Teaching And Health Promotion

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. Theories of learning

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2. Assessment Tools

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3. Learning System Output
Change in behavior
Behaviorism & engage students
Show respect - Reinforce insight - Mirror the client - Ask stimulating questions - Assign thinking tasks (how can you... - what would happen if...) - Use imagination - Role Playing
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.


4. Critical Thinking...
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
Hierarchy of Needs
Don't use children as translators - not all cultures share medical language


5. Gestalt Theory: promote...
Non-compliance - diet - etc.
Understanding & insight
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Piaget


6. Adaptation
Thought it stored
Matter - energy - information
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist


7. Information Processing Theory: Learning is ...
Information processing
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.
Cognitive-field
Active participation


8. Environment
Outcomes
Evaluation of output
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Going beyond - tolerant


9. Cultural & Ethical issues: Affects of these
Non-compliance - diet - etc.
Incorporating attitudes - skills - knowledge
Teamwork 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


10. The Learning Paradigm: students take...
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Thinking
Active role
Hearing - vision - language - nurse's contributions


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

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12. Gestalt Theory: Lewin - Koehler - _____________
Incorporating attitudes - skills - knowledge
Outcomes
Piaget
Cognitive-field


13. Behavior modification: stimulus>behavior>
Thinking
Person & their capabilities
Active role
Consequences


14. Cultural & Ethical issues: ethical issues

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15. The Learning Paradigm: students help...
Active role
Important
Design what they want to learn
Non-compliance - diet - etc.


16. Gestalt Theory: client & teacher may have...
Different perceptions
Can be held in short term memory @ a time
Behaviorism & engage students
Going beyond - tolerant


17. Every 38 seconds - someone dies of
Active role
Cardiovascular disease (lifestyle choices)
Evaluation of output
Hearing - vision - language - nurse's contributions


18. Humanistic Theory: Learners need to ...
Non-compliance - diet - etc.
Feeling
Cognitive
Be involved


19. Learning System Process
Socioeconomic status determines health level - lower status: worse health - lower educational level - learning style - reading level - time frame
Learning
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Incorporating attitudes - skills - knowledge


20. Learning System Feedback
Promotes learning
Design what they want to learn
Evaluation of output
Don't use children as translators - not all cultures share medical language


21. Gestalt Theory: ______________theory
Behaviorism & engage students
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.
Cognitive-field
Consequences


22. Promoting Thinking: (common sense)
Be involved
Show respect - Reinforce insight - Mirror the client - Ask stimulating questions - Assign thinking tasks (how can you... - what would happen if...) - Use imagination - Role Playing
Learning
Person & their capabilities


23. Educational Level
Cognitive-field
Design what they want to learn
Consequences
Socioeconomic status determines health level - lower status: worse health - lower educational level - learning style - reading level - time frame


24. Domains of Learning: Cognitive
Gender issues - domestic violence - Nurses' code of Ethics
Thinking
Active role
Focusing - repetition - learner contro -l active participation - individual styles - organization - association - imitation - motivation - spacing - recency - primacy - arousal - accurate/prompt feedback - application - Personal History


25. Educative-Caring Paradigm: Basic concepts include...
Going beyond - tolerant
Change in behavior
Hearing - vision - language - nurse's contributions
Caring - critical thinking - empowerment & maturity


26. Information Processing Theory: ______________ memory
Feeling
Short/long/forgotten
Hearing - vision - language - nurse's contributions
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion


27. Information Processing Theory: a piece of the...
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Thought it stored
Incorporating attitudes - skills - knowledge
Be involved


28. Humanistic Theory: client evaluates ...
Learning
Promotes learning
Consequences
Active participation


29. Communication Difficulties

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30. Cultural & Ethical issues: language

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31. Educative-Caring Paradigm: learning isn't a spectator sport - it requires ...
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Change in behavior
Short/long/forgotten
Active participation


32. Creative Thinking...
Going beyond - tolerant
Piaget
Age specific - incorporate language or physical impairments - consider cultural implications - consider significant others - consider client's wishes
Gender issues - domestic violence - Nurses' code of Ethics


33. Domains of Learning: Psychomotor
Doing
Important
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Be involved


34. Readiness to Learn
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Feeling
Promotes learning
Behaviorism & engage students


35. The Learning Paradigm: cooperative/...
Can be held in short term memory @ a time
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.
Active participation
Teamwork learning


36. The Learning Paradigm: goal: think beyond the limits of...
Behaviorism & engage students
Cardiovascular disease (lifestyle choices)
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion
Age specific - incorporate language or physical impairments - consider cultural implications - consider significant others - consider client's wishes


37. Information Processing Theory: repetition ...
Non-compliance - diet - etc.
Affected by many things - how you respond - attitude - knowledge of client
Promotes learning
Cognitive-field


38. Humanistic Theory: focuses on ...
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Evaluation of output
Consequences
Person & their capabilities


39. Dynamics of Assessment: Role of Perception
Design what they want to learn
Be involved
Hierarchy of Needs
Affected by many things - how you respond - attitude - knowledge of client


40. Humanistic Theory: Value affective as well as ...
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Cognitive
Information processing
Show respect - Reinforce insight - Mirror the client - Ask stimulating questions - Assign thinking tasks (how can you... - what would happen if...) - Use imagination - Role Playing


41. Gestalt Theory: perception ...
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion
Thinking
Focusing - repetition - learner contro -l active participation - individual styles - organization - association - imitation - motivation - spacing - recency - primacy - arousal - accurate/prompt feedback - application - Personal History
Important


42. Humanistic Theory: includes self
Short/long/forgotten
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Actualization & other concepts
Hierarchy of Needs


43. The Learning Paradigm: focus on learning ...
Be involved
Outcomes
Feeling
Hierarchy of Needs


44. Learning System: Input
Non-compliance - diet - etc.
Be involved
Matter - energy - information
Different perceptions


45. 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
Design what they want to learn
Active participation
Outcomes


46. Humanistic Theory: Maslow's...
Cardiovascular disease (lifestyle choices)
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
Hierarchy of Needs


47. Domains of Learning: Affective
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.
Active participation
Feeling


48. Information Processing Theory: only 5-7 thoughts ....
Going beyond - tolerant
Can be held in short term memory @ a time
Doing
Change in behavior


49. Thinking skills...
Actualization & other concepts
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion
Thinking
Outcomes


50. Psychophysiologic Processes: Level of Wellness
Teamwork learning
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Don't use children as translators - not all cultures share medical language
Can be held in short term memory @ a time