The nurse is preparing a teaching plan for a client diagnosed ...

[burton19126]

The nurse is preparing a teaching plan for a client diagnosed with hypertension. Which objective is appropriate when addressing the psychomotor domain for the client?
 
  1. The client will discuss measures to take when experiencing dizziness.
  2. The client will describe signs and symptoms of an elevated blood pressure.
  3. The client will demonstrate how to monitor own blood pressure.
  4. The client will define the dimensions of hypertension.

Question 2

When conducting a health history for a client hospitalized with end-stage renal failure after many year of cocaine abuse, what is the correct sequence for collecting data for this client?
 
  Response 1: Organizing how to proceed with the client and generating alternatives to the approach.
  Response 2: Identifying assumptions that can misguide or misdirect the assessment and intervention process.
  Response 3: Collecting information and determining its relevance as far as impacting the client care.
  Response 4: Identifying any inconsistencies in the communication from the client and or significant others.
  Response 5: Determining the reliability of the data collected by the client.

[ky860224]

Answer to Question 1

Correct Answer: 3

In the teaching plan the objectives identify specific, measurable behaviors or activities expected of the client. Action verbs may be from the cognitive, affective, or psychomotor domain. The demonstration of skills such as monitoring blood pressure is reflective of the psychomotor domain. Psychomotor objectives include the acquisition of skills. The affective domain refers to attitudes, feelings, values, and opinions. The identification of the signs and symptoms of an elevated blood pressure are reflective of the cognitive domain. Cognitive objectives include those concerning the acquisition of knowledge.

Answer to Question 2

Correct Answer: 2, 1, 5, 3, 4

The process of data collection involves a systematic approach using critical thinking. The first step in the process involves the identification of assumptions. Assumptions may misguide or misdirect the process of assessment and intervention. Additional steps in the process, in order, include organizing the approach, determining the reliability and accuracy of the information, distinguishing between relevant and irrelevant information, and looking for any inconsistencies in the information.

[burton19126]

Excellent

[dantucker]

TYSM