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A comprehensive overview of key concepts and principles related to the ancc npd certification exam. It covers various learning theories, including behaviorism, cognitive learning, multiple intelligence theory, and kolb's experiential learning model. The document also explores different learning styles, generational differences, bloom's learning domains, and essential nursing concepts such as magnet recognition, clinical affiliation, consultation, and ethical principles. It includes questions and answers that can be helpful for preparing for the ancc npd certification exam.
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Respondent conditioning: responses are reflexes Operant conditioning: desired responses are reinforced to encourage frequency Educator designs learning to produce desired behavior and eliminate undesired behavior (repetition)"
understand, process, and incorporate new learning Motivation for learning stems from the learner's perception of the gap between current knowledge/goals and expected knowledge and goals educator considers each learner's past, perceptions, processing ability, and social influences and designs education accordingly"
"intelligences" that form the basis of learning Intelligences: kinesthetic, spatial, linguistic, logical, musical, interpersonal, intrapersonal, naturalist Educator can use intelligences to design educational experiences"
attach meaning to experience, not just the collection of experiences; includes 2 dimensions: processing and perception"
experience (feeling)
pictures, handouts"
lectures, or dialogue or reading aloud to themselves"
presentations, may like to study with music playing in the background"
such as in debates, verbal simulations, discussions, and concept papers"
such as hands-on simulation and demonstrations; may study by creating personal study cards or by frequenting the practice laboratory"
-value rules, traditions, hard work, and experience -prefer formal learning environments"
-value teamwork, personal gratification, and success -prefer team activities that recognize life experiences and equality"
-value flexibility, work-life balance, self-loyalty, and self-direction -prefer stimulating fun environments at convenient times for them"
-schedule faculty orientation to unit(s) and the organization and ensure standards are met -manage schedules -streamline faculty access -maintain compliance with regulatory requirements -maintain organizational responsibilities for patient care"
to identify influencing factors. Initiate the contract; obtain physical and psychological entry
"the nursing professional development specialist provides consultation to influence plans, enhance the abilities of others, and effect change""
"the nursing professional development specialist establishes collegial partnership contributing to the professional development of peers, students, colleagues, and others" ex: an NPDS attends a CE event and then forms a committee to develop strategies to encourage and increase certification and competence related to the topic of the CE Event."
-uses standard methodologies to explore questions and hypotheses EBP: compilation of information (e.g. MULTIPLE sources) -uses research findings, clinical expertise, and patient preference to assist in clinical decision making Practice-based evidence: real-work clinical experiences -uses actual practice to develop evidence
Quality improvement: ongoing evaluation -uses periodic measurements of functions and processes to refine practice to better meet quality care standards and improve customer satisfaction"
receive fair distribution of resources Beneficence: doing good to/for another person, client, patient, etc. Nonmaleficence: avoiding harm to/for another person, client, patient, etc. Autonomy: the right of a person to self-determine and self-govern Fidelity: honoring one's word to follow through with promises Other ethical terms: Veracity: truthfulness Confidentiality: protecting personal information details about another person"
accountability for system failures should not be placed on the shoulders of individual practitioners who have no control over the failures. Active errors represent predictable interactions between the individual and the system. does not include a "no blame" culture (where even gross misconduct or disregard of risks may be tolerated)"
Simple error: unintentional commission or omission Behavioral choice: failure to recognize or understand the true risks Conscious disregard: reckless behavior even when risk is evident and unjustifiable"
-interview, knowledge, skills, readiness, pretest Diagnose -determine pretest strengths/weaknesses, make strategic plan, obtain a variety of materials, develop content, individualize content/formulate timeline Implement
outcomes are the evidence that objectives have been met." "What is a Behavioral Objective? Purpose?
of adult learning principles and must describe all outcomes in all three learning domains (cognitive, affective, psychomotor) 1)Audience (who): learner 2)Behavior (what): demonstrated action that proves learning 3)Condition (how): specific circumstances for action 4)Degree of attainment (how well): acceptable performance; may be based on timing, accuracy, patient population, guidelines, etc."
closely the strategy correlates to the real-life situation
b) cognitive c) handles large groups d) limited scheduling" "Discussion a) Type of study b) Primary learning domain c) Pros
b) affective c) immediate clarification, Q/A format d) less control over content"
"Demonstration a) Type of study b) Primary learning domain c) Pros
b) psychomotor c) engages all senses d) requires time and equipment" "Role-Play a) Type of study b) Primary learning domain c) Pros
b) affective c) problem solving, critical thinking d) participation may be reluctant" "Simulation a) Type of study b) Primary learning domain c) Pros
b) all domains c) realistic, comprehensive d) costly if high-tech devices are used" "Gaming a) Type of study b) Primary learning domain c) Pros
b) cognitive c) fun d) competition may threaten some learners"
"Learning contract a) Type of study b) Primary learning domain c) Pros
b) all domains c) addresses all stages of the educational process d) requires learner self direction"
additional info not covered in presentation."
ink, large lettering"
words/line and 6 lines/slide"
closely imitates real life, computerized manikins Low fidelity (lo-fi): low/moderate cost, imitate a portion of real life scenario"
supposed to be measured: questions should address the blueprint objectives. Reliability measures learning consistently over time."
response, perceptions
used for evaluation; assesses both individual and organizational benefits and behaviors"
anticipatory, looking forward (S) Summative Questions: evaluative, looking back
results and includes assessment of underlying assumptions of participants"
to structure, process, and outcomes"
party/parties involved in activities Best given as close to the activity as possible. Critiques specific behaviors, not the person. Guide person toward correct performance. Looks forward (future), not backward (past)"
investigate what is currently working and how things could be better based on what has been"
data analysis, pilot studies, and/or trials
transition related to predictable and unpredictable change: organizational, developmental, situational, and health-illness"
at or below budget -Complete project on or before schedule -Complete project that meets the needs of the recipient"
comparison Graph with tasks on left, time on top; horizontal bars indicate how much time each task has taken"
-Graph that depicts one outcome and all influencing factors. -Graph that depicts a problem and groups ideas about cases of that problem"
project or process -stands for Responsible, Accountable/Approval power, Consulted, Informed"
-stands for Program Evaluation and Review Technique -details and tasks can be performed simultaneously or sequentially"
process -uses shapes and symbol to represent how the steps connect"
way of dividing project into manageable sections and creating task hierarchy ensures proper resource allocation"
support, learning, strength building, and success promotion; generally a short-term relationship (as opposed to mentoring, which is more long term) -Clinical Development, Clinical Advancement, Academic Education,"
-allow free exchange of ideas -engage the person with respect and sensitivity -focus on job performance improvement, not personality -improve on current job performance level -tailor feedback to the person's needs
focus on the relationship between two or more variables"
between 2 or more variables"
outcome Ex: specific lab results, medications, medical diagnosis, age, weight, etc."
Independent variable: item kept consistent throughout the research (ex: all participants except the "control" subjects receive same medication) Dependent: item affected by the independent variable or the desired outcome (ex: the study subjects who received the medication lost significant percentage of body weight)"
measurements used throughout the study"
how certain the outcome is caused by the independent variable and not some other factor External validity: how much the results can be generalized to the target audience"
stability, predictability"
statistical or only descriptive"
can be inferred from research data"
uses equivalent control group Quasi-experimental- may not be randomized, uses non-equivalent control group Nonexperimental- no changes or independent variables Survey- self reported variables Needs assessment- determines need for program, policy, etc. Methodology study- tests instrument validity and reliability"
random numbers Stratified: random sample of each population category Cluster: random samples from large to small groups over 2+ stages."
every subject who fits criteria within a certain timeframe or minimum number Quota: samples are grouped, and then convenience sampling is used to fill group quotas Systematic: random start number, then sampling every nth subject after that Network: each chosen subject provides names of other potential subjects"
seen/observed
address the career learner or mature adult; identifies the student as "experience-rich, theory- poor" or "experience- and theory-rich""
the mature learner as one who develops (transforms) via a series of life cycles instead of on a continuum. cycles revolve around major life events, whether positive or negative"
mature learner as one with equivalent knowledge, experience, and insight to the instructor; focuses on learner's experiential and informational assets instead of deficits and may not present any new information other than what already exists within the learner or group of learners"
of awareness about the educational opportunities Situational: resistance depends on the person's situation at the time Institutional: organizational practices/procedures discourage educational participation Dispositional/psychological: resistance is related to internal attitudes about learning (eg self esteem, self-actualization, self-perception) Geographic: resistance is due to location; rural learners tend to have fewer local learning opportunities Demographic: resistance is due to age, gender, educational level, etc Socioeconomic: resistance may be due to perceived or actual social status or financial well-being Cultural: resistance is due to culture (including generational culture) race, and/or ethnic background"
communication technique that relies on a panel of experts. -designed to produce a "consensus" about a specific topic from a series of questionnaires from designated experts.
Used for determining policies, resources utilization, goal setting, and events. NPD may engage stakeholders to help determine which projects/policies are most/least important"
education is the delivery of information." ""The nurses on this unit state never having worked with UAP before and need a class on
need"
asking participants to IDENTIFY items"
the internal and external environment"
learning objectives" "You have presented to a large group of nurses. what is the best method for facilitating the
Outcome"
operations with organizational goals and needs"
the specialty"