Priorities in Critical Care Nursing, 6th Edition by Linda D.
Priorities in Critical Care Nursing, 6th Edition by Linda D.
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Chapter 03: Patient and Family Education
Complete Chapter Questions With Answers
Sample Questions Are Posted Below
MULTIPLE CHOICE
| a. | are responsible for their own learning. |
| b. | focus on current problem resolution. |
| c. | are motivated from internal pressures. |
| d. | must be ready to learn. |
ANS: D
Even with unlimited inventive teaching methods, well thought-out education materials, and time, learning will not take place if the patient or family is not ready, willing, and able to learn.
DIF: Cognitive Level: Comprehension REF: 20
OBJ: Nursing Process: Assessment TOP: Patient and Family Education
MSC: NCLEX: Health Promotion and Maintenance
| a. | gathering data to assist in the assessment of learning needs. |
| b. | identifying major learning needs for the patient. |
| c. | identifying learning needs related to medical diagnosis. |
| d. | evaluating the effects of prior teaching. |
ANS: A
The first step of the teaching-learning process is assessment, which involves gathering data to assist the nurse in meeting the patient’s and family’s needs.
DIF: Cognitive Level: Comprehension REF: 20
OBJ: Nursing Process: Assessment TOP: Patient and Family Education
MSC: NCLEX: Health Promotion and Maintenance
| a. | Pathophysiology of the admitting diagnosis |
| b. | Dietary modifications |
| c. | Purpose of bedside equipment |
| d. | Medication side effects |
ANS: C
Initial interventions are targeted to promote comfort and familiarity with the environment and surroundings. The plan should focus on survival skills, orientation to the environment and equipment, communication of prognosis, procedure explanations, and the immediate plan of care.
DIF: Cognitive Level: Analysis REF: Table 3-1
OBJ: Nursing Process: Planning
TOP: Patient and Family Education MSC: NCLEX: Health Promotion and Maintenance
| a. | Avoid the question by leaving the room. |
| b. | Defer the question to the physician. |
| c. | Answer honestly and sensitively in simple terms with information that is understandable. |
| d. | Speak with the family first before answering the patient. |
ANS: C
During this time of elevated stress, the nurse may have to refocus the patient/family to help concentrate efforts on coping with the present instead of dwelling on possibilities of the future. Not addressing these immediate concerns could result in further anxiety, affect ability to cope, and prevent open and honest communication.
DIF: Cognitive Level: Application REF: 21
OBJ: Nursing Process: Intervention TOP: Patient and Family Education
MSC: NCLEX: Psychosocial Integrity
| a. | of the different admitting diagnoses. |
| b. | of the uniqueness of each patient’s clinical and emotional status. |
| c. | most patients are on the ventilator and cannot talk. |
| d. | patients are heavily sedated and may not comprehend teaching. |
ANS: B
Determination of the content taught in the critical care unit depends on the patient’s clinical and emotional status and varies with each patient.
DIF: Cognitive Level: Comprehension REF: 23
OBJ: Nursing Process: Planning
TOP: Patient and Family Education MSC: NCLEX: Health Promotion and Maintenance
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