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Which is an example of reinforcing previous teaching about a heart attack?
- A. Explaining for a third time to the patient about heart damage after a heart attack.
- B. Introducing information about the cause of a heart attack for the first time and leaving handouts for him to read.
- C. Asking the patient to explain to you what he wants to know about his heart attack.
- D. None of the above
Correct Answer: A
Rationale: Reinforcing teaching involves reviewing or repeating previously taught content, as in explaining heart damage again (A). Introducing new information (B) or assessing patient questions (C) does not reinforce prior teaching.
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A patient with no history of heart disease wants to keep his cholesterol at a healthy level. You will instruct him on foods high in cholesterol so that he can avoid them. Which purpose of patient teaching does instructing a patient on avoiding high-cholesterol foods exemplify?
- A. Health promotion
- B. Wellness strategies
- C. Explaining the disease process
- D. Explaining treatment for disease
Correct Answer: A
Rationale: Teaching about avoiding high-cholesterol foods aims to prevent disease, which is health promotion (A). Wellness strategies (B) are broader, while (C) and (D) apply to existing conditions.
An elderly patient refuses to watch a demonstration on using a glucometer and performing a finger stick blood sugar test. She tells you, 'My husband used one of those. I know all about it.'What might be occurring when an elderly patient refuses a glucometer demonstration, claiming familiarity?
- A. The patient is experiencing denial about her condition.
- B. The patient may have a knowledge deficit despite her claims.
- C. The patient is too anxious to learn new skills.
- D. The patient has mastered the skill and needs no teaching.
Correct Answer: B
Rationale: The patient's refusal and claim of knowledge may indicate a knowledge deficit (B), as she assumes familiarity without demonstrating competence. Denial (A), anxiety (C), or mastery (D) are possible but less likely without further evidence.
Your patient says that he is a hands-on learner, not a book learner. You understand his primary learning style to be:
- A. auditory
- B. visual
- C. mixed
- D. kinesthetic
Correct Answer: D
Rationale: A kinesthetic learner prefers hands-on activities and physical engagement to learn effectively, aligning with the patient's description of being a 'hands-on learner.'
Which nursing intervention is LEAST appropriate for teaching a patient about a low-salt diet?
- A. Explain why the patient needs to restrict salt in her diet.
- B. Present a short lecture on the effects of excess salt in the body.
- C. Discuss information in a simple-to-complex format.
- D. Frequently praise the patient or give encouraging feedback.
Correct Answer: D
Rationale: Frequent praise (D) is less effective for teaching than explaining rationale (A), lecturing on effects (B), or organizing content logically (C), as it does not directly convey educational content.
As you prepare to teach your patient how to take his pulse, Which of the following will be of concern to you when teaching a patient to take his pulse?
- A. The television is on, visitors are talking, and someone is vacuuming in the hallway.
- B. The patient's primary language is not English.
- C. The patient is not wearing his glasses or his hearing aid.
- D. The patient is experiencing a significant amount of discomfort.
- E. The patient does not believe he needs any heart medications.
- F. There is a large amount of clutter in the room.
Correct Answer: A,B,C,D,E
Rationale: Multiple factors can hinder effective teaching: noise (A) creates distractions, language barriers (B) impede understanding, missing glasses or hearing aids (C) affect perception, discomfort (D) reduces focus, and disbelief in treatment (E) impacts motivation. Clutter (F) is less critical unless it physically obstructs the teaching process.