A nurse is caring for a client who is 4 hours postoperative following a total knee arthroplasty. The client reports a pain level of 3 on a scale from 0 to 10. Which of the following nonpharmacological pain management therapies should the nurse recommend?

Choice A reason: Supervising return demonstration follows teaching, not initial assessment; determining knowledge is first. Assuming demonstration is the first step risks ineffective education, potentially leading to misuse, critical to avoid in ensuring proper diaphragm use and contraception efficacy for female clients.

Choice B reason: Determining the client’s knowledge about diaphragm use is the first step, guiding tailored education and ensuring effective use. This assessment is critical for addressing gaps, promoting adherence, preventing contraceptive failure, and supporting informed decision-making in female clients requesting diaphragms for contraception.

Choice C reason: Teaching insertion follows assessing knowledge, which identifies educational needs. Assuming teaching is first risks overlooking client understanding, potentially leading to incorrect use, critical to prevent in ensuring effective diaphragm contraception and client safety in reproductive health care.

Choice D reason: Documenting understanding is a later step after assessing and teaching; determining knowledge is priority. Assuming documentation is first risks premature recording, potentially missing educational needs, critical to avoid in ensuring comprehensive diaphragm education and effective contraception for female clients.

Choice A reason: Smallpox vaccination is not routine due to eradication; disaster preparedness involves drills. Assuming vaccination is relevant risks misaligned priorities, diverting resources from practical preparedness, critical to avoid in ensuring nurses contribute effectively to community readiness for various disaster scenarios.

Choice B reason: Quarantine for anthrax is specific and reactive, not a primary preparedness activity; drills are broader. Assuming quarantine planning is key risks neglecting comprehensive disaster training, critical to prevent in ensuring nurses are prepared for diverse emergencies through community mock events.

Choice C reason: Assessing disaster types and scopes is typically administrative, not a nurse’s primary role; drills are practical. Assuming assessment is the focus risks overlooking hands-on preparedness, critical to avoid in ensuring nurses gain skills through community drills for effective disaster response.

Choice D reason: Participating in community drills and mock events prepares nurses for disaster response, enhancing skills in triage and coordination, critical for effective emergency management. This ensures readiness, improves response efficiency, and supports community safety, essential for nurses in disaster preparedness roles across various scenarios.