Answer to Question 1
C
Motivation or readiness to learn sometimes results from social task mastery, or physical motives may be involved. Often patient motives are physical. Some patients are motivated to return to a level of physical normalcy. For example, a patient with a below-the-knee amputation is motivated to learn how to walk with assistive devices. Do not confuse readiness to learn with ability to learn. All the other answers are examples of ability to learn because this often depends on the patient's level of physical development and overall physical health. To learn psychomotor skills, a patient needs to possess a certain level of strength, coordination, and sensory acuity. For example, it is useless to teach a patient to transfer from a bed to a wheelchair if he or she has insufficient upper body strength. An older patient with poor eyesight or an inability to grasp objects tightly cannot learn to apply an elastic bandage or handle a syringe.
Answer to Question 2
C
Disease, injury, pain, physical development (e.g., age), and life changes (e.g., pregnancy) com-promise the ability to remain balanced. Medications that cause dizziness and prolonged immobil-ity also affect balance. Although all of the options represent a potential risk for falling, the post-operative client has both prolonged immobility and physical injury (surgery) and so is at greatest risk.
The 16-year-old with a sprained ankle being discharged from the emergency department is not the priority for ambulation.
The 54-year-old who has taken the initial dose of an antihypertensive medication is not the prior-ity for ambulation.
The 81-year-old who is asthmatic and had a hip replaced 18 months ago is not the priority for ambulation.
The nurse applies a pulse oximeter sensor on the client’s finger.
Patient with rheumatoid arthritis
Effects of nursing rounds on patient safety
Patient teaching: mouth and pharyngeal assessment
Patient teaching: heart assessment
A medical assistant helps a patient walk with a gait belt.