Term
| Three important points about teachers and teaching |
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Definition
Teachers are not born, it is a skill, with a sound knowledge base
If we teach the way we were taught it may or may not be a good thing,
If we do so blindly we would not know if we are effective or how to revise our plan |
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Term
| Definition of learning theory |
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Definition
A coherent framework of integrated constructs
and principles that describe, explain, or predict
how people learn. |
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Term
| What are the basic concepts/ideas behind behaviorist theories? |
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Definition
Concepts: stimulus conditions, reinforcement, response, drive
To change behavior, change the stimulus conditions in the environment and the reinforcement after a response |
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Term
| Behaviorist Dynamics: Define motivation, educator, transfer |
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Definition
Motivation: behaviours to be reduced or incentives
Educator: active role; manipulates environmental stimuli and reinforcements to direct change
Transfer: practice and provide similarity in stimulus conditions and responses with a new situation |
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Term
| Respondent Conditioning: When does learning occur? Describe respondent conditioning (classical conditioning) |
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Definition
Learning occurs as a person responds to stimulus conditions and forms associations
A neutral stimulus is paired with an unconditioned stimulus–unconditioned response connection until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response |
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Term
| Operant conditioning: When does learning occur? How does operant conditioning work? |
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Definition
Learning occurs as a person responds to stimuli in the environment and is reinforced for making a particular response.
A reinforcer is applied after a response strengthens the probability that the response will be performed again under similar conditions. |
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Term
| How to increase or decrease a behaviour using operant conditioning |
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Definition
To increase behavior
positive reinforcement
negative reinforcement (escape or avoidance conditioning)
To decrease behavior
nonreinforcement
punishment |
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Term
| Cognitive Theory: concepts, and how this approach is used to change behaviour. |
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Definition
Concepts:
cognition= The mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.
gestalt: a school of thought that looks at the human mind and behavior as a whole
perception: the conscious mental registration of a sensory stimulus
developmental stage:
information-processing, memory, social cognition,
attributions: refers to how we infer the causes of behaviors and events
To change behavior, work with the developmental stage and change cognitions, goals, expectations, equilibrium, and ways of processing information |
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Term
| Gestalt Perspective: What are the keys to learning, and how does it occur? |
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Definition
Perception and the patterning of stimuli (gestalt) are the keys to learning, with each learner perceiving, interpreting, and reorganizing experiences in her/his own way
Learning occurs through the reorganization of elements to form new insights and understanding |
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Term
| Humanistic Theory: how does learning occur |
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Definition
Learning occurs on the basis of a person’s motivation, derived from needs, the desire to grow in positive ways, self-concept, and subjective feelings.
Learning is facilitated by caring facilitators and a nurturing environment that encourage spontaneity, creativity, emotional expression, and positive choices. |
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Term
| Humanist Dynamics: define motivation, educator, transfer |
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Definition
Motivation: needs, desire to grow, self-concept
Educator: act as facilitator who respects learner’s uniqueness and provides freedom to feel, express, and grow creatively
Transfer: positive or negative feelings and choices as well as freedom to learn, promote, or inhibit transfer |
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Term
| Generalizations about learning: What is learning a function of? What is the relationship between stress and learning? Learning is ____, _____, and ______ |
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Definition
Learning is a function of developmental changes
Brain processing is different for each learner
Learning is active, multifaceted and complex
Stress can interfere with or stimulate learning |
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Term
| How to promote change: How should you relate to the learner? What should experiences be? What do you need to do to to the learner? What is the role of incentives and rewards? What is the relationship with teaching and developmental stages? Is it more effective to reward or punish? How can you use role models? |
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Definition
Relate to what learner knows and is familiar with
Keep experiences simple, organized, and meaningful
Motivate learner (deprivation, goals, disequilibrium, needs, tension)
May need incentives and rewards, but not alwaysRelate to what learner knows and is familiar with
Keep experiences simple, organized, and meaningful
Motivate learner (deprivation, goals, disequilibrium, needs, tension)
May need incentives and rewards, but not always
Experiences must be at the appropriate developmental level
Make learning pleasurable, not painful
Demonstrate by guidance and attractive role models |
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Term
| How to make learning relatively permanent |
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Definition
Relate experiences to learner
Reinforce behavior
Rehearse and practice in variety of settings
Have learner perform and give constructive feedback
Make sure interference does not occur before, during, or after learning
Promote transfer
Have learner mediate and act on experience in some way (visualize, memory devices, discuss, talk, discuss, write, motor movement) |
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Term
| State of the research evidence on teaching... how does research contribute to knowledge of teaching? what is a hindrance? what is beneficial? |
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Definition
Tests and modifies theories, methods, and assumptions
Challenges conventional wisdom and myths
Interdisciplinary focus is beneficial
Lack of resources is hindrance |
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Term
In what ways do the learning theories differ?
In what ways are they similar?
How can the learning theories be used in combination to change behavior and enhance learning?
Why are some theories more effective with certain individuals than with others? |
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Definition
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Term
| Health Educator's role in learning: in which six ways does the educator play a crucial role in the learning process? |
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Definition
The educator plays a crucial role in the
learning process by:
assessing problems or deficits
providing information in unique ways
identifying progress made
giving feedback
reinforcing learning
evaluating learners’ abilities |
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Term
| Nursing's unique position in teaching |
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Definition
Nurse is vital in giving support, encouragement, and direction during and after the process of learning.
Nurse assists in identifying optimal learning approaches and activities that can both support and challenge the patient (client). |
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Term
| Assessment of the learner includes attending to which three determinants of learning? |
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Definition
Learning Needs (WHAT the learner needs to learn)
Readiness to Learn (WHEN the learner is receptive to learning)
Learning Style (HOW the learner best learns)
Haggard, 1989 |
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Term
| 8 things involved in the assessment of learning needs |
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Definition
Identify the learner
Choose the right setting
Collect data about, and from, the learner
Involve members of the healthcare team
Prioritize needs
Determine the availability of educational resources
Assess demands of the organization
Take time-management issues into account |
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Term
| How are teaching needs prioritized? |
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Definition
Mandatory: Needs that must be learned for survival when the learner’s life or safety is threatened
Desirable: Needs that are not life-dependent but are related to well-being
Possible: Needs for information that are “nice to know” but not essential or required because they are not directly related to daily activities or the particular situation of the learner |
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Term
| 7 ways to assess learning needs |
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Definition
Informal conversations
Structured interviews
Focus groups
Self-administered questionnaires
Tests
Observations
Patient charts |
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Term
| PEEK - four types of readiness to learn and what is included in each. |
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Definition
Physical:
measures of ability
complexity of task
health status
gender
environmental
Emotional:
anxiety level
support system
motivation (e.x. kids)
risk-taking behavior
frame of mind
developmental stage
Experiential:
level of aspiration
past coping mechanisms
cultural background
locus of control
orientation
Knowledge:
present knowledge base
cognitive ability
learning disabilities
learning style |
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Term
| Field-Independent/Field-Dependent Embedded Figures Test: what does this assume about learners? What can the educator do? What does it help to determine? |
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Definition
Learners have preferred styles
Educator can structure the learning task and environment
Helps determine if learners are able to ignore distractions
(name came from pilots that need to see the ground below them to orient versus pilots who did so intrinsically) |
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Term
| Right-Brain/Left-Brain and Whole Brain thinking |
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Definition
Right hemisphere—emotional, visual–spatial, nonverbal hemisphere
Thinking processes using the right brain are intuitive, subjective, relational, holistic, and time free
Left hemisphere—vocal and analytical side
Thinking process using reality-based and logical thinking with verbalization |
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Term
| Examples of Right-Brain/Left-Brain thinking |
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Definition
Left Brain
- Prefers talking and writing
Recognizes/remembers names
Solves problems by breaking them into parts
Conscious of time and schedules
Right Brain
Prefers drawing and manipulating objects
Recognizes/remembers faces
Solves problems by looking at the whole, looks for patterns, uses hunches
Not conscious of time and schedules |
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Term
| Kolb Learning style inventory |
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Definition
Concrete Experience
Abstract Conceptualization
Active experimentation
Reflective observation |
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Term
| Six learning style principles |
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Definition
Teacher’s and learner’s preference style can be identified.
Nurses need to guard against relying on teaching methods and tools which match their own preferred learning styles.
Nurses are most helpful when they assist learners in identifying and learning through the their own style preferences.
Learners should have the opportunity to learn through their preferred style.
Learners should be encouraged to diversify their style preferences.
Educators can develop specific learning activities that reinforce each modality or style. |
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Term
| Interpretation of learning styles: relationship between styles and other factors, what are the limitations of styles? |
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Definition
Not only assessing styles; other equally important factors in learning should be considered ( i.e PEEK)
Styles only describe how individuals process stimuli, not how much or how well information is learned.
Familiarity with how learners do learn best helps you to chose different teaching styles, ie presentation, hands on, pencil paper, discussion, provide facts, problem solving………….(do not need an assessment tool)
Helps in analysis of why sometimes teaching not working and the need to use a variety of approaches |
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Term
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Definition
L.E.A.R.N.S.
Listen
Establish relationship
Adopt intentional approach
Reinforce health literacy
Name new knowledge
Strengthen self-management |
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Term
What is this example an illustration of:
children with chronic illness often are delayed developmentally; an adolescent that suffers a traumatic event may regress developmentally. |
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Definition
| Chronological age versus stage of development |
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Term
| Developmental Stages of Childhood (4) and what is the definition of childhood? |
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Definition
Infancy and Toddlerhood
Preschooler
School-aged Child
Adolescence
Pedagogy is the art and science of helping children learn |
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Term
| Infancy and Toddlerhood - Relevant Piaget and Erikson stages |
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Definition
Piaget: sensorimotor stage
Learning is through sensory experiences and through movement and manipulation of objects
Erikson: trust vs. mistrust (birth to 12 months) autonomy vs. shame and doubt (1–3 years)
Building trust and learning to control willful desires |
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Term
| Infancy and Toddlerhood: What are the general characteristics of cognitive and psychosocial domains |
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Definition
General Characteristics
Cognitive
Example: responds to step-by-step commands; language skills develop rapidly during this stage
Psychosocial
Example: routines provide sense of security |
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Term
| Preschooler: Relevant Piaget and Erikson stages |
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Definition
Piaget: preoperational stage
Egocentric; thinking is literal and concrete; precausal thinking
Erikson: initiative vs. guilt
Taking on tasks for the sake of being involved and on the move; learning to express feelings through play |
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Term
| Preschooler: General characteristics of cognitive and psychosocial domains |
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Definition
General Characteristics
Cognitive
Example: animistic thinking; limited sense of time; egocentric;
Psychosocial
Example: separation anxiety; play is his/her work; fears bodily injuries; active imagination |
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Term
| School-Aged Child: relevant piaget and erikson stages |
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Definition
Piaget: concrete operations stage
Developing logical thought processes and ability to reason; understands cause and effect
Erikson: industry vs. inferiority
Gaining a sense of responsibility and reliability; increased susceptibility to social forces outside the family unit; gaining awareness of uniqueness of special talents and qualities |
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Term
| School-Aged Child: General cognitive and psychosocial characteristics |
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Definition
General Characteristics
Cognitive
Example: learns to draw conclusions and are able to understand cause and effect
Psychosocial
Example: fears failure and being left out of groups; fears illness and disability |
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Term
| Adolescence: Relevant Piaget and Erikson stages |
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Definition
Piaget: formal operations stage
Abstract thought; reasoning is both inductive and deductive
Erikson: identity vs. role confusion
Struggling to establish own identity; seeking independence and autonomy |
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Term
| Adolescence: General cognitive and psychosocial characteristics |
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Definition
General Characteristics
Cognitive
Example: abstract thinking; complex logical reasoning; can build on past experiences
General Characteristics (cont’d)
Psychosocial
Example: personal fable—feels invulnerable, invincible/immune to natural laws
Example: imaginary audience—intense personal preoccupation |
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Term
| Andragogy and Adult learning principles |
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Definition
Andragogy: the art and science of helping adults learn
Adult Learning Principles: relates learning to immediate needs; self-directed; teacher is facilitator; learner desires active role |
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Term
| Young Adulthood: Relevant Piaget and Erikson stages |
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Definition
Piaget: formal operations stage (begins in adolescence and carries through adulthood)
Abstract thought; reasoning is both inductive and deductive
Erikson: intimacy vs. isolation
Focusing on relationships and commitment to others in their personal, occupational, and social lives |
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Term
| Young Adulthood: General cognitive and psychosocial characteristics |
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Definition
General Characteristics
Cognitive
Example: cognitive capacity is fully developed, but continuing to accumulate new knowledge and skills
Psychosocial
Example: autonomous; independent; stress related to the many decisions being made regarding career, marriage, parenthood and higher education |
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Term
| Middle-Aged Adulthood: Relevant Piaget and Erikson stages |
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Definition
Piaget: formal operations stage
Abstract thought; reasoning is both inductive and deductive
Erikson: generativity vs. self-absorption and stagnation
Reflecting on accomplishments and determining if life changes are needed |
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Term
| Middle-Aged Adulthood: General cognitive and psychosocial chracteristics |
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Definition
General Characteristics
Cognitive
Example: ability to learn remains steady throughout this stage
Psychosocial
Example: facing issues with grown children, changes in own health, and increased responsibility for own parents |
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Term
| Older adulthood: relevant piaget and erikson stages |
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Definition
Piaget: formal operations stage
Abstract thought; reasoning is both inductive and deductive
Erikson: ego integrity vs. despair
Coping with reality of aging, mortality, and reconciliation with past failures
Geragogy—the teaching of older persons, accomodating the normal physical, cognitive and psychosocial changes |
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Term
| Older Adulthood: general cognitive and psychosocial characteristics |
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Definition
General Characteristics
cognitive
Example: fluid intelligence—capacity to perceive relationships, to reason, and to perform abstract thinking, which declines with aging
Example: crystallized intelligence—the intelligence absorbed over a lifetime, which increases with experience
Psychosocial
Example: adjusting to changes in lifestyle, and physical limitations |
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Term
| Literacy: Definition of literacy, illiteracy,low literacy, functionally illiterate, readability |
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Definition
Literacy: the ability of adults to read, write, and comprehend information at the 8th grade level or above.
Illiteracy: the total inability of adults to read, write, and comprehend information.
Low Literacy: the ability of adults to read, write, and comprehend information between the 5th to 8th grade level of difficulty. Also synonymous with the terms marginally literate or marginally illiterate.
Functionally Illiterate: inability of adults to read, write, and comprehend information below the 5th grade level of difficulty in order to use information as it is intended for effective functioning in today’s society.
Readability: the ease with which written or printed information can be read. |
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Term
|
Definition
Reacting to complex learning situations by withdrawal or avoidance
Using the excuse of being too busy, not interested, too tired, or not feeling well enough to read instructional materials
Claiming they lost, forgot, or broke their glasses
Surrounding themselves with books, magazines, and newspapers to give the impression that they are able to read
Insisting on reading the information at home or with a spouse or friend present
Asking someone to read information for them
Becoming nervous when asked to read
Acting confused or talking out of context about the topic of conversation
Showing signs of frustration when attempting to read
Having difficulty following directions
Listening and watching attentively to try to memorize information
Failing to ask questions
Revealing a discrepancy between what they hear and what is written |
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Term
| Ethical and Legal concerns related to literacy: What do nursing standards require, what does the patient's bill of rights mandate? |
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Definition
Nursing Standards requires that patients and their significant others are provided with information that is understandable
The Patient’s Bill of Rights mandates that patients receive complete and current information in terms they can understand |
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Term
| Readability of Printed Education Materials (PEMs): what do research findings indicate? What level do people typically read at? |
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Definition
Research findings indicate that most PEMs are written at grade levels that far exceed the reading ability of the majority of patients
The readability level of PEMs is between the 10th and 12th grade yet the average reading level of adults falls between the 5th and 8th grade.
People typically read at least two grades below their highest level of schooling |
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Term
| Techniques for writing effective educational materials: writing style, types of words to use, use of acronyms, when should you use numbers |
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Definition
Write in a conversational style with an active voice using the personal pronouns “you” and “your”
Use short, familiar words with only one or two syllables
Spell words out rather than using abbreviations or acronyms
Use numbers and statistics only when necessary |
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Term
| Techniques for writing effective educational meterials (contd): how short should sentences be? What should you do with technical/unfamiliar words, how should you approach the use of connective words, what should the first sentence of a paragraph be? Use of white space |
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Definition
Keep sentences short, preferably 20 words or less
Define any technical or unfamiliar words
Use words consistently throughout text
Limit use of connective words
Make the first sentence of a paragraph the topic sentence
use a question and answer format to present information simply and in conversational style
Allow for plenty of white space for ease of reading and to reduce density of information |
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Term
| Teaching strategies for low literacy |
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Definition
Establish a trusting relationship
Use smallest amount of information to achieve objectives
Make points vivid and explicit
Teach one step at a time
Use multiple teaching methods and tools
Give learners a chance to restate info in their own words
Give praise and rewards
Use repetition and reinforce information |
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Term
| Gender Characteristics in teaching |
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Definition
There remains a gap in knowledge of how males and females might think and behave if they were not influenced by their environment right from birth
Much of the patient edcuation is related to context more so than learning style specific to gender
Language should not assume a heterosexual position
Conscious examination of how language assumes this stance would prevent such an imposition |
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Term
| Socioeconomic DIfferences and teaching: three variables that affect health status and health behaviours, social class (how measured), poverty circle |
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Definition
Variables affecting health status and health behaviors
Educational level
Family income
Family structure
All three variables affect health beliefs, health practices, and readiness to learn
Social class
Types of indices for measurement
Occupation of parents
Income of family
Location of residence
Educational level of parents
Social class (cont’d)
Poverty circle—low education level results in occupations with lower levels of pay, prestige, and intellectual demand; families living at this level become part of the cycle that does not allow one to easily change a pattern of life. |
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Term
| SES differences: Teaching strategies: what are they directed towards attaining and what do they focus on? |
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Definition
Teaching strategies
Directed toward attaining and maintaining health
Focus on:
Reducing illness episodes
Establishing healthful environmental conditions
promoting access to health-care services |
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Term
| General Teaching Strategies for Clients with Aphasia |
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Definition
Have only one person speak at a time
Stand where client can see your face
Check to be sure each message is understood
Allow person time to respond |
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Term
| General Guidelines for Teaching with Hearing Impairments: speech patterns, sentence style, how to get attention, where to stand |
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Definition
Use natural speech patterns; do not over articulate
Use simple sentences
Get attention of client by light touch on arm
Face client, standing no more than 6 feet away |
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Term
| Hearing impairments: Modes of communication to Facilitate teaching/learning |
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Definition
Modes of Communication to Facilitate
Teaching/Learning:
American Sign Language (ASL)
Lip reading
Written materials
Verbalization by client
Sound augmentation
Telecommunication devices for the deaf (TDD) |
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Term
| General guidelines for teaching with vision impairment |
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Definition
Avoid tendency to shout and to use nonverbal cues
Always announce your presence and identify yourself
Allow client to touch, handle, and manipulate equipment
Be descriptive in explaining procedures
Use large font size for printed or handwritten materials
Avoid color; rely on black and white for printed materials
Use alternative instructional tools that stimulate auditory and tactile senses |
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Term
| General teaching strategies for clients with learning disabilities: |
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Definition
Eliminate distractions; provide quiet environment
Conduct individualized assessment to determine how client learns best
Adapt teaching methods and tools to client’s preferred learning style
Ask questions of parents about accommodations needed when client is child |
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Term
| General teaching strategies with learning disabilities |
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Definition
Use repetition to reinforce messages
Ask client to repeat or demonstrate what was learned to clear up any possible misconceptions
Use brief but frequent teaching sessions to increase retention and recall of information
Encourage client’s active participation |
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Term
| Role of family in pstient education |
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Definition
Family is a key variable influencing patient outcomes
Nursing standards require family participation
The family can be the nurse’s greatest ally
It is important to choose the most appropriate caregiver to receive information |
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Term
|
Definition
Equality = sameness
When we treat people equal we ignore differences.
Equity = fairness
When we treat people equitably
we recognize differences. |
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Term
| Cultural factors influencing teaching definition of: Diversity, culture, ethnicity, ethnocentrism, acculturation |
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Definition
Diversity:
Culture: The arts and other manifestations of human intellectual achievement regarded collectively
Ethnicity: The fact or state of belonging to a social group that has a common national or cultural tradition.
Ethnocentrism: our culture is the best
Acculturation: the adoption of the behavior patterns of the surrounding culture (mostly diet, dance, and dress) |
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Term
| Explicit and Implicit culture |
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Definition
Explicit - Diet, Dance, Dress, DIalogue
Implicit: values, beliefs, world views |
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Term
| Characteristics of Culture |
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Definition
Culture is shared
Culture is dynamic
Culture has explicit and implicit dimensions
Culture is learned
Culture is integrated |
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Term
|
Definition
PKU vs Sickle cell vs Tay Sachs (i.e. sickle cell more prevalent in blacks but not a default test whereas PKU is)
Failure to thrive
Variations in blood work, i.e. Black and Asian women have higher levels of AFP and hCG and Estriol can be identified at risk
Hgb I g lower for Black community |
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Term
| Biocultural variations in management |
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Definition
Skin care, hair care, diet ( not just lactose tolerance but specifics related to race, religion and ethnicity)
Medications: Arab community (numerous need lower dose)
Asian Pacific respond differently to various drugs, i.e. fat soluble, best with calcium antagonist, narcotics and morphine effects
Black community analgesics, antihypertensive, mydriatics |
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Term
| Ethnic diversity in Nova Scotia: how many ethnic groups, percentage of visible miniority that are indigenous black, Mi'kmaq percentage of population, other large foreign populations |
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Definition
Have over 100 ethnic groups
59% of our visible minority group are Indigenous Black
Mi’kmaq 13 communities, (2.6% of Nova Scotia population)
Large Acadian Population
Large Asian and Middle East Population |
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Term
| Cultural differences - Giger's six cultural phenomena |
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Definition
Communication
Personal space
Social organization
Time
Environmental control
Biological variations |
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Term
| Culture and communication - 6 things to keep in mind |
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Definition
Space
Silence
Approach (direct/indirect, intervention, prognosis)
Tone
High context /low context
Gender differences |
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Term
| High context vs low context communication |
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Definition
High context:
Most of the message is in the context
More emphasis on what is left unsaid
Obvious does not need to be stated
More responsibility on listener
More need for silence to reflect
Low context:
Most of the message is on the spoken word
It must be stated if is not stated it is not relevant
Responsibility for communication is on the speaker
Silence is often misunderstood |
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Term
| What are the four key elements that determine health |
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Definition
| care organization, human biology, environment, lifestyle, and health |
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Term
| WHO definitions of health |
|
Definition
“the state of complete mental, physical and social well-being not merely the absence of disease or infirmity” (WHO, 1947)
“to reach a state of complete physical, mental, and social well being, an individual must be able to identify and realize aspirations, to satisfy needs, and to change or cope with the environment” (WHO, 1986) |
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Term
| Three critical elements for maintaining health |
|
Definition
Lifestyle - eating, sleeping, staying active, managing stress, supportive relationships, nurturing the spirit
Resilience – self-efficacy, support systems, strong faith, sense of purpose
Well-being – personal satisfaction, sense of feeling health, positive energy, at peace with self and others |
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Term
| What are the determinants of health (12) |
|
Definition
Income & social status
Social support networks
Education & literacy
Employment & working conditions
Social environments
Physical environment
Personal health practices & coping skills
Healthy child development
Biology & genetic endowment
Health services
Gender |
|
|
Term
| Key terms - population health, community health, public health, health disparity |
|
Definition
Population Health
Community health - health status of a defined group
Public Health
Health Disparity - Differences in access, resources,etc... that play a part in incidence and prevalence of chronic disease. |
|
|
Term
| Principles of Primary Health Care |
|
Definition
Accessibility for all
Health promotion and disease prevention
Public participation
Intersectoral collaboration
Appropriate use of health care resources |
|
|
Term
| What is primary prevention |
|
Definition
Primary Prevention – intervention to prevent disease from beginning, relates to the natural history of disease
Individual and mass immunization, education of community through mass media on importance of hand-washing |
|
|
Term
| What is secondary prevention |
|
Definition
Secondary Prevention – intervention that seeks to detect disease early in its progression (early pathogenesis), before clinical s/s, to make early dx & begin tx
Screening programs, i.e. Vision screening at primary schools, pap screening for cervical cancer |
|
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Term
|
Definition
Tertiary Prevention – intervention that begins once disease has become obvious, aim to interrupt course of disease to reduce the amount of disability, begin rehabilitation
Cardiac rehab at a community wellness clinic for recently discharged patients following cardiovascular event; nutritional education group for middle-aged adults who have type 2 diabetes |
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Term
|
Definition
Primordial Prevention – interventions/actions to minimize future hazards to health, and inhibit the establishment of factors (environmental, economic, social, behavioural, cultural) known to increase the risk of disease
Improved sanitation, promoting health in childhood through prenatal nutrition programs & supporting early childhood development programs
Downstream vs Upstream thinking |
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|
Term
| Definitions of Health Education and Health Promotion |
|
Definition
Health Education – targets learning experiences of individuals, groups and communities with goal of quality health decision
Health Promotion – combination of educational, political, environmental, regulatory or organizational mechanisms to support action for health
Health Promotion = Empowerment
Factors that influence well-being, those with the greatest burden have the least access to health resources, information and technology |
|
|
Term
| Examples of: Building healthy public policy, Creating supportive envrionments, Strengthening community action, developing personal skills, reorienting health services |
|
Definition
Building healthy public policy
mandatory seat belt use in automobiles
Creating supportive environments
smoke free public places
Strengthening community action
funding for youth health centres in high-schools
Developing personal skills
community literacy programs
Reorienting health services
interdisciplinary health centres |
|
|
Term
| Three theoretical frameworks for health promotion |
|
Definition
Pender’s Health Promotion Model
Transtheoretical Model of CHange
Precede-Proceed Model
Trantheoretical Model of Change
PRECEDE-PROCEED Model |
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Term
| Transtheoretical Model of Change |
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Definition
Identify motivational readiness for people to engage in health-promoting behaviours
Prochaska's five stages of change – level of intervention to match the individual’s motivation or “readiness”
Precontemplation - before they think something is a problem. One approach here would be to raise doubt.
Contemplation - Thinking about whether or not to act.. nurse should allow open discussion of pros and cons.
Preparation - decided to take action, nurse helps them to determine what the best course to taAction – "People have made specific overt modifications in modifying their problem behaviour or in acquiring new healthy behaviours"
Maintenance – "People have been able to sustain action for a while and are working to prevent relapse" |
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Definition
Health and health outcomes are broadly determined.
Teaching needs to take part within a larger framework that addresses broad issues. |
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| Group 1 - Handwashing: What approach did they use? |
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Definition
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| Group 5 block 2 - Nitroglycerin... framework, type of prevention, evaluation |
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Definition
Humanistic perspective
Tertiary?
Had client demnonstrate back |
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| Pregnancy teaching the class group |
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Definition
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Primary prevention
Evaluation - kids able to identify two benefits + to good habits of good sleep hygiene.
Developmentally appropriate |
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primary prevention
Taught to appropriate developmental stage |
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Tertiary prevention
Taught to developmental stage
Included mother
has child demo on bear and then on herself... did a maze to assess learning of triggers |
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Primary prevention
Demoed, followed by having clients demonstrate.
Played a computer game that tested knowledge. |
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Tertiary prevention
Assessed readiness with PEEK
Physically ready
Emotionally ready
Experientially ready
Knowledge readiness
behaviourist (positive reinforcement)
taught to developmental stage
Assessed knowledge with test on food, test on names of applicances, etc... |
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Cognitive learning theory
not sure about prevention type |
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Tertiary prevention? (has a peanut allergy, learning how to avoid anaphylaxis)
Had her teach back, quizzed on different signs. |
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| Identifying suspicious moles |
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Definition
cognitive learning theory
secondary prevention
PEEK assessment for readiness |
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