NUR 452 ACTUAL CORRECT QUESTIONS AND
ANSWERS SURE A+
✔✔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 - ✔✔-Tune in, listen before, needs
direct content
-Edit information, necessary information first, Be specific
-Act on each teaching moment, relationship
-Clarify often, assumptions correct, seek feedback
-Honor the client as partner. Build on client's experience
✔✔Educator-related barriers to learning - ✔✔o Fear of public speaking
o Lack of credibility with topic
o Over-dependence on notes
✔✔2 most important Learning-related barriers to learning - ✔✔1) low literacy
2) lack of motivation (EMOTIONAL unreadiness... M in motivation & emotion)
✔✔other learning-related barriers to learning - ✔✔-Cultural
-Language (accents, appropriate words, nonverbals) **Speak with tone/passion
-Physical (room set up (not too warm/cold), mobility issues, vision or hearing problems)
-Generational differences - wrong learning style (if old, may not want to use technology,
may need to call them "Mr., "Mrs.", etc)
✔✔What motivates someone to do something? - ✔✔HEALTH BELIEF MODEL:
1. perceived susceptibility "Will something happen to me?
2. perceived severity "Will it be a big problem?
3. perceived benefits "Will it really help me?"
4. perceived barriers - Unpleasant? Costly?
5. cues to action "What might motivate me?"
6. self-efficacy "Can I really do this?" (You know you can do it and are ready to. Very
important when motivating someone to change )
use motivational interviewing
✔✔Groups as a tool in health education - ✔✔-Health education often provided to
groups
-Health behaviors influenced (+) and (-) by groups we belong to
-Effective and powerful to assist with change from individual, families, communities
, -formal and informal
✔✔5 Stages of Group Development (Tuckman stages) - ✔✔forming, storming, norming,
performing, adjourning
✔✔Forming Stage of Group Development - ✔✔-1st stage in group development,
-characterized by much uncertainty, dependence
-team acquaints and establishes ground rules
-formalities are preserved, and members are treated as strangers
-build goals, establish timeline, clarify roles
✔✔Storming Stage of Group Development - ✔✔--the second stage in group
development,
-members begin communicating feelings, but still view themselves as individuals
--characterized by intragroup conflict: they resist control by group leaders and show
hostility
--negotiating ideas, resolve conflicts, give feedback
✔✔Norming Stage of Group Development - ✔✔--the third stage in group development
--characterized by close relationships and cohesiveness
--people feel part of the team and realize they can achieve work if they accept others
viewpoints
✔✔Performing Stage of Group Development - ✔✔--4th stage of group development
--characterized by group productivity derived from a sense of trust, unity, and
supportiveness
--team works in an open and trusting atmosphere where flexibility is key and hierarchy
is little importance
✔✔Adjourning Stage of Group Development - ✔✔--final stage in group development for
temporary groups,
--the team conducts an assessment of the year & implements a plan for transitioning
roles and recognizing members' contributions
-wrapping up tasks, share lessons learned
✔✔assessing literacy in community health - ✔✔Show a nutrition fact sheet on
something (i.e., pint of ice cream) and ask 6 ?s:
1) If you eat the entire container how many calories will you eat?
2) If you are allowed to eat 60 grams of carbohydrates as a snack how much ice cream
could you have?
3) Your dr advises you to reduce the amount of sat fat in your diet. You usually have 42
g of sat fat each day which includes one serving of ice cream. If you stop eating ice
cream how many grams of sat fat would you be consuming each day?
4) if you usually eat 2500 calories in a day what percentage of your daily value of
calories will you be eating if you eat one serving
ANSWERS SURE A+
✔✔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 - ✔✔-Tune in, listen before, needs
direct content
-Edit information, necessary information first, Be specific
-Act on each teaching moment, relationship
-Clarify often, assumptions correct, seek feedback
-Honor the client as partner. Build on client's experience
✔✔Educator-related barriers to learning - ✔✔o Fear of public speaking
o Lack of credibility with topic
o Over-dependence on notes
✔✔2 most important Learning-related barriers to learning - ✔✔1) low literacy
2) lack of motivation (EMOTIONAL unreadiness... M in motivation & emotion)
✔✔other learning-related barriers to learning - ✔✔-Cultural
-Language (accents, appropriate words, nonverbals) **Speak with tone/passion
-Physical (room set up (not too warm/cold), mobility issues, vision or hearing problems)
-Generational differences - wrong learning style (if old, may not want to use technology,
may need to call them "Mr., "Mrs.", etc)
✔✔What motivates someone to do something? - ✔✔HEALTH BELIEF MODEL:
1. perceived susceptibility "Will something happen to me?
2. perceived severity "Will it be a big problem?
3. perceived benefits "Will it really help me?"
4. perceived barriers - Unpleasant? Costly?
5. cues to action "What might motivate me?"
6. self-efficacy "Can I really do this?" (You know you can do it and are ready to. Very
important when motivating someone to change )
use motivational interviewing
✔✔Groups as a tool in health education - ✔✔-Health education often provided to
groups
-Health behaviors influenced (+) and (-) by groups we belong to
-Effective and powerful to assist with change from individual, families, communities
, -formal and informal
✔✔5 Stages of Group Development (Tuckman stages) - ✔✔forming, storming, norming,
performing, adjourning
✔✔Forming Stage of Group Development - ✔✔-1st stage in group development,
-characterized by much uncertainty, dependence
-team acquaints and establishes ground rules
-formalities are preserved, and members are treated as strangers
-build goals, establish timeline, clarify roles
✔✔Storming Stage of Group Development - ✔✔--the second stage in group
development,
-members begin communicating feelings, but still view themselves as individuals
--characterized by intragroup conflict: they resist control by group leaders and show
hostility
--negotiating ideas, resolve conflicts, give feedback
✔✔Norming Stage of Group Development - ✔✔--the third stage in group development
--characterized by close relationships and cohesiveness
--people feel part of the team and realize they can achieve work if they accept others
viewpoints
✔✔Performing Stage of Group Development - ✔✔--4th stage of group development
--characterized by group productivity derived from a sense of trust, unity, and
supportiveness
--team works in an open and trusting atmosphere where flexibility is key and hierarchy
is little importance
✔✔Adjourning Stage of Group Development - ✔✔--final stage in group development for
temporary groups,
--the team conducts an assessment of the year & implements a plan for transitioning
roles and recognizing members' contributions
-wrapping up tasks, share lessons learned
✔✔assessing literacy in community health - ✔✔Show a nutrition fact sheet on
something (i.e., pint of ice cream) and ask 6 ?s:
1) If you eat the entire container how many calories will you eat?
2) If you are allowed to eat 60 grams of carbohydrates as a snack how much ice cream
could you have?
3) Your dr advises you to reduce the amount of sat fat in your diet. You usually have 42
g of sat fat each day which includes one serving of ice cream. If you stop eating ice
cream how many grams of sat fat would you be consuming each day?
4) if you usually eat 2500 calories in a day what percentage of your daily value of
calories will you be eating if you eat one serving
