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NURSE EDUCATOR MIDTERM & FINAL QUESTIONS WITH ACTUAL SOLUTIONS !!
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NURSE EDUCATOR MIDTERM & FINAL QUESTIONS WITH ACTUAL SOLUTIONS !!
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NURSE EDUCATOR MIDTERM & FINALQUESTIONS WITH ACTUAL
SOLUTIONS !!
What nnis nnthe nndifference nnbetween nna nnGoal nnand nnObjective nn- nnAnswer nnGOAL:
nnthe nnfinal nnoutcome nnof nnwhat nnis nnachieved, nnmore nnabout nntime..final nndestination
nn"THE nnPIE"
OBJECTIVE: nna nnbehavior nndescribing nnthe nnperformance nnthat nnlearners nnshould
nnbe nnable nnto nnexhibit- nnMore nnSpecific- nn"PIECES nnOF nnPIE"
Goals nnare? nn- nnAnswer nn-global
-broad
-long-term
-multi-dimensional
Objectives nnare? nn- nnAnswer nn-Specific nn
-singular
-short-term
-unidimensional
Educational/Instructional nnObjectives nn- nnAnswer nn-CONTENT-ORIENTED,
nnTEACHER-CENTER nnoutcomes nnof nnthe nneducation nnprocess nnin nnreference nnto
nnan nnaspect nnof nna nnprogram nnor nna nntotal nnprogram nnof nnstudy
Behavioral/learning nnObjectives nn- nnAnswer nn-ACTION-ORIENTED, nnLEARNER-
CENTERED nnoutcomes nnof nnthe nnteaching/learning nnprocess
What nnis nnthe nnresponsibility nnfor nnestabilishing nngoals nnand nnobjectives nn- nnAnswer
nn-both nnparties nnmust nnagree nn(teacher/learner)
-blending nnwhat nnlearner nnwants nnto nnlearn nnand nnwhat nnthe nnteacher nnhas
nnassessed nnthe nnlearner nnneeds nnto nnknow.
What nnare nnthe nn4 nnimportant nncharacteristics nnfor nnwriting nnbehaviorial nnobjectives?
nn- nnAnswer nn1. nnPerfomance
2. nnCondition
3. nnCriterion nn(Criteria)
4. nnLearner
,Performance nn- nnAnswer nn-describes nnwhat nnthe nnlearner nnis nnexpeted nnto nnbe nnable
nnto nndo
Condtion nn- nnAnswer nn-describes nnthe nnsituation nnunder nnwhich nnbehavior nnwill nnbe
nnobserved
Criterion nn- nnAnswer nn-describes nnhow nnwell nnor nnwith nnwhat nnaccuracy nnthe
nnlearner nnmuch nnbe nnable nnto nnperform
*usually nna nnnumber
Learner nn- nnAnswer nn-describes nnwho nnis nnbeing nntaught
How nnis nnbehavior nndefined? nn- nnAnswer nn-according nnto nntype nn(domain nncategory)
nn
-level nnof nncomplexity nn(simple nnto nncomplex)
What nnare nnthe nn3 nntypes nnof nnlearning nndomains? nn- nnAnswer nn1. nnCognitive nn-
nnthe nn"thinking" nndomain
2. nnAffective nn- nnthe nn"feeling" nndomain
3. nnPsychomotor- nnthe nn"skills" nndomain
Which nnone nnof nnthe nndomains nnis nnintertwined nnwith nnthem nnall? nn- nnAnswer nn-
cognitive nndomain
This nndomain nnis nnan nnessential nnprerequisite nnfor nnlearning nnaffective nnand
nnpsychomotor nnskills, nnIs nnthe nntrational nnfocus nnof nnmost nnteaching, nnis nnbased nnon
nnthe nnlearners nnintellectual nnabilites nnand nnthinking nnprocess. nn- nnAnswer nn-The
nnCognitive nnDomain
What nnmethods nnare nnmost nnoften nnused nnto nnstimulate nnlearning nnin nnthe
nnCognitive nnDomain? nn- nnAnswer nn-lecture nn-most nncommon
-one-to-one nninstruction
-computer-assisted nnintruction
-verabl, nnwritten, nnvisual nntools
What nnis nnthe nn"spacing nnEffect" nnwhen nnteaching nnin nnthe nncognitive nndomain? nn-
nnAnswer nn-learing nnis nndistributed nnover nnseveral nnsessions nnlead nnto nnbetter
nnmemory nnthan nninformation nnlearned nnin nna nnsingle nnsession
What nnis nnthe nndifference nnbetween nn"Massed nnPractice" nnvs. nn"Distributed
nnPractice" nn- nnAnswer nn-Massed nnpractice- nncramming
-Distributed nnpractice nn- nnmore nnsuccessful nnperiod nnof nntime
THe nn___________ nndomain nnis nnabout nnexpressing nnconerns, nnexpressing
nnfeelings, nnemotions, nnand nnbeliefs nn- nnAnswer nn-Affective nnDomain
,Affective nnlearning nninvolves nnwhat? nn- nnAnswer nn-the nndegree nnto nnwhich nnfeelings
nnor nnattitudes nnare nnincorporated nninto nnone's nnpersonality nnor nnvalue nnsystem.
What nnmethods nnare nnoften nnused nnto nnstimulate nnlearning nnin nnthe nnaffective
nndomain? nn- nnAnswer nn-group nndiscussion
-role-playing
-role-modeling
-simulation nngaming
-questioning
What nnis nnimportant nnto nnremember nnwhen nnteaching nnin nnthe nnAffective nnDomain?
nn- nnAnswer nn-the nnevaluation nnof nnlearner nnis nnmore nncomplex nnbecause
nnperformance nnin nnaffective nndomain nnis nnless nnovert, nntangible nnand nnobserverable.
Aspects nnof nnteaching nnin nnthe nnPsychomotor nnDomain nninvolve nnwhat? nn- nnAnswer
nn-acquiring nnfine nnand nngross nnmotor nnabilities nnwith nnincreasing nncomplexity nnof
nnneuromuscular nncoordination.
What nnmethods nnare nnmost nnoften nnused nnwhen nnteaching nnin nnthe nnPsychomotor
nnDomain? nn- nnAnswer nn-demonstration nn
-return nndemonstration
-simulation
-gaming
-self-instruction
What nnfactors nninfluence nnPsychomotor nnSkill nnAcquisiton? nnThe nnamount nnof
nnpractice nnrequired nnto nnlearn nna nnnew nnskill nnvaries nnon nnwhat nnthings? nn- nnAnswer
nn-readiness nnto nnlearn
-motivaiton nnto nnlearn
-past nnexperience
-health nnstatus
-environmental nnstimuli
-anxiety nnlevel
-developmental nnstage
-practice nnsession nnlength nn- nnshould nnbe nnshort nnwith nnfrequent nnrest nnperiods
What nnis nnthe nngoal nnof nnnurses nnas nneducators? nn- nnAnswer nn-to nnincrease nnthe
nnresponsibility nnand nnindependence nnof nnclients nnfor nnself-care.
What nnis nnthe nnpurpose nnof nnpatient nneducation nn? nn- nnAnswer nn-to nnincrease nnthe
nncompetence nnand nnconfidence nnof nnclients nnfor nnself-management.
What nnagency nndefines nnthe nnnurse nneducator's nnscope nnof nnpractice nnto nnteach? nn-
nnAnswer nn-NLNE nn(National nnLeague nnof nnNursing nnEducators)
, What nnagency nnfirst nnnoticed nnthe nnimportance nnof nnhealth nnteaching nnas nna
nnfunction nnof nnthe nnnurse? nn- nnAnswer nn...
Learning nnis? nn- nnAnswer nn-A nnCHANGE nnIN nnBEHAVIOR nn(knowledge, nnskills,
nnand nnattitudes) nnthat nncan nnbe nnobserved nnand nnmeasured, nnand nncan nnoccur nnat
nnanytime nnor nnin nnany nnplace nnas nna nnresult nnof nnexposure nnto nnenvironmental
nnstimuli
What nnis nnthe nneducation nnprocess? nn- nnAnswer nn-A nnsystematic, nnsequential,
nnlogical, nnscientifically nnbased, nnplanned nncourse nnof nnaction nnconsisting nnof nntwo
nnmajor nninterdependent nnoperations, nnteaching nnand nnlearning. nn
-Mostly nnSpontaneous nnand nnformal
What nnare nnthe nnsteps nnto nnthe nnEducation nnProcess? nn- nnAnswer nn-Assessment
-Planning
-Implementation
-Evaluation
What nnis nna nnteachable nnmoment? nn- nnAnswer nn-illness nnbecomes nna nnteachable
nnmoment nnbecause nnpatient nnis nnencouraged nnto nntake nnan nnactive nnrole nnin nntheir
nncare.
What nnis nnthe nndifference nnbetween nnthe nnEducation nnProcess nnand nnthe nnNursing
nnProcess? nn- nnAnswer nn-EDUCATION nnPROCESS: nnfocuses nnon nnthe nnplanning
nnand nnimplementation nnof nnteaching nnbased nnon nnan nnassessment nnand
nnpriorization nnof nnthe nnclients nnlearning nnneeds, nnreadiness nnto nnlearn, nnand
nnlearning nnstyle.
-NURSING nnPROCESS: nnfocuses nnon nnthe nnplanning nnan nnimplementation nnof nncare
nnbased nnon nnthe nnassessment nnand nndiagnosis nnof nnthe nnphysical nnand
nnpsychosocial nnneeds nnof nnthe nnpatient.
What nnis nnthe nndifference nnbetween nnBARRIERS nnand nnOBSTACLES nnto
nneducation? nn- nnAnswer nn-BARRIERS: nnfactors nnIMPEDING nnthe nnnurse's nnability
nnto nnoptimally nndeliver nneducational nnservices.
-OBSTACLES: nnfactors nnthat nnNEGATIVELY nnimpact nnthe nnlearners nnability nnto
nnattend nnto nnand nnprocess nninformation
Name nnsome nnBARRIERS nn- nnAnswer nn-lack nnof nntime nnto nnteach
-low-priority nnstatus nngiven nnto nnteaching
-lack nnof nnmotivation nnand nnskill
-lack nnof nnspace nnand nnprivacy
-absence nnof nn3rd nnparty nnreimbursement
-documentation nndifficulties
-lack nnof nnconfidence nnand nncompetence
Name nnsome nnOBSTACLE nn- nnAnswer nn-lack nnof nntime nnd/t nnrapid nndischarge
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