,NSG3130/NSG 3130 Exam 2 | Fundamental Concepts & Skills for
Nursing Practice II | Galen College | Q & A | 2026/2027 Edition (PDF)
1. Before a nurse can effectively educate a patient, which of the following must be assessed first to
ensure the teaching will be successful?
A) The patient's health insurance coverage
B) The patient's readiness and ability to learn
C) The patient's family medical history
D) The patient's preferred method of communication
Correct Answer: The patient's readiness and ability to learn
Rationale: The first step in patient education is assessing the patient's readiness, motivation, and ability
to learn. Without this foundational assessment, teaching may be ineffective regardless of the materials
or methods used. Health literacy, cognitive status, and emotional state are key components of this
assessment.
2. A nurse is caring for a patient who speaks a language different from their own. Which action is most
appropriate to ensure effective communication during education?
A) Asking a bilingual family member to translate
B) Using a certified medical interpreter
C) Speaking loudly and slowly in English
D) Providing written materials in English only
Correct Answer: Using a certified medical interpreter
Rationale: A certified medical interpreter ensures accurate, confidential communication and is the
standard for patient education when a language barrier exists. Family members may not provide
accurate medical interpretation, and speaking loudly or using written materials alone is insufficient for
complex health information.
3. What is the primary purpose of the "teach-back" method in patient education?
,A) To test the patient's memory of the information
B) To confirm the patient's understanding in their own words
C) To evaluate the nurse's teaching skills
D) To document that teaching occurred
Correct Answer: To confirm the patient's understanding in their own words
Rationale: The teach-back method asks the patient to explain in their own words what they have
learned. Its primary purpose is to confirm understanding and identify areas needing clarification, not to
test memory or evaluate the nurse.
4. Which of the following is a common barrier to patient education related to health literacy?
A) The patient's age
B) The patient's inability to read or understand medical terminology
C) The patient's occupation
D) The patient's geographic location
Correct Answer: The patient's inability to read or understand medical terminology
Rationale: Health literacy is the ability to read, understand, and act on health information. Low health
literacy is a significant barrier to patient education, as patients may not comprehend instructions,
medication labels, or discharge plans.
5. According to Bloom's domains of learning, which domain involves the development of intellectual
skills and knowledge?
A) Psychomotor domain
B) Affective domain
C) Cognitive domain
D) Interpersonal domain
, Correct Answer: Cognitive domain
Rationale: Bloom's cognitive domain involves the development of intellectual skills, including
knowledge, comprehension, application, analysis, synthesis, and evaluation. The psychomotor domain
involves physical skills, and the affective domain involves attitudes and feelings.
6. A nurse is teaching a patient how to administer insulin. This type of learning primarily falls under
which of Bloom's domains?
A) Cognitive domain
B) Affective domain
C) Psychomotor domain
D) Social domain
Correct Answer: Psychomotor domain
Rationale: The psychomotor domain involves the development of manual or physical skills. Teaching a
patient how to administer insulin requires the patient to perform a physical task, making it primarily a
psychomotor learning activity.
7. A patient with diabetes is learning to adjust their diet. Which type of patient education is this?
A) Formal education
B) Informal education
C) Primary education
D) Secondary education
Correct Answer: Formal education
Rationale: Formal education is planned, goal-directed, and occurs in a variety of settings. Teaching a
patient with diabetes about dietary adjustments is a planned educational intervention with specific
learning objectives.
Nursing Practice II | Galen College | Q & A | 2026/2027 Edition (PDF)
1. Before a nurse can effectively educate a patient, which of the following must be assessed first to
ensure the teaching will be successful?
A) The patient's health insurance coverage
B) The patient's readiness and ability to learn
C) The patient's family medical history
D) The patient's preferred method of communication
Correct Answer: The patient's readiness and ability to learn
Rationale: The first step in patient education is assessing the patient's readiness, motivation, and ability
to learn. Without this foundational assessment, teaching may be ineffective regardless of the materials
or methods used. Health literacy, cognitive status, and emotional state are key components of this
assessment.
2. A nurse is caring for a patient who speaks a language different from their own. Which action is most
appropriate to ensure effective communication during education?
A) Asking a bilingual family member to translate
B) Using a certified medical interpreter
C) Speaking loudly and slowly in English
D) Providing written materials in English only
Correct Answer: Using a certified medical interpreter
Rationale: A certified medical interpreter ensures accurate, confidential communication and is the
standard for patient education when a language barrier exists. Family members may not provide
accurate medical interpretation, and speaking loudly or using written materials alone is insufficient for
complex health information.
3. What is the primary purpose of the "teach-back" method in patient education?
,A) To test the patient's memory of the information
B) To confirm the patient's understanding in their own words
C) To evaluate the nurse's teaching skills
D) To document that teaching occurred
Correct Answer: To confirm the patient's understanding in their own words
Rationale: The teach-back method asks the patient to explain in their own words what they have
learned. Its primary purpose is to confirm understanding and identify areas needing clarification, not to
test memory or evaluate the nurse.
4. Which of the following is a common barrier to patient education related to health literacy?
A) The patient's age
B) The patient's inability to read or understand medical terminology
C) The patient's occupation
D) The patient's geographic location
Correct Answer: The patient's inability to read or understand medical terminology
Rationale: Health literacy is the ability to read, understand, and act on health information. Low health
literacy is a significant barrier to patient education, as patients may not comprehend instructions,
medication labels, or discharge plans.
5. According to Bloom's domains of learning, which domain involves the development of intellectual
skills and knowledge?
A) Psychomotor domain
B) Affective domain
C) Cognitive domain
D) Interpersonal domain
, Correct Answer: Cognitive domain
Rationale: Bloom's cognitive domain involves the development of intellectual skills, including
knowledge, comprehension, application, analysis, synthesis, and evaluation. The psychomotor domain
involves physical skills, and the affective domain involves attitudes and feelings.
6. A nurse is teaching a patient how to administer insulin. This type of learning primarily falls under
which of Bloom's domains?
A) Cognitive domain
B) Affective domain
C) Psychomotor domain
D) Social domain
Correct Answer: Psychomotor domain
Rationale: The psychomotor domain involves the development of manual or physical skills. Teaching a
patient how to administer insulin requires the patient to perform a physical task, making it primarily a
psychomotor learning activity.
7. A patient with diabetes is learning to adjust their diet. Which type of patient education is this?
A) Formal education
B) Informal education
C) Primary education
D) Secondary education
Correct Answer: Formal education
Rationale: Formal education is planned, goal-directed, and occurs in a variety of settings. Teaching a
patient with diabetes about dietary adjustments is a planned educational intervention with specific
learning objectives.
