lecture 7

Question 1

is a useful paradigm originally developed to
assist nurses to organize and carry out the education process.

Answer 1

The ASSURE
model

Question 2

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?

Answer 2

The ASSURE
model

Question 3

the final outcome of what is
achieved at the end of the teaching–
learning process.

Answer 3

goal

Question 4

a specific, single, concrete,
one-dimensional behavior describing the
performance that learners should be able
to exhibit to be considered competent

Answer 4

objective

Question 5

t or f
objectives are short term and should be
achieved at the end of one teaching
session, or shortly after several teaching
sessions

Answer 5

t

Question 6

also may be written and
reflect aspects of a main objective

Answer 6

Subobjectives

Question 7

are best established
jointly between the client and the
nurse

Answer 7

learning goals

Question 8

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.

Answer 8

both f; does reflect, should relate

Question 9

This indicate steps to be made by the client toward meeting the goal

Answer 9

learning objectives

Question 10

3 important characteristics under learning objectives

Answer 10

performance
condition
criterion

Question 11

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

Answer 11

performance

Question 12

describes the situation under
which the behavior will be observed or the
performance will be expected to occur

Answer 12

condition

Question 13

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

Answer 13

criterion

Question 14

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?

Answer 14

audience
behavior
condition
degree

Elements of the Objective

Question 15

(who) The person (s) doing the task.

Answer 15

Audience

Question 16

(what) Action verb.

Answer 16

Behavior

Question 17

(under which circumstance)

Answer 17

Condition

Question 18

(how well, to what extent, within what time frame).

Answer 18

Degree

Question 19

the four step approach

Answer 19

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.

Question 20

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

Answer 20

Advantages of Writing Objectives

Question 21

The — of a health education project should reflect the aim to influence improvement in some health problem or social living condition.

Answer 21

program goals

Question 22

3 domains of learning

Answer 22

Cognitive Domain
Affective Domain
Psychomotor Domain

Question 23

domains of learning are described
as existing as —, they are
— and can be experienced
simultaneously

Answer 23

separate entities; interdependent

Question 24

Objectives in each domain are classified in a
taxonomic form of hierarchy into —-

Answer 24

into low (most simple),
medium (moderately difficult), and
high (most complex) levels of behavior.

Question 25

known as the “thinking” domain

Answer 25

cognitive domain

Question 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.

Answer 26

cognitive domain

Question 27

Learning in this domain involves acquiring information and addressing the

cognitive domain

Answer 27

knowledge, comprehension, application, analysis, synthesis, evaluation

Question 28

is an essential prerequisite
for learning affective and psychomotor skills.

Answer 28

cognitive knowledge

Question 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

Answer 29

knowledge

Question 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

Answer 30

comprehension

Question 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

Answer 31

application

Question 32

breaking down information into organized parts; verbs: analyze, arrange, calculate, classify, compare, conclude, contrast, determine,
differentiate, discriminate, detect, distinguish, question

Answer 32

analysis

Question 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

Answer 33

synthesis

Question 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

Answer 34

evaluation

Question 35

After a 20-minute teaching session, the patient will be able to state with accuracy
the definition of chronic obstructive pulmonary disease (COPD).

Answer 35

Knowledge level

Question 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.

Answer 36

Comprehension level

Question 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.

Answer 37

Application level

Question 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.

Answer 38

Analysis level

Question 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.

Answer 39

Synthesis level

Question 40

After three teaching sessions, the learner will assess his readiness to function
independently in the home setting.

Answer 40

Evaluation level

Question 41

• evaluation
• synthesis
• analysis
• application
• comprehension
• knowledge

bloom’s taxonomy

Answer 41

bloom (1956)

Question 42

• create
• evaluate
• analyze
• apply
• understand
• remember

Answer 42

anderson/krathwohl (2001)

Question 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.

Answer 43

purpose of developing cognitive abilities;learning in the cognitive domain;Verbal, written, and visual tools

Question 44

known as the “feeling” domain

Answer 44

affective domain

Question 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

Answer 45

affective domain

Question 46

• receiving
• responding
• valuing
• organizing
• characteristics

Answer 46

affective domain

Question 47

t or f
Educators use the affective domain to help
learners realize their own attitudes and values

Answer 47

t

Question 48

The affective domain encompasses three levels that govern attitudes and feelings.

Answer 48

• intrapersonal level
• interpersonal level
• extrapersonal level

Question 49

includes personal perceptions of one’s own self,
such as self-concept, self-awareness,
and self-acceptance.

Answer 49

The intrapersonal level

Question 50

includes the
perspective of self in relation to other
individuals.

Answer 50

The interpersonal level

Question 51

involves the
perception of others as established
groups.

Answer 51

The extrapersonal level

Question 52

being willing to attend to another person’s words;
accept, admit, ask, attend, focus, listen, observe, pay
attention

Answer 52

receiving

Question 53

active participation through listening and reacting verbally and nonverbally;agree, answer, conform, discuss, express,
participate, recall, relate, report, state willingness, try, verbalize

Answer 53

Responding

Question 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

Answer 54

Valuing

Question 55

developing a value system by identifying and organizing values and resolving conflicts;adhere, alter, arrange, combine, defend, explain,
express, generalize, integrate, resolve

Answer 55

Organizing

Question 56

acting and responding with a consistent value system; assert, commit, discriminate, display, influence, propose, qualify, solve, verify

Answer 56

Characterizing

Question 57

During a group discussion session, the patient will admit to
any fears he may have about needing to undergo a repeat angioplasty.

Answer 57

Receiving level

Question 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.

Answer 58

Responding level

Question 59

After attending a grief support group meeting, the patient will
complete a journal entry reflecting her feelings about the experience.

Answer 59

Valuing level

Question 60

Organizing level: After a 45-minute group discussion session, the patient

Answer 60

Organizing level

Question 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.

Answer 61

Characterizing level

Question 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

Answer 62

teaching in the affective domain

Question 63

known as the “skills” domain

Answer 63

PSYCHOMOTOR DOMAIN

Question 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.

Answer 64

PSYCHOMOTOR DOMAIN

Question 65

• perception
• set
• guided response
• mechanism
• complex overt response
• adaptation
• organization

Answer 65

psychomotor domain

Question 66

t or f
the psychomotor domain can be examined separately and
requires different teaching approaches and evaluation strategies .

Answer 66

t

Question 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

Answer 67

Perception

Question 68

a readiness to take a particular action;attempt, begin, develop, display, position, prepare, proceed, reach,
respond, show, start, try

Answer 68

set

Question 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

Answer 69

guided response

Question 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

Answer 70

mechanism

Question 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

Answer 71

Complex overt response

Question 72

the ability to change a motor response
when unexpected problems occur; adapt, alter, change, convert, correct, reorganize, replace, revise,
shift, substitute, switch

Answer 72

Adaptation

Question 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

Answer 73

Origination

Question 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

Answer 74

perception level

Question 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.

Answer 75

set level

Question 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

Answer 76

guided response level

Question 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.

Answer 77

mechanism level

Question 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.

Answer 78

complex overt response level

Question 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.

Answer 79

Adaptation level

Question 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

Answer 80

Origination level

Question 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).

Answer 81

teaching psychomotor skills

Question 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

Answer 82

limitation

Question 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

Answer 83

manipulation

Question 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

Answer 84

precision

Question 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

Answer 85

articulation

Answer 86

naturalization

Question 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

Answer 87

Common
Mistakes
When Writing
Objectives

Question 88

be specific about what is to be
achieved

Answer 88

SPECIFIC

Question 89

quantify or qualify objectives
by including numeric, cost or percentage
amounts or degree/ level of mastery expected

Answer 89

MEASURABLE

Question 90

write attainable objectives

Answer 90

ACHIEVABLE

Question 91

resources must be available and
accessible to achieve objectives

Answer 91

REALISTIC

Question 92

state when the objectives will be
achieved

Answer 92

TIMELY

Question 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

Answer 93

teaching plan

Question 94

```

Why should we prepare a health
teaching plan

Answer 94

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.

Question 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

Answer 95

ELEMENTS OF A TEACHING PLAN

Question 96

is the major criterion for
judging the integrity of a teaching plan

Answer 96

Internal consistency

Question 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.

Answer 97

internal
consistency,related, relate

Question 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.

Answer 98

all true