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HEALTH EDUCATION (LECTURE) > SAS#6 > Flashcards

SAS#6 Flashcards

1
Q

A submission or yiellding to predetermined goals through regimens prescribe or established by others

As such, this term has a manipulative or authoritative understand that implies an attempt to control the learners right to decision making

A

COMPLIANCE

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2
Q

A commitment or attachment to a prescribed, predetermined regimen

This term is used interchangeably with compliance in the measurement of health outcomes

A

ADHERENCE

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3
Q

Including patients demographics, severity of disease, and complexity of treatment regimen

A

BIOMEDICAL THEORIES

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4
Q

Focuses on external factors that influence the patients’ adherence such as rewards use contract and social support

A

BEHAVIORAL/SOCIAL LEARNING THEORIES

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5
Q

Feedback loop of sending, receiving comprehending retaining and acceptance

A

COMMUNICATION MODELS

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6
Q

Weighing the benefits of treatment and the risk of disease through the use of cost benefit logic

A

RATIONAL BELIEF THEORY

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7
Q

This term carries a negative connotation of the learner but may in fact be a resilient response or defensive coping mechanism

A

NON COMPLIANCE

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8
Q

Power originates from within and is related to personal abilities

A

INTERNAL

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9
Q

Faith is a powerful outside influence

A

CHANCE EXTERNAL

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10
Q

Others such as family friends and associate are powerful influences

A

OTHERS EXTERNAL

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11
Q

Doctors have power to control outcomes

A

DOCTORS EXTERNAL

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12
Q

To set into motion, from the latin word movere, a psychological force that moves a person to work some kind of action positive or negative

A

MOTIVATION

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13
Q

Movement in a direction of meeting a need or reaching a goal
Time is a critical factor related to motivation

Nurse educators act as facilitators to work a desired goal and to prevent delays

A

LEWIN’S THEORY OF MOTIVATION

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14
Q

Integrated fullness of the individual and a hierarchy of goals

A

MAJOR PREMISES

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15
Q

Domains of that may be influenced by the educator as a facilitator or blocker

A

COGNITIVE (thinking processes)
AFFECTIVE (emotions and feelings)
PSYCHOMOTOR (skill behavior)
SOCIAL CIRCUMSTANCES

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16
Q

Maybe incentives to wired or obstacles to achieving desired behaviors

A

MOTIVATIONAL FACTORS

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17
Q

These factors influence motivation in the direction of a desired goal, need to be considered in the context of the individual

A

MOTIVATIONAL INCENTIVES

18
Q

Are premises on which an understanding of a phenomenon is based

A

MOTIVATIONAL AXIOMS

19
Q

Learning offers best when a state of moderate anxiety exist.

In this optimal state for learning, the learners ability to observe focus attention learn and adapt is operative

A

STATE OF OPTIMAL ANXIETY

20
Q

Goals that are within the persons grasp impossible to achieve will likely be something to ward which an individual will work

A

REALISTIC GOALS

21
Q

Desire to move towards a goal and readiness to learn ara factors that influence motivation.

Desire cannot be imposed to the learner but can be significantly influenced by external factors

A

LEARNER READINESS

22
Q

Success is self-satisfying and feeds the learners self-esteem.
In a cyclical process, success in self-esteem escalate, moving the learner to work accomplishment of additional goals.

A

LEARNERS SUCCESS

23
Q

Expressions of constructive emotional state

A

AFFECTIVE VARIABLES

24
Q

Capacity to perform required behavior

A

PSYCHOLOGIC VARIABLES

25
Q

Previous successful experiences

A

EXPERIMENTAL VARIABLE

26
Q

Appropriateness of physical environment social support systems family group

A

ENVIRONMENTAL VARIABLES

27
Q

Prediction of positive relationship

A

EDUCATOR - LEARNER RELATIONSHIP SYSTEM

28
Q

Introduces opposing positions, case studies and variable instructional presentations

A

ATTENTION

29
Q

Capitalizes on the learners experiences usefulness needs and personal choices

A

RELEVANCE

30
Q

Deals with learning requirements level of difficulty expectations attributions and sense of accomplishment

A

CONFIDENCE

31
Q

Pertains to time we use of new skill use of rewards praise and self-evaluation

A

SATISFACTION

32
Q

is initially highlighted by raising your clients awareness of the negative personal familial or community consequences of a problem behavior and helping them confront the substance use that contributed to the consequences

A

DISCREPANCY

33
Q

Is a specifiable and learnable skill for understanding another’s meaning through the use of reflective listening.
it requires sharp attention to each new client statement and the continual generation of hypothesis as underlying meaning

A

EXPRESS EMPATHY/EMPATHY

34
Q

Helps you understand your clients point of view and elicits their feelings about the given topic or situation

A

ASKING OPEN-ENDED QUESTIONS

35
Q

A fundamental component of motivational interviewing, is a challenging skill in which you demonstrate that you have accurately heard and understood a client’s communication by restating its meaning

A

REFLECTIVE LISTENING

36
Q

Predictor of preventive health behavior

A

HEALTH BELIEF MODEL

37
Q

Focuses on a person’s expectations relative to a specific course of action

A

SELF-EFFICACY THEORY

38
Q

Explain behavioral change in terms of threat and copying appraisal

A

PROTECTION MOTIVATION THEORY

39
Q

Focuses on prediction and understanding of human behavior within a social context

A

THEORY OF PLANNED BEHAVIOR

40
Q

Learning partnership that collaborates and negotiate with consumer

A

THERAPEUTIC ALLIANCE MODEL

41
Q

More research is needed about health behaviors of the learner to complement growing interest in evidence-based practice

A

STATE OF THE EVIDENCE

42
Q

Understand and compare models (similarities and dissimilarities)

Educator agreement with model conceptualization

Functional utility of model

A

MODELS FOR HEALTH EDUCATION A

HEALTH EDUCATION (LECTURE) (16 decks)

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