A nurse is working to reduce individual and family violence in the local community. Which of the following actions by the nurse is an example of tertiary prevention?

A. Teaching fall prevention strategies to caregivers: Teaching caregivers fall prevention strategies is primarily a nursing responsibility. While other professionals may be involved later in care planning, this educational task does not typically require interprofessional collaboration at the planning stage.

B. Implementing a population-based approach to client care: A population-based approach often requires collaboration among multiple disciplines, such as public health nurses, social workers, nutritionists, and physicians. An interprofessional conference ensures a coordinated strategy that addresses various health determinants and needs of the population.

C. Maintaining confidentiality of HIV-positive status: Maintaining client confidentiality is a legal and ethical obligation of the nurse and does not necessitate a team meeting. It is a standard aspect of individual professional practice and not something discussed in an interprofessional forum.

D. Conducting a windshield survey in a neighborhood: A windshield survey is an observational tool used by public health nurses to assess community needs. It is typically conducted independently and does not require collaboration from other professionals during the planning phase.

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.