A home health nurse is providing teaching about postseizure management to the parents of a school-age child who has epilepsy and experiences tonic-clonic seizures. Which of the following instructions should the nurse include in the teaching? (Select all that apply.)

A. Initiate antibiotic therapy for the child.

This is the priority action. Bacterial meningitis is a medical emergency, and prompt administration of antibiotics is crucial to treat the infection and prevent further complications. Therefore, the nurse should initiate antibiotic therapy as soon as possible after obtaining appropriate cultures.

B. Minimize the child's environmental stimuli.

While reducing environmental stimuli can help decrease the child's discomfort and prevent agitation, it is not the priority action when managing bacterial meningitis. Treating the underlying infection takes precedence to prevent serious complications such as neurological damage or septic shock.

C. Place the child in a side-lying position.

Positioning the child on their side may help prevent aspiration if vomiting occurs, but it is not the priority action in the initial management of bacterial meningitis. The child's positioning can be adjusted as needed once antibiotic therapy has been initiated.

D. Administer pain medication to the child.

Pain management is important for the child's comfort, but it is not the priority action when managing bacterial meningitis. The child's pain may be addressed once antibiotic therapy has been initiated and the child's condition has stabilized.

A. Preschoolers believe their illness is punishment for their misbehavior:This statement is true. Preschool-aged children often have a limited understanding of illness and may associate it with punishment. They might think that their illness is a consequence of something they did wrong. As a nurse, it’s essential to address these misconceptions and provide age-appropriate explanations to help them understand their condition better.

B. Preschoolers are interested in what happens to the body after death: Preschoolers may have curiosity about death and what happens afterward, but their understanding is typically limited. They may ask simple questions about death and may need age-appropriate explanations about the concept. Providing information in a sensitive and honest manner can help address their curiosity and alleviate fears.

C. Adolescents worry more about death than the physical changes that can occur as a result of the illness: Adolescents facing terminal illness may have complex emotions and concerns about both death and the physical changes associated with their illness. It's important to acknowledge and address both aspects of their experience, providing opportunities for adolescents to express their feelings and concerns in a supportive environment.

D. Toddlers personify death as being a type of monster: Toddlers often have limited understanding of death and may personify it in different ways, including as a monster or some other abstract concept. It's essential for guardians to provide comfort and reassurance to toddlers who may experience fear or confusion about death. Providing simple and concrete explanations about death, tailored to their developmental level, can help alleviate anxiety.