Lippencott Nursing Skills and Concepts Chapter 8 Client Teaching
The __________ domain is a style of processing information that focuses on learning by doing
psychomotor
The _________ domain of learning is demonstrated by processing information by listening or reading facts and descriptions.
cognitive
The parents of an infant with apnea need to be educated on the apnea monitor and cardiopulmonary resuscitation. What should the nurse assess first regarding the parents? · Educational levels · Home environment · Infant bonding · Baseline knowledge of these concepts
Baseline knowledge of these concepts Explanation: Before educating parents on the apnea monitor and cardiopulmonary resuscitation, the nurse should determine the parents' baseline knowledge so that the nurse knows where to begin. Educational level would be the next assessment in order to plan the appropriate teaching delivery method. Infant bonding and the parents' home environment are less relevant to this scenario. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 107. Chapter 8: Client Teaching - Page 107
The use of gestures is preferable to the use of translators when neither the nurse nor the client speaks a compatible language.
FALSE
___________ is the study and practice of enhancing learning among older adults.
Geragogy
Which nursing action is applicable to the psychomotor domain of learning when conducting a teaching session for breastfeeding mothers? · Telling the mothers to avoid taking over-the-counter drugs while breastfeeding · Showing charts to the mothers that illustrate the types of breast milk · Observing a mother expressing the breast milk Advising the mothers to drink plenty of water
Observing a mother expressing the breast milk Explanation: Observing is one of the levels of psychomotor skills, which involves watching an experienced person perform a physical skill. Telling, showing, and advising are examples of addressing the cognitive domain, which helps the mothers process information by listening or reading facts. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 105. Chapter 8: Client Teaching - Page 105
__________ is the science of teaching children or those with cognitive abilities comparable to children.
Pedagogy
A nurse assisting a new mother in the act of breastfeeding represents which form of learning? · Affective · Psychomotor · Cognitive · Simplistic
Psychomotor Explanation: Psychomotor refers to the muscular movements learned to perform new skills and procedures, such as breastfeeding. Affective learning involves engagement of the client's emotions. Cognitive learning involves engagement of the client's critical thinking and reason. Simplistic is not a formal type of learning, and assisting a new mother with breastfeeding is not simplistic. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 105-106. Chapter 8: Client Teaching - Page 105-106
Even if a client favors one domain, nurses can optimize learning by presenting information through a combination of teaching approaches.
TRUE
When teaching a client, the nurse notices the client tends to lose focus easily. The nurse would adapt client teaching in which way? · Request family members to serve as translators. · Provide less health teaching because of the language barrier. · Elongate the teaching session to be sure the client understands. · Talk with animation and vocal inflection to stimulate the client aurally.
Talk with animation and vocal inflection to stimulate the client aurally. Explanation: Talking with animation and vocal inflection to stimulate the client is effective for keeping the client's attention when the client loses focus. It is not appropriate to request family members to serve as translators, provide less teaching due to communication barriers, or elongate the teaching session. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 104. Chapter 8: Client Teaching - Page 104
The oncoming nurse has just taken report on the clients for the shift. One of the clients is newly diagnosed with diabetes. Which behavior shows this client's willingness to learn? · The client requests a visit from the diabetic educator. · The client declines a slice of pie at lunch. · The client has a family member meet with the dietitian to discuss meals. · The client allows the nurse to take daily blood sugar.
The client requests a visit from the diabetic educator. Explanation: Emotional readiness affects the motivation to learn. A person who has not accepted an existing illness or the threat of illness is not motivated to learn. The client's willingness to learn is expressed through seeking information. The other options do not demonstrate a willingness to learn. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 104-106. Chapter 8: Client Teaching - Page 104-106
A method of capturing the client's attention during teaching is to use the client's name frequently throughout the instructional period.
True
Which is an activity of a psychomotor learner? · valuing · assembling · supporting · identifying
assembling Explanation: Activities of the psychomotor learner are assembling, changing, and filling. Valuing and supporting are seen in affective learners. Identifying is used in cognitive learners. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, TABLE 8-1 Activities That Promote Learning, p. 106. Chapter 8: Client Teaching - Page 106
Clients who are ______________ illiterate generally possess minimal literacy skills.
functionally
A nurse is preparing an education plan for an older adult. What would be least appropriate for the nurse to include in this plan? · scheduling education sessions to last 45 minutes · discussing one idea at a time with the client · using visual aids with large printing · ensuring a brightly lit room without glare
scheduling education sessions to last 45 minutes Explanation: When teaching an older adult, it is important to limit sessions to 20 to 30 minutes at a time. Discussing one idea at a time, using visual aids with larger print, and having the room brightly lit without glare are helpful strategies to use when teaching older adults. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 107. Chapter 8: Client Teaching - Page 107
Nurses should primarily use verbal and visual methods of instruction to teach clients who are functionally illiterate.
true
The nurse has completed teaching. Which client behavior demonstrates understanding within the psychomotor domain? · Provides return demonstration of use of inhaler. · States "I feel comfortable using my walker." · Verbalizes key points of a brochure about diabetes that was read. · Provides a description of what appropriate wound healing should look like
Provides return demonstration of use of inhaler. Explanation: The psychomotor domain is a style of processing information that focuses on learning by doing. In this scenario, the client has shown learning in the psychomotor domain by providing a hands-on return demonstration. Other options demonstrate other learning domains. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, Psychomotor Domain, p. 105. Chapter 8: Client Teaching - Page 105
A nurse evaluates whether a middle-age client with chronic back pain has been performing the different exercises and physiotherapy procedures recommended by the health care provider. What would the nurse most likely use to evaluate the client? · Written test · Oral test · Return demonstration · Simulation
Return demonstration Explanation: The nurse is evaluating psychomotor skills; thus, a return demonstration, which is a method of testing skill performance, would be the most appropriate method for evaluating the client's learning. Written tests are time-consuming, intimidating, and not always specific to the client. Oral tests can be useful in testing cognitive learning. Simulation evaluates whether the client can apply learning in different situations, but not the ability to perform the exercises. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 105-106. Chapter 8: Client Teaching - Page 105-106
Which type of learner processes information more adequately by listening or reading facts? · social · psychomotor · affective · cognitive
cognitive Explanation: Cognitive learners process information best by listening to or reading facts and descriptions. There is no category of social learner. The psychomotor learner prefers to learn by doing. The affective learner learns best when presented with information that appeals to his or her feelings, beliefs, and values. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 104-105. Chapter 8: Client Teaching - Page 104-105
Which documentation example best reflects the complexity of client teaching by the nurse? · "Told client to take antibiotic as ordered." · "Client return demonstrated how to use glucometer." · "Taught client about peak flows; client verbalized understanding." · "Client and spouse taught how to use phone app to count carbohydrates; client return demonstrated carb counting for a hypothetical meal."
"Client and spouse taught how to use phone app to count carbohydrates; client return demonstrated carb counting for a hypothetical meal." Explanation: The nurse should document who the teaching was provided to, what was taught, the teaching method, and the evidence of learning. The other answer choices are not as comprehensive and, therefore, are not the best examples of teaching. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, KILL 8-1 Teaching Adult Clients, p. 111. Chapter 8: Client Teaching - Page 111
A nurse is working with a client and suspects the client might have a literacy problem. What question would the nurse ask initially to get a better sense of the situation? · "How do you learn best?" · "Do you know how to read and write?" · "Is there anything I should know about your abilities before we begin?" · "How much education did you complete?"
"How do you learn best?" Explanation: Those who are illiterate and functionally illiterate usually develop elaborate mechanisms to disguise or compensate for their learning deficits. To protect the client's self-esteem, the nurse can ask, "How do you learn best?" and plan accordingly. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 107. Chapter 8: Client Teaching - Page 107
Which statement made by a client who was recently admitted to the medical unit with a diagnosis of pneumonia indicates a physical inability to learn? · "May I have something to eat?" · "The pain in my chest has gone." · "I am having difficulty breathing." · "Finally, I am getting medical attention."
"I am having difficulty breathing." Explanation: The statement "I am having difficulty breathing" indicates that the client is not physically well and that the client is unable to learn effectively until comfort is restored. "The pain in my chest has gone" and "May I have something to eat?" is suggesting that the client is physically well and is ready to learn. "Finally, I am getting medical attention" is suggesting that the client is psychologically ready to learn. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 109. Chapter 8: Client Teaching - Page 109
A nurse is trying to encourage a client with paraplegia who is depressed and not adhering to the treatment program to join a support group. Which statement by the nurse is most appropriate? · "What do you know about support groups?" · "Support groups are for people like you who are depressed." · "I am sure you would feel better if you joined a support group." · "I am going to sign you up for a support group."
"What do you know about support groups?" Explanation: By asking the client an open-ended question the nurse can find out what the client knows about support groups. With the client's permission, the nurse can further educate on this topic. The nurse should acknowledge the client's ability to accept or reject the material to empower the client and lead to more healthy decision-making. The nurse cannot make the decision for the client by signing the client up for a support group. Although frustrating, the choice to follow suggestions in the end is the client's and the nurse must respect it as such. The nurse who states emphatically that the nurse is correct and that the client's views are misguided and skewed loses all credibility and influence. The nurse should be nonjudgmental and nonthreatening and should not be more assertive than the client. However, the nurse should listen carefully to what the client values and work from there. Each type of support group has different goals and values. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 108. Chapter 8: Client Teaching - Page 108
Which guideline is most important for the nurse to keep in mind when planning to teach an exercise class to a group of older adults? · Allow ample time for psychomotor skills. · Keep the session at 2 to 3 hours. · Allow for long-term memory loss. Provide information in a structured format
Allow ample time for psychomotor skills. Explanation: Older adults need more time to learn psychomotor skills. Sessions of 2 to 3 hours are too long; short-term rather than long-term memory loss affects older adults; and information can be structured or nonstructured, depending on the content. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 105-106. Chapter 8: Client Teaching - Page 105-106
When preparing client teaching materials, how does the nurse best assess a client's preferred learning style? · Observe the client's behaviors. · Provide teaching that works for the broadest base of clients. · Ask the client, "Do you learn best by observing, valuing, or doing?" · Determine client learning needs based on age and ability to hear effectively.
Ask the client, "Do you learn best by observing, valuing, or doing?" Explanation: One way to determine the client's preferred learning style is to ask the client about the client's personal learning preference--whether cognitive, affective, or psychomotor. Simply observing the client's behavior or considering the client's age and hearing ability would not provide as much information about the client's preferred learning style as would directly asking the client. Providing teaching using a broad-based approach would not help determine the client's preferred learning style and would not be as effective as providing teaching that is tailored to the client's preferred learning style. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 104. Chapter 8: Client Teaching - Page 104
A nurse is working with a 15-year-old client with sickle cell anemia. The client was started on a new pain management plan today, and the nurse is evaluating the effectiveness of the plan. Which is not appropriate to include in the nursing care? · Asking only the client's parents to be present at the education session · Including a note about who was taught this new information in the client's chart · Assuring the client that the conversation is confidential except under extreme circumstances · Answering questions openly and honestly
Asking only the client's parents to be present at the education session Explanation: Peers are often more influential than parents, nurses, or teachers at this age. It is often appropriate to include a close friend in on the education session. The other answers are developmentally appropriate for a 15-year-old. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 106. Chapter 8: Client Teaching - Page 106
The nurse must instruct a 35-year-old client with Down syndrome about the use of an albuterol rescue inhaler. Which documentation demonstrates appropriate individualization of the education plan for this client? · Taught lesson at a school-age developmental level in an authoritarian style while the client was at meal time · Taught lesson at an adult developmental level (age 35) using short sentences and assessed motor skills · Assessed the client's understanding of health and answered questions on an age-appropriate level while the television was on in the room · Assessed the client's understanding of illness; assessed motor skills and developmental stage; provided clarification
Assessed the client's understanding of illness; assessed motor skills and developmental stage; provided clarification Explanation: Distractions to learning, such as the television being on or the client being at meal time, diminish the effectiveness of any education plan. An authoritarian style of teaching does not honor the client as a partner in the learning process. Age does not necessarily determine developmental stage. Assessing the client's developmental stage and understanding of the health problem, clarifying information that is difficult for the client to understand, and ensuring that the client is physically able to perform the task are all aspects of a well-planned education session for all clients. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 104. Chapter 8: Client Teaching - Page 104
A nurse is educating a 4-year-old client about cast care following a tibia-fibula fracture. Which action is not developmentally appropriate to include in the nurse's teaching? · Blocking 30 minutes of time for skill teaching · Using dolls to demonstrate psychomotor skills · Ensuring the client's parents are present · Giving stickers as a reward for task completion
Blocking 30 minutes of time for skill teaching Explanation: Preschool age children (2 to 5 years) have short attention spans. Five- to ten-minute blocks of time are age appropriate. A 30-minute block is more appropriate for an older client. The other answers are developmentally appropriate for a 4-year-old. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 106. Chapter 8: Client Teaching - Page 106
A client reads the nutritional chart and follows it accurately. The nurse also notes that the client understands the need for a balanced diet and its relationship with a quick recovery. In which domain is the client demonstrating successful learning? · Cognitive · Affective · Psychomotor · Interpersonal
Cognitive Explanation: As the client is able to understand the need for a balanced diet after the session and follows the nutritional chart accurately, the client is demonstrating successful learning in the cognitive domain. Learning in the cognitive domain involves processing information by listening to or reading facts and descriptions. Learning in the affective domain involves appealing to a person's feelings, beliefs, or values. Learning in the psychomotor domain involves learning by doing. Interpersonal is not a domain of learning but a type of communication in which ideas are exchanged between two or more people. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, Cognitive Domain, p. 104. Chapter 8: Client Teaching - Page 104
A nurse instructs a client to tell the nurse about the side effects of a medication. What learning domain is the nurse evaluating? · Affective · Cognitive · Psychomotor · Emotional
Cognitive Explanation: Cognitive learning involves storing and recalling new knowledge in the brain. Cognitive learning may be evaluated through oral questioning. Affective learning involves a person's feelings or emotions about the attitude object. Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, and dexterity. Emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, and establish and maintain positive relationships. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 104-106. Chapter 8: Client Teaching - Page 104-106
The nurse has educated the client on the pathophysiology of osteoarthritis and degenerative joint disease. This type of teaching best illustrates which learning theory? · Adaptive learning theory · Behavioral learning theory · Cognitive learning theory · Developmental learning theory
Cognitive learning theory Explanation: Cognitive learning theory is the result of people wanting to make sense of the world around them by assimilating and processing information to gain new understandings and insights. Developmental learning theory focuses on considering the client's physical maturation and abilities, psychosocial development, and cognitive capacity when providing education. Behavioral learning theory focuses on how one learns and unlearns behaviors. Adaptive learning theory explains how learning is optimized when teaching is adapted to the particular learning style of the learner. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 104-105. Chapter 8: Client Teaching - Page 104-105
A nurse is working with an older adult client, educating the client on how to ambulate with the aid of a walker. The nurse notes that the client appears to lack the motivation to learn how to use the device. The client states, "I'm just too old to learn." What would be most appropriate for the nurse to do to motivate this client? · Tell the client how to move the walker as the client ambulates. · Explain how the walker supports the client's lower extremities. · Fully discuss the rationale for using the walker. · Describe how the walker can improve the client's quality of life.
Describe how the walker can improve the client's quality of life. Explanation: Motivating the older adult client can be done by showing the client how the new knowledge will improve the client's quality of life, regardless of how long that may be. It will also demonstrate how the new knowledge could improve the client's level of independence. Although demonstrating the use of the walker and explaining how the walker assists with ambulation (and the rationale for its use) can be used to educate the client, these actions would not promote motivation for the client to learn. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 109. Chapter 8: Client Teaching - Page 109
A nurse is designing an education program for individuals who have recently immigrated from Iraq. Which consideration is necessary for culturally competent client education? · Use materials developed previously for citizens. · Use all visual materials when teaching content. · Use a lecture format to teach content with few questions. · Develop written materials in the client's native language.
Develop written materials in the client's native language. Explanation: With changes in society, nurses are faced with the challenge of teaching clients from different cultural and ethnic backgrounds. One of the strategies is to develop written materials in the native language of the client. Using a lecture format to teach content is a very passive teaching strategy. Using materials previously developed and using visual materials may be easy for the nurse when teaching but the key here is teach with the native language of the client. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, pp. 107-108. Chapter 8: Client Teaching - Page 107-108
The client is newly diagnosed with type 2 diabetes. After teaching the client about diabetes and how to self-administer insulin, the nurse identifies which client response as a need for additional education? · The client gives a return demonstration of cleaning the side of the finger with alcohol before using a lancet. · During the return demonstration, the client draws up insulin, leaving tiny bubbles in the syringe. · Follow-up visit demonstrates a fasting blood glucose level of 89 mg/dl (4.94 mmol/l). · The client reports being careful to rotate injection sites.
During the return demonstration, the client draws up insulin, leaving tiny bubbles in the syringe. Explanation: Cleaning the side of the finger to check blood glucose, fasting blood glucose level of 89 mg/dl (4.94 mmol/l), and rotating injection sites are all appropriate actions. Drawing up insulin and leaving bubbles in the syringe indicates that the client does not understand that it could affect the blood glucose level by lowering the correct insulin amount in the syringe. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, Informal and Formal Teaching, p. 109. Chapter 8: Client Teaching - Page 109
As the nurse enters the room to teach the client about self-care at home, the client states, "I am glad you are here. I need some pain medicine. I can't stand it anymore." What is the best action of the nurse? · Redirect the client to learning about self-care and begin education. · Give written materials to the client and administer pain medication. · Have the client rate pain level, and reschedule the teaching session. · Assess the client's understanding of self-care and administer medication
Have the client rate pain level, and reschedule the teaching session. Explanation: The client is not ready or able to learn and is reporting a need that first must be met. Assessing the client's knowledge of self-care or redirecting the client to discuss self-care only delays the care that must be done before the client is able to learn. Although providing written materials is an excellent supplement to a teaching session, it does not replace teaching the client. It is best to address the physical needs before attempting to educate the client. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 108. Chapter 8: Client Teaching - Page 108
When providing client education it is essential for the nurse to incorporate what action so that learning can be optimized? · Have the clients read material after client education. · Be sure that clients are formally engaged. · Include educational strategies that encourage clients to be active participants. · Administer tests to evaluate learning.
Include educational strategies that encourage clients to be active participants. Explanation: The teaching-learning relationship is a dynamic, interactive process that involves active participation from the nurse and client. Having clients read material after teaching, being sure that clients are formally engaged (rather than actively engaged), and administering tests to evaluate learning are not dynamic, interactive approaches and thus would not likely optimize the client's learning. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 111. Chapter 8: Client Teaching - Page 111
A nurse is preparing to teach a 6-year-old client with a broken arm and the client's mother about caring for the child's cast. Which statement reflects the best education plan for these clients? · Include the child in the education; ask questions of both the mother and the child. · Focus mainly on the mother; ask the child a couple of simple questions. · Provide the mother with written materials; teach the child about keeping the cast dry. · Separate the mother and the child; teach the mother and then let the mother teach the child.
Include the child in the education; ask questions of both the mother and the child. Explanation: School-age children are able to make decisions and provide care for themselves. Focusing mainly or only on the mother fails to validate the child's abilities, and teaching the mother and the child separately does not make good use of time. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 106. Chapter 8: Client Teaching - Page 106
A nurse is discussing the benefits of smoking cessation with a client. The nurse informs the client that smoking cessation will reduce the client's risk for cancer, improve respiratory status, and enhance the quality of life. The nurse also shares a personal story of smoking cessation, provides information on other individuals who have successfully quit, and encourages the client to attend a support group for smoking cessation. The client discusses feelings on smoking cessation and verbalizes a desire to quit smoking. What type of counseling did the nurse provide to this client? · Motivational · Long-term · Developmental · Situational
Motivational Explanation: Motivational counseling involves discussing feelings and incentives with the client. Long-term counseling extends over a period of time. Developmental counseling occurs when a client is going through a developmental stage or passage. Situational counseling occurs when a client faces an event or situational crisis. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 109. Chapter 8: Client Teaching - Page 109
The community health nurse is teaching an 89-year-old community-dwelling client about the care of the client's venous leg ulcer. In light of this client's age, the nurse should make which adaptation to this client's education? · Test the client's comprehension in formal, rather than informal, ways. · Ensure that a friend or family member of the client is present during education. · Perform education sessions that are dependent on technology. · Plan education sessions that are briefer than those intended for younger clients.
Plan education sessions that are briefer than those intended for younger clients. Explanation: Older clients may require shorter education sessions in order to promote synthesis of information. It is not normally necessary to include a third party, though this may be of some benefit in certain situations. Older adults are often less comfortable with technology during education. Formal testing is not likely necessary. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, Age and Developmental Level, p. 106. Chapter 8: Client Teaching - Page 106
A client 36 years of age is able to understand the health education when given the opportunity to put the education into practice. The nurse helps the client to self-administer the medication dosage before the client is discharged from the health care facility. Which domain correctly identifies the client's learning style? · Cognitive · Affective · Psychomotor · Interpersonal
Psychomotor Explanation: The client's learning style falls into the psychomotor domain, which is a style of processing that focuses on learning by performing what has been learned. The cognitive domain is a style of processing information by listening or reading facts and descriptions. The affective domain is a style of processing that appeals to a person's feelings, beliefs, or values. The interpersonal domain is a style of processing that focuses on learning through social relationships. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 105-106. Chapter 8: Client Teaching - Page 105-106
A client is experiencing difficulty in adjusting to a new prosthesis despite conscientious client education by numerous members of the health care team. How should the team respond to the client's lack of learning to this point? · Revise the education plan that has guided education. · Refer the client to outside sources of information. · Explore alternatives to prosthesis. · Scale back the scope and detail of client education.
Revise the education plan that has guided education. Explanation: If evaluation of client education indicates that client learning has not met outcomes, it is appropriate to revise the education plan. This does not necessarily entail reducing the detail or referring the client to outside information sources. Exploring alternatives to prosthesis does not address the client's learning needs. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, p. 111. Chapter 8: Client Teaching - Page 111
Young adults appreciate visualizations, simulations, and other methods of participatory learning.
TRUE
A nurse is educating a client with a new diagnosis of diabetes. Which example demonstrates cognitive learning by the client? · The client describes signs and symptoms of hypoglycemia. · The client demonstrates proper technique for injecting insulin. · The client expresses a desire to improve nutritional intake and lose weight. · The client prepares the skin for the administration of an insulin injection.
The client describes signs and symptoms of hypoglycemia. Explanation: The client's ability to describe the signs and symptoms of hypoglycemia demonstrates cognitive learning (the storing and recalling of new knowledge in the brain). Demonstrating a skill, such as insulin injection, is an example of psychomotor learning. Affective learning includes changes in attitudes, values, and feelings (e.g., desire to lose weight). Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, pp. 104-106. Chapter 8: Client Teaching - Page 104-106
Which means of comprehending new information best describes a cognitive learner? · The learner learns through information that appeals to feelings. · The learner likes to learn by doing. · The learner learns by combining three styles of learning. · The learner processes information by listening to facts.
The learner processes information by listening to facts. Explanation: The cognitive learner processes information best by listening to or reading facts and descriptions. The affective learner is more attuned to learning when presented with information that appeals to his or her feelings. The psychomotor learner typically likes to learn by doing. A combination of the three styles tends to optimize learning, although most people favor one style of learning. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 104. Chapter 8: Client Teaching - Page 104
Following orthopedic surgery, a male client will be discharged home with supplies and instruction to inject himself daily with low molecular-weight heparin to prevent thrombosis. The nurse should be satisfied that the client has achieved the necessary learning for this skill when the client: · states that he understands why the drug is necessary and how to inject it safely. · gives himself an injection of the drug using the correct technique. · is able to explain the process for administering an injection correctly. · stops asking the nurse questions about the administration of the drug.
gives himself an injection of the drug using the correct technique. Explanation: Demonstration of the correct technique is the most accurate indicator of learning. This is more definitive evidence of learning than the client's statements or explanations. The fact that the client has stopped asking questions does not suggest that he has learned the required skill. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, Stop, Think, and Respond 8-2, p. 107. Chapter 8: Client Teaching - Page 107
Which developmental consideration is a nurse assessing when the nurse determines that an 8-year-old is not equipped to understand the scientific explanation of a disease? · intellectual development · motor development · emotional maturity · psychosocial development
intellectual development Explanation: For the person to receive, remember, analyze, and apply new information, the person must have a certain amount of intellectual ability. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 107. Chapter 8: Client Teaching - Page 107
Which developmental consideration is a nurse assessing when the nurse determines that an 8-year-old is not equipped to understand the scientific explanation of a disease? · intellectual development · motor development · emotional maturity psychosocial developmen
intellectual development Explanation: For the person to receive, remember, analyze, and apply new information, the person must have a certain amount of intellectual ability. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 107. Chapter 8: Client Teaching - Page 107
Which terms refers to a person's intellectual ability to remember and apply new information? · learning style · learning needs · motivation · learning capacity
learning capacity Explanation: Learning capacity refers to a person's intellectual ability to understand, remember, and apply new information. Learning style is the manner in which a person best comprehends new information. Learning needs are the skills and concepts that the client and family must acquire to restore, maintain, or promote health. Motivation is the desire to acquire new information. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, ASSESSING THE LEARNER, p. 107. Chapter 8: Client Teaching - Page 107
A nurse is preparing to teach a client about the importance of contraception and safe-sex practices. Which factors can most affect the nurse's teaching strategies for this client? Select all that apply. · Available resources · Learning style preferences · Literacy level · Size of family · The client's job
· Available resources · Learning style preferences · Literacy level Explanation: Availability of resources, learning style preference, and literacy level affect the planning of effective teaching strategies. The size of family and client's job would not be factors which the nurse should prioritize when planning this teaching session. They would only be considered if the nurse determined they could affect the outcome of the teaching session. Reference: · Timby, B. K., & Moreno, L., Fundamental Skills and Concepts, 12th ed., Philadelphia, Wolters Kluwer, 2021, Chapter 8: Client Teaching, pp. 104-107. Chapter 8: Client Teaching - Page 104-107