The nurse is caring for a 96-year-old client who has been admitted for treatment of a urinary tract infection. The nurse notices that the client takes two one-hour naps each day, one mid-morning and the other late afternoon. What intervention should the nurse implement?

A. This statement suggests that the client may have sleep-disordered breathing, such as obstructive sleep apnea, which can disrupt the client's sleep patterns and affect their overall sleep quality. The nurse may want to inquire further about the frequency and severity of the snoring, as well as any associated symptoms such as daytime fatigue or observed pauses in breathing during sleep.
B. This statement indicates that emotional stressors, such as arguments or conflicts, may impact the client's sleep patterns. The nurse may want to explore how often these conflicts occur and how they affect the client's ability to fall asleep or stay asleep. Additionally, the nurse may inquire about coping strategies or interventions that the client and their partner use to address conflicts and minimize their impact on sleep.
C. This statement suggests that the client experiences deep or heavy sleep, which may or may not be problematic depending on the context. While deep sleep can be indicative of good sleep quality, it may also raise concerns about the client's ability to awaken in the event of an emergency or the presence of a sleep disorder such as hypersomnia. The nurse may want to inquire further about the client's overall sleep duration, sleep latency, and any difficulties with waking up in the morning.
D. This statement suggests that the client may experience sleep talking, which is a common sleep phenomenon. While sleep talking itself is typically benign, it may indicate underlying sleep disturbances such as sleep fragmentation or abnormal sleep cycles. The nurse may want to ask additional questions to assess the frequency and content of the sleep talking, as well as any potential impacts on the client's sleep quality or daytime functioning.

B. Utilizing an interpreter allows for direct verbal communication between the nurse and the client in their primary language. This ensures accurate transmission of information and facilitates a better understanding of complex concepts. An interpreter can help bridge the language gap and facilitate effective communication during the teaching process.
A. Demonstrations can be effective for teaching clients, regardless of language barriers, as they rely on visual cues and hands-on learning. By demonstrating a procedure or technique and then asking the client to perform a return demonstration, the nurse can assess the client's understanding and competency. This method can be particularly useful when language barriers are present because it relies less on verbal communication.
C. Visual teaching aids, such as diagrams, pictures, charts, and videos, can be powerful tools for conveying information to clients with different primary languages. Visual aids are universal and can help overcome language barriers by presenting information in a way that is easily understood regardless of language proficiency. Using visual aids can enhance comprehension and retention of key concepts.
D. Providing written materials in the client's primary language can be helpful for reinforcing verbal instructions and providing reference materials for the client to review independently. Written materials allow clients to review information at their own pace and refer back to it as needed. However, it's important to ensure that the written materials are accurately translated and culturally appropriate for the client.