NURS (FUNDAMENTAL): Ch 21 NCLEX Teacher and Counselor

A nurse has taught a diabetic patient how to administer his daily insulin. The nurse should evaluate the teaching-learning process by: a) Determining the patient's motivation to learn b) Deciding if the learning outcomes have been achieved c) Allowing the patient to practice the skill he has just learned d) Documenting the teaching session in the patient's medical record

b) Deciding if the learning outcomes have been achieved The nurse cannot assume that the patient has actually learned the content unless there is some type of proof of learning. The key to evaluation is meeting the learner outcomes stated in the teaching plan.

A nurse is caring for a client 72 years of age with arthritis. Which action is the highest priority for the nurse when conducting the health education for the client? a) Identify how long the education session will last. b) Find out what the client wants to know. c) Divide information into manageable amounts. d) Provide an environment that promotes learning.

b) Find out what the client wants to know. Finding out what the client wants to know helps the nurse in showing personal interest, which facilitates better learning to an adult client. Dividing information into manageable amounts, providing an environment that promotes learning, and identifying how long the education session will last can be done only when the assessment of the client is completed.

A nurse is discussing the benefits of smoking cessation with a client. The nurse informs the client that smoking cessation will reduce his risk for cancer, improve his respiratory status, and enhance the quality of his life. The nurse also shares her 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 his feelings on smoking cessation and verbalizes a desire to quit smoking. What type of counseling did the nurse provide to this client? a) Developmental counseling b) Motivational counseling c) Long-term counseling d) Situational counseling

b) Motivational counseling

A client, eager to go home from an acute care facility, calls out to have discharge education completed. The nurse is not able to get to the client's room until an hour later, and finds the client asleep. The client's significant other states, "She will be out for a couple hours after that pain medication." Which of the following best describes what must happen with the education session? a) The nurse cannot determine the subject matter to teach if the client is asleep. b) The client is not demonstrating readiness to learn due to the effects of medication. c) The client can be awakened when she falls asleep during the session. d) The significant other can be taught now, and then teach the client later on.

b) The client is not demonstrating readiness to learn due to the effects of medication. The nurse knows the client's plan of care and should know what needs to be taught to this individual. The client is experiencing a side effect of pain medication and is not ready to be taught at this time. The nurse, not the significant other, is responsible for teaching the client about self-care. If the client cannot remain awake, then the client is not able to learn.

The nurse is caring for a 70-year-old client with a fractured wrist. Which of the following is the best method to determine if the client has retained the information taught? a) Test the client on the health education and information imparted. b) Observe the change in client's behavior for a month. c) Ask the client to recall after approximately 15 minutes. d) Ask the client to administer the doses of drug himself.

c) Ask the client to recall after approximately 15 minutes.

A client is admitted to the health center with chronic diarrhea. When should the nurse begin imparting health teaching about the benefits of proper diet to the client so that the risk of diarrhea is minimized? a) When providing treatment b) When discharging the client c) When admitting the client

c) When admitting the client

When the nurse instructs a client about breast self-examination, the primary purpose of the client education is: a) promotion of self-efficacy and body image. b) promotion of coping. c) illness prevention. d) restoration of function.

c) illness prevention.

The nurse is visiting a client who was released from inpatient rehabilitation 6 weeks ago after a 5-month recovery from a motor vehicle accident that left him immobile. As the nurse enters the home, the client braces his hands on the arms of his chair to rise and uses crutches to walk across the room. What is the best response by the nurse? a) "Are you supposed to be out of the wheelchair?" b) "Let me document that you can walk." c) "Those physical therapists work wonders. d) "You have made an amazing recovery."

d) "You have made an amazing recovery."

A client shares with the nurse how much she appreciates understanding the physiology of her breastfeeding. She states, "I felt very comfortable with what you explained to me and I feel I will be successful at breastfeeding." In affective learning, this represents: a) creating rational thought and learning. b) creating an educational opportunity for the future. c) creating specific learning sessions for new information. d) creating an atmosphere for discussion of feelings.

d) creating an atmosphere for discussion of feelings.

A client states to the nurse, "I understand that I need a mastectomy for the treatment of my breast cancer, but I am fearful of learning about the drains I will need to empty." This is an example of what kind of learning? a) Affective learning b) Psychomotor learning c) Cognitive learning d) Behavioral learning

a) Affective learning

The nurse has educated the client on the pathophysiology of osteoarthritis and degenerative joint disease. This is an example of what learning theory? a) Cognitive learning theory b) Behavioral learning theory c) Adaptive learning theory d) Developmental learning theory

a) Cognitive learning theory

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 education? a) Ensuring the client's parents are present. b) Giving stickers as a reward for task completion. c) Blocking 30 minutes of time for skill teaching. d) Using dolls to demonstrate psychomotor skills.

c) Blocking 30 minutes of time for skill teaching.

The client reports to the clinic as ordered by her primary care provider for counseling on weight loss to improve overall health. The client received printed information in the mail to review before the session, and states having read through it before the appointment. Which client statement alerts the nurse to a need for clarification and further education? a) "I can lower my blood pressure by losing weight." b) "I can monitor my caloric intake by measuring portions." c) "Osteoarthritis in my knees may be because of my weight." d) "I will be doing well if I lose between 5 and 10 pounds a week."

d) "I will be doing well if I lose between 5 and 10 pounds a week."

A nurse is working with a 15-year-old client with sickle cell anemia. He 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? a) ensuring the client that the conversation is confidential except under extreme circumstances b) answering questions openly and honestly c) including a note about who was taught this new information in the client's chart d) asking only the client's parents to be present at the education session

d) asking only the client's parents to be present at the education session

The nurse is caring for a 60-year-old client with an improper bowel movement regimen. Which of the following is the most appropriate method the nurse should use to conduct new learning? a) Begin the session with a reference to the client's actual experience. b) Create small groups and facilitate group discussions. c) Begin the session with identifying each learner by his/her name. d) Talk to the client's relatives and get a detailed account of the client's history.

a) Begin the session with a reference to the client's actual experience. Beginning the session with a reference to the client's actual experience will help provide a link to which the new learning can connect. Beginning the session by identifying each learner by his/her name, creating small groups and facilitating group discussions, and talking to the client's relatives and getting a detailed client history help the nurse to know more about the client; however, these are not the most appropriate methods to connect new learning.

The parents of a school-age child are meeting with the nurse for health promotional education for their child. The child has the following assessment data: 7-year-old male, diabetes mellitus type 1 with a hemoglobin A1C of 8.3%, BMI of 31.7, BMI percentile of 99. What are the most appropriate learning diagnoses for this first session? a) Deficient Knowledge: Imbalanced nutrition: more than body requirements, and ineffective health maintenance. b) Deficient Knowledge: Risk for chronic low self esteem, and risk for unstable blood glucose level. c) Deficient Knowledge: Risk for imbalanced nutrition: more than body requirements, and sedentary life style. d) Deficient Knowledge: Readiness for enhanced nutrition, and risk for disturbed body image.

a) Deficient Knowledge: Imbalanced nutrition: more than body requirements, and ineffective health maintenance.

A nurse is preparing to teach a 45-year-old male patient with asthma how to use his inhaler. Which teaching tool is one of the best methods to teach the patient this skill? a) Demonstration b) Lecture c) Discovery d) Panel session

a) Demonstration Demonstration of techniques, procedures, exercises, and the use of special equipment is an effective patient teaching strategy for a skill. Lecture can be used to deliver information to a large group of patients but is more effective when the session is interactive; it is rarely used for individual instruction, except in combination with other strategies. Discovery is a good method for teaching problem-solving techniques and independent thinking. Panel discussions can be used to impart factual material but are also effective for sharing experiences and emotions.

A nurse is forming an education plan for a client who is being discharged from the nursing unit after cardiac catheterization. Which diagnosis and intervention are most appropriate for this client? a) Knowledge Deficient: Risk for altered perfusion secondary to re-occlusion b) Knowledge Deficient: Impaired mobility related to lying flat for 8 hours c) Knowledge Deficient: Altered urinary output related to catheterization d) Knowledge Deficient: Risk for ineffective breathing pattern related to incisional pain

a) Knowledge Deficient: Risk for altered perfusion secondary to re-occlusion Urinary output should not be changed from a cardiac catheterization. The incision for this procedure may require 8 hours of lying flat, but mobility returns to baseline before discharge home. The risk for ineffective breathing pattern would not be due to incisional pain, which would be in the groin or elbow. Educating the client to be aware for the safety issue of chest pain resulting from the newly opened coronary arteries becoming re-occluded and blocking blood flow to the heart is the highest priority focus.

A school nurse is discussing bike and outdoor safety measures with a group of Boy Scouts. What type of health education and counseling is the nurse providing to this group of children? a) Preventing illness b) Restoring health c) Promoting health d) Facilitating coping

a) Preventing illness

A registered nurse assumes the role of nurse coach to provide teaching to patients who are recovering from strokes. One example of an intervention the nurse may provide related to this role is: a) The nurse uses discovery to identify the patients' personal goals and create an agenda that will result in change. b) The nurse is the expert in providing teaching and education strategies to provide dietary and activity modifications. c) The nurse becomes a mentor to the patients and encourages them to create their own fitness programs. d) The nurse assumes an authoritative role to design the structure of the coaching session and support the achievement of patient goals.

a) The nurse uses discovery to identify the patients' personal goals and create an agenda that will result in change. A nurse coach establishes a partnership with a patient and, using discovery, facilitates the identification of the patient's personal goals and agenda to lead to change rather than using teaching and education strategies with the nurse as the expert. A nurse coach explores the patient's readiness for coaching, designs the structure of a coaching session, supports the achievement of the patient's desired goals, and with the patient determines how to evaluate the attainment of patient goals.

A nurse is engaged in teaching a 5-year-old boy that is newly diagnosed with type 1 diabetes. His mother is his primary caregiver and is present with him. The nurse is preparing to teach insulin injections. The client's mother informs the nurse that she has a fear of needles. What is appropriate for a successful education session? Select all that apply. a) ensuring 20 minutes of uninterrupted teaching time b) using a doll so that the client can practice this skill c) asking the client's mother to leave the room because she will be a distraction d) providing the client's mother with an informational pamphlet about insulin injection

a, b, d

A nurse is providing teaching to patients in a short-term rehabilitation facility. Which examples are common teaching mistakes made by health care professionals? (Select all that apply.) a) The nurse fails to accept that patients have the right to change their minds. b) The nurse negotiates goals with the patient. c) The nurse evaluates what the patient has learned. d) The nurse reviews educational media when planning learner objectives. e) The nurse ignores the restrictions of the patient's environment. f) The nurse uses medical jargon frequently when discussing the teaching plan.

a, e, f

A nurse who is caring for a morbidly obese male teenager forms a contractual agreement with him to achieve his weight goals. Which statement best describes the nature of this agreement? a) "This agreement forms a legal bond between the two of us to achieve your weight goals." b) "This agreement will motivate the two of us to do what is necessary to meet your weight goals." c) "This agreement will help us determine what learning outcomes are necessary to achieve your weight goals." d) "This agreement will limit the scope of the teaching session and make stated weight goals more attainable."

b) "This agreement will motivate the two of us to do what is necessary to meet your weight goals." A contractual agreement is a pact two people make setting out mutually agreed-on goals. Contracts are usually informal and not legally binding. When teaching a patient, such an agreement can help motivate both the patient and the teacher to do what is necessary to meet the patient's learning outcomes. The agreement notes the responsibilities of both the teacher and the learner, emphasizing the importance of the mutual commitment.

Which statement best describes the client most motivated to learn? a) A 52-year-old male; hired to drive client home from clinic b) A 70-year-old female; learning care so spouse can come home c) A 29-year-old male; significant other insisting on education d) A 25-year-old female; just completed a course of physical therapy

b) A 70-year-old female; learning care so spouse can come home

The nurse observes that a client responds better to health education when the nurse motivates him and assures him about the benefits of the teaching. In which of the following learning domains does the client's learning style fall? a) Psychomotor domain b) Affective domain c) Interpersonal domain d) Cognitive domain

b) Affective domain

When caring for a client at the health care facility, the nurse observes that the client is having difficulty understanding the health education. Which action is most appropriate? a) Replace one-on-one teaching with written materials. b) Assess for cultural differences. c) Boost the morale of the client. d) Delegate the health education to a colleague.

b) Assess for cultural differences. When the client is having difficulty learning, it may be possible that the client does not understand the language that the nurse speaks. In such a case, the nurse should take the necessary steps to break the cultural barrier and then proceed with the education. Written materials can enhance many clients' learning, but will not necessarily overcome many of the common barriers to understanding, including cultural and linguistic factors. The nurse should take action to overcome any barriers to the learning process before delegating to a colleague.

When deciding what information the patient needs to meet the learner objectives successfully, the nurse is planning which part of the teaching plan? a) Teaching strategies b) Content c) Learning activities d) Learning domains

b) Content The nurse is planning the content when the nurse decides what information the client needs to meet the learner objectives successfully. The teaching strategies would be what the nurse would include to be sure the teaching was effective. The learning activities would be designed by the nurse to meet the needs of the client. Learning domains, including cognitive, affective, psychomotor, are the different types of learning.

A nurse is teaching first aid to counselors of a summer camp for children with asthma. This is an example of what aim of health teaching? a) Promoting health b) Preventing illness c) Restoring health d) Facilitating coping

b) Preventing illness Teaching first aid is a function of the goal to prevent illness. Promoting health involves helping patients to value health and develop specific health practices that promote wellness. Restoring health occurs once a patient is ill, and teaching focuses on developing self-care practices that promote recovery. When facilitating coping, nurses help patients come to terms with whatever lifestyle modification is needed for their recovery or to enable them to cope with permanent health alterations.

A pediatric nurse provides education to numerous clients in her care. Which group of children benefits most from being involved in the teaching-learning process? a) Infants b) School-age children c) Toddlers d) Preschoolers

b) School-age children

A nurse is caring for a 42-year-old male patient who is admitted to the hospital with injuries sustained in a motor vehicle accident. While he is in the hospital, his wife tells him that the bottom level of their house flooded, damaging their belongings. When the nurse enters his room, she notes that the patient is visibly upset. The nurse is aware that the patient will most likely be in need of which type of counseling? a) Long-term developmental b) Short-term situational c) Short-term motivational d) Long-term motivational

b) Short-term situational Short-term counseling might be used during a situational crisis, which occurs when a patient faces an event or situation that causes a disruption in life, such as a flood. Long-term counseling extends over a prolonged period; a patient experiencing a developmental crisis, for example, might need long-term counseling. Motivational interviewing is an evidence-based counseling approach that involves discussing feelings and incentives with the patient. A caring nurse can motivate patients to become interested in promoting their own health.

A nurse is developing a contractual agreement with a client. Which statement is true of a contractual agreement? a) The contract is a formal agreement. b) The contract serves to meet the client's learning outcomes. c) The contract serves to meet nursing goals. d) The contract is legally binding.

b) The contract serves to meet the client's learning outcomes. A contractual agreement is a pact between two people setting out mutually agreed-upon goals. The contracts are usually informal and not legally binding. The contract can serve to motivate the client and nurse to do what is necessary to meet the learning needs of the client; the contract does not serve to meet nursing goals.

When a nurse is planning for learning, who must decide who should be included in the learning sessions? a) The client and the client's family b) The nurse and the client c) The doctor and nurse d) The health care team

b) The nurse and the client

When teaching an adult client how to control stress through relaxation techniques, the nurse should consider what assumption concerning adult learners? a) As clients, adults are the least likely to resist learning because of preconceived ideas about the teaching-learning process. b) The nurse should be able to draw from the previous experience of the client to emphasize the importance of stress reduction. c) The adult learner is not as concerned with the immediate usefulness of the material being taught as he is with the quality of the material. d) As an adult matures, his self-concept becomes more dependent; therefore, this client must be made aware of the importance of reducing stress.

b) The nurse should be able to draw from the previous experience of the client to emphasize the importance of stress reduction.

Which of the nurse's following actions is most likely to promote a patient's compliance with her antiretroviral drug regimen for the treatment of human immunodeficiency virus (HIV)? a) Refer to the characteristics of the HIV virus when explaining how antiretrovirals treat HIV. b) Use interactive and learner-appropriate teaching techniques. c) Ensure that teaching materials are evidence-based and explicitly referenced. d) Emphasize the consequences of noncompliance at various points in patient teaching.

b) Use interactive and learner-appropriate teaching techniques. Noncompliance has serious consequences for the health of patients. It can often be prevented by ensuring that patient teaching is interactive and appropriate to the needs and development of each individual learner. Patient education should indeed be evidence-based, but this does not necessarily enhance compliance. Overemphasizing the negative and grounding the education in virology or other forms of science will also not guarantee compliance.

It is important for the nurse to distinguish a client's readiness to learn and ability to learn. An example of a client's ability to learn includes: a) emotional health. b) physical condition. c) culture. d) social and economic stability.

b) physical condition. The ability to learn focuses on physical condition, acuity of senses, cognitive abilities, literacy, level of education, and communication skills. The readiness to learn focuses on a client's willingness to engage in the teaching-learning process. Readiness to learn includes emotional readiness and experiential readiness such as social and economic stability, culture, attitudes toward learning, and past experiences with learning.

A nurse is planning teaching strategies for patients addicted to alcohol, in the affective domain of learning. What are examples of strategies promoting behaviors in this domain? Select all that apply. a) The nurse prepares a lecture on the harmful long-term effects of alcohol on the body. b) The nurse explores the reasons alcoholics drink and promotes other methods of coping with problems. c) The nurse asks patients for a return demonstration for using relaxation exercises to relieve stress. d) The nurse helps patients to reaffirm their feelings of self-worth and relate this to their addiction problem. e) The nurse uses a pamphlet to discuss the tenants of the Alcoholics Anonymous program to patients. f) The nurse reinforces the mental benefits of gaining self-control over an addiction.

b, d, f. Affective learning includes changes in attitudes, values, and feelings (e.g., the patient expresses renewed self-confidence to be able to give up drinking). Cognitive learning involves the storing and recalling of new knowledge in the brain, such as the learning that occurs during a lecture or by using a pamphlet for teaching. Learning a physical skill involving the integration of mental and muscular activity is called psychomotor learning, which may involve a return demonstration of a skill.

Which learning domain is the focus for instruction when the nurse educates a new mother about the breast and its role in milk production for feeding the newborn? a) Psychomotor b) Behavioral c) Cognitive d) Affective

c) Cognitive

A female client has recently been diagnosed with early-stage Alzheimer's disease and her husband has asked the nurse to recommend Web sites that may supplement his learning about her diagnosis. How should the nurse respond to the husband's request? a) Encourage the husband to avoid online resources due to the unregulated nature of the Internet. b) Provide the husband with print-based materials that are clearly referenced and reflect his learning style. c) Identify and recommend some credible Web sites appropriate to his learning needs. d) Direct the husband to online databases such as the Cumulative Index to Nursing and Allied Health Literature (CINAHL)

c) Identify and recommend some credible Web sites appropriate to his learning needs.

The nurse is working with Mr. Milner, a 55-year-old man who recently underwent a coronary artery bypass graft (CABG). He is taking furosemide and metoprolol following his procedure. Together the nurse and Mr. Milner are developing a plan for a heart-healthy diet. During their planning, Mr. Milner states that he really thinks that his diet did not contribute to his heart disease. If he continues to take his medications, he should be fine. According to the Transtheoretical Model of Change, what stage of change is Mr. Milner in related to his diet? a) Contemplation b) Preparation c) Precontemplation d) Maintenance

c) Precontemplation The precontemplation stage is the first stage change, in which the client does not indicate that he will make any changes within the next 6 months. Mr. Milner gives no indication that he will be ready to change his diet within the next 6 months.

A nurse is teaching a 50-year-old male patient how to care for his new ostomy appliance. Which teaching aid would be most appropriate to confirm that the patient has learned the information? a) Ask Me 3 b) Newest Vital Sign c) Teach-back tool d) TEACH acronym

c) Teach-back tool The teach-back tool is a method of assessing literacy and confirming that the learner understands health information received from a health professional. The Ask Me 3 is a brief tool intended to promote understanding and improve communication between patients and their providers. The Newest Vital Sign (NVS) is a reliable screening tool to assess low health literacy, developed to improve communications between patients and providers. The TEACH acronym is used to maximize the effectiveness of patient teaching by tuning into the patient, editing patient information, acting on every teaching moment, clarifying often, and honoring the patient as a partner in the process.

A nurse is teaching patients of all ages in a hospital setting. Which examples demonstrate teaching that is appropriately based on the patient's developmental level? Select all that apply. a) The nurse plans long teaching sessions to discuss diet modifications for an older adult diagnosed with type 2 diabetes. b) The nurse recognizes that a female adolescent diagnosed with anorexia is still dependent on her parents and includes them in all teaching sessions. c) The nurse designs an exercise program for a sedentary older adult male patient based on the activities he prefers. d) The nurse includes an 8-year-old patient in the teaching plan for managing cystic fibrosis. e) The nurse demonstrates how to use an inhaler to an 11-year-old male patient and includes his mother in the session to reinforce the teaching. f) The nurse continues a teaching session on STIs for a sexually active male adolescent despite his protest that "I've heard enough already!"

c, d, e. Successful teaching plans for older adults incorporate extra time, short teaching sessions, accommodation for sensory deficits, and reduction of environmental distractions. Older adults also benefit from instruction that relates new information to familiar activities or information. School-aged children are capable of logical reasoning and should be included in the teaching-learning process whenever possible; they are also open to new learning experiences but need learning to be reinforced by either a parent or health care provider as they become more involved with their friends and school activities. Teaching strategies designed for an adolescent patient should recognize the adolescent's need for independence, as well as the need to establish a trusting relationship that demonstrates respect for the adolescent's opinions.

A nurse is counseling a 19-year-old male athlete who had his right leg amputated below the knee following a motorcycle accident. During the rehabilitation process, the patient refuses to eat or get up to ambulate on his own. He says to the nurse, "What's the point. My life is over now and I'll never be the football player I dreamed of becoming." What is the nurse counselor's best response to this patient? a) "You're young and have your whole life ahead of you. You should focus on your rehabilitation and make something of your life." b) "I understand how you must feel. I wanted to be a famous singer, but I wasn't born with the talent to be successful at it." c) "You should concentrate on other sports that you could play even with a prosthesis." d) "I understand this is difficult for you. Would you like to talk about it now or would you prefer me to make a referral to someone else?"

d) "I understand this is difficult for you. Would you like to talk about it now or would you prefer me to make a referral to someone else?" This answer communicates respect and sensitivity to the patient's needs and offers an opportunity to discuss his feelings with the nurse or another health care professional. The other answers do not allow the patient to express his feelings and receive the counseling he needs.

A client is meeting with the nurse to discuss options for smoking cessation. Which statement by the nurse is most appropriate for this client? a) "I think you should just go cold turkey." b) "Reduce your stress and it will be easy." c) "Did you know that smoking can cause lung cancer?" d) "What do you see as your biggest hurdle to stopping?"

d) "What do you see as your biggest hurdle to stopping?"

The nurse is working with a 26-year-old smoker who is a client in an outpatient center. The client states that she is very committed to quitting smoking to improve her health as well as to provide a good example for her young son. The nurse knows that participating in a smoking cessation support group is a key component to smoking cessation. During discussion, the nurse asks the client "on a scale of 0 to 10, how likely are you to attend a support group?" Which strategy of motivational interviewing is the nurse using with the client? a) Elicit-provide-elicit b) Evoking change talk c) Rating d) Assessing importance

d) Assessing importance Using the 0 to 10 scale is a key aspect of assessing importance with motivational interviewing. It helps the nurse to understand the client's feelings toward the recommended activity and can help start a conversation about why the client chose that rating number—and what the nurse could do to increase the number.

A nurse is caring for a 45-year-old male client who lost function in both of his legs due to an automobile accident. Which of the following should the nurse do first to personalize the learning? a) Prepare the training plan for the client. b) Develop confidence in the client. c) Analyze the client's behavior. d) Gather pertinent information from the client.

d) Gather pertinent information from the client. To personalize the learning, the nurse must first gather pertinent information from the client. Analyzing the client's behavior, preparing the training plan for the client, and developing confidence in the client are the next steps to personalize the learning.

Mrs. Shields is a 46-year-old obese woman diagnosed with hypertension and type 2 diabetes. She tells the nurse that she knows she needs to lose weight. She recently visited her local fitness club, obtained a membership and has signed up for their next water aerobics class. According to the Transtheoretical Model of Change, what stage of change is Mrs. Shields in related to her weight loss? a) Precontemplation b) Maintenance c) Contemplation d) Preparation

d) Preparation

A client is reluctant to learn to do finger sticks for her home INR monitoring. What is the best statement by the nurse? a) Most people are afraid of sticking themselves. b) Are you worried about the pain? c) Why don't you want to do this? d) Tell me what you know about these tests.

d) Tell me what you know about these tests.

A Chinese client who was previously treated at the health care facility for an open wound has been admitted again because the wound has become gangrenous. It has been identified that the client failed to understand proper wound care. What is the probable reason for the client failing to understand the instruction? a) The client has a short attention span. b) The client is a passive learner. c) The client is not interested. d) The client belongs to a different culture.

d) The client belongs to a different culture. The probable reason for the client failing to follow proper care for the wound could be that the client belongs to a different culture. As a result, he failed to understand the language in which the nurse imparted the instructions. If the client is a passive learner or has short attention, he would have retained at least part of the instructions. The client being uninterested is also not a reason for his not understanding the instructions.

Before starting the education process, the nurse should determine the preferred learning style, age and developmental level, capacity to learn, motivation level, readiness to learn, and learning needs of the client. How does this help the nurse in the client's health education? a) by assisting the client's learning b) by reducing chances of any miscommunication c) by fulfilling the client's requirements d) by implementing effective teaching

d) by implementing effective teaching