A nurse is caring for a client who is postoperative following cardiac surgery. Which of the following manifestations should indicate to the nurse that the client has developed a thrombus?

A. Headache:

Headache is not typically a clinical manifestation of an acute myocardial infarction. The more common symptoms are related to chest pain, autonomic responses, and cardiovascular changes.

B. Tachycardia:

Tachycardia, or an increased heart rate, is a common symptom during an acute MI. This occurs as the body attempts to compensate for decreased cardiac output and perfusion.

C. Nausea:

Nausea is a frequent symptom associated with an acute MI. It results from the activation of the autonomic nervous system during the heart attack.

D. Diaphoresis:

Diaphoresis, or excessive sweating, is a classic symptom of an acute MI. It occurs due to the sympathetic nervous system's response to pain and stress from the heart attack.

E. Orthopnea:

Orthopnea, or difficulty breathing when lying down, is more commonly associated with congestive heart failure rather than an acute MI. While shortness of breath can occur during an MI, orthopnea is not a primary manifestation.

A. Provide educational material written at an eighth-grade reading level: This is correct. Health education materials should be written at a level that is easily understandable by the majority of patients. An eighth-grade reading level is often recommended to ensure that the information is accessible to a wide range of patients.

B. Ensure privacy for the client: This is also correct. Privacy is a fundamental right of all patients and is particularly important when discussing sensitive topics such as preoperative care. Ensuring privacy can help the patient feel more comfortable and facilitate open communication.

C. Start with the least important information: This is not recommended. When providing education, it’s generally best to start with the most important information. Patients may be anxious or overwhelmed, and they may not remember everything that is discussed. By starting with the most important information, you increase the chances that the patient will remember and understand the key points.

D. Dim the lights in the client’s room: While creating a comfortable environment is important, dimming the lights is not specifically related to preoperative teaching. The focus should be on providing clear, understandable information and addressing the patient’s questions and concerns.