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Health Education-Sas22

The document is a student activity sheet that contains 10 multiple choice questions testing understanding of key concepts related to evidence-based practice, evaluation, and research. It covers topics like the definition of evidence-based practice, the purpose of evaluation, levels of learner evaluation, components of designing an evaluation, and barriers to evaluation. The activity sheet helps students learn about systematically evaluating practices and evidence to enhance patient care and outcomes.

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Shine Samm Estose
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319 views2 pages

Health Education-Sas22

The document is a student activity sheet that contains 10 multiple choice questions testing understanding of key concepts related to evidence-based practice, evaluation, and research. It covers topics like the definition of evidence-based practice, the purpose of evaluation, levels of learner evaluation, components of designing an evaluation, and barriers to evaluation. The activity sheet helps students learn about systematically evaluating practices and evidence to enhance patient care and outcomes.

Uploaded by

Shine Samm Estose
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Health Education

Module #22 Student Activity Sheet


. CHECK FOR UNDERSTANDING

MULTIPLE CHOICE

1. The conscientious use of current best evidence in making patient care decisions
a. Evidence-based practice (EBP)
b. Evidence from research (ER)
c. Practice-based evidence (PBE)
d. Evaluation (E)
ANSWER: A
RATIO: Evidence-based practice (EBP) is the conscientious use of current best evidence in making patient
care decisions

2. It is a systematic process that judges the worth or value of something


a. Evidence-based practice (EBP)
b. Evidence from research (ER)
c. Practice-based evidence (PBE)
d. Evaluation (E)
ANSWER: D
RATIO: Evaluation is a systematic process that judges the worth or value of something

3. A systematic data collection about client progress generated during treatment to enhance care quality and
outcomes
a. Evidence-based practice (EBP)
b. Evidence from research (ER)
c. Practice-based evidence (PBE)
d. Evaluation (E)
ANSWER: C
RATIO: Practice-based evidence (PBE) is a systematic data collection about client progress generated
during treatment to enhance care quality and outcomes
4. There are five basic focus components of Evaluation. In determining the evaluation focus we consider the
persons or groups for whom the evaluation is being conducted.
a. Audience
b. Purpose
c. Resources
d. Scope
ANSWER: A
RATIO: Audience is/are the persons or group for whom the evaluation is being conducted.

5. The reason why evaluation is being conducted


a. Audience
b. Purpose
c. Resources
d. Scope
ANSWER: B
RATIO: Purpose is the reason why an evaluation is being conducted.

6. There are five levels of Learner evaluation. Level III is also known as:
a. Initial process
b. Needs assessment
c. Long term outcome
d. Ongoing impact
ANSWER: C
RATIO: Level III is the learner’s performance and attitude in daily setting (Long-term outcome)
7. In designing the evaluation our Design Structure needs a level of rigor: All this are applicable, except: a.
Precision
b. Exactness
c. Logical organization
d. Consistency
ANSWER: D
RATIO: Consistency is not applicable in designing the evaluation.

8. In designing our evaluation, we conduct a comparison between research and evaluation. This category is
conducted to generate new knowledge and/or expand existing knowledge.
a. Evaluation
b. Research
c. Design
d. Structure
ANSWER: B
RATIO: Research is the category conducted to generate new knowledge and /or expand an existing
knowledge.

9. In designing our evaluation, we conduct a comparison between research and evaluation. This category is
conducted where the audience specific to single person, group, institution, or location
a. Evaluation
b. Research
c. Design
d. Structure
ANSWER: A
RATIO: Evaluation is the category where the audience specific to single person, group, institution or
location.

10. During the conduct of evaluation, we have the so-called Barriers. The following are examples of this barriers:
SATA
a. Lack of focus clarity
b. Lack of ability
c. Fear of punishment or loss of self-esteem
d. Anxiety related to unknown
ANSWER: A, B & C
RATIO: Lack of focus clarity, lack of ability and fear of punishment of loss of self-esteem are known as
the EVALUATION BARRIERS.

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