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
Ensuring the client can independently manage their care is important, but it does not directly address potential barriers that could affect adherence to the discharge plan. Identifying barriers is crucial to ensure the client can follow through with the plan safely and effectively.

Choice B rationale
Identifying potential barriers to adherence is essential for client safety during the discharge process. This includes assessing the client’s understanding of their care plan, their ability to access medications, and any social or financial obstacles that may hinder their adherence. By addressing these barriers, the nurse can help ensure the client follows the discharge plan and reduces the risk of complications or readmissions.
Choice C rationale
Avoiding discussion of dietary restrictions is incorrect because dietary restrictions are often a critical component of a client’s care plan. Discussing and ensuring the client understands these restrictions is vital for their safety and health management post-discharge.
Choice D rationale
Providing information quickly to expedite discharge is not a safe practice. It is important to ensure the client fully understands their discharge instructions, which requires taking the time to explain and confirm comprehension. Rushing through this process can lead to misunderstandings and potential harm.

Choice A rationale
Asking the client to demonstrate a skill is part of the evaluation step, not the implementation step. The implementation step involves carrying out the teaching plan, not assessing the client’s ability to perform a skill.
Choice B rationale
Showing the client how to use the incentive spirometer is an appropriate action for the implementation step. This step involves providing education and demonstrating skills to the client.
Choice C rationale
Developing a short-term goal for the client is part of the planning step, not the implementation step. The implementation step involves carrying out the teaching plan, not setting goals.
Choice D rationale
Assessing the client’s pain level is part of the assessment step, not the implementation step. The implementation step involves carrying out the teaching plan, not assessing the client’s condition.