ATI RN LEADERSHIP PROCTORED EXAM

LEADERSHIP PROCTORED EXAM



ATI RN LEADERSHIP PROCTORED EXAM


1. A nurse is teaching a patient about hypertension. In which order from first to last will the nurse implement
the steps of the teaching process?
1. Set mutual goals for knowledge of hypertension.
2. Teach what the patient wants to know about hypertension.
3. Assess what the patient already knows about hypertension.
4. Evaluate the outcomes of patient education for hypertension.

a. 1, 3, 2, 4

b. 2, 3, 1, 4

c. 3, 1, 2, 4

d. 3, 2, 1, 4



ANS: C
Assessment is the first step of any teaching session, then diagnosing, planning (goals), implementation, and
evaluation.
19. A patient had a stroke and must use a cane for support. A nurse is preparing to teach the patient about
the cane. Which learning objective/outcome is most appropriate for the nurse to include in the teaching
plan?
a. The patient will walk to the bathroom and back to bed using a cane.
b. The patient will understand the importance of using a cane.

c. The patient will know the correct use of a cane.
d. The patient will learn how to use a cane.



ANS: A
Outcomes often describe a behavior that identifies the patient’s ability to do something on completion of
teaching such as will empty a colostomy bag or will administer an injection. Understand, learn, and know are
not behaviors that can be observed or evaluated.
20. Which learning objective/outcome has the highest priority for a patient with life-threatening, severe
food allergies that require an EpiPen (epinephrine)?
a. The patient will identify the main ingredients in several foods.

b. The patient will list the side effects of epinephrine.
c. The patient will learn about food labels.

d. The patient will administer epinephrine.




LEADERSHIP PROCTORED EXAM

,LEADERSHIP PROCTORED EXAM



ANS: D
Once you assist in meeting patient needs related to basic survival (how to give epinephrine), you can discuss
other topics, such as nutritional needs and side effects of medications. For example, a patient recently
diagnosed with coronary artery disease has deficient knowledge related to the illness and its implications. The




LEADERSHIP PROCTORED EXAM

, A&E I Comprehensive
Testbank
patient benefits most by first learning about the correct way to take nitroglycerin and how long to wait before
calling for help when chest pain occurs. Thus, in this situation, the patient benefits most by first learning about
the correct way to take epinephrine. “The patient will learn about food labels” is not objective and measurable
and is not correctly written.
21. After a teaching session on taking blood pressures, the nurse tells the patient, “You took that blood
pressure like an experienced nurse.” Which type of reinforcement did the nurse use?
a. Social acknowledgment
b. Pleasurable activity
c. Tangible reward

d. Entrusting



ANS: A
Reinforcers come in the form of social acknowledgments (e.g., nods, smiles, words of encouragement),
pleasurable activities (e.g., walks or play time), and tangible rewards (e.g., toys or food). The entrusting
approach is a teaching approach that provides a patient the opportunity to manage self-care. It is not a type of
reinforcement.
22. A patient with heart failure is learning to reduce salt in the diet. When will be the best time for the nurse
to address this topic?
a. At bedtime, while the patient is relaxed
b. At bath time, when the nurse is cleaning the patient
c. At lunchtime, while the nurse is preparing the food tray

At medication time, when the nurse is administering patient

d. medication

ANS: C
In this situation, because the teaching is about food, coordinating it with routine nursing care that involves
food can be effective. Many nurses find that they are able to teach more effectively while delivering nursing
care. For example, while hanging blood, you explain to the patient why the blood is necessary and the
symptoms of a transfusion reaction that need to be reported immediately. At bedtime would be a good time to
discuss routines that enhance sleep. At bath time would be a good time to describe skin care and how to
prevent pressure ulcers. At medication time would be a good time to explain the purposes and side effects of
the medication.
23. A nurse is teaching a patient who has low health literacy about chronic obstructive pulmonary
disease (COPD) while giving COPD medications. Which technique is most appropriate for the nurse
to
use?
a. Use complex analogies to describe COPD.
Ask for feedback to assess understanding of COPD at the end of the

b. session.
Offer pamphlets about COPD written at the eighth grade level with
c. large type.
Include the most important information on COPD at the beginning of

d. the session.


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