A nurse is contributing to the plan of care for a client who has a seizure disorder. Which of the following interventions should the nurse include in the plan? (Select all that apply.)

A. "Incorporate nonverbal cues in the conversation."

This is an appropriate response. Nonverbal cues, such as gestures, facial expressions, and body language, can help convey meaning and support comprehension for individuals with aphasia. Using visual aids or pointing to objects can also enhance communication.

B. "Ask multiple choice questions as part of the conversation."

While multiple choice questions can be helpful in some situations, they may not always be appropriate for individuals with aphasia. It's important to assess the client's specific communication needs and preferences. Open-ended questions and simple, direct language may be more effective for facilitating communication.

C. "Use a higher-pitched tone of voice when speaking."

Altering the tone of voice may not necessarily improve communication for individuals with aphasia. Instead, it's important to speak in a clear, natural tone at a moderate pace. Speaking too loudly or using a higher-pitched voice may be perceived as patronizing or condescending.

D. "Use simple child-like statements when speaking."

While it's important to use simple and clear language, using child-like statements may be inappropriate and demeaning to the client. Respectful communication that acknowledges the individual's intelligence and dignity is essential. Simplify language and sentences as needed, but avoid speaking down to the client.

A. Pupil response:

Pupil response refers to the reaction of the pupils to light stimulus. The pupils should normally constrict when exposed to bright light and dilate in dim light. Changes in pupil size or reactivity can indicate alterations in neurological function. For example, unequal or non-reactive pupils (anisocoria or fixed pupils) can be indicative of dysfunction in the cranial nerves or brainstem. However, while pupil response is an important aspect of neurological assessment, it may not always be the earliest indicator of cerebral status changes.

B. Deep tendon reflexes:

Deep tendon reflexes are involuntary muscle contractions in response to stretching of a muscle tendon. These reflexes are assessed by tapping the tendon with a reflex hammer, eliciting a rapid and brief muscle contraction. Changes in deep tendon reflexes can provide information about the integrity of the peripheral nervous system and spinal cord. However, alterations in deep tendon reflexes may occur secondary to changes in cerebral function and are typically assessed along with other neurological signs.

C. Muscle strength:

Muscle strength refers to the force generated by muscles during voluntary movement. It is typically assessed by asking the client to perform specific movements against resistance or by testing the strength of individual muscle groups using standardized scales (e.g., Medical Research Council scale). Changes in muscle strength can occur due to neurological or musculoskeletal conditions. While weakness or paralysis can result from lesions affecting the upper motor neurons (e.g., strokes or spinal cord injuries), alterations in muscle strength may not always be the earliest indicator of cerebral status changes.

D. Level of consciousness:

The level of consciousness refers to the degree of awareness and alertness exhibited by the client. It is assessed by evaluating the client's responsiveness, orientation, and ability to follow commands. Changes in the level of consciousness, such as confusion, lethargy, stupor, or coma, can indicate alterations in cerebral function and are often the earliest indicators of neurological dysfunction. Assessing the level of consciousness is a critical component of neurological examination and helps guide further assessment and management of clients with suspected brain tumors or other neurological conditions.