A nurse at the clinic is teaching a client with diabetes the importance of monitoring their blood sugar. The nurse is implementing what level of preventative care?

Primary prevention

Tertiary Prevention

Secondary prevention

Disease surveillance

Answer and Explanation

The Correct Answer is B

A. Primary prevention: Primary prevention involves measures taken to prevent diseases or injuries before they occur, such as vaccinations or health education to prevent onset of illness. Teaching blood sugar monitoring to someone with diabetes is not primary prevention.
B. Tertiary prevention: Tertiary prevention involves managing disease post-diagnosis to slow or stop disease progression. Teaching a diabetic patient to monitor their blood sugar helps manage their existing condition and prevent complications, making it tertiary prevention.
C. Secondary prevention: Secondary prevention includes screening and early detection of disease to halt or slow its progress. Monitoring blood sugar levels in a diabetic patient is not about early detection but managing an existing condition.
D. Disease surveillance: Disease surveillance involves continuous, systematic collection, analysis, and interpretation of health data. This is not what the nurse is doing when teaching a client to monitor their blood sugar.

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Correct Answer is B

Explanation

A. Speak loudly and use simple words: Speaking loudly may be perceived as shouting and can increase agitation. Using simple words is appropriate, but volume should be normal and calm.
B. Address the client by name and reorient client: Addressing the client by name and reorienting him is effective because it respects his dignity and helps him understand his current situation, reducing confusion and agitation. This approach is clear, respectful, and supportive.
C. Challenge the client to refocus his attention when he becomes agitated: Challenging the client can be confrontational and may escalate agitation. It is better to use a calm, reassuring approach.
D. Ask the client a series of questions without allowing time for the client to answer: This can overwhelm and frustrate the client, leading to increased agitation.

A. Show the client a video of proper crutch walking B. Assess the client’s readiness to learn C. develop short term goal for the client in the teaching plan D. Ask the client to demonstrate walking with the crutches

Correct Answer is C

Explanation

A. Show the client a video of proper crutch walking: Showing a video is part of the implementation step, not the planning step.
B. Assess the client's readiness to learn: Assessing readiness to learn is part of the assessment step, not the planning step.
C. Develop short-term goals for the client in the teaching plan: Developing short-term goals is a key part of the planning step in a teaching plan.
D. Ask the client to demonstrate walking with the crutches: Asking for a demonstration is part of the evaluation step, not the planning step.

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A nurse at the clinic is teaching a client with diabetes the importance of monitoring their blood sugar. The nurse is implementing what level of preventative care?

Nursing Test Bank

Naxlex Comprehensive Predictor Exams

An 84-year-old cognitively-impaired gentleman is admitted from a skilled nursing facility to your acute care facility for increasing agitation and combativeness in the last few days. Which of the following is an example of effective communication with this client?

Correct Answer is B

Explanation

A nurse is preparing a teaching plan to a client who is learning crutch walking. The nurse should identify the following actions as part of the planning step of the teaching plan.

Correct Answer is C

Explanation

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