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Terms in this set (99)
learning a skill that requires both mental and physical activity
involves changes in feelings, beliefs, attitudes, and values.
storing and recalling info in the brain
6 levels of behavior
prenatal, family planning, health promotion
acute care/ emergency care
remembering, understanding, applying, analyzing, evaluating, creating
examples of cognitive learning
receiving, responding, valuing, organizing and Characterizing
examples of affective learning
perception, set, guided response, mechanism, complex overt response, adaptation, origination
examples of psychomotor
the mental state that allows the learner to focus on and comprehend a learning activity
force that acts on or within a person to behave in a particular way
provides one of the most useful approach for pt edu. bc it considers the personal characteristics and behavior of learner
social learning theories
a persons perceived ability to complete a task
a nurse who wishes to to teach a child to use inhaler
nurse shows personal belief that child can learn to use inhaler
the nurse demonstrates how to use the inhaler
enactive mastery experience
once anxiety leaves child and child feels confident on how to use inhaler
physiological and affective
series of responses that pt experience during loss or illness
stages of grieving
pt avoids discussion of illnesss
pt blames and directs anger
pt offers exchange of behavior for health
pt expresses emotions openly and asks questions
pt recognizes condition and pursues information
what is the difference between teaching adult pts vs childern pt?
adults are able to self- reflect and are independent
what is needed to learn psychomotor skills?
perception of problem
percieved ability to perform
desire to learn
motivation to learn
cognitive function (memory)
ability to learn
cognitive and social skills that determine the motivation and ability of individuals to gain and use info to promote health
inability to read above 5th grade level
teaching limited information (prepping for dx procedure) NO FEEDBACK
nurse and pt set objectives and work together. opportunity for discussion, feedback and mutual goal setting
gives pt opportunity to manage self care. nurse only observes
DM pt manages it well x 10 yrs
use of stimulus to increase probability of desired response
supplement verbal instructions with images that make complex info real and understandable
closed looped communication that assess pt ability to retain info
a type of learner who learns best with a hands-on approach.
In the hierarchy of cognitive behaviors, the simplest behavior is
effective teaching methods for the affective domain
Role play and discussion (one-on-one and group)
effective teaching methods for the cognitive domain
Lecture and question and answer sessions
effective teaching method for the psychomotor domain
social acknowledgments (e.g., nods, smiles, words of encouragement)
pleasurable activities (e.g., walks or play time)
tangible rewards (e.g., toys or food).
After a teaching session on taking blood pressures, the nurse tells the patient, "You took that blood
pressure like an experienced nurse." Which type of reinforcement did the nurse use?
A nurse is teaching a patient who has low health literacy about chronic obstructive pulmonary
disease (COPD) while giving COPD medications. Which technique is most appropriate for the nurse to
d.Include the most important information on COPD at the beginning of the session.
A nurse is teaching a culturally diverse patient with a learning disability about nutritional needs.
What must the nurse do first before starting the teaching session?
establish rapport (trust) first
When teaching older adults, the nurse should:
keep the teaching session short with small amounts of information.
use information that is printed in large type
Avoid blues and greens because they are more difficult to see.
Speak in a low tone of voice (lower tones
are easier to hear than higher tones).
Directly face the older-adult learner when speaking.
prefers learning by listening or reading
demonstrates strength in the language arts and therefore
what falls within the nursing practice?
A nurse is preparing to teach patients. Which patient finding will cause the nurse to postpone a
The patient is hurting.
The patient is fatigued.
The patient is febrile (high fever)
tension producing stimuli operating within or on any system
how a person interprets the impact of the stressor
fight or flight
Controls heart rate, blood pressure and respirations
alarm stage, resistance stage, exhaustion stage
general adaptation syndrome
body attempt to return to homostasis
fight or flight
body attempts to compensate for the changes done in alarm stage. heart rate and resp. return to normal
when the body is no longer able to resist the effects of the stressor
evaluating an event in terms of personal meaning
considering possible coping methods or resources to help deal with the event
regulate emotional distress and thus protect pt from anxiety and stress. help with stress indirectly
implies that a person is facing a turning point in their life
types of crisis
(1) developmental or maturational crises
(2) situational crises
(3) disasters or adventitious crises
examples of ego defense mechanisms
specific type of brief psychotherapy and only focuses on the problem caused by the crisis. has 2 specific goals -
pt safety and anxiety reduction
activities that identify pt and populations that are at risk for stress
primary level intervention
actions directed at symptoms such as protecting a pt from self harm
secondary level intervention
help pt readapt and can include relaxation and time management
tertiary level intervention
identifies multiple nursing dx, and shows how the are related. a tool for planning
identify with stressors R/T physical appearance, families, friends and school
identify with stressors R/T self esteem, changing family structure
identify with stressors R/T identity with peer groups and separate from their families,
identify with stressors R/T major changes in life
A nurse is caring for a patient with stress and is in the evaluation stage of the critical thinking model.
Which actions will the nurse take?
During the evaluation stage, the nurse compares current stress-related symptoms against established measurable outcomes to evaluate the effectiveness of the intervention.
Unconsciously repressing an anxiety-producing emotional conflict and transforming it into nonorganic
symptoms (e.g., difficulty sleeping, loss of appetite)
must obtain hx of recent life stressors
making up for a deficiency in one aspect of self image by strongly emphasizing a feature considered an asset
patterning behavior after that of another person and assuming that person's qualities, characteristics, and actions
sense of numbing and reduced awareness
uses a systems approach, and it helps you understand your patients'
individual responses to stressors and also families' and communities' responses. Every person develops
a set of responses to stress that constitute the "normal line of defense.
unconscious coping mechanisms.
focuses on promoting
health and managing stress.
Pender's Health Promotion Model
rising hormone levels result in increased blood volume, blood glucose levels,
epinephrine and norepinephrine amounts, heart rate, blood flow to muscles, oxygen intake, and
what does the ant. pit gland release and stimulates
ACTH and stimulates cortisol
what does the post. pit gland release and stimulate
ADH and stimulates reabsorb water
Which sociocultural finding in the history of a patient will alert the nurse to a possible
this increases the person's susceptibility to changes in health, such as increased risk for
infection, high blood pressure, diabetes, and cancers.
fat free, broth, coffee, tea, carbed drinks, clear fruit juice, gelatin
clear liquid with addition of smooth texted. dairy ( ice cream) blended creamed soups, popsicles, refined cooked cereals
clear and full liquids plus scrambled eggs, pureed meat, veggies and fruits. mashed potatos and gravy
dysphagia stages, thicked liquids, pureed
clear and full liquids, pureed, all creamed soups, diced meats, flaked fish, cottage cheeese, rice, potatos, pancakes, light breads, bananas, eggs ( not fried)
easy digestable - low fiber foods, pasta, casseroles, no nuts
uncooked fruits, steamed veggies, bran, oatmeal, dried foods
no wheat, oats, rye, barley
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