Chapter 26 Teaching Clients


Pay And Download The Complete Chapter Questions And Answers

Chapter 26  Teaching Clients



Complete Chapter Questions And Answers

Sample Questions


Multiple Choice

Identify the choice that best completes the statement or answers the question.


1. Which teaching technique is best for teaching a nursing assistant how to perform finger-stick glucose testing?
Provide a manufacturer’s pamphlet with detailed instruction.

Explain the best technique for performing glucose testing.
Demonstrate the procedure; then ask for a return demonstration. 4)
Suggest that the assistant watch a DVD showing the procedure.

ANS: 3
The best way to teach a psychomotor skill is to demonstrate the procedure and then ask for a return demonstration. Supplementary written information or DVD can also be supplied to the patient to reinforce learning. However, they are not the best method for teaching a psychomotor skill; enacting the procedure is more effective.


PTS: 1 DIF: Moderate REF: pp. 871, 873
KEY: Nursing process: Interventions | Client need: SECE | Cognitive level: Application

2. A patient with a diabetic foot ulcer will need to perform dressing changes after discharge. When should the nurse schedule the teaching session(s)?
Within 10 minutes after his next dose of oral pain medication

After the patient wakes up from a restful nap
Before the surgeon débrides the wound
Before the patient undergoes flow studies of his affected leg

ANS: 2
For learning to be most effective, teaching must occur when the patient is most ready. A patient’s capacity to take in new information is reduced when he is anxious, in this example about testing or treatment, or is tired, or is experiencing pain. Therefore, the best time to teach this patient is when he is rested, such as after a restful nap. Ten minutes is not enough time for oral medication to take effect and relieve pain.

PTS: 1 DIF: Difficult REF: pp. 857-858


Treas Fundamentals TB26-2 Test Bank, Chapter 26

KEY: Nursing process: Planning | Client need: PSI | Cognitive level: Application

3. Which intervention by the nurse would be best to motivate a patient newly diagnosed with hypertension to learn about the prescribed treatment plan?
Explain that when left untreated, hypertension may lead to stroke.

Ask the patient to let you know when he is ready to learn.
Encourage the patient to learn about various treatment options.
Reassure the patient that adhering to the treatment produces a good outcome.

ANS: 1
A patient newly diagnosed with hypertension may not be motivated to learn because he most likely has not experienced physical symptoms or other outward complications. Therefore, the nurse should motivate the patient by pointing out serious risks to the quality of life if the blood pressure control is not achieved. Although readiness to learn is an important consideration, treatment might be delayed too long if the patient does not appropriately perceive the immediacy of the health risk. Simply encouraging a patient to learn about blood pressure and treatment options might not be suitable motivation to engage in active learning and to comply with prescribed treatment. Reassuring the patient and promising a good outcome by complying with medical treatment is not appropriate. Adhering to medical therapy reduces the risk for stroke and other complications; however, this cannot be guaranteed.

PTS: 1 DIF: Moderate REF: pp. 856-857
KEY: Nursing process: Interventions | Client need: PSI | Cognitive level: Application

4. Assume all of the following written instructions about digoxin provide correct information for patient care. Which one is best worded for patient understanding?
Obtain your radial pulse every morning before taking your digoxin dose.

Return to your healthcare provider for monthly laboratory studies of your digoxin levels.
Call your provider if you notice that objects look yellow or green.
Always take the same brand of medication because certain brands may not be interchangeable.


ANS: 3

The nurse should provide written instructions that contain short sentences and easy-to-read words. If instructions are written at too high a reading level, the patient may not understand and make a harmful error in dosing. Calling the provider when objects look yellow or green is the clearest statement for patient teaching because the instruction is short, concrete, and written with easy-to- understand words. Patient instructions must not contain words that require a higher level of reading or medical jargon. The instruction pertaining to being consistent with brand use is too wordy, especially for patients who are ill or for whom English is not a primary language.

PTS: 1 DIF: Difficult REF: p. 873
KEY: Nursing process: Interventions | Client need: SECE | Cognitive level: Analysis

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