Module 41 Teaching and Learning

Module 41 Teaching and Learning

Complete Chapter Questions With Answers

Sample Questions Are Posted Below

The Concept of Teaching and Learning

1) A nurse is preparing to discharge a client who has experienced a myocardial infarction. The client will have to make many lifestyle changes and the nurse is instructing the client on how to implement a heart-healthy lifestyle. The nurse knows that client education is a(n):

1. A) Dependent function of nursing that needs a healthcare provider’s order to implement.
2. B) Important independent nursing function.
3. C) Activity nurses learn on the job.
4. D) Way to establish the client’s dependence on the nurse.

Answer:  B

Explanation:

1. A) State nurse practice acts include client teaching as a function of nursing, thereby making teaching a legal and professional responsibility. Nurses seek to help clients manage their health independently. Nurses begin to learn about teaching during their training. Nurses are not dependent on healthcare providers when determining the learning needs of the client.
2. B) State nurse practice acts include client teaching as a function of nursing, thereby making teaching a legal and professional responsibility. Nurses seek to help clients manage their health independently. Nurses begin to learn about teaching during their training. Nurses are not dependent on healthcare providers when determining the learning needs of the client.
3. C) State nurse practice acts include client teaching as a function of nursing, thereby making teaching a legal and professional responsibility. Nurses seek to help clients manage their health independently. Nurses begin to learn about teaching during their training. Nurses are not dependent on healthcare providers when determining the learning needs of the client.
4. D) State nurse practice acts include client teaching as a function of nursing, thereby making teaching a legal and professional responsibility. Nurses seek to help clients manage their health independently. Nurses begin to learn about teaching during their training. Nurses are not dependent on healthcare providers when determining the learning needs of the client.

Page Ref: 2501

Cognitive Level:  Applying

Client Need:  Health Promotion and Maintenance

Nursing Process:  Implementation

Learning Outcome:  1. Discuss the importance of the teaching role of the nurse.

2) The nurse is caring for a client who has been diagnosed with high cholesterol. When the nurse plans topics to teach, it is important to keep in mind that adult learners:

1. A) Are more oriented to learning when the material is useful immediately.
2. B) Are more likely to adhere to a regimen than are children.
3. C) Usually can find information on their own.
4. D) Do not need to be evaluated for understanding as children do.

Answer:  A

Explanation:

1. A) When teaching a client, the nurse considers that most people learn and retain information if the information is immediately useful. Some clients can find information on their own; however, not all information that the client can find is factual. All clients need to be evaluated to ensure that the right information was retained. Adults will not necessarily adhere to a regimen more than children will. It is the effective teaching and the client’s readiness to learn that helps with adherence.
2. B) When teaching a client, the nurse considers that most people learn and retain information if the information is immediately useful. Some clients can find information on their own; however, not all information that the client can find is factual. All clients need to be evaluated to ensure that the right information was retained. Adults will not necessarily adhere to a regimen more than children will. It is the effective teaching and the client’s readiness to learn that helps with adherence.
3. C) When teaching a client, the nurse considers that most people learn and retain information if the information is immediately useful. Some clients can find information on their own; however, not all information that the client can find is factual. All clients need to be evaluated to ensure that the right information was retained. Adults will not necessarily adhere to a regimen more than children will. It is the effective teaching and the client’s readiness to learn that helps with adherence.
4. D) When teaching a client, the nurse considers that most people learn and retain information if the information is immediately useful. Some clients can find information on their own; however, not all information that the client can find is factual. All clients need to be evaluated to ensure that the right information was retained. Adults will not necessarily adhere to a regimen more than children will. It is the effective teaching and the client’s readiness to learn that helps with adherence.

Page Ref: 2502

Cognitive Level:  Applying

Client Need:  Physiological Integrity

Nursing Process:  Implementation

Learning Outcome:  2. Describe attributes of learning.

3) A nurse is preparing to teach a group of college students about organ donation. What should the teaching include to follow andragogic concepts?

1. A) Directions about how to become an organ donor
2. B) Past statistics about organ donors
3. C) Information on how this group can influence their parents about organ donation
4. D) Written pamphlets on organ donation

Answer:  A

Explanation:

1. A) An adult is more oriented to learning when the material is useful immediately, not sometime in the future. For this audience, giving clear directions on how to become an organ donor would be more helpful than providing information about past or future activities, such as influencing their parents. Written information may or may not be helpful, depending on what types of learners are included in the group.
2. B) An adult is more oriented to learning when the material is useful immediately, not sometime in the future. For this audience, giving clear directions on how to become an organ donor would be more helpful than providing information about past or future activities, such as influencing their parents. Written information may or may not be helpful, depending on what types of learners are included in the group.
3. C) An adult is more oriented to learning when the material is useful immediately, not sometime in the future. For this audience, giving clear directions on how to become an organ donor would be more helpful than providing information about past or future activities, such as influencing their parents. Written information may or may not be helpful, depending on what types of learners are included in the group.
4. D) An adult is more oriented to learning when the material is useful immediately, not sometime in the future. For this audience, giving clear directions on how to become an organ donor would be more helpful than providing information about past or future activities, such as influencing their parents. Written information may or may not be helpful, depending on what types of learners are included in the group.

Page Ref: 2502

Cognitive Level:  Analyzing

Client Need:  Health Promotion and Maintenance

Nursing Process:  Implementation

Learning Outcome:  3. Distinguish andragogy, pedagogy, and geragogy.

4) A nurse is working in a neonatal intensive care unit. The nurse wants to teach a mother of a premature baby how to give her baby a bath. Which statement by the mother reflects a readiness to learn?

1. A) “You’ll give us written instructions before we go home, correct?”
2. B) “When my baby is just a little bigger, I’ll feel more comfortable giving him a bath.”
3. C) “I want to make sure my husband is here, in case I don’t hear everything that’s said.”
4. D) “I’m so afraid I’ll hurt my baby with all these tubes and wires.”

Answer:  C

Explanation:

1. A) Readiness to learn is the demonstration of behaviors or cues that reflect a learner’s motivation, desire, and ability to learn at a specific time. The client who wants her husband involved is demonstrating motivation and willingness, but also wants support from the spouse. Statements about fear of the situation need to be addressed so the fear will not inhibit the learning process. Wanting to wait until discharge or at least until the baby is older reflects uncertainty and possibly fear and should be addressed before learning can occur.
2. B) Readiness to learn is the demonstration of behaviors or cues that reflect a learner’s motivation, desire, and ability to learn at a specific time. The client who wants her husband involved is demonstrating motivation and willingness, but also wants support from the spouse. Statements about fear of the situation need to be addressed so the fear will not inhibit the learning process. Wanting to wait until discharge or at least until the baby is older reflects uncertainty and possibly fear and should be addressed before learning can occur.
3. C) Readiness to learn is the demonstration of behaviors or cues that reflect a learner’s motivation, desire, and ability to learn at a specific time. The client who wants her husband involved is demonstrating motivation and willingness, but also wants support from the spouse. Statements about fear of the situation need to be addressed so the fear will not inhibit the learning process. Wanting to wait until discharge or at least until the baby is older reflects uncertainty and possibly fear and should be addressed before learning can occur.
4. D) Readiness to learn is the demonstration of behaviors or cues that reflect a learner’s motivation, desire, and ability to learn at a specific time. The client who wants her husband involved is demonstrating motivation and willingness, but also wants support from the spouse. Statements about fear of the situation need to be addressed so the fear will not inhibit the learning process. Wanting to wait until discharge or at least until the baby is older reflects uncertainty and possibly fear and should be addressed before learning can occur.

Page Ref: 2502

Cognitive Level:  Analyzing

Client Need:  Health Promotion and Maintenance

Nursing Process:  Evaluation

Learning Outcome:  4. Summarize the characteristics of adult learners.

5) A nursing student has been assigned to present a teaching project to the class, using each of Bloom’s domains. The student has planned several activities to include when presenting the project to the class. Which activity or activities are within the affective domain?

Select all that apply.

1. A) Class members must read a paragraph about a new clinical trial, summarize the information, and present it to the rest of the class.
2. B) Class members must list the technical skills they have learned.
3. C) Class members must demonstrate a favorite nursing skill for the class.
4. D) Class members must reflect on how they felt the first time they provided direct client care.
5. E) Class members must identify two attitudinal changes that have occurred in their lives since beginning their nursing education.

Answer:  D, E

Explanation:

1. A) The affective domain of Bloom’s theory of learning is also known as the “feeling” domain. It includes emotional responses to tasks such as feelings, emotions, interests, attitudes, and appreciations. Listing technical skills and reading or summarizing information is part of the “thinking” domain, which includes knowing, comprehending, application, analysis, synthesis, and evaluation. The psychomotor domain is the “skill” domain and includes hands-on motor skills, such as demonstration.
2. B) The affective domain of Bloom’s theory of learning is also known as the “feeling” domain. It includes emotional responses to tasks such as feelings, emotions, interests, attitudes, and appreciations. Listing technical skills and reading or summarizing information is part of the “thinking” domain, which includes knowing, comprehending, application, analysis, synthesis, and evaluation. The psychomotor domain is the “skill” domain and includes hands-on motor skills, such as demonstration.
3. C) The affective domain of Bloom’s theory of learning is also known as the “feeling” domain. It includes emotional responses to tasks such as feelings, emotions, interests, attitudes, and appreciations. Listing technical skills and reading or summarizing information is part of the “thinking” domain, which includes knowing, comprehending, application, analysis, synthesis, and evaluation. The psychomotor domain is the “skill” domain and includes hands-on motor skills, such as demonstration.
4. D) The affective domain of Bloom’s theory of learning is also known as the “feeling” domain. It includes emotional responses to tasks such as feelings, emotions, interests, attitudes, and appreciations. Listing technical skills and reading or summarizing information is part of the “thinking” domain, which includes knowing, comprehending, application, analysis, synthesis, and evaluation. The psychomotor domain is the “skill” domain and includes hands-on motor skills, such as demonstration.

1. E) The affective domain of Bloom’s theory of learning is also known as the “feeling” domain. It includes emotional responses to tasks such as feelings, emotions, interests, attitudes, and appreciations. Listing technical skills and reading or summarizing information is part of the “thinking” domain, which includes knowing, comprehending, application, analysis, synthesis, and evaluation. The psychomotor domain is the “skill” domain and includes hands-on motor skills, such as demonstration.

Page Ref: 2503

Cognitive Level:  Analyzing

Client Need:  Health Promotion and Maintenance

Nursing Process:  Implementation

Learning Outcome:  5. Compare the three domains of learning.