Chapter 12: Patient Education

Chapter 12: Patient Education

 

Complete Chapter Questions With Answers

 

Sample Questions Are Posted Below

 

 

MULTIPLE CHOICE

 

1. A nurse has been asked to prepare patient education for Spanish-speaking patients regarding diabetes. This information will be available to patients in the diabetes clinic. What is the primary goal for this patient education?

a.	To reduce the legal liability of the clinic
b.	To teach Spanish-speaking patients some English
c.	To assist Spanish-speaking patients to reach optimal health
d.	To provide information so they can make a decision between oral and injectable medications

 

 

ANS:   C

The goal of patient education is to assist individuals, families, communities, or populations in achieving optimal levels of health, safety, and independence. The goal of patient education is not to reduce the legal liability, teach English, or make decisions about the different types of medications.

 

PTS:    1                      DIF:    Cognitive Level: Applying (Application)

REF:    203                  OBJ:    Identify the purposes of patient education.

TOP:    Nursing Process: Planning

MSC:   NCLEX: Health Promotion and Maintenance

 

2. A patient with newly diagnosed diabetes is being discharged from the hospital. The patient will be going to an outpatient diabetic center to learn more about diet, exercise, disease management, and insulin administration. Which statement made by the patient indicates that effective teaching can take place?

a.	“I don’t want to get sick again so I will do what is needed.”
b.	“I am so happy to be going home so I don’t have to eat hospital food anymore.”
c.	“I will be glad when they find a cure for diabetes.”
d.	“I don’t think I will need to take insulin for very long because I already feel better.”

 

 

ANS:   A

Generally teaching and learning begin when a person identifies a need for knowing or acquiring an ability to do something. Focusing on hospital food, finding a cure, and not taking medications because feeling better indicate the patient is not motivated to learn at this time.

 

PTS:    1                      DIF:    Cognitive Level: Analyzing (Analysis)

REF:    204

OBJ:    Differentiate factors that determine readiness to learn from those that determine ability to learn.   TOP:            Nursing Process: Evaluation

MSC:   NCLEX: Health Promotion and Maintenance

 

3. The parents of a 3-month-old infant are preparing to take their child home from the hospital. Before being discharged, the parents must be educated on infant CPR. What is the most appropriate learning objective for this situation?

a.	The parents will be able to understand CPR skills.
b.	The parents will demonstrate infant CPR skills.
c.	The infant will not require further hospitalization.
d.	The parents will call the hospital for help.

 

 

ANS:   B

A learning objective describes what the patient or guardian(s) will be able to do after successful instruction. The objective contains an active verb describing what the learner will do after the objective is met (demonstrate). Understand does not specify the behavior or content to be learned and is not an active verb. The learning objectives should focus on the parents as they are the learners; it should not focus on the infant. The parents should call the hospital for help but this does not relate to the skill being taught, CPR.

 

PTS:    1                      DIF:    Cognitive Level: Analyzing (Analysis)

REF:    204-205 | 213

OBJ:    Compare the nursing and teaching processes. Write learning objectives for a teaching plan.           TOP:            Nursing Process: Planning

MSC:   NCLEX: Health Promotion and Maintenance

 

4. Which finding will best indicate to the nurse that the teaching about a dressing change was successful?

a.	The patient understands how to change an abdominal dressing.
b.	The patient acknowledges the principles of an abdominal dressing change.
c.	The patient correctly demonstrates an abdominal dressing change as taught.
d.	The patient states, “Yes, I know how to change the dressing.”

 

 

ANS:   C

Demonstration is the best method to evaluate a psychomotor skill. Examples of evaluating the effectiveness of teaching include having patients show how to perform a newly learned skill (e.g., self-catheterization) or asking patients to explain how they will incorporate newly ordered medications into their daily routines. Evaluating the effectiveness of teaching for a psychomotor skill includes a demonstration, not understanding or acknowledging. Just stating, “Yes” does not indicate learning like a demonstration does.

 

PTS:    1                      DIF:    Cognitive Level: Analyzing (Analysis)

REF:    204                  OBJ:    Identify methods for evaluating learning.

TOP:    Nursing Process: Evaluation              MSC:   NCLEX: Basic Care and Comfort