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Teaching And Health Promotion

Subjects : teaching, health-and-nutrition

Instructions:

Answer 50 questions in 15 minutes.
If you are not ready to take this test, you can study here.
Match each statement with the correct term.
Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.

1. Domains of Learning: Affective
Feeling
Affected by many things - how you respond - attitude - knowledge of client
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Short/long/forgotten

2. Educational Level
Promotes learning
New situations - to increase understanding - what you know is not working - teaching others - question validity - explore new territory - observe events which can't be explained
Design what they want to learn
Socioeconomic status determines health level - lower status: worse health - lower educational level - learning style - reading level - time frame

3. Environment
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Matter - energy - information
Financial resources - what do they need to sustain through crisis/situation - affect on others - social network- help from others
Thought it stored

4. Information Processing Theory: only 5-7 thoughts ....
Hierarchy of Needs
Can be held in short term memory @ a time
Non-compliance - diet - etc.
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?

5. Theories of learning

6. Assessment Tools

7. Cultural & Ethical issues: cultural beliefs

8. Learning System Feedback
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Learning
Evaluation of output

9. Educative-Caring Paradigm: Basic concepts include...
Going beyond - tolerant
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Short/long/forgotten
Caring - critical thinking - empowerment & maturity

10. Critical Thinking...
Understanding & insight
Cognitive
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Engage learners - see importance of student's involvement

11. Educative-Caring Paradigm: teacher role: ...

12. Humanistic Theory: Maslow's...
New situations - to increase understanding - what you know is not working - teaching others - question validity - explore new territory - observe events which can't be explained
Short/long/forgotten
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Hierarchy of Needs

13. Gestalt Theory: perception ...
Important
Feeling
Active role
Thought it stored

14. Learning System: Input
Matter - energy - information
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Thought it stored
Engage learners - see importance of student's involvement

15. Cultural & Ethical issues: ethical issues

16. Every 38 seconds - someone dies of
Cardiovascular disease (lifestyle choices)
Gender issues - domestic violence - Nurses' code of Ethics
Cognitive-field
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?

17. The Learning Paradigm: students take...
Active role
Evaluation of output
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.

18. Thinking skills...
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion
New situations - to increase understanding - what you know is not working - teaching others - question validity - explore new territory - observe events which can't be explained
Hearing - vision - language - nurse's contributions

19. Humanistic Theory: Value affective as well as ...
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Change in behavior
Promotes learning
Cognitive

20. Gestalt Theory: promote...
Show respect - Reinforce insight - Mirror the client - Ask stimulating questions - Assign thinking tasks (how can you... - what would happen if...) - Use imagination - Role Playing
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Understanding & insight
Evaluation of output

21. Readiness to Learn
Change in behavior
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Behaviorism & engage students
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist

22. Information Processing Theory: a piece of the...
Thought it stored
Thinking
Doing
Feeling

23. Humanistic Theory: Learners need to ...
Matter - energy - information
Doing
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.
Be involved

24. Cultural & Ethical issues: language

25. Gestalt Theory: client & teacher may have...
Thought it stored
New situations - to increase understanding - what you know is not working - teaching others - question validity - explore new territory - observe events which can't be explained
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Different perceptions

26. Educative-Caring Paradigm: learning isn't a spectator sport - it requires ...
Evaluation of output
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Can be held in short term memory @ a time
Active participation

27. Domains of Learning: Psychomotor
Doing
Going beyond - tolerant
Piaget
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion

28. The Learning Paradigm: goal: think beyond the limits of...
Show respect - Reinforce insight - Mirror the client - Ask stimulating questions - Assign thinking tasks (how can you... - what would happen if...) - Use imagination - Role Playing
Understanding & insight
Behaviorism & engage students
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?

29. Humanistic Theory: client evaluates ...
Socioeconomic status determines health level - lower status: worse health - lower educational level - learning style - reading level - time frame
Promotes learning
Learning
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.

30. Learning System Process
Socioeconomic status determines health level - lower status: worse health - lower educational level - learning style - reading level - time frame
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Incorporating attitudes - skills - knowledge
Focusing - repetition - learner contro -l active participation - individual styles - organization - association - imitation - motivation - spacing - recency - primacy - arousal - accurate/prompt feedback - application - Personal History

31. The Learning Paradigm: focus on learning ...
Design what they want to learn
Consequences
Outcomes
Engage learners - see importance of student's involvement

32. Humanistic Theory: includes self
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Person & their capabilities
Actualization & other concepts
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.

33. Information Processing Theory: repetition ...
Active role
Actualization & other concepts
Promotes learning
Affected by many things - how you respond - attitude - knowledge of client

34. Adaptation
Be involved
Important
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Hierarchy of Needs

35. Behavior modification: stimulus>behavior>
Consequences
Short/long/forgotten
New situations - to increase understanding - what you know is not working - teaching others - question validity - explore new territory - observe events which can't be explained
Incorporating attitudes - skills - knowledge

36. Gestalt Theory: Lewin - Koehler - _____________
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Piaget
Promotes learning
Feeling

37. Gestalt Theory: ______________theory
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Cognitive-field
Focusing - repetition - learner contro -l active participation - individual styles - organization - association - imitation - motivation - spacing - recency - primacy - arousal - accurate/prompt feedback - application - Personal History

38. Information Processing Theory: Learning is ...
Cognitive
Information processing
Outcomes
Can be held in short term memory @ a time

39. Dynamics of Assessment: Role of Perception
Active participation
Affected by many things - how you respond - attitude - knowledge of client
Actualization & other concepts
Evaluation of output

40. Principles of Learning
Focusing - repetition - learner contro -l active participation - individual styles - organization - association - imitation - motivation - spacing - recency - primacy - arousal - accurate/prompt feedback - application - Personal History
Doing
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Person & their capabilities

41. The Learning Paradigm: students help...
Evaluation of output
Design what they want to learn
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Financial resources - what do they need to sustain through crisis/situation - affect on others - social network- help from others

42. Information Processing Theory: ______________ memory
Behaviorism & engage students
New situations - to increase understanding - what you know is not working - teaching others - question validity - explore new territory - observe events which can't be explained
Short/long/forgotten
Information processing

43. Communication Difficulties

44. Psychophysiologic Processes: Level of Wellness
Thought it stored
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Incorporating attitudes - skills - knowledge
Different perceptions

45. The Learning Paradigm: cooperative/...
Can be held in short term memory @ a time
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Cognitive
Teamwork learning

46. Creative Thinking...
Going beyond - tolerant
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.
Be involved
Hierarchy of Needs

47. Humanistic Theory: focuses on ...
Engage learners - see importance of student's involvement
Change in behavior
Person & their capabilities
Consequences

48. Domains of Learning: Cognitive
Teamwork learning
Thinking
Age specific - incorporate language or physical impairments - consider cultural implications - consider significant others - consider client's wishes
Outcomes

49. Psychophysiologic Processes: Socioeconomic Forces
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Piaget
Change in behavior
Financial resources - what do they need to sustain through crisis/situation - affect on others - social network- help from others

50. Promoting Thinking: (common sense)
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Show respect - Reinforce insight - Mirror the client - Ask stimulating questions - Assign thinking tasks (how can you... - what would happen if...) - Use imagination - Role Playing
Caring - critical thinking - empowerment & maturity