The nurse is preparing teaching material for a class of diabetic ...

[mspears3]

The nurse is preparing teaching material for a class of diabetic clients. The most important aspect when preparing a presentation with slides for group teaching is
 
  a. the inclusion of greater than five items per slide.
  b. use of large font so all participants can see from a distance.
  c. use of slides as the primary content for the presentation.
  d. having the presenter face the slides, not the audience.

Question 2

A client is newly diagnosed with diabetes mellitus. When planning a teaching session to review insulin administration with this client, the nurse should
 
  a. pick times for teaching when energy levels are low.
  b. schedule teaching sessions during hospital visiting hours.
  c. reserve a block of time for health teaching.
  d. provide the client with extensive information during 30-minute intervals.

[mbcrismon]

Answer to Question 1

ANS: B
Use slides to identify key points. Slides help you stay on track and move through the agenda. The font should be large enough to see from a distance (32 point is recommended). Include no more than four or five items per slide. Face the audience, not the slides. Practice your presentation to ensure that you keep within the time frame and allot time for short discussion points. It is up to you as the presenter to set the pace. No matter how interesting the presentation and dialogue that it stimulates, running out of time is frustrating for the audience.

Answer to Question 2

ANS: C
Teaching interventions should never be eliminated because the nurse lacks time, but they can be streamlined. Even in the most limited situation, the nurse should schedule a block of time for health teaching. The nurse should pick times for teaching when energy levels are high, the client is not distracted by other things, it is not visiting time, and the client is not in pain. People have saturation points as to how much they can learn in one time period. Since even under the best of circumstances, people can absorb only so many details and fine points, the nurse should limit information to two or three points at a time. The nurse should keep the teaching session short, interesting, and to the point. Ideally, teaching sessions should last no longer than about 20 minutes, including time for questions. Otherwise the client may tire or lose interest. Scheduling shorter sessions with time in between to process information helps prevent sensory overload and reinforces teaching points.