Chapter 15: Teaching Patients and Their Families

Chapter 15: Teaching Patients and Their Families

Complete Chapter Questions With Answers

Sample Questions Are Posted Below

MULTIPLE CHOICE

1. Which fact would you select to describe the mandate by The Joint Commission (TJC) regarding educating patients? The training and education must be:

ANS:  A

TJC standards state, “The patient receives education and training specific to the patient’s assessed needs, abilities, learning preferences, and readiness to learn as appropriate to the care and services provided by the hospital.” TJC requires patient education to be interdisciplinary, not delivered by only one person. Furthermore, health care facilities must audit patient education to ensure consistency of teaching and that the health care team members are evaluating the effectiveness of the patient education they give. Cost-effectiveness and timeliness are not requirements of TJC.

DIF:    Cognitive Level: Application           REF:   Page 239

OBJ:   Understand the requirements for patient education.            TOP:   Patient Education

MSC:  NCLEX: Integrated Processes: Teaching/Learning

2. A nurse discusses home arrangements and safety factors related to emptying and changing the patient’s new colostomy bag. The patient has strong concerns about visibility of any stored colostomy supplies. Which teaching-learning principle does this example demonstrate?

ANS:  B

An informed patient is better able to manage health care, is more compliant with the plan of care, and as a result, experiences more positive outcomes. Active learning facilitates the learning process. A patient who is educated regarding his or her condition and plan of care is less likely to refuse the plan of care in lieu of his or her own plan, less likely to complain more when the plan is revised, and less likely to demand explanation for each intervention. The other answer choices are also teaching-learning principles, but they are not reflected in the scenario.

DIF:    Cognitive Level: Evaluation             REF:   Page 243

OBJ:   Understand the requirements for patient education.            TOP:   Patient Teaching

MSC:  NCLEX: Integrated Processes: Teaching/Learning

3. The nurse recognizes that new parents may be ready to learn about their newborn after the birth. What understanding leads the nurse to this conclusion?

ANS:  C

The motivation to learn often results from a life-changing event, such as childbirth or illness. The RN who recognizes the significance of the event can seize the opportunity to explore the patient’s motivation to learn. The baby’s not being discharged until the parents have training is untrue. That the nurses on the mother-baby division do a better job of teaching baby care is irrelevant. That the parents have no choice at this point is an opinion.

DIF:    Cognitive Level: Analysis                REF:   Page 241

OBJ:   Compare motivations, facilitators, and barriers to learning.

TOP:   Patient Teaching                             MSC:  NCLEX: Integrated Processes: Teaching/Learning

4. A patient has been newly diagnosed with type 2 diabetes. The teaching begins in the hospital with an interdisciplinary approach and continues with outpatient classes. However, the patient continues to state, “I know I do not need to spend my time doing all this because I will be fine once I get out from under all this stress.” The barrier to learning that the nurse recognizes and must deal with is the:

ANS:  D

The patient is in denial of her new diagnosis. The RN must use rational thought and convey that logic in the presentation of the facts. The patient must decide that the change is necessary. The RN must understand the patient’s decision and show acceptance of it. The patient’s already knowing all she needs to know so more education is unnecessary is incorrect based on the patient’s statement. The patient’s not knowing what she does not know so the circle will continue is irrelevant. That the patient’s blood sugar is keeping her from thinking clearly is a presumption.

DIF:    Cognitive Level: Analysis                REF:   Page 241

OBJ:   Compare motivations, facilitators, and barriers to learning.

TOP:   Patient Teaching                             MSC:  NCLEX: Integrated Processes: Teaching/Learning

5. The nurse recognizes that, for learning to be effective, the patient must first have his or her basic and most immediate needs met. Which statement best indicates that the nurse clearly understands this principle?

ANS:  B

Assessing the patient for comfort 30 minutes before the planned teaching and ensuring that the patient has eaten and had the opportunity to complete his bath routine validates that learning is best facilitated if the learner has had immediate needs met. Administering pain medication to the newly diabetic patient before teaching is incorrect because the nurse should delay (if advisable) medication that may cause distracting side effects. Deciding to teach while the patient eats is incorrect because eating a meal provides an unnecessary distraction. Making the spouse leave may be counterintuitive to the patient’s learning because family may reinforce the patient’s education, advocate for the patient, and seek clarification of the information taught.

DIF:    Cognitive Level: Analysis                REF:   Pages 245, 249

OBJ:   Identify factors conducive to learning.                               TOP:   Patient Teaching

MSC:  NCLEX: Integrated Processes: Teaching/Learning