Client and Community Education
1. A client comes to the emergency department and complains of tremors, headache, and confusion. The nurse detects a fruity odor about the client. The client reports having diabetes controlled by diet and an oral agent. When physical assessment has been complet ed, which question should the nurse ask the client to determine his learning needs concerning nutrition and the disease process?
[ ] A. “When was the last time you ate?”
[ ] B. “What have you had to eat and drink in the past 24 hours?”
[ ] C. “Have you been using alcohol?”
[ ] D. “Have you been sticking to your diet?”
View Answer
Correct answer—B. Rationales: The confused client may have difficulty understanding and responding to general questions. Specific time periods and specific information may be easier for the client to recall. Confusion blurs the client’s ability to think and remember.
Nursing process step: Assessment
2. “I was afraid of getting low sugar so I ate some cereal and drank vodka and coke yesterday.” This response indicates to the nurse that the client has some knowledge about low blood sugar. What conclu sion should the nurse draw?
[ ] A. This client has some knowledge but not enough to realize that hypoglycemia and hyperglycemia mimic each other.
[ ] B. The client has a knowledge deficit related to the complications and control of diabetes.
[ ] C. The client’s significant other should be monitoring the client’s diet better.
[ ] D. The client is an alcoholic.
View Answer
Correct answer—B. Rationales: The client has some knowledge but not enough to fully control the disease condition. Knowledge of hyperglycemia and hypoglycemia and the impact of diet on diabetes is important if the client is to remain in control. Unless the client is mentally incompetent, it isn’t the spouse’s responsibility to monitor the client. Not enough information has been presented to determine whether the client is an alcoholic.
Nursing process step: Evaluation
3. Which factor influences a client’s readiness to learn?
[ ] A. Client’s sex
[ ] B. Culture
[ ] C. Education level
[ ] D. Personality
View Answer
Correct answer—B. Rationales: Education is best integrated when instruction occurs with consideration to the client’s culture, including the client’s primary language and culture-mediated values. Some anxiety is necessary for learning to occur, but too high a level interferes with learning. Personality, the client’s sex, and the client’s education level don’t influence the client’s readiness to learn.
Nursing process step: Assessment
4. After an acute episode of illness, a client has resolved to improve self-care actions. How can the nurse take advantage of this resolve?
[ ] A. Encourage the client to sign up for educational classes immediately.
[ ] B. Give the client a list of classes offered by the health care organization.
[ ] C. Provide the client with pamphlets and brochures.
[ ] D. Have the nurse educator talk to the client.
View Answer
Correct answer—C. Rationales: Educational classes or one-on-one instruction by the nurse educator don’t offer the client hard data. To augment the client’s resolve, printed educational information, such as pamphlets and brochures, can be rapidly provided and reread as often as the client finds necessary. Encouraging the client to sign up for classes requires current action with future results. The client may or may not sign up for classes, and even if the client signs up, the client may not attend when the time arrives. Talking to the nurse educator after reading pamphlets and brochures allows for immediate confirmation of information learned or clarification of new information.
Nursing process step: Intervention
5. Learning goals and objectives should be written in measurable terms and describe whose behavior?
[ ] A. Nurse
[ ] B. Client
[ ] C. Client’s significant other
[ ] D. Client’s family
View Answer
Correct answer—B. Rationales: Learning goals and objectives should be established by the client and nurse to meet the client’s needs. They should describe the client’s learning behavior. Although the client’s significant other, his family, and the nurse may be involved in establishing goals, ultimately goals must focus on the client. Only in this way will the client have learning goals that meet his own learning needs.
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