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10 Cards in this Set

  • Front
  • Back
In relation to teaching as communication, a specific learning objective is developed from the:
A. Message
B. Referent
C. Feedback
D. Intrapersonal variables
b. The referent is the perceived need to provide information. This provides the basis for the learning objective.
a. Message refers to the information taught.
c. Feedback is used to determine whether or not the learning objective was achieved.
d. Intrapersonal variables are used to assess willingness and ability to learn.
The client who is most ready to begin a client teaching session is the client who has:
A. Had nausea and vomiting for the past 24 hours
B. Just been told that he needs to have major surgery
C. Voiced a concern about how insulin injections will affect her lifestyle
D. Complained bitterly about the low-fat, low-cholesterol diet following his heart attack
c. This reflects the resolution stage in the process of psychosocial adaptation to illness.The client perceives a need for assistance and ready to learn.
a. Physical discomfort can impair the ability to learn.
b. A high level of anxiety prevents learning from occurring.
d. Complaining reflects the anger stage in the process of psychosocial adaptation to illness. The client needs more time to resolve feelings.
A learning objective for a client taking digoxin (Lanoxin) is to correctly take a radial pulse for 1 minute before medication administration. The learning objective has been achieved when the client:
A. States “I understand”
B. Demonstrates correct finger placement and counts the beats correctly
C. States “Just place two fingers at the thumb side of the wrist”
D. Demonstrates by placing two fingers at the inner antecubital space and counts the beats for 60 seconds
b. Direct observation is a form of measurement of evaluation. The client demonstrated correctly.
a. This does not indicate a means of measuring if the client was able to correctly take a radial pulse for 1 minute. c. This does not indicate if the client was able to count the number of beats for 1 minute.
d. The fingers were placed in the antecubital space rather than over the radial artery. The client demonstrated incorrect placement.
Which of the following is an example of an appropriately stated learning objective?
A. The client will ambulate 100 feet.
B. The nurse will explain the importance of a diabetic diet.
C. The client will state three factors that affect cholesterol by the end of the teaching session.
D. The nurse will demonstrate a sterile dressing change by the end of the first hospital day.
c. This learning objective includes the required singular behavior, measurable objective, and a time frame for completion.
a. This learning objective lacks a time frame for completion.
b .This is a teaching objective rather than a learning objective.
d. This is a teaching objective rather than a learning objective
The nurse is demonstrating the proper technique of using a glucometer to a group of newly diagnosed diabetics. The nurse smiles and praises one of the clients when she correctly performs a finger stick. This teaching approach is referred to as:
A. Timing
B. Entrusting
C. Reinforcing
D. Group instruction
c. Social reinforcing includes smiles, compliments, or words of encouragement. a. Timing is not a teaching approach. It refers to the planning phase of the teaching process.
b. Entrusting allows the client to manage his or her own care with the nurse available for assistance if needed. A newly diagnosed diabetic would not be able to manage self-care.
d. Group instruction is an instructional method, not a teaching approach.
When teaching older adults, the nurse should:
A. Speak in a loud tone of voice
B. Begin and end with the most important information
C. Avoid repeating information in order to lessen confusion
D. Include as much information as possible in each teaching session
b. Short-term memory is often reduced in older adults; therefore repeating important information enhances retention, especially at the beginning and end.
a. Lower tones are better understood by the older adult.
c. Repeating information facilitates learning in the older adult.
d. Older adults may have slower cognitive function and will remember more effectively if the information is paced properly.
The client who required a colostomy as part of bowel surgery tells the nurse that she is ready to resume her normal activities and be a positive influence for others by sharing her experiences at the next ostomy support group meeting. The nurse identifies this affective learning domain as:
A. Valuing
B. Receiving
C. Responding
D. Characterizing
d. The client's values are tested, and the response indicates a consistent value system. a. Valuing is attaching worth to an object or behavior. The client is responding in a positive manner and does not indicate concern.
b. The client is indicating more than an attentive attitude as found in receiving.
c. Responding involves listening and asking questions. The client has progressed beyond this behavior.
The assessment phase of the teaching process includes:
A. Learning needs
B. Setting priorities
C. Selection of teaching methods
D. Selection of teaching approach
a. Information obtained during the assessment will determine what is necessary for the client to learn. Because the health status of the client may undergo changes, assessment for learning needs is an ongoing process.
b. This is part of the planning phase.
c. This is part of the planning phase.
d. This is part of the implementation phase.
The client understands that a side effect of naproxen (Naprosyn) is an upset stomach and takes his medication with food. In the cognitive learning domain the client is demonstrating the behavior of:
A. Analysis
B. Synthesis
C. Evaluation
D. Comprehension
b. The client is applying his knowledge/experience of the side effects of his medication and is taking preventive steps to avoid the side effect.
a. This is not as advanced a behavior as synthesis. Analysis only allows the client to know what side effects may commonly occur and which one(s) he may experience.
c. Evaluation is a more advanced behavior than synthesis. There is no indication in the example that the client believes he needs more information in order to plan more effectively.
d. Comprehension is not as advanced a behavior as synthesis. It is limited to the client's being able to explain how the medication will help him.
An example of the most complex behavior in the psychomotor learning domain is demonstrated by:
A. Accepting the limitations imposed by a stroke
B. Understanding the relationship of insulin, diet, and exercise in diabetes
C. Performing a self-catheterization without acquiring a urinary tract infection
D. Performing activities of daily living after left-sided paralysis due to a brain injury
d. Origination is the most complex behavior in the psychomotor learning domain. It is highly complex and involves developing new psychomotor skills and abilities from existing ones as is seen in paralysis.
a. This is a behavior in the affective learning domain.
b. This is a behavior in the cognitive learning domain.
c. This psychomotor learning behavior is referred to as complex overt response, where the client performs a motor skill utilizing a complex movement pattern, and is not as complex as origination.