Teaching And Learning (Basics In Nursing)

Front 1

(def)

the desire to learn

Back 1

motivation

Front 2

(def)

the extent to which an individual's behavior coincides with medical or health advice

Back 2

compliance

Front 3

(def)

a change in human disposition or capability that persists over a period of time and cannot be solely accounted for by growth

Back 3

learning

Front 4

(def)

system of activities intended to produce learning

Back 4

teaching

Front 5

(def)

observing the behavior of people who have successfully achieved a goal that one has set for oneself, and through observing, acquiring ideas for behavior and coping strategies

Back 5

modeling

Front 6

(def)

term used to describe the process involved in stimulating and helping elderly persons to learn

Back 6

geragogy

Front 7

(def)

copying the behaviors and attitudes of another person

Back 7

imitation

Front 8

(def)

the response or message that the receiver returns to the sender during communication

Back 8

feedback

Front 9

(def)

the art and science of helping adults learn

Back 9

andragogy

Front 10

(def)

the discipline concerned with helping children learn

Back 10

pedagogy

Front 11

(def)

teaching involving communication with a person and/or persons whose cultural background differs from that of the teacher

Back 11

transcultural teaching

Front 12

(def)

statement describing the behavior a learner should be able to demonstrate after completing a learning experience

Back 12

learning objective

Front 13

(def)

the demonstration of behaviors or cues that reflect the learners motivation to learn at a specific time

Back 13

readiness to learn

Front 14

(def)

a process in which a response is strengthened by the fear of punishment or the anticipation of a reward

Back 14

reinforcement

Front 15

(def)

a pleasant experience such as praise and encouragement

Back 15

positive reinforcement

Front 16

Benjamin Bloom identified what three domains/areas of learning?

Back 16

1. Cognitive domain
2. Affective domain
3. Psychomotor domian

**likely on test** be able to identify which domain a person is thinking in

Front 17

Which domain includes the following sub-categories: knowledge, comprehension, application, analysis, and synthesis?

Back 17

Cognitive domain

Front 18

For compliance to occur, what 3 things must be accomplished by the client?

**likely on test**

Back 18

1. recognizes need to learn
2. expends energy required to learn
3. follows through with behaviors

Front 19

Which domain of learning is also known at the "thinking domain"?

Back 19

cognitive domain

Front 20

Which domain of learning is also known as the "feeling domain"?

Back 20

affective domain

Front 21

Which domain of learning is also known as the "skill domain"

Back 21

psychomotor domain

Front 22

Which domain is divided into categories that specify the degree of a "person's depth of emotional response to tasks"?

Back 22

affective domain

Front 23

Which domain includes the following subcategories: receiving, responding, valuing, organizing, and characterizing?

Back 23

affective domain

Front 24

Which domain includes the following subcategories: perception, guided response, mechanism, complex overt response, and adaptation?

Back 24

psychomotor domain

Front 25

Explanation or description (ex. a lecture) prompts what domain(s) of learning in the learner?

Back 25

Cognitive

Front 26

One-to-one discussion prompts what domain(s) of learning in the learner?

Back 26

Cognitive, affective

Front 27

Answering questions prompts what domain(s) of learning in the learner?

Back 27

Cognitive

Front 28

Demonstration prompts what domain(s) of learning in the learner?

Back 28

Psychomotor

Front 29

Discovery (ex. problem-solving situation) prompts what domain(s) of learning in the learner?

Back 29

Cognitive, affective

Front 30

Group discussion prompts what domain(s) of learning in the learner?

Back 30

Affective, cognitive

Front 31

Printed and audiovisual material prompts what domain(s) of learning in the learner?

Back 31

cognitive

Front 32

Role-playing prompts what domain(s) of learning in the learner?

Back 32

cognitive, affective

Front 33

Modeling prompts what domain(s) of learning in the learner?

Back 33

affective, psychomotor

Front 34

Practice prompts what domain(s) of learning in the learner?

Back 34

psychomotor

Front 35

Computer-assisted learning programs prompt what domain(s) of learning in the learner?

Back 35

All types of learning

Front 36

What things should you look at when determining a client's readiness to learn?

Back 36

- motivation
- past experiences
- beliefs
- cultural heritage
- emotional status
- physical condition
- developmental stage

Front 37

What things should you look at when determining a client's ability to learn?

Back 37

- developmental capacity
- physical capacity

Front 38

Assessment of knowledge base prior to teaching will facilitate what?

Back 38

a more efficient and successful learning process that is individualized to specific needs

Front 39

What is the purpose of assessing a person's knowledge base prior to teaching?

Back 39

to facilitate a more efficient and successful learning process that is individualized

Front 40

What does the assessment of a client's "readiness to learn" facilitate?

Back 40

successful learning

Front 41

Why is it important to teach a client using their preferred learning style?

Back 41

it influences receptivity to the material being presented (client more likely to learn if they are comfortable with the learning style)

Front 42

Culture is an important variable in observational learning. Imitation is ________ (more or less) likely if models are of different culture than oneself.

Back 42

less

Front 43

What effect on learning would you expect to see if a client is experiencing high stress? low stress?

Back 43

high stress = interferes with learning
low stress = enhances

Front 44

What are 2 types of limitations that need to be identified and considered when establishing a teaching plan?

Back 44

- cognitive limitations
- physical limitations

Front 45

Age provides information on a person's ____________ status.

Back 45

developmental

Front 46

How can physiologic events, such as critical illness, pain, or impaired hearing, affect learning?

Back 46

learning can be inhibited

Front 47

How does the transfer of knowledge (using knowledge in more than one situation) help the client?

Back 47

it allows them to relate what they have learned to their own life situations

Front 48

Learning is facilitated by material that is presented in what (2) manners?

Back 48

- logically organized
- proceeds from the simple to the complex

Front 49

Subject matter seen as having ________ relevance is more readily learned.

Back 49

personal

Front 50

Behavior is more likely to be retained if it is what?

Back 50

repeated

Front 51

What type of vocabulary should be used to enhance learning?

Back 51

a lay person's vocabulary

Front 52

A relationship that is both ________ and ________ will best assist learning.

Back 52

constructive and accepting

Front 53

What is the purpose of written information in the learning process?

Back 53

it both enhances and clarifies verbal information received

Front 54

Learning should be a holistic experience. What should you do to ensure that it is?

Back 54

use multiple sensory modalities (touch, sight, movement)

Front 55

What is the purpose for feedback in a teaching/learning relationship?

Back 55

- allows evaluation of learning and understanding
- reviews effectiveness of teaching
- evaluates need for clarification of information
- evaluates need for a modification of the teaching process

Front 56

How should you address the following learning barrier?:

A client is experiencing an acute illness and needs all of his resources and energy to cope with his illness.

Back 56

Defer teaching until the client is less ill

Front 57

How should you address the following learning barrier?:

Client has just received information that he is terminally ill.

Back 57

Defer teaching to a better time

Front 58

How should you address the following learning barrier?:

Client may be experiencing pain.

Back 58

Conduct a pain assessment prior to teaching. Defer if the client is in pain.

Front 59

How should you address the following learning barrier?:

Client states "I can't concentrate this early!" while you are attempting to teach.

Back 59

Adapt a better time that suits the client's needs

Front 60

How should you address the following learning barrier?:

Client is upset because his wife was recently relocated to a nursing home.

Back 60

Deal with the emotional issue first, and address the teaching at a later time

Front 61

How should you address the following learning barrier?:

Client speaks a different language.

Back 61

Get an interpreter or another nurse with the appropriate skills

Front 62

How should you address the following learning barrier?:

Client is elderly.

**likely on test**

Back 62

Vision, hearing and motor control can be lost/diminished over time. Consider these deficits and adapt a plan that works.

Front 63

How should you address the following learning barrier?:

Client is of a different culture.

Back 63

Assess needs when planning

Front 64

How should you address the following learning barrier?:

Client is blind or deaf.

Back 64

Plan teaching according to ability

Front 65

How should you address the following learning barrier?:

Client has a learning disability.

Back 65

Assess capacity for learning, plan teaching to complement

Front 66

(def)

the state in which an individual or family does not comprehend, learn, or demonstrate knowledge of health care measures necessary to maintain health

Back 66

knowledge deficit

Front 67

What are the (6) approved NANDA etiologies of Knowledge Deficit?

***likely on test***

Back 67

1- lack of exposure
2- lack of recall
3- information misinterpretation
4- cognitive limitation
5- lack of interest in learning
6- unfamiliarity with information resources

Front 68

(def)

a nursing diagnosis; a person's informed decision not to adhere to a therapeutic recommendation

Back 68

Noncompliance

Front 69

(def)

a nursing diagnosis; a state in which an individual in stable health is actively seeking ways to alter personal health habits and/or the environment in order to move toward a higher level of health

Back 69

health-seeking behaviors

Front 70

Teaching can be described as having what (3) qualities?

Back 70

1. interactive process
2. deliberate set of actions
3. prompts the learner

Front 71

What is the differences between formal and informal teaching?

Back 71

Formal teaching requires preparation. Informal teaching is constant, spontaneous, and spur of the moment.

Front 72

What are the 3 characteristics of a learning objective?

**likely on test**

Back 72

1. state the behavior in measurable and observable terms
2. contain criteria that indicate an acceptable level of performance
3. state the conditions under which the behavior will be demonstrated

Front 73

What type of words should be avoided when stating behavioral objectives?

Back 73

those with many interpretations (ex. know, learn, understand, comprehend, value, feel, realize, etc.)

Front 74

When listing the defining characteristics for a nursing diagnoses of "Knowledge deficit", you should include characteristics that meet what (4) criteria?

Back 74

1. individual
2. specific
3. objective
4. subjective

Front 75

Defining characteristics of a Knowledge Deficit nursing diagnosis may include what (2) types?

Back 75

1. observed behaviors
2. direct client statements

Front 76

Failure to keep appointments or statements made by the client that he/she is unwilling to follow treatment are examples of what?

Back 76

Noncompliance

Front 77

Prior to developing a teaching plan, the nurse should assess what (4) things?

Back 77

1. learning need
2. readiness to learn
3. ability to learn
4. learning style

Front 78

What are 3 ways that you can provide an environment conducive to learning?

Back 78

1. reduce noise
2. avoid interruptions
3. provide adequate lighting

Front 79

Why would you want to provide a visual aid when teaching?

Back 79

visual aids assist in remembering information

Front 80

When teaching, feedback should be given how?

Back 80

via praise - this establishes a relationship that is both accepting and constructive

Front 81

____________ is both an ongoing and final process which determines if learning has occurred.

Back 81

Evaluation

Front 82

When documenting a teaching experience, what 4 things should be included?

Back 82

1. topic taught
2. client outcomes
3. resources provided
4. need for additional teaching **if required**

Front 83

Which phase of the nursing process?:

Determine priority of a client's needs.

Back 83

Planning

Front 84

Which phase of the nursing process?:

Develop objectives and identify relevant content.

Back 84

Planning

Front 85

Which phase of the nursing process?:

Select teaching methods and learning activities, including the client if possible

Back 85

Planning

Front 86

A learning objective (behavioral objective) describes what?

Back 86

the behavior a learner should be able to demonstrate after completing a learning experience

Front 87

Which phase of the nursing process?:

Explanation, one to one discussions, answering questions

Back 87

Planning and/or Implementation

Front 88

Which phase of the nursing process?:

Demonstrations, Discovery, Practice, Discussions, Role Playing, Modeling, and receipt of Audio/Visual or Printed Materials

Back 88

Implementation

Front 89

What are (11) guidelines for teaching?

Back 89

1. build a rapport
2. use previous client knowledge
3. optimal timing
4. communicate clearly/concisely
5. use layman's terms
6. teach at a moderate pace
7. comfortable environment
8. use teaching aids
9. involve all senses
10. stimulated motivation/self-directed learning
11. repeat/reinforce

Front 90

Which phase of the nursing process?:

Give feedback

Back 90

Implementation

Front 91

Which phase of the nursing process?:

validate learning

Back 91

Evaluation

Front 92

Which phase of the nursing process?:

Modify teaching plan

Back 92

Evaluation

Front 93

Which phase of the nursing process?:

State goals/expected outcomes

Back 93

Planning

Front 94

What must always accompany a nursing diagnosis?

Back 94

defining characteristics