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NLN Exam Review AL
Nursing
| Question | Answer |
|---|---|
| Knowledge level | define, identify, list |
| Comprehension level | Describe, explain, summarize |
| Application level | apply, demonstrate, use |
| Analysis level | Compare, contrast, differentiate |
| Synthesis level | Construct, develop, formulate |
| Evaluation level | critique, evaluate, judge |
| Cognitive Domain | Learner focuses on aquisition and recall of specific facts, concepts and principles. Simple(knowledge) to complex (synthesis/evaluation) |
| Affective Domain | Learning encompasses attitudes, beliefs,values, feelings and emotions |
| Psychomotor Domain | Encompasses fine motor, gross motor and manual skills. Commonly used in clinical techniques |
| Formative evaluation | occurs while learning process is unfolding |
| Summative evaluation | Completed at the end of a course/program - The final outcome. |
| Behavioral Learning Theory | All behavior is learned and can be shaped/rewarded to attain desired ends. |
| Cognitive Learning Theory | Conditions of learning influence acquisition/retention by modifying existing cognitive structures. Assimilation, accommodation and construction of knowledge are the basic processes of learning |
| Cognitive Development Learning Theory | Development is sequential and progresses in an uneven/interrupted manner through several phases. |
| Cognitive development: Sociocultural historical influences Learning Theory | Learning is interactive and occurs in a social/historical context. Knowledge, ideas, attitudes and values are developed as a result of relationships with people. |
| Multiple Intelligences Learning Theory | Human beings have unique profiles composed of varying degrees of eight and one half research-based intelligences |
| Adult Education Philosophy | Adults are self-directed and problem centered and need to learn useful information |
| Caring Philosophy | Education consists of an integration of humanistic-existential, phenomenological, feminist and caring ideologies |
| Critical Philosophy | The liberation fo thought occurs through analysis of power and realtionships within social structure information |
| Feminist Philosophy | Intellectual growth, activism, and empowerment can change injustice and inequity for all persons. |
| Humanism | Education Motivates the development of human potential |
| Narrative Pedagogy | A practical discourse using nine themes allows education to be gained thru experiences of teachers, students and clinicians to direct nursing education. |
| Phenomenology | Understanding the hows and whys of humans expereince. Perception of events results in learning. |
| Postmodern Discourse | Truth is related to specific context and is constantly being constructed |
| Nursing's Metaparadigm | Includes statements on: Person/client, Nursing, Environement, Health, and sometimes Nursing Education |
| Metaphysics | study of reality vs. what is fantasy/illusion (post-modern in nature) |
| Epistemology | Focus is on: What is truth? |
| Axiology | Focus is on: What is good? |
| Essentialism Ed. Theory | Student encouraged to expand mind by inquiry, discovery, aesthetics, synthesis and application of knowledge to life. Belief in strong liberal arts foundation.(Idealism Philosphy) |
| Behaviorism Ed. Theory | Student subject to natural law; motivated to learn through positive reinforcement; rewareded for scientific objectivity and objective analysis.(Realism Philosophy) |
| Reconstructionism Ed. Theory | Student to expeirence inquiry thru active learning and exploration; involvement in social and community activites (Pragmatist Philosophy) |
| Progressivism Ed. Theory | Students assisted to develop the self through filed trips, lab work, simulation; apply learning to daily life and society (Pragmastist Philosophy) |
| Humanism Ed. Theory | Encouraged to freely choose own path to learning; assume responsibility for life (Existential Philosophy) |
| Scholarship of Discovery | Generation of new knowledge for application and integration into the discipline and teaching; developing knowledge base of Nursing |
| Scholarship of Integration | Interpretation and synthesis of knowledge across discipline boundaries; requires communication and interdisciplinary collaboration |
| Scholarship of Application | Connects theory to practice; "How can knowledge be responsibly applied to consequential problems?" - Service to boards and organizations, policy development |
| Scholarship of Teaching | Requires evidence of effective teaching and dissemination of the knowledge that is aquired as a result of teaching; curriculum development, use of innovative teaching/learning strategies; dissemination of teaching knowledge/expertise |
| Student learning outcomes | inform students about expectations they must meet |
| module objectives should be linked to | course, program and institutional learning outcomes |
| 6 learning domains | Knowledge, comprehension, application, analysis, synthesis, and evaluation |
| IOM wants ___% to be bachelor's degree by 2020 | 80 |
| Qualified applicants turned down from BS degrees because | lack of faculty and clinical resources |
| Boyer's 4 types of scholarship | discovery integration application teaching |
| Scholarship of Discovery | original research, new knowledge |
| Scholarship of Integration | Interpretation and synthesis of knowledge across disciplines |
| Scholarship of Application | Connects theory and practice (reflection assignments, publications) |
| Scholarship of Teaching | Innovative, variety of teaching methods, dissemination of knowledge about teaching |
| How many core competencies of Nurse Educators? | 8 |
| NLN's Core Competencies 1-5 | 1. Facilitate learning 2. facilitate learner development and socialization 3. Use assessment and evaluation strategies 4. Participate in curriculum design and evaluation of program outcomes 5. Function as a change agent and leader |
| NLN Core Competencies 6-8 | 6. Pursue continuous quality improvement as an educator 7. Engage in scholarship 8. Function within the educational environment |
| learning either right or wrong | Dualism |
| learning is active mental process. Based on prior knowledge. Focus on acquisition of knowledge | Cognitive perspective |
| Learning comes from concrete experience. | Experiential framework |
| VARK | Visual Suditory Read/write kinesthetic |
| critical thinking applied to decision making process related to diagnosis | Clinical reasoning |
| Does the punishment meet the crime | Substantive due process |
| Receive notice and opportunity to be heard | Procedural due process |
| Buckley Amendment | FERPA |
| All behavior is learned and can be shaped and rewarded | Behaviorism |
| Conditions of learning influence acquisition and retention of knowledge by modifying cognitive structures and forming schema. Assimilation and accommodation are processes of learning | Cognitivism |
| Learners build on existing knowledge through personal experience.Past learning is connected to new learning | Constructivism |
| Students learn by observing others as models of behaviour | Social learning theory |
| Learning occurs via scaffolding. They do some thing independently but need help with others. Help is gradually taken away. | Sociocultural learning |
| Learning happens where it can be applied | Situated learnint |
| Learning occurs in stages over time | Cognitive development |
| Education motivates the development of human potential | Humanism |
| Philosophical approach to understanding human behavior, the lived human experience | Phenomenology |
| Consistant test scores | Reliability |
| Test type that is developed according to a specific set of learning outcomes. Useful for measuring mastery of subject matter | Criterion Referenced Test |
| Test type to rank students, such as the GRE | Norm Referenced Test |
| Another name for a test blueprint | Table of specifications |
| Multiple choice, true/false, matching | Selection type exam questions |
| Fill in the blank, essay, short-answer | Supply type exam questions |
| Measures what it is supposed to measure | Validity |
| Test to measure reliability after single test administration | Kuder-Richardson or split half |
| Reliability co-efficient >_____ is considered good | .8 |
| Divides test scores in the middle | Median |
| Type of variability that is calculated by subtracting the lowest score from the highest | Range |
| Type of variability that is the average distance from the mean | Standard Deviation |
| Item difficulty index. Measures percentage correct for the group answering the item | P value |
| P value of ______ separates learners from non learners | 0.7-0.8 |
| Way to differentiate student who know content from those who do not | item discrimination |
| Item discrimination score should be above ________ | 0.20 |
| Type of evaluation that occurs during instruction | Formative |
| Type of evaluation that occurs after instruction | Summative |
| Focus is on acquisition and use of knowledge | Cognitive domain |
| Focus is on performance of manual or physical skills | Psychomotor domain |
| Focus is on emotions or feelings | Affective domain |
| Kuder-Richardson score that is acceptable for teacher made tests | 0.60 |
| Change strategy the assumes people are rational and motivated by own self interests | Empirical Rational Change Strategy |
| Change strategy that assumes people are social and will adhere to cultural norms. Change focuses on organization's culture | Normative-Reeducative Change Strategy |
| Change strategy that assumes people are basically compliant and will do what they are told | Power-Coercive Change Strategy |
| Change strategy that assumes people oppose loss and disruption but they will adapt readily to new circumstances. Burden of change on members not management. Creates new organization instead of changing old one | Environmental-Adaptive Change Strategy |
| Commission with purpose of accountability of higher education | Spelling Commission |
| AACN 6 core RN competencies | critical thinking healthcare systems and policy communication illness and disease management ethics information and health care technologies |
| SWOT | Strength Weakness Opportunities Threats |
| 4 Curriculum ideologies | Scholar academic social efficiency learner centered social reconstruction |
| Curriculum ideology with hierarchy from scholar to teacher to student | Scholar academic |
| Curriculum ideology where focus is on service to society | Social Efficiency |
| Curriculum ideology where focus is on individual. Individual learning goals. | Learner Centered |
| Epistemological orientation | Content to be covered. Knowledge is the focus |
| Ontological orientation | Learner centered, focused student becoming a nurse |
| QSEN | Quality and Safety Education in Nursing |
| Examples of blocked curriculum | Pediatrics Med/surg |
| Test Development BOB CAT | Blueprint Objectives Bloom's tax Client needs (NCLEX) Analysis data Test results to change for future exams |
| Idealism | perfect world |
| Realism | world is orderly. Science is objective |
| Essentialism | Learn through knowledge from teacher |
| Perennialism | reading, writing, arithmetic |
| behaviorism | stimulus-response |
| Narrative pedagogy | teaching through story telling |
| empirical knowledge | scientific |
| personal knowledge | understand how one would feel in situation |
| ethical knowledge | moral decisions |
| esthetic knowledge | understanding patient's current situation |
| intrinsic motivation | internal. Feeling of accomplishment |
| extrinsic motivation | grades |
| ARCS | Attention Relevance Confidence Satisfaction |
| Pedagogy | art of teaching. How teachers teach |
| Learning outcomes per hour | 2-3 |
Created by:
twdw1124
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