A nurse is teaching a client about medication administration.
The client is unable to read the instructions on the medication after discharge. What should the nurse do?

Choice A rationale
Feeding a stroke client who has difficulty in swallowing is a task that requires careful attention to prevent aspiration and choking. While this task is important, it can be delegated to a trained nursing assistant or a licensed practical nurse (LPN) under the supervision of an RN. The RN should focus on tasks that require higher levels of clinical judgment and expertise.
Choice B rationale
Completing a sterile dressing change to a pressure ulcer is a task that requires the expertise and clinical judgment of an RN. Sterile dressing changes involve maintaining a sterile field, assessing the wound, and applying appropriate dressings. This task is critical for preventing infection and promoting wound healing, making it appropriate for the RN to perform.
Choice C rationale
Reapplying a condom catheter for a client with urinary incontinence is a routine procedure that can be delegated to a trained nursing assistant or an LPN. This task does not require the advanced clinical skills and judgment of an RN, allowing the RN to focus on more complex and critical tasks.
Choice D rationale
Reinforcing teaching with a client who is learning how to administer insulin is an important task, but it can be delegated to an LPN under the supervision of an RN. The RN should prioritize tasks that require higher levels of clinical expertise and judgment, such as sterile dressing changes and complex assessments.

Choice A rationale
Providing written handouts for reference can be helpful, but it is not the most effective strategy for fall prevention education among older adults. Interactive methods are generally more engaging and effective.
Choice B rationale
Using complex medical terminology to explain concepts is not effective for older adults. It can lead to confusion and misunderstanding, reducing the effectiveness of the education.
Choice C rationale
Using interactive demonstrations and group discussions is the most effective strategy for teaching fall prevention to older adults. These methods engage the audience, making the information more relatable and easier to understand.
Choice D rationale
Speaking quickly to maintain attention is not effective for older adults. It can lead to information being missed or misunderstood. Clear, slow, and interactive communication is more effective.