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Chapter 25: Patient Education (Patient Education and the Nursing process)

Terms in this set (44)

A. Patient A

B. Patient B

C. Patient C

D. Patient D

Rationale: Nurses may use actual equipment, objects, or models to teach concepts or skills. Models are useful when real objects are too small, large, or complicated, or are unavailable. Computer instruction uses programmed instruction, in which the computer stores response patterns for learners and selects further lessons on the basis of these patterns. Computer instruction is not a substitute for a demonstration using real equipment.Printed material and online materials are written teaching tools available in print or online as pamphlets, booklets, or brochures. This method is ideal for understanding complex concepts and relationships, but is not a substitute for a demonstration using real equipment. Graphs are visual presentations of numerical data. They are represented as bar, circle, or line graphs. Graphs help learners to grasp the information quickly about single concept, but are not a substitute for a demonstration using real equipment.

Test-Taking Tip: Chart/exhibit items present a situation and ask a question. A variety of objective and subjective information is presented about the patient in formats such as the medical record (e.g., laboratory test results, results of diagnostic procedures, progress notes, health care provider orders, medication administration record, health history), physical assessment data, and assistant/patient interactions. After analyzing the information presented, the test taker answers the question. These questions usually reflect the analyzing level of cognitive thinking.

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A. Encourage patients to ask questions.

B. Set a timer to complete the demonstration.

C. Perform the steps in the right sequence.

D. Position the patients to provide a clear view of the skill being performed.

E. When the demonstration is over, politely ask the patient to leave and to try the activity at home.

Rationale: While performing a demonstration, the nurse should encourage the patients to ask questions. The nurse should perform the steps of the activity in the right sequence so that the patients learn the right technique. The patients should be positioned in a way as to provide a clear view of the skill being performed. Repositioning would help the patients to view the whole procedure correctly and practice accordingly. The nurse should not rush to complete the demonstration and should give an ample amount of time for demonstrating each step. The nurse should encourage the patients to repeat the activity after the demonstration under the nurse's observation.

Study Tip: Regular exercise, even if only a 10-minute brisk walk each day, aids in reducing stress. Although you may have been able to enjoy regular sessions at the health club or at an exercise class several times a week, you now may have to cut down on that time without giving up a set schedule for an exercise routine. Using an exercise bicycle that has a book rack on it at home, the YMCA, or a health club can help you accomplish two goals at once. You can exercise while beginning a reading assignment or while studying notes for an exam. Listening to lecture recordings while doing floor exercises is another option. At least a couple of times a week, however, the exercise routine should be done without the mental connection to school; time for the mind to unwind is necessary, too.

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