CHSE EXAMS SCRIPT QUESTIONS AND SOLUTIONS RATED
A+
✔✔Narrative pedagogy - ✔✔philosophy that derives meaning from words, dialog and
storytelling
✔✔Behaviorism - ✔✔calls for measurable and observable outcomes that can be
measured and stimulus response
✔✔Constructivism - ✔✔exemplifies the learners creating their own goals and hands-on
activities and built on past learning; Learner centered
✔✔Feminism - ✔✔concerned with equality in education decreasing oppressive forces
✔✔Jigsaw activity - ✔✔facilitates learners taking part in the activity and contributing to
the whole
✔✔Phenomenology - ✔✔has to do with learners' previous life experiences
✔✔Emancipatory education - ✔✔concerned with social equality
✔✔Escape plan - ✔✔Allows learner to make mistake, but intervention occurs to keep pt
from dying
✔✔Benner's proficient level for facilitator training - ✔✔Sim ed can function
independently. Develop scenarios independently.
✔✔Benner's novice level for facilitator training - ✔✔Technical training may be
appropriate at this level
Training through simulator manufacture
✔✔Benner's competent level for facilitator training - ✔✔Observation and practice
expected at this level. Collaborate on scenario development. Practices facilitating
simulation with Feedback. Leads debriefing with Feedback. Receives advance
discipline specific training.
✔✔Benner's advanced beginner for facilitator training - ✔✔Beginning to understand
methodology at this level. Foundations of simulation methodology. May include written
or online resources.
✔✔Benner's expert level for facilitator training - ✔✔Ask as experienced simulation
educator and mentor for novice simulation educators. Demonstrate innovation in
simulation.
, ✔✔Target focused debriefing - ✔✔Target behaviors are pointed out in the beginning to
be discussed in the debriefing
✔✔Good cop bad cop debriefing - ✔✔More than one debriefer a technique that is
effective to percent opposing sides and promotes group cohesion
✔✔Advocacy inquiry debriefing - ✔✔Technique that frames the experience that need
changed by referring back to the way they were observed by the debriefer
✔✔Framing - ✔✔Introducing the event to highlight it's relevance
✔✔Content debriefer - ✔✔Person is an expert in health related area bring specialized
instruction post scenario to experience group of learners
✔✔Fishbowl debriefing - ✔✔Arrange the learners in an inner and outer circle students
who want to actively participate move voluntarily from outer inner circle
✔✔A method to avoid energy gaps in simulation - ✔✔Seat learners next to each other
so they feel as if they are part of a group; Learners sit next to each other so there's no
empty spaces, circular design allows spiracle movement well questioning the learners
as discussion is promoted
✔✔Knee bone describe simulation as a method of learning - ✔✔Assisted learning cycle
motor skills learning situated learning and effective learning
✔✔Deliberate practice - ✔✔Skilled assessment repetitive performance feedback and
increase skill performance
✔✔High level facilitation - ✔✔Facilitator outlines the debriefing process has a low level
involvement learners are highly involved facilitator guides the discussion when
necessary
✔✔Low level facilitation - ✔✔Facilitators use direct debriefing process simulation
educator me over instruct facilitation take someone in involved wrong learners or less
involved and have less initiative
✔✔Funneling debriefing - ✔✔Learners or guided during the briefing but debriefer does
not come at
✔✔Frontloading debriefing - ✔✔Providing specific questions before the debriefing to
guide the direction of the debriefing
✔✔Case review debriefing - ✔✔And organized review of the patient's condition starting
with diagnosis and then review of the systems
A+
✔✔Narrative pedagogy - ✔✔philosophy that derives meaning from words, dialog and
storytelling
✔✔Behaviorism - ✔✔calls for measurable and observable outcomes that can be
measured and stimulus response
✔✔Constructivism - ✔✔exemplifies the learners creating their own goals and hands-on
activities and built on past learning; Learner centered
✔✔Feminism - ✔✔concerned with equality in education decreasing oppressive forces
✔✔Jigsaw activity - ✔✔facilitates learners taking part in the activity and contributing to
the whole
✔✔Phenomenology - ✔✔has to do with learners' previous life experiences
✔✔Emancipatory education - ✔✔concerned with social equality
✔✔Escape plan - ✔✔Allows learner to make mistake, but intervention occurs to keep pt
from dying
✔✔Benner's proficient level for facilitator training - ✔✔Sim ed can function
independently. Develop scenarios independently.
✔✔Benner's novice level for facilitator training - ✔✔Technical training may be
appropriate at this level
Training through simulator manufacture
✔✔Benner's competent level for facilitator training - ✔✔Observation and practice
expected at this level. Collaborate on scenario development. Practices facilitating
simulation with Feedback. Leads debriefing with Feedback. Receives advance
discipline specific training.
✔✔Benner's advanced beginner for facilitator training - ✔✔Beginning to understand
methodology at this level. Foundations of simulation methodology. May include written
or online resources.
✔✔Benner's expert level for facilitator training - ✔✔Ask as experienced simulation
educator and mentor for novice simulation educators. Demonstrate innovation in
simulation.
, ✔✔Target focused debriefing - ✔✔Target behaviors are pointed out in the beginning to
be discussed in the debriefing
✔✔Good cop bad cop debriefing - ✔✔More than one debriefer a technique that is
effective to percent opposing sides and promotes group cohesion
✔✔Advocacy inquiry debriefing - ✔✔Technique that frames the experience that need
changed by referring back to the way they were observed by the debriefer
✔✔Framing - ✔✔Introducing the event to highlight it's relevance
✔✔Content debriefer - ✔✔Person is an expert in health related area bring specialized
instruction post scenario to experience group of learners
✔✔Fishbowl debriefing - ✔✔Arrange the learners in an inner and outer circle students
who want to actively participate move voluntarily from outer inner circle
✔✔A method to avoid energy gaps in simulation - ✔✔Seat learners next to each other
so they feel as if they are part of a group; Learners sit next to each other so there's no
empty spaces, circular design allows spiracle movement well questioning the learners
as discussion is promoted
✔✔Knee bone describe simulation as a method of learning - ✔✔Assisted learning cycle
motor skills learning situated learning and effective learning
✔✔Deliberate practice - ✔✔Skilled assessment repetitive performance feedback and
increase skill performance
✔✔High level facilitation - ✔✔Facilitator outlines the debriefing process has a low level
involvement learners are highly involved facilitator guides the discussion when
necessary
✔✔Low level facilitation - ✔✔Facilitators use direct debriefing process simulation
educator me over instruct facilitation take someone in involved wrong learners or less
involved and have less initiative
✔✔Funneling debriefing - ✔✔Learners or guided during the briefing but debriefer does
not come at
✔✔Frontloading debriefing - ✔✔Providing specific questions before the debriefing to
guide the direction of the debriefing
✔✔Case review debriefing - ✔✔And organized review of the patient's condition starting
with diagnosis and then review of the systems
