Are you ready to learn about Patient Education and Health Promotion? If so then you’re definitely in the right place. This study guide (designed for Respiratory Therapy Students) has practice questions that can help you learn everything you need to know about this topic.

This information correlates well with Egan’s Chapter 54, so you can use it to help prepare for your exams. So if you’re ready, let’s go ahead and dive right in.

Patient Education and Health Promotion Practice Questions:

1. What are two of the key issues in health care today?
Patient education and general approaches to health promotion.

2. Incorporating health literacy and cultural beliefs into patient education programs affects what?
Patient compliance.

3. Educators should use learning objectives to do what?
To direct teaching strategies toward individuals or large groups of patients.

4. What are learning objectives?
They call for the use of an action verb to define the performance that is expected of the patient at the end of instruction.

5. Learning occurs in what three domains?
Cognitive (knowledge), psychomotor (skills), and effective (attitudes).

6. Patients tend to learn by?
By doing.

7. Passive participation usually does not cause a change in what?

8. You should evaluate the cognitive domain objectives with what?
Written tests.

9. You should evaluate psychomotor and affective domain objectives with what?
A skills checklist.

10. Why should the clinician evaluate his or her teaching?
They should do so in an effort to improve.

11. The Respiratory Therapist can have an impact on several areas of health education and health promotion, including what?
Tobacco cessation programs, asthma education programs, pulmonary rehabilitation, and community health screenings.

12. Why are Respiratory Therapists can key players in disease management programs?
Because of their understanding of the manifestations of the chronic cardiopulmonary diseases and their abilities to teach patients self-management with the use of the patient education tools.

13. How do Respiratory Therapists educate their patients?
By providing information about a disease process, medications, and treatment procedures.

14. Of the top 5 diseases that cause death, what are 4 central causes that render them preventable?
Tobacco use, poor diet, physical inactivity, and excessive alcohol use.

15. Patient evaluation begins with what?
A complete patient history: medical, psychological, vocational, and social.

16. Prevention can only occur on what 3 levels?
Primary, secondary, and tertiary.

17. The top 5 causes of death in the united states are what?
Heart disease, cancer, cerebrovascular disease, chronic obstructive lung disease, and accidents.

18. What are the learning domains?
Cognitive, psychomotor, and affective.

19. What is Health Education?
It is a process of planned learning designed to enable individuals to make informed decisions and take responsible actions regarding their health.

20. What is Health Promotion?
It helps people change their lifestyle in a variety of settings, from the home or school to the workplace or health care agency or institution.

21. What is the primary goal of health education?
Behavior change.

22. What is the Respiratory Therapist’s patient demographic for teaching?
They educate patients in all age groups, including geriatric, adult, adolescent and children.

23 What are the top 4 causes of death in the United States?
Cerebrovascular disease, heart disease, cancer, and chronic lower respiratory system disease.

24. Successful respiratory therapy patient teaching must include what?
Patient cultural values that are appreciated and respected to better understand the patient’s behaviors.

25. Learning occurs in what three domains?
Cognitive, psychomotor, and affective.

26. Why is the cognitive domain probably the easiest to translate into learning objectives?
Because it involves the facts and concepts that the Respiratory Therapist wants the patient to know and apply by the end of the education session.

27. Repetition and active involvement are important when?
When teaching a psychomotor skill.

28. What are the verbs for the cognitive domain?
Cite, define, identify, recognize.

29. The patient’s attitudes and motivations influence his or her what?
Ability to learn.

30. Objectives in the affective domain, using the oxygen therapy example mentioned earlier, might include the following:
Express genuine concern for yourself by using your oxygen therapy correctly.

31. Children may need a more obvious reward system in place before what can take place?

32. How does learning differ between children and adults?
Children are motivated by external factors like grades; they are directed by others; they have limited experience; they learn quickly.

33. The primary goal of health education is behavior change, and it is designed to what?
To promote, maintain, and improve both individual and community health.

34. Health promotion helps people change their what?
Lifestyles in a variety of settings, from the home or school to the workplace or the health care agency or institution.

35. The public health model attempts to reduce diseases in the nation as a whole through mass education campaigns, which is known as what?
Health promotion and disease prevention.

36. What is Health Education?
Planned learning to help the patient make informed health choices.

37. What is the primary goal of health education?
Behavior change.

38. What is health promotion?
Economic, education, and environmental support to help encourage wellness activity.

39. Why is it important to educate the public on health?
Most illnesses can be prevented.

40. What is health literacy?
The degree at which an individual can obtain, process, and understand basic information and services needed to make appropriate health decisions.

41. What process answers the question “has the patient learned” and when should this be applied?
The process of evaluation and it should be applied before the learning process begins.

42. What is the key to motivating patients to learn?

43. What is the key to teaching psychomotor skills?
Practice and repetition.

44. What are the goals of disease management?
Improve the health of the person, improve patient satisfaction, reduce mortality, improve quality of life, and eliminate unneeded treatment to reduce health care costs.

45. What is the cognitive domain?
The knowledge needed to succeed.

46. What is the psychomotor domain?
The skills needed to be successful.

47. What is the affective domain?
The attitudes needed to succeed.

48. What is cultural diversity?
Culture refers to patterns of belief or behaviors shared by members of a population.

49. How to evaluate cognitive objectives?
Written exams.

50. What is the primary goal of health education?
Behavior change

51. What is tertiary prevention?
It refers to interventions to help slow down the progress of a disease or help control the disease.

52. What does MCRF stand for?
Mass Casualty Respiratory Failure

53. What are psychomotor objectives evaluated with?
Performance Checklists.

54. What are disease prevention activities?
Avoidance behaviors that seek to prevent specific diseases or conditions.

55. What is health literacy?
The ability to read and understand health care information.

56. What is health promotion?
Lifestyle choices to prevent illness that strives toward high-level wellness.

57. What are health promotion activities?
Health behaviors that enhance a person’s level of health.

58. What are health protection activities?
Environmental or regulatory measures that seek to protect the health of a community or large population.

59. What is learning?
A multidimensional process of acquiring knowledge that depends on symbols, language, classifications, concepts, and other concrete operations along with abstract functions.

60. What is a return demonstration?
Observing a patient’s performance of a new skill; this tool is valuable for evaluating psychomotor learning.

61. What is the teach-back method?
A method of teaching in which the patient verbalizes information that he or she has learned.

62. What are the qualities of a teaching/learning relationship?
The patient and Respiratory Therapist are equal participants, rapport is developed, and the patient demonstrates readiness to learn.

63. What does adherence vs compliance mean in Respiratory Care?
Respiratory Therapists and patients are a team. RTs are not the boss.

64. What is one of the most effective ways to teach patients?
Teach by asking them questions.

65. What is nonverbal communication?
A good way to build rapport; listen to your patient.

66. What are some primary prevention examples?
Vaccinations, fluoride in water, and child restraints in cars.

67. What are some common barriers to learning?
Language, culture, and religion.

68. What time is best to learn?
Usually the morning time, but remember it is still individualized — some people are not morning people.

69. What is documentation?
It communicates the plan and the progress to other members of the health care team. It fulfills requirements of the job description as required by local, state, and national licensing agencies. It provides a legal record of what was taught.

70. Why are adolescents the hardest to teach?
They think they are invincible and nothing they do will ever hurt them.

Final Thoughts

So there you have it. You’ve made it all the way to the end of our study guide on Patient Education and Health Promotion — congratulations!

I hope that you now have a better understanding of this topic because it is something that your instructors will expect you to know, unfortunately.

No worries, though. Just go through these practice questions a few times until the information sticks and you’ll be good to go. Thanks again for reading and as always, breathe easy my friend.