When an office nurse asks the patient to repeat information that he has just given to the patient over the telephone, the nurse is:

A. “Taking fluids poorly, but more than yesterday."
This assessment is vague (“taking fluids poorly”), lacks measurable details, and does not meet the clarity standard required in documentation.

B. "Apparently comfortable all night. Offers no complaints of pain."
“Apparently comfortable” is an assumption rather than an observable, objective statement, which could be legally questionable.

C. "Patient says she is still slightly nauseated, would like to try some toast and tea."
While this is clear, “slightly nauseated” could be more specific, and this does not objectively quantify the patient’s condition.

D. "4 cm reddened area over sacrum. Skin intact, warm, and dry."
This statement is concise, uses precise measurements, and includes objective data, meeting legal documentation guidelines.

A. Asking the patient, "Did you graduate from high school?" This question is not a direct way to assess reading or comprehension ability. A person’s educational level does not necessarily reflect literacy skills.

B. Giving the patient a printed instruction sheet and saying, "Some people have difficulty with written instructions. Others find them helpful. Would these be helpful to you?" This approach is indirect and does not confirm whether the patient can actually read or understand the instructions.

C. Giving the patient some printed materials and saying, "After you have read this, I'll ask you some questions about what's in them, to see if you've learned it." This option allows the nurse to assess both the patient's reading ability and understanding by following up with questions, ensuring comprehension.

D. Asking the patient, "Are you able to read?" While this question is direct, it may embarrass the patient, and it does not assess comprehension.