NUR 452 Exam 2 Questions with All
Accurate Answers Graded A+ 2026
Updated.
when to NOT give MMR vaccine - Answer do NOT give before 1 year of age
when to give Hep B vaccine - Answer B = BABY!!
1st dose at birth, 2nd dose at 1-2 months, 3rd dose at 6-18 months
what to assess for the learner's emotional readiness to learn (4) - Answer --Learner's
motivation
--Based on attitudes & beliefs
--Internally motivated (lasts longer--Efficacy, believe you can do it)
--Externally motivated
(^Nurses need to get them to this point of internal motivation w motivational interviewing)
what to assess for the learner's experiential readiness to learn (5) - Answer --Clients
background (culture, life experiences)
--Clients skill
--Clients ability to learn (grade) [What level can they read at?]
--How they prefer to learn [Hands on? Videos? Apps? Reading?]
--Developmental stages [Use developmental level when deciding how to teach the patient. K-
12]
*for Kindergartners, just teach about washing hands and don't touch blood
*When in high school, can teach about T cells, and how you get infections, etc.
Goals for behavioral objectives - Answer --Statement of results the nurse wants the learner
to achieve
--Must be stated before the teaching begins
--Observable and measurable
--Will guide the remainder of the teaching process
--Start with a main objective (Goal)
--Support with more specific behavioral objectives
components of behavioral objectives - Answer Who, How, What, When...example:
--Who: The first grade students
,--How: Will demonstrate
--What: The 5 steps of the handwashing process
--When: By the end of the class
content for health education - Answer --Consistently refer to the behavioral objectives for
guidance
--Start with content learners are seeking first
--Nurse independently determines some of the content
--Health care delivery constraints
What works for educating adult learners? (10) - Answer --They decide
--Start with what they want to learn 1st
--Life experiences for validation
--Focus on real world problems; not fictitious
--Immediate usefulness of info
--Application of facts
--Collaboration
--Shared planning of content
--Active participant
--Respect
What works for educating children? (8) - Answer o Others decide
o Teacher is authority
o Teacher plans
o Passive recipient
o Accept info as taught
o Limited life experience
o Info for future use
o Focus on facts
Process evaluation - Answer --evaluation of the TEACHER & the lesson
--FORMATIVE evaluation Throughout the teaching for timing and adjustments
--evaluate throughout the process, during the nursing care, before evaluating outcomes. This
way, you can modify the nursing care
,outcome evaluation - Answer --evaluation of the LEARNER
--SUMMATIVE evaluation: at the end after interventions. measurement of outcomes and goal
attainment.
--can be short or long term
How to teach to keep attention - Answer --Introduction - needs to be excellent! Hook them
in
--Middle content - need to be right on! Keep their attention! BE CREATIVE
--Conclusion - ties it all together
material sources for teaching - Answer o Community agencies
o Businesses
o Networking
o Library
o Internet
o Make/gather your own
o **make sure information is accurate and appropriate
The skills of an effective educator when developing a plan of care (well be a select all that
apply ? on test like this)** (7) - Answer -Gaining ATTENTION (hook them in)
-Tell students what the OBJECTIVES are
-Recall previous knowledge, to link to new
-Present essential material in clear format
-Apply to lives and situations
-Encourage DEMONSTRATION
-Provide FEEDBACK
effective teaching to clients "TEACH" acronym - Answer -Tune in, listen before, needs direct
content
-Edit information, necessary information first, Be specific
-Act on each teaching moment, relationship
-Clarify often, assumptions correct, seek feedback
-Honor the client as partner. Build on client's experience
Educator-related barriers to learning - Answer o Fear of public speaking
o Lack of credibility with topic
, o Over-dependence on notes
2 most important Learning-related barriers to learning - Answer 1) low literacy
2) lack of motivation (EMOTIONAL unreadiness... M in motivation & emotion)
other learning-related barriers to learning - Answer -Cultural
-Language (accents, appropriate words, nonverbals) **Speak with tone/passion
-Physical (room set up (not too warm/cold), mobility issues, vision or hearing problems)
-Generational differences - wrong learning style (if old, may not want to use technology, may
need to call them "Mr., "Mrs.", etc)
What motivates someone to do something? - Answer HEALTH BELIEF MODEL:
1. perceived susceptibility "Will something happen to me?
2. perceived severity "Will it be a big problem?
3. perceived benefits "Will it really help me?"
4. perceived barriers - Unpleasant? Costly?
5. cues to action "What might motivate me?"
6. self-efficacy "Can I really do this?" (You know you can do it and are ready to. Very important
when motivating someone to change )
use motivational interviewing
Groups as a tool in health education - Answer -Health education often provided to groups
-Health behaviors influenced (+) and (-) by groups we belong to
-Effective and powerful to assist with change from individual, families, communities
-formal and informal
5 Stages of Group Development (Tuckman stages) - Answer forming, storming, norming,
performing, adjourning
Forming Stage of Group Development - Answer -1st stage in group development,
-characterized by much uncertainty, dependence
-team acquaints and establishes ground rules
-formalities are preserved, and members are treated as strangers
-build goals, establish timeline, clarify roles
Storming Stage of Group Development - Answer --the second stage in group development,
Accurate Answers Graded A+ 2026
Updated.
when to NOT give MMR vaccine - Answer do NOT give before 1 year of age
when to give Hep B vaccine - Answer B = BABY!!
1st dose at birth, 2nd dose at 1-2 months, 3rd dose at 6-18 months
what to assess for the learner's emotional readiness to learn (4) - Answer --Learner's
motivation
--Based on attitudes & beliefs
--Internally motivated (lasts longer--Efficacy, believe you can do it)
--Externally motivated
(^Nurses need to get them to this point of internal motivation w motivational interviewing)
what to assess for the learner's experiential readiness to learn (5) - Answer --Clients
background (culture, life experiences)
--Clients skill
--Clients ability to learn (grade) [What level can they read at?]
--How they prefer to learn [Hands on? Videos? Apps? Reading?]
--Developmental stages [Use developmental level when deciding how to teach the patient. K-
12]
*for Kindergartners, just teach about washing hands and don't touch blood
*When in high school, can teach about T cells, and how you get infections, etc.
Goals for behavioral objectives - Answer --Statement of results the nurse wants the learner
to achieve
--Must be stated before the teaching begins
--Observable and measurable
--Will guide the remainder of the teaching process
--Start with a main objective (Goal)
--Support with more specific behavioral objectives
components of behavioral objectives - Answer Who, How, What, When...example:
--Who: The first grade students
,--How: Will demonstrate
--What: The 5 steps of the handwashing process
--When: By the end of the class
content for health education - Answer --Consistently refer to the behavioral objectives for
guidance
--Start with content learners are seeking first
--Nurse independently determines some of the content
--Health care delivery constraints
What works for educating adult learners? (10) - Answer --They decide
--Start with what they want to learn 1st
--Life experiences for validation
--Focus on real world problems; not fictitious
--Immediate usefulness of info
--Application of facts
--Collaboration
--Shared planning of content
--Active participant
--Respect
What works for educating children? (8) - Answer o Others decide
o Teacher is authority
o Teacher plans
o Passive recipient
o Accept info as taught
o Limited life experience
o Info for future use
o Focus on facts
Process evaluation - Answer --evaluation of the TEACHER & the lesson
--FORMATIVE evaluation Throughout the teaching for timing and adjustments
--evaluate throughout the process, during the nursing care, before evaluating outcomes. This
way, you can modify the nursing care
,outcome evaluation - Answer --evaluation of the LEARNER
--SUMMATIVE evaluation: at the end after interventions. measurement of outcomes and goal
attainment.
--can be short or long term
How to teach to keep attention - Answer --Introduction - needs to be excellent! Hook them
in
--Middle content - need to be right on! Keep their attention! BE CREATIVE
--Conclusion - ties it all together
material sources for teaching - Answer o Community agencies
o Businesses
o Networking
o Library
o Internet
o Make/gather your own
o **make sure information is accurate and appropriate
The skills of an effective educator when developing a plan of care (well be a select all that
apply ? on test like this)** (7) - Answer -Gaining ATTENTION (hook them in)
-Tell students what the OBJECTIVES are
-Recall previous knowledge, to link to new
-Present essential material in clear format
-Apply to lives and situations
-Encourage DEMONSTRATION
-Provide FEEDBACK
effective teaching to clients "TEACH" acronym - Answer -Tune in, listen before, needs direct
content
-Edit information, necessary information first, Be specific
-Act on each teaching moment, relationship
-Clarify often, assumptions correct, seek feedback
-Honor the client as partner. Build on client's experience
Educator-related barriers to learning - Answer o Fear of public speaking
o Lack of credibility with topic
, o Over-dependence on notes
2 most important Learning-related barriers to learning - Answer 1) low literacy
2) lack of motivation (EMOTIONAL unreadiness... M in motivation & emotion)
other learning-related barriers to learning - Answer -Cultural
-Language (accents, appropriate words, nonverbals) **Speak with tone/passion
-Physical (room set up (not too warm/cold), mobility issues, vision or hearing problems)
-Generational differences - wrong learning style (if old, may not want to use technology, may
need to call them "Mr., "Mrs.", etc)
What motivates someone to do something? - Answer HEALTH BELIEF MODEL:
1. perceived susceptibility "Will something happen to me?
2. perceived severity "Will it be a big problem?
3. perceived benefits "Will it really help me?"
4. perceived barriers - Unpleasant? Costly?
5. cues to action "What might motivate me?"
6. self-efficacy "Can I really do this?" (You know you can do it and are ready to. Very important
when motivating someone to change )
use motivational interviewing
Groups as a tool in health education - Answer -Health education often provided to groups
-Health behaviors influenced (+) and (-) by groups we belong to
-Effective and powerful to assist with change from individual, families, communities
-formal and informal
5 Stages of Group Development (Tuckman stages) - Answer forming, storming, norming,
performing, adjourning
Forming Stage of Group Development - Answer -1st stage in group development,
-characterized by much uncertainty, dependence
-team acquaints and establishes ground rules
-formalities are preserved, and members are treated as strangers
-build goals, establish timeline, clarify roles
Storming Stage of Group Development - Answer --the second stage in group development,
