A nurse is caring for a client.

• Medication Administration Record:

  • Budesonide 6 mg PO daily.

• Laboratory Results:

  • Hematocrit (Hct): 47% (Normal range: 37% to 52%)
  • Hemoglobin (Hgb): 16 g/dL (Normal range: 12 to 18 g/dL)
  • Potassium: 3.6 mEq/L (Normal range: 3.5 to 5.0 mEq/L)

• History and Physical:

  • BMI: 16 (Reference Range:18.5 - 24.9)
  • History of type 2 diabetes mellitus.
  • Nonsmoker.
  • New diagnosis of Crohn's disease.

Click to highlight the findings that increase the client's susceptibility to infection.

To deselect a finding, click on the finding again.

Choice A rationale:

Health education involves providing information and knowledge to clients, but the nurse's action of blood pressure screening goes beyond mere education. It involves the actual screening for a specific health condition, which aligns better with health promotion.

Choice B rationale:

Health promotion encompasses actions aimed at enhancing an individual's well-being and preventing illness. Blood pressure screening is a preventive measure to identify individuals at risk of hypertension, making it a crucial component of health promotion. The nurse is contributing to the client's overall health by identifying potential hypertension issues.

Choice C rationale:

Holistic health refers to a broader approach to healthcare that considers the physical, mental, and social aspects of an individual. While it's important, the nurse's specific action of blood pressure screening doesn't necessarily encompass all these aspects. It's more focused on identifying a specific health condition.

Choice D rationale:

Disease prevention involves activities to prevent the occurrence or progression of diseases. Blood pressure screening falls under this category as it aims to prevent complications related to hypertension, making this choice a relevant consideration. However, "Health promotion" is a more precise and comprehensive description of the nurse's role in this scenario.

Choice A rationale:

Ensuring that the television is on is not a recommended action when providing discharge teaching for an adolescent with a cognitive disorder and their parents. Television noise can be distracting and may hinder effective communication. The focus should be on clear, concise, and tailored communication to address the patient's and family's needs.

Choice B rationale:

Using short directive statements is a suitable approach when teaching a patient with a cognitive disorder and their parents. Patients with cognitive disorders may have difficulty processing complex information, so using concise and straightforward language can enhance understanding. It is essential to adapt teaching strategies to the individual's needs and abilities.

Choice C rationale:

Including medical slang in the teaching is not appropriate, as it can confuse and alienate patients and their families. The goal of discharge teaching is to ensure that the information provided is clear, easily understood, and accessible to the patient and their family. Using medical jargon or slang may hinder this objective.

Choice D rationale:

Including abstract imagery is not recommended when teaching a patient with a cognitive disorder. Abstract imagery can be challenging to understand, especially for individuals with cognitive impairments. Teaching materials should be concrete, straightforward, and tailored to the patient's cognitive abilities and comprehension levels.