Heeal Education - Module 5 and 6 Flashcards
(112 cards)
1
Q
The ability to use print and written information to
function in society, to achieve one’s goals, and to
develop one’s knowledge and potential (U.S.
Department of Education (USDOE), 1993).
A
Literacy
2
Q
The Three General
Kinds Of Tasks Of Literacy (Adams Price, 1993; Fisher, 1999):
A
Prose tasks, Document tasks, and Quantitative tasks
3
Q
This measure reading comprehension and the ability to extract themes from newspapers, magazines, poems, and books.
A
Prose tasks
4
Q
This assesses the ability of readers to interpret documents such as insurance reports, consent forms, and transportation schedules
A
Document tasks
5
Q
This assesses the ability to work with numerical information embedded in written material such as computing restaurant menu bills, figuring out taxes, interpreting paycheck stubs, or calculating calories on a nutrition checklist.
A
Quantitative tasks
6
Q
An educated person, one who is able to read and
write (Webster’s Collegiate Dictionary, 1999).
A
Literate
7
Q
It is the total inability to read or write ( Doak et al., 1996).
A
Illiteracy
8
Q
Refers to how well an individual
can read, interpret, and comprehend
health information for maintaining an optimal
level of wellness.
A
Health Literacy
9
Q
These refer to the ability of adults to read, write, and comprehend information between the fifth and eighth grade level of difficulty. (Doak et al., 1996).
A
Marginally literate or marginally illiterate
10
Q
These are adults who have reading, writing, and comprehension skills below the fifth-grade level; that is, they lack the fundamental education skills needed to function effectively in today’s society.
A
Functional Illiteracy or functional illiterate
11
Q
Defined as the ease with which written or printed information can be read based on a measure of a number of different elements within a given text of printed material that influence with what degree of success a group of readers will be able to read the
style of writing of a selected printed passage.
A
Readability
12
Q
It is the degree to which individuals understand what
they have read (Fisher, 1999).
A
Comprehension
13
Q
It is the ability to read and interpret numbers (Morgan, 1993; Williams et al., 1995; Fisher, 1999; Doak et al., 1996).
A
Numeracy
14
Q
Being able to understand the traditions, regular
activities and history of a group of people from a
given culture.
A
Cultural Literacy
15
Q
It has been termed the “silent epidemic,” the “silent barrier,” and the “silent disability” ( Kefalides, 1999; Doak & Doak 1987).
A
Literacy
16
Q
It has been portrayed “as an invisible handicap that affects all classes, ethnic groups, and ages” (Fleener & Scholl, 1992, p.
740).
A
Illiteracy
17
Q
Myths of Literacy
A
- Illiterates are stupid and slow learners or incapable of learning at all.
- Illiterates can be recognized by their appearance.
- The number of years of schooling completed correlates with literacy skills.
- All illiterates are foreigners, poor, of an ethnic or racial minority, and/or from the South.
- Most illiterates will freely admit that they do not know how to read or do not understand.
18
Q
The formula calculates the grade level of a text sample based on sentence length and the number of unfamiliar words. This considers “unfamiliar words” as words that 3rd grade and below do not recognize.
A
Spache Formula
19
Q
This tells us how easy or difficult a text is to read. It also tells us how difficult it is to understand.
A
Flesch Formula or Flesch Reading Ease Formula
20
Q
This refers to a readability test that aims to determine the level of text difficulty, or how easy a text is to read.
A
Fog index
21
Q
This is a formula used to calculate the US grade level
required to understand a piece of text. This is the aim
of most readability formulas. This formula is different
from other formulas because it calculates the grade level.
A
Fry Readability Graph Extended
22
Q
This tool measures the years of education required by
an average person to understand any piece of writing.
A
SMOG Formula
23
Q
This has been specifically recommended for assessing understanding of health education literature.
A
Cloze Test
24
Q
This test also measures a reader’s comprehension
skills.
A
Listening Test
25
It is a word recognition screening test. It is used to assess a patient’s ability to recognize and pronounce a list of words out of context as a criterion for measuring reading skills.
WRAT (Wide Range Achievement Test)
26
It is a screening instrument to assess an adult patient’s ability to read common medical words and lay terms for body parts and illnesses.
Rapid Estimate of Adult Literacy in Medicine (REALM)
27
This test is a relatively new instrument for measuring patients’ literacy skills using actual hospital materials, such as prescription labels, appointment slips, and informed consent documents.
TOFHLA (Test of Functional Health Literacy in Adults)
28
It can identify specific deficiencies in instructional materials that reduce their suitability.
SAM (SUITABILITY ASSESSMENT OF MATERIALS)
29
Using techniques to improve communication with patients has the potential to greatly enhance their understanding
MAYEAUX 1996
30
Teaching clients with poor reading skills does not have to be viewed as a problem but rather can be seen as a challenge
DUNN 1985
31
Existing teaching methods and tools can be adapted to meet the logic, language, and experience of the patient who has difficulty with reading and comprehension
DOAK 1998
32
They suggest the following tips as
| useful strategies for the nurse educator to employ
(Walker 1987 ; Hussey 1991 ; Fain 1994b; Meade & Thornhill1989 ; Dunn 1985; Brez& Taylor 1997 ; Doak1998 ; Winslow 2001; Mayeauxet al., 1995; Murphy & Davis 1997; Austin et al., 1995)
33
Stick to the essentials, paring down the information you teach to what the patient must learn.
Use the smallest amount of information possible to accomplish the predetermined behavioral objectives.
34
Explain information in simple terms, using everyday language and personal examples relevant to the patient’s background (Spees 1991; Byrme & Edeani, 1984; Lerner et al, 2000).
Make points of information as vivid and explicit as possible
35
Teaching in increments and organizing information into chunks helps to reduce anxiety and confusion and give enough time for patients to understand each item before proceeding to the next unit of information.
Teach one step at a time.
36
Oral instruction contains cues such as tone, gestures and expressions that are not found in written materials.
Use multiple teaching methods and tools requiring fewer literacy skills
37
Encouraging patients to explain something in their own words may take longer and requires patience on the part of the educator, but feedback in this manner can reveal gaps in knowledge or misconceptions of information.
Allow patients the chance to restate information in their own words and to demonstrate any procedures being taught.
38
It is important to recognize that illiterate persons may feel like failures when they cannot work through a problem. Reassure patients that is normal to have trouble with new information and that they are doing well and encourage them to keep trying.
Keep motivation High.
39
A way to facilitate learning is to simplify information by using the principles of tailoring and cuing.
Build-in coordination procedures.
40
It refers to coordinating patient’s regimens into their daily schedule rather than forcing them to adjust their lifestyles to regimens imposed on them. It personalizes the message so that instruction is individualized to meet the patient’s learning needs.
Tailoring
41
It focuses on the appropriate combination of time and situational using prompts and reminders to get a person to perform a routine task.
Cueing
42
RESEARCH EFFORTS MUST FOCUS ON FOUR AREAS and these are
* LITERACY SCREENING
* METHODS OF HEALTH EDUCATION
* MEDICAL OUTCOMES AND ECONOMIC COSTS
* UNDERSTANDING THE CASUAL PATHWAY OF HOW HEALTH LITERACY INFLUENCES HEALTH
43
It has been enriched by expressive techniques, such as movements, poetry, and art (Byers & Forinash, 2004; Picard, 2000; Picard & Mariolis, 2002; Picard Sickul, & Natale,
Education of healthcare practitioners
44
These build on customary learning activities within
| the curriculum such as lecture content, reading assignments, and clinical experiences.
Embodied knowing techniques
45
It is expanding consciousness and the
| capacity for self-reflection, expression, and recognition are aspects of expanding consciousness.
Health
46
Through expressive techniques, students have an opportunity to engage in reflection with a sense of immediacy. The exercise provides an opportunity to take knowledge and make it their own.
Personal Knowing: Self-awareness
47
Movement experiential provides an opportunity to play with concepts, theories, and clinical knowledge, as is described in the following exercises.
Empirical Knowing: Integrating Knowledge
48
Every component of these exercises provides moments to engage the moral imagination of students. For example, if a student chooses to pass on a certain portion of the activity, then the principle of respect for their choice can be a disposition, not only in relation to the group but also in relation to
patient’s choices.
Ethical Knowing: How Should I Act With This Knowledge
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Exploring movement and other expressive art forms engages participants in questioning what information is valuable. Arts integrated education helps to balance customary that emphasize rational, literal approaches with multisensory awareness. Through expressive techniques,
Aesthetic Knowing: How Do I Express My Understanding of This Knowledge
50
Provides an opportunity for the individuals in a group to limber their body and voice for the activity of the class
WARN-UP
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Involves letting go of what was on one’s mid
before the activity in order to focus on the
present and upcoming activity.
RELEASE
52
It is a selected psychosocial content
| focus..
THEME
53
Brings together the physicality and cognition of the thematic material. Centering brings focus from the thematic material to participants’ sensations and the environment of the classroom.
CENTERING
54
It is the opportunity to organize the body-mind
experience in a manner that enables one to
attend to other tasks that follow this session.
Closure
55
It is a systematic contest of speakers in which two points of view of a proposition are advanced with proof” (Barnhart, 1966)
Debate
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These are used as opportunities for candidates to make their perspectives known on key issues.
Political Debate
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It provides opportunities for students to analyze an issue or problem in-depth and to reach an informed, unbiased conclusion or resolution.
Debate
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2 important components of the professional role
Analysis of significant issues and The ability to communicate in efficient and effective ways.
59
The ability to communicate one’s thought clearly and concisely evolves from what
The formulation of a perspective on a topic, analysis of that perspective and other views, and development of sound conclusions.
60
It is argumentative, with each team competing to establish its position as the most correct one or the one that should be upheld.
Debate
61
What should the learners analyze?
What are the key elements?
What historical precedents have contributed to the issue?
Who are the key proponents and opponents of the issue?
What is the future of the issue?
62
What are the learning goals of the debate strategy?
```
⊹Improving oral communication skills
⊹Library skills
⊹Structuring
⊹Presenting arguments
⊹Exercising analytical skills
```
63
Conditions central to the use of debate as an effective strategy include the following
Students need to be introduced to key issues in the course and have been able to identify controversial points suitable for debate.
Students need to be familiar with one another in order to form working groups.
Students need knowledge of existing resources to use in formulating debate. This includes increased familiarity with the faculty member(s) as a source of support and information.
64
Types of learners for the debate strategy
Undergraduate students, Graduate students, and Practitioners
65
It is useful for a student who is strongly influenced by personal values or certain work experiences.
Debate
66
Resources for Debate
Library, journal books, printed materials, Electronic information systems
67
These are extremely helpful to students as electronic media access most current information.
Electronic information systems
68
The debate is consist of what
Opening remarks, two affirmative and negative presentations, rebuttal, and summary.
69
These are based on preparation, individual performance, and group efforts that were reflected in the effectiveness of the debate.
Debate grades
70
These are classified in multiple ways. One author divides them into entertainment, educational, experimental, research, operational research, and operational categories.
Games
71
7 PRINCIPLES FOR GOOD IN UNDERGRADUATE EDUCATION
1. Encourages contact between students and faculty.
2. Develops reciprocity and cooperation among students.
3. Encourages active learning.
4. Gives prompt feedback.
5. Emphasize time on task.
6. Communication high expectations.
7. Respect diverse talent and ways of learning
72
These can be used to address all levels of cognitive objects, from reinforcing the learning of basic facts, to developing application and analysis skills, and culminating in promoting synthesis and evaluation.
Games
73
Instructors must work out and enforce the timing of games.
Timing
74
Motivation may be limited to those who win; losing may produce a failure that
decreases self-esteem.
Competition
75
Developing and running a game may be expensive initially; it is quite a time to create or flesh
out even a frame game.
Cost
76
The needs of all participants may not be met within a simulation or game.
Participant's Needs
77
There is a chance, when students have fun, to lose sight of the educational value of a session
Lack of appropriate debriefing-
78
The features of this include the cardiovascular system, the respiratory system there are also other simulator that includes Pharmacological system that is
capable of responding to drugs
Simulator
79
What are the four components of a simulator
A lifelike mannequin, A free-standing enclosure containing many of the simulator's components, A computer, and an Interface
80
What are the different types of simulator
Adult Patient Human Simulator, Pedia Sim and Baby Sim
81
This established the dominant paradigm for healthcare education in the 20th century (Papa & Harasym,1999). Two key components of the model were a university
The Landmark Flexner Report to the Carnegie Foundation in 1910
82
He believed that learning was most effective when it occurred within the term the “zone of proximal development”, where what was to be learned was just beyond the current knowledge level of the student.
The Russian psychologist Vygotsky (1978)
83
To accommodate a simulator, instructor, and four to six students requires how much floor space.
Approximately 250 square feet
84
He is responsible for setting the scenario
Primary Instructor
85
He is responsible for activating the simulation
| system
Simulator Operator
86
He is responsible for guiding students through the
| simulator
Primary Instructor
87
He is responsible for providing transition cues to
| the simulator operator
Primary Instructor
88
He is responsible for starting patient software
Simulator Operator
89
He is responsible for overlaying clinical scenarios
Simulator Operator
90
He is responsible for monitoring the process of the
| scenario
Simulator Operator
91
He is responsible for modeling behaviors
Primary Instructor
92
He is responsible for monitoring or correcting
| student performance
Primary Instructor
93
He is responsible for adjusting the scenario as
| dictated by the primary instructor
Simulator Operator
94
He is responsible for correcting simulating errors
Primary Instructor
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What are the Seven Step Process for the Development of Simulation Process
1. Define Educational Objectives
2. Construct the Clinical Scenario
3. Define the underlying physiological concept
4. Modify programmed patients and scenarios, as necessary
5. Assemble required equipment
6. Run the program and collect feedback
7. Reiterate steps 2 6 until satisfied
96
It is an exciting application of advanced technology in healthcare professionals education. Used correctly, whole body, high fidelity patient simulators can effectively bridge between static classroom-based instruction and the dynamic, unpredictable clinical environment
Simulator
97
is an educational process in which learning is centered around problems as opposed to discrete subject-related courses. Students are given patient scenarios or difficulties in small groups, and then develop learning challenges linked to what they need to know in order to grasp the situation. They then participate in the independent self-study before returning to their groups to apply their new knowledge to the patient's problem.
Problem-based Learning
98
It was originally viewed as an all or none phenomenon in which an educational program had to commit entirely, to the curricular philosophy to attain the most benefits
Problem-based Learning, BARROWS & TAMBLYN, 1980
99
Programs that had individual problem-based courses and more traditional courses running concurrently were thought to produce mixed messages in the student and devalue the problem-based components
WALTON & MATTHEWS, 1299
100
Who can benefit from the use of PBL to simulate re- elastic clinical situations?
Health professional students at all levels
101
Who is thought to be more likely to revert to lecture types of behaviors and be less facilitatory?
Content experts
102
It is increasingly popular teaching and learning strategy within the health professions. The clinical relevance, small group interactions, and active hearing provided make it an appealing curricular alternative. Faculty train-in and expertise are essential for successful outcomes.
Problem-based Learning
103
It is an important element of the overall PBL
process. Problems are not simply a restatement of all salient clinical information. Rather, the problems are carefully designed to elicit discussion and lead to student identification of the learning issues for which the problem was designed. There is evidence that even small changes to a problem can influence the
student's discussions (Solomon, Blumberg; & Shehata, 1992)
Problem Design
104
This model provides a framework for
clinical discourse that allows for the discovery of the
knowledge necessary in the provision of care
John's Model
105
It is the process of examining one’s own practice in order to uncover those factors that one brings to provider-patient or provider colleague interactions that either hinder or enhance one’s ability to interact therapeutically
Reflective practice
106
It is measured individually so reflective practice is appropriate for all levels and types of students, including undergraduate, graduate, and doctoral
students.
Growth
107
It is an effective method of staff development, wherein a novice is partnered with an expert practitioner to develop his or her tacit knowledge by critically reflecting on significant clinical interactions.
Reflective practice
108
Who can benefit from reflective practice wherein they can use to examine their own personal and nursing knowledge needs as they strive to meet the evolving needs of society and the individual.
Expert health professionals
109
It requires the development of a safe environment for disclosure.
Reflective practice as a teaching method
110
This is an important resource. He needs to
know both theoretical and clinical knowledge and should be competent in the process of reflection. Their role is to assist the student in the reflective process through the use of Johns’s reflective cues.
Facilitator
111
This needs to provide a sense of privacy so that safe disclosure can occur. The room should be arranged so that all group members are facing one another in order to help foster a sense of group and equality.
Setting of the seminar
112
This provides a useful framework for examining
| clinical interactions.
Johns’s structured reflection model
