The public health nurse is providing education to farmworkers on primary prevention strategies. Which of the following is an example of primary prevention?

Choice A reason: Thin-walled pustules with honey-colored crusts indicate impetigo, bacterial from Staphylococcus, not HPV. These rupture and crust due to pus, unlike HPV’s viral, proliferativewarts, which lack this infectious discharge, distinguishing them clinically and pathologically in skin lesion presentation entirely here.

Choice B reason: Vesicles ulcerating in 1-4 days fit herpes simplex, not HPV. Herpes causes rapid blistering and crusting from viral cell damage, contrasting HPV’s slower, cauliflower-like growth from epidermal hyperplasia, separating their lesion progression and appearance biologically and distinctly overall.

Choice C reason: HPV lesions, like genitalwarts from types 6 and 11, show cauliflower-like, elevated growths. This viral-induced keratinocyte proliferation creates rough, clustered warts, a unique hallmark distinguishing them from other infections’ ulcerative or pustular patterns clinically and pathologically here comprehensively.

Choice D reason: Solitary growths with elevated borders and central depression suggest basal cell carcinoma, not HPV. This cancerous lesion from UV damage differs from HPV’s viral, multi-clusteredwarts, lacking malignancy or central depression, separating them in appearance and etiology entirely and clearly.

Choice A reason: Secondary prevention involves early detection, like STI screenings. Safe sex education aims to prevent infection before it occurs, not identify existing cases. It targets behavior to stop disease onset, distinguishing it from reactive measures addressing already-present conditions epidemiologically here fully.

Choice B reason: Policy development crafts rules, like condom distribution laws. Education is an action, not policy creation, though it may support it. This focuses on individual prevention, not systemic regulation, separating it from broader public health infrastructure changes distinctly and comprehensively overall.

Choice C reason: Tertiary prevention manages existing disease, like HIV treatment adherence. Safe sex education prevents initial infection, not complications. It’s proactive, targeting susceptibles before exposure, contrasting with efforts to reduce impact in already-affected individuals biologically and practically in scope here.

Choice D reason: Primary prevention stops disease before it starts, like safe sex education reducing STI risk. By teaching condom use, it builds immunity to exposure, a proactive step aligning with public health’s goal to lower incidence rates preemptively across populations effectively and clearly.