus of the evaluation, including use of evaluation models
-Designing the evaluation
-Conducting the evaluation
-Determining methods to analyze and interpret the data collected
-Reporting results and a summary of the findings from the data collected
-Using evaluation results

Question 5

focuses on initially gathering, summarizing, interpreting and using data to decide a direction for action was successful

Answer 5

assessment

Question 6

identifies whether and to what extent identified needs were met

Answer 6

evaluation

Question 7

What is the difference of assessment and evaluation process?

Answer 7

Timing and purpose

Question 8

Five Basic Components of Evaluation:

Answer 8

Audience, purpose, questions, scope, resources

Question 9

persons or groups for whom the evaluation is being conducted

Answer 9

Audience

Question 10

involves the learner, the teacher, and educational activity

Answer 10

Purpose

Question 11

extent of what is being examined

Answer 11

Scope

Question 12

includes time, expertise, personnel, material, equipment and facilities

Answer 12

Resources

Question 13

Evaluation is based on principles: (De Young, 2004)

Answer 13

Anything that exists at all exists in some amount and therefore can be measured

The worth or value of a teaching method and materials of instruction is not known until their effect is measured

Question 14

True or False

Is assessing learning a FORMATIVE FEEDBACK that is done to find out what and how well patients are learning, what a nurse is teaching without giving a grade?

Answer 14

True

Question 15

Assessing learning is a formative feedback that is done to find out what and how well patients are learning, what a nurse is teaching without giving a grade.

Answer 15

Functions of educational evaluation

Question 16

Aims of Evaluation:

Answer 16

-Improve educational program
-Achieve educational goals
-Motivate and guide the learning activities of the individual learners
-Motivate the teacher to evaluate critically her teaching practices, the student’s learning effectiveness and her own personal goals
-Motivate the teacher to work together for the improvement of the curriculum and the educational program

Question 17

Specific Purposes of Evaluation:

It helps to determine:

Answer 17

The level of knowledge and understanding of the student in her classes at various times during the semester

The level of the student’s clinical performance at various stages

Awareness of the specific difficulties of individual students, or of entire class, as a basis for further teaching

Diagnose each student’s strengths and weaknesses and to suggest remedial measures which may be needed

Encourage students’ learning by measuring their achievement and informing them of their success

It help students acquire the attitude, and skills in self-evaluation

It help students become increasingly self-directing in their study

Provide the additional motivation for examinations that offer opportunity to practice critical thinking, the application of principles, the making of judgments among others.

Gather information needed for administrative purposes, such as selecting students for honors, courses, placement of students for advanced standing, writing recommendation, meeting graduation requirements, among others

Question 18

Types of Evaluation:

Answer 18

Formative (some combination process)
Summative (outcome)
Context evaluation
Content evaluation
Outcome evaluation
Impact evaluation
Total program evaluation

Question 19

Make necessary adjustments to an educational activity as soon as they are identified, such as changes in personnel, materials, facilities, teaching methods, leaning objectives, or even the educator’s own attitude

Measures or evaluates the processes and progress, along with the goal and objective, the level of students’ learning and progress of educational program

example: course evaluation, student achievement, satisfaction index

Answer 19

Process (formative) evaluation

Question 20

Determine whether learners have acquired the knowledge or skills taught during the learning experience

Focus on how the teaching-learning process affected immediate, short-term outcomes

Answer 20

Content evaluation

Question 21

To determine the effects of teaching efforts. It measures the changes that result from teaching and learning. Summarizes what happened based on education intervention

Example:
Was teaching appropriate?
Did the individual(s) learn?
Were behavioral objectives met
Dis the patient who learned a skill before discharge use the skill correctly once homw

Answer 21

Outcome (Summative) Evaluation

Question 22

Determine the relative effects of education on the institution or community. It obtains information that will help decide whether continuing an educational activity is worth its costs

Answer 22

Impact evaluation

Question 23

To determine the extent to which all activities for an entire department or program over a specified time meet or exceed the goals originally established

Answer 23

Total Program Evaluation

Question 24

EvaluationProgram for teachers of nursing courses

Answer 24

The educational objectives
Teaching and learning procedures
Student progress
Learning outcome

Question 25

Criteria for selection of evaluative devices:

Answer 25

Sampling of the objectives, sampling of the content, validity, reliability, practicality, usefulness

Question 26

objectives should be tested

Answer 26

Sampling of the objectives

Question 27

"must know"

Answer 27

Sampling of the content

Question 28

degree or extent to which it measures what it intends to measure

Answer 28

validity

Question 29

determined through application and statistical computation

Answer 29

reliability

Question 30

development of evaluation devices capable of being administered and scored with reasonable ease and within the limits of time and the resources impose by circumstance

Answer 30

practicality

Question 31

refers to the subjective type of evaluation in which the students are given questions requiring critical analysis of situations based on concepts or principles learned. Highest level of thinking: analysis, synthesizing and evaluation

Answer 31

Essay examination

Question 32

consist of large number of questions and statements. Students’ answers are indicated by marking the correct response to a particular question in a prescribed manner. Usually printed, photocopied or mimeographed

Answer 32

Objective examinations

Question 33

True or False Objective tests are more reliable than the essay or other types because they are free from personal opinion in scoring

Answer 33

True

Question 34

determine the level of knowing, recall and beyond recall It has two parts: Stem: the question itself Options: possible answers The correct option is called ANSWER The incorrect options are called DISTRACTERS

Answer 34

Multiple choice questions

Question 35

designed to test the learner’s ability to identify the correctness of the statement of facts or principles but limited to test of the lowest level of knowing, knowledge and comprehension. -50/50 chance of guessing the right answer -It is much better to give the rational or rewrite the statement to become true

Answer 35

true or false questions

Question 36

Evaluative devices

Answer 36

Multiple choice questions, true or false questions, matching questions, objective problem-situation test, rating scales, standardized tests

Question 37

used to test lowest level of knowing, useful in determining the learner recall of the memorized, relationship between two things like definitions, dates or event. All items in the list should be homogenous (related to one topic or concept)

Answer 37

matching questions

Question 38

describes a situation, into previously presented to the student with sufficient detail to point out the problem involved

Answer 38

Objective Problem-Situation Test

Question 39

is a standardized method of recording interpretations of behavior (low to high)

Answer 39

Rating scales

Question 40

tests and scales that have met the criteria of testing

Answer 40

standardized tests

Question 41

attempts to indicate, the brightness or native intelligence of students to as compared to normal age

Answer 41

intelligence test

Question 42

intended to discover the possibilities of students’ success in particular area

Answer 42

prognostic test

Question 43

indicate the accomplishment of the student in a particular subject areas of curriculum

Answer 43

achievement tests

Question 44

Techniques used in classroom assessment

Answer 44

Application cards, directed paraphrasing, muddiest point, one-minute paper

Question 45

Used in the last two or three minutes of the class period Quick way to obtain essential information about effectiveness of your class Ask the learners to write down on a half sheet of paper answers to the following questions Ex: What was the most important thing you learned today? What important point remains unclear to you?

Answer 45

One-minute paper

Question 46

The teacher discovers which areas learner struggle with the most and finds better ways to deal with the content in the future. Ask learners, “What was the muddiest point in today’s class?” Useful for introductory-level courses and totally new content

Answer 46

Muddiest point

Question 47

Requires learners to put into their own words something they have just learned Done in the class or Out-of-class assignment Provides valuable feedback into learner understanding and ability to translate information For nurse: useful because they often translate medical information to layman’s terms

Answer 47

Directed parahrasing

Question 48

Ask learners to take few minutes and write on an index card at least one possible application of the content after teaching a principle, theory or information and before talking about how this information can be applied to real world. Very useful for nursing

Answer 48

Application cards

Question 49

Ask the patient to read pamphlets or brochures and fact sheets Interview patients with thorough observation, discussion and gesturing Determine change of patient behavior related to health care practices Do a return demonstration to determine skills learned and collect evidence of teaching effectiveness Document the teaching information and evidences of what the patient has learned Ex: return demonstration of insulin administration

Answer 49

Evaluating patient learning

Question 50

Major elements and sub-elements concerning the rating The relative importance of each element The range scale used Test blueprint

Answer 50

Evaluating student learning

Question 51

a chart that spells all the contents about the level of knowledge to be tested It includes: Content or objectives to be measured Taxonomy of levels of learning to be assigned to the contents and objectives Number of questions or relative weight to be given to each area

Answer 51

test blueprint

Question 52

Tape or video recording Peer evaluation Student evaluation of teaching effectiveness Teacher self-evaluation

Answer 52

Evaluating the teacher

Question 53

Two approaches in scoring essay questions

Answer 53

point method and rubric method of scoring

Question 54

“analytic method”; the instructor makes a list of elements that must be included and assigns points Ex: Discuss the 3 most important factors in the educative process (10 points)

Answer 54

point method

Question 55

includes qualitative (relating to the character, standard or property of something) rating scale and is known as the holistic method of scoring (points of arguments are clearly defined and defensible, if writing is clear and grammatically correct, and if relevant facts have been included)

Answer 55

rubric method of scoring

Question 56

latin of RUBRIC which means red ocher, ruber meaning red.

Answer 56

Rubrica

Question 57

It is a set of printed rules or instructions; a class or category of things;

Answer 57

rubric

Question 58

It is a specific, observable, and measurable accomplishment or change that shows the progress made toward achieving a specific output or outcome in your work plan Indicators are necessary to help determine what data needs to be collected to assist in assessing the progress of the program and if it is on track to achieving the goals and objectives.

Answer 58

evaluation indicators

Question 59

monitor the implementation of the program as well as program inputs and how it is implemented

Answer 59

process indicators

Question 60

Program indicator inputs are related to:

Answer 60

Financial resources Human resources Administrative resources Equipment required

Question 61

Program reach indicators include:

Answer 61

Number of participants Proportion of the target population participating in the program The proportion of that participants attend or are involved in (dose received) Dropout rate Number of key stakeholders involved

Question 62

monitor the progress of achieving the program’s objectives, which usually relate to some type of short-term changes. It will usually relate to changes in knowledge, attitudes and intended behaviour Example: Increase knowledge of importance of good nutrition . Increase competence in dealing with disease Reduction of cigarette smoking

Answer 62

Impact indicators

Question 63

are used to assess if the program goal has been achieved and are therefore more likely to include actual behaviours, health status and quality of life (longer term changes or changes sustained over time). Outcome indicators may include: Increased mental wellbeing Increased physical wellbeing Community engagement Increased education Increased employment.

Answer 63

Outcome indicators

Question 64

Nurse educator and her roles

Answer 64

The primary source of knowledge of learners in nursing; The primary catalysts for the learning process A role model for learners An active facilitator, who demonstrates and teaches patient care to nursing students in the classroom and clinical settings; A source of health care information Is a diligent; keeps abreast of developments in his or her field through continuing education, reading of nursing journals and online materials and active participation in workshops and seminars

Question 65

Nurse as a health educator

Answer 65

Giver or information, facilitator of learning, coordination of teaching, advocate for the client

Question 66

one who intercedes for or works on behalf of the client. Plans the client’s total health care while articulating the services of different types of health practitioners

Answer 66

Advocate for the client

Question 67

Health educators have an obligation to two principles:

Answer 67

The people have a right to make decisions affecting their lives There is moral imperative to provide people with all relevant information and resources possible to make their choice freely and intelligently

Question 68

is a professionally prepared individual who serves in a variety of roles and is specifically trained to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and system conducive to the health of individuals, groups and communities (Joint Committee on Terminology, 2001)

Answer 68

health educator

Question 69

The health educator's role

Answer 69

help promote, enhance, and maintain the health of others

Question 70

is a practitioner professionally prepared in the field of health education, who demonstrates competence in both theory and practice and accepts responsibility in advancing the aims of the health-education process (De Young, 2003)

Answer 70

health educator

Question 71

Implement health education strategies, interventions and programs Administer health education strategies, interventions and programs Conduct evaluation and research in relation to health education Serve as a health education resource person Assess individual and community needs for health education Plan health education strategies, interventions and programs Communicate and advocate for health and health education

Answer 71

Seven areas of responsibility of the health educator

Question 72

functions of a health educator

Answer 72

Collaborates with health specialists and civic groups in assessing community health needs and availability of resources and services and in developing goals for meeting health needs of clients Formulates operational plans and policies necessary to achieve health education objectives and services Conducts and coordinates health needs assessment and other public health services. Designs and conducts evaluation and diagnostic studies to assess the quality and performance of health education programs Plans and implements health education and promotion programs such as training workshops, conferences, and school or community projects. Prepares and distributes health education materials such as reports, bulletins, online websites and visual aids like films, videotapes, photographs and posters Provides guidance to agencies and organizations in the assessment of health education needs and in the development and delivery of health education programs Disseminates health program information to the public by preparing and issuing press releases, conducting media campaigns, and or maintaining program-related websites. Promotes and maintains cooperative working relationship with agencies and organizations interested in public health care. Provides and maintains health education libraries to provide resources for staff and community agencies Formulates, prepares and coordinates grant applications and grant-related activities to obtain funding for health education programs and related work. Documents activities, records information such as number of programs completed, nursing actions implemented, and individuals assisted. Maintains databases, mailing lists, telephone networks, and other information to facilitate the function of health education programs

Question 73

Is the process of influencing patient behavior and producing changes in knowledge, attitudes and skills necessary in maintaining or improving health. Is a holistic process with the goal of changing or affirming patient’s behavior to benefit health status. Refers to only one component of patient education process which is giving the patient healthcare information

Answer 73

Patient teaching

Question 74

assists the patient in interpreting, integrating, and applying the information given

Answer 74

patient health educator

Question 75

purpose of client teaching

Answer 75

Increase client’s awareness and knowledge of their health status Increase client satisfaction Improve quality of life Ensure continuity of care Decrease patient anxiety Increase self-reliant behavior Reduce effectively the incidence of complications of illness Promote adherence to health care treatment plans Maximize independence in the performance of activities of daily living Energize and empower consumers to become actively involved in the planning of care

Question 76

True or False “ The role of nurses as health educators in turn enhance their job satisfaction when they recognize that their teaching actions have the potential of forging therapeutic relationships with patients, allowing for greater patient-nurse autonomy, raise their accountability for practice, and create change that truly makes a difference in the lives of others”

Answer 76

true

Question 77

Role of the nurse in client teaching Health teaching is an essential role of today's nurses

Answer 77

Care for their client, prepare them for diagnostic procedures or surgery Teach individuals and their families at various levels of understanding, using knowledge of growth and development and nursing theories Provide information as well as emotional support to clients and families so that they can cope with the anxiety and uncertainty of client’s illness Work with client’s significant others to prepare them to assume responsibility for care at home after the client is discharged from the hospital

Question 78

Role of the nurse in client teaching Education is essential to promote health

Answer 78

Apply the principles of teaching and learning to change the behavior of the clients and their family members Motivate clients and their families to take charge of and make responsible decisions about their own health care Incorporate the cultural and family values and client’s health care beliefs in order for teaching to be effective

Question 79

Who is on the healthcare team?

Answer 79

Some team members are doctors or technicians who help diagnose disease. Others are experts who treat disease or care for patients' physical and emotional needs. Doctors Physician Assistants Nurses Pharmacists Dentists Technologists and technicians Therapists and rehabilitation specialists Emotional, social and spiritual support providers Administrative and support staff Community health workers and patient navigators

Question 80

Responsible for making important clinical decision making and carrying out many of those decisions on practice Informs the family of the patient’s medical condition and explains treatment recommendations, including expected benefits and side effects; explains what would happen without the treatment; orders tests, medications and treatments

Answer 80

Doctor/Physician

Question 81

Carries out physician orders; monitors the patient and reports changes to physician; provides direct care and supervises the care provided by nursing assistants; coordinates with other members of the care team; updates family about the patient’s condition; teaches caregivers how to provide care safely and comfortably

Answer 81

Nurse

Question 82

Provides personal care (bathing, toileting, turning, feeding, etc.) as directed by the nurse; takes vital signs (blood pressure, temperature and pulse) if ordered; reports changes to the nurse

Answer 82

Nursing assistant

Question 83

Helps the patient and family cope with the illness; provides some counselling for emotional distress; helps with practical arrangements (insurance issues, funeral arrangements, transfers to other facilities)

Answer 83

Social Worker

Question 84

Help to maintain or improve patient functioning, when possible; teach family caregivers safe ways to lift, turn or transfer the patient

Answer 84

Therapists, such as occupational and physical therapists; speech language pathologists

Question 85

Evaluates and recommends the best food for the patient, considering nutritional needs and swallowing concerns

Answer 85

Dietician

Question 86

Suggests ways to continue effective primary treatment and cope appropriately with the side effects of treatment when needed

Answer 86

Clinical pharmacist

Question 87

Assists with important diagnostic procedures when necessary

Answer 87

Laboratory technologists and technicians

Question 88

has important role in the diagnosis and treatment of a possible depressive illness arising at least partially from the primary diagnosis and its treatment

Answer 88

Mental Health professionals specific- CLINICAL PSYCHOLOGISTS

Question 89

The home is a primary agency of education. It is an informal but active agency. Family is also called an original social institution which gave birth to other organizations. Every individual is born in a family and socialization takes place there at first. It is an important institution for child-rearing. A child gets his fundamental education through interaction with others in the family. There is an atmosphere of congenial love, affection, sympathy and understanding in the family and this promotes mutual interaction and informal education.

Answer 89

Role of the family in health education

Question 90

Strengthen and improve the health of the family as a unit rather than as an individual Maternal and child health care, family planning, immunization, nutrition and others

Answer 90

Family health care

Question 91

Participate in planning care and setting goals; you know what is most important to the patient. Ask questions about your loved one’s condition. Ask if all providers are communicating with each other; request family meetings when you need to clarify goals and improve coordination. Inform the care team about any change in symptoms. As the nurse taught you, provide direct patient care. Not everyone is willing or able to do so, but for many, it is an important way of caring. Encourage and support the family member in implementing the health education provided by the heath care provider

Answer 91

Your role as family caregiver