A nurse is teaching a client how to walk using a walker. After showing the client the procedure, the nurse asks the client to perform the skill. Which of the following types of teaching strategies is the nurse utilizing?
Question-and-answer
Role-play
Return demonstration
Discussion
The Correct Answer is C
A. Question-and-answer: This strategy involves the nurse asking questions to assess the client's understanding and provide information, but it does not involve the client performing the skill.
B. Role-play: Role-play involves the client acting out scenarios to practice skills, but this is not the method being described where the client is simply asked to perform a skill.
C. Return demonstration: This strategy involves the client performing a skill or procedure after being shown how to do it, allowing the nurse to assess the client's competence in the skill. This is the method being described in the scenario.
D. Discussion: Discussion involves talking through concepts or information but does not include the client actively performing a skill.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is ["1.5"]
Explanation
- Identify the prescribed dose: The prescribed dose is 150 mg.
- Identify the strength available: The strength available is 100 mg per tablet.
- Calculate the number of tablets: Divide the prescribed dose by the strength available per tablet.
= 150/100= 1.5 tablets
Correct Answer is B
Explanation
A. Hyperactive bowel sounds are not specific to peritonitis and may occur in other conditions affecting the gastrointestinal tract.
B. Nausea and vomiting are common symptoms of peritonitis, which is an infection of the peritoneal cavity, and should be closely monitored in clients undergoing peritoneal dialysis.
C. Increased urinary output is not related to peritonitis; clients undergoing peritoneal dialysis may have decreased urinary output.
D. Bradycardia is not a typical manifestation of peritonitis; the focus should be on signs of infection and gastrointestinal symptoms.
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