A faith community nurse is preparing to meet with the family of an adolescent who has leukemia. Which of the following actions should the nurse plan to take?

A. Providing education about safety and injury prevention for employees: This is an example of primary prevention, as it aims to prevent injuries before they occur by educating employees about safety measures.

B. Screening employees who were exposed to high levels of noise for hearing loss: This is correct. Screening employees who have been exposed to high noise levels is a form of secondary prevention. It involves early detection of potential health issues (hearing loss in this case) to prevent further progression and complications.

C. Providing nutrition education to employees who have a BMI of greater than 30: This is an example of tertiary prevention, as it addresses individuals who already have a health condition (high BMI) by providing education to prevent complications or manage the condition.

D. Coordinating disaster planning efforts at the factory: This is not an example of prevention but rather preparedness. Disaster planning focuses on preparing for potential emergencies but doesn't fall into the categories of primary, secondary, or tertiary prevention.

A. Refer the client to a diabetes mellitus support group.

Referring the client to a support group is a valuable step, but it may come later in the care plan. Understanding the client's individual needs and preferences, including dietary habits, should precede group referrals.

B. Identify the client's dietary preferences.

Explanation: Identifying the client's dietary preferences is the initial step in understanding their current eating habits and preferences. It allows the nurse to tailor education and nutritional recommendations to the client's individual needs and preferences. This information will be crucial in developing a personalized and sustainable plan for managing diabetes through dietary modifications.

C. Develop a nutritional program.

Developing a nutritional program is an important step, but it should be based on a comprehensive understanding of the client's preferences, lifestyle, and current dietary habits. Identifying preferences helps in creating a program that is realistic and tailored to the client's needs.

D. Teach the client about appropriate food choices.

Providing education about appropriate food choices is essential, but it is more effective when based on an understanding of the client's dietary preferences. Identifying preferences enhances the relevance and applicability of the education provided.