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NSG 3130 Exam 2 Study Guide | 350+ Practice Questions and Answers | Patient Education, Health Literacy, Mobility, Sensory Alterations & Communication | Nursing Program University Exam

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This comprehensive NSG 3130 Exam 2 study guide contains more than 350 exam-style questions and detailed answers covering patient education, health literacy, teaching and learning principles, mobility and immobility, sensory perception, communication disorders, assistive devices, rehabilitation nursing, and evidence-based patient care. The material is organized in a structured question-and-answer format designed to strengthen clinical judgment, reinforce classroom content, and prepare students for nursing examinations, ATI assessments, HESI testing, and NCLEX-style questions. A major focus of this resource is patient education and health literacy. Students will review teaching-learning principles, assessment of readiness to learn, barriers to learning, teach-back methodology, VARK learning styles, cognitive, psychomotor, and affective learning domains, patient-centered teaching strategies, interpreter utilization, health literacy assessment, discharge education, documentation of patient teaching, and Quality and Safety Education for Nurses (QSEN) competencies. The guide emphasizes evidence-based approaches that improve patient understanding, treatment adherence, safety outcomes, and self-management of chronic conditions. The study guide also provides extensive coverage of mobility and immobility concepts. Topics include musculoskeletal assessment, neurological influences on mobility, safe patient handling and transfer techniques, body mechanics, range-of-motion exercises, gait assessment, assistive devices, walker and cane use, crutch-walking techniques, transfer belts, mechanical lifts, antiembolism stockings, sequential compression devices (SCDs), prevention of deep vein thrombosis (DVT), pressure injury prevention, contracture management, foot drop prevention, osteoporosis prevention, and complications associated with prolonged immobility. Students gain practical knowledge applicable to both clinical rotations and examination settings. This resource further explores sensory perception and communication disorders across the lifespan. Key concepts include visual impairment, hearing impairment, tactile deficits, sensory deprivation, sensory overload, vertigo, aphasia, cognitive alterations, acute confusion, reality orientation, communication strategies, cultural and language barriers, interpreter services, safety considerations for sensory deficits, and nursing interventions for patients with neurological and communication disorders. The content emphasizes individualized care planning and patient safety in diverse healthcare environments. Additional topics include musculoskeletal disorders, neurological conditions affecting mobility, cerebrovascular accidents (stroke), hemiparesis, quadriplegia, muscle atrophy, proprioception, ischemia, contractures, respiratory complications of immobility, gastrointestinal complications, psychosocial consequences of long-term immobility, rehabilitation nursing, and interdisciplinary collaboration in patient recovery. These concepts are essential for developing safe, effective, and evidence-based nursing practice. The content aligns with current nursing education standards and authoritative references, including: • Potter, P.A., Perry, A.G., Stockert, P.A., & Hall, A.M. Fundamentals of Nursing (Elsevier). • American Nurses Association (ANA) Nursing: Scope and Standards of Practice. • Quality and Safety Education for Nurses (QSEN) Competencies. • National Council of State Boards of Nursing (NCSBN) Clinical Judgment Framework. • Agency for Healthcare Research and Quality (AHRQ) Health Literacy Universal Precautions Toolkit. • National Institutes of Health (NIH) Health Literacy Guidelines. • Centers for Disease Control and Prevention (CDC) Fall Prevention and Patient Safety Resources. • National Pressure Injury Advisory Panel (NPIAP) Clinical Practice Guidelines. This exam preparation resource is highly beneficial for nursing students seeking mastery of patient education principles, mobility assessment, rehabilitation care, sensory function, communication strategies, and patient safety concepts frequently tested in nursing programs and licensure examinations. Relevant Students: NSG 3130 Students Fundamentals of Nursing Students Medical-Surgical Nursing Students BSN Students ADN Students Pre-Licensure Nursing Students RN Students Practical Nursing Students Rehabilitation Nursing Students Clinical Nursing Students Patient Education Students Health Assessment Students Adult Health Nursing Students ATI Preparation Students HESI Preparation Students NCLEX Preparation Students Patient Safety and Quality Improvement Students Evidence-Based Practice Students Keywords: NSG 3130 Exam 2, Patient education, Health literacy, Teach-back method, Teaching and learning, Readiness to learn, Learning domains, Cognitive learning, Psychomotor learning, Affective learning, VARK learning styles, Patient teaching, Discharge education, Interpreter services, Health communication, QSEN competencies, Nursing education, Documentation of teaching, Mobility assessment, Immobility complications, Safe patient handling, Body mechanics, Transfer techniques, Mechanical lifts, Transfer belt, Ambulation, Range of motion, ROM exercises, Walker use, Cane use, Crutch walking, Gait assessment, Hemiparesis, Quadriplegia, Contractures, Foot drop prevention, Muscle atrophy, Osteoporosis prevention, Deep vein thrombosis, DVT prevention, Sequential compression devices, SCDs, Antiembolism stockings, Pressure injury prevention, Skin integrity, Sensory perception, Sensory overload, Sensory deprivation, Hearing impairment, Visual impairment, Aphasia, Expressive aphasia, Receptive aphasia, Acute confusion, Reality orientation, Cognitive impairment, Neurological disorders, Stroke nursing care, Cerebrovascular accident, Rehabilitation nursing, Fall prevention, Patient safety, Musculoskeletal assessment, Clinical nursing review, ATI nursing, HESI nursing, NCLEX review

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NSG 3130 Exam 2 2026 Exam
Questions and Answers |
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The nurse is caring for a 6-year-old patient in the emergency department

who just had a full left leg cast placed for a fracture. As the nurse is

reviewing the discharge instructions with the patient's mother, she

states, "You don't have to go over those—I'll read them at home." What

should the nurse do?




a. Contact the physician immediately.

,b. Consider the possibility of health literacy limitations and assess

further.

c. Stop the teaching, because the mother obviously has taken care of

casts before.

d. Explain to the mother that reading the instructions with her is required.

- ANSWER ✔✔b. Consider the possibility of health literacy limitations

and assess further.




A patient's mother may have limited reading skills or health literacy and

should be further assessed. Contacting the physician in this situation

would not be appropriate because ensuring that the patient and family

understand discharge instructions is the responsibility of the nurse.

Assuming that the mother has taken care of casts in the past may be

inaccurate. Stating that reading the instructions with the nurse is a

requirement does not ensure that the patient or mother comprehends

the instructions.

A 58-year-old man is admitted for a small-bowel obstruction late

Saturday night. The admitting orders include the need to place a

nasogastric (NG) tube to low intermittent suction. During the

assessment, the nurse determines that the patient does not speak

,English. Which action should the nurse take first before placing the NG

tube?




a. Use two additional staff members when placing the tube so the patient

can be restrained if needed.

b. Request an interpreter per facility protocol.

c. Do not place the NG tube because the physician would not want to

frighten the patient.

d. Document the inability to place the NG tube due to lack of ability to

communicate. - ANSWER ✔✔b. Request an interpreter per facility

protocol.




An interpreter employed by the hospital would be the best choice so that

someone in the room can communicate and provide comfort for the

patient. Taking additional staff into the room may increase the patient's

anxiety, thereby decreasing his ability to comprehend the instructions.

Although the physician would not want to frighten the patient, the

physician ordered the nasogastric (NG) tube for the benefit of the

patient; therefore, it needs to be placed. Documenting the inability to

place the NG tube due to lack of means of communication is not

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, acceptable and does not ensure that the patient gets the needed

treatment.

Which nursing diagnoses are used in developing a patient teaching

plan? (Select all that apply.)




a. Moral Distress

b. Lack of Knowledge

c. Difficulty Coping

d. Teaching about Disease


e. Anxiety - ANSWER ✔✔b




Lack of Knowledge and Literacy Problem are appropriate nursing

diagnoses for use in developing a patient teaching plan. Moral Distress

is a nursing diagnosis for those facing ethical decisions. Difficulty Coping

is not a nursing diagnosis used in developing a teaching plan, but if a

patient is not coping effectively, it may affect the ability to learn. A

nursing diagnosis of Anxiety may affect the patient's ability to learn but is

not directly related to developing a teaching plan. Teaching about

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