As a registered nurse, choose the tasks you can delegate to a nursing assistant. Select all that apply

A.Implementation is the active phase of the nursing process where the nurse carries out the specific interventions previously outlined in the care plan. This stage focuses on the delivery of care, such as medication administration or patient teaching, rather than measuring the success of those actions. It is the "doing" phase that precedes the measurement of outcomes and clinical improvement.

B.Planning involves the formulation of measurable goals and the selection of nursing interventions based on the identified nursing diagnoses. This step occurs early in the process and sets the benchmarks that will eventually be used to judge the effectiveness of the care provided. It does not involve the actual determination of whether those benchmarks were reached in a real-time clinical setting.

C.Assessment is the systematic and continuous collection of data to determine the client's current health status and identify any new or existing problems. While the nurse must assess the patient to see if they improved, the specific act of comparing that improvement against "expected outcomes" is a different step. Assessment provides the raw data, whereas the next phase provides the final judgment.

D.Evaluation is the final step of the nursing process where the nurse compares the patient's actual clinical status against the predefined expected outcomes. This critical thinking step determines if the nursing interventions were effective or if the plan of care requires modification or termination. Meeting all expected outcomes indicates that the goals were achieved and the specific nursing problem is resolved.

A.Older adults may require extra time for instruction due to age-related changes in processing speed and the potential for sensory deficits. Allowing additional time ensures the client can ask questions and demonstrates the nurse's patience, which reduces anxiety and enhances learning. Rushing the educational process can lead to misunderstandings and poor medication adherence in this population.

B.Providing reading materials in a small font size is inappropriate for older adults who may have presbyopia or other visual impairments. Educational materials should be printed in at least a 14-point font with high contrast to ensure readability. Clear, large text facilitates the client's ability to independently review and follow medication instructions at home without experiencing significant eye strain.

C.Presenting information in lengthy segments can lead to cognitive overload and decreased retention of essential details. Effective teaching for older adults involves "chunking" information into small, manageable pieces that focus on one concept at a time. This allows the client to process and master each step of the medication regimen before moving on to more complex instructions.

D.Using a high tone of voice is often counterproductive because many older adults experience presbycusis, which is the loss of ability to hear high-frequency sounds. A high-pitched voice may sound distorted or muffled to the client. The nurse should use a lower-pitched, clear, and moderately paced speaking voice while facing the client to facilitate better auditory comprehension.