PHARMACOLOGY 8TH EDITION BY EDMUNDS CLICK HERE TO ACCESS FULL TEST BANK TEST BANK TEST BANK FOR INTRODUCTION TO CLINICAL PHARMACOLOGY 8TH EDITION BY EDMUNDS

Chapter 2: Patient Teaching and Health Literacy Edmunds: Introduction to Clinical Pharmacology, 8th Edition MULTIPLE CHOICE 1. A patient comes into the clinic and is started on a new antihypertensive medication. In the past, this patient has not been taking the medication on a daily basis as per the drug treatment plan. Which strategy should the nurse use to get the patient to take the prescribed medication? a. Tell the patient to follow the plan of care. b. Tell the patient he will have a stroke if he does not take his medication. c. Discuss with the patient the reasons that he is not taking his medication. d. Tell the patient he will have to see a doctor to get more medication. ANS: C When the nurse teaches the patient, the nurse should discuss the patient’s reasons for not taking the medication and help the patient set goals so the patient can make informed decisions about taking the medication. DIF: Cognitive Level: Apply REF: p. 11 OBJ: 2 TOP: Compliance, Noncompliance, and Concordance KEY: Nursing Process Step: Assessment MSC: NCLEX: Physiological Integrity 2. A patient is a newly diagnosed diabetic who has been incorrectly taking the medication prescribed. Which is the most likely reason? a. The patient feels the dose of medication is not enough. b. The patient feels the dose of medication is too much. c. The patient does not understand the medication dosage. d. The patient cannot swallow the medication. ANS: C There are two basic reasons a patient has difficulty meeting treatment goals: (1) the patient does not understand what to do, or (2) the patient understands what to do but fails to do it. When teaching the patient, discuss both of these reasons with the goal of helping the patient make informed decisions about properly taking medications. DIF: Cognitive Level: Apply REF: p. 11 OBJ: 2 TOP: Compliance KEY: Nursing Process Step: Implementation MSC: NCLEX: Physiological Integrity 3. Poor literacy is a problem that interferes with a patient’s ability to deal with the health care setting. What can contribute to a patient’s literacy problems? a. The patient is hearing-impaired. b. The patient cannot read health content. c. The patient’s family is not involved. d. The patient lives alone. ANS: B TEST BANK FOR INTRODUCTION TO CLINICAL PHARMACOLOGY 8TH EDITION BY EDMUNDS NURSINGTB.COM N U R S I N G T B . C O M Inability to read health content often means that patients cannot read the information nurses or doctors send home with them about their disease, the medications they are taking, and important things they need to know. Recent research suggests that written information given to most patients should be written at a fifth- to seventh-grade level to make it more likely that they will understand. DIF: Cognitive Level: Understand REF: p. 12 OBJ: 2 TOP: Communicating with Patient KEY: Nursing Process Step: Assessment MSC: NCLEX: Physiological Integrity 4. The nurse needs to teach a patient about the side effects of a medication she is taking. By what means will the nurse know whether the patient has learned the information she needs to know about her medication? a. The patient can repeat the information. b. The patient learns the information in her mind. c. The patient remembers most of the information given. d. The patient is selective with the information given. ANS: A Have the patient repeat information back, show a procedure, or follow up on a behavior to determine how well the material has been learned. Return demonstration or discussion is the only way to measure a patient’s understanding. DIF: Cognitive Level: Understand REF: p. 13 OBJ: 3 TOP: Assess Learning Needs KEY: Nursing Process Step: Implementation MSC: NCLEX: Physiological Integrity 5. The nurse is planning the teaching/learning objectives for a patient who comes into the clinic to learn about hormonal therapy and is experiencing stress. What will help the patient’s learning process? a. Covering as many topics as possible at one time b. Timing the teaching to coincide with visiting hours c. Teaching the patient while a favorite television program is playing in the background d. Systematic teaching in a quiet, unhurried setting ANS: D Teaching needs to be given in a systematic manner to decrease stress. It needs to be provided in a timely way and in a quiet, unhurried setting that gives the patient a chance to ask questions. If the patient appears to be anxious or in pain, stop and reschedule the session. DIF: Cognitive Level: Apply REF: p. 14 OBJ: 3 TOP: Teaching Plan KEY: Nursing Process Step: Implementation MSC: NCLEX: Physiological Integrity 6. Television ads that are created by drug companies cannot always answer patients’ questions. What is the term for television ads created for patients? a. Direct-to-consumer advertising b. Direct visual teaching advertising c. Limited-content advertising d. Limited-focus advertising TEST BANK FOR INTRODUCTION TO CLINICAL PHARMACOLOGY 8TH EDITION BY EDMUNDS NURSINGTB.COM N U R S I N G T B . C O M ANS: A Television ads created by drug companies for patients are called direct-to-consumer advertising. Patients may have many questions or inaccurate information because they have seen these ads. DIF: Cognitive Level: Understand REF: p. 16 OBJ: 3 TOP: Audiovisual Resources KEY: Nursing Process Step: N/A MSC: NCLEX: N/A 7. The nurse used a combination of spoken and written information to teach a patient about the medications he will be taking when he leaves the hospital. What is another teaching resource available to the patient that can provide him with the latest information once he is home? a. A direct phone number to an on-call nurse b. A website’s navigational address c. All written informational material in a neat folder d. A list of journal articles with direct information ANS: B The Internet is becoming a source of up-to-date health information, not only for nurses but for patients as well. Many Internet sites meet the needs of both. Patients should be aware that not all information presented on the Internet is accurate or appropriate. DIF: Cognitive Level: Apply REF: p. 16 OBJ: 3 TOP: Internet Use KEY: Nursing Process Step: Implementation MSC: NCLEX: N/A 8. The nurse is teaching a patient about blood pressure control along with diet and weight reduction. How will the nurse be reassured that the patient understands this learning session? a. The patient takes a few notes. b. The patient repeats back some of the information given. c. The patient is on time for every teaching session. d. The patient takes his blood pressure and weighs himself. ANS: D Teaching that is active and which provides sensory involvement like handling things, hearing things, eating something, and so forth allows more effective learning to take place. The more senses involved, the better the chance that the patient will remember. DIF: Cognitive Level: Apply REF: p. 17 OBJ: 3 TOP: Evaluation of Learning KEY: Nursing Process Step: Evaluation MSC: NCLEX: Physiological Integrity 9. The nurse is teaching a patient from a general teaching plan that has been set up for all patients with type 2 diabetes. What should be the nurse’s first consideration if this patient is unable to perform her blood glucose test without assistance? a. The patient has not accepted her diagnosis. b. The patient feels the test strip is wrong for testing her blood. c. The patient is having problems understanding the process. d. The learning objectives should be less specific for this patient.