Exam (elaborations)
Chapter 09 Patient Teaching for Health Promotion
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- Chamberlain School Of Nursing
Chapter 09 Patient Teaching for Health Promotion
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Stuvia.com - The Marketplace to Buy and Sell your Study MaterialChapter 09: Patient Teaching for Health Promotion
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MULTIPLE CHOICE
1. Before beginning to teach a patient to give himself insulin, the nurse asks, “Have you ever
known anyone who gave himself insulin injections?” This question is primarily designed to:
a. assess the patient’s learning needs.
b. stimulate the patient to focus on the teaching goal.
c. reduce the patient’s anxiety relative to insulin injection.
d. reduce the amount of information the nurse has to provide.
ANS: A
Assessing a patient’s previous experience (as well as education, learning mode, and
motivation) gives the nurse valuable information in developing a teaching plan tailored to the
individual. It may reduce the amount of information needed, or it may increase it if some of
what the patient “knows” is erroneous.
DIF: Cognitive Level: Analysis REF: p. 119 OBJ: Theory #3
TOP: Assessing Learning Needs KEY: Nursing Process Step: Assessment
MSC: NCLEX: Physiological Integrity: basic care and comfort
2. The nurse uses a syringe and vial of insulin to show how to draw up the correct dose while she
explains the procedure to the patient. To best promote learning, her next step should be to:
a. give the patient written materials to study and learn the procedure.
b. have the patient explain the procedure to the nurse to assess understanding.
c. give the patient a day to allow him to process and absorb the information.
d. have the patient practice the procedure with the nurse helping.
ANS: D
Kinesthetic, or hands-on, learning reinforces the visual demonstration. Immediate handling of
the materials reduces anxiety. Giving the patient reading materials or asking the patient to
explain verbally will not be as effective as the kinesthetic application.
DIF: Cognitive Level: Application REF: p. 116 OBJ: Theory #3
TOP: Modes of Learning KEY: Nursing Process Step: Implementation
MSC: NCLEX: Physiological Integrity: basic care and comfort
3. In teaching an 82-year-old patient to perform a dressing change to be done at home after
discharge, the nurse would adjust the teaching session to:
a. include another person in the instruction because an 82-year-old person will be
unable to master the technique.
b. slow the pace and frequently ask questions to assess comprehension.
c. speed through the details because age and experience will shorten learning time.
d. provide written material and diagrams alone.
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ANS: B
The older patient needs to have the pace slowed and have time to ask questions to confirm
comprehension. The inclusion of written materials to reinforce teaching is also good, but
should not be the only method of instruction.
DIF: Cognitive Level: Application REF: p. 118 OBJ: Theory #5
TOP: Factors Affecting Learning KEY: Nursing Process Step: Planning
MSC: NCLEX: Physiological Integrity: basic care and comfort
4. An 80-year-old patient is to be taught the process of colostomy irrigation and reattachment of
the colostomy bag. The nurse’s initial assessment prior to instruction should address the
patient’s:
a. understanding of the process of irrigation.
b. familiarity with the irrigation materials.
c. manual dexterity.
d. motivation to learn.
ANS: D
The patient’s motivation to learn a new skill is essential to the success of the instruction. Some
patients need to see the advantage of independence to motivate them to learn. Manual
dexterity and basic understanding of materials and process are important, but initially the
motivation needs to be assessed.
DIF: Cognitive Level: Analysis REF: p. 119 OBJ: Clinical Practice #1
TOP: Motivation KEY: Nursing Process Step: Assessment
MSC: NCLEX: Physiological Integrity: basic care and comfort
5. The nurse can assess her patient’s ability to read and comprehend written instructions by
doing which of the following?
a. Asking the patient, “Did you graduate from high school?”
b. Giving the patient a printed instruction sheet and saying, “Some people have
difficulty with written instructions. Others find them helpful. Would these be
helpful to you?”
c. Asking the patient, “Are you able to read?”
d. Giving the patient some printed materials and saying, “After you have read this, I’ll
ask you some questions about what’s in them, to see if you’ve learned it.”
ANS: B
Graduation from high school does not guarantee reading comprehension. Actually reading
allows the nurse to know if the patient can read as well as comprehend.
DIF: Cognitive Level: Application REF: p. 119 OBJ: Theory #3
TOP: Assessing Literacy KEY: Nursing Process Step: Assessment
MSC: NCLEX: Physiological Integrity: basic care and comfort
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