C HAPTER 09: P ATIENT T EACHING FOR
H EALTH P ROMOTION
Williams: deWit's Fundamental Concepts and Skills for Nursing, 5th
Edition
MULTIPLE CHOICE
1. Because a person may learn best in a particular manner, to improve p atient
teaching, the nurse should:
a. ask the patient whether he learns best visuall y, aurall y, or
kinestheticall y.
b. use a hands-on approach, because it works best for most people.
c. test the patient’s reading comprehension before using visual
handouts.
d. use a combination of the three modes of learning to enhance
learning.
ANS: D
Many people do not know which mode of learning is their dominant
one, and most people learn best with a combination of
teaching/learning techniques.
DIF: Cognitive Level: Knowledge REF: p. 116 OBJ:
Theory #3 TOP: Learning Modalities KEY: Nursing
Process Step: Implementation MSC: NCLEX:
Physiological Integrity: basic care and comfort
,2. Once a teaching plan is formulated and placed in the nursing care plan for
a hospitalized patient:
a. one nurse will be designated to teach the plan on a priorit y basis.
b. behavioral objectives are used to identify expected outcomes.
c. it is printed and given to the patient as a guide for learning.
d. it outlines all that will be taught before the patien t is discharged.
ANS: B
Behavioral objectives identify actions that can be measured; thus they
serve as evaluation tools of expected outcomes. Many people are
involved in a teaching plan, with responsibilit y designated in the plan.
Not all of the teachin g plan may be accomplished during the hospital
stay. Priorities identify which learning needs are most important to
teach before discharge and which can be taught by the communit y
nurse after discharge.
DIF: Cognitive Level: Comprehension REF: p. 119
OBJ: Clinical Practice #2 TOP: Behavioral Objectives
KEY: Nursing Process Step: N/A MSC: NCLEX:
Health Promotion and Maintenance: prevention and earl y
detection of disease
3. In a skilled nursing home, a newl y admitted resident becomes terminall y
ill following a cerebrovascular accident (CVA). To diminish the famil y’s
anxiet y, the nurse teaches the famil y members about activities that are
being performed to provide care and comfort to their loved one. This
teaching is provided in order to:
a. reduce the likelihood of a lawsuit over the anticipated death.
, b. decrease the famil y’s needs in the expression of their grief.
c. increase the famil y’s comfort in their affective domain.
d. enable the famil y to be better prepared for the approaching death.
ANS: C
Teaching that addresses a person’s feelings, beliefs, or values
addresses the affective domain.
DIF: Cognitive Level: Comprehension REF: p. 116
OBJ: Theory #3 TOP: Affective Domain KEY: Nursing
Process Step: Implementation MSC: NCLEX:
Psychosocial Integrity: coping and adaptation
4. The nurse designing a teaching plan for a patient admitted to the hospital
for treatment of a heart problem after years of treating the ailment at
home with herbal remedies and practices common in his cultural group
should:
a. help the patient to see that using herbal remedies has not worked in
the past.
b. explain that cultural remedies may conflict with conventional
medicine.
c. help the patient to identify optimum outcomes that can be achieved
through education and compromise.
d. ask famil y m embers to intervene for the cessation of the use of
cultural remedies.
ANS: C
H EALTH P ROMOTION
Williams: deWit's Fundamental Concepts and Skills for Nursing, 5th
Edition
MULTIPLE CHOICE
1. Because a person may learn best in a particular manner, to improve p atient
teaching, the nurse should:
a. ask the patient whether he learns best visuall y, aurall y, or
kinestheticall y.
b. use a hands-on approach, because it works best for most people.
c. test the patient’s reading comprehension before using visual
handouts.
d. use a combination of the three modes of learning to enhance
learning.
ANS: D
Many people do not know which mode of learning is their dominant
one, and most people learn best with a combination of
teaching/learning techniques.
DIF: Cognitive Level: Knowledge REF: p. 116 OBJ:
Theory #3 TOP: Learning Modalities KEY: Nursing
Process Step: Implementation MSC: NCLEX:
Physiological Integrity: basic care and comfort
,2. Once a teaching plan is formulated and placed in the nursing care plan for
a hospitalized patient:
a. one nurse will be designated to teach the plan on a priorit y basis.
b. behavioral objectives are used to identify expected outcomes.
c. it is printed and given to the patient as a guide for learning.
d. it outlines all that will be taught before the patien t is discharged.
ANS: B
Behavioral objectives identify actions that can be measured; thus they
serve as evaluation tools of expected outcomes. Many people are
involved in a teaching plan, with responsibilit y designated in the plan.
Not all of the teachin g plan may be accomplished during the hospital
stay. Priorities identify which learning needs are most important to
teach before discharge and which can be taught by the communit y
nurse after discharge.
DIF: Cognitive Level: Comprehension REF: p. 119
OBJ: Clinical Practice #2 TOP: Behavioral Objectives
KEY: Nursing Process Step: N/A MSC: NCLEX:
Health Promotion and Maintenance: prevention and earl y
detection of disease
3. In a skilled nursing home, a newl y admitted resident becomes terminall y
ill following a cerebrovascular accident (CVA). To diminish the famil y’s
anxiet y, the nurse teaches the famil y members about activities that are
being performed to provide care and comfort to their loved one. This
teaching is provided in order to:
a. reduce the likelihood of a lawsuit over the anticipated death.
, b. decrease the famil y’s needs in the expression of their grief.
c. increase the famil y’s comfort in their affective domain.
d. enable the famil y to be better prepared for the approaching death.
ANS: C
Teaching that addresses a person’s feelings, beliefs, or values
addresses the affective domain.
DIF: Cognitive Level: Comprehension REF: p. 116
OBJ: Theory #3 TOP: Affective Domain KEY: Nursing
Process Step: Implementation MSC: NCLEX:
Psychosocial Integrity: coping and adaptation
4. The nurse designing a teaching plan for a patient admitted to the hospital
for treatment of a heart problem after years of treating the ailment at
home with herbal remedies and practices common in his cultural group
should:
a. help the patient to see that using herbal remedies has not worked in
the past.
b. explain that cultural remedies may conflict with conventional
medicine.
c. help the patient to identify optimum outcomes that can be achieved
through education and compromise.
d. ask famil y m embers to intervene for the cessation of the use of
cultural remedies.
ANS: C
