Test Bank Docx Client Education—A Moral Imperative Ch23

Catalano

Chapter 23: Client Education—A Moral Imperative

Questions

1. No amount of teaching will be effective and the client will not behave in the manner the nurse requires if the nurse is unable to act in which capacity?

1. Cheerleader

2. Consultant

3. Counselor

4. Role model

2. Which type of client learning objectives center on feelings and emotions, such as interests, values, attitudes, appreciation, and methods of adjustment necessary for a positive effect on the client’s life?

1. Affective objectives

2. Cognitive objectives

3. Psychomotor objectives

4. Lifestyle objectives

3. Which type of client learning objectives include a client understanding the management of his or her injury or illness as well as perceiving self-management care needs after discharge?

1. Affective objectives

2. Cognitive objectives

3. Psychomotor objectives

4. Lifestyle objectives

4. If a nurse’s teaching includes demonstrating and modeling the skills clients will need for self-care, these learning objectives would fall under which domain?

1. Affective objectives

2. Cognitive objectives

3. Psychomotor objectives

4. Lifestyle objectives

5. Although which model was developed primarily to improve client education, its structure also allows it to be used to evaluate consumer health-information resources?

1. Pedagogy model

2. Medagogy model

3. Demagogy model

4. Anagogy model

6. In the medagogy model, which licensed health-care professional works to ensure that clients succeed in understanding their health status and the actions or behaviors that can improve their health?

1. Certified patient educator

2. Advanced practice registered nurse

3. Certified nurse midwife

4. Physician assistant

7. Primarily of European origin, medagogy connects hospital-based clinical approaches and public health approaches to which of the following?

1. Health promotion

2. Disease prevention

3. Health literacy

4. Patient behavior

8. Which type of health care, with its focus on clients taking greater responsibility for their own health and self-care, has contributed to the increased need for client education?

1. Palliative care

2. Managed care

3. Integrated care

4. Critical care

9. Which organization has harshly criticized the disparity in health-care quality and strongly recommends placing clients in control of their own health, making choices based on the best information and knowledge available to them?

1. American Nurses Association

2. Institute of Medicine

3. World Health Organization

4. American Medical Association

10. Which factor in itself has changed nursing practice in that some clients are presenting for care with higher levels of information about their illnesses and possible treatments?

1. The Internet

2. Telehealth portals

3. Electronic health records

4. Smartphone applications

11. Which statement, the federal government’s national prevention agenda for building a healthier nation, is a statement of national health objectives designed to identify the most significant preventable threats to health and to establish national goals to reduce these threats?

1. TJC Public Policy Initiative

2. Healthy People 2020

3 The Pew Commission’s Final Report

4. Crossing the Quality Chasm

12. Which resource has a website that helps nurses evaluate literacy levels in order to tailor the vocabulary and sentence structure of client-education materials appropriately?

1. TJC Public Policy Initiative

2. Healthy People 2020

3 The Pew Commission’s Final Report

4. Crossing the Quality Chasm

13. When educators mentor which process, they prepare students to collaborate with one another and with future clients?

1. Active learning

2. Passive learning

3. Shared power

4. Teach-back

14. Although which process can be useful when new knowledge must be gained quickly, it is not effective for the long-term success of a client-education plan?

1. Active learning

2. Passive learning

3. Shared power

4. Teach-back

15. Which process of evaluating client understanding provides the nurse a concrete measurement of the effectiveness of his or her teaching?

1. Active learning

2. Passive learning

3. Shared power

4. Teach-back

Questions, Answers, and Rationales

1. No amount of teaching will be effective and the client will not behave in the manner the nurse requires if the nurse is unable to act in which capacity?

1. Cheerleader

2. Consultant

3. Counselor

4. Role model

Page: 14

2. Which type of client learning objectives center on feelings and emotions, such as interests, values, attitudes, appreciation, and methods of adjustment necessary for a positive effect on the client’s life?

1. Affective objectives

2. Cognitive objectives

3. Psychomotor objectives

4. Lifestyle objectives

Page: 20

3. Which type of client learning objectives include a client understanding the management of his or her injury or illness as well as perceiving self-management care needs after discharge?

1. Affective objectives

2. Cognitive objectives

3. Psychomotor objectives

4. Lifestyle objectives

Page: 20

4. If a nurse’s teaching includes demonstrating and modeling the skills clients will need for self-care, these learning objectives would fall under which domain?

1. Affective objectives

2. Cognitive objectives

3. Psychomotor objectives

4. Lifestyle objectives

Page: 20

5. Although which model was developed primarily to improve client education, its structure also allows it to be used to evaluate consumer health-information resources?

1. Pedagogy model

2. Medagogy model

3. Demagogy model

4. Anagogy model

Page: 28

6. In the medagogy model, which licensed health-care professional works to ensure that clients succeed in understanding their health status and the actions or behaviors that can improve their health?

1. Certified patient educator

2. Advanced practice registered nurse

3. Certified nurse midwife

4. Physician assistant

Page: 28

7. Primarily of European origin, medagogy connects hospital-based clinical approaches and public health approaches to which of the following?

1. Health promotion

2. Disease prevention

3. Health literacy

4. Patient behavior

Page: 28

8. Which type of health care, with its focus on clients taking greater responsibility for their own health and self-care, has contributed to the increased need for client education?

1. Palliative care

2. Managed care

3. Integrated care

4. Critical care

Page: 4

9. Which organization has harshly criticized the disparity in health-care quality and strongly recommends placing clients in control of their own health, making choices based on the best information and knowledge available to them?

1. American Nurses Association

2. Institute of Medicine

3. World Health Organization

4. American Medical Association

Page: 5

10. Which factor in itself has changed nursing practice in that some clients are presenting for care with higher levels of information about their illnesses and possible treatments?

1. The Internet

2. Telehealth portals

3. Electronic health records

4. Smartphone applications

Page: 6

11. Which statement, the federal government’s national prevention agenda for building a healthier nation, is a statement of national health objectives designed to identify the most significant preventable threats to health and to establish national goals to reduce these threats?

1. TJC Public Policy Initiative

2. Healthy People 2020

3 The Pew Commission’s Final Report

4. Crossing the Quality Chasm

Page: 9

12. Which resource has a website that helps nurses evaluate literacy levels in order to tailor the vocabulary and sentence structure of client-education materials appropriately?

1. TJC Public Policy Initiative

2. Healthy People 2020

3 The Pew Commission’s Final Report

4. Crossing the Quality Chasm

Page: 8

13. When educators mentor which process, they prepare students to collaborate with one another and with future clients?

1. Active learning

2. Passive learning

3. Shared power

4. Teach-back

Page: 10

14. Although which process can be useful when new knowledge must be gained quickly, it is not effective for the long-term success of a client-education plan?

1. Active learning

2. Passive learning

3. Shared power

4. Teach-back

Page: 22

15. Which process of evaluating client understanding provides the nurse a concrete measurement of the effectiveness of his or her teaching?

1. Active learning

2. Passive learning

3. Shared power

4. Teach-back

Page: 26