NUR 452 Exam 2 Questions with 100% Correct
Answers
when to NOT give MMR vaccine
do NOT give before 1 year of age
when to give Hep B vaccine
B = BABY!!
1st dose at birth, 2nd dose at 1-2 months, 3rd dose at 6-18 months
what to assess for the learner's emotional readiness to learn (4)
--Learner's motivation
--Based on attitudes & beliefs
--Internally motivated (lasts longer--Efficacy, believe you can do it)
--Externally motivated
(^Nurses need to get them to this point of internal motivation w motivational interviewing)
what to assess for the learner's experiential readiness to learn (5)
--Clients background (culture, life experiences)
--Clients skill
--Clients ability to learn (grade) [What level can they read at?]
--How they prefer to learn [Hands on? Videos? Apps? Reading?]
--Developmental stages [Use developmental level when deciding how to teach the patient. K-
12]
*for Kindergartners, just teach about washing hands and don't touch blood
*When in high school, can teach about T cells, and how you get infections, etc.
Goals for behavioral objectives
,--Statement of results the nurse wants the learner to achieve
--Must be stated before the teaching begins
--Observable and measurable
--Will guide the remainder of the teaching process
--Start with a main objective (Goal)
--Support with more specific behavioral objectives
components of behavioral objectives
Who, How, What, When...example:
--Who: The first grade students
--How: Will demonstrate
--What: The 5 steps of the handwashing process
--When: By the end of the class
content for health education
--Consistently refer to the behavioral objectives for guidance
--Start with content learners are seeking first
--Nurse independently determines some of the content
--Health care delivery constraints
What works for educating adult learners? (10)
--They decide
--Start with what they want to learn 1st
--Life experiences for validation
--Focus on real world problems; not fictitious
--Immediate usefulness of info
--Application of facts
,--Collaboration
--Shared planning of content
--Active participant
--Respect
What works for educating children? (8)
o Others decide
o Teacher is authority
o Teacher plans
o Passive recipient
o Accept info as taught
o Limited life experience
o Info for future use
o Focus on facts
Process evaluation
--evaluation of the TEACHER & the lesson
--FORMATIVE evaluation Throughout the teaching for timing and adjustments
--evaluate throughout the process, during the nursing care, before evaluating outcomes. This
way, you can modify the nursing care
outcome evaluation
--evaluation of the LEARNER
--SUMMATIVE evaluation: at the end after interventions. measurement of outcomes and
goal attainment.
--can be short or long term
, How to teach to keep attention
--Introduction - needs to be excellent! Hook them in
--Middle content - need to be right on! Keep their attention! BE CREATIVE
--Conclusion - ties it all together
material sources for teaching
o Community agencies
o Businesses
o Networking
o Library
o Internet
o Make/gather your own
o **make sure information is accurate and appropriate
The skills of an effective educator when developing a plan of care (well be a select all
that apply ? on test like this)** (7)
-Gaining ATTENTION (hook them in)
-Tell students what the OBJECTIVES are
-Recall previous knowledge, to link to new
-Present essential material in clear format
-Apply to lives and situations
-Encourage DEMONSTRATION
-Provide FEEDBACK
effective teaching to clients "TEACH" acronym
Answers
when to NOT give MMR vaccine
do NOT give before 1 year of age
when to give Hep B vaccine
B = BABY!!
1st dose at birth, 2nd dose at 1-2 months, 3rd dose at 6-18 months
what to assess for the learner's emotional readiness to learn (4)
--Learner's motivation
--Based on attitudes & beliefs
--Internally motivated (lasts longer--Efficacy, believe you can do it)
--Externally motivated
(^Nurses need to get them to this point of internal motivation w motivational interviewing)
what to assess for the learner's experiential readiness to learn (5)
--Clients background (culture, life experiences)
--Clients skill
--Clients ability to learn (grade) [What level can they read at?]
--How they prefer to learn [Hands on? Videos? Apps? Reading?]
--Developmental stages [Use developmental level when deciding how to teach the patient. K-
12]
*for Kindergartners, just teach about washing hands and don't touch blood
*When in high school, can teach about T cells, and how you get infections, etc.
Goals for behavioral objectives
,--Statement of results the nurse wants the learner to achieve
--Must be stated before the teaching begins
--Observable and measurable
--Will guide the remainder of the teaching process
--Start with a main objective (Goal)
--Support with more specific behavioral objectives
components of behavioral objectives
Who, How, What, When...example:
--Who: The first grade students
--How: Will demonstrate
--What: The 5 steps of the handwashing process
--When: By the end of the class
content for health education
--Consistently refer to the behavioral objectives for guidance
--Start with content learners are seeking first
--Nurse independently determines some of the content
--Health care delivery constraints
What works for educating adult learners? (10)
--They decide
--Start with what they want to learn 1st
--Life experiences for validation
--Focus on real world problems; not fictitious
--Immediate usefulness of info
--Application of facts
,--Collaboration
--Shared planning of content
--Active participant
--Respect
What works for educating children? (8)
o Others decide
o Teacher is authority
o Teacher plans
o Passive recipient
o Accept info as taught
o Limited life experience
o Info for future use
o Focus on facts
Process evaluation
--evaluation of the TEACHER & the lesson
--FORMATIVE evaluation Throughout the teaching for timing and adjustments
--evaluate throughout the process, during the nursing care, before evaluating outcomes. This
way, you can modify the nursing care
outcome evaluation
--evaluation of the LEARNER
--SUMMATIVE evaluation: at the end after interventions. measurement of outcomes and
goal attainment.
--can be short or long term
, How to teach to keep attention
--Introduction - needs to be excellent! Hook them in
--Middle content - need to be right on! Keep their attention! BE CREATIVE
--Conclusion - ties it all together
material sources for teaching
o Community agencies
o Businesses
o Networking
o Library
o Internet
o Make/gather your own
o **make sure information is accurate and appropriate
The skills of an effective educator when developing a plan of care (well be a select all
that apply ? on test like this)** (7)
-Gaining ATTENTION (hook them in)
-Tell students what the OBJECTIVES are
-Recall previous knowledge, to link to new
-Present essential material in clear format
-Apply to lives and situations
-Encourage DEMONSTRATION
-Provide FEEDBACK
effective teaching to clients "TEACH" acronym
