Facilitating Learner Development and Socialization Chapter 8 Flashcards
(327 cards)
1
Q
What must a nurse educator appreciate to meet educational needs?
A
The learning styles of each student
2
Q
What are some social determinants that affect learners?
A
- Diversity
- Cognitive ability
- Economic factors
- Culture
- Intellectual or developmental disabilities (ID/DD)
- English as an additional language (EAL) or as a second language (ESL)
- Diverse sexual orientation and identity
- Different learning styles
3
Q
What challenges do social determinants pose to faculty?
A
Incorporating diverse learning environments into teaching and learning experiences
4
Q
What is paramount for making learning interactive and engaging?
A
Incorporation of online learning and utilization of new technology
5
Q
What must be assessed before learning can occur?
A
Whether learners are ready to receive the information to be learned
6
Q
What role does socialization play in nursing education?
A
It assists learners in transitioning into the role of nursing
7
Q
What is a primary goal of nurse educators in relation to technology?
A
To make learning self-directed and collaborative
8
Q
How do diverse learning environments benefit students?
A
They cater to different learning styles and social determinants
9
Q
What are the five major components to physical readiness that affect learning?
A
- Measure of ability
- Complexity of the task
- Environmental effects
- Learner’s health status
- Gender
These components are crucial in assessing a learner’s physical capacity to engage in the learning process.
10
Q
What are the aspects included in emotional or psychological readiness?
A
- Anxiety level
- Support systems
- Motivation
- Risk-taking behavior
- Frame of mind
Emotional readiness is essential for effective learning and influences how a learner engages with the material.
11
Q
What does ‘P’ stand for in the context of learner readiness?
A
Physical readiness
Physical readiness is one of the types of readiness assessed in the learning process.
12
Q
What does ‘E’ stand for in the context of learner readiness?
A
Emotional readiness
Emotional readiness is crucial for learners to effectively engage and absorb information.
13
Q
What is another ‘E’ that is part of the learner readiness assessment?
A
Experiential readiness
Experiential readiness refers to the prior experiences that a learner brings to the learning environment.
14
Q
What attributes are assessed to determine physical readiness?
A
- Measure of ability
- Complexity of the task
- Environmental effects
- Health status
- Gender
These attributes help evaluate a learner’s capacity to participate in learning activities.
15
Q
What attributes are assessed to determine emotional readiness?
A
- Anxiety level
- Support system
- Motivation
- Risk-taking behavior
- Frame of mind
- Developmental age
- Level of aspiration
- Past coping mechanisms
These attributes provide insight into the psychological state of a learner, affecting their learning process.
16
Q
What can be said about the relationship between emotional readiness and learning?
A
Emotional readiness significantly influences a learner’s ability to engage with and absorb material.
A positive emotional state can enhance learning outcomes.
17
Q
What is the definition of locus of control?
A
The concept that refers to the degree to which individuals believe they have control over the outcomes of events in their lives.
18
Q
What does ‘K’ stand for in the context of learning readiness?
A
Knowledge readiness
19
Q
List the factors that contribute to knowledge readiness.
A
- Present knowledge base
- Cognitive ability
- Learning disabilities
- Learning styles
20
Q
Define learning styles.
A
Cognitive, emotional, and physiological traits that indicate how learners perceive, interact, and respond to their learning environments.
21
Q
What are the two attitudes identified by Carl Jung?
A
- Introverts
- Extroverts
22
Q
What are the opposite mental functions in Jung’s theory?
A
The ways people perceive or take in information and use it in the world around them.
23
Q
What are the four constructs of personality in the Myers-Briggs Type Indicator?
A
Extraversion (E), Introversion (I), Sensing (S), Intuition (N), Thinking (T), Feeling (F), Judgement (J), Perception (P)
These constructs help in understanding an individual’s personality type.
24
Q
What characteristic is associated with Extraversion (E) in the Myers-Briggs types?
A
Focus on the outer world
Extraverted individuals often engage more with their environment and others.
25
What do individuals with a Sensing (S) preference focus on?
Basic information and practical details
## Footnote
Sensing types tend to be observant and learn best through concrete facts.
26
What learning style do individuals with a Thinking (T) preference exhibit?
Looks at logic when making decisions
## Footnote
Thinking types prioritize objective criteria in their decision-making process.
27
What type of work do Extraverted individuals typically prefer?
Group work
## Footnote
Extraverts thrive in collaborative environments.
28
Individuals who are realistic and observant are likely to have which Myers-Briggs preference?
Sensing (S)
## Footnote
These characteristics are common among Sensing types.
29
What is a preferred learning method for Sensing (S) types?
Orderly sequencing of details
## Footnote
They benefit from structured information presentation.
30
What does 'Judging (J)' indicate in personality traits?
Preference for making solid decisions quickly
## Footnote
Individuals with a Judging preference are often organized and methodical in their approach.
31
What is a characteristic of 'Introversion (I)'?
Focus on inner world
## Footnote
Introverts often prefer quiet spaces and dislike interruptions.
32
What does a decreased need for harmony suggest about a person's traits?
Analytical
## Footnote
Such individuals may prioritize logical reasoning over maintaining harmony.
33
What preference is indicated by a person who finds ideas more interesting than people?
Analytical
## Footnote
This often leads to a focus on thoughts and concepts rather than social interactions.
34
What is a common trait of individuals who prefer 'Intuition (N)'?
Always likes new things
## Footnote
They tend to be imaginative and see possibilities rather than focusing solely on details.
35
What approach do individuals with a preference for 'Feeling (F)' take when making decisions?
Looks at people
## Footnote
They consider the emotional impact of their decisions on others.
36
What does it mean when a person offers an opinion only when asked?
Reserved in sharing thoughts
## Footnote
This behavior is often associated with introverted thinking styles.
37
What is a key behavior of someone who asks questions only to facilitate understanding?
Curiosity-driven
## Footnote
They engage in conversations primarily to deepen their comprehension of concepts.
38
How do individuals with a preference for 'Intuition (N)' view concepts?
Prefers an entire concept versus detail
## Footnote
They tend to focus on the big picture rather than getting bogged down in specifics.
39
What does the Perceiving (P) personality type value?
Values harmony
## Footnote
This personality type is more interested in people than ideas or things.
40
List three characteristics of the Perceiving (P) personality type.
* Sympathetic
* Accepting
* Likes to stay open to new ideas or options
41
What is a key trait of the Perceiving (P) personality type when dealing with the outside world?
Open-ended, fluid and flexible
42
How does the Perceiving (P) personality type respond to their environment?
Adapts to the environment
43
Define learning style.
An approach to learning that works for the individual learner.
44
Why is it important for educators to be aware of learning styles?
It can help maximize student learning and facilitate educator instruction methods.
45
Can learners have more than one learning style?
Yes, learners may use multiple learning styles.
46
What may happen to a learner's dominant learning style in different situations?
They may use different learning styles in different situations or circumstances.
47
What should educators assist learners in identifying?
Their learning style(s)
48
What should educators do after identifying learners' styles?
Present information in a manner consistent with the learners' learning style(s).
49
What is recommended for educators regarding modalities?
Use multiple modalities
50
What acronym defines the four most common learning styles?
VARK
51
List the four learning styles defined by VARK.
* Visual
* Auditory
* Read/write
* Kinesthetic
52
Which learning style prefers pictures and images?
Visual (spatial)
53
What is the learning style that prefers sound and music?
Aural (auditory-musical)
54
Which learning style is characterized by a preference for words?
Verbal (linguistic)
55
Fill in the blank: Pictures, diagrams, flow charts, timelines, maps, and demonstrations are more effective than texts or lectures for _______.
[Visual learners]
56
What type of assignment is suggested for visual learners?
Concept mapping
57
What learning style benefits the most from lectures, tapes, and group discussions?
Aural (auditory-musical)
58
What is the learning style that involves text-based input and output in all its forms?
Verbal (linguistic) learners
## Footnote
This style is often preferred by many academics.
59
What do verbal learners often enjoy using?
* PowerPoint presentations
* The Internet
* Lists
* Dictionaries
* Thesaurus
* Quotations
## Footnote
Verbal learners are fond of resources featuring words.
60
What is a characteristic of physical (kinesthetic) learners?
They prefer using their body, hands, and sense of touch
## Footnote
This style of learning often involves active participation.
61
How do physical learners prefer to think about issues?
While working out or exercising
## Footnote
They often engage in physical activities to stimulate thinking.
62
What activities do physical learners enjoy?
* Participating
* Playing games
* Role-playing
* Acting
* Modeling experiences through practicing
## Footnote
These activities help in experiential learning.
63
What types of learning activities are tailored for physical learners?
* Simulations
* Real-life hands-on experiences
* Videos or movies of 'real things'
* Case studies
* Practice sessions
* Applications
## Footnote
These activities enhance engagement for kinesthetic learners.
64
What type of learners prefer using logic, reasoning, and systems?
Logical (mathematical, analytical, or sequential) learners
## Footnote
These learners focus on details and facts, preferring structured learning approaches.
65
How do sequential learners prefer to learn?
They prefer steps to follow one another logically and directly, in an assigned order
## Footnote
Sequential learners do not like educators who jump around from topic to topic.
66
What type of learning do logical learners favor?
They favor outlines, decision trees, and algorithms
## Footnote
These tools help them to organize and understand information effectively.
67
What is the main focus of social (interpersonal) learners?
They prefer to learn in groups or with other people
## Footnote
Social learners thrive on interaction and collaboration.
68
What do solidarity (intrapersonal) learners prefer?
They prefer to work alone or engage in self-study
## Footnote
These learners are often introspective and self-motivated.
69
What is the role of VLE's in teaching students?
There is a role for VLE's in the teaching of students.
## Footnote
VLE stands for Virtual Learning Environments.
70
What technology is suggested for introduction into health care education?
Advanced technology such as virtual reality.
## Footnote
Virtual reality can enhance learning experiences.
71
What are the three key themes that emerged regarding student engagement?
* Visuals were good/helpful
* The talk was informative
* More details/visuals were required
72
What are multimodal learners?
Individuals who prefer to learn via two or more styles of learning or using a variety of methods.
73
What are global learners characterized by?
Global learners make decisions based on emotions and intuition
## Footnote
They are spontaneous and focus on creativity.
74
How do global learners typically enjoy learning?
Global learners enjoy learning through humor, storytelling, and group work
## Footnote
They like to participate in activities.
75
What is a common challenge faced by global learners?
Global learners may have difficulty explaining how they solved complex problems
## Footnote
They can solve complex problems quickly once they grasp the big picture.
76
Do global learners require a tidy environment for effective learning?
No, a tidy environment is not important to global learners
## Footnote
They tend to absorb material randomly.
77
What is a key trait of global learners in terms of material absorption?
Global learners absorb material randomly and often do not see connections at first
## Footnote
They may suddenly 'get it' after some time.
78
What is the primary focus of global learners?
Creativity
## Footnote
They focus on the big picture.
79
What are some other learning styles mentioned?
Other learning styles include:
* Intuitive learners
* Reflective learners
* Accommodative learners
* Divergent learners
* Digital learners
## Footnote
Global learners are one of several styles listed.
80
What type of mistakes are intuitive learners prone to on tests?
Careless mistakes due to impatience with details and dislike for repetition
## Footnote
Intuitive learners may overlook important details, especially in tasks like math calculations.
81
What do intuitive learners enjoy in their learning process?
Discovering possibilities in relationships
## Footnote
They thrive on exploring connections and applications rather than rote learning.
82
How do intuitive learners prefer to solve problems?
Using well-established methods and avoiding complications or surprises
## Footnote
They favor straightforward approaches over complex or unexpected challenges.
83
What is a characteristic of intuitive learners regarding their pace of work?
They tend to work faster and be more innovative than other learners
## Footnote
This speed can sometimes lead to overlooking key details.
84
What type of courses do intuitive learners dislike?
Courses that involve a lot of memorization or routine calculations
## Footnote
They may become easily bored in such courses.
85
What is the preference of reflective learners when engaging with new material?
To think about new material by reflecting quietly on it first
## Footnote
Reflective learners value contemplation over immediate action.
86
Do reflective learners prefer group work or working alone?
They prefer to work alone rather than with groups
## Footnote
This preference allows them to process information at their own pace.
87
How do reflective learners feel about classes that cover material quickly?
They do not like classes that cover large amounts of material quickly
## Footnote
They favor a more measured approach to learning.
88
What is a key dislike of reflective learners regarding study methods?
They do not like to be asked simply to read and memorize material
## Footnote
They prefer understanding and internalizing concepts over rote memorization.
89
What do reflective learners find helpful to retain material better?
Writing short summaries of readings or class notes in their own words
## Footnote
Reflective learners benefit from summarization as a way to process information and improve retention (Felder & Solomon, 1998)
90
What do accommodative learners prefer?
A combination of concrete experiences and active experimentation
## Footnote
Accommodative learners thrive on hands-on experiences and practical tasks.
91
How do accommodative learners approach problem-solving?
By trial and error
## Footnote
This learner type is characterized by their risk-taking behavior and focus on practical solutions.
92
What is a defining characteristic of divergent learners?
They have broad cultural interests and like to gather information
## Footnote
Divergent learners are often imaginative and emotional, which influences their learning style.
93
What do divergent learners tend to do instead of actively participating?
Watch instead of doing
## Footnote
This observational approach allows them to gather information from various perspectives.
94
What strengths are divergent learners known for?
Viewing concrete problems from various viewpoints and strong skills in the arts
## Footnote
Their imaginative nature often leads to success in creative fields.
95
What are the characteristics of digital (online) learners?
* Focus on enthusiastic and collaborative learning
* Digital literacy
* Constant connection via hand-held digital devices
## Footnote
These characteristics reflect the preferences and behaviors of millennial and generation Z students regarding technology use.
96
What are the characteristics of Traditionalists (1922-1945) in learning?
They value respect for authority, loyalty, and adherence to rules.
## Footnote
Traditionalists often prefer structured learning environments and may have a strong sense of duty.
97
What are the common characteristics of Baby Boomers (1945-1964)?
* Value privacy, trust, and hard work
* Believe in hard work
* Need details
* Are uncomfortable with ambiguity
* Value career over personal life
* Want to be challenged
* Speak clearly and directly
* Prefer face-to-face meetings
## Footnote
Baby Boomers are often characterized by their strong work ethic and desire for clear communication.
98
What are the common characteristics of Generation X (1965-1979)?
* Value balance between career and personal life
* Family-focused
* Are independent
* Look for a leader or mentor, not a boss
* Seek rewards based on their individual performance
## Footnote
Generation X tends to prioritize work-life balance and values mentorship.
99
Why is awareness of generational characteristics important for educators?
It helps tailor teaching strategies to meet the specific needs and motivations of different generational groups.
## Footnote
Understanding these characteristics can enhance the effectiveness of educational approaches.
100
What is a key motivational factor for Baby Boomers in education?
Challenges
101
What are the birth years of Millennials (Generation Y)?
1980-1994
102
What is the birth year range for Generation Z?
After 1995
103
What is a key characteristic of Millennials in terms of career vs. personal life?
Value personal life over career
104
How are Millennials described in terms of social interaction?
Highly socialized and optimistic
105
What technological skills are Millennials known for?
Tech-savvy
106
What is a common communication method for Millennials?
Social media
107
What do Millennials tend to see education as?
A means to an end
108
How do Millennials approach their personal life?
Private about personal life
109
What is a notable characteristic of Millennials regarding their mindset?
Tend to be realistic, not idealistic
110
What is a significant trait of Millennials when it comes to task management?
Adept multi-taskers
111
What do Millennials value in terms of connectivity?
Virtual connectedness
112
What is a defining characteristic of nontraditional learners?
Older, may be married and have a family
113
What distinguishes traditional learners from nontraditional learners?
Traditional learners enter a pre-licensure program directly after high school
114
What type of work experience do nontraditional learners often have?
Previous work experience in one field
115
How do Millennials view learning?
Passionate about learning
116
What is a nontraditional student?
A nontraditional student is typically older, may work full or part-time, and has additional life responsibilities and stressors compared to traditional students.
## Footnote
Nontraditional students are considered adult learners.
117
How do nontraditional students' approaches to learning differ from traditional students?
Nontraditional students are motivated differently, tend to be more vocal, and bring previous life experiences into the classroom.
## Footnote
They usually do not live on campus.
118
What challenges might arise from mixing traditional and nontraditional students in the same classroom?
Mixing these groups could result in challenges that require special attention from the nurse educator to meet the needs of all learners.
## Footnote
Both groups have different motivations and learning styles.
119
What is the most common reason an adult enters a learning experience?
To create change in their behavior, knowledge level, or attitudes about things.
## Footnote
This is a key characteristic of adult learners.
120
What are some barriers to adult learning?
Barriers to adult learning include various life responsibilities, stressors, and potential lack of support.
## Footnote
These barriers can hinder the learning process for adult learners.
121
What is a common barrier to learning for adults?
Lack of time, Lack of confidence, Lack of information about opportunities to learn, Scheduling problems/conflicts, Red tape
## Footnote
These barriers can hinder adult learners from engaging in educational activities.
122
What is important to incorporate into teaching to maximize learning potential for adult learners?
Adult learning principles
## Footnote
Incorporating these principles helps tailor education to adult learners' needs.
123
How do adult learners learn best?
* Learning is related to an immediate need, problem, or deficit
* Learning is voluntary and self-initiated
* Learning is person-centered and problem-centered
* Learning is self-controlled and self-directed
## Footnote
These principles emphasize the unique needs of adult learners.
124
What role does the teacher play in adult education?
Facilitator
## Footnote
The teacher's role is to guide and support learners rather than simply delivering information.
125
What characteristics do meaningful assignments have for adult learners?
Assignments are pertinent and meaningful versus busy work
## Footnote
Adult learners value relevance in their educational tasks.
126
How should new material be presented to adult learners?
New material should draw on past experiences and relate to something the learner already knows
## Footnote
This approach aids in knowledge retention.
127
What effect does the educational situation have on learners' perception of threats?
Learner's perception of threats to themself is reduced to a minimum
## Footnote
A supportive environment enhances the learning experience.
128
What is encouraged for learners in the educational process?
Active participation
## Footnote
Active engagement helps learners to better retain and apply knowledge.
129
What is a key aspect of learning activities for adult learners?
The nature of the learning activity changes frequently
## Footnote
Variation in learning activities keeps engagement high.
130
What reinforces learning according to Knowles et al., 2015?
Application and prompt feedback
## Footnote
This emphasizes the importance of practical experience and immediate responses in the learning process.
131
What is a characteristic of accelerated nursing programs?
They admit students with previously obtained degrees, often bachelor's degrees, in another discipline
## Footnote
This allows for a diverse range of experiences and perspectives among nursing students.
132
What challenge do second-degree nursing students often face?
Struggling with feeling inadequate regarding their nursing knowledge and skills
## Footnote
Despite their previous education, they may feel less confident in their nursing abilities.
133
What expectation do second-degree nursing students have of faculty?
To be competent and professional nurses
## Footnote
This high expectation can add pressure to both students and educators.
134
How do second-degree students compare to traditional counterparts in terms of self-confidence?
They have a much greater need to feel self-confident and competent
## Footnote
Faculty have observed this increased need despite the students' prior experiences.
135
What can lead to challenging behavior in second-degree nursing students?
High levels of stress due to the shortened time frame of study and potential financial burdens
## Footnote
This stress can cause students to act out and appear demanding.
136
What teaching method is suggested for working with second-degree nursing students?
Abandon old teacher-centric methods in favor of active learning
## Footnote
Active learning engages students more effectively than traditional methods.
137
What technologies are recommended for use in teaching second-degree nursing students?
Emerging technologies such as simulation, blogging, and web-based methodologies
## Footnote
These tools can enhance learning and engagement in nursing education.
138
What type of learning do students dislike?
Passive listening and learning
## Footnote
They do not like passive listening and learning.
139
When should students be immersed into the nursing profession?
Very early on into the profession both clinically and socially
## Footnote
This helps in their engagement and understanding.
140
What should educators consider about accelerated student cohorts?
The uniqueness of accelerated student cohorts
## Footnote
Use this knowledge to develop equally unique courses.
141
What attributes of accelerated students should be acknowledged?
Capabilities and high motivation
## Footnote
Acknowledge their past work and life experiences.
142
What type of assignments do students prefer?
Meaningful assignments
## Footnote
They hate assignments perceived as busy work.
143
What do students enjoy during the learning process?
Asking questions for clarification
## Footnote
Be well prepared and know the material.
144
What are the key factors that can enhance nursing program capacity?
Age, enhance workforce diversity, expand nursing program capacity, provide a potential future nursing faculty source
## Footnote
Reference: Spurlock, Patterson, & Colby, 2019
145
What does the culture of the individual encompass?
Values, habits, attitudes, perceptions, beliefs acquired over time in relation to group membership
146
How can cultural diversity influence learning in nursing education?
It can influence learning ability and socialization into the role of nurse
147
How might nursing perceptions differ across cultures?
A nurse seen as 'caring' in one culture may be viewed as cold and uncaring in another
148
What must be considered when evaluating perceptions and self-awareness in nursing education?
Each individual's cultural background
149
Is culture solely tied to ethnicity?
No, some individuals may belong to multiple cultural groups
150
What is a key goal regarding recruitment in nursing education according to AACN?
To recruit a greater number of culturally diverse learners into nursing schools
151
What issue persists despite AACN's position statement on cultural diversity?
Minorities continue to be underrepresented in nursing and nursing programs
152
What barriers do culturally diverse learners face in nursing education?
Certain barriers that may impinge on their educational experience
153
What are the most common barriers to success in college for culturally diverse learners?
* The lack of ethnically diverse faculty
* Finances
* Academic preparation
## Footnote
Reference: Burruss & Popkess, 2012
154
What may culturally diverse learners lack that affects their academic success?
* Available role models
* Academic support
* Family support
* Peer support
155
What can cause a conflict for culturally diverse learners in a clinical environment?
The culture or customs of an individual learner may conflict with the values of the clinical environment
156
How is a value defined in the context of culturally diverse learners?
A basic conviction about what is right, wrong, desirable, or just
157
What impact can values have on an individual's actions?
They may support an individual's decision about how to act or perform
158
What can contribute to forming attitudes in individuals?
Values learned from parents, caregivers, and family
159
Who may have a significant impact on a learner's actions?
Faculty and peers
160
What may learners experience when their cultural traditions conflict with usual behavior?
Dissonance or moral distress
161
What is important for nurse educators to offer to culturally diverse learners?
Clear directions and rationales for decision-making
162
What major themes related to educational barriers were identified in the study by Amaro, Abriam-Yago, and Yoder (2006)?
* Personal needs
* Academic needs
* Language needs
* Cultural needs
## Footnote
The study focused on ethnically diverse learners who completed nursing programs.
163
What are some examples of personal needs that can act as educational barriers?
* Lack of finances
* Time issues
* Family responsibilities and obligations
* Difficulties related to language and communication
## Footnote
These factors can significantly impact a learner's ability to succeed in their educational pursuits.
164
What academic need was identified as a barrier for nursing students?
Large or heavy workload
## Footnote
A demanding workload can hinder students' academic performance and success.
165
What language needs can create barriers for students with English as an Additional Language (EAL)?
* Difficulty reading and understanding assignments
* Prejudice resulting from their accents
* Verbal communication barriers
## Footnote
Language proficiency is crucial for academic success in nursing programs.
166
What cultural needs may affect culturally diverse learners?
* Expectations related to assertiveness
* Cultural norms
* Lack of diverse role models
* Difficulty with communication
## Footnote
Cultural differences can influence how students engage in the learning environment.
167
What challenges do EAL students face in nursing programs after being accepted?
Barriers in their ability to progress through the program
## Footnote
These challenges can affect their overall educational experience and success.
168
What is a common challenge faced by culturally and linguistically diverse students in healthcare education?
Higher attrition rates than English-speaking students
## Footnote
They may also have lower NCLEX pass rates (Olson, 2012).
169
List some suggestions for accommodating learners from culturally and linguistically diverse backgrounds.
* Using nonstandardized and standardized methods of testing
* Dynamic assessments
* Nonverbal measures of ability
* Multiple methods of testing
* Testing in both the learner's native and second language
* Use of the Test of English as a Foreign Language (TOEFL) test (Overton, Fielding, & Simonsson, 2004)
## Footnote
These strategies aim to improve the learning experience for diverse learners.
170
What are some tips for test development for EAL/ESL learners according to Hansen and Beaver (2012)?
* Use short, simple sentences
* Be direct when stating information
* Use questions rather than statements that need completion format
* Highlight keywords such as most, least, best
* Use common words
## Footnote
These tips help ensure clarity and comprehension for EAL/ESL learners.
171
What is a critical thinking question educators should consider regarding culturally diverse learners?
What concepts might be interpreted incorrectly by a culturally diverse learner, and how might you remedy that situation?
## Footnote
This encourages reflection on teaching practices and cultural sensitivity.
172
What does the TOEFL examination measure?
A learner's potential ability to communicate in English in a college or university environment.
173
How can the TOEFL score be helpful?
It can identify learners who may be at risk for failure and/or may need additional support throughout a program.
174
Should the TOEFL score be the only admission criterion?
No, it should be used as only one piece of admission criteria.
175
What should be considered when asking learners to take the TOEFL examination?
Learners may be offended if asked to take the examination after living in the United States for many years.
176
Why is faculty commitment important for minority learners?
It is crucial for the success of diverse learner populations.
177
What is essential for minority learners' success in a nursing program?
A strong learner-faculty relationship with a faculty member who is not responsible for assigning a grade.
178
What do learners need to discuss as they progress through the nursing program?
Their feelings and experiences.
179
What does a strong learner-faculty relationship help minimize?
Learners' experiences with cognitive dissonance.
180
Who are ideal role models for minority learners?
Appropriate faculty candidates.
181
What should other faculty members do if no role model is found?
Spend time with the learners.
182
What is the impact of developing adequate support services for culturally diverse learners?
It will increase their success in nursing or other academic programs.
## Footnote
Support services tailored to cultural diversity can enhance academic outcomes.
183
How should reading, comprehension, and writing skills be developed for diverse learners?
In a nonthreatening manner to assist academic success.
## Footnote
A supportive environment fosters better learning outcomes.
184
What are the potential negative impacts of poorly written test items on students?
Language demands may negatively and unfairly impact students' exam performance, resulting in underperformance or failure.
## Footnote
This emphasizes the need for clarity in exam design.
185
What is the most common type of learner limitation found on college campuses?
Learning disabilities.
## Footnote
These disabilities often go undetected before college.
186
When are learning disabilities often noted in nursing education?
When significant differences are noticed between a learner's classroom and clinical performance.
## Footnote
Discrepancies in performance can signal underlying learning challenges.
187
How can a learner's performance differ in nursing education?
A learner may perform well in the clinical area but may be unable to demonstrate similar skills in the classroom.
## Footnote
This disparity can indicate a learning disability.
188
What should learners with documented disabilities be referred to for assistance?
Appropriate academic success staff or counselors
## Footnote
This ensures they receive the necessary support for their educational needs.
189
What rights do learners with documented disabilities have regarding education?
Entitled to the same access to education as traditional learners
## Footnote
This includes access to academic services for support.
190
What type of support services must be available for learners with disabilities?
Reading, writing, and test-taking strategy support services
## Footnote
These services are crucial for academic success.
191
What was the outcome of the teaching session described by Smith, Ooms, and Marks-Maron (2016)?
Students felt more comfortable and confident interacting with people with a learning disability
## Footnote
This reflects the effectiveness of experiential learning in nursing education.
192
What was the aim of the teaching session for nursing students?
Enhance students' knowledge, skills, and confidence in caring for people with a learning disability
## Footnote
This was achieved through direct engagement with service users.
193
What does the ADA of 1990 guarantee for students with disabilities?
Protection from denial of admission based on disability
## Footnote
This includes discrimination protections under the law for qualified individuals.
194
What must students do to receive reasonable accommodations under the ADA?
Disclose their disability to the educational institution
## Footnote
This is necessary for the institution to provide the required accommodations.
195
Name a characteristic of learners with learning disabilities related to reading.
Trouble with basic reading and spelling skills
## Footnote
This is a common challenge faced by students with learning disabilities.
196
Identify a memory-related difficulty experienced by learners with learning disabilities.
Memory difficulties
## Footnote
This can include trouble remembering details and sequencing.
197
What is a common handwriting issue among learners with learning disabilities?
Poor handwriting
## Footnote
This can affect their ability to express ideas in written form.
198
List two behavioral characteristics of learners with learning disabilities.
* Distractibility and difficulty concentrating
* History of poor academic performance
## Footnote
These traits can contribute to challenges in educational settings.
199
What emotional challenges may learners with learning disabilities face?
* Anxiety
* Low self-esteem
## Footnote
These issues can affect their overall educational experience.
200
What difficulty may learners with learning disabilities have regarding instructions?
Difficulty following verbal instructions
## Footnote
This can impact their ability to complete tasks effectively.
201
What auditory issue is noted among learners with learning disabilities?
Auditory processing deficits
## Footnote
This can affect how they understand and process spoken information.
202
What is a common attribute of learners with learning disabilities?
Usually of average or above-average intelligence
## Footnote
This is supported by Frank (2012)
203
What can enhance the chances of success for learners with learning disabilities?
Employing teaching strategies that match the learners' learning styles
## Footnote
This approach may also minimize the impact of their learning disability.
204
What role should skilled educators play in assisting learning-disabled learners?
Be aware and open to employing teaching strategies to assist learning-disabled learners
## Footnote
This is crucial for helping them achieve.
205
What do many colleges and universities have to support learners with disabilities?
An office that coordinates the diagnosis of learning disabilities and provision of support services
## Footnote
This office assists learners who need accommodations.
206
What can a faculty member do if a learner agrees regarding their disability?
Be made aware of the learner's disability and make accommodations
## Footnote
This may include various strategies to meet learning needs.
207
What is an example of an accommodation for learners with disabilities during examinations?
Giving the learner extra time to take an examination or allowing them to take it in another secured environment
## Footnote
These accommodations can help address specific learning needs.
208
Is it appropriate for faculty to discuss a student's learning disability with other faculty members?
No, unless given permission to do so by the learner
## Footnote
This maintains the learner's privacy regarding their disability.
209
What must nurse educators be familiar with regarding learners with disabilities?
Accommodations made by their state for learners with disabilities
## Footnote
Includes accommodations for students with documented learning disabilities as per the NCLEX.
210
What types of disabilities should educators be aware of in learners?
Physical disabilities, substance abuse, chemical or alcohol impairments, mental health problems
## Footnote
Includes both documented and apparent limitations.
211
What is learner socialization?
The process where individuals learn acceptable behaviors, values, belief systems, processes, and knowledge of a professional culture
## Footnote
In this context, it refers to acclimating to the nursing profession.
212
What are some formal methods of learner socialization?
Classroom lectures, assignments, working with a mentor, lab or clinical experiences
## Footnote
These methods help students acclimate to the nursing profession.
213
What are informal activities that contribute to learner socialization?
Being part of a student nursing association
## Footnote
Informal activities complement formal learning experiences.
214
What can be a source of frustration for nursing students?
The struggle to apply classroom knowledge to the clinical setting
## Footnote
This transition is often challenging for students.
215
What is essential for adequate socialization of nursing students?
Spending enough time with mentors, preceptors, role models, or qualified senior nurses
## Footnote
Interaction in practice settings is crucial for socialization.
216
What is the impact of good role mentoring by competent nursing faculty?
It provides adequate exposure to the nursing culture and environment
## Footnote
This is crucial for the transition from new graduate to professional nurse.
217
What percentage of new nurses have left their position in the first year?
More than 50%
## Footnote
This highlights the challenges faced during the transition to professional nursing.
218
What is one strategy that facilitates new-graduate role transition?
Nurse internship or residency program
## Footnote
This strategy has been shown to reduce turnover rates in the first year after hire.
219
How do nurse internship programs compare to traditional orientation programs?
They reduce the rate of turnover in the first year after hire
## Footnote
This finding is supported by Letourneau & Fater (2015).
220
What concept does Kramer's work (1974) delineate regarding new nurses?
Reality shock
## Footnote
This occurs when new nurses realize that what they learned in school does not match clinical practice.
221
What happens to new nurses after passing the licensure examination?
The excitement fades as they struggle to transition to the staff nurse role
## Footnote
This leads to a phenomenon known as reality shock.
222
What are the consequences of reality shock for new nurses?
Increased stress and exacerbation of health symptoms
## Footnote
This can lead to a loss of time from work (Cherry & Jacob, 2005).
223
List the four phases of Kramer's reality shock.
* Honeymoon
* Shock or rejection
* Recovery
* Resolution
## Footnote
These phases describe the emotional journey of new nurses adjusting to their roles.
224
What is the primary means through which socialization occurs for nursing students?
Social interaction with significant individuals, usually nursing school's faculty members
## Footnote
Socialization is influenced by the relationships with those valued by the learner.
225
What are some factors that can enhance socialization for nursing students?
* Positive, harmonious precepting/orientation experiences
* Social support systems of peers and departments
* Assignment congruence, such as The Synergy Model
## Footnote
The Synergy Model matches patient characteristics with nurse competencies.
226
What role should a nurse educator play in socializing nursing students?
Be a great role model for the profession and integrate socialization principles into the nursing curriculum
## Footnote
This dual approach helps prepare students for the realities of the profession.
227
What qualities should mentors and preceptors possess to effectively support new-graduate nurses?
* Confidence in their skills
* Strong teaching ability
* Knowledge of their learners
## Footnote
Mentors must plan learning experiences and facilitate acclimatization to the clinical environment.
228
What role do nurse educators play in shaping tomorrow's nurses?
Nurse educators teach nursing content and shape the learning environment.
229
What is essential for the successful socialization of nursing learners?
Use of appropriate clinical experiences.
230
What does effective socialization in nursing education aim to reduce?
Negative experiences and reality shock on graduation.
231
What is a key benefit of a nurse residency program model?
It can significantly reduce turnover and burnout of new nurses.
232
How is incivility defined according to Merriam-Webster's Online Dictionary?
A rude or impolite attitude or behavior.
233
Name some behaviors that constitute incivility in the academic nursing environment.
* Groans
* Insulting remarks
* Verbal abuse
* Talking during lectures
234
What is incivility as defined by Clark (2009)?
Rude and disruptive behavior that, when left unaddressed, may spiral into aggressive or violent behavior.
## Footnote
This definition highlights the importance of addressing such behaviors in educational settings.
235
What percentage of nursing students report experiencing at least one uncivil incident?
Between 53% and 96%.
## Footnote
This statistic indicates a widespread issue in academic and clinical settings.
236
Name three learner behaviors reported as uncivil by both learners and faculty.
* Cheating on examinations or quizzes
* Using cell phones or pagers during class
* Holding distracting conversations
## Footnote
These behaviors disrupt the learning environment.
237
What is academic dishonesty defined as?
Intentional participation in deceptive practices regarding one's academic work or the work of another.
## Footnote
Academic dishonesty is closely related to incivility.
238
List three additional uncivil behaviors reported in nursing education.
* Making sarcastic remarks or gestures
* Sleeping in class
* Using computers for purposes not related to the class
## Footnote
These behaviors further illustrate the challenges faced in maintaining a respectful classroom environment.
239
What behavior is indicated by making disapproving groans in class?
Incivility.
240
What action may students demand that reflects uncivil behavior?
Makeup examinations, extensions, or other favors.
241
What are the two main components of workload and expectations in nursing education?
Time-consuming workloads and high academic expectations
## Footnote
These components can lead to incivility among students.
242
How are mild acts of incivility defined?
Acts that do not disrupt learning but damage working relationships
## Footnote
Examples include minor disrespectful comments.
243
What defines moderate acts of incivility?
Behaviors that disrupt the learning process and undermine academic relationships
## Footnote
Examples include cheating on examinations.
244
What are severe acts of incivility characterized by?
Discriminating remarks, property damage, and threats of physical violence
## Footnote
These acts can create a hostile educational environment.
245
What psychological effects do students experience as a result of incivility?
Higher risk of developing physical, emotional, and psychological sequelae
## Footnote
This can affect their overall well-being.
246
What are some coping strategies students use to deal with incivility?
Breathing exercises and maintaining a positive mindset
## Footnote
These strategies help mitigate negative feelings.
247
What strategies can be implemented to reduce incivility in nursing education?
Written signed civility codes, reflexive writing, reflective journaling, and journal clubs
## Footnote
Additional strategies include discussing self-care and stress-reduction activities.
248
What is the impact of incivility on nursing students and faculty?
It can take a tremendous toll personally and professionally, risking patient safety
## Footnote
Addressing incivility is crucial for a healthy learning environment.
249
What percentage of learners reported engaging in academic dishonesty?
70% to 95%
## Footnote
This high percentage indicates a widespread issue in academic integrity.
250
What has been suggested as a cause for the rise in academic dishonesty?
Deterioration in morals
## Footnote
This observation was reported by the Josephson Institute over the past decade.
251
What is paramount to counteract incivility in nursing education?
Having policies and processes in place to address incivility
## Footnote
Faculty must promote a positive learning environment for effective learning.
252
What behaviors are described as ineffective for deterring cheating?
* Assigning specific topics for papers
* Putting numbers on test booklets
* Assigning seats for examinations
* Permitting only pencils in the examination room
* Not permitting anyone to leave during the examination
* Leaving increased space between learners during an examination
## Footnote
These behaviors do not effectively prevent cheating among learners
253
What behaviors are described as most effective in deterring cheating?
* Having learners place their belongings in the front of the classroom
* Having a minimum of two proctors per examination
* Providing new examinations for each test
* Keeping each test in a locked cabinet
* Shredding conducted by full-time secretaries
* Keeping online test banks secure
* Adequate proctoring of exams
## Footnote
These methods are considered to effectively reduce instances of cheating
254
What should faculty include within the education process according to Kolanko et al. (2006)?
Opportunities for the moral development of learners
## Footnote
This is in addition to their theoretical and clinical development
255
What is a key recommendation for keeping online test banks secure?
Not allowing recording or picture taking during reviews
## Footnote
This helps to maintain the integrity of the test materials
256
What constitutes academic integrity in nursing?
Unethical behavior is responsible for the deterioration of the fabric of the nursing profession.
## Footnote
Academic integrity is essential for maintaining trust and professionalism in nursing.
257
How can incivility manifest in the relationship between faculty and learners?
Incivility can flow from the faculty member to the learner, affecting the learning environment.
## Footnote
Faculty members serve as role models and must be aware of their behavior.
258
What is the worst course of action when receiving an affectively charged statement from a student?
Responding with an affectively charged response
## Footnote
It is important to close the communication gap instead.
259
How does incivility affect teaching and learning outcomes?
Negatively
## Footnote
Incivility can disrupt the educational environment and hinder effective learning.
260
What was the main finding of Wagner et al. (2019) regarding perceptions of incivility?
Nursing reported the highest level of perceived incivility
## Footnote
This study surveyed 577 people across disciplines at a large public university.
261
Who perceived more incivility, faculty or students?
Faculty
## Footnote
Faculty members reported higher levels of perceived incivility compared to students.
262
What should the national awareness of incivility in nursing education prompt?
Discussion addressing its impact on higher education
## Footnote
The findings indicate that incivility is also present in other disciplines.
263
Define incivility in the context of workplace behavior.
Ambiguous, low-intensity, discourteous behavior intended to harm or violate norms of respect
## Footnote
Incivility can manifest in various forms within professional settings.
264
How does bullying differ from incivility?
Bullying involves a perpetrator who continually pursues a power differential over another person
## Footnote
Incivility is less intense and more ambiguous.
265
What are the most common types of incivility?
* Lateral (nurse to nurse)
* Hierarchical (nurse administrator to manager to nurse, nurse to learner, faculty to learner, physician to nurse)
## Footnote
These interactions can create a toxic work environment.
266
What does TJC require organizations to create and maintain?
A culture of safety and quality
## Footnote
TJC stands for The Joint Commission, which sets standards for healthcare organizations.
267
What specific code did TJC require hospitals to implement in 2012?
A code of conduct that defines acceptable and inappropriate behaviors
## Footnote
This includes guidelines on managing behaviors among healthcare workers.
268
What did a 2020 study by TJC reveal about healthcare workers?
Over half reported exposure to one of six disruptive behaviors
## Footnote
These behaviors range from hanging up the phone to physical violence.
269
What are the types of abuse noted by TJC that contribute to healthcare errors?
* Verbal abuse
* Nonverbal abuse
* Sexual harassment
* Passive-aggressive behaviors
* Bullying
## Footnote
These types of abuse can lead to adverse patient outcomes and increased costs.
270
How does Clark (2011) define bullying in the workplace?
As a threatening situation reflective of a form of abuse
## Footnote
This definition emphasizes the need for further consideration of bullying independent of general incivility.
271
What are some psychological effects of bullying in the workplace?
* Feelings of alienation
* Lack of control over working conditions
* Low self-esteem
* Powerlessness
## Footnote
These effects can lead to serious mental health issues for victims.
272
What physical and psychological problems can victims of bullying develop?
* Problems sleeping
* Depression
* Posttraumatic stress syndrome
* Low morale
* Potentially suicide
## Footnote
These issues highlight the severe impact of bullying on health care professionals.
273
What potential actions might victims of bullying take in response to their situation?
* Use sick time excessively
* Leave school or the profession
## Footnote
These reactions can lead to workforce shortages and impact patient care.
274
What is suggested as a potential cause for attempted suicide among nursing students?
Engaging on social media
## Footnote
Social media can exacerbate feelings of inadequacy and isolation.
275
What fears do nursing students and graduate nurses often experience?
Fears of incompetence and powerlessness
## Footnote
These fears can hinder their transition into the nursing profession.
276
What are some stressors faced by new nurses?
* Juggling personal and work demands
* Financial pressures
* Time management difficulties
* Perceived lack of faculty and peer support
* Potential mental health problems or personal issues
## Footnote
These stressors can impact their coping abilities.
277
How does workplace incivility affect new nurses?
It has a significant predictive function in job burnout
## Footnote
Workplace incivility can lead to increased emotional exhaustion and dissatisfaction.
278
What role does anxiety play in the relationship between workplace incivility and job burnout?
Anxiety played a partial mediating role
## Footnote
This indicates that anxiety can influence how incivility affects burnout.
279
What role does resilience play in the relationship between workplace incivility and job burnout?
Resilience played a moderate role
## Footnote
Higher resilience can buffer the negative effects of incivility.
280
What is the key to addressing the issues faced by new nurses?
Prevention
## Footnote
Preventive measures can reduce the impact of workplace stressors.
281
What are some suggested solutions for preventing workplace incivility?
* Use of an organization's resources and conduct policies
* Educate staff to be accountable for their own behavior
* Have staff model appropriate behavior
* Do not allow disruptive behavior to go unchecked
## Footnote
These strategies aim to foster a healthier work environment.
282
What preventive strategies did TJC outline?
* Skill-based training
* Coaching
* Ongoing nonconfrontational approaches
## Footnote
These strategies are designed to enhance communication and reduce conflicts.
283
What is the purpose of surveillance and embedded systems in nursing education?
To assess staff perceptions of seriousness and extent of non-professional behavior
## Footnote
This approach aims to integrate policies for early reporting without fear of intimidation.
284
What must be identified to prevent non-professional behavior?
At-risk behaviors
## Footnote
This involves implementing a zero-tolerance policy and a nonpunitive reporting mechanism.
285
What are key components to prevent non-professional behavior in nursing education?
Education and awareness
## Footnote
These components help in fostering a safe and respectful learning environment.
286
What actions should faculty and administration take to address uncivil behavior in the classroom?
Provide programs to identify and educate against uncivil behavior
## Footnote
It's important to have policies that hold faculty and students accountable.
287
What are some strategies to change the trend of uncivil behavior in nursing education?
* Role modeling
* Coaching
* Open forums for discussion
* Stress-reduction activities like yoga and meditation
* Opportunities for counseling
* Communication-building activities
## Footnote
These strategies should be utilized within and outside of the classroom.
288
What is Bloom's taxonomy of learning used for?
To categorize objectives according to how they relate to one another
## Footnote
It helps educators frame learning goals and outcomes effectively.
289
What are the three major categories in Bloom's taxonomy?
* Cognitive (thinking domain)
* Affective (feeling domain)
* Psychomotor (doing or skills domain)
## Footnote
These domains are interdependent despite being listed separately.
290
What are the six levels of the cognitive domain?
* Knowledge
* Comprehension
* Application
* Analysis
* Synthesis
* Evaluation
## Footnote
These levels represent a hierarchy of cognitive skills from basic recall to higher-order thinking.
291
What does the knowledge level in the cognitive domain involve?
The learner can memorize or recall facts.
## Footnote
This level is foundational for further cognitive development.
292
What is the focus of the comprehension level in the cognitive domain?
The learner can understand what is being communicated.
## Footnote
This level requires interpretation of information.
293
Define the application level in the cognitive domain.
The learner can use ideas and principles and apply them to specific situations.
## Footnote
This level bridges theory and practice.
294
What does the analysis level enable a learner to do?
Recognize a piece of information by breaking it down into specific parts.
## Footnote
This skill is crucial for critical thinking.
295
What is meant by synthesis in the cognitive domain?
The learner can put together parts into a unified whole.
## Footnote
This level involves creativity and integration of knowledge.
296
What capabilities are associated with the evaluation level?
The learner can analyze or judge something by applying certain criteria.
## Footnote
This level represents the highest order of cognitive skills.
297
What methods are used to stimulate learning in the cognitive domain?
* Lecture
* Group discussion
* One-on-one learning
* Computer-assisted instruction
## Footnote
These methods cater to different learning styles.
298
What is the affective domain also known as?
The 'feeling' domain.
## Footnote
This domain focuses on emotions and attitudes.
299
List the levels of the affective domain.
* Receiving
* Responding
* Valuing
* Origination
* Characterization
## Footnote
These levels describe the internalization of feelings and values.
300
What does the receiving level in the affective domain enable?
The learner to become aware of an idea.
## Footnote
This is the first step towards emotional engagement.
301
What is the significance of the responding level in the affective domain?
It allows the learner to respond to an experience.
## Footnote
This can help learners overcome insecurity.
302
Define the valuing level in the affective domain.
The learner accepts and integrates an idea.
## Footnote
This level builds on previous levels of awareness and response.
303
What does origination allow in the affective domain?
The learner to incorporate ideas by organizing, classifying, and prioritizing values.
## Footnote
This level reflects higher-order emotional skills.
304
What is characterized by the characterization level in the affective domain?
The learner can show a consistent set of values and behaviors.
## Footnote
This level indicates a deep internalization of values.
305
What is the psychomotor domain also known as?
The skills domain
## Footnote
The psychomotor domain focuses on fine and gross motor abilities.
306
What is the first level of the psychomotor domain?
Perception
## Footnote
Perception involves becoming aware of the task to be performed.
307
At which level of the psychomotor domain does the learner show readiness to act?
Set
## Footnote
The set level is indicated by attending or favorable body language.
308
What occurs at the guided response level of the psychomotor domain?
The learner performs an action under the guidance of an instructor
## Footnote
This can occur after or simultaneously with the instructor's demonstration.
309
Define the mechanism level in the psychomotor domain.
The learner can perform steps of a certain skill repeatedly with confidence
## Footnote
This level indicates a degree of proficiency in the skill.
310
What characterizes the complex overt response level?
The learner can automatically perform a complex task with independence and correctly without hesitation
## Footnote
Mastery of the skill is demonstrated at this level.
311
What does the adaptation level in the psychomotor domain indicate?
The learner can adapt or modify a learned process to fit the needs of a given situation
## Footnote
This level indicates mastery of the process.
312
What is the highest level in the psychomotor domain?
Origination
## Footnote
At this level, the learner can create new motor acts to manipulate objects.
313
What example illustrates the set level in the psychomotor domain?
A learner being willing to try to hang an intravenous fluid bag
## Footnote
This shows readiness to engage with the task.
314
What is the importance of evaluation in teaching?
Evaluation is imperative to see if actual learning has occurred.
## Footnote
Evaluation helps in understanding the effectiveness of teaching methods and the learning process.
315
What does self-evaluation allow learners to do?
Self-evaluation allows learners to critique themselves and explore their strengths and weaknesses.
## Footnote
This process aids in goal setting for future improvement.
316
How can peer evaluations benefit learners?
Peer evaluations allow learners to assess and critique each other's performance.
## Footnote
This method can assist in self-reflection and expose learners to diverse perspectives.
317
What is a rubric, and how is it used in evaluations?
A rubric is used to guide the processes of self and peer evaluations.
## Footnote
It provides clear criteria for assessment, making evaluations more structured.
318
What is a potential issue with learners' self-perception?
Learners may lack self-awareness regarding their demeanor.
## Footnote
For instance, they might perceive themselves as professional, while others find them cold and uncaring.
319
What do thoughtful self and peer evaluations help develop?
They help develop professional maturity.
## Footnote
Engaging in constructive evaluation fosters a culture of continuous improvement.
320
What are signs of respiratory distress that learners should recognize?
Signs include retractions and work of breathing.
## Footnote
Understanding these signs is crucial for effective patient assessment.
321
What outcome should occur as a result of completely understanding a skill?
The learner should be able to recognize signs of distress or abnormal breathing patterns.
## Footnote
Mastery of skills is linked to the ability to identify related clinical signs.
322
What is the role of faculty in the professional development of learners?
Faculty are in the perfect position to foster professional development by demonstrating what the role should be.
323
How can role-modeling influence nursing students?
Role-modeling is a powerful tool to influence learners' attitudes, values, and morals into the profession.
324
What methods can faculty use to encourage professional development?
* Discussing continuing education for advanced degrees
* Belonging to professional organizations
* Engaging in professional conferences and activities
325
What is an excellent teaching modality for role modeling?
Simulation is an excellent teaching modality.
326
How does simulation assist learners in their development?
It helps learners develop skills, values, and attitudes that contribute to their success in their careers.
327
What is a significant challenge faced by accelerated nursing program learners?
Many learners express difficulty in coping with the demands of working in a fast-paced environment.
