A nurse is caring for a client who is receiving palliative care and wants to make sure they document their wishes for end-of-life care. Which of the following should the nurse assist the client with completing?

A. Teaching a class about the risks of cigarette smoking: This is a primary prevention activity focused on educating children to prevent the initiation of smoking and related health problems before they occur.

B. Recommending a seating arrangement for a child in a body cast: This is a tertiary prevention activity that involves managing existing health conditions and preventing complications, not primary prevention.

C. Creating a plan of care for children who have a diagnosis of diabetes mellitus: This is tertiary prevention since it deals with managing an existing chronic illness to reduce complications.

D. Organizing a program to promote skateboard safety: This is primary prevention, aiming to prevent injuries associated with skateboarding by teaching safe practices before accidents happen. It targets a behavior to prevent harm.

E. Lobbying for funding for health promotion efforts: This supports primary prevention. By securing resources for health promotion, the nurse is contributing to initiatives that aim to prevent illness and promote well-being across the school community before health problems arise.

A. Client smiles and nods at the nurse: Smiling and nodding can be polite social gestures that do not necessarily reflect comprehension, especially when the client and nurse do not share a common language. These nonverbal cues might simply indicate that the client is listening or being courteous, rather than fully understanding the teaching content.

B. Client makes eye contact with the nurse frequently: Eye contact varies significantly across cultures; some cultures view direct eye contact as respectful, while others may see it as disrespectful or confrontational. Therefore, frequent eye contact is not a reliable indicator of understanding, especially in cross-cultural communication.

C. Client has no questions for interpreter: The absence of questions could indicate multiple possibilities, such as the client feeling hesitant to speak up, lack of understanding of the information, or cultural norms that discourage questioning authority figures. Silence alone does not confirm comprehension of the teaching.

D. Client points to objects on printed resources when nurse is speaking: Active participation, such as pointing to objects on visual aids or printed materials, shows that the client is processing and connecting the teaching information to tangible items. This behavior demonstrates engagement and comprehension.