NCLEX - W8 - Patient Teaching

Question 1

A nurse is teaching a patient about a new medication. Which of the following actions by the nurse would best evaluate the patient’s understanding of the teaching?
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a. Ask the patient if they have any questions.
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b. Have the patient repeat back the instructions in their own words.
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c. Give the patient a written handout about the medication.
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d. Observe the patient taking the medication for the first time.

Answer 1

b. Have the patient repeat back the instructions in their own words.

This is the best way to evaluate the patient’s understanding because it requires them to actively process the information and demonstrate their comprehension.

Question 2

A nurse is planning a teaching session for a group of older adults about heart disease. Which of the following is the most important consideration for the nurse when planning the session?
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a. The length of the session.
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b. The time of day the session is held.
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c. The patient’s learning styles.
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d. The availability of audiovisual aids.

Answer 2

c. The patient’s learning styles.

Older adults may have different learning styles and preferences than younger adults.

It is important for the nurse to consider these factors when planning the session.

Question 3

A nurse is teaching a patient with a new diagnosis of diabetes about self-care. Which of the following statements by the patient indicates that further teaching is needed?
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a. “I will check my blood sugar before meals and at bedtime.”
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b. “I will eat a balanced diet and exercise regularly.”
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c. “I will take my insulin as prescribed.”
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d. “I will only need to see the doctor once a year.”

Answer 3

d. “I will only need to see the doctor once a year.”

Patients with diabetes typically need to see their doctor more frequently than once a year.
This statement indicates that the patient does not understand the importance of regular medical follow-up.

Question 4

A nurse is assessing a patient’s readiness to learn about their new diagnosis. Which of the following factors is most likely to affect the patient’s readiness to learn?
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a. The patient’s age.
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b. The patient’s level of education.
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c. The patient’s level of anxiety.
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d. The patient’s cultural background.

Answer 4

c. The patient’s level of anxiety. Anxiety can interfere with a patient’s ability to concentrate and learn.

It is important for the nurse to assess the patient’s anxiety level and address any concerns before providing teaching.

Question 5

A nurse is providing discharge teaching to a patient who is going home after a stroke. Which of the following is the most important thing for the nurse to teach the patient’s family?
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a. How to perform range-of-motion exercises.
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b. How to transfer the patient from bed to chair.
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c. How to administer the patient’s medications.
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d. How to recognize signs and symptoms of a stroke.

Answer 5

d. How to recognize signs and symptoms of a stroke.

It is important for the patient’s family to be able to recognize the signs and symptoms of a stroke so that they can seek medical attention immediately if the patient has another stroke

Question 6

A patient tells the nurse that they are having trouble remembering to take their medications. Which of the following strategies would be most helpful for the nurse to suggest to the patient?
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a. Ask a family member to remind them to take their medications.
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b. Set an alarm on their phone to remind them to take their medications.
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c. Keep their medications in a place where they will see them every day.
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d. All of the above.

Answer 6

d. All of the above.

These are all helpful strategies for remembering to take medications.
The best strategy for a particular patient will depend on their individual needs and preferences.

Question 7

A nurse is teaching a patient about the importance of following a healthy diet. Which of the following statements by the patient indicates that they understand the teaching?
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a. “I will eat whatever I want as long as I don’t gain weight.”
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b. “I will eat a variety of foods from all food groups.”
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c. “I will only eat foods that are low in fat.”
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d. “I will skip meals if I’m not hungry.”

Answer 7

b. “I will eat a variety of foods from all food groups.”

This statement indicates that the patient understands the importance of eating a balanced diet.

Question 8

A nurse is evaluating the effectiveness of a teaching session about wound care. Which of the following findings indicates that the teaching was effective?
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a. The patient states that they understand the teaching.
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b. The patient is able to correctly demonstrate the wound care procedure.
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c. The patient’s wound is healing properly.
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d. All of the above.

Answer 8

d. All of the above.

All of these findings indicate that the teaching was effective.

The patient should be able to understand the teaching, demonstrate the procedure correctly, and experience positive outcomes, such as wound heali

Question 9

A nurse is teaching a patient with a new diagnosis of heart failure about the importance of limiting their sodium intake. Which of the following teaching methods is most likely to be effective for this patient?
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a. Provide the patient with a list of low-sodium foods.
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b. Explain to the patient how sodium can worsen their heart failure.
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c. Have the patient role-play a situation in which they are tempted to eat high-sodium foods.
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d. All of the above.

Answer 9

d. All of the above.

All of these teaching methods can be effective for teaching a patient about the importance of limiting their sodium intake.

The best approach will depend on the patient’s individual needs and preferences.

Question 10

A nurse is providing discharge teaching to a patient who is going home with a new colostomy. Which of the following is the most important thing for the nurse to teach the patient?
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a. How to care for the ostomy pouch.
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b. How to irrigate the colostomy.
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c. How to prevent skin breakdown around the stoma.
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d. How to cope with the emotional impact of having a colostomy

Answer 10

a. How to care for the ostomy pouch.

This is the most important thing for the patient to learn because it is essential for maintaining their health and preventing complications.

Question 11

A nurse is preparing to teach a patient about a new medication. Which of the following actions by the nurse would best promote patient learning?
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a. Speak loudly and clearly to the patient.
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b. Use medical jargon when explaining the medication.
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c. Ask the patient about their preferred learning style.
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d. Provide the patient with a lengthy written handout about the medication.

Answer 11

c. Ask the patient about their preferred learning style.

People learn in different ways.
It is important for the nurse to tailor the teaching to the patient’s individual learning style.

Question 12

A nurse is teaching a patient about the importance of getting regular exercise. Which of the following statements by the patient indicates that they understand the teaching?
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a. “I will exercise for at least 30 minutes most days of the week.”
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b. “I will only exercise if I am feeling up to it.”
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c. “I will exercise until I am exhausted.”
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d. “I will exercise even if I am in pain.”

Answer 12

a. “I will exercise for at least 30 minutes most days of the week.”

This statement indicates that the patient understands the recommended guidelines for physical activity

Question 13

A nurse is teaching a patient about how to use an inhaler. Which of the following teaching methods is most likely to be effective for this patient?
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a. Have the patient watch a video about how to use an inhaler.
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b. Explain to the patient how to use an inhaler.
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c. Have the patient demonstrate how to use an inhaler.
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d. All of the above.

Answer 13

d. All of the above.

All of these teaching methods can be effective for teaching a patient how to use an inhaler.
The best approach will depend on the patient’s individual needs and preferences.

Question 14

A nurse is evaluating the effectiveness of a teaching session about diabetes management. Which of the following findings indicates that the teaching was not effective?
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a. The patient is able to state the signs and symptoms of hypoglycemia.
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b. The patient is able to correctly demonstrate how to check their blood sugar.
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c. The patient’s blood sugar levels have been consistently elevated since the teaching session.
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d. The patient is able to identify foods that are high in carbohydrates.

Answer 14

c. The patient’s blood sugar levels have been consistently elevated since the teaching session.

This finding indicates that the patient is not able to apply the information they learned during the teaching session to their self-care.

Question 15

A nurse is teaching a patient about the importance of quitting smoking. Which of the following statements by the patient indicates that they are ready to quit smoking?
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a. “I know I should quit smoking, but I’m not ready yet.”
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b. “I’ve tried to quit smoking before, but I couldn’t do it.”
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c. “I’m willing to try to quit smoking.”
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d. “I’m not sure if I want to quit smoking.”

Answer 15

c. “I’m willing to try to quit smoking.”

This statement indicates that the patient is motivated to quit smoking and is ready to make a change.

Question 16

What is an example of teaching in the cognitive domain?
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a. The patient expresses a desire to learn more about their illness.
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b. The patient demonstrates how to change a dressing.
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c. The patient states three benefits of following a healthy diet.
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d. The patient can identify the side effects of a new medication

Answer 16

d. The patient can identify the side effects of a new medication.

This involves recalling and understanding information, which falls under the cognitive domain.

Question 17

Which factor would be most likely to motivate a patient to learn about their health?
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a. The patient is in pain.
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b. The patient is feeling anxious.
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c. The patient believes that the information will help them feel better.
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d. The patient is concerned about the cost of their healthcare.

Answer 17

c. The patient believes that the information will help them feel better.

This indicates intrinsic motivation and a perceived benefit, which are strong motivators for learning.

Question 18

A patient is being discharged home after a heart attack. The nurse is providing discharge teaching about diet and exercise. Which of the following is the best way for the nurse to assess the patient’s learning?
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a. Ask the patient to repeat back the instructions.
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b. Give the patient a written handout about diet and exercise.
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c. Have the patient demonstrate how to prepare a heart-healthy meal.
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d. Observe the patient’s facial expressions while providing the teaching.

Answer 18

a. Ask the patient to repeat back the instructions.

“Teach-back” is a proven method for evaluating patient understanding and promotes active engagement with the information.

Question 19

A patient with low health literacy is being discharged home with a new medication. Which of the following strategies would be most helpful for the nurse to use when providing medication teaching?
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a. Use medical jargon when explaining the medication.
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b. Provide the patient with a lengthy written handout about the medication.
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c. Ask the patient to explain back to you in their own words how they will take the medication.
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d. Have the patient watch a video about the medication.

Answer 19

c. Ask the patient to explain back to you in their own words how they will take the medication.

This utilizes the “teach-back” method, which simplifies complex information and ensures comprehension for patients with low health literacy.

Question 20

A patient is having trouble learning how to use a new medical device. Which of the following actions by the nurse would be most appropriate?
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a. Tell the patient that they will eventually learn how to use the device.
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b. Ask the patient if they would like a family member to help them learn how to use the device.
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c. Break down the task into smaller steps and teach the patient one step at a time.
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d. Refer the patient to a physical therapist for further instruction.

Answer 20

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c. Break down the task into smaller steps and teach the patient one step at a time.

This approach simplifies the learning process and allows the patient to master each step before moving on to the next.

Question 21

A nurse is creating a teaching plan for a patient with a new diagnosis of chronic obstructive pulmonary disease (COPD). Which of the following would be an appropriate teaching goal for this patient?
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a. The patient will be able to state the pathophysiology of COPD.
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b. The patient will be able to demonstrate how to use an inhaler.
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c. The patient will be able to list three lifestyle changes that can improve their COPD symptoms.
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d. All of the above.

Answer 21

d. All of the above.

All three goals are appropriate for a patient with COPD, addressing various aspects of disease management and self-care.

Question 22

What is an example of teaching in the affective domain?
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a. The patient can name the equipment used to check their blood pressure.
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b. The patient successfully performs a blood sugar check using a glucometer.
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c. The patient describes their feelings about their new diagnosis.
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d. The patient lists foods they should avoid while on a specific diet.

Answer 22

c. The patient describes their feelings about their new diagnosis.

This involves expressing emotions and attitudes related to health, aligning with the affective domain

Question 23

What is the most important factor to assess when determining a patient’s readiness to learn?
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a. Age.
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b. Cultural Background.
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c. Motivation.
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d. Energy Level.

Answer 23

c. Motivation.

A motivated patient is more receptive to learning and will actively participate in the process.

Question 24

Which teaching strategy is most effective for teaching a patient a psychomotor skill, such as how to self-administer an injection?
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a. Lecture.
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b. Group Discussion.
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c. Demonstration and Return Demonstration.
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d. Role Playing.

Answer 24

c. Demonstration and Return Demonstration.

This hands-on approach allows the patient to see the skill performed correctly and then practice it themselves, promoting psychomotor learning

Question 25

What is a “teachable moment?”
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a. A planned teaching session with specific learning objectives.
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b. An informal opportunity to provide education during routine care.
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c. A time when the patient is experiencing severe pain or anxiety.
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d. A time when the nurse is busy with other tasks and cannot provide teaching.

Answer 25

b. An informal opportunity to provide education during routine care.

These moments capitalize on patient interest or real-life situations to enhance learning in a natural context.

Question 26

What is the first step in creating a patient teaching plan?
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a. Gathering teaching materials.
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b. Setting learning objectives.
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c. Assessing the patient’s learning needs.
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d. Choosing teaching strategies.

Answer 26

c. Assessing the patient’s learning needs.

A thorough assessment helps to tailor the teaching plan to the patient’s specific needs and goals

Question 27

A nurse wants to evaluate a patient’s understanding of their newly prescribed medication regimen. Which evaluation method would provide the most accurate assessment?
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a. Ask the patient if they understand the information.
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b. Have the patient explain their medication schedule back to the nurse.
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c. Observe the patient taking their medications correctly.
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d. Give the patient a multiple-choice quiz on their medications.

Answer 27

b. Have the patient explain their medication schedule back to the nurse.

The “teach-back” method directly assesses the patient’s comprehension and ability to apply the information, providing valuable feedback.

Question 28

According to The Joint Commission, what should nurses consider when assessing a patient’s learning needs?
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a. The patient’s motivation to learn.
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b. The patient’s health literacy.
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c. Barriers to learning and communication.
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d. All of the above.

Answer 28

d. All of the above.

The Joint Commission emphasizes the importance of considering these factors to personalize patient education and ensure its effectiveness.

Question 29

A patient expresses feelings of frustration and helplessness after being diagnosed with a chronic illness. Which domain of learning should the nurse prioritize when addressing the patient’s concerns?
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a. Cognitive.
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b. Psychomotor.
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c. Affective.
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d. All domains equally.

Answer 29

c. Affective.

This domain focuses on emotions, values, and attitudes, addressing the patient’s feelings of frustration and helplessness.

Question 30

30.
Which of the following is a benefit of using “teach-back” and “show-back” techniques in patient education?
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a. They help to ensure patient understanding of the information being taught.
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b. They can save the nurse time by eliminating the need for repeated teaching.
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c. They are suitable for all patients, regardless of their learning style or health literacy level.
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d. They are not recommended by The Joint Commission as effective teaching strategies.

Answer 30

a. They help to ensure patient understanding of the information being taught. By having patients demonstrate their understanding, these techniques actively involve them in the learning process and reveal any knowledge gaps.