NUR 452 EXAM 2 Questions With Complete
Solutions
How |is |assessment |performed |during |the |teaching |process |vs |the |nursing |process
respectively? |- |correct |answer |Identify |learning |needs/readiness |to |learn |Health
|
| screening, |ID |of |health |need
Which |diagnosis |is |used |in |the |teaching |process |vs |the |nursing |process
| respectively? |- |correct |answer |Learning |diagnosis
Nursing |diagnosis
How |do |the |goals |differ |in |the |teaching |process |vs |the |nursing |process
| respectively? |- |correct |answer |Behavioral |objectives
Goals |related |to |health |need
How |do |interventions |differ |in |the |teaching |process |vs |the |nursing |process? |-
| correct |answer |Teaching
All |nursing |actions
,How |do |evaluations |differ |in |the |teaching |process |vs |the |nursing |process? |- |correct
| answer |Eval |achievement |of |behavioral |goals
Evaluate |health |needs, |self-care, |and |need |for |teaching
What |does |TEACH |stand |for? |- |correct |answer |Tune |in |(listen |first) |Edit
| information |(most |important |info |first)
Act |on |each |teaching |moment |(relationship |building)
| Clarify |often
Honor |client |as |partner
What |are |two |kinds |of |learner |'readiness?' |- |correct |answer |Experiential |readiness
| Emotional |readiness
What |does |experiential |readiness |of |a |client |depend |on? |- |correct |answer
| Background
Skill
Grad
|
e
How |they |prefer |to |learn
| Developmental |stage
,What |are |the |two |facets |of |emotional |readiness? |- |correct |answer |Internal
| motivation
External |motivation
What |is |the |difference |between |internal |and |external |motivation? |- |correct |answer
| External |motivation |may |go |away |eventually |(i.e. |the |praise |after |weight |loss)
What |two |things |emotional |readiness |based |on? |- |correct |answer |Attitudes |and
| beliefs
What |should |guide |'content' |when |teaching? |- |correct |answer |Behavioral |objectives
What |content |should |you |start |with |when |teaching? |- |correct |answer |Content |the
| learner |is |seeking |first
What |are |objectives? |- |correct |answer |Statements |of |results |the |nurse |wants |a
| learner |to |achieve
Start |with |main |goal; |support |with |behavioral |objectives
, When |must |objectives |be |set? |- |correct |answer |Before |teaching |begins
What |are |three |components |of |objectives |- |correct |answer |Observable
| Measurable
Who/What/When/How
What |is |important |to |remember |when |choosing |a |method |for |teaching? |- |correct
| answer |Know |your |audience
What |are |some |strategies |for |teaching? |- |correct |answer |Story-telling, |videos,
| field |trips
Use |examples |and |trustworthy |sources
| Limit |statistics |and |complex |terms
| Provide |posters/handouts
Solutions
How |is |assessment |performed |during |the |teaching |process |vs |the |nursing |process
respectively? |- |correct |answer |Identify |learning |needs/readiness |to |learn |Health
|
| screening, |ID |of |health |need
Which |diagnosis |is |used |in |the |teaching |process |vs |the |nursing |process
| respectively? |- |correct |answer |Learning |diagnosis
Nursing |diagnosis
How |do |the |goals |differ |in |the |teaching |process |vs |the |nursing |process
| respectively? |- |correct |answer |Behavioral |objectives
Goals |related |to |health |need
How |do |interventions |differ |in |the |teaching |process |vs |the |nursing |process? |-
| correct |answer |Teaching
All |nursing |actions
,How |do |evaluations |differ |in |the |teaching |process |vs |the |nursing |process? |- |correct
| answer |Eval |achievement |of |behavioral |goals
Evaluate |health |needs, |self-care, |and |need |for |teaching
What |does |TEACH |stand |for? |- |correct |answer |Tune |in |(listen |first) |Edit
| information |(most |important |info |first)
Act |on |each |teaching |moment |(relationship |building)
| Clarify |often
Honor |client |as |partner
What |are |two |kinds |of |learner |'readiness?' |- |correct |answer |Experiential |readiness
| Emotional |readiness
What |does |experiential |readiness |of |a |client |depend |on? |- |correct |answer
| Background
Skill
Grad
|
e
How |they |prefer |to |learn
| Developmental |stage
,What |are |the |two |facets |of |emotional |readiness? |- |correct |answer |Internal
| motivation
External |motivation
What |is |the |difference |between |internal |and |external |motivation? |- |correct |answer
| External |motivation |may |go |away |eventually |(i.e. |the |praise |after |weight |loss)
What |two |things |emotional |readiness |based |on? |- |correct |answer |Attitudes |and
| beliefs
What |should |guide |'content' |when |teaching? |- |correct |answer |Behavioral |objectives
What |content |should |you |start |with |when |teaching? |- |correct |answer |Content |the
| learner |is |seeking |first
What |are |objectives? |- |correct |answer |Statements |of |results |the |nurse |wants |a
| learner |to |achieve
Start |with |main |goal; |support |with |behavioral |objectives
, When |must |objectives |be |set? |- |correct |answer |Before |teaching |begins
What |are |three |components |of |objectives |- |correct |answer |Observable
| Measurable
Who/What/When/How
What |is |important |to |remember |when |choosing |a |method |for |teaching? |- |correct
| answer |Know |your |audience
What |are |some |strategies |for |teaching? |- |correct |answer |Story-telling, |videos,
| field |trips
Use |examples |and |trustworthy |sources
| Limit |statistics |and |complex |terms
| Provide |posters/handouts
