A client with Addison's disease becomes weak, confused, and dehydrated following the onset of an acute viral infection. The client's laboratory values include: sodium 129 mEq/L (129 mmol/L), glucose 54 mg/dl (2.97 mmol/L) and potassium 5.3 mEq/L (5.3 mmol/L).

When reporting the findings to the healthcare provider, the nurse anticipates a prescription for which intravenous medication?

Reference Ranges

• Sodium [Reference Range: Adult 136 to 145 mEq/L (136 to 145 mmol/L)
• Glucose (Reference Range: 0 to 50 years: 74 to 106 mg/dl. (4.1 to 5.9 mmol/L))
• Potassium [Reference Range: 3.5 to 5.0 mEq/L (3.5 to 5.0 mmol/L)

A) Incorrect- The left lateral position might not provide enough lung expansion for a client in respiratory distress.
B) Incorrect- Reverse Trendelenburg (head of bed elevated, foot of bed lowered) might not provide enough lung expansion and could exacerbate respiratory distress.
C) Correct- The High-Fowler's position, where the client is sitting upright at a 90-degree angle or as upright as tolerated, helps to improve lung expansion, reduce pressure on the diaphragm, and promote optimal oxygenation. This position is commonly used for clients with respiratory distress.
D) Incorrect- The supine position may worsen pulmonary congestion and compromise lung expansion in clients with pulmonary edema.

The correct answer is Choice D

Choice A rationale: Repeating information may reinforce understanding but does not address the core barrier in unilateral hearing loss, which is sound localization and clarity. Auditory input from one ear limits binaural processing, making it harder to distinguish speech from background noise. Repetition without visual cues or proper orientation may still result in misinterpretation. Effective communication requires compensating for the sensory deficit, not merely reiterating content. Thus, repetition alone is insufficient for optimal education delivery.

Choice B rationale: Writing on a whiteboard provides visual support but lacks the dynamic interaction necessary for patient education. While visual aids help reinforce concepts, they do not allow for immediate clarification or emotional engagement. Pain management education involves nuanced discussion of pharmacologic options, side effects, and patient preferences. Relying solely on written communication may hinder comprehension, especially if literacy or cognitive load is a concern. It should supplement, not replace, direct verbal and visual interaction.

Choice C rationale: Speaking loudly into the affected ear is counterproductive and may distort sound further. In unilateral hearing loss, the affected ear has reduced or absent auditory function, and increasing volume does not restore clarity. Loud speech can also be perceived as aggressive or uncomfortable. Effective communication requires engaging the functional ear and using visual cues to enhance comprehension. Loudness does not compensate for neural deficits in auditory processing and may worsen patient experience.

Choice D rationale: Facing the client allows for optimal use of visual cues such as lip reading, facial expressions, and gestures, which are critical in compensating for unilateral auditory deficits. This technique engages the functional ear while supporting multimodal communication. It respects the neurophysiological limitations of monaural hearing and enhances speech perception through visual-auditory integration. Direct face-to-face interaction also fosters trust and allows for immediate feedback, making it the most scientifically sound approach for patient education.