Chapter 09 Patient Education and Health Promotion

Chapter 09  Patient Education and Health Promotion

Complete Chapter Questions And Answers
 

Sample Questions

MULTIPLE CHOICE

1. Before beginning to teach a patient to give himself insulin, the nurse asks, “Have you ever known anyone who gave himself insulin injections?” This question is primarily designed to:
a.
assess the patient’s learning needs.
b.
stimulate the patient to focus on the patient education goal.
c.
reduce the patient’s anxiety relative to insulin injection.
d.
reduce the amount of information the nurse has to provide.

ANS: A
Assessing a patient’s previous experience (as well as education, learning mode, and motivation) gives the nurse valuable information in developing a patient education plan tailored to the individual. It may reduce the amount of information needed, or it may increase it if some of what the patient “knows” is erroneous.

DIF: Cognitive Level: Analysis REF: p. 121 OBJ: Theory #3
TOP: Assessing Learning Needs KEY: Nursing Process Step: Assessment
MSC: NCLEX: Physiological Integrity: Basic Care and Comfort

2. The nurse uses a syringe and vial of insulin to show how to draw up the correct dose while she explains the procedure to the patient. To best promote learning, her next step should be to:
a.
give the patient written materials to study and learn the procedure.
b.
have the patient explain the procedure to the nurse to assess understanding.
c.
give the patient a day to allow him to process and absorb the information.
d.
have the patient practice the procedure with the nurse helping.

ANS: D
Kinesthetic, or hands-on, learning reinforces the visual demonstration. Immediate handling of the materials reduces anxiety. Giving the patient reading materials or asking the patient to explain verbally will not be as effective as the kinesthetic application.

DIF: Cognitive Level: Application REF: p. 121 OBJ: Theory #3
TOP: Modes of Learning KEY: Nursing Process Step: Implementation
MSC: NCLEX: Physiological Integrity: Basic Care and Comfort

3. Patient education for an 82-year-old patient to perform a dressing change to be done at home after discharge, the nurse would adjust the teaching session to:
a.
include another person in the instruction because an 82-year-old person will be unable to master the technique.
b.
slow the pace and frequently ask questions to assess comprehension.
c.
speed through the details because age and experience will shorten learning time.
d.
provide written material and diagrams alone.

ANS: B
The older patient needs to have the pace slowed and have time to ask questions to confirm comprehension. The inclusion of written materials to reinforce patient education is also good, but should not be the only method of instruction.

DIF: Cognitive Level: Application REF: p. 124 OBJ: Theory #5
TOP: Factors Affecting Learning KEY: Nursing Process Step: Planning
MSC: NCLEX: Physiological Integrity: Basic Care and Comfort

4. An 80-year-old patient is to be taught the process of colostomy irrigation and reattachment of the colostomy bag. The nurse’s initial assessment prior to instruction should address the patient’s:
a.
understanding of the process of irrigation.
b.
familiarity with the irrigation materials.
c.
manual dexterity.
d.
motivation to learn.

ANS: D
The patient’s motivation to learn a new skill is essential to the success of the instruction. Some patients need to see the advantage of independence to motivate them to learn. Manual dexterity and basic understanding of materials and process are important, but initially the motivation needs to be assessed.

DIF: Cognitive Level: Analysis REF: p. 122
OBJ: Clinical Practice #1 TOP: Motivation
KEY: Nursing Process Step: Assessment
MSC: NCLEX: Physiological Integrity: Basic Care and Comfort

5. The nurse can assess her patient’s ability to read and comprehend written instructions by doing which of the following?
a.
Asking the patient, “Did you graduate from high school?”
b.
Giving the patient a printed instruction sheet and saying, “Some people have difficulty with written instructions. Others find them helpful. Would these be helpful to you?”
c.
Asking the patient, “Are you able to read?”
d.
Giving the patient some printed materials and saying, “After you have read this, I’ll ask you some questions about what’s in them, to see if you’ve learned it.”

ANS: B
Graduation from high school does not guarantee reading comprehension. Actually reading allows the nurse to know if the patient can read as well as comprehend.

DIF: Cognitive Level: Application REF: p. 121 OBJ: Theory #3
TOP: Assessing Literacy KEY: Nursing Process Step: Assessment
MSC: NCLEX: Physiological Integrity: Basic Care and Comfort