Which is included in the general survey?

A. Share their biases with colleagues to seek validation and reassurance about their feelings: While discussing biases may raise awareness, relying solely on colleagues does not provide the nurse with tools or strategies to manage biases effectively or improve client care.

B. Acknowledge biases but maintain those beliefs as they will not influence client care: Simply acknowledging biases without addressing them can allow them to unconsciously affect clinical decisions, undermining equitable and culturally competent care.

C. Seek out education on cultural competency to better understand diverse populations: Education and training in cultural competency equip the nurse with knowledge and strategies to recognize, manage, and minimize the influence of personal biases, promoting equitable, respectful, and effective care for all clients.

D. Avoid clients from different cultures to prevent personal bias from affecting their care: Avoiding clients is unethical and discriminatory, limiting access to care and failing to fulfill professional responsibilities. It does not address the underlying issue of implicit bias.

A. Develop an individualized teaching plan for the client: While an individualized plan is important, it should be based on the client’s current understanding and knowledge gaps. Creating a plan without first assessing what the client knows may lead to ineffective teaching.

B. Identify what is confusing the client about their new diagnosis: Understanding areas of confusion is essential, but this step comes after determining the client’s baseline knowledge. Without first asking about what they already know, the nurse may miss key information about misconceptions or gaps.

C. Use both verbal and written materials to teach the client: Providing educational materials is beneficial, but materials are most effective when tailored to the client’s existing knowledge and learning needs. This step is part of the teaching process, not the initial assessment.

D. Ask the client what they know about their new diagnosis: Assessing the client’s current knowledge is the first step in planning education. It allows the nurse to identify misconceptions, knowledge gaps, and areas needing clarification, ensuring teaching is targeted and effective.