During a teaching-learning session, the patient tells the nurse that he's tired and has "had enough" for today. The nurse realizes this patient is demonstrating:
a. fatigue c. pacing
b. resistance d. motivation
C
Each individual has the capacity to learn, however learning ability varies from person to person and is situational. The pace of learning varies with each person. Learning is a continuous process and occurs in formal and informal settings. Learning is an individualized process. Motivation and readiness are necessary for learning to occur.
You might also like to view...
A 70-year-old woman who experiences frequent leg pain due to sciatica tells her nurse, "I've been hearing a lot about how well acupuncture works for chronic pain and I think I might give it a try."
How can the nurse best respond to the woman's statement? A) "That sounds like an excellent idea and I'd encourage you to go ahead with it.". B) "Before you begin the treatment it's likely best to get your physician's permission.". C) "A lot of these types of treatments are unproven and even dangerous, so be very careful.". D) "Perhaps I can tell you about the risks, benefits, and limitations of acupuncture first.".
A 72-year-old patient who has a history of a transient ischemic attack (TIA) has an order for aspirin 160 mg daily. When the nurse is administering medications, the patient says, "I don't need the aspirin today. I don't have a fever."
Which action should the nurse take? a. Document that the aspirin was refused by the patient. b. Tell the patient that the aspirin is used to prevent a fever. c. Explain that the aspirin is ordered to decrease stroke risk. d. Call the health care provider to clarify the medication order.
You can refuse to perform a delegated task if:
a. You are too busy b. You do not like the task c. It is the end of your shift and you are ready to go home d. The task is not in your job description
The nurse is implementing evidence-based practice. Which of the following is not a component of this process?
1. Patient preference 2. Clinical expertise 3. Research evidence 4. Leader practice