ATI LEADERSHIP PROCTORED EXAM
(Detail Solutions)
1. A nurse is teaching a patient about healthy eating habits. Which
learning objective/outcome for the affective domain will the
nurse add to the teaching plan?
A a. The patient will state three facts about healthy eating.
b. The patient will i...
1. A nurse is teaching a patient about healthy eating habits. Which
learning objective/outcome for the affective domain will the
nurse add to the teaching plan?
a. The patient will state three facts about healthy eating.
b. The patient will identify two foods for a healthy snack.
c. The patient will verbalize the value of eating healthy.
d. The patient will cook a meal with low-fat oil.
ANS: C
Affective learning deals with expression of feelings and acceptance of attitudes,
beliefs, or values. Having the patient value healthy eating habits falls within the
affective domain. Stating three facts or identifying two foods for a healthy
snack falls within the cognitive domain. Cooking falls within the psychomotor
domain.
20.A nurse is assessing the ability to learn of a patient who has recently
experienced a stroke. Which question/ statement will best assess the patient’s
ability to learn?
a. “What do you want to know about strokes?”
b. “Please read this handout and tell me what it means.”
c. “Do you feel strong enough to perform the tasks I will teach you?”
d. “On a scale from 1 to 10, tell me where you rank your desire to learn.”
ANS: B
A patient’s reading level affects ability to learn. One way to assess a patient’s 1
reading level and level of understanding is to ask the patient to read
,instructions from an educational handout and then explain their meaning.
Reading level is often difficult to assess because patients who are functionally
illiterate are often able to conceal it by using excuses such as not having the
time or not being able to see. Asking patients what they want to know
identifies previous learning and learning needs and preferences; it does not
assess ability to learn. Motivation (desire to learn) is related to readiness to
learn, not ability to learn. Just asking a patient if he or she feels strong is not as
effective as actually assessing the patient’s strength.
21.A nurse is preparing to teach a kinesthetic learner about exercise. Which
technique will the nurse use?
a. Let the patient touch and use the exercise equipment.
b. Provide the patient with pictures of the exercise equipment.
c. Let the patient listen to a video about the exercise equipment.
d. Provide the patient with a case study about the exercise equipment.
ANS: A
Kinesthetic learners process knowledge by moving and participating in
hands-on activities. Return demonstrations and role playing work well with
these learners. Patients who are visual-spatial learners enjoy learning through
pictures and visual charts to explain concepts. The verbal/linguistic learner
demonstrates strength in the language arts and therefore prefers learning by
listening or reading information. Patients who learn through logical-
mathematical reasoning think in terms of cause and effect, and respond best
when required to predict logical outcomes. Specific teaching strategies could
include open-ended questioning or problem solving exercises, like a case
study.
MULTIPLE RESPONSE
1. A nurse is asked by a co-worker why patient education/teaching is
important. Which statements will the nurse share with the co-worker?
(Select all that apply.)
“Patient education is an essential component of safe, patient-centered
a. care.”
b. “Patient education is a standard for professional nursing practice.”
2
c. “Patient teaching falls within the scope of nursing practice.”
, d. “Patient teaching is documented and part of the chart.”
e. “Patient education is not effective with children.”
f. “Patient teaching can increase health care costs.”
ANS: A, B, C, D
Patient education has long been a standard for professional nursing practice. All
state Nurse Practice Acts acknowledge that patient teaching falls within the
scope of nursing practice. Patient education is an essential component of
providing safe, patient-centered care. It is important to document evidence of
successful patient education in patients’ medical records. Patient education is
effective for children. Different techniques must be used with children. Creating
a well-designed, comprehensive teaching plan that fits a patient’s unique
learning needs reduces health care costs, improves quality of care, and
ultimately changes behaviors to improve patient outcomes.
2. A nurse is preparing to teach patients. Which patient finding will cause
the nurse to postpone a teaching session? (Select all that apply.)
a. The patient is hurting.
b. The patient is fatigued.
c. The patient is mildly anxious.
d. The patient is asking questions.
e. The patient is febrile (high fever).
f. The patient is in the acceptance phase.
ANS: A, B, E
Any condition (e.g., pain, fatigue) that depletes a person’s energy also impairs
the ability to learn, so the session should be postponed until the pain is
relieved and the patient is rested. Postpone teaching when an illness becomes
aggravated by complications such as a high fever or respiratory difficulty. A
mild level of anxiety motivates learning. When patients are ready to learn,
they frequently ask questions. When the patient enters the stage of acceptance,
the stage compatible with learning, introduce a teaching plan.
MULTIPLE CHOICE 3
1. The nurse and a new nurse in orientation are caring for a patient with
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