Professional Documents
Culture Documents
Professional Nursing Practice Concepts and Perspectives 7Th Edition Blais Test Bank Full Chapter PDF
Professional Nursing Practice Concepts and Perspectives 7Th Edition Blais Test Bank Full Chapter PDF
Question 2
Which theorist’s work is considered foundational to many of today’s cognitive theories?
1. Lewin
2. Bandura
3. Skinner
4. Rogers
Correct Answer: 1
Rationale: Lewin’s field theory involves theories of motivation and perception, which
were considered precursors of the more recent cognitive theories. The other options are
either theorists who are not cognitive theorists or theorists that used Lewin’s work as a
foundation.
Cognitive Level: Understanding
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Assessment; Teaching/Learning
Learning Outcome: 1. Discuss selected learning theories as they apply to nurse and
client learning.
Page Number: p. 145
Question 3
The nurse educator believes the best method for teaching professionalism is for faculty to
conduct themselves in a professional manner. Which learning theory supports this belief?
1. Skinner’s operant conditioning theory
2. Bandura’s social-learning theory
3. Lewin’s field theory
4. Piaget’s phases of cognitive development
Correct Answer: 2
Rationale: Bandura’s research focuses on imitation, the process by which individuals
copy or imitate what they have observed; and modeling, the process by which a person
learns by observing the behavior of others. Skinner’s theory is based upon reinforcement.
Lewin’s theory is based on change. Piaget’s theory describes the development of
cognition.
Cognitive Level: Analyzing
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Implementation; Teaching/Learning
Learning Outcome: 1. Discuss selected learning theories as they apply to nurse and
client learning.
Page Number: p. 144
Question 4
Which theorist developed a learning theory based on humanism?
1. Rogers
2. Piaget
3. Skinner
4. Bandura
Correct Answer: 1
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Rationale: Humanistic learning theory focuses on both cognitive and affective areas of
the learner. Prominent members of this school of thought include Abraham Maslow and
Carl Rogers. Piaget is a cognitive theorist. Skinner is a behavioral theorist. Bandura is a
social learning theorist.
Cognitive Level: Understanding
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Assessment; Teaching/Learning
Learning Outcome: 1. Discuss selected learning theories as they apply to nurse and
client learning.
Page Number: p. 145
Question 5
While progressing through nursing school, the student develops a system to categorize
information as it is presented. Which theorist developed a learning theory that supports
this categorization of information as essential?
1. Skinner
2. Bandura
3. Rogers
4. Bruner
Correct Answer: 4
Rationale: According to Jerome Bruner, perception, conceptualizing, learning, and
decision making all depend on categorizing information. The other theorists do not
include categorization as essential to their theories.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Assessment; Teaching/Learning
Learning Outcome: 1. Discuss selected learning theories as they apply to nurse and
client learning.
Page Number: p. 146
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Question 6
Which behaviors are including in Bloom’s cognitive domain of learning? (Select all that
apply.)
1. Comprehending information
2. Analyzing information
3. Evaluating information
4. Applying information
5. Acquiring information
Correct Answer: 1, 2, 3, 4
Rationale: Bloom’s cognitive domain includes remembering, comprehending, applying,
analyzing, evaluating, and creating information. Acquiring information is not a category
described by Bloom in the cognitive domain.
Cognitive Level: Remembering
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Assessment; Teaching/Learning
Learning Outcome: 3. Describe the three domains of learning and how they differ.
Page Number: p. 146
Question 7
A client received an injury that resulted in amputation of the right leg. The client has
been unwilling to participate in physical therapy activities. Today the client says, “Well, I
can’t change this, so I might as well learn to live with it and do these exercises.” What
categorization of affective domain does this statement reflect?
1. Responding
2. Valuing
3. Organizing
4. Receiving
Correct Answer: 3
Rationale: This statement reflects the client’s beginning acceptance of the changes
brought about by the amputation. Bloom categorizes this acceptance as organizing.
Responding is when the client participates by listening and responding and asking
questions. The client’s refusal to participate in care is categorized as valuing. Receiving
is willingness to attend to a particular stimulus such as teaching.
Cognitive Level: Analyzing
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Evaluation; Teaching/Learning
Learning Outcome: 3. Describe the three domains of learning and how they differ.
Page Number: p. 147
Question 8
The nursing student has watched a demonstration of insertion of an indwelling urinary
catheter. The student is now attempting the skill on a laboratory mannequin. What
category of Bloom’s psychomotor domain does this attempt reflect?
1. Imitation
2. Manipulation
3. Precision
4. Articulation
Correct Answer: 1
Rationale: Bloom describes performing a skill following a demonstration as imitation.
Manipulation is when movements become coordinated. Precision is when the skill is
performed following a logical sequence. Articulation is when the action is coordinated
with few errors in a responsible time. The fifth category of the psychomotor domain is
naturalization when competence in skill performance is automatic.
Cognitive Level: Analyzing
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Evaluation; Teaching/Learning
Learning Outcome: 3. Describe the three domains of learning and how they differ.
Page Number: p .147
Question 9
How are the behaviors in each category of Bloom’s domains of learning arranged?
1. Alphabetically
2. Simplest to most complex
3. By length of the word
4. Randomly
Correct Answer: 2
Rationale: Each of the domains has a developed hierarchical classification system; that
is, the behaviors that demonstrate learning in each category are arranged from the
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
simplest to the most complex. The behaviors are not categorized alphabetically, by length
of word, or randomly.
Cognitive Level: Remembering
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Assessment; Teaching/Learning
Learning Outcome: 3. Describe the three domains of learning and how they differ.
Page Number: p. 146
Question 10
What is the American Nurses Association Standard of Professional Performance as it
applies to contribution to the professional development of peers?
1. Only nurses who want to contribute to peer professional development should do so.
2. All nurses have a responsibility for contributing to the professional development of
peers.
3. Only nurses with master’s degrees have the responsibility for contributing to the
professional development of peers.
4. Only nurses with baccalaureate degrees have the responsibility for contributing to the
professional development of peers.
Correct Answer: 2
Rationale: The American Nurses Association lists two standards of clinical nursing
practice that relate directly to teaching and learning. Standard 8; Education, states: The
nurse attains knowledge and competency that reflects current nursing practice. Standard
10, Collegiality, states: The nurse interacts with and contributes to the professional
development of peers and other health providers as colleagues. There is no mention of
desire to contribute or to level of educational preparation.
Cognitive Level: Understanding
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Assessment; Teaching/Learning
Learning Outcome: 2. Describe the various teaching roles of the nurse.
Page Number: p. 155
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Question 11
All nurses in their role of teacher/educator are responsible for providing instruction to
which persons? (Select all that apply.)
1. Other nurses
2. Students in community colleges
3. Patients’ families
4. Patients
5. Health care providers other than nurses
Correct Answer: 1, 3, 4, 5
Rationale: The only option listed for which all nurses are not responsible for providing
instruction to are students in community colleges. Professional nursing educators have
formal education preparation requirements that are not common to all nurses.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Implementation; Teaching/Learning
Learning Outcome: 2. Describe the various teaching roles of the nurse.
Page Number: p. 154
Question 12
Why are nurses often requested to teach community classes?
1. Nurses usually donate their time to these events.
2. Twelve-hour shifts allow plenty of spare time for such work.
3. Nurses are respected by the public.
4. Physicians don’t like to teach laypeople.
Correct Answer: 3
Rationale: Nurses are respected by the public and are knowledgeable about healthcare
matters. This places nurses in a position to provide information in community settings.
They do not necessarily donate their time and often have little spare time. Whether nurses
teach has nothing to do with physicians’ desire to teach.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Implementation; Teaching/Learning
Learning Outcome: 2. Describe the various teaching roles of the nurse.
Page Number: p. 154
Question 13
Which option best reflects how nurses provide education to other nurses?
1. Informally on the unit
2. Formally in the classroom
3. Formally online
4. Both formally and informally
Correct Answer: 4
Rationale: Nurses provide education both informally on the unit, by working with and
acting as role models to other nurses, and formally through organized continuing
education sessions.
Cognitive Level: Understanding
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Implementation; Teaching/Learning
Learning Outcome: 2. Describe the various teaching roles of the nurse.
Page Number: p. 154
Question 14
A high school class is still mourning the death of a popular classmate who was killed in
an automobile accident. The opportunity to conduct a class on safe driving would be
based upon which facilitator of learning?
1. Repetition
2. Motivation
3. Simple to complex
4. Physical readiness
Correct Answer: 2
Rationale: Motivation relates to whether the learner wants to learn and is usually greatest
when the learner is ready, the learning need is recognized, and the information being
offered is meaningful to the learner. Repetition and simple to complex are ways to teach.
Physical readiness has to do with the student’s ability to focus on things other than his or
her physical status.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 4. Identify guidelines for effective learning and teaching.
Page Number: p. 158
Question 15
What would be the best environment for conducting client teaching?
1. The client is in the clinical educator’s office.
2. The client is reclining in bed with the television on.
3. The client has just been medicated for pain.
4. The client is upright in bed with family members present.
Correct Answer: 1
Rationale: To facilitate learning in a hospital setting, nurses should choose a time when
there are no visitors present and interruptions are unlikely. When possible, get the client
out of bed, because being in bed is associated with rest and sleep and not usually
considered a place for learning. If the client was just medicated for pain, education is not
a priority.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 4. Identify guidelines for effective learning and teaching.
Page Number: p. 158
Question 16
A client had a mastectomy yesterday. Today, the nurse must teach this client exercises to
promote function on the operative side. When should this teaching occur?
1. Before administering pain medication, so the client is still alert.
2. Whenever the client expresses a desire to learn, despite pain status.
3. Approximately 30 minutes after administering pain medication.
4. Immediately after administering pain medication.
Correct Answer: 3
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Rationale: Pain decreases ability to concentrate, so the nurse should provide intervention
for pain before teaching. If the medication is administered and allowed to work for 20 to
30 minutes, the client is more likely to be attentive and receptive to teaching.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 4. Identify guidelines for effective learning and teaching.
Page Number: 145
Question 17
Who should be involved in the development of a nursing teaching plan?
1. Only the nurse-teacher
2. The nurse-teacher and the client’s physician
3. Only the client-learner
4. Both the nurse-teacher and the client-learner
Correct Answer: 4
Rationale: The nursing teaching plan should be developed with and by the nurse-
educator and the client-learner. The client’s physician in not necessarily involved in
teaching done by the nurse.
Cognitive Level: Understanding
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 6. Develop a teaching plan.
Page Number: p. 159
Question 18
Which teaching objective is correctly written?
1. At the end of the teaching session the client will list three strategies for control of
hypertension.
2. The client will write a comprehensive review of two articles about hypertension.
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
3. During the class the nurse will present material regarding risk factors associated with
the development of hypertension.
4. The client will understand how hypertension develops by the end of the second
teaching session.
Correct Answer: 1
Rationale: The teaching objective should include a measurable verb, should be client
focused, and should have a timeline for evaluation. The option about the client listing
three strategies has all those components. The option about writing a comprehensive
review of two articles is not measurable (what is comprehensive?) and there is no
timeline. The option about what the nurse will present is not client focused. The option
about the client understanding is not measurable as it is impossible to measure the verb
understand.
Cognitive Level: Analyzing
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Evaluation; Teaching/Learning
Learning Outcome: 6. Develop a teaching plan.
Page Number: p. 159
Question 19
What is the major determinant of the content of a teaching session?
1. What the nurse likes to teach
2. The learning objectives
3. What is written about the topic in a nursing textbook
4. The time to teach
Correct Answer: 2
Rationale: The major determinant is the set of learning objectives chosen. The nurse’s
preference in teaching is not a consideration. Although what information is available and
the time to teach are important, they should be considered as the objectives are written.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 6. Develop a teaching plan.
Page Number: p. 161
Question 20
Which option reflects correct ordering of learning experiences?
1. Present new content and then link it back to the client’s previous knowledge.
2. Present variations of the skill and then focus on the basics.
3. Start with a neutral topic, saving client concerns for later in the teaching session.
4. First address any area causing the learner to have anxiety, and then move to other
pertinent material.
Correct Answer: 4
Rationale: The teacher should first address any area of learner anxiety, because anxiety
has been shown to interrupt the learning process. The nurse should start with what the
client knows and then move to new content. The basics of a skill should be presented first
and then variations can be addressed.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 6. Develop a teaching plan.
Page Number: p. 161
Question 21
The nurse is conducting a teaching session with a client for whom English is a second
language. The client smiles and nods in acknowledgment of the nurse’s instruction. What
should the nurse consider about this situation?
1. The client probably has a learning disability regardless of the language problem.
2. The client probably understands the content but doesn’t have the words to express that
fact.
3. The client may be trying to keep the nurse from being embarrassed.
4. The client is making fun of the nurse.
Correct Answer: 3
Rationale: When the nurse is teaching a client for whom English is a second language, it
is important not to assume that the client understands. The nurse should verify
understanding in a different manner than verbally. This smiling and nodding may be
deferential to the nurse and designed to prevent the nurse from being embarrassed. There
is no indication that this client has a learning disability or that the client is making fun of
the nurse.
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Cognitive Level: Analyzing
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Evaluation; Teaching/Learning
Learning Outcome: 7. Describe strategies for teaching learners of different cultures.
Page Number: p. 167
Question 22
The nurse is conducting a teaching session with a client for whom English is a second
language. How should the nurse proceed?
1. Use medical terms
2. Use colloquialisms
3. Use abstract words
4. Use short sentences
Correct Answer: 4
Rationale: When working with a client for whom English is a second language, the nurse
should use short sentences, common words rather than medical terms, concrete terms
rather than abstract terms, and should avoid colloquialisms and slang.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Implementation; Teaching/Learning
Learning Outcome: 7. Describe strategies for teaching learners of different cultures.
Page Number: p. 167
Question 23
The female nurse is planning to provide education to a male client from a different
culture. What should the nurse consider?
1. All cultures value female nurses.
2. It may be better to have two female nurses in the room during teaching.
3. The nurse should consider asking a male colleague to perform the teaching.
4. Most cultures accept teaching from medical personnel of either gender.
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Correct Answer: 3
Rationale: The nurse should consider the client’s culture while planning the teaching
session. Some cultures do not accept women in power positions over men, including such
roles as nurse and teacher. If there is a cultural issue, the nurse should consider asking a
male colleague to perform the teaching. It would not be helpful to have two females in
the room if the client does not accept a female as teacher.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 7. Describe strategies for teaching learners of different cultures.
Page Number: p. 167
Question 24
Why should the nurse be cautious about using humor when teaching clients from other
cultures?
1. Meaning can change in the translation process.
2. Humor has no place in health education.
3. Humor is not common in other cultures.
4. Humor makes people uncomfortable.
Correct Answer: 1
Rationale: The concern about using humor in educating clients of other cultures is that
the humor often does not translate well. Humor is acceptable to most cultures when it is
understood and culturally appropriate. Humor is also acceptable in health education.
Humor often helps people to relax.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 7. Describe strategies for teaching learners of different cultures.
Page Number: p. 167
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Question 25
The nurse is preparing to care for a newly admitted client. The following information was
provided by the emergency department in the medical record:
Admission Note: Client is a 56 year old who has not been to see a healthcare
provider since emigrating to the U.S. 10 years ago; recalls receiving vaccinations “years
ago” but does not remember for what disease processes; states that he was given “blood
pressure” pills years ago from a doctor in his native country but hasn’t taken them for
quite some time because he “feels ok.” Works as a part-time cook in a neighborhood
ethnic restaurant. Lives with his spouse and is helping to raise a granddaughter.
For what should the nurse assess this client upon arrival to the care area?
1. Diet
2. Health literacy
3. Insurance coverage
4. Living arrangements
Correct Answer: 2
Rationale: The nurse should focus on the client’s literacy. Limited health literacy is
prevalent among minority populations and those who are poor. Clients with limited
health literacy may have difficulty with sharing their medical history, seeking preventive
health care, managing chronic health conditions, and understanding medication
directions. The information provided from the emergency department supports the need
for the nurse to assess this client’s literacy. The client’s diet is not a priority at this time.
Insurance coverage was most likely obtained in the emergency department. Living
arrangements have no impact on the client’s health needs at this time.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Assessment; Teaching/Learning
Learning Outcome: 5. Discuss the relevance of literacy for client learning.
Page Number: p. 153
Question 26
The nurse is preparing a teaching session that focuses on Piaget’s phases of cognitive
development. In which order should the nurse present material about these phases?
1. Different viewpoints
2. Includes others in the environment.
3. Deductive and futuristic thinking and reasoning.
4. Discovery of new goals and ways to attain those goals.
Correct Answer: 4, 2, 1, 3
Rationale: Piaget’s cognitive developmental process is divided into four major phases;
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
sensorimotor, preoperational, concrete operations, and formal operations. The
sensorimotor phase lasts from birth to about 2 years of age. It includes reflexive actions,
perceptions of events centered on the body, objects as an extension of self, mental
acknowledgment of the external environment, and discovery of new goals and ways to
attain those goals. The preoperational phase occurs from about 2 to 7 years of age and
includes an egocentric approach to accommodate the demands of the environment.
Everything is significant and relates to “me.” The child is able to think of one idea at a
time, can use words to express thoughts, and includes others in the environment. The
concrete operations phase (about 7–11 years of age) involves a beginning understanding
of relationships such as size, right and left, different viewpoints, and the ability to solve
concrete problems. The formal operations phase may occur at about 11–15 years of age
and includes the ability to use rational thinking and reasoning that is deductive and
futuristic.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Implementation; Teaching/Learning
Learning Outcome: 1. Discuss selected learning theories as they apply to nurse and
client learning.
Page Number: p. 145
Question 27
The nurse is preparing an educational session for new graduates on the cognitive domain.
In which order should the nurse provide this material?
1. Values the learned material.
2. Uses material in concrete situations.
3. Using elements to create a new whole.
4. Recognizes previously learned material.
5. Explains the meaning of learned material.
6. Separates material according to importance.
Correct Answer: 4, 5, 2, 6, 1, 3
Rationale: The order of instruction about the cognitive domain would begin with
remembering or recognizing previously learned material. Comprehending is explaining
the meaning of learned material. Applying is using newly learned material in new
concrete situations. Analyzing is separating important from unimportant material.
Evaluating is judging the value of the learned material. Creating is using elements to
create a new whole.
Cognitive Level: Applying
Client Need: Health Promotion and Maintenance
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Implementation; Teaching/Learning
Learning Outcome: 3. Describe the three domains of learning and how they differ.
Page Number: p. 147
©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Another random document with
no related content on Scribd:
kauppa kauppana ja rakkaus rakkautena.
SIIRI. Elä joutavia kiitä! No, hyvästi nyt! Voikaa nyt hyvin taas —
ehkä tulevaksi kesäksi! (Hyvästelevät).
HILMA (saattaa Siiriä eteiseen). Olit sinä nyt oikein hyvä, Siiri, kun
kävit…
Kolmas kohtaus.
SOHVI ja HILMA.
Neljäs kohtaus.
ANTTI. Eipä mitä. Jos nyt justiin vaan ylettyy, että omillamme
tuonne joulun pyhien yli päästään. Siemenestä ei puhettakaan! Vaan
pitäisihän sitä ammoin viljantuloksi ollakseen sen verran liietä, että
saisi vähän rahaksikin muutetuksi.
ANTTI. Eihän niistä mitä niin äi'ää saa. Mutta saanee kai kuitenkin
jotakin, jos kaupunkiin viepi.
SIPI. No, minä sen takaan. Entä matka sitte sinne? Maksaa kai se
jotakin sekin, vaikka omallakin hevosella viepi? Ja aika sitte, joka
siihen menee, ja eväät ja muut?!
ANTTI. Kyllähän minä sitä vähän… Vaan enhän minä taas ilennyt
— pyytää.
Viides kohtaus.
SIPI ja HILMA.
SIPI. Päivää, Hilma! Luulin jo, että olit minua pakoon mennyt, kun
ei sinua näin pitkään aikaan näkynyt (Kättelee Hilmaa.)
SIPI. No? Arvasinhan minä. Joku syy sinulla sittekin mahtaa olla.
HILMA. Siirikö?
SIPI. No, ei mitään. Luulin vaan, että jos hän sinulle olisi jotakin
sano… jollakin lailla pannut sinut pahoille mielin.
SIPI. Mistä minä…? Ja mitä minä tiesin? Kuulin vaan, että lukkarin
Arvi oli aikonut häntä pyytää.
HILMA. Voi, kun en minä oikein tiedä, Sipi. Niin ei tee mieli tulla.
SIPI. Mitä sinä nyt taas joutavia?! Pitäähän sinun olla laulamassa.
Ja voinhan minä sen nyt sinulle sanoa: laulun perästä saadaan
pistää vähän polkaksikin.
HILMA. Kansakokoululla?
SIPI. Mutta sinäpä nyt keksit, Hilma, ihan jonni joutavia. Oikein tuo
jo taas alkaa minua pistää vihaksi. (Ottaa lakkinsa.)
Kuudes kohtaus.
SIPI. Hyvä, hyvä! — No, hyvästi, Hilma! Tänä iltana siis tavataan?
(Pitäen Hilmaa kädestä.) Tulethan varmaan?
ANTTI (seuraa).
ANTTI (palaa.)
SOHVI. M-h-h! Niin että hän siitä voitti kolme ja puoli markkaa, ja
sinä hukkasit saman verran.
Esirippu.
Toinen näytös.
Ensimmäinen kohtaus.
SIPI. Niin, niin, tiedänhän minä sen omistakin asioistani, että nyt
on vaikea aika. Mutta olisihan se jollakin lailla saatava kirjoista pois,
varsinkin nyt taas uuteen vuoteen siirryttyä.
SIPI. No, mikä siinä on?! Voihan sen sitte sillä lailla. Ja teenhän
minä sen mielellänikin.
SIPI. Tekee, ihan. Eikä siihen nyt sen enempää tarvita, kuin kynä
ja mustetta. Todistajat saadaan kyllä perästä päinkin. Ja lanketti
minulla taitaa olla muassani. (Ottaa lompakostaan velkakirjakaavan).
Niin sattuu yksi olemaankin. Ja useampiahan ei tarvitakaan.
ANTTI. Niin no. Enköhän sitä minäkin siksi jo vähän selviä, että
tuossa loppukesästä voin… jos toivottavasti parempi vuosikin tulee.