ATI NUR 215 CLIENT EDUCATION QUESTIONS AND CORRECT ANSWERS

ATI NUR 215 CLIENT EDUCATION
QUESTIONS AND CORRECT
ANSWERS
AA2nurseA2isA2providingA2teachingA2toA2aA2clientA2whoA2speaksA2aA2differentA2languageA2th
anA2theA2nurse.A2WhichA2ofA2theA2followingA2actionsA2shouldA2theA2nurseA2take?

AskA2theA2client'sA2familyA2memberA2toA2translate.
RequestA2aA2medicalA2interpreterA2toA2beA2present.
AskA2anotherA2nurseA2onA2theA2unitA2toA2translate.
ProvideA2theA2clientA2withA2onlyA2writtenA2materials.A2-A2Ans--
RequestA2aA2medicalA2interpreterA2toA2beA2present.

AA2nurseA2isA2reviewingA2aA2clientsA2planA2ofA2care.A2TheA2clientA2willA2ambulateA220A2feet
A2usingA2aA2walkerA2isA2theA2desiredA2outcome.A2WhichA2ofA2theA2followingA2aspectsA2ofA2t
heA2smartA2goalA2shouldA2theA2nurseA2identifyA2asA2missingA2fromA2theA2outcome?

Specific
Timed
Measurable
AchievableA2-A2Ans--Timed

AA2nurseA2isA2preparingA2toA2educateA2aA2clientA2aboutA2theA2properA2procedureA2forA2aA2d
ressingA2change.A2WhichA2ofA2theA2followingA2indicatesA2anA2understandingA2ofA2Knowles
A2fundamentalA2principlesA2ofA2clientA2readiness?


TheA2clientA2states,A2"IA2willA2doA2itA2myself."
TheA2clientA2hasA2beenA2awakeA2allA2night.
TheA2clientA2isA2engagedA2andA2alert.
TheA2clientA2usedA2toA2helpA2changeA2theirA2partner'sA2dressings.A2-A2Ans--
TheA2clientA2isA2engagedA2andA2alert.

AA2nurseA2isA2providingA2teachingA2aboutA2performingA2bloodA2glucoseA2checksA2toA2aA2cli
entA2whoA2hasA2aA2newA2diagnosisA2ofA2diabetesA2mellitus.A2WhichA2ofA2theA2followingA2ac
tionsA2indicateA2toA2theA2nurseA2isA2usingA2theA2affectiveA2domainA2ofA2learning?

AskA2theA2clientA2howA2theyA2feelA2aboutA2checkingA2theirA2bloodA2glucoseA2levels.
AskA2theA2clientA2toA2demonstrateA2howA2toA2checkA2theirA2bloodA2glucoseA2level.
AskA2theA2clientA2toA2verbalizeA2theA2stepsA2ofA2checkingA2theirA2bloodA2glucoseA2level.
AskA2theA2clientA2ifA2theyA2understandA2theA2importanceA2ofA2monitoringA2theirA2bloodA2glu
coseA2-A2Ans--
AskA2theA2clientA2howA2theyA2feelA2aboutA2checkingA2theirA2bloodA2glucoseA2levels.

, AA2nurseA2isA2evaluatingA2aA2clientsA2planA2ofA2care.A2TheA2desiredA2outcomeA2ofA2having
A2theA2clientA2sitA2onA2theA2sideA2ofA2theA2bedA2byA2theA2endA2ofA2theA2shiftA2wasA2notA2met
.A2WhichA2ofA2theA2followingA2actionsA2shouldA2theA2nurseA2take?

DetermineA2ifA2differentA2nursingA2interventionsA2areA2required.
FormulateA2aA2newA2analysis.
NotifyA2theA2healthA2careA2provider.
NotifyA2physicalA2therapyA2toA2assistA2gettingA2theA2clientA2outA2ofA2bedA2toA2meetA2goals.A
2-A2Ans--DetermineA2ifA2differentA2nursingA2interventionsA2areA2required.


AA2nurseA2isA2orientingA2aA2newlyA2licensedA2nurseA2toA2theA2unit.A2WhichA2ofA2theA2followi
ngA2statementsA2byA2theA2newlyA2licensedA2nurseA2indicatesA2anA2understandingA2ofA2the
A2importanceA2ofA2documentationA2ofA2clientA2education?


"ClientA2documentationA2canA2decreaseA2hospitalA2reimbursement."
"ClientA2documentationA2canA2decreaseA2theA2needA2toA2re-
evaluateA2theA2client'sA2educationalA2needs."
"ClientA2documentationA2canA2increaseA2staffingA2andA2services."
"ClientA2documentationA2canA2increaseA2liability."A2-
A2Ans--"ClientA2documentationA2canA2increaseA2staffingA2andA2services."


AA2nurseA2isA2preparingA2aA2lowA2stimulusA2environmentA2forA2anA2educationalA2sessionA2
onA2smokingA2cessation?A2WhichA2ofA2theA2followingA2shouldA2theA2nurseA2implement?

SetA2theA2thermostatA2toA2aA2comfortableA2temperature.
DimA2theA2lightsA2inA2theA2room.
LeaveA2theA2doorA2openA2duringA2theA2educationalA2session.
PlayA2relaxingA2music.A2-A2Ans--SetA2theA2thermostatA2toA2aA2comfortableA2temperature.

AA2nurseA2isA2providingA2teachingA2toA2aA2clientA2whoA2hasA2aA2newA2prescriptionA2forA2ey
eA2drops.A2WhichA2ofA2theA2followingA2teachingA2strategiesA2isA2anA2exampleA2ofA2usingA2t
heA2psychomotorA2domainA2ofA2learning?

DiscussA2withA2theA2clientA2howA2toA2useA2theA2eyeA2drops.
EncourageA2theA2clientA2toA2askA2questionsA2aboutA2theA2medication.
ProvideA2theA2clientA2withA2aA2handoutA2thatA2explainsA2howA2toA2useA2theA2medication.
AskA2theA2clientA2toA2teach-backA2aboutA2howA2toA2useA2theA2medication.A2-A2Ans--
AskA2theA2clientA2toA2teach-backA2aboutA2howA2toA2useA2theA2medication.

AA2nurseA2isA2preparingA2forA2aA2teachingA2sessionA2withA2aA2client.A2WhichA2ofA2theA2follo
wingA2actionsA2shouldA2theA2nurseA2takeA2toA2provideA2theA2clientA2withA2unbiasedA2care?
A2(SelectA2allA2thatA2apply.)




AvoidA2assumptionsA2aboutA2theA2client.