A nurse explains all medical options to older adult clients to ensure they have the information they need to make informed decisions about their care. The nurse implements these actions based on which concept?

A. Absolutism: This philosophical perspective holds that certain actions or principles are universally true or right, regardless of context or circumstances. In the context of the scenario, if the client believed in absolutism, they would likely insist that their discharge readiness is determined by fixed criteria, such as medical parameters, regardless of external factors like the waiting list in the emergency department.

B. Relativism: Relativism is the belief that truth, morality, or judgments are not absolute but are relative to individuals, cultures, or situations. In this scenario, the client's statement reflects a relativistic perspective because they assert that their readiness for discharge depends on their own health status and needs, rather than external factors like the waiting list in the emergency department.

C. Egoism: Egoism is a philosophical theory that prioritizes self-interest as the primary motivation for human actions. While the client's statement may indirectly reflect a concern for their own well-being, it does not necessarily imply that they are acting purely out of self-interest or egoism.

D. Beneficence: Beneficence is an ethical principle that emphasizes the obligation to do good and promote the well-being of others. While the client's statement may align with the idea of advocating for their own well-being, it does not directly relate to the ethical principle of beneficence, which typically involves actions taken to benefit others rather than oneself.

A. Numerous factors can interfere with learning, but learning ability is not seriously altered with age.

This choice suggests that while various factors can affect learning, such as health conditions, medications, and environmental factors, age itself does not significantly alter learning ability. While it is true that older adults can continue to learn and acquire new knowledge, there are often age-related changes in cognitive function, sensory perception, and memory that may impact learning. Therefore, this statement may not fully acknowledge the potential challenges older adults may face in learning new information.

B. Simple association is well executed by older adults but complex analysis is normally absent.

This choice suggests that older adults may excel in simple associative learning tasks but may struggle with more complex analytical tasks. While older adults may have accumulated a wealth of life experiences and knowledge, cognitive changes associated with aging, such as declines in processing speed and working memory, can impact complex problem-solving abilities. However, this statement oversimplifies the capabilities of older adults and does not fully capture the diverse range of cognitive abilities and learning styles among older individuals.

C. Older adults require simplified learning objectives and slower introduction of new directions.

This choice highlights the importance of adapting teaching strategies to meet the specific needs of older adults. As individuals age, there may be changes in cognitive function, sensory perception, and memory that can impact their ability to learn new information. Therefore, simplifying learning objectives and introducing new directions at a slower pace can enhance comprehension and retention of information. This choice acknowledges the need for tailored approaches to accommodate potential age-related challenges in learning.

D. Successful learning late in life requires a multisensory teaching approach.

This choice emphasizes the benefit of utilizing multiple senses in teaching older adults. Multisensory teaching approaches, such as incorporating visual, auditory, and tactile stimuli, can enhance learning and retention of information, especially in individuals with age-related sensory changes. While multisensory approaches can be effective, they are not the only consideration when teaching older adults. Adapting the complexity of content, pacing, and reinforcement strategies are also important factors in facilitating successful learning outcomes for older individuals.