Davis- Chapter 19: Teaching & learning

The nurse is providing feedback for a client after several teaching sessions about wound care and dressing changes he will have to perform at home. Which feedback statement would be best? 1. "You did an excellent job washing your hands this time. Let's go over your dressing placement again." 2. "I can see that you are not retaining the information we discussed. Let's go over it again." 3. "You must remember that when you contaminate, infection can occur." 4. "I'll give you a pamphlet to review once you get home."

1. "You did an excellent job washing your hands this time. Let's go over your dressing placement again."

When educating a client, which are important factors to consider regarding the client's ability to learn and retain information? Select all that apply. 1. Client's literacy level of client 2. Desire and motivation 3. Developmental and physical limitations 4. Barriers to communication 5. Culture and religious practices 6. Family dynamics

1. Client's literacy level of client 2. Desire and motivation 3. Developmental and physical limitations 4. Barriers to communication 5. Culture and religious practices [wrong] 6. Family dynamics they are not a priority consideration when assessing a client's ability to learn and retain information

The nurse needs to teach the side effects of chemotherapy to a Jim, a 68-year-old newly diagnosed with colon cancer. 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

1. Cognitive The three domains of learning are cognitive, psychomotor, and affective. The cognitive domain encompasses the knowledge gained by gathering information. It can include simple to complex processes, including memorization, recalling information, application of knowledge, and evaluation of ideas. Teaching techniques for cognitive learning include lectures, reading materials, discussions, audiovisual materials, and computer-assisted instruction.

Why is the role of teaching clients and families and ensuring their proper education important in health care? Select all that apply. 1. Empowers autonomy 2. Allows client/family to perform self-care 3. Allows for informed decisions regarding health care 4. Empowers family to make decisions for clients 5. Allows for evaluation of client's cognition and readiness to be discharged

1. Empowers autonomy (client who are educated about wellness, self-care, health promotion, and so on are more empowered to make self-directed decisions about their own health) 2. Allows client/family to perform self-care (when client fully understands health care needs and what is needed for optimal recovery, it facilitates the ability for self-care at home) 3. Allows for informed decisions regarding health care (education of healthcare matters allow clients to make informed decisions regarding their health and care they receive)

Which are included in the five rights of teaching? Select all that apply. 1. Method 2. Context 3. Goal 4. Patient 5. Time

1. Method 2. Context 3. Goal 5. Time

A client recovering from a traumatic brain injury (TBI) with short-term posttraumatic amnesia and impaired mobility is preparing for discharge. Considering the nature of this client's injury, how should the nurse proceed with discharge education on using a walker and signs of disorientation, confusion, chronic pain, and ataxia? Select all that apply. 1. Provide teaching in brief, frequent learning sessions. 2. Present information slowly. 3. Use repetition. Be satisfied with slower progress. 4. Omit certain components that may be extraneous.

1. Provide teaching in brief, frequent learning sessions. 2. Present information slowly. 3. Use repetition. Be satisfied with slower progress.

When determining the right goal, what should the nurse consider? Select all that apply. 1. Realistic objectives 2. Active learner involvement in planning 3. Exclusion of the significant other's input 4. That the goal is obtainable by the nurse 5. Agreed-upon mutual goals

1. Realistic objectives 2. Active learner involvement in planning 5. Agreed-upon mutual goals

A client has just been shown when and how to self-administer epinephrine (EpiPen). How can the nurse ensure the client fully understands and can self-inject it when needed? 1. The client can verbally explain why it is important as well as demonstrate the proper use of the EpiPen. 2. The client verbally explains how to administer epinephrine by pointing to areas of the body that are injection sites. 3. The client demonstrates the movements of self-injection. 4. The client repeats the importance of why epinephrine is to be used in an allergic reaction.

1. The client can verbally explain why it is important as well as demonstrate the proper use of the EpiPen. When a client can both verbalize and demonstrate use, there has been a change in behavior (self-administration) as well as attitude and knowledge (understanding why it is needed)

The student nurse is teaching a client with heart failure about healthy food options. When asked to choose between a hamburger and baked chicken, the client states that eating baked chicken is better than eating a hamburger. In this situation, which element represents the feedback? 1. The client stating that eating baked chicken is better than eating a hamburger 2. The student nurse listing the food options for the client 3. The student nurse asking the client to choose between options 4. The client observing and listening to options

1. The client stating that eating baked chicken is better than eating a hamburger (feedback is offered by the educator or by the learner and is often evidence that learning has taken place)

Which description best explains learning? 1. An interactive process involving planning and implementing instructional activities that meet intended outcomes as well as activities that allow the learner to learn 2. A change in behavior, knowledge, skills, or attitudes to reach common goals 3. A result of motivation to learn that involves planned or spontaneously occurring situations, events, or exposures 4. Using teaching, counseling, and behavioral modification together to achieve effective client learning

2. A change in behavior, knowledge, skills, or attitudes to reach common goals

What is the benefit of having a client learn in the psychomotor learning domain? 1. Clients are able to analyze information to create ways to meet their own health-care needs. 2. Clients tend to value what they have learned and understand and implement skills and changes, thus experiencing both affective and cognitive learning. 3. Clients have a sense of a feeling of accomplishment, which builds autonomy. 4. Clients can remember more factual information.

2. Clients tend to value what they have learned and understand and implement skills and changes, thus experiencing both affective and cognitive learning. (when client values what they have learned, they are more apt to make behavioral changes to implement changes, which is psychomotor in nature)

A nurse has demonstrated the proper cleaning and dressing change techniques for a client's postoperative wound. The nurse has the client then demonstrate the proper technique and repeat the instructions on when to change the dressing and why. By allowing the client to demonstrate learning, which type of educational learning has been practiced? 1.Cognitive 2. Psychomotor 3. Affective 4. Practical

2. Psychomotor (involves performing skills that require both mental and physical activity, ensuring both cognition and affective results; repeating the technique is an example of psychomotor learing)

The nurse needs to teach 13-year-old Brittany how to give herself insulin injections. 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

2. Psychomotor The psychomotor domain involves learning a skill. For this type of learning to succeed, the client must accept and value the skill (affective) and have the knowledge to perform it (cognitive). Strategies for teaching within the psychomotor domain include demonstration and return demonstration, simulation modules, videos, and self-reflection.

A 3-year-old is going to have a myringotomy with tubes on the left ear. Which teaching strategy is most appropriate for this developmental stage? 1. Developing a teaching module in which the child can determine what will happen next 2. Using play and placing a bandage on a doll's ear 3. Encouraging the child to vocalize what he or she has learned 4. Discussing with the child what will happen and describing each step and who will be involved

2. Using play and placing a bandage on a doll's ear [WRONG] 1. Developing a teaching module in which the child can determine what will happen next (Problem-solving is a higher level stage of thinking is not appropriate at this stage of development) 3. Encouraging the child to vocalize what he or she has learned (children of this age may not be able to vocalize what they have learned at this stage of development) 4. Discussing with the child what will happen and describing each step and who will be involved (discussion is more appropriate for older children, adolescents, and adults; children age 3 are unable to grasp the meaning and concepts at this stage of development)

The nurse is trying to impress on Jonathan, an obese 28-year-old, the importance of losing weight to improve his health. 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

3. Affective The affective domain involves changes in feelings, beliefs, attitudes, and values. Without addressing the feelings about the change, the client cannot be successful with the cognitive or psychomotor aspects of learning. The strategies of affective learning include group work, discussions, support groups, role playing, and counseling.

The client states, "I don't care if I get better; my father died of heart disease and so will I." Which learning domain needs to be addressed initially? 1.Cognitive 2.Timing 3.Readiness 4. Affective

4. Affective

Lu tells the nurse, "I'm looking forward to losing weight with my new diet and getting my life back on track."Which factor is being expressed? 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

4. Motivation Motivation is the desire that someone has to learn and is most powerful when the client discovers his or her motivation independently. Without this factor, little learning can occur.

Determining a client's level of pain prior to a teaching session would be assessing for which of the five rights of teaching? 1. Right context 2. Right method 3. Right goal 4. Right time

4. Right time

What is the best explanation of teaching? 1. An interactive process involving planning and implementing instructional activities that meet intended outcomes as well as activities that allow the learner to learn 2. A change in behavior, knowledge, skills, or attitudes to reach common goals 3. A result of motivation to learn that involves planned or spontaneously occurring situations, events, or exposures 4. Using teaching, counseling, and behavioral modification together to achieve effective client learning

4. Using teaching, counseling, and behavioral modification together to achieve effective client learning (involves interaction between teacher and learner with info and activities included to reach a common goal)

Samantha tells the nurse, "I'm really worried about my procedure and cannot learn about my medications now." 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

5. Readiness Readiness to learn means the client has indicated an interest, is motivated, and is able to learn at a specific time. Both physical conditions (pain, strength, coordination) and emotions (anxiety, stress, emotional pain) can interfere with readiness to learn.

The nurse continues a teaching plan for Brittany's insulin injections. Brittany says, "It's been several days since I did this last. I'm not sure I remember what to do." 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

6. Timing Information needs to be given repetitively in a timely manner for retention. Teaching sporadically or waiting several days between sessions will not prove successful.

After a teaching session with Jim about his chemotherapy, the nurse asks him to review what he learned. Finding some errors in his understanding, the nurse says, "Don't forget; it is also important to watch for bleeding and swollen gums in your mouth." 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

7. Feedback Feedback is information that corrects the learner's understanding or performance. It is important to assess understanding after each teaching session and provide constructive, positive feedback that is neither judgmental nor demeaning.

After demonstrating the application of a leg splint, the nurse says to the client, "Here, now you try." 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

8. Active Involvement Learning is more meaningful when the client is actively engaged in the activities. This example could also be considered "demonstration with a return demonstration."

The nurse schedules another teaching session for Julio. He says, "We just did that yesterday." 1. Cognitive 2. Psychomotor 3. Affective 4. Motivation 5. Readiness 6. Timing 7. Feedback 8. Active Involvement 9. Repetition

9. Repetition Reinforcing learning is an important part of retention of material. Each time the client is exposed to the material, it becomes more likely that he or she will fully comprehend what is being taught.