lecture 7 Flashcards
1
Q
is a useful paradigm originally developed to
assist nurses to organize and carry out the education process.
A
The ASSURE
model
2
Q
Analyze the learner
State the objectives
Select the instructional methods and materials
Use the instructional methods and materials
Require learner performance
Evaluate the teaching plan and revise as necessary
what model?
A
The ASSURE
model
3
Q
the final outcome of what is
achieved at the end of the teaching–
learning process.
A
goal
4
Q
a specific, single, concrete,
one-dimensional behavior describing the
performance that learners should be able
to exhibit to be considered competent
A
objective
5
Q
t or f
objectives are short term and should be
achieved at the end of one teaching
session, or shortly after several teaching
sessions
A
t
6
Q
also may be written and
reflect aspects of a main objective
A
Subobjectives
7
Q
are best established
jointly between the client and the
nurse
A
learning goals
8
Q
t or f
These goals does not reflect the health behaviors
or health status change that the client
will have achieved by the end of an
educational intervention.
t or f
Learning goals should not relate to the
program goal.
A
both f; does reflect, should relate
9
Q
This indicate steps to be made by the client toward meeting the goal
A
learning objectives
10
Q
3 important characteristics under learning objectives
A
performance
condition
criterion
11
Q
describe what the learner is
expected to be able to do to demonstrate
kinds of behavior the teacher will accept as
evidence that objectives have been achieved
A
performance
12
Q
describes the situation under
which the behavior will be observed or the
performance will be expected to occur
A
condition
13
Q
describes how well, with what
accuracy or within what time frame the
learner must be able to perform the behavior
so as to be competent
A
criterion
14
Q
An easy way to remember the four elements
that should be in a behavioral objective is to
follow the ABCD rule; what does the acronym ABCD stand for?
A
audience
behavior
condition
degree
Elements of the Objective
15
Q
(who) The person (s) doing the task.
A
Audience
16
Q
(what) Action verb.
A
Behavior
17
Q
(under which circumstance)
A
Condition
18
Q
(how well, to what extent, within what time frame).
A
Degree
19
Q
the four step approach
A
To link a behavioral objective together,
the following three steps are
recommended:
1. Identify the testing situation
(condition).
2. State the learner and the learner’s
behavior (performance).
3. State the performance level (criterion).
4. State how well the learner will perform
the criterion.
20
Q
Provides basis for selection and design
of instructional content, methods, and
materials
Provides the learner with means to
organize efforts toward accomplishing
the objectives
Allows for the determination as to the
extent that objectives have been
accomplished
A
Advantages of Writing Objectives
21
Q
The — of a health education project should reflect the aim to influence improvement in some health problem or social living condition.
A
program goals
22
Q
3 domains of learning
A
Cognitive Domain
Affective Domain
Psychomotor Domain
23
Q
domains of learning are described
as existing as —, they are
— and can be experienced
simultaneously
A
separate entities; interdependent
24
Q
Objectives in each domain are classified in a
taxonomic form of hierarchy into —-
A
into low (most simple),
medium (moderately difficult), and
high (most complex) levels of behavior.
25
known as the “thinking” domain
cognitive domain
26
Learning in this domain involves acquiring information and addressing the
development of the learner’s intellectual abilities, mental capacities, understanding, and thinking processes
Objectives in this domain are divided into six levels.
cognitive domain
27
Learning in this domain involves acquiring information and addressing the
| cognitive domain
knowledge, comprehension, application, analysis, synthesis, evaluation
28
is an essential prerequisite
for learning affective and psychomotor skills.
cognitive knowledge
29
learning new facts or information and being able to recall them;** verbs**: choose, circle, cite, count, define, identify, label, list, match, outline, name, read,
recall, repeat, report, select, state, tell, write
knowledge
30
the ability to understand the meaning of the learned material; verbs: associate, describe, discuss, distinguish, estimate, explain, express,
generalize, give example, locate, recognize, review, summarize
comprehension
31
using abstract, newly learned ideas in a concrete situation; verbs: apply, demonstrate, examine, illustrate, implement, interpret, modify, order, relate,
report, restate, revise, solve, translate, use
application
32
breaking down information into organized parts; verbs: analyze, arrange, calculate, classify, compare, conclude, contrast, determine,
differentiate, discriminate, detect, distinguish, question
analysis
33
the ability to apply knowledge and skills to produce a new whole;assemble, arrange, categorize, combine, compile, correlate, create, design, devise,
detect, generalize, generate, formulate, integrate, manage, organize, plan, prepare, propose
synthesis
34
a judgment of the worth of a body of information for a given purpose;appraise, assess, conclude, critique, criticize, debate, defend, estimate, evaluate,
grade, judge, justify, measure, rank, rate, recommend, review, score, select, test
evaluation
35
After a 20-minute teaching session, the patient will be able to state with accuracy
the definition of chronic obstructive pulmonary disease (COPD).
Knowledge level
36
After watching a 10-minute video on nutrition following gastric bypass surgery,
the patient will be able to give at least three examples of food choices that will be included in his diet.
Comprehension level
37
On completion of a cardiac rehabilitation program, the patient will modify three
exercise regimes that can fit into his or her lifestyle at home.
Application level
38
After reading handouts provided by the nurse educator, the family member will
calculate the correct number of total grams of protein included on average per day in the family diet.
Analysis level
39
Given a sample list of foods, the patient will devise a menu to include foods from
the four food groups (dairy, meat, vegetables and fruits, and grains) in the recommended amounts for
daily intake.
Synthesis level
40
After three teaching sessions, the learner will assess his readiness to function
independently in the home setting.
Evaluation level
41
- evaluation
- synthesis
- analysis
- application
- comprehension
- knowledge
| bloom's taxonomy
bloom (1956)
42
- create
- evaluate
- analyze
- apply
- understand
- remember
anderson/krathwohl (2001)
43
Several teaching methods and tools exist for
the ---.
The methods most often used to stimulate
--- include
lecture, group discussion, one-to-one
instruction, and self-instruction activities,
such as computer-assisted instruction.
--- are all particularly successful in enhancing the
teaching methods to help learners master
cognitive content.
purpose of developing cognitive abilities;learning in the cognitive domain;Verbal, written, and visual tools
44
known as the “feeling” domain
affective domain
45
- Learning in this domain involves an increasing internalization or commitment to
feelings expressed as emotions, interests, beliefs, attitudes, values, and
appreciations.
- is divided into categories that specify the degree of a person’s depth of emotional
responses to tasks
affective domain
46
- receiving
- responding
- valuing
- organizing
- characteristics
affective domain
47
t or f
Educators use the affective domain to help
learners realize their own attitudes and values
t
48
The affective domain encompasses three levels that govern attitudes and feelings.
- intrapersonal level
- interpersonal level
- extrapersonal level
49
includes personal perceptions of one’s own self,
such as self-concept, self-awareness,
and self-acceptance.
The intrapersonal level
50
includes the
perspective of self in relation to other
individuals.
The interpersonal level
51
involves the
perception of others as established
groups.
The extrapersonal level
52
being willing to attend to another person’s words;
accept, admit, ask, attend, focus, listen, observe, pay
attention
receiving
53
active participation through listening and reacting verbally and nonverbally;agree, answer, conform, discuss, express,
participate, recall, relate, report, state willingness, try, verbalize
Responding
54
attaching worth to an object or behavior demonstrated by the learner’s behavior;assert, assist, attempt, choose, complete, disagree, follow,
help, initiate, join, propose, volunteer
Valuing
55
developing a value system by identifying and organizing values and resolving conflicts;adhere, alter, arrange, combine, defend, explain,
express, generalize, integrate, resolve
Organizing
56
acting and responding with a consistent value system; assert, commit, discriminate, display, influence, propose, qualify, solve, verify
Characterizing
57
During a group discussion session, the patient will admit to
any fears he may have about needing to undergo a repeat angioplasty.
Receiving level
58
At the end of one-to-one instruction, the child will
verbalize feelings of confidence in managing her asthma using the peak-flow
tracking chart.
Responding level
59
After attending a grief support group meeting, the patient will
complete a journal entry reflecting her feelings about the experience.
Valuing level
60
Organizing level: After a 45-minute group discussion session, the patient
Organizing level
61
Following a series of teaching sessions, the learner
will display consistent interest in maintaining good hand-washing technique
to control the spread of infection to patients, family members, and friends.
Characterizing level
62
Several teaching methods are powerful
and reliable in helping the learner
acquire affective behaviors.
● Examples of methods of instruction
that can be used to prepare nursing
staff and students as well as patients
and their families to develop values and
explore attitudes, interests, and
feelings:
● Role model, role play, simulation,
gaming, questioning, case studies, and
group discussion sessions
teaching in the affective domain
63
known as the “skills” domain
PSYCHOMOTOR DOMAIN
64
Learning in this domain involves acquiring fine and gross motor abilities such as
walking, handwriting, manipulating equipment, or performing a procedure.
* divided into seven levels, from simple to complex.
PSYCHOMOTOR DOMAIN
65
- perception
- set
- guided response
- mechanism
- complex overt response
- adaptation
- organization
psychomotor domain
66
t or f
the psychomotor domain can be examined separately and
requires different teaching approaches and evaluation strategies .
t
67
being aware of objects or qualities through the use of
sense organs; attend, choose, describe, detect, differentiate, distinguish, identify,
isolate, perceive, relate, select, separate
Perception
68
a readiness to take a particular action;attempt, begin, develop, display, position, prepare, proceed, reach,
respond, show, start, try
set
69
the performance of an act under the guidance
of an instructor involving imitation of a demonstrated act; align, arrange,
assemble, attach, build, change, choose, clean, compile, complete, construct,
demonstrate, discriminate, dismantle, dissect, examine, find, grasp, hold, perform,
pour, practice, reassemble, remove, repair, replace, separate, shake
guided response
70
a higher level of behavior that is more complex or
involves several more steps than a guided response;align, arrange,
assemble, attach, build, change, choose, clean, compile, complete, construct,
demonstrate, discriminate, dismantle, dissect, examine, find, grasp, hold, perform,
pour, practice, reassemble, remove, repair, replace, separate, shake
mechanism
71
smoothly and accurately
performing a motor skill that requires a complex
movement pattern;align, arrange,
assemble, attach, build, change, choose, clean, compile, complete, construct,
demonstrate, discriminate, dismantle, dissect, examine, find, grasp, hold, perform,
pour, practice, reassemble, remove, repair, replace, separate, shake
Complex overt response
72
the ability to change a motor response
when unexpected problems occur; adapt, alter, change, convert, correct, reorganize, replace, revise,
shift, substitute, switch
Adaptation
73
using existing psychomotor skills and
abilities to perform a highly complex motor act that
involves creating new movement patterns; arrange, combine, compose, construct, create, design, exchange, reformulate
Origination
74
After a 10-minute teaching session on aspiration
precautions, the family caregiver will describe the best position to place
the patient in during mealtimes to prevent choking
perception level
75
Following a demonstration of how to do proper wound care,
the patient will express a willingness to practice changing the dressing on
his leg using the correct procedural steps.
set level
76
After watching a 15-minute video on the
procedure for self-examination of the breast, the patient will perform the
exam on a model with 100% accuracy
guided response level
77
After a 20-minute teaching session, the patient will
demonstrate the proper use of crutches while repeatedly applying the
correct three-point gait technique.
mechanism level
78
After three 20-minute teaching sessions,
the patient will demonstrate the correct use of crutches while accurately
performing different tasks, such as going up stairs, getting in and out of
the car, and using the toilet.
complex overt response level
79
After reading handouts on healthy food choices, the
patient will replace unhealthy food items she normally chooses to eat at
home with healthy alternatives.
Adaptation level
80
After simulation training, the parents will respond
correctly to a series of scenarios that demonstrate skill in recognizing
respiratory distress in their child with asthma
Origination level
81
Different teaching methods, such as
demonstration, return demonstration,
simulation, and self-instruction, are useful for
the development of motor skills.
● Instructional materials, such as videos (DVDs),
audiotapes (CDs), models, diagrams, and
posters, are also effective approaches for
teaching and learning in the psychomotor
domain.
● When teaching psychomotor skills, it is
important for the educator to remember to keep
skill instruction separate from a discussion of
principles underlying the skill (cognitive
component) or a discussion of how the learner
feels about carrying out the skill (affective
component).
teaching psychomotor skills
82
observed actions are followed, the learner's movements are gross, coordination lacks smoothness and errors occurs. time and speed required to perform are biased on learner needs
| dave's level of psychomotor learning
limitation
83
written instructions are followed, the learner's coordinated movements are variale and accuracy is measured based on the skill of using witten procedures as a guide. time and speed required to perform vary
| dave's level of psychomotor learning
manipulation
84
logical sequence of actions is carried out. the learner's movements are coordinated at a higher level, and errors are minimal and relatively minor. time and speed required to perform remain variable
precision
85
logical sequence is carried out. the learner's movement are coordinated at a high level, and errors are limited. time and speed required to perform are within reasonable expectations
articulation
86
naturalization
87
Describing what the teacher does rather than what the learner is
expected to do
● Including more than one expected behavior in a single objective
● Forgetting to identify all four components of condition,
performance, criterion and who the learner is
● Using terms for performance that are open to many
interpretations, are not action oriented and are difficult to
measure
● Writing objectives that are unattainable and unrealistic given the
ability level of the learner
● Writing objectives that do not relate to the stated goal
● Cluttering objectives by including unnecessary information
● Being too general so as not to specify clearly the expected
behavior to be achieved
Common
Mistakes
When Writing
Objectives
88
be specific about what is to be
achieved
SPECIFIC
89
quantify or qualify objectives
by including numeric, cost or percentage
amounts or degree/ level of mastery expected
MEASURABLE
90
write attainable objectives
ACHIEVABLE
91
resources must be available and
accessible to achieve objectives
REALISTIC
92
state when the objectives will be
achieved
TIMELY
93
A blueprint to achieve the goal and the
objectives that have been developed.
* Along with listing the goal and objectives, this
plan should indicate the purpose, content,
methods, tools, timing, and evaluation of
instruction.
* The teaching plan should clearly and concisely
identify the order of these various parts of the
education process
teaching plan
94
# ```
Why should we prepare a health
teaching plan
Three Major Reasons:
● To **direct the teacher** to look at the relationship
between each of the steps of the teaching
process to make sure that there is a logical
approach to teaching.
● To **communicate in writing** exactly what is
being taught, how it is being taught and
evaluated, and the time allotted to meet each of
the behavioral objectives. This is essential for the
involvement of the patient and each member of
the healthcare team.
● To** legally document** that an individual plan for
each learner is in place and is being properly
implemented.
95
Purpose (the why of the educational session)
Statement of the over-all goal
List of objectives
An outline of the content to be covered in the
teaching session
Instructional methods used for teaching the
related content
Time allotted for the teaching of each objective
The instructional resources (materials/tools and
equipment) needed
The method(s) used to evaluate learning
ELEMENTS OF A TEACHING PLAN
96
is the major criterion for
judging the integrity of a teaching plan
Internal consistency
97
When constructing a teaching plan, the educator
must be certain that, above all else,--- exists within the plan.
A teaching plan is said to be internally consistent
when all eight parts are --- to one another.
Adherence to the concept of internal consistency
requires that the domain of learning for each
objective be reflected across each of the elements
of the teaching plan, from the purpose all the way
through to the end process of evaluation.
All parts of the teaching plan need to ---- to each
other, with the overall intention of meeting the goal.
internal
consistency,related, relate
98
t or f
assessment of the learner is a
prerequisite to formulating objectives.
t or f
Writing clear and concise behavioral
objectives is fundamental to the
education process.
t or f
Goals and objectives serve as a guide to
planning, implementation, and
evaluation of teaching and learning.
all true
