Ch.6 Adult Learner Exam Questions

Chapter 06 The Adult Learner: Test Bank

Client Education: Theory and Practice, 3^rd edition

Mary A. Miller and Pamella Rae Stoeckel

Directions: Circle the letter corresponding to the one best answer.

1. Adult learners are different from child learners in that they:

a. prefer direction from the teacher

b. look for reinforcement from others

c. are problem-centered in their motivation

d. are driven by biologic development

2. Child learners are different from adult learners in that they:

a. are subject-centered relying on the teacher

b. are able to set their own learning goals

c. are aware of their evolving social roles

d. are internally motivated

3. Which statement best characterizes an early adulthood psychosocial stage:

a. peak functioning of the musculoskeletal system

b. establishing career goals and path

c. laboratory findings are within normal limits

d. increasing ability to love and care about others

4. Which statement best characterizes an early adulthood development task:

a. identify versus role confusion

b. clarifying values, understanding themselves and others

c. becoming economically independent with job-related skills

d. facing pregnancy and lactation issues

5. Houle described learners by placing them in which of the following categories:

a. job oriented, personal skills oriented, and activity oriented

b. goal oriented, activity oriented, and learning oriented

c. health promoting oriented, health retaining oriented, and health restoration oriented

d. self-actualization oriented, physical improvement oriented, and job oriented

6. Which statement best characterizes learning-oriented learners:

a. they seek knowledge for its own sake

b. they prefer to accomplish clear and identifiable goals

c. they are episodic learners related to life situation

d. they enjoy human contact by taking courses and joining groups

7. You are teaching a group of adults about cognitive functioning. After introductions, which is the best way to begin?

a. present your objectives to the group

b. tell the group what how you define cognitive functioning

c. show an audio visual and initiate discussion

d. ask what the group hopes to learn from the class

8. You are teaching a group of adults about diabetes mellitus. Which teaching strategy is the best way to begin?

a. establish the goals and direction for the group

b. solicit the current level of diabetes knowledge and experience in the group

c. provide samples of equipment to develop psychomotor skills for giving injections

d. explain how you plan to evaluate their learning

9. How can you best create a readiness to learn about health topics for clients?

a. state that healthful living is important to their future

b. encourage them to think about their health responsibilities

c. discuss the intent, meaning, and purpose of healthful learning

d. expose them to successful role models and an interesting health-related field trip

10. An example of an extrinsic (external) motivator is:

a. self-satisfaction

b. improved interpersonal skills

c. job promotion

d. quality of life

11. An example of an intrinsic (internal) motivator is:

a. learning an enjoyable activity

b. improving job-related skills

c. obtaining a raise in pay

d. seeking a political position in government

Directions: Select at least one of Knowles 6 core principles of andragogy and write a brief response to this situation.

12. You observe a dietary aide responding to a client’s request for more salt on her dinner tray. The client has congestive heart failure and salt is prohibited. You meet the dietary aide as she is about to enter the client’s room to deliver additional salt. How would you handle this situation?