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Chapter 5 pharm
Patient education and health promotions
| Question | Answer |
|---|---|
| cognitive domain | The level at which basic knowledge is learned and stored; the thinking portion of the learning process that incorporates a person's previous experiences and perceptions. |
| affective domain | The most intangible portion of the learning process that deals with feelings, needs, beliefs, values and opinions |
| psychomotor domain | Involves the learning of a new procedure or skill; often referred to as the "doing domain." |
| objectives | Learning statements that assert the purpose of activities and the expected outcomes. |
| ethnocentrism | The assumption that one's culture provides the right way, the best way, and the only way to live. |
| health teaching | The formalized development of learning objectives that direct patients toward achieving goals based on their needs. |
| A nurse is teaching a patient with hypertension about medication, such as when and how to take it, symptoms to report, and the need for blood pressure monitoring. Where does the nurse document what was taught and the patient's response to the teaching? | Nurse's notes |
| Which is a priority outcome for patient teaching about prescribed drug therapy | The patient will take the medication as prescribed, not changing or discontinuing it without contacting the health care provider. |
| Which statement describes a characteristic of Case Management Adherence Guidelines version 1 (CMAG-1)? | The caregiver and patient have ownership of the goals to be achieved. |
| Research indicates that patient education materials should be written at which grade reading level? | Fifth to seventh |
| When teaching patients about medications, which teaching method is the most effective? | Designing a teaching method and pace for each patient |
| The cognitive domain involves which portion of the learning process? | Thinking |
| Which scenario represents the best time for the nurse to initiate patient teaching? | When the patient spontaneously starts asking questions |
| The nurse is teaching a patient who has been diagnosed with hypertension. Which statement by the patient indicates the need for further education? | A sedentary lifestyle is the best way to live." |
| During which stage of grieving is the dying patient most willing to learn? | Resolution |
| When teaching an elderly patient, which teaching strategy does the nurse use? | Incorporating time for practicing |
| Which statement is true about culture and ethnic diversity? | Unless an assessment of psychosocial needs is done on the patient, the true meaning of an illness may never be uncovered. |
| The nurse is developing a teaching plan for a patient’s prescribed medication. To make the plan more effective, what is important for the nurse to do? (Select all that apply.) | Assess the patient’s readiness to learn.Request patient feedback of the information being taught. E. Incorporate multiple practice sessions. |
| Describe strategies to use when teaching the older adult patient. | |
| The nurse is preparing discharge education for a Native American patient. Discuss nursing considerations in planning for this educational session. |
Created by:
nursebarbie01
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