Title: Exam 2 - Critical Thinking in Nursing Practice
Course: NUR 1008C Transition to Prof Nursing > Section: Module 3

Q: Critical thinking characteristics include
- Considering what is important in a given situation.
- Accepting one, established way to provide patient care.
- Making decisions based on intuition.
- Being able to read and follow physician’s orders.
A: Considering what is important in a given situation.
If right: Critical thinking involves being able to decipher what is relevant and important in a given situation and to make a clinical decision based on that importance. Patient care can be provided in many ways. Clinical decisions should be based on evidence and research. Following physician’s orders is not considered a critical thinking skill.
If wrong: Critical thinking involves being able to decipher what is relevant and important in a given situation and to make a clinical decision based on that importance. Patient care can be provided in many ways. Clinical decisions should be based on evidence and research. Following physician’s orders is not considered a critical thinking skill.

Q: Which of these patient scenarios is most indicative of critical thinking?
- Administering pain relief medication according to what was given last shift
- Asking a patient what pain relief methods, pharmacological and nonpharmacological, have worked in the past
- Offering pain relief medication based on physician orders
- Explaining to the patient that his reports of severe pain are not consistent with the minor procedure that was performed
A: Asking a patient what pain relief methods, pharmacological and nonpharmacological, have worked in the past
If right: Asking the patient what pain relief methods have worked in the past is an example of exploring many options for pain relief. Administering medication based on a previous assessment is not practicing according to standards of care. The nurse is to conduct an assessment each shift on his/her patient and intervene accordingly. Nonpharmacological pain relief methods are available, as are medications for pain. Pain is subjective. The nurse should offer pain relief methods based on the patient’s reports without being judgmental.
If wrong: Asking the patient what pain relief methods have worked in the past is an example of exploring many options for pain relief. Administering medication based on a previous assessment is not practicing according to standards of care. The nurse is to conduct an assessment each shift on his/her patient and intervene accordingly. Nonpharmacological pain relief methods are available, as are medications for pain. Pain is subjective. The nurse should offer pain relief methods based on the patient’s reports without being judgmental.

Q: Professional nurses are responsible for making clinical decisions to
- Prove traditional methods of providing nursing care to patients.
- Take immediate action when a patient’s condition worsens.
- Apply clear textbook solutions to patients’ problems.
- Formulate standardized care plans for groups of patients.
A: Take immediate action when a patient’s condition worsens.
If right: Professional nurses are responsible for making clinical decisions to take immediate action when a patient’s condition worsens. Patient care should be based on evidence-based practice, not on tradition. Clear textbooks solutions to patient problems are not always available. Care plans should be individualized.
If wrong: Professional nurses are responsible for making clinical decisions to take immediate action when a patient’s condition worsens. Patient care should be based on evidence-based practice, not on tradition. Clear textbooks solutions to patient problems are not always available. Care plans should be individualized.

Q: While the patient’s lower extremity, which is in a cast, is assessed, the patient tells the nurse about an inability to rest at night. The nurse disregards this complaint, thinking that no correlation has been noted between having a leg cast and developing restless sleep. A more theoretically sound approach would be to first
- Document the sleep patterns and complaint in the patient’s chart.
- Tell the patient you are just focused on the leg right now.
- Explain that a more thorough assessment will be needed next shift.
- Ask the patient about his usual sleep patterns and the onset of having difficulty resting.
A: Ask the patient about his usual sleep patterns and the onset of having difficulty resting.
If right: The nurse must use critical thinking skills in this situation to assess first in this situation. The best response is to gather more assessment data by asking the patient about usual sleep patterns and the onset of having difficulty resting. The nurse should assess before documenting and should not ignore the patient’s complaints.
If wrong: The nurse must use critical thinking skills in this situation to assess first in this situation. The best response is to gather more assessment data by asking the patient about usual sleep patterns and the onset of having difficulty resting. The nurse should assess before documenting and should not ignore the patient’s complaints.

Q: The nurse begins a shift assessment by examining a surgical dressing that is saturated with serosanguineous drainage on a patient who had open abdominal surgery yesterday (or 1 day ago). The nurse is performing what type of assessment approach in this situation?
- Comprehensive assessment using Gordon’s Functional Health Patterns
- General to specific assessment
- Activity-exercise pattern assessment
- Problem-oriented assessment
A: Problem-oriented assessment
If right: The nurse is not doing a complete, general assessment and then focusing on specific problem areas. Instead, the nurse focuses immediately on the problem at hand and performs a problem-oriented assessment. Utilizing Gordon’s Functional Health Patterns is an example of a structured database-type assessment technique. The nurse in this question is performing a specific problem-oriented assessment approach. The nurse is not performing an activity-exercise pattern assessment in this question.
If wrong: The nurse is not doing a complete, general assessment and then focusing on specific problem areas. Instead, the nurse focuses immediately on the problem at hand and performs a problem-oriented assessment. Utilizing Gordon’s Functional Health Patterns is an example of a structured database-type assessment technique. The nurse in this question is performing a specific problem-oriented assessment approach. The nurse is not performing an activity-exercise pattern assessment in this question.

Q: The nurse is attempting to prompt the patient to elaborate on her complaints of daytime fatigue. Which question should the nurse ask?
- “Is there anything that you are stressed about right now?”
- “What reasons do you think are contributing to your fatigue?”
- “What are your normal work hours?”
- “Are you sleeping 8 hours a night?”
A: “What reasons do you think are contributing to your fatigue?”
If right: The question asking the patient what factors might be contributing to her fatigue will elicit the best open-ended response. Asking whether the patient is stressed and asking if the patient is sleeping 8 hours a night are closed-ended questions eliciting simple yes or no responses. Asking about normal works hours will elicit a matter-of-fact response and does not prompt the patient to elaborate on her complaints of daytime fatigue nor ask about the contributing reasons.
If wrong: The question asking the patient what factors might be contributing to her fatigue will elicit the best open-ended response. Asking whether the patient is stressed and asking if the patient is sleeping 8 hours a night are closed-ended questions eliciting simple yes or no responses. Asking about normal works hours will elicit a matter-of-fact response and does not prompt the patient to elaborate on her complaints of daytime fatigue nor ask about the contributing reasons.

Q: A nurse administers an antihypertensive medication to a patient at the scheduled time of 0900. The nursing assistant then reports to the nurse that the patient’s blood pressure was low when it was taken at 0830. The nursing assistant states she was busy and had not had a chance to tell the nurse yet. The patient begins to complain of feeling dizzy and light-headed. The blood pressure is re-checked and it has dropped even lower. The nurse first made an error in what phase of the nursing process?
- Assessment
- Diagnosis
- Planning
- Evaluation
A: Assessment
If right: The diagnostic process should flow from the assessment. Without a thorough assessment, the nurse is more apt to misdiagnose a patient’s responses, and the wrong interventions may be implemented. In this case, the nurse should have assessed the patient’s blood pressure before giving the medication. The nurse could have prevented the patient’s untoward reaction if the low blood pressure was assessed first. The nurse could have notified the physician, held the medication, or taken other steps to prevent an adverse reaction.
If wrong: The diagnostic process should flow from the assessment. Without a thorough assessment, the nurse is more apt to misdiagnose a patient’s responses, and the wrong interventions may be implemented. In this case, the nurse should have assessed the patient’s blood pressure before giving the medication. The nurse could have prevented the patient’s untoward reaction if the low blood pressure was assessed first. The nurse could have notified the physician, held the medication, or taken other steps to prevent an adverse reaction.

Q: A patient with a spinal cord injury is seeking to enhance his urinary elimination abilities by learning self-catheterization versus assisted catheterization by home health nurses and family members. The nursing diagnosis Readiness for enhanced urinary elimination is which type of diagnosis?
- Actual
- Risk
- Health promotion
- Wellness
A: Wellness
If right: The patient’s desire is to increase his specific level of wellness to a higher level of wellness. An actual diagnosis describes human responses to health conditions or life processes that exist. A risk diagnosis describes human responses to health conditions/life processes that will possibly develop. A health promotion diagnosis is a clinical judgment of a patient’s motivation and desire to enhance well-being and does not require a current level of wellness.
If wrong: The patient’s desire is to increase his specific level of wellness to a higher level of wellness. An actual diagnosis describes human responses to health conditions or life processes that exist. A risk diagnosis describes human responses to health conditions/life processes that will possibly develop. A health promotion diagnosis is a clinical judgment of a patient’s motivation and desire to enhance well-being and does not require a current level of wellness.

Q: The patient database reveals that a patient has decreased oral intake, decreased oxygen saturation when ambulating, complaints of shortness of breath when getting out of bed, and a productive cough. What are the defining characteristics for the diagnostic label of Activity intolerance?
- Decreased oral intake and decreased oxygen saturation when ambulating
- Decreased oxygen saturation when ambulating and complaints of shortness of breath when getting out of bed
- Complaints of shortness of breath when getting out of bed and a productive cough
- Productive cough and decreased oral intake
A: Decreased oxygen saturation when ambulating and complaints of shortness of breath when getting out of bed
If right: The signs and symptoms, or defining characteristics, for the diagnosis Activity intolerance include decreased oxygen saturation when ambulating and complaints of shortness of breath when getting out of bed. The key to supporting the diagnosis of Activity intolerance is that only these two characteristics involve how the patient tolerates activity.
If wrong: The signs and symptoms, or defining characteristics, for the diagnosis Activity intolerance include decreased oxygen saturation when ambulating and complaints of shortness of breath when getting out of bed. The key to supporting the diagnosis of Activity intolerance is that only these two characteristics involve how the patient tolerates activity.

Q: A nurse is planning care for a patient with a nursing diagnosis of Impaired skin integrity. The patient needs many nursing interventions, including a dressing change, several intravenous antibiotics, and a walk. What factors does the nurse consider when prioritizing interventions? (Select all that apply.)
- Put all the patients’ nursing diagnoses in order of priority.
- Consider time as an influencing factor.
- Set priorities based solely on physiological factors.
- Utilize critical thinking.
- Do not change priorities once they’ve been established.
A: Put all the patients’ nursing diagnoses in order of priority.; Set priorities based solely on physiological factors.
If right: The nurse avoids setting priorities based solely on physiological factors. Consider psychosocial factors as well. Prioritizing the problems, or nursing diagnoses, will help the nurse decide which problem to address first. Time is a factor to be included in planning before continuing on to the implementation phase. Nurses use critical thinking throughout the entire nursing process. Priorities can change based on patient needs and responses to treatments.
If wrong: The nurse avoids setting priorities based solely on physiological factors. Consider psychosocial factors as well. Prioritizing the problems, or nursing diagnoses, will help the nurse decide which problem to address first. Time is a factor to be included in planning before continuing on to the implementation phase. Nurses use critical thinking throughout the entire nursing process. Priorities can change based on patient needs and responses to treatments.

Q: A hospital’s wound nurse consultant made a recommendation for nurses on the unit to continue the patient’s dressing changes as previously ordered. The nurses on the unit should incorporate this recommendation into the patient’s plan of care by
- Assuming that the wound nurse will perform all dressing changes.
- Requesting that the physician look at the wound herself.
- Including dressing change instructions and frequency in the plan of care.
- Encouraging the patient to perform the dressing changes.
A: Including dressing change instructions and frequency in the plan of care.
If right: The wound nurse clearly recommends that nurses on the unit, not the patient, should continue dressing changes. The nurses should not make a wrong assumption that the wound nurse is doing all the dressing changes. The recommendation states for the nurses to do the dressing changes. If the nurses feel strongly about obtaining another opinion, then the physician should be contacted. No evidence in the question suggests that the patient needs a second opinion.
If wrong: The wound nurse clearly recommends that nurses on the unit, not the patient, should continue dressing changes. The nurses should not make a wrong assumption that the wound nurse is doing all the dressing changes. The recommendation states for the nurses to do the dressing changes. If the nurses feel strongly about obtaining another opinion, then the physician should be contacted. No evidence in the question suggests that the patient needs a second opinion.

Q: A patient’s plan of care includes the goal of increasing mobility this shift. As the patient is ambulating to the bathroom at the beginning of the shift, the patient suffers a fall. The nurse should revise the plan of care first by
- Asking physical therapy to assist the patient because of the new injuries.
- Disregarding all previous diagnoses and establishing a new plan of care.
- Reassessing the patient.
- Setting new priorities for the patient.
A: Reassessing the patient.
If right: The nurse needs to reassess the patient after any type of change in health status. The nursing process is dynamic and ongoing. Asking physical therapy to assist the patient is premature before reassessing the patient and awaiting physician orders. The nurse may not need to disregard all previous diagnoses. Some diagnoses may still apply, but the patient needs to be reassessed first. Setting new priorities is not recommended before assessment and establishing diagnoses.
If wrong: The nurse needs to reassess the patient after any type of change in health status. The nursing process is dynamic and ongoing. Asking physical therapy to assist the patient is premature before reassessing the patient and awaiting physician orders. The nurse may not need to disregard all previous diagnoses. Some diagnoses may still apply, but the patient needs to be reassessed first. Setting new priorities is not recommended before assessment and establishing diagnoses.

Q: Before implementing any intervention, the nurse uses critical thinking to
- Determine whether an intervention is correct and appropriate for the given situation.
- Evaluate the effectiveness of interventions.
- Establish goals for a particular patient without the need for reassessment.
- Read over the steps and perform a procedure despite lack of clinical competency.
A: Determine whether an intervention is correct and appropriate for the given situation.
If right: Before implementing any intervention, the nurse uses critical thinking to determine whether an intervention is correct and appropriate for a clinical situation. The nurse cannot evaluate interventions until they are implemented. Patients need ongoing assessment because patient conditions can change very rapidly. The nurse needs to recognize the safety hazards of performing an intervention without clinical competency and seek assistance from another nurse.
If wrong: Before implementing any intervention, the nurse uses critical thinking to determine whether an intervention is correct and appropriate for a clinical situation. The nurse cannot evaluate interventions until they are implemented. Patients need ongoing assessment because patient conditions can change very rapidly. The nurse needs to recognize the safety hazards of performing an intervention without clinical competency and seek assistance from another nurse.

Q: The standing orders for a patient include acetaminophen (Tylenol) 650 mg every 4 hours prn for headache. After assessing the patient, identifying the need for headache relief, and determining that the patient has not had Tylenol in the past 4 hours, the nurse
- Notifies the health care provider to obtain a verbal order.
- Directs the nursing assistant to give the Tylenol.
- Administers the Tylenol.
- Performs a pain assessment only after administering the Tylenol.
A: Administers the Tylenol.
If right: A standing order is a preprinted document containing orders for the conduct of routine therapies, monitoring guidelines, and/or diagnostic procedures for specific patients with identified clinical problems. Notifying the health care provider is not necessary if a standing order exists. The nursing assistant is not licensed to administer medications; therefore, medication administration should not be delegated to this person. A pain assessment should be performed before and after pain medication administration to assess the need for and effectiveness of the medication.
If wrong: A standing order is a preprinted document containing orders for the conduct of routine therapies, monitoring guidelines, and/or diagnostic procedures for specific patients with identified clinical problems. Notifying the health care provider is not necessary if a standing order exists. The nursing assistant is not licensed to administer medications; therefore, medication administration should not be delegated to this person. A pain assessment should be performed before and after pain medication administration to assess the need for and effectiveness of the medication.

Q: The nurse defines a clinical guideline or protocol as a
- Guideline to follow that replaces the nursing care plan.
- Document that assists the clinician in making decisions and choosing interventions for specific health care problems or conditions.
- Hospital policy designating each nurse’s duty according to standards of care and a code of ethics.
- Prescriptive order form that individualizes the plan of care.
A: Document that assists the clinician in making decisions and choosing interventions for specific health care problems or conditions.
If right: A clinical guideline or protocol is a document that assists the clinician in making decisions and choosing interventions for specific health care problems or conditions. The protocol does not replace the nursing care plan. Evidence-based guidelines from protocols can be incorporated into an individualized plan of care. A clinical guideline is not the same as a hospital policy. Standing orders contain orders for the care of a specific group of patients. A protocol is not a prescriptive order form like a standing order.
If wrong: A clinical guideline or protocol is a document that assists the clinician in making decisions and choosing interventions for specific health care problems or conditions. The protocol does not replace the nursing care plan. Evidence-based guidelines from protocols can be incorporated into an individualized plan of care. A clinical guideline is not the same as a hospital policy. Standing orders contain orders for the care of a specific group of patients. A protocol is not a prescriptive order form like a standing order.

Q: A new nurse states that she is confused about using evaluative measures when caring for patients and asks the charge nurse for examples and an explanation. Which of the following is the most accurate response from the charge nurse?
- “Evaluative measures are multiple-page documents used to evaluate nurse performance.”
- “Evaluative measures include assessment data used to determine whether patients have met their expected outcomes and goals.”
- “Evaluative measures are used by quality assurance nurses to determine the progress a nurse is making from novice to expert nurse.”
- “Evaluative measures are objective views of incident reports.”
A: “Evaluative measures include assessment data used to determine whether patients have met their expected outcomes and goals.”
If right: You use evaluative measures to determine whether patients have met their goals and outcomes. Evaluative measures are not multiple-page documents, and they are used to assess the patient’s status, not the nurse’s performance. Evaluative measures are not used when you are completing an incident report.
If wrong: You use evaluative measures to determine whether patients have met their goals and outcomes. Evaluative measures are not multiple-page documents, and they are used to assess the patient’s status, not the nurse’s performance. Evaluative measures are not used when you are completing an incident report.

Q: What is the primary goal of outcomes management for professional nurses?
- To promote purposeful actions focused on improving a patient’s health condition
- To fine-tune nursing assessment skills
- To support the delegation of more nursing tasks to nursing assistive personnel
- To decrease the number of medication errors in nursing
A: To promote purposeful actions focused on improving a patient’s health condition
If right: The primary goal of outcomes management is to improve a patient’s health status. Assessment skills probably will be improved if a nurse focuses on improving patient outcomes, but this is not the primary goal. Delegating to nursing assistive personnel is not the primary goal of outcomes management. Reducing medication errors is a possible result of outcomes management, but it is not the primary goal.
If wrong: The primary goal of outcomes management is to improve a patient’s health status. Assessment skills probably will be improved if a nurse focuses on improving patient outcomes, but this is not the primary goal. Delegating to nursing assistive personnel is not the primary goal of outcomes management. Reducing medication errors is a possible result of outcomes management, but it is not the primary goal.

Q: The nurse is caring for a patient who has an order to change a dressing twice a day, at 0600 and 1800. At 1400, the nurse notices that the dressing is saturated. What is the nurse’s next action?
- Wait and change the dressing at 1800 as ordered.
- Revise the plan of care and change the dressing now.
- Reassess the dressing and the wound in 1 hour.
- Discontinue the plan of care.
A: Revise the plan of care and change the dressing now.
If right: Based on evaluative data, the nurse revises, discontinues, or continues a patient’s plan of care. Because the dressing is saturated, the nurse needs to revise the plan of care and change the dressing now. Waiting until 1800 or for another hour is not appropriate because assessment data reflect that the dressing is saturated and needs to be changed now. Data are insufficient to support discontinuing the plan of care. Instead, data at this time indicate the need for revision of the plan of care.
If wrong: Based on evaluative data, the nurse revises, discontinues, or continues a patient’s plan of care. Because the dressing is saturated, the nurse needs to revise the plan of care and change the dressing now. Waiting until 1800 or for another hour is not appropriate because assessment data reflect that the dressing is saturated and needs to be changed now. Data are insufficient to support discontinuing the plan of care. Instead, data at this time indicate the need for revision of the plan of care.

Q: The five rights of delegation include (Select all that apply.)
- Right task.
- Right circumstances.
- Right monetary compensation.
- Right person.
- Right direction.
- Right opinion.
- Right supervision.
A: Right task.; Right monetary compensation.; Right person.; Right opinion.
If right: The five rights of delegation are right task, circumstances, person, direction, and supervision.
If wrong: The five rights of delegation are right task, circumstances, person, direction, and supervision.

Q: Which of these staff members does the staff nurse assign to provide morning care for an older adult patient who requires assistance with activities of daily living?
- Licensed vocational nurse
- Cardiac monitor technician
- Nursing assistive personnel (NAP)
- None of the above; the nurse needs to provide morning care to this patient.
A: Nursing assistive personnel (NAP)
If right: The NAP is capable of caring for this patient and is the most cost-effective choice. The cardiac monitor technician’s role is to watch the cardiac monitors for patients on the floor. The nurse and the licensed vocational nurse are not the most cost-effective options in this case, even though each could assist with activities of daily living. These nurses would be better used to administer medications, perform assessments, etc.
If wrong: The NAP is capable of caring for this patient and is the most cost-effective choice. The cardiac monitor technician’s role is to watch the cardiac monitors for patients on the floor. The nurse and the licensed vocational nurse are not the most cost-effective options in this case, even though each could assist with activities of daily living. These nurses would be better used to administer medications, perform assessments, etc.

Q: A nurse is assigned to care for the following patients who all need vital signs taken right now. Which of these patients is most appropriate for the nurse to delegate vital sign measurement to nursing assistive personnel (NAP)?
- Patient scheduled for a procedure in the nuclear medicine department
- Patient transferring from the intensive care unit (ICU)
- Patient returning from cardiac catheterization
- Patient returning from hip replacement surgery
A: Patient scheduled for a procedure in the nuclear medicine department
If right: The nurse does not assign vital sign measurement or other tasks to NAP when patients are experiencing a change in level of care. The patient awaiting the procedure in nuclear medicine is the only patient who has not experienced a change in level of care. According to the rights of delegation, tasks that are repetitive, require little supervision, are relatively noninvasive, have results that are predictable, and have minimal risk can be delegated to assistive personnel. The patient in this question with the most predictable condition is the patient awaiting the nuclear medicine procedure. Once the nurse determines that the other patients are stable, the nurse could delegate their future vital sign measurement to the NAP. However, it is important for the nurse to assess patients coming from the ICU, the cardiac cath lab, and surgery when they first arrive on the unit.
If wrong: The nurse does not assign vital sign measurement or other tasks to NAP when patients are experiencing a change in level of care. The patient awaiting the procedure in nuclear medicine is the only patient who has not experienced a change in level of care. According to the rights of delegation, tasks that are repetitive, require little supervision, are relatively noninvasive, have results that are predictable, and have minimal risk can be delegated to assistive personnel. The patient in this question with the most predictable condition is the patient awaiting the nuclear medicine procedure. Once the nurse determines that the other patients are stable, the nurse could delegate their future vital sign measurement to the NAP. However, it is important for the nurse to assess patients coming from the ICU, the cardiac cath lab, and surgery when they first arrive on the unit.

Q: A student nurse learns that a normal adult heartbeat is 60 to 100 beats/minute. In which domain did learning take place?
- Kinesthetic
- Cognitive
- Affective
- Psychomotor
A: Cognitive
If right: Cognitive learning includes all intellectual behaviors and requires thinking. In the hierarchy of cognitive behaviors, the simplest behavior is acquiring knowledge. The student nurse acquired knowledge, which is cognitive. Kinesthetic is a type of learner who learns best with a hands-on approach. Affective learning deals with expression of feelings and acceptance of attitudes, opinions, or values. Psychomotor learning involves acquiring skills that require integration of mental and muscular activities, such as the ability to walk or to use an eating utensil.
If wrong: Cognitive learning includes all intellectual behaviors and requires thinking. In the hierarchy of cognitive behaviors, the simplest behavior is acquiring knowledge. The student nurse acquired knowledge, which is cognitive. Kinesthetic is a type of learner who learns best with a hands-on approach. Affective learning deals with expression of feelings and acceptance of attitudes, opinions, or values. Psychomotor learning involves acquiring skills that require integration of mental and muscular activities, such as the ability to walk or to use an eating utensil.

Q: When the nurse describes a patient’s perceived ability to successfully complete a task, which term should the nurse use?
- Self-efficacy
- Motivation
- Attentional set
- Active participation
A: Self-efficacy
If right: Self-efficacy, a concept included in social learning theory, refers to a person’s perceived ability to successfully complete a task. Motivation is a force that acts on or within a person (e.g., an idea, an emotion, a physical need) to cause the person to behave in a particular way. An attentional set is the mental state that allows the learner to focus on and comprehend a learning activity. Learning occurs when the patient is actively involved in the educational session.
If wrong: Self-efficacy, a concept included in social learning theory, refers to a person’s perceived ability to successfully complete a task. Motivation is a force that acts on or within a person (e.g., an idea, an emotion, a physical need) to cause the person to behave in a particular way. An attentional set is the mental state that allows the learner to focus on and comprehend a learning activity. Learning occurs when the patient is actively involved in the educational session.

Q: A nurse wants the patient to begin to accept the chronic nature of diabetes. Which teaching technique should the nurse use to enhance learning?
- Lecture
- Demonstration
- Role play
- Question and answer session
A: Role play
If right: Affective learning deals with expression of feelings and acceptance of attitudes, opinions, or values. Role play and discussion (one-on-one and group) are effective teaching methods for the affective domain. Lecture and question and answer sessions are effective teaching methods for the cognitive domain. Demonstration is an effective teaching method for the psychomotor domain.
If wrong: Affective learning deals with expression of feelings and acceptance of attitudes, opinions, or values. Role play and discussion (one-on-one and group) are effective teaching methods for the affective domain. Lecture and question and answer sessions are effective teaching methods for the cognitive domain. Demonstration is an effective teaching method for the psychomotor domain.

Q: Which factors should the nurse assess to determine a patient’s ability to learn?
- Developmental capabilities and physical capabilities
- Sociocultural background and motivation
- Psychosocial adaptation to illness and active participation
- Stage of grieving and overall physical health
A: Developmental capabilities and physical capabilities
If right: Developmental and physical capabilities reflect one’s ability to learn. Sociocultural background and motivation are factors in readiness to learn. Psychosocial adaptation to illness and active participation are factors in readiness to learn. Readiness to learn is related to the stage of grieving. Overall physical health does reflect ability to learn; however, because it is paired here with stage of grieving (which is a readiness to learn factor), this is a wrong answer.
If wrong: Developmental and physical capabilities reflect one’s ability to learn. Sociocultural background and motivation are factors in readiness to learn. Psychosocial adaptation to illness and active participation are factors in readiness to learn. Readiness to learn is related to the stage of grieving. Overall physical health does reflect ability to learn; however, because it is paired here with stage of grieving (which is a readiness to learn factor), this is a wrong answer.