CHARACTERISTICS OF INTELLIGENT

BEHAVIOR STUDENT: PAULETTE WALLIS

PROFESSOR: SCOTT BREWER

UNIVERSITY OF PHOENIX

FOR: MED/560

INTELLIGENT BEHAVIOR

• The Free Dictionary Medical-Dictionary defines intelligent behavior as: “the potential ability to acquire, retain, and apply experience, understanding, knowledge, reasoning, and judgment in coping with new experiences and in solving problems”

NEW SITUATION? DRAW ON LEARNED KNOWLEDGE AND APPLY IT

• For each new concept learned in the classroom students need to be able to apply it to “real world” situations.

• By using critical thinking skills students can learn to apply newly gained, and draw upon past knowledge, for daily interactions and application.

• Allow students new ways to experience the knowledge application, such as case studies, simulation, role playing, etc.

• Students should be given ample time to practice the new knowledge and skills

EXAMPLE AND SUPPORT

Simulation laboratory

* Allows students to practice learned skill, such as chest auscultation for breath sounds

* Allows students to refine a skill, such as maintaining a sterile field

Case Studies

* Allows students to using critical thinking of cause and effect of nursing actions

Concept mapping

* Allows students to graph out a disease process from diagnosis to treatment

FIND THE HUMOR

• Humor allows both a physical and a psychological release

• Promotes higher function thinking

• Young children and adolescents often find humor in socially inappropriate things (i.e. “Fart” jokes, racial or culturally incorrect, etc)

• Older adolescents and young adults will use humor as a creative outlet for problem solving

EXAMPLE AND SUPPORT

Using humor anecdotes to relay serious concepts

*Telling “no kidding there I was…” stories in relation to the situation

*Finding the humor in any situation

Using jokes, or humor, to deliver materials

*Give information in silly mnemonics (Arterial Blood Gases and see-saws –n- elevators)

*Allow students to make poems/haikus of diagnosis

CREATIVITY, IMAGINATION, AND INNOVATION

• Encourage students to move from “can’t” thinking to “can” thinking

• Encourage students to think “outside the box”

• When having to criticize the work of a student ensure the student understands it is the work, not the student themselves or the effort put into the project, that is being criticized.

• Students need to learn the value of their own intuition, their “gut”, in regards to knowledge application

EXAMPLE AND SUPPORT

Self expression

* Allow students to be creative in their expression of an idea

Thought provoking

* Ask open ended questions that require a student to think beyond a simple “yes/no” answer

Praise and encourage often

* Instead of telling a student they are wrong point out the positive and guide towards the correct response, allowing the student to think it through

EMPATHETIC LISTENING

• Being able to see something from another's point of view is the peak of intelligent behavior

• Assists with conflict resolution as empathy is the antithesis of egoism

• Is a skill that will be needed in “real life” in every day meetings such as board meetings, city council meetings, community meetings, etc

EXAMPLE AND SUPPORT

Class “town hall” meeting

* Allow students to have a “town hall” meeting to debate a need, such as capping ceremony

* After completing a chapter have students hold a debate with half the class being for and the other against a treatment side

Think tanks

* Present something that needs changing within the classroom/laboratory and have students brain storm potential solutions to present to the administrator

IMPULSE MANAGEMENT

• A skill students need to develop the skill of thinking before reacting to a situation

• Affects problem solving

• For those unable to control impulsive behavior their problem solving abilities decrease dramatically

• Research has noted that the stability of a persons emotional health is a direct predictor of the individuals personal success in the workplace

EXAMPLE AND SUPPORTThink before you speak

* Students must raise hand before being able to answer a question

* Ignore the student who yells out an answer, if behavior is repeated student is removed from classroom for a period of time until able to follow rules

Waiting for turn in line

* Students cannot crowd around an area, they must stand in line quietly and wait their turn

* If student unable to stand in line and wait until their turn they are removed and unable to participate in activity

TIE IT IN A BOW

• Always keep in mind that as en educator your students will be looking up to you to set the example.

• Have fun with classes, make them enjoyable, spark thinking and application.

• Model the behaviors you want your student to emulate; do not be a “do as I say not as I do” instructor

REFERENCES

• Intelligent Behavior. (n.d.). In Medical Dictionary. Retrieved from medical-dictionary.thefreedictionary.com

• Kellough, R. D., & Kellough, N. G. (2011). Mastery Learning and Differentiated Instruction. In Secondary School Teaching: A Guide to Methods and Resources (4th ed. (pp. 302-326). [eBookPDF]. Retrieved from https://portal.phoenix.edu/classroom/coursematerials/med_560/20131210/OSIRIS:45969667