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CE Test

Ten Tips to Help Learning

Journal for Nurses in Staff Development (JNSD): September-October 2003 - Volume 19 - Issue 5 - p 247-248


  • Read the article on page 244.
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GENERAL PURPOSE: To present ten tips designed to help staff development educators explore ways to enhance learning.

LEARNING OBJECTIVES: After reading this article and taking this test, you will be able to:

  1. Contrast traditional with innovative approaches to learning.
  2. Discuss the educator's role in facilitating learning.
  3. Outline several recommendations for preparing to present an educational program.

1. Typically, when staff nurses become staff educators, they tend to

a. find ample resources for teaching nurses how to teach.

b. quickly develop skills in using reflection.

c. realize the need to use critical thinking in teaching.

d. teach as they have been taught in nursing school.

2. In the traditional learning environment, learning is measured by

a. passing a test.

b. functioning effectively in the clinical area.

c. demonstrating learning with "hands-on" techniques.

d. filling out an evaluation form.

3. The recommended method of teaching a clinical skill is

a. lecture followed by return demonstration.

b. demonstration with discussion, then return demonstration, followed by later demonstration with explanation on the clinical unit.

c. lecture followed by return demonstration, followed by the learner teaching the procedure on the clinical unit.

d. demonstration with discussion, followed by return demonstration.

4. When teaching skills to nurses who will not be using the skill immediately, which of the following is recommended?

a. Rather than teaching the skill in advance, hold the class immediately before the skill will be needed.

b. Give the class in advance and then again just before the skill will be used.

c. Instead of giving a class, demonstrate and observe return demonstrations on the clinical unit.

d. Divide the program into a session in advance, a session as the skill is first implemented, and a session after several weeks of implementation.

5. Most new graduate nurses have not yet learned to focus on

a. knowing policies and procedures.

b. analyzing a clinical situation quickly before acting.

c. performing the physical tasks of patient care.

d. making sure their documentation is complete.

6. In coaching new graduate nurses in applying critical thinking skills, it is helpful to ask whether or not

a. they have written the patient's care plan yet.

b. they are applying the knowledge they learned in school.

c. the patient's current course will lead to a desired outcome.

d. they feel comfortable with a full patient load.

7. Content is typically easier to understand if it is approached

a. repeatedly.

b. comprehensively.

c. retrospectively.

d. incrementally.

8. The best reflection of an educator's ability to present new content is

a. extensive academic credentials.

b. a good rapport with the learners.

c. knowledge and experience in the content area.

d. adequate reading to prepare for lecturing on the material.

9. The best approach for an educator who does not meet the necessary criteria for presenting a particular topic is to

a. postpone the presentation until the missing criteria can be acquired.

b. team up with another nurse who has complementary skills.

c. find another educator to present the material.

d. assign the learners to research specific portions of the content.

10. Research has shown that people actually learn about how much of what they read or hear?

a. virtually none

b. 5% to 15%

c. 10% to 20%

d. 40% to 50%

11. According to the author, the best technique for making a presentation "come alive" is to

a. try to find out the type of creative learning activities the particular learners prefer and adapt the presentation accordingly.

b. plan humorous diversions to break up the lecture about every 15 minutes or so.

c. recall the techniques used by respected educators that helped foster learning in the past.

d. use the same three or four creative techniques that have worked well with previous learners.

12. Of the following, the most useful approach for overcoming resistance to change practice is likely to be

a. providing the results of several research studies supporting the change.

b. naming several other facilities that have successfully transitioned the change.

c. encouraging learners to consider the application of the change before they leave the learning environment.

d. cautioning learners to be open to changes that will improve patient outcomes.

13. Patricia Benner emphasized that a practice as complex as nursing requires ongoing development of clinical knowledge through

a. cognitive learning.

b. intuitive learning.

c. interpersonal learning.

d. experiential learning.

14. Peter Senge emphasized the importance of

a. integrating what is learned.

b. understanding what is learned.

c. demonstrating what is learned.

d. evaluating what is learned.

15. The final stage of evaluating learning is assessing the learning

a. outcome.

b. impact.

c. acceptance.

d. application.

16. According to Senge (1994), reflection is

a. a subjective learning experience.

b. examining an issue from various perspectives.

c. a creative teaching strategy.

d. observing one's own thinking and acting.

17. The "job" of an educator is to

a. foster an appreciation of learning.

b. enable learners to teach others.

c. stimulate learning.

d. teach everything the learner needs to know.

© 2003 Lippincott Williams & Wilkins, Inc.