Chapter 25: Patient Education
Potter et al.: Fundamentals of Nursing, 9th Edition
MULTIPLE CHOICE
1. A nurse is teaching a patient’s family member about permanent tube feedings at home. Which
purpose of patient education is the nurse meeting?
a. Health promotion
b. Illness prevention
c. Restoration of health
d. Coping with impaired functions
ANS: D
Teach family members to help the patient with health care management (e.g., giving
medications through gastric tubes and doing passive range-of-motion exercises) when coping
with impaired functions. Not all patients fully recover from illness or injury. Many have to
learn to cope with permanent health alterations. Health promotion involves healthy people
staying healthy, while illness prevention is prevention of diseases. Restoration of health
occurs if the teaching is about a temporary tube feeding, not a permanent tube feeding.
DIF: Understand (comprehension) REF: 337
OBJ: Identify the purposes of patient education. TOP: Teaching/Learning
MSC: Basic Care and Comfort
2. A nurse is teaching a group of healthy adults about the benefits of flu immunizations. Which
type of patient education is the nurse providing?
a. Health analogies
b. Restoration of health
c. Coping with impaired functions
d. Promotion of health and illness prevention
ANS: D
As a nurse, you are a visible, competent resource for patients who want to improve their
physical 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: Apply (application) REF: 337
OBJ: Identify the purposes of patient education. TOP: Teaching/Learning
MSC: Health Promotion and Maintenance
3. A nurse’s goal is to provide teaching for restoration of health. Which situation indicates the
nurse is meeting this goal?
a. Teaching a family member to provide passive range of motion for a stroke patient
, b. Teaching a woman who recently had a hysterectomy about possible adoption
c. Teaching expectant parents about changes in childbearing women
d. Teaching a teenager with a broken leg how to use crutches
ANS: D
Injured or ill patients need information and skills to help them regain or maintain their levels
of health. An example includes teaching a teenager with a broken leg how to use crutches. Not
all patients fully recover from illness or injury. Many have to learn to cope with permanent
health alterations. New knowledge and skills are often necessary for patients and/or family
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. For a
woman with a hysterectomy, teaching about adoption is not restoration of health; restoration
of health in this situation would involve activity restrictions and incision care if needed. 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: Apply (application) REF: 337
OBJ: Identify the purposes of patient education. TOP: Teaching/Learning
MSC: Basic Care and Comfort
4. A nurse attends a seminar on teaching/learning. Which statement indicates 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. “Teaching is most effective when it responds to the learner’s needs.”
d. “Learning consists of a conscious, deliberate set of actions designed to help the
teacher.”
ANS: C
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 (comprehension) REF: 337
OBJ: Describe the similarities and differences between teaching and learning.
TOP: Evaluation MSC: Health Promotion and Maintenance
5. A nurse is determining if teaching is effective. Which finding best indicates 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
Potter et al.: Fundamentals of Nursing, 9th Edition
MULTIPLE CHOICE
1. A nurse is teaching a patient’s family member about permanent tube feedings at home. Which
purpose of patient education is the nurse meeting?
a. Health promotion
b. Illness prevention
c. Restoration of health
d. Coping with impaired functions
ANS: D
Teach family members to help the patient with health care management (e.g., giving
medications through gastric tubes and doing passive range-of-motion exercises) when coping
with impaired functions. Not all patients fully recover from illness or injury. Many have to
learn to cope with permanent health alterations. Health promotion involves healthy people
staying healthy, while illness prevention is prevention of diseases. Restoration of health
occurs if the teaching is about a temporary tube feeding, not a permanent tube feeding.
DIF: Understand (comprehension) REF: 337
OBJ: Identify the purposes of patient education. TOP: Teaching/Learning
MSC: Basic Care and Comfort
2. A nurse is teaching a group of healthy adults about the benefits of flu immunizations. Which
type of patient education is the nurse providing?
a. Health analogies
b. Restoration of health
c. Coping with impaired functions
d. Promotion of health and illness prevention
ANS: D
As a nurse, you are a visible, competent resource for patients who want to improve their
physical 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: Apply (application) REF: 337
OBJ: Identify the purposes of patient education. TOP: Teaching/Learning
MSC: Health Promotion and Maintenance
3. A nurse’s goal is to provide teaching for restoration of health. Which situation indicates the
nurse is meeting this goal?
a. Teaching a family member to provide passive range of motion for a stroke patient
, b. Teaching a woman who recently had a hysterectomy about possible adoption
c. Teaching expectant parents about changes in childbearing women
d. Teaching a teenager with a broken leg how to use crutches
ANS: D
Injured or ill patients need information and skills to help them regain or maintain their levels
of health. An example includes teaching a teenager with a broken leg how to use crutches. Not
all patients fully recover from illness or injury. Many have to learn to cope with permanent
health alterations. New knowledge and skills are often necessary for patients and/or family
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. For a
woman with a hysterectomy, teaching about adoption is not restoration of health; restoration
of health in this situation would involve activity restrictions and incision care if needed. 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: Apply (application) REF: 337
OBJ: Identify the purposes of patient education. TOP: Teaching/Learning
MSC: Basic Care and Comfort
4. A nurse attends a seminar on teaching/learning. Which statement indicates 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. “Teaching is most effective when it responds to the learner’s needs.”
d. “Learning consists of a conscious, deliberate set of actions designed to help the
teacher.”
ANS: C
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 (comprehension) REF: 337
OBJ: Describe the similarities and differences between teaching and learning.
TOP: Evaluation MSC: Health Promotion and Maintenance
5. A nurse is determining if teaching is effective. Which finding best indicates 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
