Download Educational Psychology in Nursing: Theories, Models, and Taxonomies and more Exams Advanced Education in PDF only on Docsity!
CNE Exam Questions And Accurate Answers A+
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field dependent learners- ANSWER easily affected, disturbed by criticism, conforms to peer pressure, influenced by feedback, likes facts, wants learning relevant to personal experience, needs external goals, reinforcement, and prefers discussion to lecture
field independent learners- ANSWER unaffected by criticism, doesn't conform to peer pressure, not influenced by feedback, self-directed, enjoys new ideas and concepts, prefers lectures to discussion
Baby Boomers - ANSWER 1946-
interactive, interested in problem solving, likes written material w/ details, competitive, career-focused, self-assured
Gen X - ANSWER 1965-
learn by doing, role playing, likes written materials w/ bullets, graphics, and quotes
Latch-key kids, learned to manage time, set limits, and get work done, work-life balance, can tolerate change
Millenials - Generation Y - ANSWER 1980-2000s
needs clear instruction, needs feedback, likes working in groups, team players, accepts authority, follows rules, optimistic, outspoken, self-confident, digital natives that are high achievers
Behaviorism - ANSWER Focuses on positive reinforcement to provided motivation to learn in an organized manner. Facts mastered in sequential steps w/ emphasis on critical thinking and analysis. Most common learning theory used by nursing schools, State Boards of nursing, and accrediting agencies
Orem's (1959) general theory of nursing - ANSWER assisting others to provide self care
self-care
self-care deficits- nurse helps those who can not manage self care
nursing systems- meeting pt self-care needs
Bloom's Taxonomy / Cognitive domain - ANSWER knowledge- recalling and acquiring facts / lowest level
comprehension- understanding new info
application- apply knowledge to new situations analysis- ability to breakdown into component parts
synthesis- ability to take parts and put them back together in a new way
evaluation- ability to look at info and formulate judgments / highest level
Benner's stages of nursing proficiency - Novice - ANSWER minimal exp, governed by rules, not adaptable
Benner's stages of nursing proficiency - Adv Beginner - ANSWER beginning to gain experience with improved coping
Benner's stages of nursing proficiency - Competent - ANSWER 2-3 years exp, able to cope w/ new experiences, but still not completely flexible, requires time for planning
Benner's stages of nursing proficiency - Proficient - ANSWER Has a holistic view, can draw from exp. More adaptable and able to make own
Benner's stages of nursing proficiency - Expert - ANSWER Provides excellent intuitive care based on extensive experience
Readiness to learn; 4 Types (Experiential) - ANSWER past coping mechanisms, cultural
Kolb's Learning Styles (Convergent) - ANSWER abstract concepts and active experimentation, favors working with things more than people
McCarthy's 4MAT System Type I - Imaginative ANSWER seeking student - students want to understand reasons for things and prefer active involvement through listening, speaking, brainstorming and interacting
McCarthy's 4MAT System Type II - Analytic ANSWER wants to know what to study and learn and prefers a more passive role observing, listening, analyzing, classifying
McCarthy's 4MAT System (Type III - Common Sense) - ANSWER want to know how to apply what they have learned prefers experimenting, manipulating and improvising
McCarthy's 4MAT System (Type IV - Dynamic) - ANSWER want to know about different possibilities enjoys modifying, taking risks, and creating new ideas
Bevis' description of curricula - Illegitimate - ANSWER taught, but not evaluated (caring, compassion, empathy)
Bevis' description of curricula - Hidden - ANSWER taught unconsciously through modeling (values, interactions, beliefs)
Bevis' description of curricula - Operational - ANSWER content such as knowledge and skill that are taught and evaluated
Bevis' description of curricula - Null - ANSWER behaviors and skills not taught such as; critical thinking
Bevis' description of curricula - Official / Legitimate - ANSWER framework stated on syllabus including; philosophy, mission, objectives and outcomes
Bloom's Taxonomy: Application - ANSWER -use concepts in a new situation
-applies, builds, constructs
Bloom's Taxonomy: Knowledge - ANSWER Observation and recall of information; knowledge of dates, events, places; knowledge of major ideas; mastery of subject matter.
-list, define, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Bloom's Taxonomy: Comprehension - ANSWER Understand the meaning, translation, interpolation, and interpretation of instructions and problems.
State a problem in one's own words.
-summerize, describe, indicate, realize, discuss, explain, compare, outline, review
Bloom's Taxonomy: Analysis - ANSWER -examine and break info into parts
-analyzes, compare, debate, prioritize, contrast, compute, evaluate, determine, find
Bloom's Taxonomy: Synthesis - ANSWER -builds a structure from diverse elements
-designs, implements, hypothesizes, creates, predicts, formulate
Bloom's Taxonomy: Evaluation - ANSWER -highest
-present and defend opinions by making judgements about information
-assess, critiques, solves, justifies, interpret, conclude, evaluate
ex: "Why do you think.?"
Scholarship of Discovery - ANSWER conducting independent research and submitting
Student constraint- ANSWER # of students, lack of prerequisite knowledge, stress/anxiety, resistance, lack of skills
Summative Assessment/Evaluation- ANSWER done at completion of course or program to evaluate final results, assess students' learning outcomes, effectiveness of teaching/learning, or help determine if revisions are needed for course
Formative Assessment/Evaluation - ANSWER completed while course/program is still in progress to assess learning activities, students' learning, and identify problems
Bevis' 6 Types of Learning - Item - ANSWER able to see simple relationships
Bevis' 6 Types of Learning - Directive - ANSWER able to learn rules, requirements, and expectations
Bevis' 6 Types of Learning - Rational - ANSWER able to use theory to make rational decisions
Bevis' 6 Types of Learning - Syntactic - ANSWER gain insight by recognizing patterns and relationships
Bevis' 6 Types of Learning - Contextual - ANSWER accept cultural norms, rules, rituals, and morals
Bevis' 6 Types of Learning - Inquiry - ANSWER investigate, research and theorize to develop ideas and vision
Ausubel's Assimilation theory - ANSWER most critical factor is students' PRIOR KNOWLEDGE
Service learning - ANSWER should include helpful activities that meet community needs
Knowles Model of Adult Learning - ANSWER -educator should plan course content and teaching strategies COLLABORATIVELY w/ students
-students should be active participants in learning and monitoring their own progress
Humanism - ANSWER -concerns affective domain
-allow students to locate their own information
-student-centered and collaborative w/ an appreciation for students' individuality and feelings -target behaviors; caring, honesty, genuineness, respect for self and others
3 R's of Mentoring - Reflecting - RESPONSE sharing info, discussions, getting to know one another, setting rules, establishing goals
Mentor should practice active listening and ask?
3 R's of Mentoring - Reframing - RESPONSE evaluating and providing feedback to allow student to gain confidence
3 R's of Mentoring - Resolving - ANSWER developing new problem solving skills and action plan to allow student to act independently
Ecological validity - ANSWER considers the effect of the environment of testing has on a students' behavior
Face validity - ANSWER evaluating validity on personal experience
suggests a test looks valid and appears to test content adequately
Content validity - ANSWER based on evaluations of experts, generally by statistical analysis
Abstract concepts - ANSWER most effective teaching strategy is to use real-life, concrete examples to help students find meaning
Objective Structures Clinical Evaluation (OSCE) - ANSWER All students should have the same experience at each station and asked the same?
Initial action for a committee to do when re-designing courses? - ANSWER conduct a thorough review of literature and gain as background info as possible
Quirk's classification of teaching styles - Suggestive Teaching - ANSWER NE using an experience as a beginning point and then asking student to do further research
Quirk's classification of teaching styles - Assertive Teaching - ANSWER focused on content and passing info; such as lectures
Quirk's classification of teaching styles - Collaborative Teaching - ANSWER providing student w/ problem solving exercises to promote critical thinking
Quirk's classification of teaching styles - Facilitative Teaching - ANSWER challenges the students to develop and use learning skills and to demonstrate skills
Learning objective should include; - ANSWER specific time frame, the intended party, the action, procedure, place, and criteria
Professional Service - ANSWER volunteer activities w/ in community free clinic, serving on advisory board, activities r/t local, state and national organizations
serving on board of national nursing organizations and committees
Scholarship - ANSWER giving presentations, writing articles, and conducting research
Gagne's Nine Events of Instruction - ANSWER 1.Gain attention:
e.g. present a good problem, a new situation, use a multimedia advertisement, ask questions.
This helps to contextualise the lesson, and to engage
- Declare the objective/Inform:
e.g. tell students what they will be able to do and how they will be able to utilise the knowledge to hand, demonstrate if appropriate.
Allows students to contextualise information, i.e. treat it better.
- Prompt recollection of previous knowledge
e.g. remind the student of prior knowledge relevant to the current lesson facts, rules, procedures or skills. Show how knowledge is connected, provide the student with a framework that helps learning and remembering. Tests can be included.
4.Present the material to be learned
e.g. text, graphics, simulations, figures, pictures, sound, etc. Chunk information avoid memory overload, recall information.
5.Provide guidance for learning
e.g. presentation of content differs from instructions on how to learn. Used is a different channel, e.g. side-boxes
6.Elicit performance "practice"
let the learner do something with the newly acquired behavior, practice skills or apply knowledge. Use at least MCQ's.
7.Provide informative feedback,
show correctness of the trainee's response, analyze learner's behavior, maybe present a good (step-by-step) solution of the problem
8.Evaluate performance test, if the lesson has been learned. Also give sometimes general progress information
9.Improve retention and transfer :
e.g. tell the learner about similar problem situations, provide extra practice. Put the learner in a transfer situation. Maybe let the learner review the lesson.
Damage - ANSWER the direct harm to a patient from unsafe practices of a nurse
Indemnification - ANSWER the right of a facility to sue negligent nurse to regain $ for damages
Nonmaleficence - ANSWER duty to do no harm
SMART guidelines Drucker - ANSWER used when setting project, management, or personal goals -- Specific, Measurable, Attainable, Relevant, Time Oriented
Process Model of Assessment - ANSWER focuses on the way things are done rather than the outcomes
5 Stages of Acceptance - ANSWER knowledge, persuasion, decision, implementation, confirmation
What is the most important part of peer review? - ANSWER NE to provide specific examples to justify scoring, so students are informed about what they are doing well and what needs improvement
CINAHL - ANSWER Cumulative Index for Nursing and Allied Health Literature - full-text journals for nursing and allied health
Purposes for student learning outcomes - ANSWER Identify overall effectiveness of curricula
Randomization - KEY to comparable groups for extraneous variables, those that differ depending on project
best strategy to control intrinsic factors r/t research
Ishikawa "fish bone" diagram - KEY analytical tool used to examine cause and effect
Operational Integration - KEY has occurred when staff members demonstrate behavior changes from an educational program
Unstructured learning environment - ANSWER aka inquiry based learning student learns through experience and observation w/ no or minimal direction from educator
implicit memory - ANSWER allows students to carry out actions automatically w/out thought "rote knowledge"
explicit knowledge - ANSWER requires people to think about something to elicit a memory
autobiographical memory - ANSWER r/t things in ones life that one remembers; such as events and people
cultural awareness - ANSWER begins w/ analysis of student's concept of self and others, understanding what is learned alike and different between cultures
cultural knowledge - ANSWER attainment of factual knowledge about other cultures
cultural understanding - ANSWER recognition that there are alternate values and ways of viewing
cultural sensitvity - ANSWER appreciation and respecting cultural values and differences
Alevi's Psychomotor Skill Categorization - Basic - ANSWER ROM, lifting, body mechanics, ADLs, handwashing, VS
Ipsative interpretation of data-ANSWER students compared to themselves overtime, this method can be used to chart students' progress
Interpretive questions-ANSWER multiple choice or short answer, should be short and easy to read, allows NE to evaluate cognitive processes
Standard Deviation-ANSWER best measure of variability when evaluating test scores
If score follows a normal (bell) curve the mean, median and mode should be the same score w/ 68% of scores falling within 1 standard deviation of mean and 95% within 2
Delphi Technique-ANSWER A decision-making technique in which group members do not meet face-to-face but respond in writing to questions posed by the group leader.
intended to help groups make decisions
Internal assessments created - ANSWER quantitative in scope, yet typically lack both validity and reliability
Focus group - ANSWER would most likely provide the best qualitative assessment of teaching strategies and effectiveness
Social Learning Theory (Bandura) - ANSWER people learn from one another, through observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.
reaction formation - ANSWER student expresses or behaves opposite of what they feel
displacement - ANSWER students acts with aggression or hostility towards others rather than those who are posing a threat
projection - ANSWER complains others have the undesirable characteristics they have themselves
sublimation - ANSWER students converts socially unacceptable feelings to socailly acceptable ones
rationalization - ANSWER student attempts to explain or excuse a threat
PBI- ANSWER indicates the ability of a test item to discriminate btwn those whose received high scores and low scores. A high score for an item means students who scores high on test answered ?, more often then those who scored low on test
score ranges -1.0 to 1.
0.4; excellent discrimination
0.39-0.3; good, but could use revision
0.29-0.2; marginal, needs to be improved
0.19-0.1; needs revision
0.09-0; reject or accept multiple answers
<0.0; reject
Fourth Generation Qualitative Method of Program Evaluation -ANSWER- takes input from multiple stakeholders
-makes considerable understanding of strengths and weakness possible
-outcomes may not be adequate
Quantitative methods of evaluation - ANSWER forms that yield quantifiable data; tests, particularly multiple choice
Kounin's theory of classroom management- ANSWER It's easier to prevent problems rather than dealing with them later
Kounin's withiness- NE makes effort to know and understand what is going on in the classroom at all times
Kounin's accountability-ANSWER ensuring students are engaged and active in activities
Kounin's Ripple effect - ANSWER negative behavior allowed to continue and infects class
Kounin's Overlapping - ANSWER multitasking in classroom
Buckley Amendment (FERPA) - ANSWER Gives learners over the age of 18 the right to challenge information in the learner's record. The Buckley amendment was added to the Family Educational and Privacy Act commonly referred to as FERPA. The Buckley amendment required schools maintain an administrative process parents could utilize to challenge and request changes to information in their child's education records that they feel are misleading, inaccurate or inappropriate.
Examples: The Buckley amendment gives parents the right to amend information contained in their child's education record.
ADA Title III - ANSWER does not require course of study accommodation by instructors for students with a disability
ADA Title II - ANSWER indicates that students are not required by law to reveal a disability when going through an admissions process
Narrative Pedagogy - ANSWER using proper storytelling with students to gain knowledge and abilities
Caring Model- ANSWER design curriculum that eliminates adversarial relationships w/ learners
Reconstrunctionism- ANSWER interested in needs of society rather than the individual / center on social and cultural issues
Existentialism- ANSWER concerned with choices and individualism
Progressivism- ANSWER learning is through experiences and problem solving
Perennialism- ANSWER knowledge and traditional content is the basis
cultural relativism - ANSWER people's beliefs and practices can only be accurately judged from within the context of their own culture
Ethnocentrism - ANSWER belief in the superiority of one's own ethnic group
cultural competence - ANSWER having an awareness and acceptance of cultures and the ability to interact effectively with people of diverse cultures
avoids influencing those from other cultures
Story based learning --> letting learn - ANSWER refers to allowing learners to go through required content to determine what info is needed rather than NE identifying learning objectives
promotes self-directed learning and is learner-centered
Herzberg's Theory - ANSWER A motivation theory that suggests certain higher-level job factors will satisfy employees
primary factor leading to job satisfaction is advancement opportunities
