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Chapter 025

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Potter & Perry: Fundamentals of Nursing, 7th Edition Test Bank Chapter 25: Client Education MULTIPLE CHOICE 1. The client has been informed that he can be discharged once he can irrigate his colostomy independently. The client requests the nurse to observe his irrigation technique. Which of the following learning motives is the client displaying? 1. Physical need 2. Social activity 3. Task mastery 4. Evaluation stance ANS: 3 Task mastery motives are based on needs such as achievement and compete
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  Potter & Perry: Fundamentals of Nursing, 7 th  Edition Test Bank Chapter 2: Client Edu!ation #$T%P$E C'%CE 1.The client has been informed that he can be discharged once he can irrigate his colostomyindependently. The client requests the nurse to observe his irrigation technique. Which of the following learning motives is the client displaying?1.Physical need2.Social activity.Tas! mastery .#valuation stance$%S&Tas! mastery motives are based on needs such as achievement and competence. The client who must demonstrate irrigating his colostomy independently in order to be discharged is displaying the learning motive of tas! mastery. $ physical motive may be seen in the client who desires to return to a level of physical normalcy. $ social motive is the need for connection' social approval' or self(esteem. $n evaluation stance would be determining whether the outcomes of the teaching(leaning process met the client)s goal. #valuation is not a learning motive.*+,&$-#,&(/0&3omprehensionT0P&%ursing Process& #valuation4S3&%35#67 test plan designation& Safe' #ffective 3are #nvironment2.$n industrial nurse is planning to give an informative tal! on hypertension to employees in honor of 8heart month.9 :e plans to teach individuals how to ta!e their blood pressure measurements. Which information is important for him to as! the planning committee  before this presentation?1.$ges of all employees involved2.%ames of employees who are married.%umber of employees with high blood pressure .Type of room available and number of participants$%S& The number of persons being taught' the need for privacy' the room temperature' the room lighting' noise' the room ventilation' and the room furniture are important factors when choosing the setting. The ideal setting helps the client focus on the learning tas!. ;nowing the specific ages of all the people involved is not as important as providing an environment conducive to learning. +t is not necessary to !now the names of employees who are married to teach individuals how to ta!e their blood pressure. Whether an employee has high blood pressure should not be as important to the teacher as providing an environment conducive to learning. :aving high blood pressure may be a motivating factor for employees to learn how to ta!e their blood pressure' because of its personal relevance. 4osby items and derived items < 2==>' 2== by 4osby' +nc.' an affiliate of #lsevier +nc.  Test an! *+,&$-#,&>0&3omprehensionT0P&%ursing Process& Planning4S3&%35#67 test plan designation& Safe' #ffective 3are #nvironment.The nurse established the following ob@ective for the client who was unable to void& The client)s inta!e will be at least 1=== m5 between / $4 and &= P4. ,eedbac! showing success is indicated by the client&1.Aoiding at least 1=== m5 during the shift2.AerbaliBing abdominal comfort without pressure.:aving adequate fluid inta!e and urinary output .*rin!ing 2 = m5 of fluid five or siC times during the shift$%S& The nurse evaluates success by observing the client)s performance of each eCpected  behavior. ,eedbac! indicating success in this situation is the client drin!ing 2 = m5 of fluid five or siC times during the shift. This would be a fluid inta!e of 12==(1 = m5' meeting the ob@ective of at least 1=== m5 during the designated time period. Aoiding at least 1=== m5 is not the ob@ective. The ob@ective is to have the client drin! at least 1=== m5. AerbaliBing abdominal comfort without pressure is not an evaluation of the ob@ectiveregarding specific fluid inta!e. :aving adequate inta!e and output is not accurate feedbac! indicating success. The term adequate is not quantified.*+,&$-#,&D10&3omprehensionT0P&%ursing Process& #valuation4S3&%35#67 test plan designation& Safe' #ffective 3are #nvironment .There are a variety of teaching methodologies fro a nurse to choose from to use with clients. ,or a toddler' the nurse should use&1.-ole(playing2.Problem(solving.+ndependent learning .Simple eCplanations and pictures$%S& #ffective teaching methodologies for the toddler include simple eCplanations and picture  boo!s that describe a story of children in a hospital or clinic. -ole(playing is an appropriate teaching methodology for the preschooler. Problem(solving is an appropriate teaching methodology for the adolescent. +ndependent learning is best used as a teaching methodology for the young or middle adult.*+,&$-#,&D0&3omprehensionT0P&%ursing Process& Planning4S3&%35#67 test plan designation& Safe' #ffective 3are #nvironment 4osby items and derived items < 2==>' 2== by 4osby' +nc.' an affiliate of #lsevier +nc. 2(2  Test an! .The nurse has important information to share with a parent who has brought his child to the emergency department. The nurse discovers that the parent' who appears very anCious' has @ust learned his son will require surgery. The most effective teaching approach in this situation is&1.Telling2.Trusting.Participating .Eroup teaching$%S&1The telling approach is useful when limited information must be taught. +f a client is highly anCious but it is vital for information to be given' telling can be effective. The entrusting approach provides the client the opportunity to manage self(care. The nurse observes the client)s progress and remains available to assist without introducing more new information. This would not be the most effective teaching approach in this situation.Participating involves the nurse and client setting ob@ectives and becoming involved in the learning process together. This would not be the most effective teaching approach in this emergency situation. Eroup teaching would not be the most effective teaching approach in this situation. $ person who is anCious would benefit more from individual instruction.*+,&$-#,&/0&3omprehensionT0P&%ursing Process& Planning4S3&%35#67 test plan designation& Safe' #ffective 3are #nvironment.$ client' after being taught of the clinical manifestations of inflammation to enable early detection of a complication of a surgical wound states' 8+ will loo! at the wound four times a day and tell my surgeon if it loo!s red or swollen.9 :er statement is an eCample of&1.$ttitudes2.$pplication.$nalysis .#valuation$%S&2$pplication involves using abstract' newly learned ideas in a concrete situation. The client who is taught the clinical manifestations of inflammation and who will assess for signs such as redness or edema is using newly learned information in a concrete manner. $ttitude has to do with affective learning. The client is not eCpressing an attitude' but is applying new !nowledge in a concrete way. $nalysis involves brea!ing down information into organiBed parts. The client is not demonstrating analysis. #valuation is a  @udgment of the worth of a body of information for a given purpose. The client is not eCpressing @udgment.*+,&$-#,&0&3omprehensionT0P&%ursing Process& #valuation4S3&%35#67 test plan designation& Safe' #ffective 3are #nvironment 4osby items and derived items < 2==>' 2== by 4osby' +nc.' an affiliate of #lsevier +nc. 2(  Test an! /.The client continues to as! questions about a surgical wound. The client states' 8+ thin! + would li!e help the first time + loo! at my wound.9 This is an eCample of&1.$daptation2.Perception.0rganiBing .Euided response$%S& $ guided response is the performance of an act under the guidance of an instructor. The client who is see!ing help is demonstrating a guided response. $daptation occurs when a  person is able to change a motor response when uneCpected problems arise. The client is not eChibiting adaptation. Perception is being aware of ob@ects or qualities through the use of sense organs. This situation is not an eCample of perception. 0rganiBing is developing a value system by identifying and organiBing values and resolving conflicts. This situation is not an eCample of organiBing.*+,&3-#,& >0&3omprehensionT0P&%ursing Process& $ssessment4S3&%35#67 test plan designation& Safe' #ffective 3are #nvironmentD.There are many factors are assessed before teaching the client to learn insulin in@ection sites' but the most important factor for the nurse to assess first is the& 1.Previous !nowledge level of the client2.Willingness of the client to want to learn the in@ection sites.,inancial resources available to the client for the equipment .+ntelligence and developmental level of the individual client$%S&2+f a person does not want to learn' it is unli!ely that learning will occur. 4otivation is the first factor the nurse should assess before teaching. To determine learning needs' the nurse should assess the client)s previous !nowledge level. :owever' this would not be themost important factor for the nurse to assess first. $ssessing the financial resources available to the client for obtaining equipment is importantF however' it is not the most important factor for the nurse to assess first. $ssessing the client)s physical and cognitive ability to learn is important. :owever' it is not the most important factor for the nurse to assess first.*+,&$-#,& 0&3omprehensionT0P&%ursing Process& $ssessment4S3&%35#67 test plan designation& Safe' #ffective 3are #nvironment>.The nurse is demonstrating to the client how to put on anti(embolitic stoc!ings. +n the middle of the lesson the client as!s' 8Why have my feet been swelling?9 The nurse stops and responds to the client. Which of the following is the teaching principle that the nurse should follow?1.Timing 4osby items and derived items < 2==>' 2== by 4osby' +nc.' an affiliate of #lsevier +nc. 2(

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