5. The health status of the people is greatly affected and determined by which of the following?

A. Behavioral factors
B. Socioeconomic factors
C. Political factors
D. Psychological factors

https://www.countyhealthrankings.org/explore-health-rankings/measures-data-sources/county-health-
rankings-model/health-factors/social-and-economic-factors#:~:text=Social%20and%20economic
%20factors%2C%20such,%2C%20manage%20stress%2C%20and%20more.

https://www.irp.wisc.edu/publications/focus/pdfs/foc331a.pdf

6. Which of the following is true about health education?

A. It helps people attain their health through the nurse’s sole efforts
B. It should not be flexible
C. It is a fast and mushroom like process
D. It is a slow and continuous process

https://www.rnpedia.com/nursing-notes/community-health-nursing-notes/health-
education-principles/#:~:text=It%20is%20a%20slow%2C%20continuous,resources
%20found%20in%20the%20community.

7. Which of the following factors least influence the learning readiness of an adult learner?
A. The individuals stage of development
B. Ability to concentrate on information to be learned
C. The individual’s psychosocial adaptation to his illness
D. The internal impulses that drive the person to take action

https://nursekey.com/determinants-of-learning/

ito ay galing sa link sa taas tapos ang ihighlight na lang natin ay yung BCD. Wala na akong
Makita

Once the educator has identified learning needs, the next step is to determine the learner’s
readiness to receive information. Readiness to learn can be defined as the time when the
learner demonstrates an interest in learning the information necessary to maintain optimal
 health or to become more skillful in a job. Often, educators have noted that when a patient or
staff member asks a question, the time is prime for learning. Readiness to learn occurs when
the learner is receptive, willing, and able to participate in the learning process. It is the
responsibility of the educator to discover through assessment exactly when patients or staff
are ready to learn, what they need or want to learn, and how to adapt the content to fit each
learner.
To assess readiness to learn, the educator must first understand what needs to be taught, collect
and validate that information, and then apply the same methods used previously to assess
learning needs, including making observations, conducting interviews, gathering information
from the learner as well as from other healthcare team members, and reviewing
documentation. The educator must perform these tasks before the time when actual learning
is to occur.
No matter how important the information is or how much the educator feels the recipient of
teaching needs the information, if the learner is not ready, then the information will not be
absorbed. The educator, in conjunction with the learner, must determine what needs to be
learned and what the learning objectives should be to establish which domain and at which
level these objectives should be classified. Otherwise, both the educator’s and the learner’s
time could very well be wasted because the established objectives may be beyond the
readiness of the learner.

8. Which of the following is the most important condition for diabetic patients to learn how to
control their diet?
A. Use of pamphlets and other materials during instructions
B. Motivation to be symptom free
C. Ability of the patient to understand teaching instruction
D. Language used by the nurse

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3599009/

The needs of diabetic patients are not only limited to adequate glycemic control but also correspond
with preventing complications; disability limitation and rehabilitation. There are seven essential self-care
behaviors in people with diabetes which predict good outcomes namely healthy eating, being physically
active, monitoring of blood sugar, compliant with medications, good problem-solving skills, healthy
coping skills and risk-reduction behaviors. All these seven behaviors have been found to be positively
correlated with good glycemic control, reduction of complications and improvement in quality of life.
Individuals with diabetes have been shown to make a dramatic impact on the progression and
development of their disease by participating in their own care. Despite this fact, compliance or
adherence to these activities has been found to be low, especially when looking at long-term changes.
Though multiple demographic, socio-economic and social support factors can be considered as positive
contributors in facilitating self-care activities in diabetic patients, role of clinicians in promoting self-care
is vital and has to be emphasized.