Education and Research
Help!
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| show | Can the learner recall or remember the information?
Define, duplicate, list, memorize, recall, repeat, reproduce state
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| show | Can the learner explain ideas or concepts?
Classify, describe, discuss, explain, identify, locate, recognize,
report, select, translate, paraphrase
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| show | Can the learner use the information in a new way?
Choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, schedule, sketch, solve, use, write
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| Analyzing | show 🗑
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| show | Can the learner justify a stand or decision?
Appraise, argue, defend, judge, select, support, value, evaluate
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| Creating | show 🗑
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| Learner self-assessment | show 🗑
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| Focus group discussion | show 🗑
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| Interest-finder surveys: | show 🗑
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| Test development | show 🗑
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| Personal interviews | show 🗑
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| show | These methods provide specific, precise information about work and performance
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| show | direct observation of personnel working can be performed by quality management analysts or IPs
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| Review of internal reports | show 🗑
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| show | the teacher ask students to pick the best answer from a question; if all the students choose correctly then move on; but if there are discrepancies then initiate a class discussion or review the actual question.
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| Pre and post test | show 🗑
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| show | noting behavioral changes that are result of the course (e.g.,
demonstration of proper use of protective barriers)
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| Exit questionnaires | show 🗑
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| show | Least expensive and good to collect large samples however they need to be tested before to ensure recipients understand the intention
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| show | use to collect more in depth information from participants regarding understanding of concepts or preferences of program design.
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| show | 3 & 4
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| show | those that can be solved by the knowledge of the experts; “what”
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| Adaptive challenge when implementing change | show 🗑
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| show | individual characteristics, including demographic, psychosocial, and structural variables, can affect perceptions of health-related behaviors. (Indirectly affect severity, susceptibility, benefits, barriers)
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| show | subjective assessment of the severity of the health problem and its potential consequences
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| Perceived susceptibility | show 🗑
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| show | a cue or trigger is necessary for prompting engagement in health-promoting behaviors. (can be internal (e.g., pain) or external (e.g., others))
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| show | individuals assessment of the value or efficacy of engaging in a health promoting behavior to decrease risk of disease
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| show | individuals assessment of the obstacles of behavior change
The benefits have to out weight the cost or barriers
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| Self-efficacy: | show 🗑
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| Personal determinants | show 🗑
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| Behavioral determinants | show 🗑
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| show | family traits, sociocultural fx, community influences, resource availability. Peer support, prompts from pts to professionals, role modeling by leaders in the HC environment, compliance incentives, & organizational provisions to facilitate BP behavior
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| Theoretical components | show 🗑
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| Precontemplation: | show 🗑
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| show | “I might” beginning to recognize that their behavior is problematic, start looking at pros and cons
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| Preparation: | show 🗑
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| Action: | show 🗑
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| Maintenance: | show 🗑
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| show | zero temptation and are not willing to return to their old habits.
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| show | The research question determines the choice of research method.
Deductive involves testing theory in which a research hypothesis is either rejected or accepted. Moves from structure (theory or hypothesis) to the event or process (phenonmen)
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| show | Q's are explored through ID of patterns in narratives, observations, comparisons & contrasts, inferences, application of insight, & use of intuition. Can be exploratory, descriptive, or used for theory verification.
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| show | ppl are not studied independently of environment; rather inf is sought that will reflect present/past situations, & the emphasis is on the whole rather than on a part of an experience. The collection of the data will lead to the generation of a hypothesis
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| show | explores the hidden layers of cultures, takes a more holistic approach. typically focuses on details of all aspects available. beliefs, attitudes, social, cultural, and environmental factors
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| show | explores the social processes in human interactions
focuses on details of one aspect
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| Focus group | show 🗑
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| Participant observations | show 🗑
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| Interviews | show 🗑
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| show | nonverbal communication and environmental and other
contextual factors. records of observations.
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| show | statements that communicate the intent of the curriculum and provide a direction for planning the education session
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| show | describe each task or behavior the learner will be able to perform
after completing the course, as well as the conditions under which each task or behavior will be performed
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| show | describe learner outcomes in measurable terms and use action verbs such as discuss, describe, demonstrate, compare, or evaluate
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| Selection bias | show 🗑
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| show |
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| causation | show 🗑
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| Root cause analysis | show 🗑
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Created by:
JRWeidenaar
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