A nurse is preparing discharge information for a client who has type 2 diabetes mellitus. Which of the following information resources should the nurse provide to the client?

Choice A reason: Potential complications must be explained before consent to ensure the client understands risks like bleeding or infection, supporting informed decision-making. This is legally required, critical for ethical care, preventing misunderstandings, and ensuring the client is fully aware of colon resection’s potential adverse outcomes before signing.

Choice B reason: Possible alternative treatments, like medication or less invasive procedures, must be discussed to ensure informed consent, allowing the client to weigh options. This is essential for autonomy, critical for ethical practice, ensuring clients understand all viable paths before agreeing to a colon resection procedure.

Choice C reason: An explanation of the procedure, including what a colon resection entails, is required for informed consent, ensuring the client understands the surgical process. This promotes transparency, critical for legal and ethical standards, enabling informed decisions and reducing anxiety before signing the consent form.

Choice D reason: Expected outcomes, such as symptom relief or recovery timeline, must be provided to clarify the procedure’s benefits, ensuring informed consent. This is crucial for setting realistic expectations, supporting client autonomy, and ensuring understanding of colon resection’s purpose, critical for ethical surgical consent processes.

Choice E reason: Cost of the procedure is not typically required for informed consent, which focuses on medical risks, benefits, and alternatives. Assuming cost is necessary risks diverting focus from clinical information, potentially overwhelming the client, critical to avoid in ensuring informed consent for colon resection surgery.

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.