Teaching and Learning - Mod 41
The nurse is providing teaching to a client being discharged immediately after recovering from anesthesia. Which factor should the nurse consider regarding a client's cognitive readiness to learn? A. Ability to think clearly B. Ability to ambulate C. Level of pain D. Level of fatigue
A. Ability to think clearly Rationale: Anesthesia affects the client's ability to think clearly because it alters the client's level of consciousness. Therefore, the nurse should consider this characteristic when teaching a client after events such as surgery. Pain, fatigue, and ability to ambulate affect a client's physical readiness to learn.
The nurse is planning a teaching session on diet and nutrition for a group of teenage mothers who are students at a local high school. Which client-specific factor should the nurse seek to note when planning the teaching? A. Level of teaching B. Cultural background C. Gender D. Age
Rationale: The nurse already knows the gender of the clients as well as their approximate age and level of teaching. To select teaching content and methods of teaching, the nurse should seek to find out the clients' cultural background. B. Cultural background
A client with heart failure has not made healthy diet changes despite repeated teaching sessions. The nurse should understand that which approach should be avoided in order to facilitate successful behavior modification? A. Creating a learning contract B. Providing positive reinforcement C. Criticizing the undesirable behavior D. Encouraging client participation in the development of the learning plan
C. Criticizing the undesirable behavior Rationale: The undesirable behavior should be ignored and not criticized. Positive reinforcement and praise should be used. A learning contract may be created. The client should be an active participant in developing the learning plan.
The nurse is preparing to teach a client but discovers the client is experiencing severe pain. Which factor should the nurse recognize that can impact the client's ability to learn? A. Motivation B. Relevance C. Physiological events D. Involvement
C. Physiological events Rationale: A physiological event, such as severe pain, can greatly inhibit learning. Relevance, motivation, and involvement are not factors in this client situation.
The nurse is setting learning outcomes for a client diagnosed with diabetes who is being discharged after experiencing ketoacidosis. Which outcome is most appropriate? A. At the conclusion of the teaching session, the client will state three reasons why regular monitoring of blood glucose helps prevent complications from diabetes. B. At the conclusion of the teaching session, the client will know the signs and symptoms of hyperglycemia. C. At the conclusion of the teaching session, the client will know how to monitor blood glucose. D. At the conclusion of the teaching session, the client will understand why it is important to monitor blood glucose.
A. At the conclusion of the teaching session, the client will state three reasons why regular monitoring of blood glucose helps prevent complications from diabetes. Rationale: Learning outcomes should be observable or measurable. Knowing and understanding are not measurable in themselves. However, stating three reasons is a measurable outcome.
The pediatric nurse is preparing tools for teaching a child about a new diagnosis. Which tool is appropriate? (Select all that apply.) A. Coloring books B. Dress-up C. Printed instructions D. Puppet play E. Dolls
A. Coloring books B. Dress-up D. Puppet play E. Dolls Rationale: Printed instructions are probably not appropriate for teaching children. Appropriate tools include visits, dress-up, coloring books, storybooks, dolls, puppet play, and health fairs.
A 73-year-old female American Indian client is hospitalized with an exacerbation of chronic obstructive pulmonary disease (COPD). The client admits to smoking cigarettes along with tobacco during certain important religious rituals and tribal celebrations. Which nursing intervention best reflects the nurse's application of adult learning theory? A. Explaining to the client how smoking cessation at this stage of life still promotes lung healing and can lead to fewer exacerbations of COPD and improved quality of life Your answer is correct. B. Exploring how the client's cultural background influences her decision to continue to smoke C. Recognizing that the client has personal characteristics, such as stoicism and mistrust for traditional medicine, that may influence her perception of the nurse's teaching D. Encouraging the client's family members and loved ones to praise the client for not smoking
A. Explaining to the client how smoking cessation at this stage of life still promotes lung healing and can lead to fewer exacerbations of COPD and improved quality of life Rationale: Explaining how smoking cessation can positively impact the client at this stage of life is reflective of adult learning theory. Humanist learning theory recognizes the learner as being a unique combination of biologic, psychologic, cultural, social, and spiritual factors; consideration of the client's religious and cultural influences best reflects this approach. Encouraging the client's family members and loved ones to praise the client for not smoking reflects behaviorist theory. Recognizing the influence of the learner's personal characteristics, such as the client's stoicism and mistrust for traditional medicine, is reflective of cognitive theory.
The nurse is preparing a teaching plan for a group of clients who have so far been unsuccessful in their efforts at smoking cessation. Which factor should the nurse recognize that must be met to facilitate learning? (Select all that apply.) A. Motivation B. Nonjudgmental support C. Relevance D. Moderate participation E. Positive feedback
A. Motivation B. Nonjudgmental support C. Relevance E. Positive feedback Rationale: For learning to be successful, the nurse must consider factors that affect learning. Learning can be facilitated by ensuring that the teaching is relevant to the client, the client is motivated, the client is given positive feedback, the client is an active participant in the learning, and the client is provided with nonjudgmental support.
The nurse is teaching a client who is concerned about vague symptoms and has been researching them online. Which point should be included in the teaching to help the client ensure that the information online is accurate? A. Look for blogs that are written by individuals with the disease. B. Only use information from organizations that require memberships. C. Only review articles that were written in the last year. D. Consider the credentials of the author or organization.
D. Consider the credentials of the author or organization. Rationale: The credentials of the author and sponsoring organization should be carefully considered before assuming that information is accurate. Articles written in the last year, blogs, and membership sites do not ensure accuracy.
The nurse's desired teaching outcome upon conclusion of the teaching session is that the client will make food choices that are low in sodium from a selection of items. Which teaching strategy would be most appropriate? A. Answering questions B. Explanation C. Practice D. Role playing
D. Role playing Rationale: Role playing is an effective teaching strategy for the affective domain. Practice, explanation, and answering questions are not teaching strategies for the affective domain.
Which assessment will help the nurse to identify the learning readiness, ability, and needs of a client? (Select all that apply.) A. Cognitive assessment B. Physical assessment C. Assessment of motivation D. Emotional assessment E. Health history
A. Cognitive assessment B. Physical assessment C. Assessment of motivation D. Emotional assessment Rationale: Physical assessment will give the nurse clues to the client's learning needs and provide data about the client's ability to perform self-care, energy level, mental status, and other abilities necessary for teaching. Cognitive, emotional, and motivational assessments are good indicators of a client's readiness for teaching. The health history will not give the nurse details about the client's current ability and needs for learning.
The nurse is preparing teaching for a community group. Which factor should the nurse consider for effective teaching? A. The teaching should hold the learner's interest. B. The learner should be eager to learn. C. Errors in the learner's understanding should be corrected immediately. D. The learner should listen fully to the entire presentation.
A. The teaching should hold the learner's interest. Rationale: One characteristic of effective teaching is that it should hold the learner's interest. Although the learner may not be eager to learn, the learner can be supported with optimistic, positive reinforcement and feedback. The learner should be a partner in the teaching. Errors in the learner's understanding should be corrected with optimistic, positive reinforcement and feedback.
The nurse is teaching a child who was recently diagnosed with diabetes. Which factor should the nurse consider while planning the teaching? A. The child's level of development should be assessed. B. The child should not be addressed by name. C. The child should not be allowed to play with medical equipment. D. Teaching should be provided to the parent only.
A. The child's level of development should be assessed. Rationale: The child's level of development should be assessed so that teaching can be addressed to both the parent and child. The child should be addressed by name. Props can be used to demonstrate treatment procedures, and the child should be encouraged to use the props and ask questions.
The nurse is designing a teaching plan for a group of adults. The nurse plans to use adult learning theory to create the teaching plan. Which factor should the nurse consider? (Select all that apply.) A. An individual's response to a stimulus is either positively or negatively reinforced. B. Adults prefer self-direction. C. Adults need to know why learning is needed. D. Life experience can enhance learning. E. Adults want to learn what they need to know to take care of themselves.
B. Adults prefer self-direction. C. Adults need to know why learning is needed. D. Life experience can enhance learning. E. Adults want to learn what they need to know to take care of themselves. Rationale: Adult learning theory includes the concept that adult learners differ from child learners in fundamental ways. Adults prefer self-direction. Life experience can enhance learning. Adults need to know why they should learn something. Adults want to learn what they need to know to take care of themselves. Behaviorist theory states that an individual's response to a stimulus is either positively or negatively reinforced.
The nurse is planning fall prevention teaching for a client being discharged to home after a stroke. Which intervention should be considered in the teaching plan? (Select all that apply.) A. Ensuring that handouts are written at the eighth-grade reading level B. Allowing adequate time for processing of new information C. Providing repetition of essential points D. Including the client in goal setting E. Using a calm approach
B. Allowing adequate time for processing of new information C. Providing repetition of essential points D. Including the client in goal setting E. Using a calm approach Rationale: For older adults, the nurse should use a calm approach and include the client in goal setting. Repetition of essential points and adequate time for processing of new information are essential to facilitate learning. Handouts should be written at the fifth- to sixth-grade reading level.
The nurse's desired teaching outcome upon conclusion of the teaching session is that the client will demonstrate accurate measurement and recording of blood pressure. Which teaching strategy would be most appropriate? A. Question answering B. Practice C. Role playing D. Explanation
B. Practice Rationale: Practice or demonstration is a teaching strategy for the psychomotor domain of learning. Role playing, explanation, and question answering are not appropriate teaching strategies for the psychomotor domain.
The nurse is teaching a pharmacy student about a newly prescribed medication. As the nurse begins teaching about the maximum dose, the client states, "I already know this stuff. Can you finish my discharge paperwork so that I can get out of here?" Which nursing approach reflects the application of cognitive theory? (Select all that apply.) A. Recognizing the client's disinterest in teaching as being shaped by the client's history of unpleasant social interactions B. Telling the client, "If you let me finish teaching you about the medication, I'll quickly complete your discharge paperwork" C. Considering the client's teaching preferences from the standpoint of the client's psychologic state D. Recognizing the client's knowledge base and intelligence level as an important consideration in the nurse's choice of teaching content
C. Considering the client's teaching preferences from the standpoint of the client's psychologic state D. Recognizing the client's knowledge base and intelligence level as an important consideration in the nurse's choice of teaching content Rationale: Cognitive theory presents learning as being primarily a mental, intellectual, or thinking process during which the learner selectively chooses the perceptions; the process is shaped by personal characteristics, which impact the learner's perception of a given cue. Recognizing the influence of the client's knowledge and intelligence level on the teaching-and-learning process reflects the application of cognitive theory, as does assessing the client's knowledge base and adjusting the teaching content as needed. Rewarding the client by finishing the discharge paperwork once the client has completed the teaching session best reflects the application of behaviorist theory. Humanist theory describes the learner as comprising various factors, including psychologic state.
The nurse on an adult oncology unit considers barriers to learning for the clients on the unit. Which condition is most likely not a barrier to learning for this client population? A. Physical disability B. Acute illness C. Short attention span D. Pain
C. Short attention span Rationale: Adults are less likely to have short attention spans; this is a barrier for children. Clients in an adult oncology unit may have pain, acute illness, and physical disability due to their diagnoses.
The nurse is developing client learning outcomes for an adult client who experiences recurrent respiratory infections. The client has smoked 1 pack of cigarettes each day for 20 years. Which learning outcome is most appropriate for inclusion in the teaching plan? A. The client will stop smoking today. B. Within 2 weeks, the client will not feel like smoking. C. Upon conclusion of the teaching session, the client will correctly state two types of nicotine replacement products. D. During the teaching session, the client will be taught how cigarette smoke damages the pulmonary structures.
C. Upon conclusion of the teaching session, the client will correctly state two types of nicotine replacement products. Rationale: Each learning outcome should reflect a measurable desired client behavior or performance that is both realistic and achievable. Verbalizing alternatives to cigarette smoking is an example of a measurable behavior. Expecting the client to stop smoking on the day of teaching is unrealistic. The client's feelings about smoking are not measurable. Statements concerning what the client will be taught reflect the nurse's teaching goals, not the client's learning outcomes.
The nurse is developing a teaching plan for a client with asthma. Which strategy should the nurse implement to promote client learning? A. Instructing the client to wait until the teaching session has ended before asking questions about the content B. Encouraging the client to wait at least 24 hours before applying new knowledge and skills C. Organizing the teaching content in a complex-to-simple fashion D. Repeating the key concepts and facts
D. Repeating the key concepts and facts Rationale: Repetition of key concepts and facts facilitates retention of newly learned material. Content should be presented in a simple-to-complex fashion. Retention of new information and skills should be applied as soon as possible and as frequently as possible to help with retention. The nurse should answer the client's questions as they come up and not wait until the end of the session.
