The nurse is caring for a patient who states, "I tossed and turned last night." The nurse responds to the patient, "You feel like you were awake all night?" This is an example of:

A. is packing belongings in preparation for discharge. Although discharge is an appropriate time for patient education, it may be too late to introduce complex information that requires practice or understanding. Teaching moments often occur earlier in the care process.

B. says, "How will I remember all the things about my new diet?" This is an ideal teaching moment as the patient is expressing concern and showing readiness to learn about the diet. The nurse can use this moment to provide guidance on strategies to remember dietary instructions.

C. has just returned from surgery for a deviated septum. Immediately post-surgery, the patient may be under the influence of anesthesia or pain medication, limiting their ability to absorb information. Teaching at this time may not be effective.

D. has just been told of the malignancy of his tumor. Right after receiving bad news, patients may experience shock, grief, or distress, making it difficult for them to process additional information. This may not be the right time for education.

A. Oral. Oral learning is not commonly identified as a distinct mode in learning styles.

B. Visual.
Visual learning involves learning through seeing materials like images, charts, or demonstrations.

C. Gustatory.
Gustatory (taste-based) learning is not a recognized major mode of learning.

D. Auditory.
Auditory learning involves learning by listening to spoken information.

E. Kinesthetic.
Kinesthetic learning involves learning through hands-on activities and physical movement.

F. Tactile. Tactile learning is closely related to kinesthetic learning but refers specifically to hands-on activities involving touch.