NUR 100 EXAM 1 EXAM PREP DOCUMENT
2026/2027 | FORTIS COLLEGE Foundations of
Nursing | Verified Questions with Detailed
Rationales
This comprehensive 400-question study set is designed for Fortis College nursing
students preparing for the NUR 100 Exam 1: Foundations of Nursing. Each question
includes the correct answer (bolded) and a detailed clinical Rationale based on standard
nursing fundamentals, the nursing process, patient education principles, developmental
theories, legal/ethical issues, and scope of practice guidelines.
Important Note: This exam covers foundational concepts including patient teaching
and learning styles, developmental theories (Erikson, Piaget, Shea), the nursing process
(ADPIE), legal and ethical issues in nursing, scope of practice (RN vs. LPN roles), safety
and infection control, pharmacology basics, and essential nutrition principles. The exam
typically contains 50 questions worth 2 points each, with a time limit of 1 hour and 15
minutes .
DOMAIN 1: PATIENT TEACHING & LEARNING STYLES (50 Questions – 1 to 50)
1. What are the three domains of learning?
A) Physical, Emotional, Spiritual
B) Assessment, Planning, Evaluation
C) Cognitive, affective, psychomotor
D) Visual, Auditory, Kinesthetic
Rationale: The three learning domains are cognitive (knowledge through listening or
reading), affective (beliefs, feelings, and values), and psychomotor (performing actions or
tasks). These domains were established by Bloom and remain foundational to patient
education .
2. A patient who learns best by seeing diagrams, watching videos, and taking notes is
best described as a(n):
A) Auditory learner
B) Visual learner
C) Kinesthetic learner
,D) Reading/writing learner
Rationale: Visual learners absorb information best through visual aids, written materials,
demonstrations, and watching videos. They process information by seeing and tend to
"think in pictures" .
3. A patient who needs to physically perform a task to understand it is best described as
a(n):
A) Auditory learner
B) Visual learner
C) Kinesthetic learner
D) Reading/writing learner
Rationale: Kinesthetic or tactile learners learn best through hands-on activities, return
demonstrations, and physical manipulation of equipment. The best teaching method is to
have them "actually perform a task" rather than just reading or hearing about it .
4. Which of the following factors can negatively affect a patient's ability to learn? (Select
all that apply)
A) Poor vision
B) Hearing impairment
C) Motor function limitations
D) Stress and anxiety
E) Acute illness
F) All of the above
Rationale: Multiple factors can negatively impact a patient's ability to learn, including
sensory deficits (poor vision, hearing impairment), physical limitations (motor function),
psychological factors (stress, anxiety, illness), and environmental factors. The nurse must
assess and address these barriers before beginning teaching .
5. What is the ultimate goal of patient education?
A) To complete the nurse's documentation requirements
B) To help the patient achieve optimal health and independence through
knowledge and skill acquisition
C) To reduce hospital readmission rates
D) To satisfy regulatory requirements
Rationale: The ultimate goal of patient education is to empower patients to take an active
role in their health care, promoting independence, self-management, and optimal health
outcomes. Teaching should be patient-centered and focused on achievable behavioral
changes .
6. A patient is prescribed a new medication for hypertension. Which statement
demonstrates that the patient understands the medication teaching?
,A) "I will take this medication when I remember to."
B) "I will stop taking it if I feel better."
C) "I will take this medication every morning with breakfast as prescribed."
D) "I will only take it when my blood pressure feels high."
Rationale: Understanding is demonstrated when the patient can accurately restate or
demonstrate the information in their own words. The correct response shows specific,
accurate recall of the medication regimen. The teach-back method confirms
understanding before the patient leaves the healthcare setting .
7. The nurse is teaching an older adult patient about diabetes management. Which
strategy would be most effective?
A) Provide written materials in very small font to include more information
B) Ensure adequate lighting, use large type (12-14 point) on non-glare paper, and
speak slowly using short sentences
C) Speak quickly to cover all material before the patient loses focus
D) Use complex medical terminology to be precise
Rationale: When teaching older adults, the nurse should ensure adequate lighting, use
large type with black font on non-glare paper, speak slowly using short sentences,
minimize medical jargon, allow time for responses, and repeat important points. Small
font and rushing through material are ineffective .
8. Before beginning a teaching session about wound care, the nurse should first assess
that the patient is:
A) In the hospital for at least 48 hours
B) Comfortable, free from pain, well-nourished, and has adequate time to focus on
learning
C) Able to read at a college level
D) Accompanied by a family member
Rationale: A patient is most ready to learn when they are free from pain, comfortable,
well-nourished, not distracted, and have adequate time to focus. Teaching should be
avoided during times of pain, nausea, or shortly after medication administration when the
patient's attention will be elsewhere .
9. The nurse teaches a patient how to change a wound dressing and then asks the
patient to demonstrate the procedure. This demonstrates use of which domain of
learning?
A) Cognitive domain
B) Affective domain
C) Psychomotor domain
D) Behavioral domain
Rationale: The psychomotor domain involves performing actions or tasks that require
, physical skill. Asking the patient to demonstrate a wound dressing change assesses
psychomotor learning. The cognitive domain involves knowledge, and the affective
domain involves attitudes and values .
10. The "teach-back" method involves:
A) The nurse repeating instructions three times
B) The patient restating or demonstrating the information in their own words to
confirm understanding
C) The family member writing down the instructions
D) The patient signing a form indicating they understood
Rationale: The teach-back method assesses the patient's understanding by having them
explain or demonstrate the information back to the nurse using their own words, allowing
the nurse to identify gaps and reinforce as needed. It is a key strategy for confirming
comprehension and preventing errors .
11. A patient tells the nurse, "I don't need to learn about my diabetes because my wife
takes care of everything." This patient is exhibiting:
A) Readiness to learn
B) Lack of motivation to learn
C) Adequate health literacy
D) Appropriate delegation
Rationale: Motivation is a key factor affecting patient learning. When a patient lacks
personal motivation or believes someone else will manage their condition, they are less
likely to engage in learning. The nurse should assess the patient's perceived need for
information and address barriers to motivation .
12. Which nursing action best assesses a patient's readiness to learn?
A) Reviewing the patient's medical record
B) Asking the patient, "Tell me what you understand about your condition and
what you would like to know."
C) Assuming all patients want the same information
D) Teaching all information regardless of patient interest
Rationale: Assessing readiness to learn involves asking the patient directly about their
understanding and interest. This patient-centered approach respects the patient's
autonomy and tailors teaching to individual needs. The nurse should evaluate the patient's
motivation, physical comfort, and emotional state before beginning teaching .
13. When teaching a patient with low health literacy, the nurse should:
A) Use complex medical terminology to ensure accuracy
B) Use plain language, avoid jargon, and supplement verbal teaching with pictures
or models
2026/2027 | FORTIS COLLEGE Foundations of
Nursing | Verified Questions with Detailed
Rationales
This comprehensive 400-question study set is designed for Fortis College nursing
students preparing for the NUR 100 Exam 1: Foundations of Nursing. Each question
includes the correct answer (bolded) and a detailed clinical Rationale based on standard
nursing fundamentals, the nursing process, patient education principles, developmental
theories, legal/ethical issues, and scope of practice guidelines.
Important Note: This exam covers foundational concepts including patient teaching
and learning styles, developmental theories (Erikson, Piaget, Shea), the nursing process
(ADPIE), legal and ethical issues in nursing, scope of practice (RN vs. LPN roles), safety
and infection control, pharmacology basics, and essential nutrition principles. The exam
typically contains 50 questions worth 2 points each, with a time limit of 1 hour and 15
minutes .
DOMAIN 1: PATIENT TEACHING & LEARNING STYLES (50 Questions – 1 to 50)
1. What are the three domains of learning?
A) Physical, Emotional, Spiritual
B) Assessment, Planning, Evaluation
C) Cognitive, affective, psychomotor
D) Visual, Auditory, Kinesthetic
Rationale: The three learning domains are cognitive (knowledge through listening or
reading), affective (beliefs, feelings, and values), and psychomotor (performing actions or
tasks). These domains were established by Bloom and remain foundational to patient
education .
2. A patient who learns best by seeing diagrams, watching videos, and taking notes is
best described as a(n):
A) Auditory learner
B) Visual learner
C) Kinesthetic learner
,D) Reading/writing learner
Rationale: Visual learners absorb information best through visual aids, written materials,
demonstrations, and watching videos. They process information by seeing and tend to
"think in pictures" .
3. A patient who needs to physically perform a task to understand it is best described as
a(n):
A) Auditory learner
B) Visual learner
C) Kinesthetic learner
D) Reading/writing learner
Rationale: Kinesthetic or tactile learners learn best through hands-on activities, return
demonstrations, and physical manipulation of equipment. The best teaching method is to
have them "actually perform a task" rather than just reading or hearing about it .
4. Which of the following factors can negatively affect a patient's ability to learn? (Select
all that apply)
A) Poor vision
B) Hearing impairment
C) Motor function limitations
D) Stress and anxiety
E) Acute illness
F) All of the above
Rationale: Multiple factors can negatively impact a patient's ability to learn, including
sensory deficits (poor vision, hearing impairment), physical limitations (motor function),
psychological factors (stress, anxiety, illness), and environmental factors. The nurse must
assess and address these barriers before beginning teaching .
5. What is the ultimate goal of patient education?
A) To complete the nurse's documentation requirements
B) To help the patient achieve optimal health and independence through
knowledge and skill acquisition
C) To reduce hospital readmission rates
D) To satisfy regulatory requirements
Rationale: The ultimate goal of patient education is to empower patients to take an active
role in their health care, promoting independence, self-management, and optimal health
outcomes. Teaching should be patient-centered and focused on achievable behavioral
changes .
6. A patient is prescribed a new medication for hypertension. Which statement
demonstrates that the patient understands the medication teaching?
,A) "I will take this medication when I remember to."
B) "I will stop taking it if I feel better."
C) "I will take this medication every morning with breakfast as prescribed."
D) "I will only take it when my blood pressure feels high."
Rationale: Understanding is demonstrated when the patient can accurately restate or
demonstrate the information in their own words. The correct response shows specific,
accurate recall of the medication regimen. The teach-back method confirms
understanding before the patient leaves the healthcare setting .
7. The nurse is teaching an older adult patient about diabetes management. Which
strategy would be most effective?
A) Provide written materials in very small font to include more information
B) Ensure adequate lighting, use large type (12-14 point) on non-glare paper, and
speak slowly using short sentences
C) Speak quickly to cover all material before the patient loses focus
D) Use complex medical terminology to be precise
Rationale: When teaching older adults, the nurse should ensure adequate lighting, use
large type with black font on non-glare paper, speak slowly using short sentences,
minimize medical jargon, allow time for responses, and repeat important points. Small
font and rushing through material are ineffective .
8. Before beginning a teaching session about wound care, the nurse should first assess
that the patient is:
A) In the hospital for at least 48 hours
B) Comfortable, free from pain, well-nourished, and has adequate time to focus on
learning
C) Able to read at a college level
D) Accompanied by a family member
Rationale: A patient is most ready to learn when they are free from pain, comfortable,
well-nourished, not distracted, and have adequate time to focus. Teaching should be
avoided during times of pain, nausea, or shortly after medication administration when the
patient's attention will be elsewhere .
9. The nurse teaches a patient how to change a wound dressing and then asks the
patient to demonstrate the procedure. This demonstrates use of which domain of
learning?
A) Cognitive domain
B) Affective domain
C) Psychomotor domain
D) Behavioral domain
Rationale: The psychomotor domain involves performing actions or tasks that require
, physical skill. Asking the patient to demonstrate a wound dressing change assesses
psychomotor learning. The cognitive domain involves knowledge, and the affective
domain involves attitudes and values .
10. The "teach-back" method involves:
A) The nurse repeating instructions three times
B) The patient restating or demonstrating the information in their own words to
confirm understanding
C) The family member writing down the instructions
D) The patient signing a form indicating they understood
Rationale: The teach-back method assesses the patient's understanding by having them
explain or demonstrate the information back to the nurse using their own words, allowing
the nurse to identify gaps and reinforce as needed. It is a key strategy for confirming
comprehension and preventing errors .
11. A patient tells the nurse, "I don't need to learn about my diabetes because my wife
takes care of everything." This patient is exhibiting:
A) Readiness to learn
B) Lack of motivation to learn
C) Adequate health literacy
D) Appropriate delegation
Rationale: Motivation is a key factor affecting patient learning. When a patient lacks
personal motivation or believes someone else will manage their condition, they are less
likely to engage in learning. The nurse should assess the patient's perceived need for
information and address barriers to motivation .
12. Which nursing action best assesses a patient's readiness to learn?
A) Reviewing the patient's medical record
B) Asking the patient, "Tell me what you understand about your condition and
what you would like to know."
C) Assuming all patients want the same information
D) Teaching all information regardless of patient interest
Rationale: Assessing readiness to learn involves asking the patient directly about their
understanding and interest. This patient-centered approach respects the patient's
autonomy and tailors teaching to individual needs. The nurse should evaluate the patient's
motivation, physical comfort, and emotional state before beginning teaching .
13. When teaching a patient with low health literacy, the nurse should:
A) Use complex medical terminology to ensure accuracy
B) Use plain language, avoid jargon, and supplement verbal teaching with pictures
or models
