Chapter 27 Pre Test

Chapter 27 Pre Test
GOMEZ,ANGELICA
Submitte :10/4/2010 Grade: 21.2% Attempt 1/0 Questions 42/42
d 1:39:29 PM Number: Attempted:
1.
A client has a learning outcome of: Select foods that are low in fat content. Which of
the following statements reflects that the client has met this learning outcome?
a. “I revised my favorite recipe to be lower in fat.”
b. “I feel better about myself now.”
c. “I understand the importance of maintaining a low-fat diet.”
d. “Since changing my diet, my husband is also losing weight.”
Grade:
0
User Responses:
b.“I feel better about myself now.”
Feedback:
a.Rationale: The option that is easiest for the nurse to evaluate is, "I revised my favorite
recipe to be lower in fat." The statement, "I understand the importance of maintaining a low-fat
diet" is difficult to evaluate because "understand" is too vague. The option, "I feel better about
myself now" refers more to an affective outcome, and the question is asking about a cognitive
outcome. The statement, "Since changing my diet, my husband is also losing weight" is telling
more about the husband than the client.
Cognitive Level: Analysis

Nursing Process: Evaluation
Client Need: Health Promotion and Maintenance
2. When a nurse is evaluating the learner for behavior changes, the nurse knows
that:
a. Evaluation can only occur via direct observation.
b. Modification is what the client knows.
c. New behavior should replace the old behavior immediately.
d. New behavior may emerge gradually.
Grade: 1
User Responses: d.New behavior may emerge gradually.
Feedback: a.Rationale: If the new behavior is to replace the old behavior, it
must emerge gradually; otherwise, the old behavior may prevail.
Cognitive Level: Knowledge

Nursing Process: Planning
Client Need: Safe and Effective Care Environment
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3. A client’s learning outcome is: Client will verbalize medication name, purpose,
and appropriate precautions. Which of the following documented statements
reflect evidence of learning?
a. The client asked questions about the new cardiac medication; the client is satisfied
with the information.
b. Provided written information about the medication, which the client reviewed; the
client gave correct responses to follow-up questions.
c. Taught the client the name, purpose, and precautions for the new cardiac medication;
the client seemed to understand.
d. Read written information to the client; the client promises to read it when at home.
Grade: 1
User Responses: b.Provided written information about the medication, which the
client reviewed; the client gave correct responses to follow-up
questions.
Feedback: a.Rationale: The option in which the client reviewed provided
material and gave correct responses to follow-up questions is the
only one that clearly shows the teaching process, evaluation
method, and the response of the client indicating evidence of
learning.

Client Need: Physiological Integrity
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4. Many factors inhibit learning. Which of the following is a barrier to learning?

a. The client is exhibiting emotional readiness to learn.
b. The client is receiving adequate support from family members.
c. The client is physically ready to learn.
d. The client is experiencing an acute illness.
Grade: 0
User Responses: c.The client is physically ready to learn.
Feedback: a.Rationale: Experiencing an acute illness is a factor that inhibits
learning, as the client needs to devote all resources and energy to
cope with the illness. To facilitate learning, it helps if the client is
emotionally ready and has adequate family support. As the client
stabilizes physically and emotionally, the nurse can provide
opportunities to learn.
Cognitive Level: Comprehension

5. Prior to beginning a teaching session on self-care of a colostomy, the nurse
will assess the client’s readiness to learn by evaluating:
a. The client’s pain and comfort levels, as well as the client's willingness to learn.
b. The client’s cognitive and sensory abilities.
c. The client’s recognition of a need to learn and belief that learning will lead to self-care
ability.
d. The client’s knowledge and previous experience with colostomies.
Grade: 0
User Responses: b.The client’s cognitive and sensory abilities.
Feedback: a.Rationale: Readiness involves both willingness to learn and
ability to learn at a specific time. Pain or discomfort may make it
difficult for a client to learn and must be addressed prior to
teaching. The factors in the other options should be assessed as
well, but are not indicative of readiness.

Nursing Process: Assessment
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6. Which of the following is a barrier to learning?

a. A group of elders and their spouses have been waiting impatiently for an hour for
preoperative teaching for cardiac pacemakers.
b. A client who is not fluent in English has an interpreter while the nurse teaches insulin
self-administration.
c. The nurse is teaching interviewing skills to a client who was just informed of a new job
opportunity.
d. Children in the pediatric unit return from a visit to the operating room and are now
ready for preoperative teaching.
Grade: 1
User Responses: a.A group of elders and their spouses have been waiting
impatiently for an hour for preoperative teaching for cardiac
pacemakers.
Feedback: a.Rationale: Anxiety and anger may result in agitation, which
poses difficulty in focusing and impedes learning. Teaching
interviewing skills to a client who was just informed of a new job
opportunity is representative of teaching when the client is ready
to learn. Children waiting for preoperative teaching after a visit to
the operating room also illustrate teaching when the client is
ready to learn. The nurse using an interpreter is an example of
overcoming a cultural barrier to learning.
Cognitive Level: Application

7. One important part of nursing-client education is:
a. Outcomes should be client oriented.
b. Goals should be nurse oriented.
c. The nurse teaches the client only about health promotion.
d. That it is community based.
Grade: 0
User Responses: b.Goals should be nurse oriented.
Feedback: a.Rationale: Outcomes are written for the client.

Nursing Process: Implementation
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8. Nurses teaching clients about their health prevention or disease process, or

giving instructions on a procedure is:
a. A way to keep the client dependent on the nurse.
b. A dependent function of nursing that needs a doctor’s order to implement.
c. An important independent nursing function.
d. An activity nurses learn on the job.
Grade: 0
User Responses: d.An activity nurses learn on the job.
Feedback: a.Rationale: State nurse practice acts include client teaching as
a function of nursing, thereby making teaching a legal and
professional responsibility.

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9. In teaching a client about heart disease, the client may need to know the effects
of smoking before recognizing the need to stop smoking. In this situation, what
factor can facilitate client learning?
a. Readiness.
b. Active involvement.
c. Motivation.
d. Allotted time.
Grade: 0
User Responses: d.Allotted time.
Feedback: a.Rationale: In teaching about heart disease to a client who may
need to know the effects of smoking before recognizing the need
to stop smoking, motivation is the factor that can facilitate client
learning. Readiness reflects not only the desire or willingness to
learn but also the ability to learn at a specific time. Learning is
more meaningful when the client is actively involved in the
learning process. Motivation to learn is the desire to learn. It
greatly influences how quickly and how much a person learns.
Motivation is generally greatest when a person recognizes a need
and believes the need will be met through learning.

10. A nurse applying the cognitive theory while teaching clients will:
a. Assess the individual's developmental and readiness to learn and adapt teaching
strategies accordingly.
b. Provide sufficient time for practice.
c. Encourage the learner to establish goals and promote self-directed learning.
d. Praise the learner for correct behavior and provide positive feedback throughout the
experience.
Grade: 0
User Responses: d.Praise the learner for correct behavior and provide positive
feedback throughout the experience.
Feedback: a.Rationale: Application of cognitive theory emphasizes
social, emotional, and physical contexts and addresses
developmental and individual readiness to learn. An example of
the behaviorist theory is praising the learner for
correct behavior and providing positive feedback throughout the
experience. An example of using humanism is encouraging the
learner to establish goals and promoting self-directed learning.
Providing time for practice is a factor that affects learning, not a
learning theory. Cognitive Level:
Application Nursing Process:
Implementation Client Need: Health Promotion and
Maintenance
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11. Which of the following is the process by which a person learns by observing the
behavior of others?
a. Modeling
b. Imitation
c. Positive reinforcement
d. Trial and error
Grade: 0
User Responses: b.Imitation
Feedback: a.Rationale: Modeling is the process by which a person learns by
observing the behavior of others. Imitation is the process by
which individuals copy or reproduce what they have observed.
Providing opportunities for learners to solve problems by trial and
error is an example of a nurse applying behavioristic theory while
teaching a client. Positive reinforcement (e.g., a pleasant
experience such as praise and encouragement) is fostering
repetition of an action.
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12. A nurse who is applying behaviorist learning theory offers a block of information
on risk factors for heart disease in a straightforward, nondistracting way. What
teaching strategies are appropriate for the nurse applying this learning theory
to use next?
a. Encourage positive teacher-learner relationships and select multisensory delivery
methods.
b. Encourage clients to establish goals, and promote self-directed learning.
c. Assess clients’ developmental and individual learning readiness and adapt teaching
strategies accordingly.
d. Give a short test and provide positive feedback.
Grade: 0
User Responses: b.Encourage clients to establish goals, and promote self-directed
learning.
Feedback: a.Rationale: Nurses applying behaviorist theory should include
careful identification of material to be taught; strategies that
avoid distracting information; immediate and repeat testing;
positive feedback; and role modeling. Cognitive theory involves
encouraging positive teacher-learner relationships and selecting
multisensory delivery methods. Assessing clients' developmental
and individual learning readiness and adapting teaching
strategies accordingly is also a part of the cognitive theory.
Encouraging clients to establish goals and promoting self-directed
learning are strategies consistent with humanism.

13. Which of the following is the best method of helping a newly diagnosed diabetic
client learn the dietary requirements associated with the disease?
a. Have the client attend a group meeting for diabetic clients to discuss their adaptation
to this chronic health condition.
b. Provide a videotape that addresses the dietary requirements associated with the
disease.
c. Ask the client to make a list of favorite foods and show how to work them into the
diet.
d. Ask a nutritionist to visit the client to present information and handouts about the
diabetic diet.
Grade: 0
User Responses: b.Provide a videotape that addresses the dietary requirements
associated with the disease.
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Feedback: a.Rationale: Learning is faster and retention better when the

learner is actively involved. Providing a videotape about dietary
requirements and having a nutritionist present information
and handouts are passive learning strategies. Having the client
attend a group meeting for diabetic clients promotes affective
learning about adapting to a chronic health condition and is
important; however, the question asks about learning dietary
information.

14. Which of the following is a learning outcome for a teaching plan?

a. The client knows the factors that affect blood sugar level.
b. The client learns about cardiac risk factors.
c. The client understands a low-salt diet.
d. The client selects low-fat foods from a menu.
Grade: 0
User Responses: a.The client knows the factors that affect blood sugar level.
Feedback: a.Rationale: “Select low-fat foods from a menu” is a learning
outcome for a teaching plan. Avoid using words such as knows,
understands, believes, and appreciates because they are neither
observable nor measurable. State the client (learner) behavior or
performance, not the nurse behavior.

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15. The nurse is caring for a client with a recent medical diagnosis of Congestive
Heart Failure. The client, who has been prescribed four new medications, is
experiencing reduced activity levels due to shortness of breath. The most
appropriate nursing diagnosis based upon this information is:
a. Noncompliance with medical treatment plan related to lack of energy for activity.
b. Deficient Knowledge (medication) related to inexperience with newly ordered therapy.
c. Risk for Ineffective Coping related to deficient knowledge.
d. Health-Seeking Behavior (exercise and activity) related to desire to improve health
status.
Grade: 1
User Responses: b.Deficient Knowledge (medication) related to inexperience with
newly ordered therapy.
Feedback: a.Rationale: Deficient Knowledge is used as a diagnostic label
when the client is seeking health information or the nurse has
identified a learning need. The area of deficiency should be
included in the diagnosis.

Nursing Process: Analysis
16. One of the nurse’s responsibilities in client education is to:
a. Insist that all clients use the Internet for medical information.
b. Inform clients of reputable Internet sites for health care information.
c. Tell clients that the Internet is not useful in providing medical advice.
d. Tell clients that if they do not know how to use the Internet they should take a course.
Grade: 1
User Responses: b.Inform clients of reputable Internet sites for health care
information.
Feedback: a.Rationale: Nurses need to understand Internet technology and
be able to integrate it into the teaching plans for those clients
who use the Internet. On the other hand, nurses also need to
apply effective teaching strategies for those clients who do not
use the Internet.

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17. Which of the following is not a part of E-health?

a. Online health information
b. A client making an online appointment
c. E-mail access between the client and primary care provider
d. A billing statement sent to the client’s home address
Grade: 0
User Responses: c.E-mail access between the client and primary care provider
Feedback: a.Rationale: Sending a billing statement to the client's home
address is not part of e-health. E-health includes many aspects,
such as online appointment access, billing review, e-mail access
between the client and primary care provider, and online health
information.

18. Teaching college students how to use the Internet for health care information
should include:
a. Information technology.
b. A directory of campus sites of interest.
c. Libraries.
d. How to search for and evaluate the health information.
Grade: 0
User Responses: c.Libraries.
Feedback: a.Rationale: Campus health centers could use the Internet as a
tool for health education, to train students how to search for and
evaluate the health information.

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19. The nurse is giving instructions to a client who does not speak English. The
client does not have an interpreter to assist. An alternative is to:
a. Obtain pamphlets, teaching materials, and instructions in the language of the client.
b. Tell the client not to use cultural healing practices.
c. Respect the misinterpretation of the client.
d. Give written instructions in English and tell the client to have them interpreted at
home.
Grade: 0
User Responses: c.Respect the misinterpretation of the client.
Feedback: a.Rationale: If the nurse has difficulty teaching a client of
another language and ethnic background, and does not have an
interpreter, the nurse can use teaching materials, pamphlets, and
instructions in the language of the client.

20. The nurse who is aware that some cultures focus more on the present will do
health teaching about medications by:
a. Determining if the client has a support system to assist with taking medications.
b. Assessing the client's daily routine and making a schedule for the year.
c. Evaluating the client's beliefs.
d. Emphasizing the short-term effects rather than the long-term ones.
Grade: 1
User Responses: d.Emphasizing the short-term effects rather than the long-term
ones.
Feedback: a.Rationale: Discussion of short-term effects of medications
addresses an essential component of health teaching for a
client who has a predominant "present" orientation. Discussion of
a daily routine with a 1-year plan negates a present focus. A
client's beliefs and support system are not relevant to time
orientation.

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21. Which of the following teaching strategies is most appropriate when a client
needs information about the diet exchange list for diabetics?
a. Modeling and role-playing
b. Printed and audiovisual materials
c. Explanation and use of printed materials
d. One-to-one discussion and answering questions
Grade: 1
User Responses: d.One-to-one discussion and answering questions
Feedback: a.Rationale: Learning about diabetic diet exchanges is best
presented in an individual discussion where questions can be
voiced. Printed and audiovisual material may supplement the
sessions and serve as reference material; however, without one-
to-one discussion, they assume literacy and offer general
information. Modeling and role-playing do not enhance the
cognitive domain.

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22. Which of the following should be documented as parts of the teaching process in
the client’s chart?
(Select all that apply.)
Note: Credit will be given only if all correct choices and no incorrect choices are
selected.
a. Resources provided
b. Need for additional teaching
c. Diagnosed learning needs
d. Client outcomes
e. Topics taught
f. Length of teaching session
Grade: 0
User Responses: c.Diagnosed learning needs,e.Topics taught
Feedback: a.
Rationale: Parts of the teaching process that need to be
documented in the client's chart include: diagnosed learning
needs, topics taught, client outcomes, the need for additional
teaching, and resources provided. The length of the teaching
session is not significant.
23. The nurse is teaching a client about a disease process. The nurse demonstrates
that the client has understood the teaching by documenting:
a. The family member’s opinion.
b. The responses of the client.
c. That the teaching was done.
d. That feedback questionnaires were used.
Grade: 1
User Responses: b.The responses of the client.
Feedback: a.Rationale: It is important to document the client's and support
people's responses to teaching activities.

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24. A nurse can legally demonstrate the progress of a client’s learning experience
by:
a. Calling the client’s family member.
b. Documenting progress in the chart.
c. Making sure the client has written down any self-progress in a diary.
d. Giving an oral report to the nurse on the next shift.
Grade: 0
User Responses: c.Making sure the client has written down any self-progress in a
diary.
Feedback: a.Rationale: Documentation of the teaching process is essential
because it provides a legal record that the teaching took place
and communicates the teaching to other health professionals.

25. When explaining a procedure or discharge planning, the nurse must:

a. Use language that the client can understand.
b. Use verbal instructions only.
c. Use medical language.
d. Use a quick teaching pace.
Grade: 0
User Responses: b.Use verbal instructions only.
Feedback: a.Rationale: Using a layperson's vocabulary enhances
communication. Often nurses will use medical terminology that
makes little sense to the client.

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26. While teaching a group of clients, two of them appear bored. When questioned if
they are tired, they respond negatively. This could indicate that:
a. The topic is too complex and the clients are unable to understand what is happening.
b. The pace of the session is too slow and the learning period may be too long.
c. The clients are confused because the pace is too fast.
d. The clients are lying about their fatigue.
Grade: 1
User Responses: b.The pace of the session is too slow and the learning period may
be too long.
Feedback: a.Rationale: If the content is presented in a slow and lengthy
manner, the clients may lose interest. A rapid pace may be
confusing, and the clients initially will attempt to increase
attention to compensate before losing interest. Complicated
material may lead to confusion as well. The nurse should not
assume the clients are lying about their fatigue.

27. When preparing to perform client teaching, the nurse will accomplish more with
the client if:
a. The nurse gives written instructions.
b. The client has an acute problem.
c. There is a rapport between the client and nurse.
d. The nurse uses medical language.
Grade: 0
User Responses: d.The nurse uses medical language.
Feedback: a.Rationale: The nurse should establish a rapport with the client
and know the factors that affect learning before planning the
teaching.

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28. The nurse is teaching a client about reducing blood cholesterol levels through
dietary management. The most appropriate learning outcome for the teaching
would be that:
a. The client will know some common low-fat foods.
b. The nurse will teach the client about low-fat foods and cholesterol reduction.
c. The client will accurately select low-fat foods from a list of common foods.
d. The client will understand benefits of a low-fat diet for cholesterol reduction.
Grade: 1
User Responses: c.The client will accurately select low-fat foods from a list of
common foods.
Feedback: a.Rationale: Learning outcomes should state expected client
behavior; should reflect an observable, measurable activity; and
may have conditions or modifiers stating conditions of
performance. Words such as understand and know are not
measurable. State the client (learner) behavior or performance,
not the nurse behavior.

29. The nurse is planning an educational program on cancer detection for a
community group. What should be included in the plan to assure that the
program will address various learning styles of clients?
a. A game board, with clients matching terms
b. A lecture using many examples
c. Audiovisuals, examples, group discussions, and activities
d. Multicolored posters with bright colors
Grade: 0
User Responses: b.A lecture using many examples
Feedback: a.Rationale: When teaching a group, utilize strategies to address
visual, auditory, manipulative, group, and problem-solving types
of learners. Using different techniques and a variety of activities is
a good way to match the various learning styles of group
participants.

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30. Which of the following guidelines in organizing learning experiences is most

appropriate when teaching clients about self-catheterization?
a. Demonstrate while explaining the procedure.
b. Start by giving a lecture and visual presentation.
c. Cover all the aspects of catheterization.
d. Teach the basics before any variations of self-catheterization.
Grade: 0
User Responses: c.Cover all the aspects of catheterization.
Feedback: a.Rationale: Teaching the basics before variations allows for
some level of comprehension and mastery before variations are
added to the situation. The other options do not address
sequential organization.

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31. The nurse has offered a diabetic education program. What is the best indication
of client compliance with a diabetic treatment plan?
a. The client can list foods that are not allowed on a diabetic diet.
b. The client is able to discuss diabetes treatment and passes a test on program content
with a score of 90%.
c. The client willingly learns about diabetes treatment and follows the treatment plan.
d. The client expresses a desire to learn about diabetes treatment.
Grade: 0
User Responses: d.The client expresses a desire to learn about diabetes treatment.
Feedback: a.Rationale: Evaluation of compliance involves measuring the
extent to which the client recognizes and accepts the need to
learn and then follows through with appropriate behavior. Clients
may learn the educational material and still not be compliant.

32. In teaching clients, the nurse needs to address the three domains of learning.
Which of the following is an example of cognitive domain?
a. Demonstrating crutch walking to a client after an amputation
b. Assisting the client to accept the use of a prosthesis after an amputation
c. Teaching the client the reasons for checking circulation to the upper leg after an
amputation
d. Teaching the client ways of testing circulation in the upper leg after an amputation
Grade: 0
User Responses: b.Assisting the client to accept the use of a prosthesis after an
amputation
Feedback: a.Rationale: Knowing the reasons for checking the circulation
addresses the cognitive domain by increasing knowledge and
requiring learning through the thinking process. Teaching the
client ways of testing circulation in the upper leg after an
amputation, assisting the client to accept the use of prosthesis
after an amputation, and demonstrating crutch walking to a client
after an amputation are all examples of learning that occur in the
psychomotor domain when the client is learning motor skills.

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33. Teaching a client how to self-administer insulin is in the _____ domain.

a. Psychomotor
b. Cognitive
c. Affective
d. Sensorimotor
Grade: 1
User Responses: a.Psychomotor
Feedback: a.Rationale: Teaching a client how to self-administer insulin is in
the psychomotor domain, which includes the motor skills of
learning. The cognitive domain, the "thinking" domain,
incorporates six intellectual abilities and thinking processes,
including knowing, comprehending, applying to analysis,
synthesis, and evaluation. The affective domain, known as the
"feeling" domain, is divided into categories that specify the
degree of a "person's depth of emotional response to tasks."
Sensorimotor is a phase of cognitive development in a theory
developed by Piaget, which occurs from the age of 0 to 2 years.

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34. A client needs to learn to self-administer insulin injections. Which statements

reflect possible low literacy skills?
selected.
a. “Do you have a video showing how I should give myself the shot?”
b. “I will read the information later–I’m too tired right now.”
c. “I’ve watched my brother give his own shots. I know how to do it.”
d. “Just show my wife.”
Grade: 0
User Responses: a.“Do you have a video showing how I should give myself the
shot?”,b.“I will read the information later–I’m too tired right now.”
Feedback: a.Rationale: All of the statements could indicate a low literacy
skill. The nurse will need to assess which teaching strategies will
be most appropriate, then carefully evaluate whether the client
has learned the skill and any necessary information associated
with it.

35. A client who has had minor surgery has been given an instruction sheet in
preparation for discharge and is noted to be noncompliant with instructions
when dressing for discharge. When the nurse asks if the instructions were clear,
the client says, “I’ll read them later, when I have my glasses; besides, I know all
that stuff.” Based on these statements, the nurse may suspect which of the
following?
selected.
a. The client is noncompliant.
b. The client doesn’t understand the instructions.
c. The client may be unable to read the instructions.
d. The client is confused.
Grade: 0
User Responses: c.The client may be unable to read the instructions.
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Feedback: a.Rationale: Clients who can't read may be noncompliant, insist

that they know information, or have excuses for not reading the
instructions. Behaviors such as these should alert the nurse to the
need to further assess literacy. If the client did not follow
instructions, it may be because the client is confused and did
not understand the instruction sheet.

36. Which of the following client behaviors may cause a nurse to suspect a literacy
problem?
a. The client reads the instructions slowly.
b. The client recognizes that he or she does not know the information.
c. The client displays a pattern of compliance.
d. The client displays a pattern of making excuses for not reading the instructions.
Grade: 0
User Responses: c.The client displays a pattern of compliance.
Feedback: a.Rationale: If the client displays a pattern of making excuses for
not reading the instructions, the nurse may have reason to
suspect a literacy problem. A pattern of compliance in client
behaviors would not lead the nurse to suspect a literacy problem.
A client reading the information slowly does not always indicate a
literacy problem. The client that recognizes he or she does
not know the information may not have had access to the
information before.

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37. When a client recognizes and accepts the need to learn, and then follows
through with the appropriate behaviors that reflect the learning, this is known
as:
a. Submissiveness.
b. Compliance.
c. Adherence.
d. Reinforcement.
Grade: 0
User Responses: c.Adherence.
Feedback: a.Rationale: An important aspect of learning is the individual's
desire to learn and to act on the learning, referred to as
compliance.

38. When the nurse sees a client do a return demonstration of a procedure that the
client will need to do alone at home, it is clear that the nurse's teaching
methods facilitated which of the following attributes of learning?
a. Dependence on the nurse
b. Compliance
c. The collaborative and cooperative process
d. The cognitive domain
Grade: 0
User Responses: b.Compliance
Feedback: a.Rationale: Some attributes of teaching are a process that is
both intellectual and emotional, a collaborative and cooperative
process.

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39. An adult is more oriented to learning when the material is useful immediately.
a.True b.False
Grade: 0
User Responses: b.False
Feedback: a.Rationale: Adults are more motivated to learn when the
material is useful immediately, not sometime in the future.

40. Andragogy and geragogy are similar because they both address:
a. Adult learners.
b. Compliance.
c. Children.
d. Modeling.
Grade: 0
User Responses: c.Children.
Feedback: a.Rationale: Andragogy and Geragogy are similar because they
both address adult learners.

41. Andragogy is:

a. The art and science of teaching adults.
b. The process involved in stimulating and helping elders to learn.
c. The commitment or attachment to a regimen.
d. The discipline concerned with helping children learn.
Grade: 0
User Responses: c.The commitment or attachment to a regimen.
Feedback: a.Rationale: Andragogy is the art and science of teaching adults.
Geragogy is the term used to describe the process involved in
stimulating and helping elders to learn. Pedagogy is the discipline
concerned with helping children learn. Adherence is commitment
or attachment to a regimen.

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42. Adults are interested in learning if they can apply the information immediately.
This is what kind of concept?
a. Andragogic
b. Pedagogical
c. Geragogic
d. Adherence
Grade: 0
User Responses: d.Adherence
Feedback: a.Rationale: Andragogy is the art and science of teaching adults.

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1. a. “I revised my favorite recipe to be lower in fat.”

Learning Objective:
27-13. Identify methods to evaluate learning.
Feedback:
Incorrect: Rationale: The option that is easiest for the nurse to evaluate is, "I revised my favorite
recipe to be lower in fat." The statement, "I understand the importance of maintaining a low-fat diet"
is difficult to evaluate because "understand" is too vague. The option, "I feel better about myself
now" refers more to an affective outcome, and the question is asking about a cognitive outcome. The
statement, "Since changing my diet, my husband is also losing weight" is telling more about the
husband than the client.


Correct: Rationale: The option that is easiest for the nurse to evaluate is, "I revised my favorite


Hints:
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2. d. New behavior may emerge gradually.

Learning Objective:
Feedback:
Correct: Rationale: If the new behavior is to replace the old behavior, it must emerge gradually;
otherwise, the old behavior may prevail.

Incorrect: Rationale: If the new behavior is to replace the old behavior, it must emerge gradually;



Hints:
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3. b. Provided written information about the medication, which the client reviewed; the client gave
correct responses to follow-up questions.
Learning Objective:
Feedback:
Incorrect: Rationale: The option in which the client reviewed provided material and gave correct
responses to follow-up questions is the only one that clearly shows the teaching process, evaluation
method, and the response of the client indicating evidence of learning.

Correct: Rationale: The option in which the client reviewed provided material and gave correct



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4. d. The client is experiencing an acute illness.

Learning Objective:
27-6. Identify factors that affect learning.
Feedback:
Incorrect: Rationale: Experiencing an acute illness is a factor that inhibits learning, as the client
needs to devote all resources and energy to cope with the illness. To facilitate learning, it helps if the
client is emotionally ready and has adequate family support. As the client stabilizes physically and
emotionally, the nurse can provide opportunities to learn.


Correct: Rationale: Experiencing an acute illness is a factor that inhibits learning, as the client needs
to devote all resources and energy to cope with the illness. To facilitate learning, it helps if the client
is emotionally ready and has adequate family support. As the client stabilizes physically and


Hints:
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5. a. The client’s pain and comfort levels, as well as the client's willingness to learn.
Learning Objective:
Feedback:
Incorrect: Rationale: Readiness involves both willingness to learn and ability to learn at a specific
time. Pain or discomfort may make it difficult for a client to learn and must be addressed prior to
teaching. The factors in the other options should be assessed as well, but are not indicative of
readiness.

readiness.

Correct: Rationale: Readiness involves both willingness to learn and ability to learn at a specific
readiness.

readiness.

Hints:
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6. a. A group of elders and their spouses have been waiting impatiently for an hour for preoperative
teaching for cardiac pacemakers.
Learning Objective:
Feedback:
Incorrect: Rationale: Anxiety and anger may result in agitation, which poses difficulty in focusing
and impedes learning. Teaching interviewing skills to a client who was just informed of a new job
opportunity is representative of teaching when the client is ready to learn. Children waiting for
preoperative teaching after a visit to the operating room also illustrate teaching when the client is
ready to learn. The nurse using an interpreter is an example of overcoming a cultural barrier to
learning.

learning.

learning.

Correct: Rationale: Anxiety and anger may result in agitation, which poses difficulty in focusing and
impedes learning. Teaching interviewing skills to a client who was just informed of a new job
learning.

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7. a. Outcomes should be client oriented.

Learning Objective:
27-1. Discuss the importance of the teaching role of the nurse.
Feedback:
Incorrect: Rationale: Outcomes are written for the client.

Correct: Rationale: Outcomes are written for the client.



Hints:
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8. c. An important independent nursing function.

Learning Objective:
Feedback:
Incorrect: Rationale: State nurse practice acts include client teaching as a function of nursing,
thereby making teaching a legal and professional responsibility.

Correct: Rationale: State nurse practice acts include client teaching as a function of nursing, thereby
making teaching a legal and professional responsibility.



Hints:
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9. c. Motivation.
Learning Objective:
Feedback:
Incorrect: Rationale: In teaching about heart disease to a client who may need to know the effects
of smoking before recognizing the need to stop smoking, motivation is the factor that can facilitate
client learning. Readiness reflects not only the desire or willingness to learn but also the ability to
learn at a specific time. Learning is more meaningful when the client is actively involved in the
learning process. Motivation to learn is the desire to learn. It greatly influences how quickly and how
much a person learns. Motivation is generally greatest when a person recognizes a need and believes
the need will be met through learning.


Correct: Rationale: In teaching about heart disease to a client who may need to know the effects of
smoking before recognizing the need to stop smoking, motivation is the factor that can facilitate


Hints:
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10. a. Assess the individual's developmental and readiness to learn and adapt teaching strategies
accordingly.
Learning Objective:
27-4. Discuss the learning theories of behaviorism, cognitivism, and humanism and how nurses can
use each of these theories.
Feedback:
Correct: Rationale: Application of cognitive theory emphasizes social, emotional, and physical
contexts and addresses developmental and individual readiness to learn. An example of the
behaviorist theory is praising the learner for correct behavior and providing positive feedback
throughout the experience. An example of using humanism is encouraging the learner to establish
goals and promoting self-directed learning. Providing time for practice is a factor that affects
learning, not a learning theory.

Incorrect: Rationale: Application of cognitive theory emphasizes social, emotional, and
physical contexts and addresses developmental and individual readiness to learn. An example of the
behaviorist theory is praising the learner for correct behavior and providing positive
feedback throughout the experience. An example of using humanism is encouraging the learner to
establish goals and promoting self-directed learning. Providing time for practice is a factor that
affects learning, not a learning theory. Cognitive Level:
Application Nursing Process: Implementation Client Need: Health
Promotion and Maintenance
Incorrect: Rationale: Application of cognitive theory emphasizes social, emotional, and physical

Incorrect: Rationale: Application of cognitive theory emphasizes social, emotional, and physical

Hints:
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11. a. Modeling
Learning Objective:
Feedback:
Correct: Rationale: Modeling is the process by which a person learns by observing the behavior of
others. Imitation is the process by which individuals copy or reproduce what they have observed.
Providing opportunities for learners to solve problems by trial and error is an example of a nurse
applying behavioristic theory while teaching a client. Positive reinforcement (e.g., a pleasant
experience such as praise and encouragement) is fostering repetition of an action.

Incorrect: Rationale: Modeling is the process by which a person learns by observing the behavior of
Hints:
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12. d. Give a short test and provide positive feedback.

Learning Objective:
Feedback:
Incorrect: Rationale: Nurses applying behaviorist theory should include careful identification of
material to be taught; strategies that avoid distracting information; immediate and repeat testing;
positive feedback; and role modeling. Cognitive theory involves encouraging positive teacher-learner
relationships and selecting multisensory delivery methods. Assessing clients' developmental and
individual learning readiness and adapting teaching strategies accordingly is also a part of the
cognitive theory. Encouraging clients to establish goals and promoting self-directed learning are
strategies consistent with humanism.

Correct: Rationale: Nurses applying behaviorist theory should include careful identification of



Hints:
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13. c. Ask the client to make a list of favorite foods and show how to work them into the diet.
Learning Objective:
27-9. Identify nursing diagnoses, outcomes, and interventions that reflect the learning needs of
clients.
Feedback:
Incorrect: Rationale: Learning is faster and retention better when the learner is actively
involved. Providing a videotape about dietary requirements and having a nutritionist present
information and handouts are passive learning strategies. Having the client attend a group meeting
for diabetic clients promotes affective learning about adapting to a chronic health condition and is
important; however, the question asks about learning dietary information.


Correct: Rationale: Learning is faster and retention better when the learner is actively


Hints:
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14. d. The client selects low-fat foods from a menu.

Learning Objective:
clients.
Feedback:
Incorrect: Rationale: “Select low-fat foods from a menu” is a learning outcome for a teaching plan.
Avoid using words such as knows, understands, believes, and appreciates because they are neither
observable nor measurable. State the client (learner) behavior or performance, not the nurse
behavior.

Correct: Rationale: “Select low-fat foods from a menu” is a learning outcome for a teaching plan.
behavior.

behavior.

behavior.

Hints:
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15. b. Deficient Knowledge (medication) related to inexperience with newly ordered therapy.
Learning Objective:
clients.
Feedback:
Incorrect: Rationale: Deficient Knowledge is used as a diagnostic label when the client is seeking
health information or the nurse has identified a learning need. The area of deficiency should be



Correct: Rationale: Deficient Knowledge is used as a diagnostic label when the client is seeking

Hints:
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16. b. Inform clients of reputable Internet sites for health care information.
Learning Objective:
27-7. Discuss the implications of using the Internet as a source of health information.
Feedback:
Incorrect: Rationale: Nurses need to understand Internet technology and be able to integrate it into
the teaching plans for those clients who use the Internet. On the other hand, nurses also need to
apply effective teaching strategies for those clients who do not use the Internet.

Correct: Rationale: Nurses need to understand Internet technology and be able to integrate it into



Hints:
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17. d. A billing statement sent to the client’s home address

Learning Objective:
Feedback:
Incorrect: Rationale: Sending a billing statement to the client's home address is not part of e-health.
E-health includes many aspects, such as online appointment access, billing review, e-mail access
between the client and primary care provider, and online health information.



Correct: Rationale: Sending a billing statement to the client's home address is not part of e-health.

Hints:
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18. d. How to search for and evaluate the health information.

Learning Objective:
Feedback:
Correct: Rationale: Campus health centers could use the Internet as a tool for health education, to
train students how to search for and evaluate the health information.

Incorrect: Rationale: Campus health centers could use the Internet as a tool for health education, to



Hints:
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19. a. Obtain pamphlets, teaching materials, and instructions in the language of the client.
Learning Objective:
27-12. Discuss strategies to use when teaching clients of different cultures.
Feedback:
Incorrect: Rationale: If a nurse has difficulty teaching a client of another language and ethnic
background, and does not have an interpreter, the nurse can use teaching materials, pamphlets, and

Correct: Rationale: If the nurse has difficulty teaching a client of another language and ethnic

Incorrect: Rationale: If the nurse has difficulty teaching a client of another language and ethnic

Incorrect: Rationale: If the nurse has difficulty teaching a client of another language and ethnic

Hints:
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20. d. Emphasizing the short-term effects rather than the long-term ones.
Learning Objective:
Feedback:
Correct: Rationale: Discussion of short-term effects of medications addresses an essential
component of health teaching for a client who has a predominant "present" orientation. Discussion of
a daily routine with a 1-year plan negates a present focus. A client's beliefs and support system are
not relevant to time orientation.

Incorrect: Rationale: Discussion of short-term effects of medications addresses an essential



Hints:
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21. d. One-to-one discussion and answering questions

Learning Objective:
Feedback:
Correct: Rationale: Learning about diabetic diet exchanges is best presented in an individual
discussion where questions can be voiced. Printed and audiovisual material may supplement the
sessions and serve as reference material; however, without one-to-one discussion, they assume
literacy and offer general information. Modeling and role-playing do not enhance the cognitive
domain.

Incorrect: Rationale: Learning about diabetic diet exchanges is best presented in an individual
domain.

domain.

domain.

Hints:
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22. c. Diagnosed learning needs and e.Topics taught and d.Client outcomes and b.Need for additional
teaching and a.Resources provided
Learning Objective:
27-14. Demonstrate effective documentation of teaching–learning activities.
Feedback:
Correct:
Rationale: Parts of the teaching process that need to be documented in the client's chart
include: diagnosed learning needs, topics taught, client outcomes, the need for additional teaching,
and resources provided. The length of the teaching session is not significant.
Hints:
23. b. The responses of the client.

Learning Objective:
Feedback:
Correct: Rationale: It is important to document the client's and support people's responses to
teaching activities.

Incorrect: Rationale: It is important to document the client's and support people's responses to



Hints:
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24. b. Documenting progress in the chart.

Learning Objective:
Feedback:
Correct: Rationale: Documentation of the teaching process is essential because it provides a legal
record that the teaching took place and communicates the teaching to other health professionals.

Incorrect: Rationale: Documentation of the teaching process is essential because it provides a legal



Hints:
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25. a. Use language that the client can understand.

Learning Objective:
27-11. Discuss guidelines for effective teaching.
Feedback:
Incorrect: Rationale: Using a layperson's vocabulary enhances communication. Often nurses will use
medical terminology that makes little sense to the client.

Correct: Rationale: Using a layperson's vocabulary enhances communication. Often nurses will use



Hints:
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26. b. The pace of the session is too slow and the learning period may be too long.
Learning Objective:
Feedback:
Correct: Rationale: If the content is presented in a slow and lengthy manner, the clients may lose
interest. A rapid pace may be confusing, and the clients initially will attempt to increase attention to
compensate before losing interest. Complicated material may lead to confusion as well. The nurse
should not assume the clients are lying about their fatigue.

Incorrect: Rationale: If the content is presented in a slow and lengthy manner, the clients may lose



Hints:
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27. c. There is a rapport between the client and nurse.

Learning Objective:
Feedback:
Incorrect: Rationale: The nurse should establish a rapport with the client and know the factors that
affect learning before planning the teaching.

Correct: Rationale: The nurse should establish a rapport with the client and know the factors that



Hints:
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28. c. The client will accurately select low-fat foods from a list of common foods.
Learning Objective:
27-10. Describe the essential aspects of a teaching plan.
Feedback:
Incorrect: Rationale: Learning outcomes should state expected client behavior; should reflect an
observable, measurable activity; and may have conditions or modifiers stating conditions of
performance. Words such as understand and know are not measurable. State the client (learner)
behavior or performance, not the nurse behavior.

Correct: Rationale: Learning outcomes should state expected client behavior; should reflect an



Hints:
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29. c. Audiovisuals, examples, group discussions, and activities

Learning Objective:
Feedback:
Incorrect: Rationale: When teaching a group, utilize strategies to address visual, auditory,
manipulative, group, and problem-solving types of learners. Using different techniques and a variety
of activities is a good way to match the various learning styles of group participants.


Correct: Rationale: When teaching a group, utilize strategies to address visual, auditory,


Hints:
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30. d. Teach the basics before any variations of self-catheterization.

Learning Objective:
Feedback:
Correct: Rationale: Teaching the basics before variations allows for some level of comprehension
and mastery before variations are added to the situation. The other options do not address sequential
organization.

Incorrect: Rationale: Teaching the basics before variations allows for some level of comprehension
organization.

organization.

organization.

Hints:
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31. c. The client willingly learns about diabetes treatment and follows the treatment plan.
Learning Objective:
27-5. Describe the three domains of learning.
Feedback:
Incorrect: Rationale: Evaluation of compliance involves measuring the extent to which the client
recognizes and accepts the need to learn and then follows through with appropriate behavior. Clients


Correct: Rationale: Evaluation of compliance involves measuring the extent to which the client


Hints:
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32. c. Teaching the client the reasons for checking circulation to the upper leg after an amputation
Learning Objective:
Feedback:
Incorrect: Rationale: Knowing the reasons for checking the circulation addresses the cognitive
domain by increasing knowledge and requiring learning through the thinking process. Teaching the
client ways of testing circulation in the upper leg after an amputation, assisting the client to accept
the use of prosthesis after an amputation, and demonstrating crutch walking to a client after an
amputation are all examples of learning that occur in the psychomotor domain when the client is
learning motor skills.



Correct: Rationale: Knowing the reasons for checking the circulation addresses the cognitive domain
by increasing knowledge and requiring learning through the thinking process. Teaching the client
ways of testing circulation in the upper leg after an amputation, assisting the client to accept the use
of prosthesis after an amputation, and demonstrating crutch walking to a client after an amputation
are all examples of learning that occur in the psychomotor domain when the client is learning motor
skills.

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33. a. Psychomotor
Learning Objective:
Feedback:
Incorrect: Rationale: Teaching a client how to self-administer insulin is in the psychomotor domain,
which includes the motor skills of learning. The cognitive domain, the "thinking" domain, incorporates
six intellectual abilities and thinking processes, including knowing, comprehending, applying to
analysis, synthesis, and evaluation. The affective domain, known as the "feeling" domain, is divided
into categories that specify the degree of a "person's depth of emotional response to tasks."
Sensorimotor is a phase of cognitive development in a theory developed by Piaget, which occurs from
the age of 0 to 2 years.

Correct: Rationale: Teaching a client how to self-administer insulin is in the psychomotor domain,



Hints:
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34. b. “I will read the information later–I’m too tired right now.” and c.“I’ve watched my brother give his
own shots. I know how to do it.” and d.“Just show my wife.” and a.“Do you have a video showing
how I should give myself the shot?”
Learning Objective:
27-8. Assess learning needs of learners and the learning environment.
Feedback:
Correct: Rationale: All of the statements could indicate a low literacy skill. The nurse will need to
assess which teaching strategies will be most appropriate, then carefully evaluate whether the client
has learned the skill and any necessary information associated with it.

Hints:
35. c. The client may be unable to read the instructions. and a.The client is noncompliant. and b.The
client doesn’t understand the instructions. and d.The client is confused.
Learning Objective:
Feedback:
Correct: Rationale: Clients who can't read may be noncompliant, insist that they know information,
or have excuses for not reading the instructions. Behaviors such as these should alert the nurse to
the need to further assess literacy. If the client did not follow instructions, it may be because
the client is confused and did not understand the instruction sheet.

Hints:
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36. d. The client displays a pattern of making excuses for not reading the instructions.
Learning Objective:
Feedback:
Incorrect: Rationale: If the client displays a pattern of making excuses for not reading the
instructions, the nurse may have reason to suspect a literacy problem. A pattern of compliance in
client behaviors would not lead the nurse to suspect a literacy problem. A client reading the
information slowly does not always indicate a literacy problem. The client that recognizes he or she
does not know the information may not have had access to the information before.



Correct: Rationale: If the client displays a pattern of making excuses for not reading the

Hints:
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37. b. Compliance.
Learning Objective:
27-2. Describe the attributes of learning.
Feedback:
Incorrect: Rationale: An important aspect of learning is the individual's desire to learn and to act on
the learning, referred to as compliance.

Correct: Rationale: An important aspect of learning is the individual's desire to learn and to act on



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38. c. The collaborative and cooperative process

Learning Objective:
Feedback:
Correct: Rationale: Some attributes of teaching are a process that is both intellectual and emotional,
a collaborative and cooperative process.

Incorrect: Rationale: Some attributes of teaching are a process that is both intellectual and
emotional, a collaborative and cooperative process.



Hints:
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39. a. True
Learning Objective:
Feedback:
Correct: Rationale: Adults are more motivated to learn when the material is useful immediately, not
sometime in the future.

Incorrect: Rationale: Adults are more motivated to learn when the material is useful immediately,
not sometime in the future.

Hints:
40. a. Adult learners.

Learning Objective:
27-3. Compare and contrast andragogy, pedagogy, and geragogy.
Feedback:
Incorrect: Rationale: Andragogy and Geragogy are similar because they both address adult learners.

Correct: Rationale: Andragogy and Geragogy are similar because they both address adult learners.



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41. a. The art and science of teaching adults.

Learning Objective:
Feedback:
Incorrect: Rationale: Andragogy is the art and science of teaching adults. Geragogy is the term used
to describe the process involved in stimulating and helping elders to learn. Pedagogy is the discipline
concerned with helping children learn. Adherence is commitment or attachment to a regimen.

Correct: Rationale: Andragogy is the art and science of teaching adults. Geragogy is the term used



Hints:
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42. a. Andragogic
Learning Objective:
Feedback:
Incorrect: Rationale: Andragogy is the art and science of teaching adults.



Correct: Rationale: Andragogy is the art and science of teaching adults.

Hints:
64

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Chapter 27 Pre Test

Cognitive Level: Analysis

Cognitive Level: Knowledge

Cognitive Level: Analysis

4. Many factors inhibit learning. Which of the following is a barrier to learning?

Cognitive Level: Comprehension

Cognitive Level: Analysis

6. Which of the following is a barrier to learning?

Cognitive Level: Application

Cognitive Level: Knowledge

8. Nurses teaching clients about their health prevention or disease process, or

Cognitive Level: Knowledge

Cognitive Level: Comprehension

Cognitive Level: Application

Feedback: a.Rationale: Learning is faster and retention better when the

Cognitive Level: Application

14. Which of the following is a learning outcome for a teaching plan?

Cognitive Level: Comprehension

Cognitive Level: Application

Cognitive Level: Knowledge

17. Which of the following is not a part of E-health?

Cognitive Level: Comprehension

Cognitive Level: Knowledge

Cognitive Level: Knowledge

Cognitive Level: Analysis

Cognitive Level: Application

Cognitive Level: Knowledge

Cognitive Level: Knowledge

25. When explaining a procedure or discharge planning, the nurse must:

Cognitive Level: Knowledge

Cognitive Level: Application

Cognitive Level: Knowledge

Cognitive Level: Application

Cognitive Level: Analysis

30. Which of the following guidelines in organizing learning experiences is most

Cognitive Level: Application

Cognitive Level: Application

Cognitive Level: Application

33. Teaching a client how to self-administer insulin is in the _____ domain.

Cognitive Level: Comprehension

34. A client needs to learn to self-administer insulin injections. Which statements

Cognitive Level: Analysis

Feedback: a.Rationale: Clients who can't read may be noncompliant, insist

Cognitive Level: Analysis

Cognitive Level: Application

Cognitive Level: Knowledge

Cognitive Level: Knowledge

Cognitive Level: Knowledge

Cognitive Level: Knowledge

41. Andragogy is:

Cognitive Level: Knowledge

Cognitive Level: Knowledge

1. a. “I revised my favorite recipe to be lower in fat.”

Cognitive Level: Analysis

Cognitive Level: Analysis

Cognitive Level: Analysis

Cognitive Level: Analysis

2. d. New behavior may emerge gradually.

Cognitive Level: Knowledge

Cognitive Level: Knowledge

Cognitive Level: Knowledge

Cognitive Level: Knowledge

Cognitive Level: Analysis