A nurse is caring for a young client who is actively dying of renal failure.
What should the nurse do when caring for the dying client's family members?

Choice A rationale

Relying solely on written communication can be time-consuming and may not be suitable for all situations or for clients with low literacy. While it can be a useful adjunct, it shouldn't replace verbal communication entirely.

Choice B rationale

Reducing time spent with the client can hinder effective communication and relationship building. It doesn't address the communication barrier and may leave the client feeling unheard and uncared for.

Choice C rationale

Speaking loudly can distort sounds and make it harder for someone with a hearing deficit to understand. It can also be perceived as disrespectful or condescending. The approach should focus on clarity, not volume.

Choice D rationale

Background noise, such as a television, can significantly interfere with a hearing-impaired person's ability to understand speech. Reducing or eliminating such distractions creates a clearer auditory environment, facilitating better comprehension of verbal communication.

Choice A rationale

Self-evaluation skills involve the ability to reflect on one's performance, acknowledge strengths, and identify areas for improvement based on feedback. The graduate nurse's act of reflecting on the positive and negative feedback received from the nurse manager directly demonstrates self-evaluation.

Choice B rationale

Communication skills involve the ability to convey information effectively and respectfully. While the initial meeting with the manager likely involved communication, the scenario focuses on the nurse's internal reflection afterward, not the interaction itself.

Choice C rationale

Interpersonal skills relate to how a nurse interacts with others, building rapport and working collaboratively. The scenario doesn't provide information about the nurse's interactions with colleagues or patients, but rather her individual reflection.

Choice D rationale

Problem-solving skills involve identifying issues and finding solutions. The scenario doesn't describe a problem the nurse is actively trying to resolve, but rather her processing of feedback on her past performance. .