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CBIC Section 6
Education and Research
| Question | Answer |
|---|---|
| Remembering | Can the learner recall or remember the information? Define, duplicate, list, memorize, recall, repeat, reproduce state |
| Understanding | Can the learner explain ideas or concepts? Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase |
| Applying | Can the learner use the information in a new way? Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write |
| Analyzing | Can the learner distinguish between the different parts? Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test |
| Evaluating | Can the learner justify a stand or decision? Appraise, argue, defend, judge, select, support, value, evaluate |
| Creating | Can the learner create new product or point of view? Assemble, construct, create, design, develop, formulate, write |
| Learner self-assessment | The learner develops a self-achievement model and compares the present situation to the standard |
| Focus group discussion | Learning needs are assessed in small groups with members assisting each other to clarify needs |
| Interest-finder surveys: | These are data-gathering tools, such as checklists or questionnaires |
| Test development | Tests can be used as diagnostic tools to identify areas of learning deficiencies |
| Personal interviews | The educator consults with random or selected individuals to determine learning needs |
| Job analysis and performance reviews | These methods provide specific, precise information about work and performance |
| Observational studies | direct observation of personnel working can be performed by quality management analysts or IPs |
| Review of internal reports | incident reports, occupational injury and illness reports, and performance improvement studies can be reviewed to determine specific learning needs of healthcare providers. |
| Formative | 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. |
| Pre and post test | measure change in individual or group understanding of the content |
| Direct observation of practice | noting behavioral changes that are result of the course (e.g., demonstration of proper use of protective barriers) |
| Exit questionnaires | 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 |
| Exit Questionnaires continued | Least expensive and good to collect large samples however they need to be tested before to ensure recipients understand the intention |
| One-on-one interviews | use to collect more in depth information from participants regarding understanding of concepts or preferences of program design. |
| 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 | 3 & 4 |
| Technical challenge when implementing change | those that can be solved by the knowledge of the experts; “what” |
| Adaptive challenge when implementing change | requires new learning; "how" |
| Modifying factors | individual characteristics, including demographic, psychosocial, and structural variables, can affect perceptions of health-related behaviors. (Indirectly affect severity, susceptibility, benefits, barriers) |
| Perceived severity | subjective assessment of the severity of the health problem and its potential consequences |
| Perceived susceptibility | subjective assessment of the risk of developing the health problem |
| Cues to action | a cue or trigger is necessary for prompting engagement in health-promoting behaviors. (can be internal (e.g., pain) or external (e.g., others)) |
| Perceived benefits: | individuals assessment of the value or efficacy of engaging in a health promoting behavior to decrease risk of disease |
| Perceived barriers | individuals assessment of the obstacles of behavior change The benefits have to out weight the cost or barriers |
| Self-efficacy: | an individuals perception and confidence in their ability to change and to sustain it long term. |
| Personal determinants | knowledge, skills, temperament, motivations; whether the individual has high or low self-efficacy towards the behavior: Done over long term to provide repeated reinforcement |
| Behavioral determinants | persons actual ability to perform a behavior through essential knowledge and skills and the response an individual receives after they perform a behavior |
| Environmental determinants | 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 |
| Theoretical components | Modeling (Bandura—aggression study), outcome expediencies, self-efficacy, identification |
| Precontemplation: | “I won’t” Not intending to take action it the future; don’t see their behavior as a problem |
| Contemplation: | “I might” beginning to recognize that their behavior is problematic, start looking at pros and cons |
| Preparation: | “I will” intending to take action in the immediate future, may take small steps toward a behavior change |
| Action: | “I am” made specific overt modifications to change behavior |
| Maintenance: | “I have” able to sustain action for at least six months and are working to prevent relapse |
| Termination: | zero temptation and are not willing to return to their old habits. |
| Quantitative | 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) |
| Qualitative | 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. |
| Qualitative continued | 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 |
| Ethnography: | 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 |
| Ground Theory | explores the social processes in human interactions focuses on details of one aspect |
| Focus group | 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 |
| Participant observations | 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 |
| Interviews | 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. |
| Field notes | nonverbal communication and environmental and other contextual factors. records of observations. |
| Educational Goals: | statements that communicate the intent of the curriculum and provide a direction for planning the education session |
| Educational Objectives: | 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 |
| Instructional objectives | describe learner outcomes in measurable terms and use action verbs such as discuss, describe, demonstrate, compare, or evaluate |
| Selection bias | |
| Standard error | |
| Confounding | |
| causation | |
| Root cause analysis | 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. |
Created by:
JRWeidenaar
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