A nurse is preparing to administer albuterol syrup 1.6 mg PO tid. Available is albuterol 2 mg/5mL. How many mL should the nurse administer per dose? (Round the answer to the nearest whole number. Use a leading zero if it applies. Do not use a trailing zero.)

A. Self-administer prescribed antibiotics on time and don't skip doses: This statement is not applicable for viral pharyngitis, as antibiotics are ineffective against viral infections. Teaching should clarify that antibiotics are only prescribed for bacterial infections. Therefore, this information should not be included in the teaching plan for viral pharyngitis.
B. Contact HCP promptly for drooling or inability to fully open mouth: This is an important teaching point, as these symptoms may indicate a severe throat infection or complications that require immediate medical attention. Prompt contact with the healthcare provider is essential for any signs of difficulty in swallowing or mouth opening, which may suggest a need for further evaluation and treatment.
C. Drink at least 2-3 liters of fluid/day unless contraindicated: Encouraging adequate hydration is critical for clients with viral pharyngitis, as it helps soothe the throat, thin mucus, and prevent dehydration. This recommendation is appropriate and should be included in the teaching plan, ensuring students understand the importance of hydration in managing symptoms.
D. Do not share beverage cups or food utensils with other individuals: This is a vital precaution to prevent the spread of the viral infection to others. Educating clients on the importance of hygiene and avoiding sharing personal items can help limit transmission and protect others from becoming infected.
E. Inspect body for skin rash development twice per day: While it is important to monitor for any unusual symptoms, this specific action may not be necessary for viral pharyngitis unless there are other clinical indicators that suggest a possible rash. Viral pharyngitis typically does not warrant routine skin inspections for rash development, making this point less relevant in the context of the teaching plan.

A. Use of Passy Muir speaking valve: While this is an important aspect of communication for a client who has undergone a laryngectomy, it is not the highest priority at the time of discharge. The use of the speaking valve can be addressed after ensuring that the client is equipped to handle immediate safety concerns and emergencies related to their condition.
B. Phone number of healthcare provider to report complications: Providing the client with contact information for their healthcare provider is essential for ongoing support and to address any concerns that may arise after discharge. However, this information is secondary to ensuring the client can effectively communicate their condition and limitations, particularly in an emergency situation.
C. Emergency personal identification that client is unable to speak: This is the highest priority for discharge teaching because it directly addresses the client’s safety. Having emergency identification is crucial for informing healthcare providers and first responders about the client's inability to speak, especially in situations where communication may be vital for receiving appropriate care. Ensuring that the client can communicate their condition in emergencies takes precedence over other aspects of post-operative care.
D. Ability to perform tracheostomy care: While it is important for the client to be educated on tracheostomy care to ensure ongoing health and safety, this teaching can be considered after addressing immediate safety needs. The ability to care for the tracheostomy is vital but does not take priority over having emergency identification that communicates the client’s needs to others who may not be aware of their condition.