C HAPTER 03: P ATIENT AND F AMILY
E DUCATION
Urden: Priorities in Critical Care Nursing, 8th Edition
MULTIPLE CHOICE
1. Which of the following issues should be addressed with patients who
have been unconscious?
a. Sensations
b. Pathophysiology
c. Rehabilitation
d. Attitudes
ANS: A
Providing information regarding environment, procedures, sensations,
and time of day is benevolent and may help decrease immediate
physiologic stress.
PTS: 1 DIF: Cognitive Level: Understanding OBJ:
Nursing Process Step: Implementation TOP: Patient
and Famil y Education MSC: NC LEX: Health Promotion and
Maintenance
2. What topic should be included in the education of a patient’s famil y
members during their first visit?
a. When to call the practitioner
, b. Availabilit y of support groups
c. Expectations about self -care
d. What the patient may look like
ANS: D
The focus of the any education during the first visit should include
what the patient may look like. When to call the practitioner,
availabilit y of support gro ups, and expectation for self -care should be
included into later teaching sessions.
PTS: 1 DIF: Cognitive Level: Understanding OBJ:
Nursing Process Step: Assessment TOP: Patient and Famil y
Education MSC: NC LEX: Psychosocial Integrit y
3. A patient has been in the ICU for several weeks and is now ready for
transfer to the progressive care unit. The patient is apprehensive and has
communicated to the nurse that he does not want to leave the ICU
because he is afraid that his needs will not be met on the new u nit.
Which educational objective would be best to use in this situation?
a. The patient will state two reasons why he is being transferred by
the end of the day.
b. The patient will confront his fears and deal with them within 1
day of transfer.
c. The patient wil l state the name of his “new” nurse by the end of
the day.
d. The patient will be introduced to at least two of his “new”
caregivers by the time of transfer.
ANS: D
, The patient needs to trust the new caregivers on the progressive care
unit. Introducing the new caregivers will help decrease his anxiet y
about an unfamiliar environment. Objectives must be realistic in
expectation and timeline. Anxiet y and fear of change will decrease the
patient’s cognitive level.
PTS: 1 DIF: Cognitive Level: Anal yzing OBJ: Nursing
Process Step: Planning TOP: Patient and Famil y
Education MSC: NC LEX: Psychosocial Integrit y
4. An older adult patient received a liver transplant 3 days ago. The patient
is extubated and hemodynamicall y stable. His spouse is coming for a
visit, and the nurse has some time to discuss immune suppression drug
therapy with both of them. The patient is hearing and sight impaired.
The spouse brought the patient’s hearing aids 2 days ago and will bring
the patient’s glasses today. Which teaching strategy would be least
effective in the ICU setting?
a. Patient education channel
b. Written materials
c. Lecture
d. Discussion
ANS: C
Lecture is not the strategy of choice for this situation; it does not work
well in the ICU. Teaching must be done at the bedside by using as
many of the senses as possible. Written material, discussion,
demonstration, and use of media are common teaching strategies used
in the ICU.
E DUCATION
Urden: Priorities in Critical Care Nursing, 8th Edition
MULTIPLE CHOICE
1. Which of the following issues should be addressed with patients who
have been unconscious?
a. Sensations
b. Pathophysiology
c. Rehabilitation
d. Attitudes
ANS: A
Providing information regarding environment, procedures, sensations,
and time of day is benevolent and may help decrease immediate
physiologic stress.
PTS: 1 DIF: Cognitive Level: Understanding OBJ:
Nursing Process Step: Implementation TOP: Patient
and Famil y Education MSC: NC LEX: Health Promotion and
Maintenance
2. What topic should be included in the education of a patient’s famil y
members during their first visit?
a. When to call the practitioner
, b. Availabilit y of support groups
c. Expectations about self -care
d. What the patient may look like
ANS: D
The focus of the any education during the first visit should include
what the patient may look like. When to call the practitioner,
availabilit y of support gro ups, and expectation for self -care should be
included into later teaching sessions.
PTS: 1 DIF: Cognitive Level: Understanding OBJ:
Nursing Process Step: Assessment TOP: Patient and Famil y
Education MSC: NC LEX: Psychosocial Integrit y
3. A patient has been in the ICU for several weeks and is now ready for
transfer to the progressive care unit. The patient is apprehensive and has
communicated to the nurse that he does not want to leave the ICU
because he is afraid that his needs will not be met on the new u nit.
Which educational objective would be best to use in this situation?
a. The patient will state two reasons why he is being transferred by
the end of the day.
b. The patient will confront his fears and deal with them within 1
day of transfer.
c. The patient wil l state the name of his “new” nurse by the end of
the day.
d. The patient will be introduced to at least two of his “new”
caregivers by the time of transfer.
ANS: D
, The patient needs to trust the new caregivers on the progressive care
unit. Introducing the new caregivers will help decrease his anxiet y
about an unfamiliar environment. Objectives must be realistic in
expectation and timeline. Anxiet y and fear of change will decrease the
patient’s cognitive level.
PTS: 1 DIF: Cognitive Level: Anal yzing OBJ: Nursing
Process Step: Planning TOP: Patient and Famil y
Education MSC: NC LEX: Psychosocial Integrit y
4. An older adult patient received a liver transplant 3 days ago. The patient
is extubated and hemodynamicall y stable. His spouse is coming for a
visit, and the nurse has some time to discuss immune suppression drug
therapy with both of them. The patient is hearing and sight impaired.
The spouse brought the patient’s hearing aids 2 days ago and will bring
the patient’s glasses today. Which teaching strategy would be least
effective in the ICU setting?
a. Patient education channel
b. Written materials
c. Lecture
d. Discussion
ANS: C
Lecture is not the strategy of choice for this situation; it does not work
well in the ICU. Teaching must be done at the bedside by using as
many of the senses as possible. Written material, discussion,
demonstration, and use of media are common teaching strategies used
in the ICU.
