Question 1

Evaluation of the learning environment in the Miller-Stoeckel Client Education model addresses:

Accepted Answer

A)  assessing the delivery format and technology. 
B)  examining the suitability of the teaching content. 
C)  evaluating the teaching strategies and instructional materials. 
D)  the client's perception of the entire learning experience. 
A)  assessing the delivery format and technology. 
B)  examining the suitability of the teaching content. 
C)  evaluating the teaching strategies and instructional materials. 
D)  the client's perception of the entire learning experience. A

Question 2

Communication is

Accepted Answer

A)  the exchange of meaning between individuals. 
B)  choosing the best way to communicate. 
C)  ongoing in any interaction. 
D)  almost always positive. 
A)  the exchange of meaning between individuals. 
B)  choosing the best way to communicate. 
C)  ongoing in any interaction. 
D)  almost always positive. A

Question 3

Which of the following example by the teacher is helpful to client learning?

Accepted Answer

A)  "You'll not be successful doing it that way." 
B)  "Have you thought about doing it in a different way?" 
C)  "It would be way better if you did it this way." 
D)  "You should closely observe the teacher again." 
A)  "You'll not be successful doing it that way." 
B)  "Have you thought about doing it in a different way?" 
C)  "It would be way better if you did it this way." 
D)  "You should closely observe the teacher again." B

Question 4

The purpose of evaluation is to:

Accepted Answer

A)  determine the value or worth of something. 
B)  identify and set goals to accomplish. 
C)  agree to a set of learning objectives. 
D)  assess the financial impact of teaching. 
A)  determine the value or worth of something. 
B)  identify and set goals to accomplish. 
C)  agree to a set of learning objectives. 
D)  assess the financial impact of teaching.

Question 5

Evaluation of the teaching plan in the Miller-Stoeckel Client Education model addresses:

Accepted Answer

A)  asking clients what they want to learn. 
B)  administering a carefully written quiz to the clients. 
C)  obtaining feedback from knowledgeable colleagues. 
D)  the client's concept comprehension and motivation. 
A)  asking clients what they want to learn. 
B)  administering a carefully written quiz to the clients. 
C)  obtaining feedback from knowledgeable colleagues. 
D)  the client's concept comprehension and motivation.

Question 6

The two broad categories of the evaluation process are:

Accepted Answer

A)  effective and ineffective learning. 
B)  positive and negative results. 
C)  formative and summative aspects. 
D)  personal and impersonal learning. 
A)  effective and ineffective learning. 
B)  positive and negative results. 
C)  formative and summative aspects. 
D)  personal and impersonal learning.

Question 7

Evaluation can achieve:

Accepted Answer

A)  effective learning. 
B)  motivate clients and reinforce correct behavior. 
C)  positive cost-benefit results. 
D)  elimination of undesirable results. 
A)  effective learning. 
B)  motivate clients and reinforce correct behavior. 
C)  positive cost-benefit results. 
D)  elimination of undesirable results.

Question 8

Formative and summative are different because formative evaluation focuses on:

Accepted Answer

A)  determining if the end goals of teaching and learning have been met. 
B)  the true meaning of teaching and learning. 
C)  the entirety of the teaching and learning activity. 
D)  promoting improvement within an ongoing teaching and learning activity. 
A)  determining if the end goals of teaching and learning have been met. 
B)  the true meaning of teaching and learning. 
C)  the entirety of the teaching and learning activity. 
D)  promoting improvement within an ongoing teaching and learning activity.

Question 9

The delivery format for teaching and learning refers to:

Accepted Answer

A)  the suitability of available equipment. 
B)  the color, attractiveness, and flexibility of the equipment. 
C)  the environment for teaching and learning. 
D)  the selection of face-to-face, distance learning, or blended formats. 
A)  the suitability of available equipment. 
B)  the color, attractiveness, and flexibility of the equipment. 
C)  the environment for teaching and learning. 
D)  the selection of face-to-face, distance learning, or blended formats.

Question 10

Telling a client that s/he "did a really good job" is unhelpful feedback because:

Accepted Answer

A)  it is actually a very effective type of feedback. 
B)  it is a judgmental response and thus ineffective. 
C)  it doesn't identify what specific actions were good. 
D)  it is too general in scope to be effective. 
A)  it is actually a very effective type of feedback. 
B)  it is a judgmental response and thus ineffective. 
C)  it doesn't identify what specific actions were good. 
D)  it is too general in scope to be effective.

Question 11

To assess the client's motivation to act on a health recommendation, you could ask:

Accepted Answer

A)  Does your family think this treatment is OK? 
B)  What health plan do you have? 
C)  What previous health actions have you taken? 
D)  Is your employer supportive? 
A)  Does your family think this treatment is OK? 
B)  What health plan do you have? 
C)  What previous health actions have you taken? 
D)  Is your employer supportive?

Question 12

Evaluation of the nurse-client interaction in the Miller-Stoeckel Client Education model addresses:

Accepted Answer

A)  the client's satisfaction with the teaching and learning. 
B)  the client's engagement and communication between the client and nurse. 
C)  the nurse's evaluation of the totality of the teaching and learning situation. 
D)  the assessment of the teaching and learning outcomes. 
A)  the client's satisfaction with the teaching and learning. 
B)  the client's engagement and communication between the client and nurse. 
C)  the nurse's evaluation of the totality of the teaching and learning situation. 
D)  the assessment of the teaching and learning outcomes.

Evaluation of the learning environment in the Miller-Stoeckel Client Education model addresses:

Communication is

Which of the following example by the teacher is helpful to client learning?

The purpose of evaluation is to:

Evaluation of the teaching plan in the Miller-Stoeckel Client Education model addresses:

The two broad categories of the evaluation process are:

Evaluation can achieve:

Formative and summative are different because formative evaluation focuses on:

The delivery format for teaching and learning refers to:

Telling a client that s/he "did a really good job" is unhelpful feedback because:

To assess the client's motivation to act on a health recommendation, you could ask:

Evaluation of the nurse-client interaction in the Miller-Stoeckel Client Education model addresses:

Overview of the Miller-Stoeckel Client Education Model

Thinking and Learning

Theories and Principles of Learning

Learner and Setting Assessment

The Child Learner

Adult Learner

Older Learner

Culturally Diverse Learner

Nurse Educator As Learner

Client Education Plan

Teaching Strategies

Instructional Materials

Summative Evaluation

Filters

Exam 13: Formative Evaluation

Evaluation of the learning environment in the Miller-Stoeckel Client Education model addresses:

Communication is

Which of the following example by the teacher is helpful to client learning?

The purpose of evaluation is to:

Evaluation of the teaching plan in the Miller-Stoeckel Client Education model addresses:

The two broad categories of the evaluation process are:

Evaluation can achieve:

Formative and summative are different because formative evaluation focuses on:

The delivery format for teaching and learning refers to:

Telling a client that s/he "did a really good job" is unhelpful feedback because:

To assess the client's motivation to act on a health recommendation, you could ask:

Evaluation of the nurse-client interaction in the Miller-Stoeckel Client Education model addresses:

Overview of the Miller-Stoeckel Client Education Model

Thinking and Learning

Theories and Principles of Learning

Learner and Setting Assessment

The Child Learner

Adult Learner

Older Learner

Culturally Diverse Learner

Nurse Educator As Learner

Client Education Plan

Teaching Strategies

Instructional Materials

Summative Evaluation

Filters