Ramont2e Rev TIF Ch13

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Ramont, Niedringhous, Comprehensive Nursing Care 2nd Edition Update TestBank Chapter 13

Question 1Type: MCMA

Nursing involves many areas for client education. Areas that the nurse may reinforce teaching with the clientregarding adapting to altered health and function include

Standard Te t: Select all that apply.

1! Health screening

2! Nutrition

3! Problem solving skills

"! Strategies to deal with problems

#! acilitation of a strong self image

Corre$t %ns&er: !"#"$

Rationa'e 1 % Health screening is in the teaching realm of prevention of illness and in&ury.

Rationa'e 2 % Nutrition teaching is in the realm of health promotion.

Rationa'e 3 % Problem solving skills are taught and reinforced while the client is adapting to health and function.

Rationa'e " % Strategies for coping are taught" and evaluated while the client is adapting to altered function andhealth.

Rationa'e # % 'he nurse reinforces self image" and teaches strategies to facilitate a strong self image in the client.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Psychosocial (ntegrityC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:

Question 2Type: MCSA

)amont" Niedringhous" Comprehensive Nursing Care *nd +dition ,pdate 'est -ank Copyright * /* by Pearson +ducation" (nc.



'he nurse uses a variety of teaching strategies when working with clients. A nurse who encourages the learner to problem solve through trial and error is using which theory of human learning%

1! -ehaviorism

2! Humanism

3! Cognitivism

"! 0ife1long learning

Corre$t %ns&er: /

Rationa'e 1 % -ehaviorism believes that environment influences behavior and encourages repetitive practice andredemonstration.

Rationa'e 2 % Humanism focuses on the cognitive and affective 2ualities of the learner" with autonomy and selfdetermination being most important3 focuses on self1directed and active learning.

Rationa'e 3 % Cognitivism emphasi4es the importance of individual perception and motivations" as well as teacher1learner relationship and environment

Rationa'e " % 0ife1long learning is not a learning theory3 it is a mind set for all nurses to embrace as the world andnursing is ever evolving.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:


'he nurse is preparing to review post1operative wound care with the client who is !5 hours post1colon resection.actors that will facilitate learning include%


1! Prognosis

2! Pain

3! Passive learning

"! Active learning)amont" Niedringhous" Comprehensive Nursing Care *nd +dition ,pdate 'est -ank Copyright * /* by Pearson +ducation" (nc.



#! )elevance

Corre$t %ns&er: #"$

Rationa'e 1 % 'he client who has a poor prognosis" or had complicated surgery may have an6iety that interfereswith learning.

Rationa'e 2 % Pain will inhibit the learning process3 the client may not be able to focus on the material.

Rationa'e 3 % Passive learning" such as a lecture format" often inhibits adult learning.

Rationa'e " % Active learning" with client interaction and practice will facilitate learning.

Rationa'e # % 'eaching the client something that he or she can use right now will facilitate the learning process.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironment

C'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:

Question "Type: MCMA

'he nurse utili4es a variety of teaching strategies to facilitate client learning. 7hich of the following activelearning strategies would be appropriate for teaching a group of students about therapeutic communication8


1! 9roup discussion

2! :escription

3! :emonstration

"! Practice

#! )ole playing

Corre$t %ns&er: /"#"$

Rationa'e 1 % 9roup discussion allow members to assist and learn from each other.

Rationa'e 2 % :escription is a passive" teacher oriented strategy3 the learner retains less information.

Rationa'e 3 % :emonstration is often used with e6planation3 does not permit use of e2uipment by learners.)amont" Niedringhous" Comprehensive Nursing Care *nd +dition ,pdate 'est -ank Copyright * /* by Pearson +ducation" (nc.



Rationa'e " % Practice allows repetition and immediate feedback.

Rationa'e # % )ole playing involves active participation by learner" and permits e6pression of attitudes" values andemotions.

('o)a' Rationa'e:

Cogniti*e +e*e': Applying

C'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:

Question #Type: MCSA

After the nurse has completed the teaching session with the client who is learning how to change a dressing" themost appropriate mode of evaluation is%

1! ;ral 2uestioning

2! ;bserving the client demonstrate the procedure

3! 0isten to the client<s responses to 2uestions for cues regarding feelings

"! 7ritten testing

Corre$t %ns&er: *

Rationa'e 1 % Cognitive learning can be evaluated by oral 2uestioning" however this is a psychomotor skill.

Rationa'e 2 % +valuation of skills is best done by observing how well the client carries out the procedure.

Rationa'e 3 % Affective learning may be evaluated by listening to the client<s responses" noting how the clientspeaks about relevant sub&ects3 this is a psychomotor skill and not best evaluated in this way.

Rationa'e " % 7ritten testing may be effective with cognitive learning3 it is not the most effective evaluation of a psychomotor skill.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% +valuation+earning .ut$ome:




Question /Type: MCMA

7hen preparing to teach a newly diagnosed diabetic client" the nurse remembers to incorporate in the teaching plan which of the following concepts regarding adult learners8


1! As people mature" they move from concrete thought to independent thought

2! Previous e6periences can be used as a resource for learning

3! An adults readiness to learn is often related to a social role

"! People are more ready to learn when the material is useful immediately

#! 'he individual<s desire to learn

Corre$t %ns&er: *"!"#

Rationa'e 1 % As people mature" they move from dependence to independence. (n a learning environment" thattranslates to interactive learning versus a lecture format.

Rationa'e 2 % An adult<s previous e6periences can be used as a resource for learning.

Rationa'e 3 % An adults readiness to learn is often related to a developmental task or social role.

Rationa'e " % People are more oriented to learning when the material is useful immediately" not some time in thefuture.

Rationa'e # % 'he individual<s desire to learn and act on the learning is an important aspect of learning.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Health Promotion and MaintenanceC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:


7hile studying learning" the nursing student identifies which of the following attributes of learning as applying to both clients and self8





1! A conse2uence of e6perience

2! An individual process

3! A change in behavior

"! An e6perience that occurs with the teacher

#! An intellectual and emotional process

Corre$t %ns&er: /"!"$

Rationa'e 1 % 0earning is a conse2uence of e6perience=s> throughout one<s life.

Rationa'e 2 % 0earning is a collaborative and cooperative process.

Rationa'e 3 % 0earning can be seen in behavioral change.

Rationa'e " % 0earning is an e6perience that occurs inside the learner" and not with the teacher.

Rationa'e # % 0earning is a process that is both intellectual and emotional.

('o)a' Rationa'e:


Question Type: MCSA

(n determining the best learning theory to apply to teaching an adult client about nutrition" the nurse picks thefollowing%

1! -ehaviorism

2! Humanism

3! Combination

"! Cognitivism

Corre$t %ns&er: !

Rationa'e 1 % -ehaviorism may be difficult to apply e6clusively to comple6 learning situations.




Type: MCSA

'he nurse is careful to include each domain of learning when teaching a client how to give an insulin in&ection.'he affective domain will be covered in the

1! :emonstration of giving the in&ection

2! :iscussion of how to draw up the ordered dose

3! :iscussion of the client<s fear of needles

"! :iscussion of insulin reaction

Corre$t %ns&er: !

Rationa'e 1 % :emonstration of giving the in&ection involves motor skills" or the psychomotor domain.

Rationa'e 2 % :iscussion of how to draw up the ordered dose includes knowing" comprehending" and applying"which are part of the cognitive domain.

Rationa'e 3 % :iscussion of the client<s fear involves emotions" and feelings which are part of the affectivedomain.

Rationa'e " % :iscussion of what an insulin reaction is involves knowing" comprehending" and applying" which are part of the cognitive domain.

('o)a' Rationa'e:

Cogniti*e +e*e': ,nderstandingC'ient Need: Health Promotion and MaintenanceC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:


'he male nurse is caring for a postpartum client who is e6periencing pain at the episiotomy site. 'he client is fromSaudi Arabia. 7hich of the following barriers to learning does the nurse need to consider when teaching the clientabout episiotomy care8


1! Age

2! Culture




Rationa'e " % 'he 51year1old will be distracted in an environment with other children3 one1to1one learningepisodes will be more effective.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Health Promotion and MaintenanceC'ient Need Su):

Nursing -ntegrated Con$epts: Nursing Process% Planning+earning .ut$ome:


'he nurse reali4es that the overall goal of client education is%

1! 'o ensure clients< safe transition from one level of care to another

2! 'o have clients take care of themselves

3! @eep clients from making medication administration errors

"! 'o keep clients from developing wound infections

Corre$t %ns&er: /

Rationa'e 1 % A clients move from acute care to sub1acute or to home care or self care" the overall goal is clientsafety.

Rationa'e 2 % Self care may be a long1term goal" but is not the overall goal of client education.

Rationa'e 3 % Medication safety may be one goal" but is not the overall goal of client education.

Rationa'e " % (nfection prevention may be a long term goal" but is not the overall goal of client education.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):


Question 1"Type: MCMA

'he 0PN 0BN utili4es the teaching plan in many care settings" and knows that a successful plan includes%





1! Client centered activities

2! Client assessment

3! Method of implementation

"! 'ermination activities

#! :evelop nursing goals based on desired outcomes

Corre$t %ns&er: /"*"!"$

Rationa'e 1 % 'he plan needs to include the client and family" and be realistic and achievable.

Rationa'e 2 % (nformation about the client needs to be gathered how well the client will be able to understand andapply what is taught.

Rationa'e 3 % 'he method of implementation needs to be tailored to the client<s learning style" physical condition"and outcomes that have been identified.

Rationa'e " % 'ermination activities are not part of a teaching plan.

Rationa'e # % Nursing goals must be based on desired health outcomes that are client centered.

('o)a' Rationa'e:


C'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% Planning+earning .ut$ome:

Question 1#Type: MCMA

'he 0PN 0BN may be responsible for teaching which of the following populations8


1! 0PNs 0BNs newly employed

2! Community groups

3! )Ns newly employed

"! Client teaching




#! Self

Corre$t %ns&er: /"*"#"$

Rationa'e 1 % 'he 0PN 0BN may function as preceptors for new graduate 0PNs 0BNs" or for newly employed0PNs 0BNs .

Rationa'e 2 % 0PNs 0BNs may teach in community settings" such as CP)" nutrition" safety" etc.

Rationa'e 3 % 0PNs 0BNs do not teach )Ns.

Rationa'e " % 0PNs 0BNs may reinforce teaching begun by the clinical nurse specialist" and other members of thehealthcare team3 in some settings the 0PN 0BN is responsible for all client teaching.

Rationa'e # % 0PNs 0BNs are responsible for being lifelong learners" updating their knowledge and skills.

('o)a' Rationa'e:


C'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:

Question 1/Type: MCMA

'he appropriate teaching method for the nurse to use in teaching a client how to change a dressing is%


1! :emonstration

2! 0ecture

3! Suited to the client

"! Suited to the teacher

#! Printed materials

Corre$t %ns&er: /"!"#

Rationa'e 1 % :emonstration of a dressing change is often used with e6planation" and allows the client to see andthen model the procedure.

Rationa'e 2 % 0ecture would be less effective in this situation as the learner is passive.





Question 1

Type: MCSA

+valuating client learning is an ongoing and final process that measures learning

1! -ased on written tests

2! Against learning goals that were selected

3! Client contract

"! Strategies used

Corre$t %ns&er: *

Rationa'e 1 % 7ritten tests are one method of measuring learning" but not appropriate in all situation.

Rationa'e 2 % Measuring learning is done based on learning goals that were selected in the planning phase by thenurse and the client.

Rationa'e 3 % Client contracts are teaching strategies rather than methods of evaluating learning.

Rationa'e " % Measuring learning is not done based on teaching strategies.

('o)a' Rationa'e:


Question 1

Type: MCMA

After the client teaching has been completed" the nurse identifies which of the following as potential evaluationoutcomes%





1! 'eaching may have to be modified

2! ollow1up teaching may be needed

3! -ehavior changes immediately

"! Clients may forget some things

#! )eview is seldom necessary

Corre$t %ns&er: /"*"#

Rationa'e 1 % 'eaching plans may have to be modified if learning outcomes have not been met.

Rationa'e 2 % ollow1up teaching may be necessary if client did not remember everything.

Rationa'e 3 % -ehavior change does not always take place immediately3 new behavior must emerge gradually.

Rationa'e " % 7ith new skills and information" the client may not be able to retain all the information.

Rationa'e # % )eview and follow1up is often necessary" and the nurse can support the behavior change.

('o)a' Rationa'e:



After the teaching process is completed" the nurse is careful to

1! +valuate the response to teaching

2! ollow1up with the family to see if the client is following through

3! :ocument responses to teaching

"! Select new strategies for teaching

Corre$t %ns&er: !

Rationa'e 1 % +valuating client response to teaching is not the last step in the process.

Rationa'e 2 % 'he nurse would follow up with the client3 this will be done after documentation.




Rationa'e 3 % :ocumentation of responses to teaching" including diagnosed learning needs" learning ob&ectives"topics taught" client outcomes" need for additional teaching" and resources provided.

Rationa'e " % New teaching strategies may be selected during the evaluation process.

('o)a' Rationa'e:


C'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% +valuation+earning .ut$ome:


'he nurse reali4es that the overall goal of client education is%

1! 'o ensure clients< safe transition from one level of care to another

2! 'o have clients take care of themselves

3! @eep clients from making medication administration errors

"! 'o keep clients from developing wound infections

Corre$t %ns&er: /

Rationa'e 1 % A clients move from acute care to sub1acute or to home care or self care" the overall goal is clientsafety

Rationa'e 2 % Self care may be a long1term goal" but is not the overall goal of client education

Rationa'e 3 % Medication safety may be one goal" but is not the overall goal of client education

Rationa'e " % (nfection prevention may be a long term goal" but is not the overall goal of client education

('o)a' Rationa'e:


C'ient Need: Safe and +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% Planning+earning .ut$ome:





'he 0PN 0BN utili4es the teaching plan in many care settings" and knows that a successful plan includes%


1! Client centered activities

2! Client assessment

3! Method of implementation

"! 'ermination activities

#! :evelop nursing goals based on desired outcomes


Rationa'e 1 % 'he plan needs to include the client and family" and be realistic and achievable

Rationa'e 2 % (nformation about the client needs to be gathered how well the client will be able to understand and

apply what is taught

Rationa'e 3 % 'he method of implementation needs to be tailored to the client<s learning style" physical condition"and outcomes that have been identified

Rationa'e " % 'ermination activities are not part of a teaching plan

Rationa'e # % Nursing goals must be based on desired health outcomes that are client centered

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe and +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% Planning+earning .ut$ome:


'he 0PN 0BN may be responsible for teaching which of the following populations8=Select all that apply>


1! 0PNs 0BNs newly employed

2! Community groups

3! )Ns newly employed




"! Client teaching

#! Self


Rationa'e 1 % 'he 0PN 0BN may function as preceptors for new graduate 0PNs 0BNs" or for newly employed0PNs 0BNs



Rationa'e " % 'he 0PN 0BN may function as preceptors for new graduate 0PNs 0BNs" or for newly employed0PNs 0BNs

Rationa'e # % 'he 0PN 0BN may function as preceptors for new graduate 0PNs 0BNs" or for newly employed

0PNs 0BNs

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe and +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:

Question 2"Type: MCMA

Nursing involves many areas for client education. Areas that the nurse can reinforce via teaching the clientregarding adapting to altered health and function include%


1! Health screening.

2! Nutrition.

3! Problem1solving skills.

"! Strategies to deal with problems.

#! acilitation of a strong self1image.

Corre$t %ns&er: !"#"$




Rationa'e 1 % Health screening is in the teaching realm of prevention of illness and in&ury.

Rationa'e 2 % Nutrition teaching is in the realm of health promotion.

Rationa'e 3 % Problem1solving skills are taught and reinforced while the client is adapting to health and function.

Rationa'e " % Strategies for coping are taught and evaluated while the client is adapting to altered function andhealth.

Rationa'e # % 'he nurse reinforces self1image" and teaches strategies to facilitate a strong self1image in the client.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Psychosocial (ntegrityC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:

Question 2#Type: MCSA'he nurse uses a variety of teaching strategies when working with clients. A nurse who encourages the learner to

problem1solve through trial and error is using which theory of human learning8

1! -ehaviorism

2! Humanism

3! Cognitivism

"! 0ifelong learning

Corre$t %ns&er: /

Rationa'e 1 % -ehaviorism posits that environment influences behavior" and encourages repetitive practice andrepeated demonstration.

Rationa'e 2 % Humanism focuses on the cognitive and affective 2ualities of the learner" with autonomy and self1determination being most important3 it focuses on self1directed and active learning.

Rationa'e 3 % Cognitivism emphasi4es the importance of individual perception and motivations" as well asteacher learner relationship and environment.

Rationa'e " % 0ifelong learning is not a learning theory3 it is a mindset for all nurses to embrace" as the world andnursing are ever evolving.

('o)a' Rationa'e:





Question 2/Type: MCMA'he nurse is preparing to review postoperative wound care with the client who is !5 hours post colon resection.

actors that will facilitate learning include%


1! Prognosis.

2! Pain.

3! Passive learning.

"! Active learning.

#! )elevance.

Corre$t %ns&er: #"$

Rationa'e 1 % 'he client who has a poor prognosis" or had complicated surgery" might have an6iety that interfereswith learning.

Rationa'e 2 % Pain will inhibit the learning process3 the client might not be able to focus on the material.

Rationa'e 3 % Passive learning" such as a lecture format" often inhibits adult learning.

Rationa'e " % Active learning" with client interaction and practice" will facilitate learning.

Rationa'e # % 'eaching the client something that he can use right now will facilitate the learning process.

('o)a' Rationa'e:


Question 20Type: MCMA'he nurse utili4es a variety of teaching strategies to facilitate client learning. 7hich of the following activelearning strategies would be appropriate for teaching a group of students about therapeutic communication8)amont" Niedringhous" Comprehensive Nursing Care *nd +dition ,pdate 'est -ank Copyright * /* by Pearson +ducation" (nc.




1! 9roup discussion

2! :escription

3! :emonstration

"! Practice

#! )ole playing

Corre$t %ns&er: /"#"$

Rationa'e 1 % 9roup discussion allows members to assist and learn from each other.

Rationa'e 2 % :escription is a passive" teacher1oriented strategy3 the learner retains less information.

Rationa'e 3 % :emonstration is often used with e6planation3 it does not permit use of e2uipment by the learners.

Rationa'e " % Practice allows repetition and immediate feedback.

Rationa'e # % )ole playing involves active participation by the learner" and permits e6pression of attitudes" values"and emotions.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):

Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:

Question 2Type: MCSAAfter the nurse has completed the teaching session with the client who is learning how to change a dressing" themost appropriate mode of evaluation is%

1! ;ral 2uestioning.

2! ;bserving the client demonstrate the procedure.

3! 0istening to the client<s responses to 2uestions for cues regarding feelings.

"! 7ritten testing.

Corre$t %ns&er: *




Rationa'e 1 % Cognitive learning can be evaluated by oral 2uestioning3 however" changing a dressing is a psychomotor skill.

Rationa'e 2 % +valuation of skills is best done by observing how well the client carries out the procedure.

Rationa'e 3 % Affective learning can be evaluated by listening to the client<s responses" noting how the clientspeaks about relevant sub&ects3 changing a dressing is a psychomotor skill" and is not best evaluated in this way.

Rationa'e " % 7ritten testing can be effective with cognitive learning3 it is not the most effective evaluation of a psychomotor skill.

('o)a' Rationa'e:


Question 2Type: MCMA7hen preparing to teach a newly diagnosed diabetic client" the nurse remembers to incorporate in the teaching

plan which of the following concepts regarding adult learners8


1! As people mature" they move from concrete thought to independent thought.

2! Previous e6periences can be used as a resource for learning.

3! An adult<s readiness to learn is often related to a social role.

"! People are more ready to learn when the material is useful immediately.

#! 'he individual<s desire to learn

Corre$t %ns&er: *"!"#

Rationa'e 1 % As people mature" they move from dependence to independence. (n a learning environment" thattranslates to interactive learning versus a lecture format.

Rationa'e 2 % An adult<s previous e6periences can be used as a resource for learning.

Rationa'e 3 % An adult<s readiness to learn is often related to a developmental task or social role.

Rationa'e " % People are more oriented to learning when the material is useful immediately" not sometime in thefuture.




Rationa'e # % 'he individual<s desire to learn and act on the learning is an important aspect of learning.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Health Promotion and MaintenanceC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation

+earning .ut$ome:

Question 3Type: MCMA7hile studying learning" the nursing student identifies which of the following attributes of learning as applying to

both clients and self8


1! A conse2uence of e6perience

2! An individual process

3! A change in behavior

"! An e6perience that occurs with the teacher

#! An intellectual and emotional process

Corre$t %ns&er: /"!"$

Rationa'e 1 % 0earning is a conse2uence of e6periences throughout one<s life.

Rationa'e 2 % 0earning is a collaborative and cooperative process.

Rationa'e 3 % 0earning can be seen in behavioral change.

Rationa'e " % 0earning is an e6perience that occurs inside the learner" and not with the teacher.

Rationa'e # % 0earning is a process that is both intellectual and emotional.

('o)a' Rationa'e:


Question 31)amont" Niedringhous" Comprehensive Nursing Care *nd +dition ,pdate 'est -ank Copyright * /* by Pearson +ducation" (nc.



Type: MCSA(n determining the best learning theory to apply to teaching an adult client about nutrition" the nurse picks whichof the following8

1! -ehaviorism

2! Humanism

3! Combination

"! Cognitivism

Corre$t %ns&er: !

Rationa'e 1 % -ehaviorism can be difficult to apply e6clusively to comple6 learning situations.

Rationa'e 2 % Humanism can inhibit the teacher<s role in the process.

Rationa'e 3 % Application of a combination of theories can support the learning situation.

Rationa'e " % Cognitivism might not address e6ternal factors beyond the nurse<s control.

('o)a' Rationa'e:

Cogniti*e +e*e': )ememberingC'ient Need: Health Promotion and MaintenanceC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation+earning .ut$ome:

Question 32Type: MCSA;ne of the leading humanists whose theory nurses apply often in client care situations is%

1! Maslow.

2! Piaget.

3! -loom.

"! Skinner.

Corre$t %ns&er: /

Rationa'e 1 % Maslow<s hierarchy of needs is often applied to nursing assessment" diagnosis" and planning.

Rationa'e 2 % ?. Piaget was an important cognitive theorist.




Rationa'e 3 % Cognitive theorist -. -loom identified three domains of learning% cognitive" affective" and psychomotor.

Rationa'e " % -ehaviorist -. . Skinner introduced the importance of positive reinforcement to encourage a personto repeat a desired action.

('o)a' Rationa'e:


Question 33Type: MCSA'he nurse is careful to include each domain of learning when teaching a client how to give an insulin in&ection.'he affective domain will be covered in the%

1! :emonstration of giving the in&ection.

2! :iscussion of how to draw up the ordered dose.

3! :iscussion of the client<s fear of needles.

"! :iscussion of insulin reaction.

Corre$t %ns&er: !

Rationa'e 1 % :emonstration of giving the in&ection involves motor skills" or the psychomotor domain.

Rationa'e 2 % :iscussion of how to draw up the ordered dose includes knowing" comprehending" and applying"which are parts of the cognitive domain.

Rationa'e 3 % :iscussion of the client<s fear involves emotions and feelings" which are parts of the affectivedomain.

Rationa'e " % :iscussion of what an insulin reaction is involves knowing" comprehending" and applying" which are parts of the cognitive domain.

('o)a' Rationa'e:





Question 3"Type: MCSA'he male nurse is caring for a postpartum client who is e6periencing pain at the episiotomy site. 'he client is fromSaudi Arabia. 7hich of the following barriers to learning does the nurse need to consider when teaching the clientabout episiotomy care8

1! Age

2! Culture

3! )elevance

"! Non&udgmental support

#! Physiological events

Corre$t %ns&er: *

Rationa'e 1 % Age will not be an inhibiting factor for a postpartum client.

Rationa'e 2 % 'he client from Saudi Arabia might be a Muslim" and re2uire female nursing care.

Rationa'e 3 % )elevance will be a factor that facilitates learning.

Rationa'e " % Non&udgmental support is a factor that facilitates learning.

Rationa'e # % 'he client<s pain might inhibit learning" and the nurse might want to deal with pain before teaching.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Health Promotion and MaintenanceC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% Planning+earning .ut$ome:

Question 3#Type: MCSA'he teaching plan for a 51year1old client with asthma will be most effective if it includes which of the following8

1! Active involvement

2! Pictures involving lungs and blood

3! (n&ection teaching

"! A group of 51year1olds




Corre$t %ns&er: /

Rationa'e 1 % 'he 51year1old will have a shorter attention span than will an adult" and will learn better with activelearning episodes.

Rationa'e 2 % 'he 51year1old is not developmentally ready to understand this kind of detail.

Rationa'e 3 % 'he 51year1old is not developmentally ready to learn about in&ections" and most 51year1olds do not

have the psychomotor ability to handle an in&ection.

Rationa'e " % 'he 51year1old will be distracted in an environment with other children3 one1to1one learningepisodes will be more effective.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Health Promotion and MaintenanceC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% Planning

+earning .ut$ome:

Question 3/Type: MCSA'he nurse reali4es that the overall goal of client education is%

1! 'o ensure clients< safe transition from one level of care to another.

2! 'o have clients take care of themselves.

3! 'o keep clients from making medication administration errors.

"! 'o keep clients from developing wound infections.

Corre$t %ns&er: /

Rationa'e 1 % (n a client<s move from acute care to sub1acute care or to home care or self1care" the overall goal isclient safety.

Rationa'e 2 % Self1care may be a long1term goal" but is not the overall goal of client education.

Rationa'e 3 % Medication safety may be one goal" but is not the overall goal of client education.

Rationa'e " % (nfection prevention may be a long1term goal" but is not the overall goal of client education.

('o)a' Rationa'e:






Question 30Type: MCMA'he 0PN 0BN utili4es the teaching plan in many care settings" and knows that a successful plan includes%


1! Client1centered activities.

2! Client assessment.

3! Method of implementation.

"! 'ermination activities.

#! :eveloping nursing goals based on desired outcomes.


Rationa'e 1 % 'he plan needs to include the client and family" and be realistic and achievable.

Rationa'e 2 % (nformation about the client needs to be gathered" including how well the client will be able tounderstand and apply what is taught.

Rationa'e 3 % 'he method of implementation needs to be tailored to the client<s learning style" physical condition"and outcomes that have been identified.

Rationa'e " % 'ermination activities are not part of a teaching plan.

Rationa'e # % Nursing goals must be based on desired health outcomes that are client1centered.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% Planning+earning .ut$ome:

Question 3Type: MCMA'he 0PN 0BN may be responsible for teaching which of the following populations8





1! Newly employed 0PNs 0BNs

2! Community groups

3! Newly employed )Ns

"! Client teaching

#! Herself


Rationa'e 1 % 'he 0PN 0BN may function as a preceptor for new graduate 0PNs 0BNs" or for newly employed0PNs 0BNs.

Rationa'e 2 % 0PNs 0BNs may teach in community settings" such as teaching CP)" nutrition" safety" etc.

Rationa'e 3 % 0PNs 0BNs do not teach )Ns.

Rationa'e " % 0PNs 0BNs may reinforce teaching begun by the clinical nurse specialist" and other members of thehealthcare team3 in some settings" the 0PN 0BN is responsible for all client teaching.

Rationa'e # % 0PNs 0BNs are responsible for being lifelong learners" updating their knowledge and skills.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation

+earning .ut$ome:

Question 3Type: MCMA'he appropriate teaching method for the nurse to use in teaching a client how to change a dressing is%


1! :emonstration.

2! 0ecture.

3! Suited to the client.

"! Suited to the teacher.

#! Printed materials.





Rationa'e 1 % :emonstration of a dressing change is often used with e6planation" and allows the client to see andthen model the procedure.

Rationa'e 2 % 0ecture would be less effective in this situation" as the learner is passive.

Rationa'e 3 % Clients who are visual learners will not do as well with descriptions as they will with a

demonstration and a description3 client learning style needs to be assessed.

Rationa'e " % 'he teaching strategy must be suited to the teacher3 for e6ample" if the teacher has visual or psychomotor deficits" then demonstration by that teacher might be less effective than would be use of audiovisualmaterials.

Rationa'e # % Printed materials allow the client to proceed at his own pace" but will not be effective if the readinglevel of the materials is too high.

('o)a' Rationa'e:


Question "Type: MCMA'he nurse assists the client with newly diagnosed heart disease to access the facility<s CA: learning module onthe computer" pointing out to the client that which types of learning will be most likely to occur8


1! Cognitive

2! 0ecture

3! Affective

"! Psychomotor

#! ;bservable


Rationa'e 1 % Computer1assisted training programs involve the cognitive domain.

Rationa'e 2 % 0ecture is not a characteristic of computer1assisted training programs.




Rationa'e 3 % 'he learner will be provided immediate reinforcement and review as the program progresses.

Rationa'e " % 'he learner controls the computer" and the pace of the program.

Rationa'e # % Much of the learning with a computer1assisted learning program will not be observable immediately.

('o)a' Rationa'e:


Question "1Type: MCSA+valuating client learning is an ongoing and final process that measures learning%

1! -ased on written tests.

2! Against learning goals that were selected.

3! Client contract.

"! Strategies used.

Corre$t %ns&er: *

Rationa'e 1 % 7ritten tests are one method of measuring learning" but are not appropriate in all situations.

Rationa'e 2 % 0earning is measured based on learning goals that were selected in the planning phase by the nurseand the client.

Rationa'e 3 % Client contracts are teaching strategies rather than methods of evaluating learning.

Rationa'e " % 0earning is not measured based on teaching strategies.

('o)a' Rationa'e:


Question "2Type: MCMA




After the client teaching has been completed" the nurse identifies which of the following as potential evaluationoutcomes8


1! 'eaching might have to be modified.

2! ollow1up teaching might be needed.

3! -ehavior changes immediately.

"! Clients might forget some things.

#! )eview is seldom necessary.

Corre$t %ns&er: /"*"#

Rationa'e 1 % 'eaching plans might have to be modified if learning outcomes have not been met.

Rationa'e 2 % ollow1up teaching might be necessary if the client did not remember everything.

Rationa'e 3 % -ehavior change does not always take place immediately3 new behavior must emerge gradually.

Rationa'e " % 7ith new skills and information" the client might not be able to retain all the information.

Rationa'e # % )eview and follow1up are often necessary" and the nurse can support the behavior change.

('o)a' Rationa'e:


C'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% +valuation+earning .ut$ome:

Question "3Type: MCSAAfter the teaching process is completed" the nurse is careful to%

1! +valuate the response to teaching.

2! ollow up with the family to see whether the client is following through.

3! :ocument responses to teaching.

"! Select new strategies for teaching.

Corre$t %ns&er: !




Rationa'e 1 % +valuating client response to teaching is not the last step in the process.

Rationa'e 2 % 'he nurse would follow up with the client3 this will be done after documentation.

Rationa'e 3 % 'he nurse documents responses to teaching" including diagnosed learning needs" learning ob&ectives"topics taught" client outcomes" need for additional teaching" and resources provided.

Rationa'e " % New teaching strategies may be selected during the evaluation process.

('o)a' Rationa'e:


Question ""Type: MCMA

'he nurse is preparing to meet a client for the first time to teach about home ostomy management. Prior tomeeting the client" what information will the nurse want to gather in order to individuali4e the teaching plan8Select all that apply.


1! +ducation level

2! Cognitive ability

3! Social class

"! +mployment

#! Culture


Rationa'e 1 % Considerations when planning teaching should include the clientDs educational level" cognitiveability" social class" and culture. @nowledge of educational level and cognitive level helps the nurse to plan

teaching aimed at the clientDs current intellectual level. @nowledge of the clientDs &ob and culture providesinformation to help the nurse develop rapport with this client.

Rationa'e 2 % Considerations when planning teaching should include the clientDs educational level" cognitiveability" social class" and culture. @nowledge of educational level and cognitive level helps the nurse to planteaching aimed at the clientDs current intellectual level. @nowledge of the clientDs &ob and culture providesinformation to help the nurse develop rapport with this client.




Rationa'e 3 % Considerations when planning teaching should include the clientDs educational level" cognitiveability" social class" and culture. @nowledge of educational level and cognitive level helps the nurse to planteaching aimed at the clientDs current intellectual level. @nowledge of the clientDs &ob and culture providesinformation to help the nurse develop rapport with this client.

Rationa'e " % Considerations when planning teaching should include the clientDs educational level" cognitiveability" social class" and culture. @nowledge of educational level and cognitive level helps the nurse to planteaching aimed at the clientDs current intellectual level. @nowledge of the clientDs &ob and culture provides

information to help the nurse develop rapport with this client.

Rationa'e # % Considerations when planning teaching should include the clientDs educational level" cognitiveability" social class" and culture. @nowledge of educational level and cognitive level helps the nurse to planteaching aimed at the clientDs current intellectual level. @nowledge of the clientDs &ob and culture providesinformation to help the nurse develop rapport with this client.

('o)a' Rationa'e:



Question "#Type: MCSA

'he nurse plans to teach a client about blood glucose monitoring using a behavioristic approach. 7hich of thefollowing techni2ues would the nurse use when modeling behaviorism8

1! Providing positive feedback

2! :iscussing techni2ues for obtaining the blood sample

3! +ncouraging the client to practice manipulating e2uipment

"! +ncouraging the client to read the directions that come with e2uipment

Corre$t %ns&er: /

Rationa'e 1 % -ehaviorism promotes positive feedback to support positive changes in behavior. :iscussingtechni2ues for obtaining blood and e6plaining the use of insulin by the body are e6amples of cognitivism.+ncouraging the client to learn for himself demonstrates humanism.

Rationa'e 2 % -ehaviorism promotes positive feedback to support positive changes in behavior. :iscussingtechni2ues for obtaining blood and e6plaining the use of insulin by the body are e6amples of cognitivism.+ncouraging the client to learn for himself demonstrates humanism.




('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% Planning+earning .ut$ome:

Question "0Type: MCSA

'he nurse is conducting a teaching session with an adolescent regarding the medications used to treat systemiclupus erythematosus" and asks the client how she feels about avoiding sun e6posure when she is unable toaccompany friends to the beach. 'he nurse is addressing which learning domain8

1! 'he humanism domain

2! 'he psychomotor domain

3! 'he affective domain

"! 'he behaviorism domain

Corre$t %ns&er: !

Rationa'e 1 % 7hen the nurse asks the client about feelings" the nurse is in2uiring about the affective domain.-ehaviorism and humanism are e6amples of theories of learning. An e6ample of the psychomotor domain isasking the client to complete a return demonstration of skills learned.



Rationa'e " % 7hen the nurse asks the client about feelings" the nurse is in2uiring about the affective domain.-ehaviorism and humanism are e6amples of theories of learning. An e6ample of the psychomotor domain isasking the client to complete a return demonstration of skills learned.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Psychosocial (ntegrityC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% (mplementation




+earning .ut$ome:

Question "Type: MCSA

'he nurse is teaching the client how to administer insulin before discharge. 'he nurse teaches the safest and mosteffective sites for insulin in&ection. 'he nurse is demonstrating which of the following8

1! 'he psychomotor domain

2! 'he cognitive domain

3! :emonstration and role modeling

"! Adaptation to changing health status

Corre$t %ns&er: *

Rationa'e 1 % :iscussing the sites and safety is an e6ample of use of the cognitive domain. Asking the client todemonstrate giving the in&ection is an e6ample of psychomotor domain. :emonstration and role modeling aremethods of applying a learning theory. Adaptation to a changing health status is a topic of client education.



Rationa'e " % :iscussing the sites and safety is an e6ample of use of the cognitive domain. Asking the client todemonstrate giving the in&ection is an e6ample of psychomotor domain. :emonstration and role modeling aremethods of applying a learning theory. Adaptation to a changing health status is a topic of client education.

('o)a' Rationa'e:


+earning .ut$ome:

Question "Type: MCSA

'he nurse is planning a teaching session with the client who had ma&or abdominal surgery yesterday. 7hich of thefollowing is a priority nursing intervention before beginning the teaching session8





1! 'he nurse plans to ask the client to select the time of the session.

2! 'he nurse plans to show the client a videotape while the client rests in bed.

3! 'he nurse plans to advise the client to use the supplies from the hospital.

"! 'he nurse plans to review the material at the end of the session.

#! 'he nurse plans on using appropriate medical terminology.

Corre$t %ns&er: /"#

Rationa'e 1 % actors that increase the learning potential include letting the client select the time for learning andreviewing at the end of the session so the client can ask 2uestions. A videotape is not the best method of teaching"

because there is no involvement by the client. Advising the client to use only hospital supplies is not advisable because the client must know where to go to get additional supplies as needed" and using medical terms could promote confusion and misunderstanding by the client.




because there is no involvement by the client. Advising the client to use only hospital supplies is not advisable because the client must know where to go to get additional supplies as needed" and using medical terms could

promote confusion and misunderstanding by the client.

Rationa'e " % actors that increase the learning potential include letting the client select the time for learning andreviewing at the end of the session so the client can ask 2uestions. A videotape is not the best method of teaching"


Rationa'e # % actors that increase the learning potential include letting the client select the time for learning andreviewing at the end of the session so the client can ask 2uestions. A videotape is not the best method of teaching"

because there is no involvement by the client. Advising the client to use only hospital supplies is not advisable

because the client must know where to go to get additional supplies as needed" and using medical terms could promote confusion and misunderstanding by the client.

('o)a' Rationa'e:

Cogniti*e +e*e': ApplyingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):)amont" Niedringhous" Comprehensive Nursing Care *nd +dition ,pdate 'est -ank Copyright * /* by Pearson +ducation" (nc.




Question #1Type: MCSA

'he teaching process shares which of the following characteristics with the nursing process8

1! -oth processes use assessment" planning" implementation" and diagnosis.

2! -oth processes use assessment" planning" implementation" and evaluation.

3! -oth processes use evaluation" planning" implementation" and diagnosis.

"! -oth processes use planning" implementation" evaluation" and diagnosis.

Corre$t %ns&er: *

Rationa'e 1 % 'he nursing process and teaching process are similar in that both use assessment3 in teaching" thenurse assesses the learning needs and cognitive ability of the client. Planning is used in both processes todetermine how care or teaching will be provided. (mplementation in both processes carries out the plan" andevaluation determines the effectiveness of the implementation. :iagnosis is part of the nursing process" but is notused in the teaching process" although a diagnosis in the plan of care often leads the teaching needs of the client.



Rationa'e " % 'he nursing process and teaching process are similar in that both use assessment3 in teaching" thenurse assesses the learning needs and cognitive ability of the client. Planning is used in both processes todetermine how care or teaching will be provided. (mplementation in both processes carries out the plan" andevaluation determines the effectiveness of the implementation. :iagnosis is part of the nursing process" but is notused in the teaching process" although a diagnosis in the plan of care often leads the teaching needs of the client.

('o)a' Rationa'e:

Cogniti*e +e*e': Analy4ingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% Planning




+earning .ut$ome:


'he 0PN 0BN is asked to perform teaching for a group of clients. 7hich of the following situations would beappropriate for the 0PN 0BN to teach8

1! Community CP)

2! (nitial preoperative teaching for a group of cardiac clients

3! (nitial discharge teaching for clients in the hospital

"! Providing an inservice to a group of )Ns on the stages of labor

Corre$t %ns&er: /

Rationa'e 1 % 'he 0PN 0BN who completes the instructor course in CP) may teach a CP) class. (nitial teachingre2uired by a client is completed by the )N" and then the 0PN 0BN reinforces client teaching. 'he 0PN 0BNwould not usually provide )N inservices" although the 0PN 0BN may participate in teaching the nursing staff.



Rationa'e " % 'he 0PN 0BN who completes the instructor course in CP) may teach a CP) class. (nitial teachingre2uired by a client is completed by the )N" and then the 0PN 0BN reinforces client teaching. 'he 0PN 0BNwould not usually provide )N inservices" although the 0PN 0BN may participate in teaching the nursing staff.

('o)a' Rationa'e:


+earning .ut$ome:


'he nurse is planning on reinforcing teaching to a $1year1old scheduled for a tonsillectomy. 7hich of thefollowing strategies would the nurse plan to use with this child8




"! 'he nurse gives printed materials in very basic +nglish.

#! 'he nurse uses the facility interpreter to help him.

Corre$t %ns&er: /"*"$

Rationa'e 1 % ,se of pictures and charts" if applicable to the topic" is of particular value when teaching a clientwho speaks a different language" because pictures and charts can be interpreted by the client no matter what

language is spoken. (t is important to assess the clientDs comfort when discussing hygiene because some culturesfind it inappropriate for a woman to discuss personal topics with a man who is not her father or husband. Aninterpreter is essential in providing understandable information. Smiling and nodding do not necessarily indicateunderstanding" and must be assessed by the nurse. A client who does not speak any +nglish will not be helped byeven the most basic +nglish.

Rationa'e 2 % ,se of pictures and charts" if applicable to the topic" is of particular value when teaching a clientwho speaks a different language" because pictures and charts can be interpreted by the client no matter whatlanguage is spoken. (t is important to assess the clientDs comfort when discussing hygiene because some culturesfind it inappropriate for a woman to discuss personal topics with a man who is not her father or husband. Aninterpreter is essential in providing understandable information. Smiling and nodding do not necessarily indicate

understanding" and must be assessed by the nurse. A client who does not speak any +nglish will not be helped byeven the most basic +nglish.

Rationa'e 3 % ,se of pictures and charts" if applicable to the topic" is of particular value when teaching a clientwho speaks a different language" because pictures and charts can be interpreted by the client no matter whatlanguage is spoken. (t is important to assess the clientDs comfort when discussing hygiene because some culturesfind it inappropriate for a woman to discuss personal topics with a man who is not her father or husband. Aninterpreter is essential in providing understandable information. Smiling and nodding do not necessarily indicateunderstanding" and must be assessed by the nurse. A client who does not speak any +nglish will not be helped byeven the most basic +nglish.

Rationa'e " % ,se of pictures and charts" if applicable to the topic" is of particular value when teaching a clientwho speaks a different language" because pictures and charts can be interpreted by the client no matter whatlanguage is spoken. (t is important to assess the clientDs comfort when discussing hygiene because some culturesfind it inappropriate for a woman to discuss personal topics with a man who is not her father or husband. Aninterpreter is essential in providing understandable information. Smiling and nodding do not necessarily indicateunderstanding" and must be assessed by the nurse. A client who does not speak any +nglish will not be helped byeven the most basic +nglish.

Rationa'e # % ,se of pictures and charts" if applicable to the topic" is of particular value when teaching a clientwho speaks a different language" because pictures and charts can be interpreted by the client no matter whatlanguage is spoken. (t is important to assess the clientDs comfort when discussing hygiene because some cultures

find it inappropriate for a woman to discuss personal topics with a man who is not her father or husband. Aninterpreter is essential in providing understandable information. Smiling and nodding do not necessarily indicateunderstanding" and must be assessed by the nurse. A client who does not speak any +nglish will not be helped byeven the most basic +nglish.

('o)a' Rationa'e:

Cogniti*e +e*e': Applying)amont" Niedringhous" Comprehensive Nursing Care *nd +dition ,pdate 'est -ank Copyright * /* by Pearson +ducation" (nc.



'he nurse is teaching the client about the proper way to take the prescribed antibiotics at home. 'he nurseconcludes that the client needs further instruction if the client states%

1! E( will take the medication until it is all gone.E

2! E( will stop taking the medication when the symptoms are gone.E

3! E( will not skip any doses.E

"! E( will call the physician if the symptoms worsen.E

Corre$t %ns&er: *

Rationa'e 1 % Antibiotics are taken until all the medication ordered is taken. 'he client would need reinforcementif the client thought he should stop the medication when the symptoms are gone. 'he client is appropriate if hedoes not skip doses or if he calls if the symptoms get worse.

Rationa'e 2 % Antibiotics are taken until all the medication ordered is taken. 'he client would need reinforcementif the client thought he should stop the medication when the symptoms are gone. 'he client is appropriate if he

does not skip doses or if he calls if the symptoms get worse.

Rationa'e 3 % Antibiotics are taken until all the medication ordered is taken. 'he client would need reinforcementif the client thought he should stop the medication when the symptoms are gone. 'he client is appropriate if hedoes not skip doses or if he calls if the symptoms get worse.

Rationa'e " % Antibiotics are taken until all the medication ordered is taken. 'he client would need reinforcementif the client thought he should stop the medication when the symptoms are gone. 'he client is appropriate if hedoes not skip doses or if he calls if the symptoms get worse.

('o)a' Rationa'e:

Cogniti*e +e*e': Analy4ingC'ient Need: Safe +ffective Care +nvironmentC'ient Need Su):Nursing -ntegrated Con$epts: Nursing Process% +valuation+earning .ut$ome:

Ramont2e Rev TIF Ch13

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