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2. The things health professionals believe the priority population must have or be able to do in order to resolve the problem - ANSWER-When conducting a needs assessment, the Health Education Specialist identifies and measures gaps between what is and what ought to occur in the community. Which of the following is an example of service needs among the priority population? 1. The things people in the priority population say they must have or be able to do in order to resolve the problem 2. The things health professionals believe the priority population must have or be able to do in order to resolve the problem 3. The conditions in which people in the priority population are born, live, work play, and age that affect their health risks, health, daily functioning and quality of life 4. The measure of actual and potential individual, group, and community resources that can be used for health maintenance and enhancement of people in the priority population Create, devise, formulate, or plan - ANSWER-The health education specialist is using Bloom's Taxonomy to prepare the health education lesson. If the learners are expected to synthesize information from previous coursework, which verbs would be used when writing this learning objective? 1. Create, devise, formulate, or plan 2. Demonstrate, illustrate, use, or show 3. Explain, outline, re-state, or summarize 4. Choose, justify, debate or assess 4. Attention, relevance, confidence, and satisfaction - ANSWER-Which of the following terms accurately describes the acronyms in the ARCS Motivation Model? 1. Ability, repetition, challenging, and selective 2. Accurate, rehearsed, coordinated, and sensible 3. Accessible, responsive, comfortable, and sequential 4. Attention, relevance, confidence, and satisfaction 3. Creating a rationale and providing the references used in the rationale - ANSWER-Which of the following set of items IS NOT the steps a health education specialist would use in designing and completing a survey? 1. Pre-testing the questionnaire, revising the questionnaire, and administering the questionnaire 2