A nurse is assessing a client’s understanding of their medication regimen. The client nods in agreement but does not respond verbally. What is the nurse’s best action?

Choice A rationale
Asking the client to demonstrate walking with the crutches is part of the evaluation step, not the teaching plan. It assesses the client’s understanding and ability to perform the skill.
Choice B rationale
Assessing the client’s readiness to learn is a crucial step in the teaching plan. It ensures that the client is mentally and emotionally prepared to absorb and apply the information being taught.
Choice C rationale
Developing short-term goals for the client is part of the planning process, but it is not the initial step in the teaching plan. The nurse must first assess the client’s readiness to learn.
Choice D rationale
Showing the client a video of proper crutch walking is a teaching strategy, but it is not the first step in the teaching plan. The nurse must first assess the client’s readiness to learn.

Choice A rationale
Secondary prevention involves early detection and treatment of disease to prevent progression. Demonstrating how to administer insulin is not an example of secondary prevention.
Choice B rationale
Disease prevention is a broad term that encompasses all levels of prevention. It is not specific enough to describe the nurse’s action in this scenario.
Choice C rationale
Tertiary prevention involves managing and improving the quality of life for individuals with chronic diseases. Demonstrating how to administer insulin to a diabetic patient is an example of tertiary prevention, as it helps the patient manage their condition and prevent complications.
Choice D rationale
Primary prevention involves preventing the onset of disease through measures such as vaccination and health education. Administering insulin to a diabetic patient is not an example of primary prevention.