NCM 102
quiz 1 (midterm)
問題一覧
1
This format is highly recommended because the columns allow the educator, as well as anyone else who is using it, to see all parts of the teaching plan at one time.
Simple Teaching Plan
2
It is a blueprint to achieve the goal and the objectives that have been developed.
teaching plan
3
When constructing a teaching plan, the educator must be certain that internal consistency exists within the plan
(Ryan & Marinelli, 1990)
4
Example of consistency among the first three elements of a teaching plan:
Purpose, Goal and Objective
5
is the way information is taught that brings the learner into contact with what is to be learned.
teaching method
6
give example of teaching method:
• Lecture • Group Discussion • One-to-One Instruction • Demonstration and Return Demonstration • Gaming • Simulation • Role Play • Role Model • Self-Instruction
7
Can be defined as a highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction.
lecture
8
Five Approaches to the Effective Transfer of Knowledge during a Lecture
(Silberman, 2006):
9
Five Approaches to the Effective Transfer of Knowledge during a Lecture(Silberman, 2006):
use opening and summary statement, present key terms, use visual backups, use analogies and offer example
10
At the beginning of the lecture, present major points to help learners become oriented to the subject and at the end provide conclusions to remind learners about the main points made.
use opening and summary statement
11
Reduce the major points in the lecture to some key words that act as verbal cues or memory jogs.
present keywords
12
When possible, provide real-life illustrations of the ideas in the lecture.
offer example
13
If possible, compare the content that is being presented to the knowledge that learners may already have.
use analogies
14
Use a variety of media to help learners see as well as hear what is being said.
use visual backups
15
Each Lecture should Include Three Main Parts:
introduction body conclusion
16
the educator should present learners with an overview of the behavioral objectives related to the lecture topic, along with an explanation as to why these objectives are significant.
introduction
17
Involves the actual delivery of the content related to the topic being addressed.
body
18
The educator should include a wrap-up with every lecture. This final section of the lecture format is reserved for summarizing the information provided in the presentation.
conclusion
19
The Following Variables of Speech Need to be Considered (Jacobs, 2009):
Volume rate pronunciation enunciation proper grammar pitch/tone avoid ums
20
Is defined as a method of teaching whereby learners get together to actively exchange information, feelings, and opinions with one another and with the educator.
group discussion
21
Is an innovative and newly popular teaching method in nursing education.
team base learning
22
Is a highly structured group work focusing on problem solving that leads to deep learning and critical thinking.
coorporative learning
23
Lead to the development of analytical and problem-solving skills, exploration of complex issues, and application of new knowledge and skills in the clinical practice arena.
case study
24
Consists of several sessions in which a group of staff nurses or students, facilitated by an educator, discuss questions and issues that emerge from assigned readings on a topic of practical relevance (Jaarsma et al., 2009).
seminar
25
May be given either formally or informally, involves face-to-face delivery of information specifically designed to meet the needs of an individual learner.
Can be tailored to meet objectives in all three domains of learning. It begins with an assessment of the learner and the mutual setting of objectives to be accomplished (Burkhart, 2008).
one to one instruction
26
Provide information in a nonthreatening manner so that the learner becomes aware of the negative aspects or consequences of his or her behavior.
precontemplation stage
27
Support decision making for change by identifying benefits, considering barriers to the change, and making suggestions for dealing with these obstacles.
contemplation stage
28
Support a move to action by contracting with the learner in establishing small, realistic, and measurable goals; providing information on effective ways to achieve the desired change; and giving positive reinforcement.
preparation stage
29
Encourage constant practice of the new behavior to instillcommitment to change by pointing out the benefits of each step achieved, providing rewards and incentives, and assisting the learner to monitor his or her behavior through the implementation of such strategies as keeping a food diary.
action stage
30
Continue encouragement and support to consolidate the new behavior and prevent relapses.
maintenance stage
31
Is done by the educator to show the learner how to perform a certain skill.
demonstration
32
Is carried out by the learner as an attempt to establish competence by performing a task with cues from the educator as needed. Should be planned to occur as close as possible to when the demonstration was given.
return demonstration
33
Is a method of instruction requiring the learner to participate in a competitive activity with preset rules (Allery, 2004).
gaming
34
Is a trial-and-error method of teaching whereby an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences of an actual situation.
simulation
35
types of simulation
written simulation clinical simulation model simulation computer simulation
36
may use case studies about real or fictitious situations, with the learner being asked to respond to these scenarios. Staff nurses, for example, might be asked to describe how they would handle a personnel communication problem on a unit or manage a physiologically complex patient in the critical care environment.
written simulation
37
can be set up to replicate complex care situations, such as a mock cardiac arrest. An experienced nurse can serve as a buddy or a coach for the inexperienced nurse who is running the code. This simulation allows the novice to practice these skills in a nonthreatening situation with immediate feedback. Participants in such simulations have reported that these sessions helped them validate their thinking and allowed for ongoing thinking out loud in formulating questions they might otherwise not have asked.
clinical simulation
38
are frequently used to teach a variety of audiences. An effective and economical method to teach certain noninvasive skills is to ask a peer, educator, or trained individual to act as a patient.
model simulation
39
are used in learning laboratories to mimic situations whereby information and feedback are given to learners in helping them develop decision- making skills.
computer simulation
40
Sometimes alternatively referred to as role playing, is a method of instruction by which learners actively participate in an unrehearsed dramatization.
role play
41
An educator whose behavior in a particular role is imitated by others.
Nurse educators have many opportunities to demonstrate behaviors they would like to instill in learners, whether they are patients or family members, nursing staff, or students.
role model
42
is a teaching method used by the educator to provide or design instructional activities that guide the learner in independently achieving the objectives of learning.
self instruction
43
The process of selecting a teaching method requires a prior determination of the behavioural objectives to be accomplished and an assessment of the learners who will be involved in achieving the objectives.
selection of theaching method
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問題一覧
1
This format is highly recommended because the columns allow the educator, as well as anyone else who is using it, to see all parts of the teaching plan at one time.
Simple Teaching Plan
2
It is a blueprint to achieve the goal and the objectives that have been developed.
teaching plan
3
When constructing a teaching plan, the educator must be certain that internal consistency exists within the plan
(Ryan & Marinelli, 1990)
4
Example of consistency among the first three elements of a teaching plan:
Purpose, Goal and Objective
5
is the way information is taught that brings the learner into contact with what is to be learned.
teaching method
6
give example of teaching method:
• Lecture • Group Discussion • One-to-One Instruction • Demonstration and Return Demonstration • Gaming • Simulation • Role Play • Role Model • Self-Instruction
7
Can be defined as a highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction.
lecture
8
Five Approaches to the Effective Transfer of Knowledge during a Lecture
(Silberman, 2006):
9
Five Approaches to the Effective Transfer of Knowledge during a Lecture(Silberman, 2006):
use opening and summary statement, present key terms, use visual backups, use analogies and offer example
10
At the beginning of the lecture, present major points to help learners become oriented to the subject and at the end provide conclusions to remind learners about the main points made.
use opening and summary statement
11
Reduce the major points in the lecture to some key words that act as verbal cues or memory jogs.
present keywords
12
When possible, provide real-life illustrations of the ideas in the lecture.
offer example
13
If possible, compare the content that is being presented to the knowledge that learners may already have.
use analogies
14
Use a variety of media to help learners see as well as hear what is being said.
use visual backups
15
Each Lecture should Include Three Main Parts:
introduction body conclusion
16
the educator should present learners with an overview of the behavioral objectives related to the lecture topic, along with an explanation as to why these objectives are significant.
introduction
17
Involves the actual delivery of the content related to the topic being addressed.
body
18
The educator should include a wrap-up with every lecture. This final section of the lecture format is reserved for summarizing the information provided in the presentation.
conclusion
19
The Following Variables of Speech Need to be Considered (Jacobs, 2009):
Volume rate pronunciation enunciation proper grammar pitch/tone avoid ums
20
Is defined as a method of teaching whereby learners get together to actively exchange information, feelings, and opinions with one another and with the educator.
group discussion
21
Is an innovative and newly popular teaching method in nursing education.
team base learning
22
Is a highly structured group work focusing on problem solving that leads to deep learning and critical thinking.
coorporative learning
23
Lead to the development of analytical and problem-solving skills, exploration of complex issues, and application of new knowledge and skills in the clinical practice arena.
case study
24
Consists of several sessions in which a group of staff nurses or students, facilitated by an educator, discuss questions and issues that emerge from assigned readings on a topic of practical relevance (Jaarsma et al., 2009).
seminar
25
May be given either formally or informally, involves face-to-face delivery of information specifically designed to meet the needs of an individual learner.
Can be tailored to meet objectives in all three domains of learning. It begins with an assessment of the learner and the mutual setting of objectives to be accomplished (Burkhart, 2008).
one to one instruction
26
Provide information in a nonthreatening manner so that the learner becomes aware of the negative aspects or consequences of his or her behavior.
precontemplation stage
27
Support decision making for change by identifying benefits, considering barriers to the change, and making suggestions for dealing with these obstacles.
contemplation stage
28
Support a move to action by contracting with the learner in establishing small, realistic, and measurable goals; providing information on effective ways to achieve the desired change; and giving positive reinforcement.
preparation stage
29
Encourage constant practice of the new behavior to instillcommitment to change by pointing out the benefits of each step achieved, providing rewards and incentives, and assisting the learner to monitor his or her behavior through the implementation of such strategies as keeping a food diary.
action stage
30
Continue encouragement and support to consolidate the new behavior and prevent relapses.
maintenance stage
31
Is done by the educator to show the learner how to perform a certain skill.
demonstration
32
Is carried out by the learner as an attempt to establish competence by performing a task with cues from the educator as needed. Should be planned to occur as close as possible to when the demonstration was given.
return demonstration
33
Is a method of instruction requiring the learner to participate in a competitive activity with preset rules (Allery, 2004).
gaming
34
Is a trial-and-error method of teaching whereby an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences of an actual situation.
simulation
35
types of simulation
written simulation clinical simulation model simulation computer simulation
36
may use case studies about real or fictitious situations, with the learner being asked to respond to these scenarios. Staff nurses, for example, might be asked to describe how they would handle a personnel communication problem on a unit or manage a physiologically complex patient in the critical care environment.
written simulation
37
can be set up to replicate complex care situations, such as a mock cardiac arrest. An experienced nurse can serve as a buddy or a coach for the inexperienced nurse who is running the code. This simulation allows the novice to practice these skills in a nonthreatening situation with immediate feedback. Participants in such simulations have reported that these sessions helped them validate their thinking and allowed for ongoing thinking out loud in formulating questions they might otherwise not have asked.
clinical simulation
38
are frequently used to teach a variety of audiences. An effective and economical method to teach certain noninvasive skills is to ask a peer, educator, or trained individual to act as a patient.
model simulation
39
are used in learning laboratories to mimic situations whereby information and feedback are given to learners in helping them develop decision- making skills.
computer simulation
40
Sometimes alternatively referred to as role playing, is a method of instruction by which learners actively participate in an unrehearsed dramatization.
role play
41
An educator whose behavior in a particular role is imitated by others.
Nurse educators have many opportunities to demonstrate behaviors they would like to instill in learners, whether they are patients or family members, nursing staff, or students.
role model
42
is a teaching method used by the educator to provide or design instructional activities that guide the learner in independently achieving the objectives of learning.
self instruction
43
The process of selecting a teaching method requires a prior determination of the behavioural objectives to be accomplished and an assessment of the learners who will be involved in achieving the objectives.
selection of theaching method