Answer to Question 1
ANS: D
Objectives are powerful guides to organizing content and suggesting appropriate planning activities. Each objective should describe an immediate action step that the client should take to accomplish relevant treatment outcomes. Teaching objectives should be modest and achievable in the time frame allotted. They should be logically organized and build on one another for maximum effectiveness. To determine whether an objective is achievable, the nurse should consider the client's level of experience, educational level, resources, and motivation; then the nurse should define each learning objective needed to achieve the health goal in specific, measurable behavioral terms. Ambulating short distances is not specific enough or measurable. Learning subcutaneous self-administration of insulin is not specific. Understanding diabetes and its lifestyle implications is not measurable.
Answer to Question 2
ANS: C
In home care the nurse is a guest in the client's home. Part of the teaching assessment includes appraisal of the home environment, family supports, and resources, as well as client needs. The nurse should always call before going to the client's home. This is a common courtesy; it also protects the nurse's time if the client is going to be out. When in the home, it is important to model appropriate behaviors (e.g., washing hands in the bathroom sink before touching the client). Simple strategies, like not washing one's hands in the kitchen sink where food is prepared, encourage the client to do likewise.
Researchers have found that science instruction can be quite effective in grades 4 to 7.
Nursing Interventions to Promote Effective Health Maintenance
Testing the client’s ability to feel vibrations, the knee
Testing patellar reflex, client in a supine position
Testing the Achilles tendon reflex with client in a sitting position
Teaching Models: Designing Instruction for 21st Century Learners