Teaching & Learning

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Author:
Plang034
ID:
285780
Filename:
Teaching & Learning
Updated:
2014-10-14 22:25:24
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Teaching Learning
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Teaching/Learning
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Teaching/Learning
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  1. What is the Mosey's Teaching-Learning Process?
    Mosey's psychosocial theory & educational theory treatment. There are 15 principles to guide therapist/patient interaction in learning.
  2. What are the 16 principles guiding the Mosey teaching-learning process?
    1. Use good communication skills, using open-ended question. Use closed questions carefully, and only when you need a specific answer. For example, "Where does the splint cause you pain, Alex?"

    2. Accept the client for who he/she is.

    3. Begin treatment at the consumer's current level. this allows pt for initial success before moving onto the next level. This is called the just-right challenge.

    4. Acknowledge the patient's current culture and environment -  This can include heritage, country of origin,age,gender & memberships.  All of the factors can have positive & or negative influence on returning to health. Ex gangs - bad fitness - good.
  3. What is the next 4 principles of Mosey's teaching/learning process?
    • 5. Communicate effectively in volume & pace - Consider how you are saying somethings as well as what you are saying. Confused pt's perform better with simple, clear cues, such as "open the toothpaste."
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    • 6. Encourage the learner to be an active leaner - Empower the client to be the leader of his/her treatment.

    7.  Control the consequences of learning - Pleasurable experiences reinforce the consumer to want to learn again. Always process the experience whether in a group or individually after the learning experience. Provide opportunities to make errors & then discuss how things could go better next time.

    8.  Provide an opportunity for trial & error - This is empowering for the pt when consequences are controlled. Use first & last experiences to demonstrate how far the pt has improved.
  4. What is the next 3 principles of Mosey's Teaching/Learning Process.
    9.  Provide opportunity for practice & repetition - No one likes to learn something by rote memory, but opportunities to practice skills provide mastery. Just like trial & error, use the first & last experiences to show the client his/her progress.

    10.  Encourage the consumer to set his/her own goals - A practitioner should never solely develop goals for a pt even when goals may be influenced by insurance reviewers. This also motivated & gives the pt responsibility. Just make sure goals are not set too high or too low.

    11.  Practice skills in different situations - Learning is often specific to an experience but practice in different situations allows the client to generalize the skill or transfer the training. Ex getting dressed in the bedroom then in the bathroom.
  5. What are the next 4 principles of the Mosey's Learning/Teaching Process?
    12.  The learner should understand what is being learned - Too often the sonsumer does not understand what is being learned. The Practitioner must repeat the purpose of the task until he or she is sure the pt understands.

    13. Learning moves from simple to complex - This integrates earlier discussions of helping pts succeed throughout their treatment process.

    14. Encourage creative problem solving - Having the pt think outside the box.

    15.  Acknowledge that everyone handles stress & anxiety differently - Learning is frustrating, stressful, & anxiety producing. The practitioner needs to watch for signs. Ex some "shut down" & become very quite. some get loud & angry, & some get the giggles & laugh at everything.
  6. What are the levels of Cognitive Disability?
    Level I -Conscious but profoundly disabled. They stare - may sit - walk, or chew with simple commands. Needs 24 hr nursing care.

    Level II - Actions related to comfort or discomfort. Short attention sjpan of less than 10 min's. May wander or be resistant to caregiver assistance. Needs 24 hr care.

    Level III - Manual actions. Pointless or destructive manipulation of objects. Behavior may be inappropriate or not goal-directed. Needs cues to groom.

    Level IV - Goal-directed with cues. Pace is slow & person pays little attention to environment. Needs support in community, as plans are often unrealistic.

    Level V - Trial & error problem-solving. Often impulsive or careless. Fails to see consequesnces of behaviors, especially long-term.

    VI - Plans ahead. Thinks ahead before acting & can predict consequences of behavior. Independent & organized.

    *The just-right treatment plan should always apply.

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