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The nurse will provide teaching about the drug's adverse effects.This describes a nursing action, not a patient-centered outcome. Outcomes should reflect what the patient will demonstrate or achieve, not what the nurse will do.

The patient will state all the symptoms of toxicity of the drug. Expecting the patient to recall all symptoms of toxicity may be unrealistic for a single teaching session, especially for older adults with limited prior knowledge.

The patient will call the prescriber if adverse effects occur.While important, this outcome is not easily measurable during the teaching session and does not confirm that the patient understands how or why to respond.

The nurse does not give the drug – While withholding the drug temporarily is safe, the priority action is to clarify the route rather than simply not administering it, which could delay necessary therapy.

The nurse gives the drug orally – Assuming the route is oral without verification could lead to a medication error, especially if the prescriber intended intravenous administration.

The nurse gives the drug intravenously – Administering IV without confirmation is unsafe and could cause serious complications, including dosing errors or adverse effects.

Provide written instructions – Written materials support learning but are insufficient alone. Patients may misinterpret instructions or fail to read them, particularly if health literacy is limited.

Use colorful charts – Visual aids can enhance learning, but they are supplementary. Without trust, patients may ignore or misapply the information provided.

Review community resources – This helps reinforce education and support, but it is secondary to building a therapeutic relationship that fosters motivation and understanding.

Nurses to focus care on quality and safety – While nurses play a key role in quality and safety, patient engagement principles extend beyond nursing to all healthcare providers, ensuring comprehensive collaboration.

Confidentiality as determined by the patient – Maintaining confidentiality is vital, but patient engagement primarily aims to build collaborative relationships, not solely manage privacy.

Patient advocacy – Advocacy is part of engagement but represents only one aspect; the broader goal is partnership and collaboration across all care providers.

Patient advocacy – While advocacy supports patient safety, it focuses mainly on speaking up for patient needs, not on systematic collaboration across the healthcare team.

Technology-enhanced medication administration – Using technology (like barcode scanning) improves safety, but QSEN competencies are broader and include collaboration and communication, not just tools.

Quality improvement – This competency emphasizes evaluating and improving care processes, but it does not inherently ensure real-time safety through patient-centered collaboration.

Have patient verbalize understanding – Verbal feedback confirms comprehension but does not ensure the patient can perform the skill correctly, leaving room for mistakes in actual practice.

Have patient answer closed-ended questions – Yes/no or multiple-choice questions provide limited insight into practical skills or safe application, making this a less reliable teaching strategy.

Have patient identify pill by color – Recognizing appearance alone does not ensure correct administration, dosage, or understanding of side effects, and is inadequate for comprehensive teaching.