HE MIDTERM

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Created by
Shania Tanilon

Cards (57)

  • The terms goal and objective are often used interchangeably, because there does exist a real difference between the two terms
  • Goal

    The final outcome of what is achieved at the end of the teaching–learning process. Goals are global and broad in nature; they serve as long-term targets for both the learner and the teacher
  • Objective

    Short-term in nature and should be achievable at the conclusion of one teaching session or within a matter of a few days following a series of teaching sessions. An objective describes a performance that learners should be able to exhibit before they are considered competent
  • Educational Objectives

    • Learning Objectives
    • Outcomes
    • Terminal Objectives
    • Performance Objectives
    • Competencies
    • Instructional Objectives
    • Behavioral Objectives
  • Instructional objectives

    Describe the teaching activities, specific content areas and resources used to facilitate instruction
  • Behavioral objectives or learning objectives
    Action oriented rather than teacher oriented and short-term outcome focus rather process focus. It describes what the learner will able to do following a learning situation
  • Domains of educational objectives
    • Cognitive
    • Affective
    • Psychomotor
  • Cognitive domain

    • Dealing with intellectual abilities; Approximately 80% of educational objectives fall into this domain; Most familiar to both instructors, authors and learners
  • Affective domain

    • Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values and appreciations: Often the most difficult objectives to develop
  • Psychomotor domain

    • The easiest objectives to write as the behavior is easily observed and monitored. Psychomotor skills often involve the use of tools or instruments; "Hands On" courses will contain psychomotor objectives
  • Importance of using Behavioral objectives: Helps to keep educators thinking on target and learner centered; Communicates to others, both learners and healthcare team members alike, what is planned for teaching and learning; Helps learners understand what is expected of them so they can keep track of their progress; Forces the educator to organize educational materials so as not to get lost in content and forget the learner's role in the process
  • Common mistakes in writing objectives
    • Describing what the teacher does rather than what the learner is expected to do
    • Including more than one expected behavior in a single objective
    • Forgetting to identify all four components of objective writing
    • Using terms for performance that are open to many interpretations, are not action oriented and difficult to measure
    • Writing objectives that are un attainable and unrealistic given the ability level of the learner
    • Writing objectives that do not relate to stated goal
    • Cluttering objectives by including unnecessary information
    • Being to general so are not to specify clearly the expected behavior to be achieved
  • Knowledge level

    Ability of the learner to memorize, recall, define, recognize or identify specific information such as facts, rules and principles, condition and terms presented during instruction
  • Apprehension level

    Ability of the learner to demonstrate an understanding or appreciation of what is being communicated by translating it into a different form or recognizing it in a translated form, such as grasping an idea by defining it or summarizing it in his or her own words (knowledge is a prerequisite behavior)
  • Application level

    Ability of the learner to use ideas, principles, abstractions, or theories in particular and concrete situations, such as figuring, writing, reading, or handling equipment (knowledge and comprehension are prerequisite behaviors)
  • Implementation of Health Education Plan
    1. Comprehend study guide prior to class attendance
    2. Read required learning resources; refer to unit terminologies for jargons
    3. Proactively participate in classroom discussions
    4. Participate in weekly discussion board (Canvas)
    5. Answer and submit course unit tasks
  • Implementation

    Measuring the attainment process, objectives, or determining the achievement of means designed to accomplish program goals
  • Implementation of the teaching plan
    • The nurse must constantly assess the patient's response during this phase
    • The nurse needs to speak in terms the patient understands
    • Be specific on what is to be covered
    • Keep the message short and concise
  • Interpersonal Skills

    • Effective teaching is based on the nurse's ability to establish rapport with the patient
    • The nurse who is empathic to the patient shows sensitivity to the patient's needs and preferences
    • An atmosphere in which the patient feels free to ask questions promotes learning
  • Steps in Implementation

    1. Teaching plan should include: what will be taught, when teaching will occur, where teaching takes place, who will teach and learn, how teaching will occur
    2. Deciding what will be taught is a decision that Educator and the patient need to make together
    3. The goal is to make patient as competent as he needs to manage his or her won healthcare needs
    4. Look at the information that the patient "needs to know", and "what is nice to know"
    5. Start with the information that the patient needs to know and select where the patient wants to start
    6. Plan when you will teach, taking the length of hospital stay
    7. Determine what works with patients and offer options that are realistic
    8. Does the patient prefer to have education done in the morning or evening?
    9. Does the patient prefer short or longer, or in-depth session?
    10. As you implement the plan, assess how quick the patient can learn information
    11. During the teaching session observe for signs of fatigue, yawning, inability to concentrate
    12. Keep teaching session short no more than 30 minutes and shorter than 5 minutes
    13. Plan where you will teach, and include comfort and privacy
    14. If patient may ask intimate question, look for an empty room
    15. Whatever setting you use, try to limit distractions and interruption
    16. Plan who will teach to and who will learn
    17. Patients who had similar experience can be helpful
    18. Include teaching people other than the patient such as spouse, children or caregiver
    19. Plan how you will teach, use data from the assessment about patient preferred learning style to select the method
    20. Global learners likes to understand big picture first and work down to details
    21. Linear learners wants details first and expect a bigger picture to emerge
    22. If the client is a visual learner, select teaching material that involve reading, writing, and watching visual media
    23. Auditory learners need to hear information through spoken explanations and may remember information's better than pamphlets
    24. Tactile learners must touch, manipulate and perform task to learn
  • Teaching methods and materials may be use depending on the patients preferred learning style and which methods and materials are most appropriate for specific situations
  • Implementation of Health Education Plan
    1. Comprehend study guide prior to class attendance
    2. Read required learning resources; refer to unit terminologies for jargons
    3. Proactively participate in classroom discussions
    4. Participate in weekly discussion board (Canvas)
    5. Answer and submit course unit tasks
  • Implementation

    Measuring the attainment process, objectives, or determining the achievement of means designed to accomplish program goals
  • Implementation of the teaching plan
    • The nurse must constantly assess the patient's response during this phase
    • The nurse needs to speak in terms the patient understands
    • Be specific on what is to be covered
    • Keep the message short and concise
  • Interpersonal Skills

    • Effective teaching is based on the nurse's ability to establish rapport with the patient
    • The nurse who is empathic to the patient shows sensitivity to the patient's needs and preferences
    • An atmosphere in which the patient feels free to ask questions promotes learning
  • Steps in Implementation

    1. Teaching plan should include: what will be taught, when teaching will occur, where teaching takes place, who will teach and learn, how teaching will occur
    2. Deciding what will be taught is a decision that Educator and the patient need to make together
    3. The goal is to make patient as competent as he needs to manage his or her won healthcare needs
    4. Look at the information that the patient "needs to know", and "what is nice to know"
    5. Start with the information that the patient needs to know and select where the patient wants to start
    6. Plan when you will teach, taking the length of hospital stay
    7. Determine what works with patients and offer options that are realistic
    8. Does the patient prefer to have education done in the morning or evening?
    9. Does the patient prefer short or longer, or in-depth session?
    10. As you implement the plan, assess how quick the patient can learn information
    11. During the teaching session observe for signs of fatigue, yawning, inability to concentrate
    12. Keep teaching session short no more than 30 minutes and shorter than 5 minutes
    13. Plan where you will teach, and include comfort and privacy
    14. If patient may ask intimate question, look for an empty room
    15. Whatever setting you use, try to limit distractions and interruption
    16. Plan who will teach to and who will learn
    17. Patients who had similar experience can be helpful
    18. Include teaching people other than the patient such as spouse, children or caregiver
    19. Plan how you will teach, use data from the assessment about patient preferred learning style to select the method
    20. Global learners likes to understand big picture first and work down to details
    21. Linear learners wants details first and expect a bigger picture to emerge
    22. If the client is a visual learner, select teaching material that involve reading, writing, and watching visual media
    23. Auditory learners need to hear information through spoken explanations and may remember information's better than pamphlets
    24. Tactile learners must touch, manipulate and perform task to learn
  • Teaching methods and materials may be use depending on the patients preferred learning style and which methods and materials are most appropriate for specific situations
  • Implementation of Health Education Plan
    1. Comprehend study guide prior to class attendance
    2. Read required learning resources; refer to unit terminologies for jargons
    3. Proactively participate in classroom discussions
    4. Participate in weekly discussion board (Canvas)
    5. Answer and submit course unit tasks
  • Implementation

    Measuring the attainment process, objectives, or determining the achievement of means designed to accomplish program goals
  • Implementation of the teaching plan
    • The nurse must constantly assess the patient's response during this phase
    • The nurse needs to speak in terms the patient understands
    • Be specific on what is to be covered
    • Keep the message short and concise
  • Interpersonal Skills

    • Effective teaching is based on the nurse's ability to establish rapport with the patient
    • The nurse who is empathic to the patient shows sensitivity to the patient's needs and preferences
    • An atmosphere in which the patient feels free to ask questions promotes learning
  • Steps in Implementation

    1. Teaching plan should include: what will be taught, when teaching will occur, where teaching takes place, who will teach and learn, how teaching will occur
    2. Deciding what will be taught is a decision that Educator and the patient need to make together
    3. The goal is to make patient as competent as he needs to manage his or her won healthcare needs
    4. Look at the information that the patient "needs to know", and "what is nice to know"
    5. Start with the information that the patient needs to know and select where the patient wants to start
    6. Plan when you will teach, taking the length of hospital stay
    7. Determine what works with patients and offer options that are realistic
    8. Does the patient prefer to have education done in the morning or evening?
    9. Does the patient prefer short or longer, or in-depth session?
    10. As you implement the plan, assess how quick the patient can learn information
    11. During the teaching session observe for signs of fatigue, yawning, inability to concentrate
    12. Keep teaching session short no more than 30 minutes and shorter than 5 minutes
    13. Plan where you will teach, and include comfort and privacy
    14. If patient may ask intimate question, look for an empty room
    15. Whatever setting you use, try to limit distractions and interruption
    16. Plan who will teach to and who will learn
    17. Patients who had similar experience can be helpful
    18. Include teaching people other than the patient such as spouse, children or caregiver
    19. Plan how you will teach, use data from the assessment about patient preferred learning style to select the method
    20. Global learners likes to understand big picture first and work down to details
    21. Linear learners wants details first and expect a bigger picture to emerge
    22. If the client is a visual learner, select teaching material that involve reading, writing, and watching visual media
    23. Auditory learners need to hear information through spoken explanations and may remember information's better than pamphlets
    24. Tactile learners must touch, manipulate and perform task to learn
  • Teaching methods and materials may be use depending on the patients preferred learning style and which methods and materials are most appropriate for specific situations
  • Evidence-Based Practice (EBP)

    The conscientious use of current best practice evidence in making decisions about patient care. A lifelong problem-solving approach to clinical practice that integrates the most relevant and best research, one's own clinical expertise and patient preferences and values.
  • Evidence-based medicine

    • Evidence generated from systematic reviews of clinically randomized trials, acknowledged as the strongest evidence upon which practice decisions can be made.
  • Steps of EBP

    1. Form a clinical question to identify a problem
    2. Gather the best evidence
    3. Analyze the evidence
    4. Apply the evidence to clinical practice
    5. Assess the result
  • Application of EBP

    Better patient outcomes, which can decrease the demand for healthcare resources, allowing healthcare organizations to reduce expenses
  • EBP

    An essential component of safe, quality patient care. Nurses must be aware of current practices to provide care to patients with complicated and debilitating conditions.
  • Benefits of EBP for Nurses and Patients
    • Provides nurses with scientific research to make well-founded decisions
    • Enables nurses to stay updated on new medical protocols for patient care
    • Allows nurses to increase patients' chances for recovery by searching for documented interventions that fit patient profiles
    • Enables nurses to evaluate research to understand risks or effectiveness of diagnostic tests or treatments
    • Allows patients to have a proactive role in their own healthcare by voicing concerns, sharing values and preferences, and making suggestions
  • Advantages of EBP for Healthcare Organizations
    • Better patient outcomes, which can decrease the demand for healthcare resources, allowing healthcare organizations to reduce expenses
    • Outdated practices may have included unnecessary supplies, equipment or products for certain procedures or techniques