Term
Health Education Definition |
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Definition
-A dimension of the required "caring" of the nurse -recognizeses the patient as the best manager of their care -a practice based on influence not control -focused on behavioral changes -a patient's right to know what is going on |
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Term
| Reasons for health education |
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Definition
-help people take responsibilty for their health -decrease risk of critial incidents occuring -individualized care (what they cannot do for themselves) -a professional/legal duty of the nurse -patients have a right to know -to gain pt. partnership |
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Term
Process of health education |
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Definition
Assessment-med/nursing diagnoses Plan for care-teamwork, priorities, short/long term goals, specific/measurable objectives (pt. included) Implementation-how the plan will be implemented, teaching targeted to meet mutually estabilished goals Evaluation-how goals were met, med/nursing diagoses resolved or referred for continuing care, leads back to assessment |
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Term
| Why is health education an essential element of quality health care? |
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Definition
-seeks to care for the whole person -seeks to make the individual the manager of their health -giving people what they do not have to then be able to function better -decreases recovery time -supports individuals right to know -encourages pt. participation in care/decisions -increase longterm wellbeing -increase coping ability -inform regarding financial responsiblities, what to expect |
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Term
| Four ways to include health education when time is limited? |
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Definition
-Set priorities -Teach pt. about actions being done by health care provider during the action -Provide material for the pt. to study but evaluate their understanding after -Include multidisciplinary members to participate in teaching |
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Term
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Definition
To identify factors that influence complience and motivation, and how a pt. percieves their health problem Six factors are considered: 1. Pt. perception of illness severity 2. Pt. perception of susceptibiltiy to illness and consequenses 3. Value of treatment benefits 4. Barriers to treatment 5. Costs of treatment physically and emotionally 6. Cues that stiumuate taking action toward treatment of illness (ie. media, previous experience, health pamphlets ect.) |
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Term
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Definition
Inventor believed health was related to self-initiationed behaviors directed toward attaining hgihter levels of health. The model assumes that people seek to create conditions of living through which they can express their unique human health potential. That people have the capacity for self awareness, value growth, try to achieve a balance between change and stablity, seek to regulate their own behavior, people interact with their environment progressively transforming the environment and being transformed overtime. Health care providers are part of this environment that influences and self initiated changes are essential to behavior change Organized into 3 categories: 1. indivuidual characteristics and expreinces 2. behavior specfic cognitions and affect 3. behavioral outcome |
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Term
| Behavioral theory of learning |
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Definition
Conditioning or behavior modification Formation of stimulus-response linkages or response-stimulus reinforcements Teacher centered with passive learners Increased probability of desired response and is useful for reinforcing desired behaviors in children |
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Term
| Social Cognitive learning theories |
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Definition
Conceptual Model [image] Source: Pajares (2002). Overview of social cognitive theory and of self-efficacy. 12-8-04. From http://www.emory.edu/EDUCATION/mfp/eff.html. Increased belief that one is capable of performing desired behavior and that the performace wil lead to expected outome Enhancement of self confidnence and self efficacy can lead to desired health behavior changes and maintencance of desired behavior |
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Term
| Cognitive learning theories |
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Definition
Gains or changes insights, outlooks or though patterns Reorganizes perceputal or cognitive fields. Purposive involvement, problem solving/raising. Teacher-student centered with cooperative and interactive inquiry Information processing model consists of short & long term memory. Long term memory is banked and can be retrieved later for use by short term memory. Leads to purposfully acquired insights, preinciplies, relationships, concepts, generalizations, rules, theories, or lawas with enhanced scientific outlook and instrumental thinking. Diagnostic reasoning Applicable to affective learning. Useful when working with groups with common problems. Useful for building and connecting information |
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Term
| Behavioral learning theory |
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Definition
- Behavioral Learning Theory
- Key principle - behavior changes according to its immediate consequences
- Key concepts - reinforcement, extinction, punishment, shaping, randomness
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Term
| Cognitive learning theory |
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Definition
- Cognitive Learning Theory
- Key principle - learning is the development of insights that provide a guide for behavior
- Key concepts - learner schemata, mental models, levels of learning
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Term
| Social Cognitive learning theory |
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Definition
- Social Cognitive Theory
- Includes elements of behavioral and cognitive learning theory
- Key principle - people respond primarily to cognitive representations of the environment rather than the environment itself
- Key concepts - observation leads to learning, modeled action, cognitive rehearsals, expectations, extrinsic reward, self-evaluation
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Term
| 10 Ways a health care provider can design a learning environment that motivates learning |
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Definition
1. Encourage the learner when they suceed 2. Feedforward information 3. Brainstorm opportunities with specific guidlines for participants 4. Adult-Adult interaction 5. Written learning contracts 6. Provide role models (peers) 7. Group sessions or one on one interaction depending on learner need. 8. Use of object lessons (ie. progression of lung changes in undermangaged COPD or heart the heart in undermanged heart disease) 9. Opportunities to practice new skills taught 10. Establish a climate of mutual trust and safety |
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Term
| Identify ways to improve the learning environment |
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Definition
-Assess learners learning styles -Explore one's own teaching styles -Motivate the learner to learn -Create an environment of motivation, encouragement and responsibility on the learner to learn |
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Term
| Locations in which health teaching takes place |
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Definition
Hospital Home School Street Clinic |
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Term
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Definition
Facilitating learning Providing information not known before Any practice that furnishes a person with skill or knowledge (RHD, 2002). |
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Term
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Definition
-Tell me and I forget. Show me and I remember. Involve me and I understand. -ignorance to knowledge, indifference to understanding, inability to competence (change) |
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Term
| The three domains of learning |
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Definition
| Cognitive, Affective, Psychomotor |
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Term
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Definition
Intellectual ability, mental capacity, thinking processes | cognitive domain | | level | category or 'level' | behaviour descriptions | examples of activity to be trained, or demonstration and evidence to be measured | 'key words' (verbs which describe the activity to be trained or measured at each level) | | 1 | Knowledge | recall or recognise information | multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure | arrange, define, describe, label, list, memorise, recognise, relate, reproduce, select, state | | 2 | Comprehension | understand meaning, re-state data in one's own words, interpret, extrapolate, translate | explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors | explain, reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example | | 3 | Application | use or apply knowledge, put theory into practice, use knowledge in response to real circumstances | put a theory into practical effect, demonstrate, solve a problem, manage an activity | use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play | | 4 | Analysis | interpret elements, organizational principles, structure, construction, internal relationships; quality, reliability of individual components | identify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs | analyse, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide | | 5 | Synthesis (create/build) | develop new unique structures, systems, models, approaches, ideas; creative thinking, operations | develop plans or procedures, design solutions, integrate methods, resources, ideas, parts; create teams or new approaches, write protocols or contingencies | develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify | | 6 | Evaluation | assess effectiveness of whole concepts, in relation to values, outputs, efficacy, viability; critical thinking, strategic comparison and review; judgement relating to external criteria | review strategic options or plans in terms of efficacy, return on investment or cost-effectiveness, practicability; assess sustainability; perform a SWOT analysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendations and justifications | review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage |
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Term
| Conversation advantages and disadvantages |
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Definition
Advantages: More relaxed, personal, can be one on one Allows opportunity to explore more than one area of teaching need Disadvantages: Can be more time consuming May allow participants to go off track more |
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Term
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Definition
Feelings, attitudes, values | affective domain | | level | category or 'level' | behaviour descriptions | examples of experience, or demonstration and evidence to be measured | 'key words' (verbs which describe the activity to be trained or measured at each level) | | 1 | Receive | open to experience, willing to hear | listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively | ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel | | 2 | Respond | react and participate actively | participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation | react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform | | 3 | Value | attach values and express personal opinions | decide worth and relevance of ideas, experiences; accept or commit to particular stance or action | argue, challenge, debate, refute, confront, justify, persuade, criticise, | | 4 | Organise or Conceptualize values | reconcile internal conflicts; develop value system | qualify and quantify personal views, state personal position and reasons, state beliefs | build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare | | 5 | Internalize or characterise values | adopt belief system and philosophy | self-reliant; behave consistently with personal value set | act, display, influence, solve, practice, |
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Term
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Definition
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Term
| Are the three domains of learning mutually exclusive? Why or why not |
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Definition
The three domains of learning are not mutually exclusive since it is possible for teaching to occur in more than one domain at the same time (ie. coaching a pt. through an insulin injection -both cognitive and psychomotor domains. side note: often necessary to address one domain before being able to address another (ie. affective domain regarding insulin need for a pt. with IDDM and using cognitive domain to work with affective domain to ultimately teach an injection in the psycomotor domain.) |
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Term
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Definition
1. Gathering data 2. Sorting and categorizing data 3. Writing a summary statment (Includes medical/nursing diagnoses) Patient and family should be included in the process. Assessment is a continual process since new information can come up at anytime. |
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Term
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Definition
Identify the actual/potential functional problems of the pt. what survival skills are necessary Ask the learning their view on the issues. Short/long term goals negotiated Learning readiness must be assesses Maslow's heirarchy of needs Patients need to know why they are there (diagnosis) |
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Term
| Lecture advantages and disadvantages |
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Definition
Advantages: Can cover lots of content in smaller amount of time Good for larger groups Can be helpful for auditory learners Disadvantages: Impersonal Can be too quick for some learners Does not offer as much opportunity for participation by learner |
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Term
| Demonstration advantages and disadvantages |
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Definition
Advantages: Provides a visual image for pt. to see and replicate better More personal than a lecture Can incorporate cognitive and psycomotor domains Disadvantages: Does not work as well with large groups Can be time consuming Not necessarily directly interactive |
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Term
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Definition
| Assertive | Suggestive | Collaborative | Facilitative | | Gives direction | Suggests alternatives | Elicits student ideas | Elicits student feelings | | Asks direct questions | Offers opinions | Explores student ideas | Offers feelings | | Gives information | Relates personal experiences | Invites personal experiences | Encourages/ Uses silence | | | | | | | TEACHER CENTERED | | | LEARNER CENTERED |
References
1. Quirk ME. How to learn and teach in medical school: a learner-centered approach. New York: Charles C. Thomas Publishers, 1994. |
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Term
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Definition
| Also called social learning theory. The confidence that one can carry out a behavior to reach a desired goal. Four ways health care providers can help people believe this change is possible: 1. personal mastery 2. vicarious expereinces 3. verbal persuasion 4. physiological feedback (result of sucess at the behavior) |
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Term
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Definition
A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged radially around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing. |
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Term
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Definition
| Providing a patient with the benefits and risks to a certain treatment and giving the information in a way that they can understand it so as to be able to make a desision with the proper knowledge of the information |
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Term
Behavioral objective criteria |
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Definition
1 Performance (what learner will do) 2 Conditions (what constraints will be included in performance) 3 Criteria (how teacher and learner will know if goal has been accomplished) |
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Term
| Prochaska's Transtheoretical Model of Motivation and Change |
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Definition
Precontemplation-6 mo., little intent to change, resistant to change, defensive Contemplation- 6 mo. to yrs, more serious to change behavior, unsure about costs and benefits of changing behavior Preparation- variable time period, prelimiary healthy behavior attempts such as brief attempts Action-up to 6 mo., action interspersed with recidivism and relapse Maintenance- 6 mo. after successful behavior change in action phase, may last for yrs if successful, relapse may occur but less common than during action stage |
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Term
Identify at least 5 methods of measurement of learning outcomes |
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Definition
Direct observation Patient records Reports Tests Interviews/questionaires Staff Critical incidents Length of Stay |
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Term
Demonstration, involvement, cartoons, models, posters, stories, lectures, transparencies, discussions, computers, audiotapes, handouts What are the advantages and disadvantages of these strategies? |
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Definition
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Term
| What are the 4 levels of Evaluation? |
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Definition
Level A: Pt. and family involvement during intervention did they like it Level B: Pt. performance immediately after learning experience did they learn it Level C: Patient performance at home did they use it Level D: Patient's overall self-care adn health management was teaching worth it in the long run |
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Term
| When can the degree of the sucess of patient education be measured? |
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Definition
1. During the intervention 2. Performance after learning 3. Performance at home 4. Overall self-care and maintenance |
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Term
| How is evaluation conducted? |
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Definition
| Evaluation is conducted using the behavior objectives set in the planning phase |
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Term
Who is evaluated in the Evaluation step of the education process? |
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Definition
The teacher and learner In this phase the educator needs to measure behavior, look critically at patient care, identify problems that have prevented learning and if their are still current learning needs |
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