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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. Information Processing Theory: repetition ...
Piaget
Promotes learning
Doing
Be involved

2. The Learning Paradigm: students take...
Cardiovascular disease (lifestyle choices)
Teamwork learning
Behaviorism & engage students
Active role

3. Thinking skills...
Engage learners - see importance of student's involvement
Behaviorism & engage students
Learning
Concept formation (What is hypertension) - principle formation - comprehension (test understanding) - problem solution - decision formation - research - composition (encourage creativity) - oral discussion

4. Learning System Output
Change in behavior
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Cognitive
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual

5. Learning System Process
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Incorporating attitudes - skills - knowledge
Cognitive-field
Hierarchy of Needs

6. Information Processing Theory: a piece of the...
Different perceptions
Important
Piaget
Thought it stored

7. The Learning Paradigm: cooperative/...
Teamwork learning
Hierarchy of Needs
Consequences
Be involved

8. Gestalt Theory: ______________theory
Active role
Going beyond - tolerant
Hierarchy of Needs
Cognitive-field

9. Creative Thinking...
Cognitive
Going beyond - tolerant
Can be held in short term memory @ a time
Caring - critical thinking - empowerment & maturity

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

11. Domains of Learning: Psychomotor
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Focusing - repetition - learner contro -l active participation - individual styles - organization - association - imitation - motivation - spacing - recency - primacy - arousal - accurate/prompt feedback - application - Personal History
Behaviorism & engage students
Doing

12. Educative-Caring Paradigm: learning isn't a spectator sport - it requires ...
Age specific - incorporate language or physical impairments - consider cultural implications - consider significant others - consider client's wishes
Learning
Hierarchy of Needs
Active participation

13. Humanistic Theory: Learners need to ...
Can be held in short term memory @ a time
Person & their capabilities
Be involved
Active role

14. Promoting Thinking: (common sense)
Promotes learning
Design what they want to learn
Show respect - Reinforce insight - Mirror the client - Ask stimulating questions - Assign thinking tasks (how can you... - what would happen if...) - Use imagination - Role Playing
Information processing

15. Learning System Feedback
Age specific - incorporate language or physical impairments - consider cultural implications - consider significant others - consider client's wishes
Be involved
Evaluation of output
Information processing

16. Environment
Socioeconomic status determines health level - lower status: worse health - lower educational level - learning style - reading level - time frame
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Engage learners - see importance of student's involvement
Be involved

17. Humanistic Theory: Value affective as well as ...
Affected by many things - how you respond - attitude - knowledge of client
Going beyond - tolerant
Behaviorism & engage students
Cognitive

18. Behavior modification: stimulus>behavior>
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
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Consequences

19. Domains of Learning: Affective
Thinking
Age specific - incorporate language or physical impairments - consider cultural implications - consider significant others - consider client's wishes
Feeling
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.

20. Gestalt Theory: promote...
Teamwork learning
Cognitive
Understanding & insight
Outcomes

21. The Learning Paradigm: goal: think beyond the limits of...
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Cardiovascular disease (lifestyle choices)
Outcomes
Behaviorism & engage students

22. Psychophysiologic Processes: Socioeconomic Forces
Going beyond - tolerant
Can be held in short term memory @ a time
Financial resources - what do they need to sustain through crisis/situation - affect on others - social network- help from others
Cognitive

23. Information Processing Theory: Learning is ...
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
Information processing
Engage learners - see importance of student's involvement

24. Gestalt Theory: Lewin - Koehler - _____________
Piaget
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Caring - critical thinking - empowerment & maturity
Different perceptions

25. Every 38 seconds - someone dies of
Cardiovascular disease (lifestyle choices)
Don't use children as translators - not all cultures share medical language
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Teamwork learning

26. Dynamics of Assessment: Role of Perception
Affected by many things - how you respond - attitude - knowledge of client
Age specific - incorporate language or physical impairments - consider cultural implications - consider significant others - consider client's wishes
Don't use children as translators - not all cultures share medical language
Hierarchy of Needs

27. Learning System: Input
Understanding & insight
Can be held in short term memory @ a time
Matter - energy - information
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

28. Cultural & Ethical issues: ethical issues

29. Cultural & Ethical issues: cultural beliefs

30. Theories of learning

31. The Learning Paradigm: students help...
Be involved
Different perceptions
Engage learners - see importance of student's involvement
Design what they want to learn

32. Adaptation
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Teacher - teacher/learner relationship - physical environment - teaching/learning settings
Don't use children as translators - not all cultures share medical language
Non-compliance - diet - etc.

33. Information Processing Theory: ______________ memory
Consequences
Show respect - Reinforce insight - Mirror the client - Ask stimulating questions - Assign thinking tasks (how can you... - what would happen if...) - Use imagination - Role Playing
Socioeconomic status determines health level - lower status: worse health - lower educational level - learning style - reading level - time frame
Short/long/forgotten

34. Information Processing Theory: only 5-7 thoughts ....
Thinking
Gender issues - domestic violence - Nurses' code of Ethics
Can be held in short term memory @ a time
Incorporating attitudes - skills - knowledge

35. Cultural & Ethical issues: Affects of these
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Doing
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Non-compliance - diet - etc.

36. Humanistic Theory: focuses on ...
Person & their capabilities
Doing
Behaviorism & engage students
Cardiovascular disease (lifestyle choices)

37. Gestalt Theory: client & teacher may have...
Change in behavior
Promotes learning
Different perceptions
Teamwork learning

38. Psychophysiologic Processes: Level of Wellness
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Stress - support - locus of control - internal: you have control - external: other controls - denial - +/- outlook on life: optimist v pessimist
Short/long/forgotten

39. Domains of Learning: Cognitive
Consequences
Feeling
Thinking
Financial resources - what do they need to sustain through crisis/situation - affect on others - social network- help from others

40. Humanistic Theory: client evaluates ...
Short/long/forgotten
Learning
Feeling
Be involved

41. The Learning Paradigm: focus on learning ...
Hierarchy of Needs
Active role
Outcomes
Cardiovascular disease (lifestyle choices)

42. Assessment Tools

43. Gestalt Theory: perception ...
Important
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Cognitive
Design what they want to learn

44. Humanistic Theory: includes self
Cognitive
Gender issues - domestic violence - Nurses' code of Ethics
Short/long/forgotten
Actualization & other concepts

45. Educational Level
Piaget
Socioeconomic status determines health level - lower status: worse health - lower educational level - learning style - reading level - time frame
Psychophysiologically ready - ill/in pain/depressed - emotionally stable - remission or exacerbating - got hope?
Promotes learning

46. Readiness to Learn
Cardiovascular disease (lifestyle choices)
Hearing - vision - language - nurse's contributions
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Short/long/forgotten

47. Communication Difficulties

48. Principles of Learning
Evaluation of output
Focusing - repetition - learner contro -l active participation - individual styles - organization - association - imitation - motivation - spacing - recency - primacy - arousal - accurate/prompt feedback - application - Personal History
Thought it stored
Matter - energy - information

49. Critical Thinking...
Don't belittle or negate - only intervene vs. anti-compliant beliefs if danger is imminent.
Clients see themselves as responsible - capable of learning (pain - meds - language) - affect health status - support from others
Scientific inquiry - evidence-based practice - reflective - reasonable - recognizing - contextual
Consequences

50. Educative-Caring Paradigm: Basic concepts include...
Engage learners - see importance of student's involvement
Caring - critical thinking - empowerment & maturity
Gender issues - domestic violence - Nurses' code of Ethics
Piaget