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Health- Education- Reviewer

bs nursing (Southwestern University PHINMA)

Studocu is not sponsored or endorsed by any college or university

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HEALTH EDUCATION

PRE TEST:

Introduction to Health Education

 A state of complete physical, mental, and social well-being and not merely the
absence of disease or infirmity.
Answer: Health Education

 Refers to anatomical integrity and physiological functioning of the body.

Answer: Physical Health

 It is a state of social dysfunction; a role that an individual assumes when ill.

Answer: Disease

 The ability to make and maintain acceptable interactions with other people.
Answer: Social Health

 Is the existence of some pathology or abnormality of the body, accepted investigation.

Answer: Illness

 According to Lawrence Green: health education is a combination of learning

experiences designed to facilitate voluntary actions conducive to health.
Answer: True

 Health Education is the process by which individuals and groups of people learn to
promote, maintain, and restore health.
Answer: True

 One of the aims of health education is to be part of all education, and to promote
throughout whole span of life.
Answer: True

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 Mental Health is the ability to learn and think clearly.

Answer: True

 Illness is a state of social dysfunction, a role that individual assumes when ill.
Answer: False

TOPIC 1:
HEALTH EDUCATION

WHAT IS HEALTH EDUCATION?

“A state of complete physical, mental and social well-being and not merely the absence of
disease or deformity.”

“Health is the quality of life that enables the individual to live most and serve best.” -
According to J.F.William

OBJECTIVES OF HEALTH EDUCATION:

Informing People Motivating People Guiding in to

action

 Good health means different things to different people, and its meaning varies
according to individual and community expectations and context.

HEALTH IS A HIGHLY SUBJECTIVE CONCEPT.

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PRINCIPLES OF HEALTH EDUCATION

1. Credibility
It is the degree to which the message is perceived as trust worthy by the receiver

2. Interest
If the health education topic is of interest to the people, they will listen to it.

3. Participation
Health educator should encourage people to participate in the program.

4. Motivation
“The fundamental desire for learning in an individual”

5. Comprehension
Level of understating of the people who receive the health education

6. Reinforcement
This is the principle that refers to the repetition needed in health education

7. Learning by doing
If the learning process is accompanied by doing new things it is better instilled in the minds
of people

8. Know to know
Before the start of any health education program, the health educator should find out how
much the people already know and then give them the new knowledge.

9. Setting an example
The health educator should follow what he preaches.

10. Good Human Relations

This principle states that the health educator should have good personal qualities and should
be able to maintain friendly relations with the people

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11. Feedback
For any program to be successful it is necessary to collect feedback to find out if any
modifications are needed to make the program more effective

12. Community Leaders

Community leaders can be used to reach the people of the community and to convince them
about the need for health education

13. Soil, Seed, Sower

AIMS OF HEALTH EDUCATION

• Motivating people to adopt health-promoting behaviors by providing appropriate
knowledge and helping to develop positive attitude.
• Helping people to make decisions about their health and acquire the necessary confidence
and skills to put their decisions into practice.

What makes some people healthy and others unhealthy?

How can we create a society in which everyone has a chance to live a long, healthy life?

DETERMINANTS OF HEALTH
 Social factors
 Health services
 Policymaking
 Individual behavio
 Biology and genetics

“According to Friberg and colleagues (2012),patient education is an issue in nursing

practice and will continue to be a significant focus in the healthcare environment.”

 PHYSICAL HEALTH
o Physical health is the state of being free from illness or injury. It can cover a
wide range of areas including healthy diet, healthy weight, dental health,
personal hygiene and sleep. Physical health is vital for overall well-being.

 MENTAL HEALTH
o Mental health includes our emotional, psychological, and social well-being. It
affects how we think, feel, and act. It also helps determine how we handle
stress, relate to others, and make choices. Mental health is important at every
stage of life, from childhood and adolescence through adulthood.

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 SOCIAL HEALTH
o Social health is more than just the prevention of mental illness and social
problems. Being socially healthy means increased degree of happiness
including sense of belonging and concern for others.

 Disease- a disorder of structure or function in a human, animal, or plant, especially

one that produces specific signs or symptoms or that affects a specific location and is
not simply a direct result of physical injury.
 Illness- a disease or period of sickness affecting the body or mind.
 Sickness- the state of being ill.

 Information, Education and

 Communication (IC)
 Information
 Education
 Communication
 Social mobilization
 Health extension
 Nutrition education
 Family Life Education
 Patient education
 Behavior Change
 Communication (BCC)
 Advocacy

 Targets for Health Education

 Who is responsible for Health Education?
 Role of Health Educator

TOPIC 2:
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Health Education Perspective

Historical Foundations of the Nurse Educator Role

National League for Nursing

 1918 National League for Nursing (NLN), then National League of Nursing
Education (NLNE), observed importance health teaching fxn. within scope nsg.
practice
 1937 NLN recognized RN agents promotion health & prevention illness all settings
w/c practice
 1950 NLN id. course content nsg. school curricula prepare RN assume role teachers
others

American Nurses Association

 Promulgated statements on the functions, standards and qualifications for nursing
practice
 Patient Teaching integral part of the profession

International Council for Nurses

 Endorsed education for heath as an essential requisite of nursing care delivery

State Nurse Practice Acts

 universally includes teaching within the scope of nursing practice

Joint Commission on Accreditation of Healthcare Organizations - JCAHO

 Delineated the nursing standards for patient education; to be met through teaching
activities by nurses and the patient – family oriented
 To include an interdisciplinary team approach in the provision of patient education as
well as evidence that patients and their significant others understand what they’ve
been taught

American Hospital Association (AHA)

 Patient’s Bill of Rights, 1970

 Clients should be able to receive
 complete and current information
 Diagnosis
 Treatment
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 Prognosis

Pew Health Professions Commission

 puts forth a set of health profession competencies for the 21st century

Mid-1800s
– Nursing was acknowledged as unique discipline
– Teaching as an important role of nurses as caregivers:
promoting the health of the well public
- 2006 Institution for Healthcare Improvement announced 5 Million Lives campaign to
reduce 15 million incidents medical harm U.S. hospitals q year.
- Sullivan Alliance aimed recruit & educate staff deliver culturally competent care public &
increase racial & cultural mix nsg. faculty, students, & staff, who sensitive needs ct.
- FOCUS teaching promotion & maintenance of health
- Disease-oriented pt. edu. (DOPE) to prevention-oriented pt. edu. (POPE) to ultimately
become health-oriented pt. edu. (HOPE)
- CI should be up to date with clinical skills & innovations practice & possess knowledge &
skills principles teaching & learning to link theory learned class to practice envir.

Florence Nightingale
 Founder (Nursing); ultimate educator
 Devoted a large portion of her career in educating those involved in the delivery of
health care (nurses, doctors, health officials)
 Proper conditions in hospitals, homes
 Nutrition, fresh air, exercise & hygiene

Early 1900s ---public health nurses in this country clearly understood the significance of the
role of the nurse as teacher in preventing disease and in maintaining the health of society.
WHY HEALTH EDUCATION?

Trends Affecting Health Care

a. Social b. Economic c. Political Trends

• federal initiatives outlined in Healthy People 2010

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• growth of managed care

• increased attention to health and well-being of everyone in society
• cost containment measures to control healthcare expenses
• concern for continuing education as vehicle to prevent malpractice and
incompetence
• demographic trends influencing type and amount of health care needed
• healthliteracyincreasinglyrequired
• advocacy for self-help groups

Purpose, Benefits, and Goals of Patient, Staff and Student Education

Purpose: to increase the competence and confidence of patients to manage their own self-
care and of staff and students to deliver high quality care

Benefits of education to patients:

- increases consumer satisfaction
- improves quality of life
- ensures continuity of care
- reduces incidence of illness complications
- increases compliance with treatment
- decreases anxiety
- maximizes independence

Benefits of education to staff:

- enhances job satisfaction
- improves therapeutic relationships
- increases autonomy in practice
- improves knowledge and skills

Benefits of preceptor education for nursing students

• prepared clinical preceptors
• continuity of teaching/learning from classroom curriculum
• evaluation and improvement of student clinical skills
Goal: to increase self-care responsibility of clients and to improve the quality of care
delivered by nurses
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EDUCATION PROCESS

Education Process: a systematic, sequential, planned course of action on the part of both the
teacher and learner to achieve the outcomes of teaching and learning

The process involves 2 interdependent players

o Teacher
o Learner

a. Teaching
o Deliberate interventions involve sharing info. & experience meet intended learner outcomes
in cognitive, affective, & psychomotor domains according edu. plan
• Instruction – involves communicating of information about a specific skill: cognitive,
affective, psychomotor.

b. Learning
-a change in behavior (knowledge, skills, and attitudes) that can be observed and measured,
and can occur at any time or in any place as a result of exposure to environmental stimuli
 Activities such as:
Listening , observing, problem solving practicing discussing , writing, reflecting on
experiences are involved.

Patient Education: the process of helping clients learn health- related behaviors to achieve
the goal of optimal health and independence in self-care

Staff Education: the process of helping nurses acquire knowledge, attitudes, and skills to
improve the delivery of quality care to the consumer

Patient teaching: is the process of influencing patient behavior and producing changes in
knowledge, attitudes and skills necessary in maintaining or improving health.

ASSURE Model
 Analyze the learner
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 State objectives
 Select instructional methods and materials Use teaching materials
 Require learner performance
 Evaluate/revise the teaching/learning process

Nurses function in the role of educator as:

 the giver of information
 the assessor of needs
 the evaluator of learning
 the reviser of appropriate methodology

What is our primary aim?

Barriers to Teaching & Obstacles to Learning

Barriers to teaching
o Factors that impede RN’s ability deliver edu. services

Obstacles to teaching
o Factors negatively affect ability learner pay attention to & processinformation

Barriers to Education
1. Lack of time to teach
2. Many nurses admit that they do not feel competent or confident with regard to their
teaching skills
3. Personal characteristics of the nurse educator
4. Low priority
5. The lack of space and privacy in the various environmental settings
6. An absence of third-party reimbursement
7. Some nurses and physicians question whether patient education is effective as a means
to improve health outcomes.
8. There seems to be a “malfunction” of the healthcare team
9. Both formal and informal teaching
How can the healthcare teams work together more effectively to coordinate
educationalefforts?
TOPIC 3:
PRINCIPLES AND THEORIES IN TEACHING AND LEARNING

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Learning Objective:
 Differentiate among the basic approaches to learning.
 Describe how theories and principles of learning enhance the teaching and learning
process in the nurse-client relationship.
 Apply the following learning theories to selected teaching-learning situations:
behavioral, cognitive, and social learning theory.

Health Education
 Lawrence Green – it is a science any combination of learning experience designed to
facilitate voluntary adaptations of behavior conducive to health.
 Is a science and a profession of teaching health concepts to promote, maintain, and
enhance one's health, prevent illness, disability, and premature death, through
adaptation of health behavior, attitudes, and perspective.
 As any combination of plan, learning experiences based on sound theories, that may
provide the individual, groups, or communities to acquire information and skills
needed to make quality health decisions.
 It provides or constructed opportunities for learning which involves form of
communication, in which it is designed to improve health literacy which includes
improving, the knowledge, and develop life skills, which are conducive to individual,
and community health.

Purpose of Health Education

 Is to positively influence the health behavior and health pers perspective of an
individual.

 Health behavior – it's how they act towards their health

 Health perspective – it's how they think about their health

Importance of Health Education

 It empowers the people.
 It equips people with knowledge and competencies to prevent illness, maintain health,
or apply first aid measures to prevent complication improve their health status as
individual family, the community, and also the nation.
 Enhance the quality of life by promoting healthy lifestyle.
 Create awareness regarding the importance of preventive and promotive care.

Health Educator
 Is a professionally prepared individual, who serves in a variety of roles and especially
trained to use appropriate educational strategies and method to facilitate the

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development of policies procedures intervention and systems conductive to the health

of individuals, groups, and communities.
 Is to help promote, enhance and maintain the health of others.

Areas of Responsibility of the Health Educator

 To implement health education strategies, intervention, and programs.
 Administer health education, strategies, interventions, and programs.
 Conduct evaluation research in relation to health education.
 Serve as a health education resources person.
 Assess individual and community needs for health education.
 Plan for the health education strategies intervention and programs that is applicable to
the concern of our client, the family or the community.
 Advocate for health and healthy health education.

Education Process
 Is being defined as a systemic sequential planned course of Action, in relation to
teaching and learning in which teaching and learning is the interdependent function
and then the teacher.
 Learning – is a change in behavior.

Learning

 Refers to the acquisition of knowledge or skills through study, experience, or being

taught.
 Is the act of acquiring new or modifying and reinforcing, existing knowledge,
behavior, skills, values, or preferences and may involve synthesizing different types of
information.
 Learning is the process whereby knowledge is created through the transformation of
experience (Kolb,1984)
 As relatively permanent change in mental processing, emotional functioning, and
behavior as a result of experience.

Nature and Characteristics of Learning

1. Learning is unitary holistic - the learner responds as a whole in a unified way to the
whole situation of learning.
2. Learning is individual and social – each learner differs from each other and hence the
teaching learning situation is approached differently by each learner and with different
goal and different level of result achieved. Learning occurs in response to the
environment in which there are other individual.
3. Learning is self-active and self-initiating – an individual learns through his own
reactions to situations.
4. Learning is purposive and goal oriented – learning is directed towards a goal and a
goals are determined by motives and incentives.

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5. Learning is selective and creative - the learner is the primarily force and the teacher is
the secondary force. Learning is a process of personal choice making.
6. Learning is influence and is transferable - transfer refers to the application of
knowledge, skill gained in one context to affect another situation.

Major Types of Learning

o Ideational Learning
o Skill Learning
o Emotional Learning

Ideational Learning
 Carried out in the in the cognitive domain of the intellect.
o Domain of Learning:
 Cognition
 Concept
 Fact
 Sensation
 Perception
 Principle

Skill Learning
 is carried out in the conative or psychomotor domain. A skill is defined as "refined
Pattern" or movement or performance based upon demand of a situation.
o Development of Skills:
 Formation of skill
 Execution of skill
 Accuracy & Speed

Emotional Learning
 Refers to affective learning. The mental state which are characterized by feelings and
emotions.
o Basic components of Emotions:
 Attitudes
 Values
 Ideals

K,S,A,
 Knowledge (cognitive)
 Skills (psychomotor)
 Attitude (affective)

Kolb Learning Styles

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 Diverging
 Assimilating
 Converging
 Accommodating

Diverging (feelings and watching )

 learners look at things from different perspective
 They are sensitive, they prefer to watch rather than do, tending to gather information
and use imagination to solve problems.

Assimilating (watching and thinking)

 Learning styles that is concise and logical in its approach
 They excel at understanding wide-ranging information and organizing it in clear
logical opportunity.

Converging (doing and thinking)

 Learners used their learning to find solution to practical issues.
 These people use other people's analysis, and prefer to take a practical, experimental
approach.

Accommodating (doing and feeling)

 Is a "hands-on" learning style
 These people use other people's, analysis, and prefer to take a practical, experimental
approach.

Laws of Learning
1. Law of Effect
2. Law of Readiness
3. Law of Exercise
4. Law of Recency
5. Law of Primacy
6. Law of Intensity

Law of Effect
 Involves the learner's emotional response to a stimulus.
 Learning is strengthen when it is accompanied by a pleasant or satisfying feeling.
Law of Readiness
 State that the one must be physically, emotionally and mentally ready to learn.
 The degree of preparedness and eagerness to learn.
Law of Exercise

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 Stresses the idea that repetition is basic to the development of adequate response or
outcome.
 Things that are most often repeated are best remembered.
Law of Regency
 States that information of skills most recently learned are best remembered.
 Frequent review and summarization help fix in the mind the material covered.

Law of Primacy
 States that the state of being first often creates a strong impression
 Learning that takes place in the beginning is the best and lasting.
Law of Intensity
 State that if stimulus or experience is real, the more likely learning will occur.
 A vivid, dramatic or exciting learning experience teaches more than a routine

Learning Theories

 Behaviorist
 Cognitive
 Social

Behaviorist Learning Theory

 Focuses of objectively observable behavior.
 The acquisition of new behavior is based on environmental conditions where there is
a stimulus (S) that produces a response (R.
 Believe that the learner's behavior is shaped by elements in the environment that
either precede the behavior (stimulus) or the consequences that follow it.
 Idea that behavior is acquired through conditioning.
 Measures behavior by a learners’ response to stimuli
 Learners’ response to stimuli can be reinforced using positive or negative feedback
 Reinforcement, positive or negative increases the possibility of an event
happening again.

Proponents of the Behaviorist Learning Theory

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Cognitive Learning Theory

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 Also known as (cognitive psychology) is the predominant theoretical perspective for

studying human learning today.
 Its focus is on the cognitive process; that is how people perceive, interpret, remember
and in other ways think about environmental events.
 Cognitive theorist, unlike behaviorists, maintain that reward is not necessary for
learning.

Gestalt Learning Model

The three main Gestalt theorists :
1. Max Wertheimer (1880 - 1943)
• His ideas featured the view that thinking proceeds from the whole to the parts, treating a
problem as a whole.
2. Kurt Koffka (1887 - 1941)
• There is no such thing as a completely meaningless learning.
3. Wolfgang Kohler (1887 - 1967)
• Köhler emphasized that one must examine the whole to discover what its natural parts are.

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TOPIC 4
DETERMINANTS OF LEARNING
Learning Objectives:
 Explain the Nurse Educator’s Role in the Learning Process.
 Identify the components of the determinants of learning.
 Describe the step involved in the assessment of learning needs.

The Nurse Educator’s Role in Learning

 Assessing problems or deficits
 Providing important information and presenting it in unique and appropriate ways
 Giving feedback and follow-up
 Reinforcing learning in the acquisition of new knowledge, skills, and attitudes.
 Evaluating learners abilities.
The educator plays a crucial role in the learning process by doing the following:

Educator’s Unique Position

 The educator is vital in giving support, encouragement, and direction during the
process of learning.
 The educator assists in identifying optimal learning approaches and activities that can
both support and challenge the learner.
Learning Needs (WHAT the learner needs to learn)

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Learning Need – what the learner needs and wants to learn

Readiness to learn – when the learner is receptive to learning
Learning Style – how the learner best learns

Assessment Learning Needs

1. Identify the learner
 Who is the audience? If the audience is one individual, is there a single need or do
many need have to be fulfilled? Is there more than one learner?
 The development of formal and informal education programs for patients and their
families, nursing staff, or students must be based on accurate identification of the
learner.
2. Choose the right setting
 Establish trusting relationship through ensuring privacy and confidentiality, so
learners feel secure in confiding information and feel respected.
 The following are important steps in assessment of learning needs:
 Learning needs are gaps in knowledge that exist between a desired level of
performance and the actual level of performance.
3. Collect data on the learner
 Once the learner is identified, the educator can determine characteristic needs of the
population by exploring typical health problems.
4. Include the learner as a source of information
 Learner are usually the most important source of needs assessment data about
themselves.
 Allow patients and/or family members to identify what is important to them, what
they perceive their needs to be, which types of social support system are available.
5. Involve members of the healthcare team
 Other health provides may have insight into patient, family, nursing staff, and nursing
educational needs of the nursing staff or students as a result of their frequent contacts
with both consumers and caregivers.
6. Prioritize needs
 A list of identified needs can become endless and seemingly impossible to
accomplish.
 Maslow's hierarchy of human needs can help the educator prioritize so that the
learners basic needs are attended to first and foremost before higher needs are
addressed.

Maslow’s hierarchy

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o Criteria for Prioritizing Learning Need

 Mandatory – needs that must be learned for survival or situations in which the
learner’s life or safety is threatened.
 Desirable – needs that are not life dependent but are related to well-being or the
overall ability to provide quality care in situations involving changes in situational
procedure.
 Possible – needs for information that is nice to know but not essential or required or
situations in which the learning need is not directly related to daily activities.
7. Determine the availability of educational resource
 The educator may identify the a need, but it may be useless to proceed with
interventions if the proper educational resources are not available, are unrealistic to
obtain, or do not match the learner needs.
8. Assess the demands of the organization
 What are the organizations philosophy, mission, strategic plan and goals?
 This assessment yields information that reflects the climate of the organization.
9. Take time-management issues into account
 Close observation and active listening
 Learners must be given time to offer their own perception of their learning needs if
the educator expect them to take charge and become actively involved in the learning
process.
 Informing a patient ahead of time that the educator wishes to to spend time discussing
problems.

Methods to Assess Learning Needs

 Informal Conversations
 Structured Interviews
 Focus Groups
 Self – Administered Questionnaires
 Tests
 Observations
 Documentations

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Assessing Learning Needs of Nursing Staff

 Written Job Descriptions
 Formal and Informal Requests
 Quality assurance reports
 Chart Audits
 Rules and Regulations
 Knox Four-step Approach

Readiness to Learn
 Defined as the time when the learner demonstrates an interest in learning the
information necessary to maintain optimal health or to become more skillful in a job.

 Readiness to learn occurs when the learner is receptive, willing, and able to
participate in the learning process.

 To assess readiness to learn, the educator must first understand what needs to be
taught, collect, and validate that information, and then apply the same methods used
previously to assess learning needs, including making observations, conducting
interviews, gathering from the learner as well as from other healthcare team members,
and reviewing documentation.

Take time to PEEK at the Four Types of Readiness to Learn

1. Physical Readiness
o Measures of ability
o Complexity of task
o Environmental effect
o Health status
o Gender

2. Emotional Readiness
o Anxiety level
o Support system
o Motivation
o Risk-taking behavior
o Development stage

3. Experiential Readiness
o Level of aspiration
o Past coping mechanisms
o Cultural background
o Loss of control
o Orientation

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4. Knowledge Readiness
o Present knowledge
o Cognitive ability
o Learning disabilities
o Learning styles

Learning Styles
 Learning Style is the way which each learner begins to concentrate and retain new and
difficult information.

TYPES OF LEARNING STYLES:

Visual – a student learns by reading a material, and uses visual material such as charts,
pictures, maps.

Auditory – a student learns by listening, participates in discussions, makes speeches and

presentation, and reads the text aloud.

Kinesthetic – learn best when they can use tactile experiences and carry out a physical
activity to practice applying new information.

Reading and Writing

Learning Style Principles

1. Both the teacher style prefers to teach and the learner’s style prefers to learn can be
identified.
2. Educator’s need to guard against relying on teaching methods tools which match their
own preferred learning styles.
3. Educator’s are most helpful when they assist learners in identifying and learning
through their own style preferences.
4. Learner’s should have the opportunity to learn through their preferred style.
5. Learner’s should be encourage to diversity their styles preferences.
6. Educators can develop specific learning activities that reinforce each modality.

Learning Style Instrument

 Brain Preference Indicator
 Embedded Figures Test (EFT)
 Environmental Preference Survey (LSI)
 Myers – briggs type Indicator (MBTI)

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Right-Brain/Left-Brain and Whole-Brain Thinking

Field-Independent/Field-dependent Embedded Figures Test

 Field-Independent – let students work on some activities on their own.
 Field-Dependent – let students work on some activities in pairs and groups.

 Learner’s have preference styles for certain environment cues.

 Helps assess the extent to which learners are able to ignore distractions from other
person.
Environment Preference Survey (LSI)

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Myer’s-Briggs Type Indicator (MBTI)

(POST TEST)

1. Myers and Briggs examples of learning: Extraversion, Sensing, Thinking, Judging,

Introversion, Intuition, Feeling, Perceiving
ANSWER: TRUE

2. Examples of Physical Readiness: Level of aspiration, past coping mechanisms,

cultural background, and locus of control.
ANSWER: FALSE

3. Measures of ability, complexity of task, environmental effects, health status, and

gender
ANSWER: Examples of Physical Readiness

4. Multiple Intelligences Developmental Assessment Scales (MIDAS)

ANSWER: Instrument to measure Multiple Intelligences

5. Consists of a set of questions to determine hemispheric functioning.

ANSWER: Brain preference indicator

6. Physical readiness, emotional readiness, experiential readiness, knowledge readiness

ANSWER: Four types Of readiness to learn
7. Gaps in knowledge that exist between a desired level of performance and the actual
level of performance.
ANSWER: Learning needs

8. The time when the learner demonstrates an interest in learning the information
necessary to maintain optimal health, to attain greater functional independence, or to
become more skillful in a job
ANSWER: Readiness to Learn

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1. Written job descriptions2. Formal and Informal Requests3. Quality Assurance

Reports4. Chart Audits5. Rules and Regulations6. Self-assessment
ANSWER: Assessing Learning needs of Nursing Staff

9. Are externally focused and as such are socially oriented, more aware of sisal cues,
able to reveal their feelings, and are more dependent on others for reinforcemen
ANSWER: Field-dependent individuals

10. The ways in which, and conditions under which, learners most efficiently and most
effectively perceive, process, store, and recall what they are attempting to learn
ANSWER: Learning Styles

11. Prioritizing what is most immediate for the patient

ANSWER: Time Management

12. Deduce things, apply, consequences

ANSWER: Deductive

13. Pre/Post Tests - Shows what is learned in sequence

ANSWER: Tests

14. Dunn and Dunn Model: 5 basic stimuli: Environmental elements: sound, light,
temperatureEmotional elements: motivation, persistence, responsibilitySociological
patters: desire to work alone or in groupsPhysical elements: perceptual strength,
intake, time of dayPsychological elements: the way learners process info.
ANSWER: TRUE

15. MBTI - The needs of the learner, the state of readiness to learn, and the preferred
learning styles for processing information
ANSWER: FALSE

1. identify learner2. choose setting3. collect data about/from learner4. prioritize needs5.
involve members of the interdisciplinary healthcare team6. prioritize needs7. assess
for misconceptions and re-educate if necessary8. determine availability of educational
resources9. assess the demands of the organization10. take time-management issues
into account
ANSWER: Steps in the assessment of learning

16. Examples of Knowledge Readiness: Anxiety level, support system, motivation, risk
taking behavior, frame of mind, developmental stage.
ANSWER: FALSE

17. Group Embedded Figures Test (GEFT)

ANSWER: Test to measure Field Independent/dependent

18. Have internalized frames of reference such that they experience themselves as
separate or differentiated from others and the environment. Less sensitive to social
cues and not affected by criticism.
ANSWER: Field-independent individuals

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