A nurse is preparing a teaching plan to a client who is learning crutch walking. The nurse should identify the following actions as part of the planning step of the teaching plan.

A. Decreased vision but the client is wearing glasses: As long as the client is wearing glasses and can see adequately, decreased vision is not a barrier to learning that would require postponing teaching.
B. Hearing loss, hearing aids are functioning well: With functioning hearing aids, the client should be able to hear and understand the discharge instructions, so this is not a barrier to learning that requires postponement.
C. Language and no access to an interpreter: Without an interpreter, the client may not understand the instructions, which is a significant barrier to learning. This requires postponing the teaching until an interpreter is available.
D. The client's culture: While cultural differences can influence learning, they do not inherently create a barrier that necessitates postponing teaching unless they directly affect comprehension or communication.

A. A client who has dysphagia: Dysphagia, or difficulty swallowing, is within the scope of practice for speech therapists. They are trained to assess and treat swallowing disorders to ensure safe and effective eating and drinking.
B. A client who asks about community resources: A social worker or case manager would be more appropriate for addressing questions about community resources.
C. A client who has terminal cancer and requests hospice at home: This client should be referred to a hospice care coordinator, not a speech therapist.
D. A client who wants a priest to visit while they are in the hospital: This need should be addressed by the hospital's chaplain service or spiritual care department.