A nurse is using a bladder scanner to assess the bladder volume of a client with urinary frequency. In which position would the nurse place the client?

Choice A rationale:
It is inappropriate and dismissive to tell a client who has experienced a traumatic loss that they should be grateful to be alive. This statement invalidates the client's feelings of grief and loss, and it can hinder the coping process.
It is important for nurses to recognize that grief is a normal and healthy response to loss.
Telling a client to be grateful can imply that their feelings of grief are not valid or that they are not coping appropriately. This can lead to feelings of guilt, shame, and isolation, which can further complicate the grieving process.
Choice B rationale:
It is incorrect to label a client's grief as an abnormal or inappropriate response. Grief is a universal human experience, and there is no right or wrong way to grieve.
Each individual grieves in their own way and at their own pace.
Some people may express their grief openly, while others may grieve more privately.
It is important for nurses to respect the client's individual grieving process and to provide support without judgment. Choice C rationale:
It is important for nurses to recognize that grief is a normal and healthy response to loss.
It is a natural process that allows individuals to come to terms with their loss and to adjust to life without their loved one or without a part of their body.
Experiencing grief does not mean that there is something wrong with the client.
In fact, it is a sign that the client is beginning to process their loss.
Choice D rationale:
While tissue healing is important, it is not the only factor that will help the client to adapt to their loss. The client will also need to address the emotional and psychological aspects of their loss.
This may involve talking about their feelings, seeking support from others, and finding ways to cope with their grief.

Choice A rationale:
Secondary prevention focuses on early detection and treatment of diseases or conditions to prevent complications or progression. It does not involve education about health promotion activities like exercise.
Examples of secondary prevention include:
Screening for cancer (e.g., mammograms, colonoscopies)
Regular blood pressure checks
Immunizations
Taking medications to manage chronic conditions (e.g., diabetes, hypertension)
Choice B rationale:
Restorative care aims to restore function and quality of life after an illness or injury. It does not encompass health education strategies like the nurse's action in this scenario.
Examples of restorative care include:
Physical therapy
Occupational therapy
Speech therapy
Rehabilitation programs
Choice C rationale:

Tertiary prevention focuses on managing existing diseases or conditions to prevent further complications and improve quality of life. It's not applicable to this scenario as no disease or condition is being managed.
Examples of tertiary prevention include:
Cardiac rehabilitation after a heart attack
Diabetes management education
Pulmonary rehabilitation for chronic lung disease
Choice D rationale:
Primary prevention targets preventing diseases or conditions from occurring in the first place. It often involves education and lifestyle changes to promote health and wellness.
The nurse's action of educating adolescents about physical exercise aligns with primary prevention. Exercise has proven benefits in:
Reducing the risk of chronic diseases like obesity, heart disease, stroke, type 2 diabetes, and some types of cancer Improving mental health and well-being
Promoting bone and muscle health
Enhancing sleep quality
Reducing stress levels
Therefore, the nurse's activity of educating adolescents about exercise represents primary prevention.