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Health Ed pt.5
| Question | Answer |
|---|---|
| pertains to the level of knowledge to be learned, the kind of behaviors most relevant and attainable for an individual learner or group of learners, and the sequencing of knowledge and experiences for learning from simple to the most complex, | TAXONOMY |
| CORNERSTONE OF TEACHING. | THE TAXONOMIC SYSTEM FOR CATEGORIZING OBJECTIVES OF LEARNING ACCORDING TO A HIERARCHY OF BEHAVIORS HAS BEEN THE CORNERSTONE OF TEACHING |
| based on the original work of bloom and his colleagues (1956), ANDERSON ET AL. (2001) proposed a revision to the initial taxonomy for learning, teaching, and assessing behaviors. | he most prominent differences include the changing the names in the six categories from noun to verb forms and rearranging the last 2 categories |
| REVISIONS TO BLOOM'S TAXONOMY | KNOWLEDGE REMEMBER COMPREHENSION UNDERSTAND APPLICATION APPLY |
| REVISIONS TO BLOOM'S TAXONOMY | ANALYSIS ANALYZE SYNTHESIS EVALUATE EVALUATION CREATE |
| TYPES OF OBJECTIVES | 1. EDUCATIONAL OBJECTIVES 2. INSTRUCTIONAL OBJECTIVES 3. BEHAVIORAL OBJECTIVES |
| are used to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study, that guide the design of curriculum units. | EDUCATIONAL OBJECTIVES |
| describe the teaching activities, specific content areas, And resources used to facilitate effective instruction | INSTRUCTIONAL OBJECTIVES |
| also referred to as learning objectives | BEHAVIORAL OBJECTIVES |
| make use of the modifier behavioral or learning to denote that this type of objective is action oriented rather than content oriented, learner oriented rather than teacher centered, and short term outcome focused rather than process focused. | BEHAVIORAL OBJECTIVES |
| describe precisely what the learner will be able to do following a learning situation. | BEHAVIORAL OBJECTIVES |
| THE TWO FACTORS DIFFERENTIATE GOALS FROM OBJECTIVES: | -THEIR RELATIONSHIP TO TIME AND THEIR LEVEL OF SPECIFICITY |
| is the final outcome to be achieved at the end of the teaching And learning process. | goal |
| also commonly referred to as learning outcomes, are global and broad in nature and are long-term targets for both the learner and teacher. | goal |
| is a specific, single, concrete, one-dimensional behavior | OBJECTIVE |
| are short term and should be achieved at the end of one teaching session, or shortly after several teaching sessions. | OBJECTIVE |
| is the intended result of instruction, not the process or Means of instruction itself. | BEHAVIORAL OBJECTIVE |
| describe precisely what the learner will be able to do following the instruction. | BEHAVIORAL OBJECTIVE |
| are statements of specific, short-term behaviors. They lead step by step to the more general, overall long-term goals. | Objectives |
| describes a performance that the learners should be able to exhibit before they are considered competent | objective |
| also may be written and reflect aspects of the main objective. | SUBOBJECTIVES |
| they are specific statements of short-term behaviors that lead to the achievement of the primary objective. | SUBOBJECTIVES |
| specify what the learner will be able to do after being exposed to one or more learning experiences. | objectives and subobjectives |
| 1. Helps to keep educators' thinking on target and learner centered. 2. Communicates to learners and healthcare team members what is planned for teaching and learning. | THE CAREFUL CONSTRUCTION OF WELL-WRITTEN OBJECTIVES: |
| 3. Helps learners understand what is expected of them so they can keep track of their progress. 4. Forces the educator to select and organize educational materials so they do not get lost in the content and forget the learner's role in the process. | THE CAREFUL CONSTRUCTION OF WELL-WRITTEN OBJECTIVES: |
| 5. Encourages educators to evaluate their own motives for teaching. 6. Tailors teaching to the learner's unique needs. | THE CAREFUL CONSTRUCTION OF WELL-WRITTEN OBJECTIVES: |
| 7. Creates guideposts for teacher evaluation and documentation of success or failure. 8. Focuses attention on what the learner come away with once the teaching-learning process is completed, not on what is taught. | THE CAREFUL CONSTRUCTION OF WELL-WRITTEN OBJECTIVES: |
| 9. Orients teacher and learner to the end results of the educational process. 10. Make it easier for the learner to visualize performing the required skills. | THE CAREFUL CONSTRUCTION OF WELL-WRITTEN OBJECTIVES: |
| ROBERT MAGER (1997) POINTS OUT THREE OTHER MAJOR ADVANTAGES IN WRITING CLEAR OBJECTIVES: | 1. They provide the solid foundation for the selection or design of instructional content, methods, and materials. |
| ROBERT MAGER (1997) POINTS OUT THREE OTHER MAJOR ADVANTAGES IN WRITING CLEAR OBJECTIVES: | 2. They provide learners with ways to organize their efforts to reach their goals. |
| ROBERT MAGER (1997) POINTS OUT THREE OTHER MAJOR ADVANTAGES IN WRITING CLEAR OBJECTIVES: | 3. They help determine whether an objective has in fact, been met. |
| ACCORDING TO MAGER (1997), THE FORMAT FOR WRITING CONCISE AND USEFUL BEHAVIORAL OBJECTIVES INCLUDES THE FOLLOWING THREE IMPORTANT CHARACTERISTICS: | 1. PERFORMANCE 2. CONDITION 3. CRITERION |
| describes what the learner is expected to be able to do to demonstrate the kinds of behaviors the teacher will accept as evidence that the objectives have been achieved. | PERFORMANCE |
| Activities performed by learner may be observable and quite visible, such as being able to write or list something, whereas other activities may not be as visible, such as being able to identify or recall something. | PERFORMANCE |
| describes the situations under which the behavior will be observed or the performance will be expected to occur. | CONDITION |
| describes how well, with what accuracy, or within what time frame the learner must be able to perform the behavior so as to be considered competent. | CRITERION |
| THESE 3 CHARACTERISTICS TRANSLATE INTO THE FOLLOWING QUESTIONS: | 1. What should the learner be able to do? 2. Under which conditions should the learner be able to do it? |
| THESE 3 CHARACTERISTICS TRANSLATE INTO THE FOLLOWING QUESTIONS: | 3. How well must the learner be able to do it? 4. The fourth component must also be included that describes the "who" to guarantee that the behavioral objective is indeed learner centered. |
| ARE STATEMENTS THAT COMMUNICATE WHO WILL DO WHAT UNDER WHICH CONDITIONS AND HOW WELL, HOW MUCH, OR WHEN | BEHAVIORAL OBJECTIVES |
| An easy way to remember the 4 elements that should be in a behavioral objective is to follow the ABCD rule proposed by SMALDO, LOWTHER, AND RUSSEL (2012) | A - AUDIENCE (WHO) B - BEHAVIOR (WHAT) C- CONDITION (UNDER WHICH CIRCUMSTANCE) D - DEGREE (HOW WELL, TO WHAT EXTENT, WITHIN WHAT TIME FRAME. |
| EXAMPLE: "after a 20-minute teaching session on relaxation techniques (C-CONDITION), Mrs. Smith (A-AUDIENCE) will be able to identify (B-BEHAVIOR), three distinct techniques for lowering her stress level (D-DEGREE)." | A - AUDIENCE (WHO) B - BEHAVIOR (WHAT) C- CONDITION (UNDER WHICH CIRCUMSTANCE) D - DEGREE (HOW WELL, TO WHAT EXTENT, WITHIN WHAT TIME FRAME. |
| THE FOUR- PART METHOD OF OBJECTIVE WRITING | Condition Audience Behavior Degree |
| SAMPLES OF WELL-WRITTEN OBJECTIVES: | -Following instruction on hypertension, the patient will be able to state three out of four causes of high blood pressure |
| SAMPLES OF WELL-WRITTEN OBJECTIVES: | -On completing the reading materials provided about the care of a newborn, the mother will be able to express any concerns she has caring for the baby after discharge. |
| SAMPLES OF WELL-WRITTEN OBJECTIVES: | -After a 20-minute teaching session, the patient will verbalize at least two feelings or concerns associated with wearing a colostomy bag. |
| SAMPLES OF WELL-WRITTEN OBJECTIVES: | -after reading handouts, the patient will be able to state three examples of foods that are sources high in protein. |
| POORLY WRITTEN OBJECTIVES; | The patient will be able to prepare a menu using low-salt foods. (CONDITION AND CRITERION MISSING) |
| POORLY WRITTEN OBJECTIVES; | Given a list of exercises to relieve low back pain, the patient will understand how to control low-back pain. (PERFORMANCE NOT STATED IN MEASURABLE TERMS, CRITERION MISSING). |
| POORLY WRITTEN OBJECTIVES; | The nurse will demonstrate crutch walking postoperatively to the patient. (TEACHER CENTERED) |
| POORLY WRITTEN OBJECTIVES; | during discharge teaching, the patient will be more comfortable with insulin injections. (PERFORMANCE NOT STATED IN MEASURABLE TERMS, CONDITION MISSING, CRITERION MISSING) |
| POORLY WRITTEN OBJECTIVES; | The patient will verbalize and demonstrate the proper steps to performing self Catheterization. (CONTAINS TWO EXPECTED BEHAVIORS, CRITERION MISSING, TIME FRAME MISSING) |
| POORLY WRITTEN OBJECTIVES; | After a 20-minute teaching session, the patient will appreciate knowing the steps required to complete a finger stick. (PERFORMANCE NOT STATED IN MEASURABLE TERMS, CRITERION MISSING) |
| WHEN WRITING BEHAVIORAL OBJECTIVES USING THE FORMAT SUGGESTED BY MAGER (1997), | the recommendation is to use precise action words or verbs as labels that are open to few interpretations when describing learner performance. |
| an objective is considered most useful | when it clearly states what the learner must demonstrate for mastery in a knowledge, attitude, or skill area. |
| a performance may be visible or audible. For example, the learner is able to LIST, TO WRITE, TO TASTE OR TO WALK. | These performances are directly observable. |
| A performance also may be invisible. For example, the learner is able to IDENTIFY, TO SOLVE, TO RECALL, OR TO RECOGNIZE. | they are described by a "doing" word is measurable |
| if a word is used to describe something a learner can be, then is not a doing word but rather a being word. Examples of being words known also as | abstractions, include TO UNDERSTAND, TO KNOW, TO ENJOY, AND TO APPRECIATE (MAGER, 1997) |
| the important thing to remember in selecting verbs to describe performance is that they must be | specific, observable or measurable, and action oriented. |
| -TERMS WITH MANY INTERPRETATIONS (NOT RECOMMENDED) | TO KNOW |
| -TERMS WITH FEW INTERPRETATIONS | TO APPLY TO EXPLAIN |
| TO UNDERSTAND - TO CHOOSE, TO IDENTIFY TO APPRECIATE - TO CLASSIFY, TO LIST TO REALIZE - TO COMPARE, TO ORDER TO BE FAMILIAR WITH - TO CONSTRUCT, TO PREDICT TO ENJOY - TO CONTRAST, TO RECALL | TO VALUE - TO DEFINE, TO RECOGNIZE TO BE INTERESTED IN - TO DESCRIBE, TO SELECT TO FEEL - TO DEMONSTRATE, TO STATE TO THINK - TO DIFFERENTIATE, TO VERBALIZE TO LEARN - TO DISTINGUISH, TO WRITE |
| • Describing what the teacher does rather than what the learner is expected to do. • Including more than one expected behavior in a single two verbs (the learner will select and prepare) | COMMON MISTAKES WHEN WRITING OBJECTIVES |
| • Forgetting to identify all four components of condition, performance, criterion, and who the learner is. • Using terms for performance that are open to many interpretations, are not action oriented, and are difficult to measure. | COMMON MISTAKES WHEN WRITING OBJECTIVES |
| • Writing objectives that are unattainable and unrealistic given the ability level of the learner. • Writing objectives that do not relate to the stated goal. | COMMON MISTAKES WHEN WRITING OBJECTIVES |
| • Cluttering objectives by including unnecessary information. • Being too general so as to specify the expected behavior to be achieved. | COMMON MISTAKES WHEN WRITING OBJECTIVES |
| is a way to categorize things according to how they are related to one another. | taxonomy |
| are classified into low, medium, and high levels, with simple behaviors listed first, followed by behaviors of moderate difficulty, with the more complex behaviors | Behavioral objectives |
| 6. EVALUATION 5. SYNTHESIS 4. ANALYSIS 3. APPLICATION 2. COMPREHENSION 1. KNOWLEDGE | COGNITIVE DOMAIN |
| 5. CHARACTERIZATION 4. ORGANIZATION 3. VALUING 2. RESPONDING 1. RECEIVING | AFFECTIVE DOMAIN |
| 7. ORIGINATION 6. ADAPTATION 5. COMPLEX OVERT RESPONSE 4. MECHANISM 3. GUIDED RESPONSE 2. SET 1. PERCEPTION | PSYCHOMOTOR DOMAIN |
| ability of the learner to memorize, recall, define, recognize, or identify specific information, such as facts, rules, principles, conditions, and terms, presented during instruction. | KNOWLEDGE LEVEL: |
| EXAMPLE: after a 20 minute teaching session, the patient will be able to state with accuracy the definition of chronic obstructive pulmonary disease (COPD) | KNOWLEDGE LEVEL: |
| ability of the learner to demonstrate an understanding of what is being communicated by recognizing it in a translated form | COMPREHENSION LEVEL |
| such as grasping an idea by defining it or summarizing it in a translated form, in his or her own words (knowledge is a prerequisite behavior) | COMPREHENSION LEVEL |
| EXAMPLE: after watching a 10-minute video on nutrition following gastric bypass surgery, the patient will be able to give at least three examples of food choices that will be included in his diet. | COMPREHENSION LEVEL |
| ability of the learner to use ideas, principles, abstractions, or theories in specific situations, such as figuring, writing, reading, or handling equipment (knowledge and comprehension are prerequisite behaviors) | APPLICATION LEVEL |
| EXAMPLE: on completion of a cardiac rehabilitation program, the patient will modify three exercise regimens that can fit into his or her lifestyle at home. | APPLICATION LEVEL |
| ability of the learner to recognize and structure information by breaking it down into its separate parts and specifying the relationship between the parts (knowledge, comprehension, and application are prerequisite behaviors). | ANALYSIS LEVEL |
| EXAMPLE: after reading handouts provided by the nurse educator, the family member will calculate the correct number of total grams of protein included on average per day in the family diet. | ANALYSIS LEVEL |
| ability of the learner to put together parts into a unified whole by creating a unique product that is written, oral, or in picture form (knowledge, comprehension, application, and analysis are prerequisite behaviors) | SYNTHESIS LEVEL |
| EXAMPLE: given a sample list of foods, the patient will devise a menu to include foods from four food groups (dairy, meat, vegetables and fruits, and grains) in the recommended amounts for daily intake | SYNTHESIS LEVEL |
| ability of the learner to judge the value of something by applying appropriate criteria (knowledge, comprehension, application, analysis, and synthesis are prerequisite behaviors). | EVALUATION LEVEL |
| EXAMPLE: after three teaching sessions. The learner will assess his readiness to function independently in home setting. | EVALUATION LEVEL |
| The methods most often used to stimulate learning in the cognitive domain include lecture, group discussion, one-to-one instruction, and self-instruction activities, such as computer-assisted instruction. | TEACHING IN THE COGNITIVE DOMAIN |
| Verbal, written, and visual tools are all particularly successful in enhancing the teaching methods to help learners master cognitive content. | TEACHING IN THE COGNITIVE DOMAIN |
| Cognitive scientists | have been exploring the allocation of practice time to the learning a new material. |
| generally learning distributed over several sessions leads to better memory than in formation learned in a single sessions. | THIS PHENOMENON HAS BEEN DESCRIBED BY WILLINGHAM (2002) AS THE "SPACING EFFECT" |
| -Learning information all at once on one day. An approach known as massed practice ____ is much less effective for remembering facts | "CRAMMING" |
| facts than learning information over successive periods of time, an approach known as | DISTRIBUTED PRACTICE |
| ability of the learner to show awareness of an idea or fact or consciousness of a situation or event in the environment. | RECEIVING LEVEL |
| this level represents a willingness to selectively attend to or focus on data or to receive a stimulus. | RECEIVING LEVEL |
| EXAMPLE: during a group discussion sessions, the patient will admit to any fears he may have about needing to undergo a repeat angioplasty. | RECEIVING LEVEL |
| ability of the learner to respond to an experience, at first obediently and later willingly and with satisfaction. | RESPONDING LEVEL |
| this level indicates a movement beyond denial and toward voluntary acceptance, which can lead to feelings of pleasure or enjoyment resulting from some new experience (receiving is a prerequisite behavior) | RESPONDING LEVEL |
| EXAMPLE: at the end of one-to-one instruction, the child will verbalize feelings of confidence in managing her asthma using the peak-flow tracking chart. | RESPONDING LEVEL |
| ability of the learner to regard or accept the worth of a theory, idea, or event, demonstrating sufficient commitment or preference to an experience that is perceived as having value. | VALUING LEVEL |
| at this level, there is a definite willingness and desire to act further that value (receiving and responding are prerequisite behaviors) | VALUING LEVEL |
| EXAMPLE: after attending a grief support group meeting, the patient will complete a journal entry reflecting her feelings about the experience. | VALUING LEVEL |
| ability of the learner to organize, classify, and prioritize values by integrating a new value into general set of values | ORGANIZATION LEVEL |
| to determine interrelationships of values, and to establish some values as dominant and pervasive (receiving, responding, and valuing are prerequisite behaviors). | ORGANIZATION LEVEL |
| EXAMPLE: after a 45-minute group discussion session, the patient will be able to explain the reasons for her anxiety and fears about her selfcare management responsibilities. | ORGANIZATION LEVEL |
| ability of the learner to display adherence to a total philosophy or worldview, showing firm commitment to the values by generalizing certain experiences into a value system (receiving, responding, and organizing are prerequisite behaviors) | CHARACTERIZATION |
| EXAMPLE: following a series of teaching sessions. The learners will display consistent interest in maintaining good hand-washing technique to control the spread of infection to patients, family members, and friends. | CHARACTERIZATION |
| -Several teaching methods are powerful and reliable in helping the learner acquire affective behaviors. | TEACHING IN THE AFFECTIVE DOMAIN |
| are examples of methods of instruction that can be used to prepare nursing staff and students as well as patients and their families to develop values and explore attitudes, interests, and feelings. | Role model, role play, simulation, gaming, questioning, case studies, and group discussion sessions |
| ENCOMPASSES THREE LEVELS (MENIX 1996) THAT GOVERN ATTITUDES AND FEELINGS: | AFFECTIVE DOMAIN |
| THE AFFECTIVE DOMAIN ENCOMPASSES THREE LEVELS (MENIX 1996) THAT GOVERN ATTITUDES AND FEELINGS: | 1. THE INTRAPERSONAL LEVEL 2. THE INTERPERSONAL LEVEL 3. THE EXTRAPERSONAL LEVEL |
| includes personal perceptions of one's own self, such as self-concept, self-awareness and self acceptance. | INTRAPERSONAL LEVEL |
| includes the perspective of self in relation to other individuals. | INTERPERSONAL LEVEL |
| involves the perception of others as established groups. | EXTRAPERSONAL LEVEL |
| for nurses practicing in any setting, affective learning is especially important because they constantly face | ethical issues and value conflicts |
| also places nurses in advocacy positions when patients, families, and other healthcare professionals struggle with treatment decisions. | advancing technology |
| to internalize the value of adhering to prescribed treatment regimens and incorporating health promotion and disease prevention practices into their daily lives. | in turn, patients and family members face prospects of making moral and ethical choices as well as learning |
| S KNOWN AS THE “SKILLS" DOMAIN. | PSYCHOMOTOR DOMAIN |
| learning in this domain involves acquiring fine and gross motor abilities such as walking, handwriting, manipulating equipment, or performing a procedure. | PSYCHOMOTOR DOMAIN |
| according to REILLY AND OERMANN (1990), "is a complex process demanding far more knowledge than suggested by the simple mechanistic behavioral approach” | psychomotor skill learning |
| To develop psychomotor skills | integration of both cognitive and affective learning is required. |
| recognizes the value of the skill being learned. | The affective component |
| relates to knowing the principles, relationships, and processes involved in the skill. | The cognitive component |
| can be classified in variety of ways (DAVE, 1970; HARROW, 1972; MOORE, 1970; SIMPSON, 1972). | The psychomotor learning |
| SEEMS TO BE WIDELY RECOGNIZED AS RELEVANT TO PATIENT, STAFF, AND STUDENT TEACHING. | SIMPSON'S SYSTEM |
| ability of the learner to show sensory awareness of objects or cues associated with some task to be performed. | PERCEPTION LEVEL |
| -this level involves reading directions or observing a process with attention to steps or techniques in developing a skill. | PERCEPTION LEVEL |
| EXAMPLE: after a 10-minute teaching session on aspiration precautions, the family caregiver will describe the best position to place the patient in during mealtimes to prevent choking. | PERCEPTION LEVEL |
| ability of the learner to exhibit readiness to take a certain kind of action as evidenced by expressions of willingness, sensory attending, or body language favorable to performing a motor act (perception is a prerequisite behavior) | SET LEVEL |
| EXAMPLE: following a demonstration of how to do proper wound care, the patient will express a willingness to practice changing the dressing on his leg using the correct procedural steps. | SET LEVEL |
| ability of the learner to exert effort via overt actions under the guidance of an instructor to imitate an observed behavior with conscious awareness of effort. | GUIDED RESPONSE LEVEL |
| Imitating may be performed hesitantly but with compliance to directions and coaching (perception and set are prerequisite behaviors). | GUIDED RESPONSE LEVEL |
| EXAMPLE: after watching a 15-minute video on the procedure for self examination of the breast, the patient will perform the exam on a model with 100% accuracy. | GUIDED RESPONSE LEVEL |
| ability of the learner to repeatedly perform steps of a desired skill with a certain degree of confidence, indicating mastery to the extent that some or all aspects of the process become habitual. | MECHANISM LEVEL |
| -the steps are blended into a meaningful whole and are performed smoothly with little conscious effort (perception, set, and guided response are prerequisite behaviors). | MECHANISM LEVEL |
| EXAMPLE: after a 10-minute teaching session, the patient will demonstrate the proper use of crutches while repeatedly applying the correct three-point gait technique. | MECHANISM LEVEL |
| - ability of the learner to automatically perform a complex motor act with independence and high degree skill without hesitation and with minimum expenditure of time and energy; | COMPLEX OVERT RESPONSE LEVEL |
| performance of an entire sequence of a complex behavior without the need to attend to details (perception, set, guided response, and mechanism are prerequisite behavior). | COMPLEX OVERT RESPONSE LEVEL |
| EXAMPLE: after a 20-minute teaching sessions, the patient will demonstrate the correct use of crutches while accurately performing different tasks, such as going up the stairs, getting in and out of the car, and using the toilet. | COMPLEX OVERT RESPONSE LEVEL |
| ability of the learner to modify or adapt a motor process to suit the individual or various situations | ADAPTATION LEVEL |
| indicating mastery of highly developed movements that can be suited to variety of conditions (perception, set, guided response, mechanism, and complex overt response are prerequisite behaviors.) | ADAPTATION LEVEL |
| EXAMPLE: after reading handouts on healthy food choices, the patient will replace unhealthy food items she normally chooses to eat at home with healthy alternatives. | ADAPTATION LEVEL |
| ability of the learner to create new motor acts, such as novel ways of manipulating objects or materials | ORIGINATION LEVEL |
| as a result of an understanding of a skill and a developed ability to perform skills (perception, set, overt response, mechanism, complex overt response and adaptation are prerequisite behaviors). | ORIGINATION LEVEL |
| EXAMPLE: after simulation training, the parents will respond correctly to a series of scenarios that demonstrate skill in recognizing respiratory distress in their child with asthma. | ORIGINATION LEVEL |
| IS BASED ON BEHAVIORS THAT INCLUDE MUSCULAR ACTION AND NEUROMUSCULAR COORDINATION. | ANOTHER TAXONOMIC SYSTEM FOR PSYCHOMOTOR LEARNING PROPOSED BY DAVE (1970) |
| at this level, observed action are followed. | IMITATION |
| -the learner's movements are gross, coordination lacks smoothness, and errors occur. -time and speed required to perform are based on learner needs. | IMITATION |
| - written instruction are followed. The learner's coordinated movements are variable, and accuracy is measured based on the skill of using written procedures as a guide. | MANIPULATION |
| -time and speed required to perform vary. | MANIPULATION |
| a logical sequence of actions is carried out. | PRECISION |
| -the learner's movements are coordinated at a higher level, and errors are minimal and relatively minor. -time and speed required to perform remain variable. | PRECISION |
| a logical sequence of action is carried out. | ARTICULATION |
| -the learner's movements are coordinated at high level, and errors are limited. -time and speed required to perform are within reasonable expectations. | ARTICULATION |
| the sequence of actions is automatic. | NATURALIZATION |
| -the learner's movement are coordinated at consistently high level, and errors are almost nonexistent. -time and speed required to perform are within limits, and performance reflects professional competence. | NATURALIZATION |
| Different teaching methods such as demonstration, return demonstrations, simulation, and self-instruction, are useful for the development of motor skills. | TEACHING OF PSYCHOMOTOR SKILLS |
| are effective approaches for teaching and learning in psychomotor domain. | Also, instructional materials, such as videos, audiotapes, models, diagrams, and posters |
| it is important for the educator to remember to keep skill instruction separate from a discussion of principles underlying the skill (cognitive component) or discussion of how the learner feels about carrying out the skill (affective component) | When teaching psychomotor skills |
| is very egocentric and usually requires a great deal of concentration as the learner works toward mastery of the skill (OERMANN, 1990). | Psychomotor skill development |
| within this constructivist perspective, learners are challenged to think critically about what they know and can do in the context of the specific situation in which they are functioning. | SITUATED COGNITION |
| Teaching learners to actively construct knowledge helps them make | sense of their experiences and develop their skills inquiry (KEATING, 2014; WOOLFOLK, 2017). |
| OERMANN (1990), BELL (1991, AND MWALE AND KALAWA (2016) have addressed some of the important variables: | The amount of practice required to acquire any new skill varies with the individual, depending on may factors, |
| the motivation to learn affects the degree of effort exhibited by the learner in working toward mastery of the skill. | READINESS TO LEARN: |
| if the learner is familiar with equipment or techniques similar to those needed to learn a new skill, then mastery of the new skill may be achieved at a faster rate | PAST EXPERIENCE: |
| The effects of learning one skill on the subsequent performance of another related skill are collectively known as | TRANSFER OF LEARNING |
| an illness state or other physical or emotional impairments in the learner may affect the time it takes to acquire of successfully master a skill. | HEALTH STATUS: |
| depending on the type and level of stimuli as well as the learning style (degree of tolerance for certain stimuli), distractions in the immediate surroundings may interfere with the ability to acquire a skill. | ENVIRONMENTAL STIMULI: |
| the ability to concentrate can be dramatically affected by how Anxious someone feels | ANXIETY LEVEL: |
| interfere with coordination, steadiness, fine muscle movements and concentration levels when performing complex psychomotor skills. | High anxiety levels |
| physical cognitive, and psychosocial stages of development all influence an individual's ability to master a movement oriented task. | DEVELOPMENTAL STAGE: |
| during the beginning stages of learning a motor skill, short and carefully planned practice sessions and frequent rest periods are valuable techniques to help increase the rate and success of learning. | PRACTICE SESSION LENGTH: |
| -these techniques are thought to be effective because they help prevent physical fatigue and restore the learner's attention to the task at hand. | PRACTICE SESSION LENGTH: |
| ALDRIDGE (2017) CONDUCTED A QUALITATIVE LITERATURE REVIEW TO | EXPLORE NURSING STUDENT'S PERCEPTIONS OF PSYCHOMOTOR SKILLS LEARNING. |
| Aldridge identified six themes as important to learning new skills: | 1. PEER SUPPORT AND PEER LEARNING ARE IMPORTANT. 2. PRACTICING ON REAL PEOPLE IS ESSENTIAL TO MASTERY; 3. FACULTY MEMBERS MATTER DURING THE LEARNING EXPERIENCE; |
| Aldridge identified six themes as important to learning new skills: | 4. CONDITIONS OF THE ENVIRONMENT ARE ESSENTIAL: 5. KNOWING THAT PATIENTS NEED GOOD NURSING SKILLS; 6. ANXIETY IS EVER PRESENT BECAUSE OF FEAR OF HARMING PATIENTS. |
| learning must select those environmental influences that will assist them in achieving the behavior (relevant stimuli) and ignore those factors that interfere with specific performance (irrelevant stimuli), | SELECTIVE ATTENTION |
| also referred to as mental practice, as helpful alternative for teaching motor skills, particularly for patients who have mobility deficits or fatigue | MENTAL IMAGING |
| which involves imagining or visualizing a skill without body movement prior to performing the skill can enhance motor skill acquisition | MENTAL PRACTICE |
| this is feedback generated from within the learners, giving them a sense of or a feel for how they have performed | INTRINSIC FEEDBACK |
| -they may sense that they either did quite well or that they felt awkward and need more practice. | INTRINSIC FEEDBACK |
| the teacher shares information or an opinion with the learners or conveys a message through body language about how well they performed | AUGMENTED FEEDBACK |
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