Patient and Caregiver Teaching

Patient and Caregiver Teaching
The number of the question corresponds to the same-numbered
outcome at the beginning of the chapter.
1. What would be the priority teaching goal for a middle-aged
Hispanic woman regarding methods to relieve symptoms of menopause?
a. Prevent the development of future disease.
b. Maintain the patient’s current state of health.
c. Change the patient’s cultural belief regarding the use of herbs.
d. Provide information for selection and use of treatment options.
2. When planning teaching with consideration of the diverse learning
needs of adults, the nurse’s best approach would include
a. presenting material in an efficient lecture format.
b. recognizing that adults enjoy learning regardless of the relevance
to their personal lives.
c. providing opportunities for the patient to learn from other
adults with similar experiences.
d. postponing practice of new skills until the patient can independently practice the skill at home.
3. Which is the priority patient teaching strategy when limited time
is available?
a. Setting realistic goals that have high priority for the patient
b. Referring the patient to a nurse educator in private practice for
c. Observing more experienced nurse-teachers to learn how to
teach faster and more efficiently
d. Providing reading materials for the patient instead of discussing
information the patient needs to learn
4. The nurse needs to include caregivers in patient teaching primarily
because (select all that apply)
a. they provide most of the care for patients after discharge.
b. they might feel rejected if they are not included in the teaching.
c. patients have better outcomes when their caregivers are involved.
d. the patient may be too ill or too stressed to fully understand the
e. caregivers are responsible for the overall management of the
patient’s care.
5. Which technique is most appropriate when using motivational
interviewing with a patient who tells you that he is ready to start a
weight loss program?
a. Confirm that the patient is serious about losing weight.
b. Insist that the patient consider an organized group weight loss
c. Focus on the patient’s strengths to support his optimism that he
can successfully lose weight.
d. Ask a prescribed set of questions to increase the patient’s awareness of his dietary behaviors.

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