Ancc Nursing Professional Development Certification

Front 1

A statement of the values and beliefts that direct an organization in its attempts to achieve a purpose.

Back 1

Philosophy

Front 2

The institution's beliefs about its responsibility for the delivery of programs.

Back 2

Mission

Front 3

The institution's plans and dreams about its direction for the fture.

Back 3

Vision

Front 4

The statement of WHY and for whom and educational program has been designed.

Back 4

Purpose

Front 5

A statement of the broad direction or general intent; the WHAT

Back 5

Goal

Front 6

A statement of a learner-oriented outcome of an educational activity; the HOW WE WILL MEASURE.

Back 6

Objective

Front 7

The process of systematically organizing the future, a process in which managers and others utilize past experience to filter future direction.

Back 7

Strategic Planning

Front 8

List five key components within a department's philosophy

Back 8

1. grounded in organizatioanl beliefs and norms
2. addresses the value of knowledge as a strategic resource
3. addresses the need for lifelong learning
4. addresses globally the manner in which services are provided
5. provides guidance for practice, including decision making

Front 9

List six key components of a department's purpose

Back 9

1. reflects the philosophy
2. gives meaning and direction
3. answers why the organization values staff development
4. explains what staff development is expected to accomplish
5. describes the responsibility of each employee
6. describes the organizations responsibilities

Front 10

List five key component's of a staff development department's goals.

Back 10

1. delineates priorities for action
2. reflect organizational structure
3. supports curriculum building
4. addresses designation and allocation of resources
5. addresses staff development objectives and strategies for action

Front 11

A carefully structured and sequenced communication to produce learning.

Back 11

Teaching

Front 12

A change in behavior following an educational activity.

Back 12

Learning

Front 13

Art and science of helping adults learn.

Back 13

Andragogy

Front 14

Art and science of teaching children to learn.

Back 14

Pedagogy

Front 15

Combines elements of andragogy and pedagogy to teach adults through onlin learning and focues on the emotional, social and cognitive elements of learning.

Back 15

Cybergogy

Front 16

List nine principles of adult learning theory.

Back 16

1. adults need to know the benefit of learning something
2. adults need to be self directed
3. adults more life experiences and different quality of experiences to draw from
4. adults are ready to learn when they experience in their life situation a need t o know or be able to do something.
5. adults enter into the learning experience with a task-centered, problem-centered, or life-centered orientation to learning.
6. adults are motivated by both intrinsic and extrinsic motivators.
7. adults learn best by solving realistic problems.
8. adults learn best by doing; opportunity for participation.
9. adults learn best in an informal, non-evaluative climate, with mutual respect between educator and learner.

Front 17

The Nurse Educator's main role is to . . . .

Back 17

create the environment so learners can learn.

Front 18

What are Benner's five stages and the typical time frame for progression through each?

Back 18

Novice: 0-6 months
Advanced Beginner: 6 months-2 years
Competent: 2-4 years
Proficient:4-5 years
Expert:5-7 years

Front 19

Compare Hermann's right brain versus left brain dominance with regard to learning styles

Back 19

Left brain: logical and analytical

Right brain: artistic and creative

Front 20

Describe Ismeurt's dependent versus independent learning styles.

Back 20

Dependent: passive spectator, follower, cooperative facilitator

Independent: active participant, task oriented, self directed

Front 21

List Kolb's 4 learning styles.

Back 21

1. Converger
2. Diverger
3. Assimilator
4. Accommodator

Front 22

What are the two criteria that delineate Kolb's learning styles?

Back 22

1. Perception
2. Information Processing

Front 23

What are the two types of perception reflected in Kolb's learning styles?

Back 23

Sensing versus thinking

Front 24

What are the two types of information processing reflected in Kolb's learning styles?

Back 24

Watching versus doing

Front 25

Kolb's learning style that prefers to "think and do". Prefers abstract conceptualizations and active experimentation.

Back 25

Converger

Front 26

Kolb's learning style that prefers to "sense and watch".
Prefers concrete experience and reflective observation. Generates ideas, display emotion, learn from each other, social.

Back 26

Diverger

Front 27

Kolb's learning style that prefers to "think and watch". Prefers abstract conceptualization and reflective ovservation. Bring together divers items into a whole but sometimes overlooks the practical aspects.

Back 27

Assimilator

Front 28

Kolb's learning style that prefers to "sense and do". Intuitive, risk takers, trial and error problem solving.

Back 28

Accomodator

Front 29

Which of Kolb's learning styles is most common among nurses?

Back 29

Convergers

Second most common is Accomodators.

Front 30

Which of Kolb's learning styles is most common among Nursing Faculty?

Back 30

Divergers

Front 31

List 4 domains of learning

Back 31

Visual
Aural
Reading/Writing
Kinesthetic (uses all senses)

Front 32

Describe the preferences of the visual learner.

Back 32

In Class: underlines, uses symbols and charts

When Studying: recalls visual aspects of presentation; redraws pages from memoyr; replaces words with symbols or initials

For Exams:Recalls the pictures on the pages; draws, uses diagrams

Front 33

Describe the preferences of the aural learner.

Back 33

In Class: attentive to lectures; uses a tape recorder; discusses topics with students

When Studying: may take poor notes because of preference for voices; should expand notes by talking out ideas; read out loud to study

For Exams: Read questions to yourself.

Front 34

Describe the preferences of the reading/writing learner.

Back 34

In Class:use lists, headings, write out definitions, use handbooks and textbooks.

When Studying: write out words, reread notes silently, rewrite ideas into othe words.

For Exams: practice with multiple choice questions, organize diagrams into statemetns.

Front 35

Describe the preferences of the kinesthetic learner.

Back 35

In Class:may take notes poorly because topics don't seem relevant, go to lab, take field trips, listen to real life examples

When Studying: put examples in note summaries, use pictures and photos to illustrate

For Exams: write practice questions,role play the exam situation.

Front 36

List Bloom's three learning domains.

Back 36

Cognitive

Affective

Psychomotor

Front 37

List and describe the six categories, from lowest to most complex, in the cognitive domain of Bloom's taxonomy.

Back 37

1. Knowledge - recall
2. Comprehension - uses communicated messages in relation to other material
3. Application - use of abstracts
4. Analysis - breaks down material into constituent parts
5. Synthesis - puts together parts to form a whole structure or pattern
6. Evaluation - makes judgments about value

Front 38

List and describe the five categories, from lowest to most complex, in the affective domain of Bloom's taxonomy.

Back 38

1. Receiving - taking in an idea
2. Responding - being willing to accept an ida and act on it
3. Valuing - accepting an idea of behavior as worthy, preference for it
4. Organization - conceptualizing an idea into a set of related values
5. Characterization by value - integration of value into total philosophy

Front 39

List seven verbs in the knowlege category of Bloom's Taxonomy.

Back 39

Defines, describes, identifies, labels, lists, matches, names, outlines, selects, states

Front 40

List seven verbsin the comprehension category of Bloom's Taxonomy.

Back 40

Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives, infers, paraphrases, predicts, rewrites, summarizes

Front 41

List seven verbs in the application category of Bloom's taxonomy.

Back 41

Breaks down, diagrams, differentiates, discriminates, distinguishes, identifies, illustrates, relates, selects, separates, subdivides, point out

Front 42

List seven verbs in the analysis category of Bloom's taxonomy.

Back 42

Changes, computes, discovers, manipulates, modifies, prepares, predicts, produces solves, uses

Front 43

List seven verbs in the synthesis category of Bloom's taxonomy.

Back 43

Categorizes, combines, compiles, composes, devises, generates, reconstructs, revises, reorganizes

Front 44

List seven verbs in the evaluation category of Bloom's taxonomy.

Back 44

Appraises, compares, concludes, contrasts, criticizes, interprets, discriminates, justifies

Front 45

List and describe the six categories in the psychomotor domain of Bloom's Taxonomy.

Back 45

1. Imitation - crude and imperfect attempt to duplicate an act
2. Manipulation - can perform an act by instruction rather than only by observation
3. Precision - can perform act independently with minimal errors
4. Articulation - performs with minimal error ad efficient time/speed
5. Naturalization - becomes a spontaneous response

Front 46

The process of keeping information accessible only to those sho are authorized to have access to it.

Back 46

Confidentiality

Front 47

Definition for what "copyright" protects

Back 47

The original expression of an idea or authorship of works such as books.

Front 48

List five things copyright does not protect.

Back 48

1. works not fixed in a tangible form of expression.
2. Titles
3. Names
4. Slogans
5. Familar symbols
6.Works composed completely of common property (i.e. calendar, measuring tape)

Front 49

Does copyright occur automatically?

Back 49

Yes, as soon as a work has been created and fixed in a tangible form perceptible to others (i.e. book, movie)

Front 50

Must a work be formally copyrighted to be protected?

Back 50

No, but registration is necessary to bring a lawsuirt for infringement.

Front 51

For copyrighted material to be consider "prima facie" (self evident) evidence in an infringement lawsuit, it must have been copyrighted within ______ years following initial publication.

Back 51

5 years

Front 52

A "poor man's" copyright is done by . . . .

Back 52

Sending a copy of the work to oneself (i.e. emailing the document to oneself)

Front 53

Is there international copyright protection?

Back 53

No. Compliance with copyright laws varies from country to country,

Front 54

What is the general duration of copyright protection?

Back 54

- the life of the author plus 50 years.

- if there are multiple authors it is the duration of the life of the last surviving author plus 50 years.

- if the work is anonymous or if a pseudonym was used, the copyright protection is 75 years from the first publication or 100 yeas from the last creation, whichever expires first.

Front 55

Does an author alway own the copyright?

Back 55

No, not if they have sold there work to a publishing company.

Front 56

May an educator reproduce a journal article for the purpose of instruction as long as they are making no monetary profit?

Back 56

No. Reproduction of copyrighted written material requires the permission of the copyright owner.

Front 57

Is internet clip art and photos free from copyright protection?

Back 57

No. Just because it is on the internet does not been it is not copyright protected.

Front 58

Are movies, songs, and music copyright protected?

Back 58

Yes. Educators cannot use them in teaching without written permission.

Front 59

The act of knowingly or unknowingly stealing or passing off the work of another person as one's own.

Back 59

Plagiarism

Front 60

List the 6 key points to prevent accusations of plagiarism.

Back 60

1. Exact quotes, even only a few words, must be in quotation marks.
2. Work must be correctly cited
3. Quoted material must be less than 300 words or 10% of another authors work. To use more than tha requires written permission to avoid copyright violation.
4. Acknowledge copyright permission on the written material if obtined.
5. Common words and/or facts are public domain and do not need to be cited
6. When in doubt, CITE

Front 61

Identify legal responsibilities of a Nurse Educator

Back 61

1. Confidentiality of student materials (i.e. exams)
2. Ensuring that the operate within the scope of nursing practice as defined by the State Board's Nurse Practice Act.
3. Provision of accurate and timely nursing education
4. Ensuring that the learning activity is in an environment that is safe and appropriate.

Front 62

The legal responsibility for actions or failure to take action that do not meet the standard(s) of care and result in harm.

Back 62

Liability

Front 63

The liability of a professional's act of negliceince, omission and harm.

Back 63

Malpractice

Front 64

Failure to act as a prudent health care professional would act under similar circumstances.

Back 64

Negligence

Front 65

List five key points to keep in mind when writing learning objectives.

Back 65

1. Objectives are stated in terms of the learner, not the instructor.
2. Objectives are determined from identified learning needs.
3. Objectives must be realistic.
4. Objectives must include a time estimate for achievement.
5. Each objective must identify only one desired behavior.

Front 66

The beliefs and principles that direct and organization's activities; sometimes referred to as philosophy

Back 66

Values

Front 67

List four factors that influence a philosophy.

Back 67

1. Environment
2. Advances in treatment
3. Learner characteristics
4. Educational delivery systems

Front 68

Describe the key components of the "liberal adult education" philosophy.

Back 68

- Oldest of all educational philosophies
- Rooted in Greek history (Socrates, Plato etc. . . )
-Traditional and authority are primary
- Dominant educational philosophy until 19th century
- Earliest western educational philosophy
- Emphasis on training minds rather than preparing adults for jobs or careers.
- Emphasis on studies of an intellectual nature.
- Knowledge gained by reading the Great Books - the classics

Front 69

Describe the key components of the "progressive adult education" philosophy.

Back 69

- Reason, experience and feeling replace tradition and authority as a means for arriving at the truth.
- Emphasizes practical consequences of learning and scientific method.
- Progressive education was an attempt to deal with urbanization and industrialization.
- Postulates that experience rather than authority drives learning.
- Noted Progressive: John Dewey

Front 70

Describe the key components of the "behaviorist adult education" philosophy.

Back 70

- Founded in 1920 by John B. Watson.
- Focuses on overt, measurable, observable behavior.
- Believe that all human behavior is the result of the person's prior conditioning and is determined by external forces in the environment over which the person has little or no control.
- Learning occurs when a behavior is changed.
- Purpose of behaviorist education is to produce a change in behavior.
- The role of the behaviorist educator is to create an educational environment that produces the desired behavioral change and eliminate undesirable behavior.

Front 71

Describe the key components of the "humanistic adult education" philosophy.

Back 71

- Origins trace back to China, Greece and Rome.
- Values the individuality, diginity and autonomy of humans.
- Emphasis is on the development of the individual, especially the emotional and affective personality components.
- Self direction and individual life experiences are essential to the process of learning.
- Education's purpose is to develop the potential of the individual.
-Believe that the nature of human beings is essentially good.
- The educator functions as a facilitator of learning, but is not the source of all information.
- Ultimate goal is to promote the development of self actualization.
- Malcolm Knowles was a famous humanist

Front 72

Describe the key components of the "radical adult education" philosophy.

Back 72

- Originated in 18th and 19th centuries
- Outside the mainstream adult education philosophies.
- Believe that the purpose of education is to promote extreme, profound social, economic and political changes in society.
- Emphasizes that dialogue and equality between teacher and learner are essential.
- Educator suggests but does not determine the direction of learning.

Front 73

Describe the key components of the "self-directed" learning theory.

Back 73

- Emerged as a learning theory in the 1980s & 1990s, but can be traced to Socrates, Caesar, and Alexander the Great.
- One of the few learning theories to develop systematically over the last few decades.
- Characteristics include self initiation of learning, learner autonomy and learner control.

Front 74

Describe the key components of "transformational learning" theory.

Back 74

-Focuses on the way adults interpret the meaning of their experiences to a acquire knowledge.
-JACK MEZIROW keep supporter
-MEZIROW used the term "perspective transformation" to describe the process of challenging and revising assumptions that lead to new ways of interpreting and fulfilling roles and interpersonal relationships.
- MEZIROW stated that the purpose of transformational learning theory is to explain how adults structure their learning via frames of reference through which experiences are interpreted.
- actually change and shape people in ways that both they and others recognize.

Front 75

Describe the key components of "experiential learning" theory.

Back 75

- Believes that experiential learning occurs when the learner incorporates the meaning of learning into his/her total experience.
- Kolb a proponent of experiential learning.
- Kolb describe 4 stage "cycle" of experiential learning.
- Examples of experiential learning includes internships and co-ops.

Front 76

List and describe the 4 cyclical stages of Kolb's experiential learning.

Back 76

- Stage 1: the learner acquires new types of concrete experiences.
- Stage 2: the learner interprets his/her experiences from various viewpoints via reflective observation.
- Stage 3: The learner develops an abstract conceptualization tat helps him/her to formulate theories about the learning experience.
- Stage 4: the learner engages in active experiementation with formulated theories to solve problems.

Front 77

Describe the key components of the "situated cognition" learning theory.

Back 77

- Cognition (knowing or learning) is dependent on and influenced by the environmental surroundings and life experiences of the learner.
- The focus is on the knowledge and meaning attached to knowledge associated with the environment in which learning occurs and with real-life experiences.
- Real life context importatn to the learning environment.

Front 78

Describe the key components of "critical thinking" learning theory.

Back 78

- Ultimate goal is to examine beliefs and the world in which the learners live.
- Critical thinkers identify and challenge assumpsions.
- Critical thinkers generate alternatives to assumptions.
- Critical thinkers reflect critically on actions taken and assumptions made.
- Critical thinkers are open to challenges and other points of view.

Front 79

List five advantages of cybergogy.

Back 79

1. Convenient
2. Readily accessible
3. Cost-effective
4. Opportunity to learn from prominent educators
5. Opportunity to participate in learning experience with others at distant geographical locations.

Front 80

List five disadvantages of cybergogy.

Back 80

1. Lack of "in person" conact and interaction.
2. Lack of immediate educator feedback.
3. Challenge of meeting the needs of learners with different learning styles via distance learning.
4. Learners' lack of knowledge about computer or other equipment used in distance learning.
5. Learners' comfort level with distance learning.
6. Educator's comfor tlevel with distance learning.

Front 81

List 5 key points to consider when developing a distance learning experience.

Back 81

1. Use easy to read font not smaller than 12 point
2. USe online course that provides a mechanism for interaction among learners and educators.
3. Obtain professional assistance from computer programming experts.
4. Provide clear instructions for successful completion of distance learning activities.
5. Ensure that learners have access to necessary equipment.
6. Write explicit objectives for each program.
7. Provide explicit opportunities for learners to ask questions and obtain feedback.

Front 82

List five reason's why educators need to understand Bloom's Taxonomy.

Back 82

1. Serves as the foundation for writing measurable learning objectives.
2. Clearly identify the desired outcome of a learning experience.
3. Appropriate objectives assist the educator in selecting teaching strategies.
4. Appropriate objectives assist the educator in identifying necessary resources.
5. Appropriate objectives facilitate the evaluation process.