A nurse is providing preventative dietary teaching to a client who has a family history of cholelithiasis. Which of the following instructions should the nurse include?

A) Place a sign on the client's door indicating visual impairment:
While indicating the client’s visual impairment to staff can be helpful, privacy and dignity should also be considered. Alternative methods to inform the staff without compromising the client's privacy should be used.

B) Provide the client with a brightly colored plate and utensils:
Brightly colored plates and utensils can help clients with partial vision impairment but may not be significantly beneficial for those who are fully visually impaired.

C) When ambulating with the client, grasp the client's arm above the elbow:
Grasping the client's arm above the elbow is an effective way to guide a visually impaired person. This allows the client to follow the nurse's movements more naturally and ensures better support and guidance.

D) Speak in an elevated tone of voice when providing care:
Elevating the tone of voice is unnecessary and may be misinterpreted as condescending. Clear, normal, and respectful communication is essential for all clients, regardless of visual impairment.

A) Help the client role play alternative solutions to identified problems: Role-playing can be a highly effective intervention for clients with generalized anxiety disorder (GAD). It allows clients to practice and develop problem-solving skills in a safe and supportive environment. By simulating different scenarios, clients can explore various responses and coping mechanisms, which can help reduce anxiety by increasing their confidence and preparedness for real-life situations.

B) Have the client write a list of personal characteristics they feel need improvement: This approach may inadvertently increase a client's anxiety by focusing on perceived personal shortcomings. It is more beneficial to focus on strengths and positive attributes to build self-esteem and resilience. Encouraging self-criticism can exacerbate feelings of inadequacy and contribute to a negative self-concept.

C) Give the client detailed instructions when providing teaching about ways to cope: While providing information is important, detailed instructions can sometimes overwhelm clients with GAD, leading to increased anxiety. It is more effective to offer clear, concise, and manageable steps and to ensure that the client fully understands and feels comfortable with each coping strategy before moving on to the next one.

D) Give the client an alternative interpretation of the client's perception of a situation: Offering alternative interpretations can be helpful, but it must be done cautiously. Clients with GAD may feel invalidated if their perceptions are dismissed or challenged too directly. It is more supportive to guide clients to explore and consider different perspectives on their own, fostering a sense of autonomy and self-efficacy in managing their anxiety.