FUNDS FINAL EXAM (Client Education,
Nutrition, Tissue Integrity, Surgical
Patient)
The client has been informed that he can be discharged once he can irrigate his colostomy
independently. The client requests the nurse to observe his irrigation technique. Which of the following
learning motives is the client displaying?
A. Physical Need
B. Social Activity
C. Task Mastery
D. Evaluation stance ANS: C. Task mastery
Task mastery motives are based on needs such as achievement and competence. The client who must
demonstrate irrigating his colostomy independently in order to be discharged is displaying the learning
motive of task mastery. A physical motive may be seen in the client who desires to return to a level of
physical normalcy. A social motive is the need for connection, social approval, or self-esteem. An
evaluation stance would be determining whether the outcomes of the teaching-leaning process met the
client's goal. Evaluation is not a learning motive.
2. An industrial nurse is planning to give an informative talk on hypertension to employees in honor of
"heart month." He plans to teach individuals how to take their blood pressure measurements. Which
information is important for him to ask the planning committee before this presentation?
A. Ages of all employees involved
B. Names of employees who are married
,C. Number of employees with high blood pressure
D. Type of room available and number of participants ANS: D. Type of room available and number of
participants
The number of persons being taught, the need for privacy, the room temperature, the room lighting,
noise, the room ventilation, and the room furniture are important factors when choosing the setting.
The ideal setting helps the client focus on the learning task. Knowing the specific ages of all the people
involved is not as important as providing an environment conducive to learning. It is not necessary to
know the names of employees who are married to teach individuals how to take their blood pressure.
Whether an employee has high blood pressure should not be as important to the teacher as providing
an environment conducive to learning. Having high blood pressure may be a motivating factor for
employees to learn how to take their blood pressure, because of its personal relevance.
3. The nurse established the following objective for the client who was unable to void: The client's intake
will be at least 1000 mL between 7 AM and 3:30 PM. Feedback showing success is indicated by the
client:
1. Voiding at least 1000 mL during the shift
2. Verbalizing abdominal comfort without pressure
3. Having adequate fluid intake and urinary output
4. Drinking 240 mL of fluid five or six times during the shift ANS: 4. Drinking 240 mL of fluid five or six
times during the shift
The nurse evaluates success by observing the client's performance of each expected behavior. Feedback
indicating success in this situation is the client drinking 240 mL of fluid five or six times during the shift.
This would be a fluid intake of 1200-1440 mL, meeting the objective of at least 1000 mL during the
,designated time period. Voiding at least 1000 mL is not the objective. The objective is to have the client
drink at least 1000 mL. Verbalizing abdominal comfort without pressure is not an evaluation of the
objective regarding specific fluid intake. Having adequate intake and output is not accurate feedback
indicating success. The term adequate is not quantified.
4. There are a variety of teaching methodologies fro a nurse to choose from to use with clients. For a
toddler, the nurse should use:
1. Role-playing
2. Problem-solving
3. Independent learning
4. Simple explanations and pictures ANS: 4. Simple explanations and procedures
Effective teaching methodologies for the toddler include simple explanations and picture books that
describe a story of children in a hospital or clinic. Role-playing is an appropriate teaching methodology
for the preschooler. Problem-solving is an appropriate teaching methodology for the adolescent.
Independent learning is best used as a teaching methodology for the young or middle adult.
5. The nurse has important information to share with a parent who has brought his child to the
emergency department. The nurse discovers that the parent, who appears very anxious, has just learned
his son will require surgery. The most effective teaching approach in this situation is:
1. Telling
2. Trusting
, 3. Participating
4. Group teaching ANS: 1. Telling
The telling approach is useful when limited information must be taught. If a client is highly anxious but it
is vital for information to be given, telling can be effective. The entrusting approach provides the client
the opportunity to manage self-care. The nurse observes the client's progress and remains available to
assist without introducing more new information. This would not be the most effective teaching
approach in this situation. Participating involves the nurse and client setting objectives and becoming
involved in the learning process together. This would not be the most effective teaching approach in this
emergency situation. Group teaching would not be the most effective teaching approach in this
situation. A person who is anxious would benefit more from individual instruction.
6. A client, after being taught of the clinical manifestations of inflammation to enable early detection of
a complication of a surgical wound states, "I will look at the wound four times a day and tell my surgeon
if it looks red or swollen." Her statement is an example of:
1. Attitudes
2. Application
3. Analysis
4. Evaluation ANS: 2. Application
Application involves using abstract, newly learned ideas in a concrete situation. The client who is taught
the clinical manifestations of inflammation and who will assess for signs such as redness or edema is
using newly learned information in a concrete manner. Attitude has to do with affective learning. The
client is not expressing an attitude, but is applying new knowledge in a concrete way. Analysis involves
breaking down information into organized parts. The client is not demonstrating analysis. Evaluation is a
Nutrition, Tissue Integrity, Surgical
Patient)
The client has been informed that he can be discharged once he can irrigate his colostomy
independently. The client requests the nurse to observe his irrigation technique. Which of the following
learning motives is the client displaying?
A. Physical Need
B. Social Activity
C. Task Mastery
D. Evaluation stance ANS: C. Task mastery
Task mastery motives are based on needs such as achievement and competence. The client who must
demonstrate irrigating his colostomy independently in order to be discharged is displaying the learning
motive of task mastery. A physical motive may be seen in the client who desires to return to a level of
physical normalcy. A social motive is the need for connection, social approval, or self-esteem. An
evaluation stance would be determining whether the outcomes of the teaching-leaning process met the
client's goal. Evaluation is not a learning motive.
2. An industrial nurse is planning to give an informative talk on hypertension to employees in honor of
"heart month." He plans to teach individuals how to take their blood pressure measurements. Which
information is important for him to ask the planning committee before this presentation?
A. Ages of all employees involved
B. Names of employees who are married
,C. Number of employees with high blood pressure
D. Type of room available and number of participants ANS: D. Type of room available and number of
participants
The number of persons being taught, the need for privacy, the room temperature, the room lighting,
noise, the room ventilation, and the room furniture are important factors when choosing the setting.
The ideal setting helps the client focus on the learning task. Knowing the specific ages of all the people
involved is not as important as providing an environment conducive to learning. It is not necessary to
know the names of employees who are married to teach individuals how to take their blood pressure.
Whether an employee has high blood pressure should not be as important to the teacher as providing
an environment conducive to learning. Having high blood pressure may be a motivating factor for
employees to learn how to take their blood pressure, because of its personal relevance.
3. The nurse established the following objective for the client who was unable to void: The client's intake
will be at least 1000 mL between 7 AM and 3:30 PM. Feedback showing success is indicated by the
client:
1. Voiding at least 1000 mL during the shift
2. Verbalizing abdominal comfort without pressure
3. Having adequate fluid intake and urinary output
4. Drinking 240 mL of fluid five or six times during the shift ANS: 4. Drinking 240 mL of fluid five or six
times during the shift
The nurse evaluates success by observing the client's performance of each expected behavior. Feedback
indicating success in this situation is the client drinking 240 mL of fluid five or six times during the shift.
This would be a fluid intake of 1200-1440 mL, meeting the objective of at least 1000 mL during the
,designated time period. Voiding at least 1000 mL is not the objective. The objective is to have the client
drink at least 1000 mL. Verbalizing abdominal comfort without pressure is not an evaluation of the
objective regarding specific fluid intake. Having adequate intake and output is not accurate feedback
indicating success. The term adequate is not quantified.
4. There are a variety of teaching methodologies fro a nurse to choose from to use with clients. For a
toddler, the nurse should use:
1. Role-playing
2. Problem-solving
3. Independent learning
4. Simple explanations and pictures ANS: 4. Simple explanations and procedures
Effective teaching methodologies for the toddler include simple explanations and picture books that
describe a story of children in a hospital or clinic. Role-playing is an appropriate teaching methodology
for the preschooler. Problem-solving is an appropriate teaching methodology for the adolescent.
Independent learning is best used as a teaching methodology for the young or middle adult.
5. The nurse has important information to share with a parent who has brought his child to the
emergency department. The nurse discovers that the parent, who appears very anxious, has just learned
his son will require surgery. The most effective teaching approach in this situation is:
1. Telling
2. Trusting
, 3. Participating
4. Group teaching ANS: 1. Telling
The telling approach is useful when limited information must be taught. If a client is highly anxious but it
is vital for information to be given, telling can be effective. The entrusting approach provides the client
the opportunity to manage self-care. The nurse observes the client's progress and remains available to
assist without introducing more new information. This would not be the most effective teaching
approach in this situation. Participating involves the nurse and client setting objectives and becoming
involved in the learning process together. This would not be the most effective teaching approach in this
emergency situation. Group teaching would not be the most effective teaching approach in this
situation. A person who is anxious would benefit more from individual instruction.
6. A client, after being taught of the clinical manifestations of inflammation to enable early detection of
a complication of a surgical wound states, "I will look at the wound four times a day and tell my surgeon
if it looks red or swollen." Her statement is an example of:
1. Attitudes
2. Application
3. Analysis
4. Evaluation ANS: 2. Application
Application involves using abstract, newly learned ideas in a concrete situation. The client who is taught
the clinical manifestations of inflammation and who will assess for signs such as redness or edema is
using newly learned information in a concrete manner. Attitude has to do with affective learning. The
client is not expressing an attitude, but is applying new knowledge in a concrete way. Analysis involves
breaking down information into organized parts. The client is not demonstrating analysis. Evaluation is a
