Chapter 9, Teaching and Counseling
Test Bank, Chapter Assignments, Discussions Plus Case Studies and Answers
Fundamentals of Nursing: The Art and Science of Person-Centered Care (10th Edition Taylor)
1. A client age 61 years has been admitted to a medical unit with a diagnosis of pancreatitis
secondary to alcohol use. Which statement by the client suggests that the nurse's teaching has
resulted in affective learning?
A. "I'm starting to see how my lifestyle has caused me to end up here."
B. "I understand why they're not letting me eat anything for the time being."
C. "My intravenous drip will keep me from getting dehydrated right now."
D. "I can see how things could have been much worse if I hadn't gotten to the hospital when I
did."
Answer: A
Rationale: The client's understanding of the client's own contribution to the problem
demonstrates a shift in attitude and feelings that is characteristic of affective learning.
Understanding the treatment, course, and prognosis of the illness are aspects of cognitive
learning.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Psychosocial Integrity
Integrated Process: Teaching/Learning
Reference: p. 220
2. The nurse has been working with a client for several days during the client's recovery from a
femoral head fracture. How should a nurse best evaluate whether client education regarding the
prevention of falls in the home has been effective?
A. "What changes will you make around your house to reduce the chance of future falls?"
B. "Do you have any questions about the fall prevention measures that we've talked about?"
C. "In light of what we've talked about, why is it important that you remove the throw rugs in
your house?"
D. "Do you think that the safety measures I taught you are clear and realistic?"
Answer: A
Rationale: An open-ended question that requires the client to apply the information that has
been taught is often the most accurate way to evaluate the effectiveness of client education.
Yes/no questions are much less effective ("Do you have any questions?"; "Do you think that the
safety measures I taught you are clear and realistic?"). Asking the client about the importance of
preventing falls related to throw rugs does not directly assess what the client will actually do to
prevent falls.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Safe, Effective Care Environment: Safety and Infection Control
Integrated Process: Teaching/Learning
,Reference: p. 231
3. A diabetes nurse educator is teaching a client, newly diagnosed with diabetes, about the
disease process, diet, exercise, and medications. What is the goal of this education?
A. to help the client develop self-care abilities
B. to ensure the client will return for follow-up care
C. to facilitate complete recovery from the disease
D. to implement ordered teaching and counseling
Answer: A
Rationale: The basic purpose of educating and counseling is to help clients and families develop
the self-care abilities (knowledge, attitude, skills) needed to maintain and improve health.
Diabetes management is directed toward managing a chronic illness and not recovering from the
disease. Teaching a client to develop self-care abilities does not ensure the client will return for
follow-up care or to seek additional teaching and counseling.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 210
4. A nurse refers a client with a new colostomy to a support group. This nurse is practicing which
aim of nursing?
A. Promoting health
B. Preventing illness
C. Restoring health
D. Facilitating coping
Answer: D
Rationale: The client had a life-altering surgery and needs to cope with the change in body
image. The nurse's introduction to a support group allows the client to understand that the client
is not alone in having a changed body image. Not all clients fully recover from their illness or
injury; many need to learn to cope with permanent health alterations. Promoting health is
supporting interventions that can lead to keeping a client healthy such as eating fruits and
vegetables and exercising. Preventing illness is using interventions to decrease the possibility of
getting ill such as hand washing and immunizations. Restoring health is engaging in activities to
help the client return to the level of function the client had prior to an illness or surgery.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Psychosocial Integrity
Integrated Process: Teaching/Learning
Reference: p. 212
5. Which is an essential component of the definition of learning?
A. Increases self-esteem
,B. Decreases stress
C. Can be measured
D. Requires formal education
Answer: C
Rationale: Learning is the process by which a person acquires or increases knowledge, or changes
behavior in a measurable way, as a result of an experience. Learning does not directly decrease
stress, impact self-esteem, or require formal education.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Remember
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 213
6. Which is important to remember when teaching adult learners?
A. A focus on the immediate application of new material
B. A need for support to reduce anxiety about new learning
C. That older students may feel inferior in terms of new learning
D. That all students, regardless of age, learn the same
Answer: A
Rationale: Adults need to be taught differently. Andragogy, the study of teaching adults, is based
on several principles. One of the principals is that most adults' orientation to learning is that new
material should be immediately applicable. All learners have some degree of anxiety with regard
to learning and testing but all learners do not learn the same. Older students do not feel inferior
to learning as many of them have life experiences that have allowed them to seek additional
information pertinent to what they want to know.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Understand
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 215
7. A nurse is designing an education program for individuals who have recently immigrated from
Iraq. Which consideration is necessary for culturally competent client education?
A. Use materials developed previously for citizens.
B. Use all visual materials when teaching content.
C. Use a lecture format to teach content with few questions.
D. Develop written materials in the client's native language.
Answer: D
Rationale: With changes in society, nurses are faced with the challenge of teaching clients from
different cultural and ethnic backgrounds. One of the strategies is to develop written materials in
the native language of the client. Using a lecture format to teach content is a very passive
, teaching strategy. Using materials previously developed and using visual materials may be easy
for the nurse when teaching but the key here is teach with the native language of the client.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 217
8. Which client characteristic is important to assess when using the health belief model as the
framework for education?
A. Developmental level
B. Source of information
C. Motivation to learn
D. Family support
Answer: C
Rationale: When assessing a client's learning readiness using the health belief model, it is
important to consider the client's motivation. Motivation is influenced by an individual's health
beliefs and plays a key role in the health belief model. Motivation encourages the client to adopt
health promotion and disease prevention actions. The developmental level is pertinent to a child
and not an adult. Family support and sources of information are not relevant to the health belief
model constructs.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Understand
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 221
9. Which strategy might a nurse use to increase compliance with education?
A. Include the client and family as partners.
B. Use short, simple sentences for all ages.
C. Provide verbal instruction at all times.
D. Maintain a clear role as the authority.
Answer: A
Rationale: Compliance is facilitated by including the client and family in the education–learning
process. Other strategies include making sure instructions are understandable, using interactive
education methods which include more than verbal instruction, and having a strong interpersonal
relationship with clients and their families. Teaching should be developmentally appropriate,
with the approach tailored to the developmental level of the client. Thus, it would not be
appropriate to use the same approach (e.g., using short, simple sentences) for all ages. Teaching
should also be tailored to meet the learning style of the client, so providing verbal instruction at
all times would not be appropriate. The relationship between the nurse and client should be
collaborative and mutually respectful, not hierarchical, with the nurse being the authority figure.
Question format: Multiple Choice
Test Bank, Chapter Assignments, Discussions Plus Case Studies and Answers
Fundamentals of Nursing: The Art and Science of Person-Centered Care (10th Edition Taylor)
1. A client age 61 years has been admitted to a medical unit with a diagnosis of pancreatitis
secondary to alcohol use. Which statement by the client suggests that the nurse's teaching has
resulted in affective learning?
A. "I'm starting to see how my lifestyle has caused me to end up here."
B. "I understand why they're not letting me eat anything for the time being."
C. "My intravenous drip will keep me from getting dehydrated right now."
D. "I can see how things could have been much worse if I hadn't gotten to the hospital when I
did."
Answer: A
Rationale: The client's understanding of the client's own contribution to the problem
demonstrates a shift in attitude and feelings that is characteristic of affective learning.
Understanding the treatment, course, and prognosis of the illness are aspects of cognitive
learning.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Psychosocial Integrity
Integrated Process: Teaching/Learning
Reference: p. 220
2. The nurse has been working with a client for several days during the client's recovery from a
femoral head fracture. How should a nurse best evaluate whether client education regarding the
prevention of falls in the home has been effective?
A. "What changes will you make around your house to reduce the chance of future falls?"
B. "Do you have any questions about the fall prevention measures that we've talked about?"
C. "In light of what we've talked about, why is it important that you remove the throw rugs in
your house?"
D. "Do you think that the safety measures I taught you are clear and realistic?"
Answer: A
Rationale: An open-ended question that requires the client to apply the information that has
been taught is often the most accurate way to evaluate the effectiveness of client education.
Yes/no questions are much less effective ("Do you have any questions?"; "Do you think that the
safety measures I taught you are clear and realistic?"). Asking the client about the importance of
preventing falls related to throw rugs does not directly assess what the client will actually do to
prevent falls.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Safe, Effective Care Environment: Safety and Infection Control
Integrated Process: Teaching/Learning
,Reference: p. 231
3. A diabetes nurse educator is teaching a client, newly diagnosed with diabetes, about the
disease process, diet, exercise, and medications. What is the goal of this education?
A. to help the client develop self-care abilities
B. to ensure the client will return for follow-up care
C. to facilitate complete recovery from the disease
D. to implement ordered teaching and counseling
Answer: A
Rationale: The basic purpose of educating and counseling is to help clients and families develop
the self-care abilities (knowledge, attitude, skills) needed to maintain and improve health.
Diabetes management is directed toward managing a chronic illness and not recovering from the
disease. Teaching a client to develop self-care abilities does not ensure the client will return for
follow-up care or to seek additional teaching and counseling.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 210
4. A nurse refers a client with a new colostomy to a support group. This nurse is practicing which
aim of nursing?
A. Promoting health
B. Preventing illness
C. Restoring health
D. Facilitating coping
Answer: D
Rationale: The client had a life-altering surgery and needs to cope with the change in body
image. The nurse's introduction to a support group allows the client to understand that the client
is not alone in having a changed body image. Not all clients fully recover from their illness or
injury; many need to learn to cope with permanent health alterations. Promoting health is
supporting interventions that can lead to keeping a client healthy such as eating fruits and
vegetables and exercising. Preventing illness is using interventions to decrease the possibility of
getting ill such as hand washing and immunizations. Restoring health is engaging in activities to
help the client return to the level of function the client had prior to an illness or surgery.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Psychosocial Integrity
Integrated Process: Teaching/Learning
Reference: p. 212
5. Which is an essential component of the definition of learning?
A. Increases self-esteem
,B. Decreases stress
C. Can be measured
D. Requires formal education
Answer: C
Rationale: Learning is the process by which a person acquires or increases knowledge, or changes
behavior in a measurable way, as a result of an experience. Learning does not directly decrease
stress, impact self-esteem, or require formal education.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Remember
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 213
6. Which is important to remember when teaching adult learners?
A. A focus on the immediate application of new material
B. A need for support to reduce anxiety about new learning
C. That older students may feel inferior in terms of new learning
D. That all students, regardless of age, learn the same
Answer: A
Rationale: Adults need to be taught differently. Andragogy, the study of teaching adults, is based
on several principles. One of the principals is that most adults' orientation to learning is that new
material should be immediately applicable. All learners have some degree of anxiety with regard
to learning and testing but all learners do not learn the same. Older students do not feel inferior
to learning as many of them have life experiences that have allowed them to seek additional
information pertinent to what they want to know.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Understand
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 215
7. A nurse is designing an education program for individuals who have recently immigrated from
Iraq. Which consideration is necessary for culturally competent client education?
A. Use materials developed previously for citizens.
B. Use all visual materials when teaching content.
C. Use a lecture format to teach content with few questions.
D. Develop written materials in the client's native language.
Answer: D
Rationale: With changes in society, nurses are faced with the challenge of teaching clients from
different cultural and ethnic backgrounds. One of the strategies is to develop written materials in
the native language of the client. Using a lecture format to teach content is a very passive
, teaching strategy. Using materials previously developed and using visual materials may be easy
for the nurse when teaching but the key here is teach with the native language of the client.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Apply
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 217
8. Which client characteristic is important to assess when using the health belief model as the
framework for education?
A. Developmental level
B. Source of information
C. Motivation to learn
D. Family support
Answer: C
Rationale: When assessing a client's learning readiness using the health belief model, it is
important to consider the client's motivation. Motivation is influenced by an individual's health
beliefs and plays a key role in the health belief model. Motivation encourages the client to adopt
health promotion and disease prevention actions. The developmental level is pertinent to a child
and not an adult. Family support and sources of information are not relevant to the health belief
model constructs.
Question format: Multiple Choice
Chapter 9: Teaching and Counseling
Cognitive Level: Understand
Client Needs: Health Promotion and Maintenance
Integrated Process: Teaching/Learning
Reference: p. 221
9. Which strategy might a nurse use to increase compliance with education?
A. Include the client and family as partners.
B. Use short, simple sentences for all ages.
C. Provide verbal instruction at all times.
D. Maintain a clear role as the authority.
Answer: A
Rationale: Compliance is facilitated by including the client and family in the education–learning
process. Other strategies include making sure instructions are understandable, using interactive
education methods which include more than verbal instruction, and having a strong interpersonal
relationship with clients and their families. Teaching should be developmentally appropriate,
with the approach tailored to the developmental level of the client. Thus, it would not be
appropriate to use the same approach (e.g., using short, simple sentences) for all ages. Teaching
should also be tailored to meet the learning style of the client, so providing verbal instruction at
all times would not be appropriate. The relationship between the nurse and client should be
collaborative and mutually respectful, not hierarchical, with the nurse being the authority figure.
Question format: Multiple Choice
