Behavior Change and Patient Education Flashcards

A newly diagnosed patient states, 'I feel fine, so I don't see why I need to change anything.' What is the best initial approach?

Answer: Respectfully explore the patient's views and offer personalized information about diabetes risks

Patients in precontemplation benefit from consciousness raising and a nonjudgmental look at their beliefs, not action-oriented plans.

A patient says, 'I know I should start exercising and may do it sometime in the next few months, but I'm not sure it's worth the hassle.' Which stage of change is this?

Answer: Contemplation

Contemplation is marked by ambivalence and intending to change within about 6 months, so weighing pros and cons is a useful strategy.

A patient who had been walking daily stopped during the holidays and feels like a failure. What is the most appropriate response?

Answer: Treat the lapse as a learning opportunity and problem-solve how to restart and plan for future high-risk situations

Relapse prevention treats lapses as normal and uses them to find triggers and coping strategies, which protects self-efficacy.

Which principle of adult learning (andragogy) should guide planning for a DSMES class?

Answer: Adults are problem-centered and want information they can apply right away

Knowles described adults as self-directed, experience-based learners who want immediately relevant, problem-centered content.

A patient on mealtime insulin has low numeracy and struggles with carbohydrate-ratio calculations. Which teaching strategy is most appropriate?

Answer: Use a simplified, color-coded or pictorial dosing chart, such as fixed doses by meal size

For low numeracy, simplified visual tools and fewer calculations reduce dosing errors and support safe self-management.

Which goal best meets the SMART criteria?

Answer: I will walk for 20 minutes after dinner on Monday, Wednesday, and Friday for the next 4 weeks.

This goal is specific, measurable, achievable, relevant, and time-bound.

A patient says, 'I'm tired of everyone telling me what I can and can't eat.' Which response is an example of reflective listening?

Answer: It sounds like you're frustrated that others are making food decisions for you.

Reflective listening restates the patient's meaning and feelings, which builds rapport and draws out more discussion, as in the OARS skills of motivational interviewing.