Chapter 1 Overview Of The Miller–stoeckel Client Test Bank

CH01 Overview of the Miller-Stoeckel Client Education Model: 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. The purpose and goal of health education is:
   1. Change clients’ ideas about health
   2. Shift client s’thinking to curing illness
   3. Promote, retain, and restore health
   4. Empower health educators
2. The use of conceptual models in health education serves what purpose:
   1. Explain how to educate clients
   2. Guide practice and research
   3. Provide guidelines for how to conduct research
   4. Guide nurse educators in how to complete a teaching plan
3. The Miller-Stoeckel Client Education Model is composed of which main concepts:
   1. The nurse as Educator, Client as Learner, Nurse Client Relationship, and Client Education Outcomes
   2. Assessment, analysis, planning, implementation, and evaluation
   3. Cultural caring, Communication, Collaboration, and Negotiation
   4. Health, Illness and Health Education
4. The Miller-Stoeckel Client Education Model uses the term client instead of patient for what reason:
   1. Clients pay for services and insurance pays for patients
   2. Patients sign contracts before receiving healthcare
   3. Patients need to have a designated physician to receive health care
   4. Clients are free to refuse to accept services, counsel and teaching that nurses offer.
5. The embedded concepts that shape the environment of the Nurse/ Client Relationship in the Miller-Stoeckel Client Education Model are:
   1. Health and illness
   2. Formative and summative evaluation
   3. The teaching learning theories and teaching styles
   4. Cultural caring, collaboration, communication, and negotiation
6. The teaching role of nurses is drawn from a historical context that was set by all the following organizations except:
   1. The National League for Nursing (NLN) 1918
   2. The American Medical Association (AMA) 1961
   3. American Nurses’ Association (ANA) 1973
   4. American Hospital Association (AHA) 1973
7. Clinical Judgement refers to:
   1. A characteristic way of thinking in the nursing discipline
   2. Using best practices in decision making
   3. Implementing a teaching learning plan
   4. Behavior changes as a result of experiences
8. The reasons that nurses as educators rely on substantiated research is:
   1. Most educational research is unreliable
   2. Steps in the research process may be missing in educational research
   3. It is difficult to find research on health education
   4. Ensures use of current effective health education practices and teaching strategies
9. The propose of the Stoeckel Wellness-Illness Continuum is to:
   1. Plot health factors on a continuum to get a holistic picture of the client’s health
   2. Determine the client’s degree of acute illness
   3. Explore client’s experiences with health promotion issues
   4. Describe past medical treatments