HE midterm exam
Comprehensive Health Education Midterm Quiz
Test your knowledge on effective teaching strategies and educational objectives with our comprehensive midterm quiz! This quiz consists of 68 multiple-choice questions designed to assess your understanding of teaching practices, learning domains, and instructional methods.
Key Features:
- 68 thoughtfully crafted questions
- Focus on educational objectives and teaching methods
- Ideal for educators and students alike
Describe the teaching activities, specific content areas, and resources used to facilitate effective instruction
Educational objectives
Instructional objectives
Behavioral or learning objective
used to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study, that guide the design of curriculum units
Educational objectives
Instructional objectives
Behavioral or learning objective
E use of the modifier behavioral or learning is action oriented rather than content oriented, learner centered rather than teacher centered
Educational objectives
Instructional objectives
Behavioral or learning objective
Referred to as learning outcomes, are global and broad in nature and are long term targets for both the learner and the teacher.
Goal
Objectives
The final outcome to be achieved at the end of the teaching and learning process
Goal
Objectives
A specific, single, concrete, one dimensional behavior.
Goal
Objectives
Short term and should be achieved at the end of one teaching session, or shortly after several teaching sessions
Goal
Objectives
It deals with intellectual abilities
Affective
Psychomotor
Cognitive
Approximately 80% of educational objectives fall into this domain; Most familiar to both instructors, authors and learners
Affective
Psychomotor
Cognitive
: The easiest objectives to write as the behavior is easily observed and monitored.
Affective
Psychomotor
Cognitive
Often the most difficult objectives to develop
Affective
Psychomotor
Cognitive
Often involve the use of tools or instruments; “Hands On” courses will contain psychomotor objectives
Affective
Psychomotor
Cognitive
Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values and appreciations
Affective
Psychomotor
Cognitive
According to ______ (1997), the format for writing concise and useful behavioral objectives includes the following three important characteristics:
Mager
William James
Sigmund Freud
What are the three formats for writing concise and useful behavioral objectives
Performance, Condition, Criterion
Performance, Criteria, Condition
Performance, Criteria, Critical thinking
Performance, Criterion, Critical thinking
: Describes how well, with what accuracy, or within what time frame the learner must be able to perform the behavior so as to be considered competent
Performance
Criterion
Condition
Describes the situations under which the behavior will be observed or the performance will be expected to occur
Performance
Criterion
Condition
Describes what the learner is expected to be able to do to demonstrate the kinds of behaviors the teacher will accept as evidence that objectives have been achieved.
Performance
Criterion
Condition
a blueprint to achieve the goal and the objectives that have been developed.
Teaching plan
Health education plan
Learning contract
To force the teacher to examine the relationship among the steps of the teaching process, to ensure a logical approach to teaching, which can serve as a map for organizing and keeping instruction on target
Teaching plan
Health education plan
Learning contract
To communicate in writing and in an outline format exactly what is being taught, how it is being taught and evaluated, and the time allotted for accomplishment of the behavioral objectives.
Teaching plan
Health education plan
Learning contract
To legally document that an individual plan for each learner is in place and is being properly implemented
Teaching plan
Health education plan
Learning contract
A mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner It specifies what the learner will learn, how learning will be achieved and within what time allotment, and the criteria for measuring the success of the venture
Teaching plan
Health education plan
Learning contract
It is defined as a highly structured method by which the teacher verbally transmits information directly to groups of learners for the purpose of instruction.
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
It is one of the oldest and most often used methods.
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
Method of teaching whereby learners get together to exchange information, feelings, and opinions with one another and with the educator
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
An opportunity for the educator and learner to communicate knowledge, ideas, and feelings through exchange of information
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
S done by the educator to show the learner how to perform a particular skill.
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
Carried out by the learner in an attempt to establish competence by performing a task with cues from
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
Attitudes, values, cultural sensitivity, and caring can be seen to promote a positive aspect to teaching for the currently technological savvy nursing students
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
A method of instruction by which learner actively participate in an unrehearsed dramatization
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
It is use to achieve behavioral objective in affective domain
Gaming
Role Play (affective)
Demonstration and return demonstration (psychomotor)
One to one instruction (cog, affective, psychomotor)
Lecture method (cognitive)
Group discussion (affective & cognitive)
Wants details first and expect a bigger picture to emerge
Global learners
Linear learners
Visual learner
Auditory learners
Tactile learners
Like to understand the big picture first and work down to details.
Global learners
Linear learners
Visual learner
Auditory learners
Tactile learners
Teaching material that involve reading, writing, and watching visual media
Global learners
Linear learners
Visual learner
Auditory learners
Tactile learners
Must touch, manipulate and perform task to learn
Global learners
Linear learners
Visual learner
Auditory learners
Tactile learners
need to hear information through spoken explanations and may remember information better than pamphlets
Global learners
Linear learners
Visual learner
Auditory learners
Tactile learners
Is defined as a systematic process by which the worth or value of something, teaching and learning is judged
Evaluation
Assessment
Gather, summarize, interpret, and use data to decide a direction for action. (to increase quality)
ASSESSMENT
EVALUATION
Gather, summarize, interpret, and use data to determine the extent to which an action was successful. (to judge quality)
ASSESSMENT
EVALUATION
To determine whether learners have acquired the knowledge or skills taught during the learning experience
FORMATIVE PROCESS EVALUATION
CONTENT EVALUATION
IMPACT EVALUATION
TOTAL PROGRAM OF EVALUATION
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
To make adjustments in an educational activity including personnel, materials, facilities, objectives, or attitude.
FORMATIVE PROCESS EVALUATION
CONTENT EVALUATION
IMPACT EVALUATION
TOTAL PROGRAM OF EVALUATION
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
Determines the extent to which all activities for an entire department or program ver a specified time to meet or exceed the goals originally established
FORMATIVE PROCESS EVALUATION
CONTENT EVALUATION
IMPACT EVALUATION
TOTAL PROGRAM OF EVALUATION
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
To obtain info that will help decide whether continuing an educational activity is worth the cost
FORMATIVE PROCESS EVALUATION
CONTENT EVALUATION
IMPACT EVALUATION
TOTAL PROGRAM OF EVALUATION
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
A judgment, usually communicated by a grade or score about how well the students achieved the final learning targets
FORMATIVE PROCESS EVALUATION
CONTENT EVALUATION
IMPACT EVALUATION
TOTAL PROGRAM OF EVALUATION
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
Coaching students to hit a series of learning targets to achieve the final learning targets, Making students a partner in their learning, Descriptive feedback and part of instruction
FORMATIVE PROCESS EVALUATION
CONTENT EVALUATION
IMPACT EVALUATION
TOTAL PROGRAM OF EVALUATION
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
Resolve by making necessary resources available. Solicit support from experts.
Lack of clarity
Lack of ability
Fear of Punishment or Loss of Self Esteem
Resolve by clearly describing five evaluation components. Specify and operationally define terms.
Lack of clarity
Lack of ability
Fear of Punishment or Loss of Self Esteem
Individuals being evaluated may fear that anything less than a perfect performance will result in punishment or that their mistakes will be seen as that they are somehow unworthy or incompetent as human beings.
Lack of clarity
Lack of ability
Fear of Punishment or Loss of Self Esteem
Is a problem-solving approach that enables clinicians to provide the highest quality of care for patient and families by integrating following approaches
Evidenced based practice
Adpie Based Practice
Nursing Care based practice
Ethico based practice
What is the abb for EBP
Ethico based practice
Evidenced based practice
Eabab pa
Accountable for actions
Privacy and confidentiality
Nurse-patient boundaries
Honor human dignity
IS AN ARTICULATION OF NINE PROVISIONS FOR PROFESSIONAL VALUES AND MORAL OBLIGATIONS WITH RESPECT TO NURSE PATIENTS AND COWORKERS’ RELATIONSHIPS
Code of ethics
Ethico-moral
Ethics
Moral
Value of Human being e.g. Compassionate,respectful,privacy
Accountable for actions
Privacy and confidentiality
Nurse-patient boundaries
Honor human dignity
Spaces between the nurse’s power and the client’s vulnerability.
Accountable for actions
Privacy and confidentiality
Nurse-patient boundaries
Honor human dignity
Being responsible for one's actions and results
Accountable for actions
Privacy and confidentiality
Nurse-patient boundaries
Honor human dignity
Self determination
Confidentiality
Veracity
Autonomy
Privacy
Confidentiality
Veracity
Autonomy
Truth telling
Confidentiality
Veracity
Autonomy
Do no harm
Nonmaleficence
Beneficence
Justice
Do good
Nonmaleficence
Beneficence
Justice
Equality or fairness
Nonmaleficence
Beneficence
Justice
The teacher possesses discipline-specific responses which is the key to students’ academic success, career achievement and competent care of patients and Potential blurring of professional-personal boundaries
The Student-Teacher Relationship
The Patient-Provider Relationship
Ethics of being a patient includes respecting nurses and trusting them to have the best interest.
The Student-Teacher Relationship
The Patient-Provider Relationship
Care rendered to patients as being ethical task
The Student-Teacher Relationship
The Patient-Provider Relationship
Patients have moral claim on the nurse competence
The Student-Teacher Relationship
The Patient-Provider Relationship
It is the right of the patient to adequate information regarding his physical condition, medication, risk, and access to information regarding alternative treatment
Bill of rights
Patients’ bill of rights
Patients rights
Patient perks
Who are responsible and accountable for proper patient education?
Nurse
Physicians
Doctor
Guard
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