The home care nurse is assessing a client's abdomen 4 weeks after a colostomy in the descending colon was created. What are the expected findings of the a healthy client's abdominal assessment?

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B. Adapting to a stressor involves adjusting one's thoughts, feelings, or behaviors in response to the stressor. The nursing instructor's advice to the student to think of each clinical day as an opportunity to learn new things is an example of adapting to the stressor of clinical anxiety. By reframing the clinical experience as an opportunity for growth and learning, the student can change their perspective and better cope with their anxiety.
A. Eliminating a stressor involves completely removing the source of stress from the situation. In this scenario, the nursing instructor is not removing the clinical experience itself, which may be causing the student's anxiety, but rather providing a coping strategy to help the student manage their anxiety and view the clinical day in a more positive light.
C. Altering a stressor involves making changes to the stressor itself to reduce its impact or eliminate it altogether. In this scenario, the nursing instructor is not directly altering the clinical experience but rather providing a cognitive coping strategy to help the student manage their anxiety. While altering the clinical experience itself may not be feasible, altering one's perception of the experience can be an effective way to cope with stress.
D. Avoiding a stressor involves deliberately avoiding or withdrawing from the situation or activity that is causing stress. In this scenario, the nursing instructor is not advising the student to avoid clinical altogether but rather providing guidance on how to approach and cope with the clinical experience in a more positive and constructive manner.

A. Directly asking the client how they learn best is a straightforward and effective approach for assessing their learning style preference. This allows the client to self-report their preferences, which can provide valuable insight into their preferred learning modalities, such as visual, auditory, or kinesthetic learning.
B. While assisting the client in learning skills from simple to complex can provide valuable information about their current level of understanding and skill mastery, it may not directly assess their learning style preference. This approach focuses more on the progression of learning rather than the client's preferred learning modalities.
C. Observing the client's interactions with others can provide some clues about their communication style and social preferences but may not necessarily directly assess their learning style preference. Learning style preference encompasses how individuals prefer to receive and process information, which may not be fully captured through social interactions alone.
D. Asking the client to read from a brochure primarily assesses their ability to process written information and may provide some insight into their literacy skills. However, it does not necessarily assess their preferred learning style, as individuals may have different preferences for how they prefer to receive and process information beyond reading.