Chapter 25: Patient Education Test Bank ALL ANSWERS SOLVED 100% CORRECT FALL-2021/2022 EDITION GUARANTEED GRADE A+

1. A nurse is asked about the goal of patient education. What is the nurse’s best response? The goal of educating others is to help people a. Meet standards of the Nurse Practice Act. b. Achieve optimal levels of health. c. Become dependent on the health care team. d. Provide self-care only in the hospital. ANS: B The goal of educating others about their health is to help individuals, families, or communities achieve optimal levels of health. Although all state Nurse Practice Acts acknowledge that pa- tient teaching falls within the scope of nursing practice, this is the nurse’s standard, not the goal of education. Patient education helps patients make informed decisions about their care and become healthier and more independent, not dependent. Nurses provide patients with in- formation needed for self-care to ensure continuity of care from the hospital to the home. DIF: Remember REF: 328-329 OBJ: Identify the purposes of patient education. TOP: Implementation MSC: Teaching/Learning 2. A nurse is teaching a group of healthy adults about the benefits of flu immunizations. Which purpose of patient education is the nurse fulfilling? a. Restoration of health b. Coping with impaired functions c. Promotion of health and illness prevention d. Health analogies ANS: C As a nurse, you are a visible, competent resource for patients who want to improve their phys- ical and psychological well-being. In the school, home, clinic, or workplace, you promote health and prevent illness by providing information and skills that enable patients to assume healthier behaviors. Injured and ill patients need information and skills to help them regain or maintain their level of health; this is referred to as restoration of health. Not all patients fully recover from illness or injury. Many have to learn to cope with permanent health alterations; this is known as coping with impaired functions. Analogies supplement verbal instruction with familiar images that make complex information more real and understandable. For example, when explaining arterial blood pressure, use an analogy of the flow of water through a hose. DIF: Understand REF: 329 OBJ: Identify the purposes of patient education. TOP: Planning MSC: Health Promotion and Maintenance 3. A nurse provides teaching about coping with long-term impaired functions. Which situation serves as the best example? a. Teaching a family member to give medications through the patient’s permanent gastric tube b. Teaching a woman who recently had a hysterectomy about her pathology reports c. Teaching expectant parents about physical and psychological changes in childbear- ing women d. Teaching a teenager with a broken leg how to use crutches ANS: A Not all patients fully recover from illness or injury. Many have to learn to cope with perma- nent health alterations. New knowledge and skills are often necessary for patients and/or fam- ily members to continue activities of daily living. Teaching family members to help the patient with health care management (e.g., giving medications through gastric tubes, doing passive range-of-motion exercises) is an example of coping with long-term impaired functions. In- jured and ill patients need information and skills to help them regain or maintain their levels of health. Some examples of this include teaching a woman who recently had a hysterectomy about her pathology reports and expected length of recovery and teaching a teenager with a broken leg how to use crutches. In childbearing classes, you teach expectant parents about physical and psychological changes in the woman and about fetal development; this is part of health maintenance. DIF: Understand REF: 329 OBJ: Identify the appropriate topic for a patient’s health education needs. TOP: Evaluation MSC: Teaching/Learning 4. Which statement indicates that the nurse has a good understanding of teaching/learning? a. “Teaching and learning can be separated.” b. “Learning is an interactive process that promotes teaching.” c. “Learning consists of a conscious, deliberate set of actions designed to help the teacher.” d. “Teaching is most effective when it responds to the learner’s needs.” ANS: D Teaching is most effective when it responds to the learner’s needs. It is impossible to separate teaching from learning. Teaching is an interactive process that promotes learning. Teaching consists of a conscious, deliberate set of actions that help individuals gain new knowledge, change attitudes, adopt new behaviors, or perform new skills. DIF: Understand REF: 329 OBJ: Describe the similarities and differences between teaching and learning. TOP: Evaluation MSC: Teaching/Learning 5. Which action best indicates that learning has occurred? a. A nurse presents information about diabetes. b. A patient demonstrates how to inject insulin. c. A family member listens to a lecture on diabetes. d. A primary care provider hands a diabetes pamphlet to the patient. ANS: B Learning is the purposeful acquisition of new knowledge, attitudes, behaviors, and skills. Complex patterns are required if the patient is to learn new skills, change existing attitudes, transfer learning to new situations, or solve problems. A new mother exhibits learning when she demonstrates how to bathe her newborn. A nurse presenting information and a primary care provider handing a pamphlet to a patient are examples of teaching. A family member lis- tening to a lecture does not indicate that learning occurred; a change in knowledge, attitudes, behaviors, and/or skills must be evident. DIF: Understand REF: 329 OBJ: Describe the similarities and differences between teaching and learning. TOP: Evaluation MSC: Teaching/Learning 6. A nurse is teaching a patient about the Speak Up Initiatives. Which information should the nurse include? a. The nurse is the center of the health care team. b. If you still do not understand, ask again. c. Ask a nurse to be your advocate or supporter. d. Inappropriate medical tests are the most common mistakes. ANS: B If you still do not understand, ask again is part of the S portion of the Speak Up Initiatives. Speak up if you have questions or concerns. You (the patient) are the center of the health care team, not the nurse. Ask a trusted family member or friend to be your advocate (advisor or supporter), not a nurse. Medication errors are the most common health care mistakes, not in- appropriate medical tests. DIF: Understand REF: 329 OBJ: Identify the role of the nurse in patient education. TOP: Implementation MSC: Safety and Infection Control 7. A nurse teaches a patient with heart failure healthy food choices. The patient states that eating yogurt is better than eating cake. In this situation, which element represents feedback? a. The nurse b. The patient c. The nurse teaching about healthy food choices d. The patient stating that eating yogurt is better than eating cake ANS: D Feedback should show the success of the learner in achieving objectives (i.e., the learner ver- balizes information or provides a return demonstration of skills learned). The nurse is the sender. The patient is the receiver. The teaching is the message. DIF: Apply REF: 330 OBJ: Use communication principles when providing patient education. TOP: Evaluation MSC: Teaching/Learning 8. While preparing a teaching plan, the nurse described what the learner will be able to accom- plish after the teaching session. Which action did the nurse complete? a. Developed learning objectives b. Provided positive reinforcement c. Implemented interpersonal communication d. Presented facts and knowledge ANS: A Learning objectives describe what the learner will be able to do after successful instruction. Positive reinforcement follows feedback and involves the use of praise and acknowledgment of new attitudes, behaviors, or knowledge. Interpersonal communication is necessary for the teaching/learning process, but describing what the learner will be able to do after successful instruction constitutes learning objectives. Facts and knowledge will be presented in the teach- ing session. DIF: Understand REF: 330 OBJ: Use communication principles when providing patient education. TOP: Planning MSC: Teaching/Learning 9. A student nurse learns that a normal adult heartbeat is 60 to 100 beats/minute. In which do- main did learning take place? a. Kinesthetic b. Cognitive c. Affective d. Psychomotor ANS: B Cognitive learning includes all intellectual behaviors and requires thinking. In the hierarchy of cognitive behaviors, the simplest behavior is acquiring knowledge. The student nurse acquired knowledge, which is cognitive. Kinesthetic is a type of learner who learns best with a hands- on approach. Affective learning deals with expression of feelings and acceptance of attitudes, opinions, or values. Psychomotor learning involves acquiring skills that require integration of mental and muscular activities, such as the ability to walk or to use an eating utensil. DIF: Apply REF: 330-331 OBJ: Describe the domains of learning. TOP: Assessment MSC: Teaching/Learning 10. A nurse wants the patient to begin to accept the chronic nature of diabetes. Which teaching technique should the nurse use to enhance learning? a. Lecture b. Demonstration c. Role play d. Question and answer session ANS: C Affective learning deals with expression of feelings and acceptance of attitudes, opinions, or values. Role play and discussion (one-on-one and group) are effective teaching methods for the affective domain. Lecture and question and answer sessions are effective teaching methods for the cognitive domain. Demonstration is an effective teaching method for the psychomotor domain. DIF: Analyze REF: 331 OBJ: Describe the domains of learning. TOP: Implementation MSC: Teaching/Learning 11. When the nurse describes a patient’s perceived ability to successfully complete a task, which term should the nurse use? a. Self-efficacy b. Motivation c. Attentional set d. Active participation ANS: A Self-efficacy, a concept included in social learning theory, refers to a person’s perceived abil- ity to successfully complete a task. Motivation is a force that acts on or within a person (e.g., an idea, an emotion, a physical need) to cause the person to behave in a particular way. An at- tentional set is the mental state that allows the learner to focus on and comprehend a learning activity. Learning occurs when the patient is actively involved in the educational session. DIF: Remember REF: 332| 333 OBJ: Identify basic learning principles. TOP: Diagnosis MSC: Teaching/Learning 12. A toddler is going to have surgery on the right ear. Which teaching method is most appropriate for this developmental stage? a. Encourage independent learning. b. Use discussion throughout the teaching session. c. Apply a bandage to a doll’s ear. d. Develop a problem-solving scenario. ANS: C Use play to teach a procedure or activity (e.g., handling examination equipment, applying a bandage to a doll) to toddlers. Encouraging independent learning is for the middle-aged adult. Use of discussion is for older children, adolescents, and adults, not for toddlers. Use problem solving to help adolescents make choices. Problem solving is too advanced for a toddler. DIF: Analyze REF: 334 OBJ: Discuss how to integrate education into patient-centered care. TOP: Planning MSC: Health Promotion and Maintenance 13. Which factors should the nurse assess to determine a patient’s ability to learn? a. Developmental capabilities and physical capabilities b. Sociocultural background and motivation c. Psychosocial adaptation to illness and active participation d. Stage of grieving and overall physical health ANS: A Developmental and physical capabilities reflect one’s ability to learn. Sociocultural back- ground and motivation are factors in readiness to learn. Psychosocial adaptation to illness and active participation are factors in readiness to learn. Readiness to learn is related to the stage of grieving. Overall physical health does reflect ability to learn; however, because it is paired here with stage of grieving (which is a readiness to learn factor), this is a wrong answer. DIF: Understand REF: 332-334 OBJ: Differentiate factors that determine readiness to learn from those that determine ability to learn. TOP: Assessment MSC: Health Promotion and Maintenance 14. A nurse is preparing to teach a patient about heart failure. Which environment is best for pa- tient learning? a. A darkened, quiet room b. A well-lit, ventilated room c. A private room at 85 F temperature d. A group room for 10 to 12 patients with heart failure ANS: B The ideal environment for learning is a room that is well lit and has good ventilation, appro- priate furniture, and a comfortable temperature. Although quiet is appropriate, a darkened room interferes with the patient’s ability to watch your actions, especially when you are demonstrating a skill or using visual aids such as posters or pamphlets. A room that is cold, hot, or stuffy makes the patient too uncomfortable to focus on the information being pre- sented. Learning in a group of six or fewer is more effective than in larger groups and avoids outburst behaviors. DIF: Apply REF: 334| 341 OBJ: Establish an environment that promotes learning. TOP: Planning MSC: Teaching/Learning 15. Which situation indicates to the nurse that the patient is ready to learn? a. A patient has sufficient upper body strength to move from a bed to a wheelchair. b. A patient has the ability to grasp and apply the elastic bandage. c. A patient with a below-the-knee amputation is motivated about how to walk with assistive devices. d. A patient has normal eyesight to identify the markings on a syringe and coordina- tion to handle a syringe. ANS: C Motivation or readiness to learn sometimes results from social task mastery, or physical mo- tives may be involved. Often patient motives are physical. Some patients are motivated to re- turn to a level of physical normalcy. For example, a patient with a below-the-knee amputation is motivated to learn how to walk with assistive devices. Do not confuse readiness to learn with ability to learn. All the other answers are examples of ability to learn because this often depends on the patient’s level of physical development and overall physical health. To learn psychomotor skills, a patient needs to possess a certain level of strength, coordination, and sensory acuity. For example, it is useless to teach a patient to transfer from a bed to a wheel- chair if he or she has insufficient upper body strength. An older patient with poor eyesight or an inability to grasp objects tightly cannot learn to apply an elastic bandage or handle a sy- ringe.