Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Health Education > Evaluating a Health Education > Flashcards

Evaluating a Health Education Flashcards

1
Q

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

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

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

A

evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

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

A

evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Steps in conducting an evaluation:

A

-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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

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

A

assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

identifies whether and to what extent identified needs were met

A

evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is the difference of assessment and evaluation process?

A

Timing and purpose

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Five Basic Components of Evaluation:

A

Audience, purpose, questions, scope, resources

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

persons or groups for whom the evaluation is being conducted

A

Audience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

involves the learner, the teacher, and educational activity

A

Purpose

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

extent of what is being examined

A

Scope

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

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

A

Resources

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

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

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

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?

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

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.

A

Functions of educational evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Aims of Evaluation:

A

-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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Specific Purposes of Evaluation:

It helps to determine:

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Types of Evaluation:

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

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

A

Process (formative) evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

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

A

Content evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

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

A

Outcome (Summative) Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

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

A

Impact evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

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

A

Total Program Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

EvaluationProgram for teachers of nursing courses

A

The educational objectives
Teaching and learning procedures
Student progress
Learning outcome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Criteria for selection of evaluative devices:

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

objectives should be tested

A

Sampling of the objectives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

“must know”

A

Sampling of the content

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

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

A

validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

determined through application and statistical computation

A

reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

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

A

practicality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

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

A

Essay examination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

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

A

Objective examinations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

True or False

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

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

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

A

Multiple choice questions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

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

A

true or false questions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Evaluative devices

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

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)

A

matching questions

38
Q

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

A

Objective Problem-Situation Test

39
Q

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

A

Rating scales

40
Q

tests and scales that have met the criteria of testing

A

standardized tests

41
Q

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

A

intelligence test

42
Q

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

A

prognostic test

43
Q

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

A

achievement tests

44
Q

Techniques used in classroom assessment

A

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

45
Q

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?

A

One-minute paper

46
Q

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

A

Muddiest point

47
Q

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

A

Directed parahrasing

48
Q

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

A

Application cards

49
Q

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

A

Evaluating patient learning

50
Q

Major elements and sub-elements concerning the rating

The relative importance of each element

The range scale used

Test blueprint

A

Evaluating student learning

51
Q

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

A

test blueprint

52
Q

Tape or video recording

Peer evaluation

Student evaluation of teaching effectiveness

Teacher self-evaluation

A

Evaluating the teacher

53
Q

Two approaches in scoring essay questions

A

point method and rubric method of scoring

54
Q

“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)
A

point method

55
Q

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)

A

rubric method of scoring

56
Q

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

A

Rubrica

57
Q

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

A

rubric

58
Q

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.

A

evaluation indicators

59
Q

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

A

process indicators

60
Q

Program indicator inputs are related to:

A

Financial resources
Human resources
Administrative resources
Equipment required

61
Q

Program reach indicators include:

A

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

62
Q

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

A

Impact indicators

63
Q

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.

A

Outcome indicators

64
Q

Nurse educator and her roles

A

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

65
Q

Nurse as a health educator

A

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

66
Q

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

A

Advocate for the client

67
Q

Health educators have an obligation to two principles:

A

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

68
Q

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)

A

health educator

69
Q

The health educator’s role

A

help promote, enhance, and maintain the health of others

70
Q

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)

A

health educator

71
Q

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

A

Seven areas of responsibility of the health educator

72
Q

functions of a health educator

A

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

73
Q

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

A

Patient teaching

74
Q

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

A

patient health educator

75
Q

purpose of client teaching

A

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

76
Q

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”

A

true

77
Q

Role of the nurse in client teaching

Health teaching is an essential role of today’s nurses

A

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

78
Q

Role of the nurse in client teaching

Education is essential to promote health

A

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

79
Q

Who is on the healthcare team?

A

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

80
Q

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

A

Doctor/Physician

81
Q

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

A

Nurse

82
Q

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

A

Nursing assistant

83
Q

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)

A

Social Worker

84
Q

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

A

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

85
Q

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

A

Dietician

86
Q

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

A

Clinical pharmacist

87
Q

Assists with important diagnostic procedures when necessary

A

Laboratory technologists and technicians

88
Q

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

A

Mental Health professionals

specific- CLINICAL PSYCHOLOGISTS

89
Q

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.

A

Role of the family in health education

90
Q

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

A

Family health care

91
Q

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

A

Your role as family caregiver

Health Education (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions