An interpreter should be called if the language bar-
rier is too great, and attempts should be made to
contact Mrs. Russellinski’s daughter for information
since she is listed as the contact person.
2.What would be a successful outcome for this patient?
Mrs. Russellinski provides information to the nurse
for the assessment and agrees to her daughter’s par-
ticipation in the interview.
3.What intellectual, technical, interpersonal, and/or
ethical/legal competencies are most likely to bring
about the desired outcome?
Intellectual: ability to incorporate knowledge of the
goals and phases of helping relationships as a com-
ponent of the patient’s plan of care
Interpersonal: strong people skills including the
ability to communicate and interact effectively with
patients who have hearing or cognitive deficits
Ethical/Legal: ability to advocate for patients like
Mrs. Russellinski who are unable to do so themselves
due to language and hearing problems
4.What resources might be helpful for Mrs. Russellinski?
An interpreter, other family members, consultation
with an audiologistCHAPTER 22
PRACTICING FOR NCLEX
MULTIPLE CHOICE QUESTIONS
1.a 2.c 3.b 4.d 5.a
6.c 7.b 8.d 9.c 10.c
ALTERNATE-FORMAT QUESTIONS
Multiple Response Questions
1.a, c, d
2.a, b, f
3.b, e, f
4.c, d, f
5.a, e, f
6.a, c, f
7.b, c, dDEVELOPING YOUR KNOWLEDGE BASE
FILL-IN-THE-BLANKS
1.Promoting health
2.Helping
3.Cognitive
4.Affective
5.Patients
6.Motivation
7.Evidence-based
8.Counselor
MATCHING EXERCISES
1.b 2.a 3.d 4.h 5.f
6.g 7.e 8.g 9.d 10.c
11.c 12.b 13.a 14.d 15.b
16.a 17.d 18.c 19.b 20.d
21.b 22.a 23.b 24.c 25.c
26.aSHORT ANSWER
1.Sample answers:
a.Promoting health: Nurses can teach/counsel
patients concerning health practices that lead
to a higher level of wellness.
b.Preventing illness: Nurses can teach patients
health practices that help prevent specific
illnesses or dangerous situations.
c. Restoring health: Nurses can teach patients self-
care practices that will facilitate recovery.
d.Facilitating coping: Nurses can teach patients
and their families to come to terms with the
patient’s illness and necessary lifestyle modifi-
cations.
2.Sample answers:
a.The sensitivity and concern of the nurse in the
helping relationship are the foundation for a
nonthreatening learning environment for the
adult patient.
b.Honest and open communication can provide
the adult learner with a realistic preview of
what will be involved and allow him/her to
retain some control over what is taught.
c. New information must be presented clearly and
in amounts that patients can comprehend to
prevent them from becoming discouraged or
overwhelmed.
3.Sample answers:
a.Demonstration: Take Mr. Lang through the
exercises and have him demonstrate them in
return.
b.Print material: Give Mr. Lang a brochure that
explicitly describes and diagrams the exercises
you wish him to learn.
c. Discussion: Have a conversation with Mr. Lang
about the exercises and his desire and ability to
perform them.- a.Content must be prioritized such that essential
information is taught thoroughly and promptly
and less important content is saved for last or
for another time.
b.Teamwork and cooperation allow nurses to
meet deadlines for teaching. If teaching contin-
ues beyond hospitalization, the nurse can
schedule additional learning opportunities
through outpatient programs or referrals to
community-based programs. - a.Formal: Planned teaching that is provided to
fulfill learner objectives (e.g., viewing a film on
diabetes)
b.Informal: Unplanned teaching that represents
the majority of nurse–patient interactions (e.g.,
a nurse showing a mother the proper way to
hold an infant) - a.Cognitive domain: Oral questioning
b.Affective domain: Patient’s response
c. Psychomotor domain: Return demonstration
7.A summary of the learning need, plan, implemen-
tation of the plan, and evaluated results should be
documented in the patient chart. The evaluative
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