NUR 1025C HEALTH ILLNESS CONCEPTS 2024/2025
EXAM COMPLETE WITH 100% CORRECT Q&A
1a. The nurse is preparing a teaching plan for a client diagnosed with hypertension. Which objective is
appropriate when addressing the psychomotor domain for the client?
1. The client will discuss measures to take when experiencing dizziness.
2. The client will describe signs and symptoms of an elevated blood pressure.
3. The client will demonstrate how to monitor own blood pressure.
4. The client will define the dimensions of hypertension.
In the teaching plan the objectives identify specific, measurable behaviors or activities expected of the client.
Action verbs may be from the cognitive, affective, or psychomotor domain. The demonstration of skills such as
monitoring blood pressure is reflective of the psychomotor domain. Psychomotor objectives include the
acquisition of skills. The affective domain refers to attitudes, feelings, values, and opinions. The identification
of the signs and symptoms of an elevated blood pressure are reflective of the cognitive domain. Cognitive
objectives include those concerning the acquisition of knowledge.
The nurse is working with a diabetic patient, and is attempting to teach psychomotor skills. This is occurring
when the nurse has the patient:
a. verbally describe his feelings about diabetes.
b. answer three of five true-or-false questions about diabetes.
c. identify 3 positive lifestyle changes to manage blood sugar.
d. draw up and self-inject insulin correctly.
The psychomotor domain incorporates physical movement and the use of motor skills in learning. Teaching the
newly diagnosed diabetic how to check blood sugar is an example of a psychomotor skill. Learners in the
cognitive domain integrate new knowledge through first learning and then recalling the information. They then
categorize and evaluate, making comparisons with previous knowledge that result in conclusions related to the
new content. Affective domain learning recognizes the emotional component of integrating new knowledge.
Successful education in this domain takes into account the patient's feelings, values, motivations, and
attitudes.
The nurse is implementing a patient teaching plan regarding diabetes mellitus. One of the short-term goals of
the plan is that the patient will be able to verbalize three symptoms of hypoglycemia. This is an example of:
a. psychomotor teaching.
b. cognitive teaching.
, c. affective teaching.
d. VARK teaching.
Learners in the cognitive domain integrate new knowledge through first learning and then recalling the
information. They then categorize and evaluate, making comparisons with previous knowledge that result in
conclusions related to the new content. The psychomotor domain incorporates physical movement and the
use of motor skills in learning. Teaching the newly diagnosed diabetic how to check blood sugar is an example
of a psychomotor skill. Affective domain learning recognizes the emotional component of integrating new
knowledge. Successful education in this domain takes into account the patient's feelings, values, motivations,
and attitudes. Tools have been developed to help health care workers evaluate the health literacy of their
patients. One such tool is the VARK (verbal, aural, read/write, kinesthetic) assessment of learning styles of
people who are having difficulty learning.
The nurse is admitting a patient who has cystic fibrosis. During the admission interview, it is apparent that the
patient is well versed in most aspects of his illness. When asked about where he learned so much, the patient
responds, "I learned most of it myself. I looked things up on the Internet and read books. You have to know
what's wrong with you to be sure that you're being treated right." This is an example of:
, a. formal education.
b. psychomotor learning.
c. informal education.
d. affective learning.
Informal education is usually learner or patient directed. Formal patient education is delivered throughout the
community in the form of media, in a variety of educational and group settings, or in a planned, goal-directed,
one-on-one session with a patient in the acute care setting. The psychomotor domain incorporates physical
movement and the use of motor skills in learning. Teaching the newly diagnosed diabetic how to check blood
sugar is an example of a psychomotor skill. Affective domain learning recognizes the emotional component of
integrating new knowledge. Successful education in this domain takes into account the patient's feelings,
values, motivations, and attitudes.
The nurse has established a teaching plan including goals. This type of education is termed:
a. formal teaching.
b. informal teaching.
c. psychomotor teaching.
d. affective teaching.
Formal patient education is delivered throughout the community in the form of media, in a variety of
educational and group settings, or in a planned, goal-directed, one-on-one session with a patient in the acute
care setting. Informal education is usually learner or patient directed. The psychomotor domain incorporates
physical movement and the use of motor skills in learning. Teaching the newly diagnosed diabetic how to
check blood sugar is an example of a psychomotor skill. Affective domain learning recognizes the emotional
component of integrating new knowledge. Successful education in this domain takes into account the patient's
feelings, values, motivations, and attitudes.
A patient admitted to a hospital has difficulty with information recall, decision making, and conclusion-drawing
skills. The patient also lacks proper psychomotor knowledge. Which of the following nursing diagnoses would
the nurse most likely identify for this patient?
A) Knowledge Deficit
B) Ineffective Self Health Management
C) Effective Self Health Management
D) Anxiety
The nursing diagnosis used for patients with deficient cognitive knowledge and psychomotor skills is Deficient
Knowledge. Ineffective Self Health Management is useful in discharge teaching. Effective Self Health
Management describes a patient who is successfully managing the medication regimen. Anxiety would reflect
a patient who is fearful or expresses concern regarding the drug regimen or shows a total lack of adherence to
the drug regimen.
EXAM COMPLETE WITH 100% CORRECT Q&A
1a. The nurse is preparing a teaching plan for a client diagnosed with hypertension. Which objective is
appropriate when addressing the psychomotor domain for the client?
1. The client will discuss measures to take when experiencing dizziness.
2. The client will describe signs and symptoms of an elevated blood pressure.
3. The client will demonstrate how to monitor own blood pressure.
4. The client will define the dimensions of hypertension.
In the teaching plan the objectives identify specific, measurable behaviors or activities expected of the client.
Action verbs may be from the cognitive, affective, or psychomotor domain. The demonstration of skills such as
monitoring blood pressure is reflective of the psychomotor domain. Psychomotor objectives include the
acquisition of skills. The affective domain refers to attitudes, feelings, values, and opinions. The identification
of the signs and symptoms of an elevated blood pressure are reflective of the cognitive domain. Cognitive
objectives include those concerning the acquisition of knowledge.
The nurse is working with a diabetic patient, and is attempting to teach psychomotor skills. This is occurring
when the nurse has the patient:
a. verbally describe his feelings about diabetes.
b. answer three of five true-or-false questions about diabetes.
c. identify 3 positive lifestyle changes to manage blood sugar.
d. draw up and self-inject insulin correctly.
The psychomotor domain incorporates physical movement and the use of motor skills in learning. Teaching the
newly diagnosed diabetic how to check blood sugar is an example of a psychomotor skill. Learners in the
cognitive domain integrate new knowledge through first learning and then recalling the information. They then
categorize and evaluate, making comparisons with previous knowledge that result in conclusions related to the
new content. Affective domain learning recognizes the emotional component of integrating new knowledge.
Successful education in this domain takes into account the patient's feelings, values, motivations, and
attitudes.
The nurse is implementing a patient teaching plan regarding diabetes mellitus. One of the short-term goals of
the plan is that the patient will be able to verbalize three symptoms of hypoglycemia. This is an example of:
a. psychomotor teaching.
b. cognitive teaching.
, c. affective teaching.
d. VARK teaching.
Learners in the cognitive domain integrate new knowledge through first learning and then recalling the
information. They then categorize and evaluate, making comparisons with previous knowledge that result in
conclusions related to the new content. The psychomotor domain incorporates physical movement and the
use of motor skills in learning. Teaching the newly diagnosed diabetic how to check blood sugar is an example
of a psychomotor skill. Affective domain learning recognizes the emotional component of integrating new
knowledge. Successful education in this domain takes into account the patient's feelings, values, motivations,
and attitudes. Tools have been developed to help health care workers evaluate the health literacy of their
patients. One such tool is the VARK (verbal, aural, read/write, kinesthetic) assessment of learning styles of
people who are having difficulty learning.
The nurse is admitting a patient who has cystic fibrosis. During the admission interview, it is apparent that the
patient is well versed in most aspects of his illness. When asked about where he learned so much, the patient
responds, "I learned most of it myself. I looked things up on the Internet and read books. You have to know
what's wrong with you to be sure that you're being treated right." This is an example of:
, a. formal education.
b. psychomotor learning.
c. informal education.
d. affective learning.
Informal education is usually learner or patient directed. Formal patient education is delivered throughout the
community in the form of media, in a variety of educational and group settings, or in a planned, goal-directed,
one-on-one session with a patient in the acute care setting. The psychomotor domain incorporates physical
movement and the use of motor skills in learning. Teaching the newly diagnosed diabetic how to check blood
sugar is an example of a psychomotor skill. Affective domain learning recognizes the emotional component of
integrating new knowledge. Successful education in this domain takes into account the patient's feelings,
values, motivations, and attitudes.
The nurse has established a teaching plan including goals. This type of education is termed:
a. formal teaching.
b. informal teaching.
c. psychomotor teaching.
d. affective teaching.
Formal patient education is delivered throughout the community in the form of media, in a variety of
educational and group settings, or in a planned, goal-directed, one-on-one session with a patient in the acute
care setting. Informal education is usually learner or patient directed. The psychomotor domain incorporates
physical movement and the use of motor skills in learning. Teaching the newly diagnosed diabetic how to
check blood sugar is an example of a psychomotor skill. Affective domain learning recognizes the emotional
component of integrating new knowledge. Successful education in this domain takes into account the patient's
feelings, values, motivations, and attitudes.
A patient admitted to a hospital has difficulty with information recall, decision making, and conclusion-drawing
skills. The patient also lacks proper psychomotor knowledge. Which of the following nursing diagnoses would
the nurse most likely identify for this patient?
A) Knowledge Deficit
B) Ineffective Self Health Management
C) Effective Self Health Management
D) Anxiety
The nursing diagnosis used for patients with deficient cognitive knowledge and psychomotor skills is Deficient
Knowledge. Ineffective Self Health Management is useful in discharge teaching. Effective Self Health
Management describes a patient who is successfully managing the medication regimen. Anxiety would reflect
a patient who is fearful or expresses concern regarding the drug regimen or shows a total lack of adherence to
the drug regimen.
