Patient Education

Question 1

Approaches that enhance learning among older adults.

Answer 1

Gerogogy.

Question 2

Refers to learning that appeals to a person’s feelings, beliefs, or values.

Answer 2

Affective domain.

Question 3

Learning by doing.

Answer 3

Psychomotor domain.

Question 4

Processing information by listening to or reading facts and descriptions.

Answer 4

Cognitive domain.

Question 5

Principals that affect adult learners.

Answer 5

Androgogy.

Question 6

The ability to read and write.

Answer 6

Literacy.

Question 7

When someone can sign their name, perform simple mathematical tasks, and read at or below a ninth-grade level.

Answer 7

Functionally illiterate.

Question 8

Someone who can neither read nor write.

Answer 8

Illiterate.

Question 9

Changing a urinary catheter bag.

Answer 9

Psychomotor domain.

Question 10

Labeling a diagram of the circulatory system.

Answer 10

Cognitive domain.

Question 11

Assembling a first aid kit.

Answer 11

Psychomotor domain.

Question 12

Promoting the value of good handwashing in preventing infections.

Answer 12

Affective domain.

Question 13

Summarizing an article in a nursing journal.

Answer 13

Cognitive domain.

Question 14

Attention is affected by low energy levels, fatigue, and anxiety.

Answer 14

Gerogogic learners.

Question 15

Need immediate feedback.

Answer 15

Pedagogic learners.

Question 16

Responds to competition.

Answer 16

Pedagogic learners.

Question 17

Self-directed and independent.

Answer 17

Androgogic learners.

Question 18

Motivated by a personal need or goal.

Answer 18

Gerogogic learners.

Question 19

Presenting information through a combination of teaching approaches tends to optimize learning
(T/F).

Answer 19

True.

Question 20

Illiteracy, sensory deficits, and a lengthened attention span may require special adaptations when implementing health teaching (T/F).

Answer 20

False?

Question 21

Those who are illiterate and functionally illiterate rarely try to disguise or compensate for their learning deficits (T/F).

Answer 21

False.

Question 22

Older adults tend to have visual and auditory deficits (T/F).

Answer 22

True.

Question 23

Speak in a louder-than-usual tone of voice to a visually impaired patient (T/F).

Answer 23

False.

Question 24

It may be helpful to use the patient’s name frequently throughout the instructional period because this refocuses the patient’s attention (T/F).

Answer 24

True.

Question 25

Optimum learning takes place when a person has a purpose for acquiring new information (T/F).

Answer 25

True.

Question 26

Potential teaching needs are usually identified at the time of a patient’s admission and are rarely amended as the patient’s care and treatment progress (T/F).

Answer 26

False.

Question 27

The best teaching and learning take place when it is standardized (T/F).

Answer 27

False.

Question 28

When working with a hearing-impaired patient, lower the voice pitch (T/F).

Answer 28

True.

Question 29

When assessing the learner, the nurse must consider which learning style the patient prefers, the patient’s development stage and:

Answer 29

1. The patient’s readiness to learn.
2. The patient’s motivation for learning.
3. The patient’s capacity to learn.

Question 30

Older adults have all of the following learning characteristics except:

Answer 30

They tend to be task-oriented rather than outcome-oriented.

Question 31

If the patient does not speak English, and the nurse is unable to communicate effectively with him, the nurse should:

Answer 31

Use a translator to help with patient teaching.

Question 32

Positive motivating factors for learning include all of the following except:

Answer 32

Pleasing others and avoiding criticism.

Question 33

The documentation of patient teaching in the medical record must show:

Answer 33

What has been taught and the evidence that learning took place.

Question 34

Besides determining which style of learning a patient prefers and the patient’s developmental stage, the nurse must consider many other variables, such as:

Answer 34

Capacity to learn, motivation for learning, and readiness to learn.

Question 35

Before teaching the visually impaired patient, the nurse should make sure the patient is wearing __________________, if necessary.

Answer 35

Eyeglasses, corrective lenses.

Question 36

While informal teaching is unplanned and occurs spontaneously, formal teaching requires:

Answer 36

A plan.

Question 37

When teaching adult patients, the nurse should develop a plan that builds from:

Answer 37

Simple to complex, familiar to unfamiliar, normal to abnormal.

Question 38

The science of teaching children.

Answer 38

Pedagogy.

Question 39

Why is patient teaching one of the most important uses for nursing communication?

Answer 39

It promotes the client’s independent ability to meet their own health needs.

Question 40

In the nursing process, patient education is included in:

Answer 40

Nursing implementation.

Question 41

Educators emphasize that learning takes place differently depending on a person’s:

Answer 41

Developmental level.

Question 42

Activities such as listing, identifying, locating, labeling, summarizing, and selecting promote what type of learning style?

Answer 42

Cognitive domain.

Question 43

Activities such as assembling, changing, emptying, filling, adding, and removing promote what type of learning style?

Answer 43

Psychomotor domain.

Question 44

Activities such as advocating, supporting, accepting, promoting, refusing, and defending promote what type of learning style?

Answer 44

Affective domain.

Question 45

Functional illiteracy may be a consequence of a ___________, and not necessarily a below-average intellectual capacity.

Answer 45

Learning disability.

Question 46

When teaching a sensory-impaired client, what level of watt does the light source need to be on the small area where the client needs to focus?

Answer 46

75-100 watts.