What are the three components to service learning?
A.
reflection on their practice, experiential learning, and learning in the classroom
B.
Meeting students' learning objectives, formal reflection of the experience, and meeting the needs of community partners
C.
obtaining clinical preceptors, community-based work, and learning in the classroom
D.
Learning with other disciplines, volunteering in the community, and reflection.
2.
A partnership between undergraduate nursing students and a community-based organization that provides services to the homeless is a good example of service-learning.
A.
True
B.
False
3.
An example of a community-based setting is
A.
A senior living facility
B.
Local health departments
C.
Target
D.
A homeless shelter
4.
Some potential problems to service-learning are
A.
Lack of faculty time
B.
Lack of interest from students
C.
Lack of interest from community partners
D.
None of the above
5.
Reflection can serve as a therapeutic contemplation of the experience.
A.
True
B.
False
6.
Problem-based learning focuses on all of the following except:
A.
Self-directed study of a problem
B.
Students generate learning objectives related to what they need to learn to understand the issue
C.
The faculty’s role in PBL is to impart the information to the students
D.
Students work their way through a problem in small groups
7.
Autonomous motivators, which involve a sense of volition and choice, are more characteristic of a PBL curriculum
A.
True
B.
False
8.
Which two basic needs does problem-based learning satisfy most frequently?
A.
Freedom & fun
B.
Fun & enjoyment of learning
C.
Love & belonging
D.
Power & survival
9.
During a learning session, faculty does all of the following except:
A.
Encourage problem solving
B.
Establish a climate for learning
C.
Promote debate and discussion within the group
D.
Provide expert content information
10.
Some potential issues with PBL are:
A.
Cost
B.
Institutional support
C.
A lack of evidence supporting PBL
D.
All of the above
11.
Some reasons nursing and related health professions education programs engage in program evaluation are:
A.
The need to optimize the quality of the programs
B.
For the continued growth of new programs
C.
Continued growth of delivery methods
D.
All of the above
12.
Commonly the definition of program evaluation is a process of collecting data to determine the effectiveness of a selected program and to make decisions, using sound methodology, to improve the program’s effectiveness
A.
True
B.
False
13.
The four key points to an effective program evaluation are:
A.
Dialogue, reflection, learning, and improvement
B.
Addressing accreditation, data collection, self-understanding, & self-accountability
C.
Quality, comprehension, function, & change
D.
None of the above
14.
Program evaluations must not only be viewed but operationalized as an ongoing, systematic process integrated into the fabric of the academic unit, program, and its governing committee structures
A.
True
B.
False
15.
When is a program evaluation most effective?
A.
The organization embraces a culture of data-driven decisions for continuous quality improvement
B.
The organization is serious about creating an environment that uses the results for program improvement
C.
The organization forces students to fill out evaluations at the end of every class completion
