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CBIC Section 6 Test

Enter the letter for the matching Answer
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1.
Self-efficacy:
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Test development
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Environmental determinants
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Root cause analysis
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Review of internal reports
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Theoretical components
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One-on-one interviews
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Instructional objectives
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Maintenance:
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Job analysis and performance reviews
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Interviews
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Which of the following would be an appropriate way to evaluate education provided to a group of employees on hand hygiene? 1. Exit interviews 2. One-on-one interview 3. Direct observation 4. Pretest/post test
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Interest-finder surveys:
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Participant observations
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Understanding
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Educational Goals:
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Modifying factors
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Personal determinants
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Evaluating
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Qualitative
A.
describe learner outcomes in measurable terms and use action verbs such as discuss, describe, demonstrate, compare, or evaluate
B.
individual characteristics, including demographic, psychosocial, and structural variables, can affect perceptions of health-related behaviors. (Indirectly affect severity, susceptibility, benefits, barriers)
C.
the collection of data from participants in the participant’s natural setting in a systematic & unobtrusive approach the observer does not initiate or precipitate action on the research topic but waits for the topic or event to emerge. Id key informants
D.
knowledge, skills, temperament, motivations; whether the individual has high or low self-efficacy towards the behavior: Done over long term to provide repeated reinforcement
E.
Process takes a retrospective look at adverse outcomes & determines what happened, why it happened, and what an organization can do to prevent the situation from recurring.
F.
incident reports, occupational injury and illness reports, and performance improvement studies can be reviewed to determine specific learning needs of healthcare providers.
G.
person-to-person interaction between study participants and an interviewer so that information may be elicited relative to the research. obtains all information. Open-ended questions. Include field notes like body language. Unbiased.
H.
statements that communicate the intent of the curriculum and provide a direction for planning the education session
I.
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
J.
Can the learner explain ideas or concepts? Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
K.
These are data-gathering tools, such as checklists or questionnaires
L.
“I have” able to sustain action for at least six months and are working to prevent relapse
M.
These methods provide specific, precise information about work and performance
N.
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.
O.
Tests can be used as diagnostic tools to identify areas of learning deficiencies
P.
Can the learner justify a stand or decision? Appraise, argue, defend, judge, select, support, value, evaluate
Q.
an individuals perception and confidence in their ability to change and to sustain it long term.
R.
use to collect more in depth information from participants regarding understanding of concepts or preferences of program design.
S.
3 & 4
T.
Modeling (Bandura—aggression study), outcome expediencies, self-efficacy, identification
Type the Question that corresponds to the displayed Answer.
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21.
nonverbal communication and environmental and other contextual factors. records of observations.
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“I will” intending to take action in the immediate future, may take small steps toward a behavior change
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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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The learner develops a self-achievement model and compares the present situation to the standard
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Can the learner distinguish between the different parts? Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
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gather information about the overall success of the program, asking for feedback on all aspects of the course, including objectives, presenter, quality of teaching aids, and the learning environment
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The educator consults with random or selected individuals to determine learning needs
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provide an opportunity for investigators to explore the beliefs of participants and provide an avenue for previously unrecognized perceptions & concerns to be identified and addressed. smaller group; skilled group leader and moderator; Note taker
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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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30.
individuals assessment of the value or efficacy of engaging in a health promoting behavior to decrease risk of disease

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