A nurse is teaching a client who has multiple sclerosis. Which of the following instructions should the nurse include in the teaching?

Choice A reason: Routine health screenings are part of secondary prevention, focusing on early detection of diseases before symptoms appear. Tertiary prevention addresses management after diagnosis, so this action is misaligned with the phase, making it incorrect for the workshop content.
Choice B reason: Administering vaccinations is primary prevention, aimed at preventing diseases before they occur. Tertiary prevention involves managing existing conditions, so vaccinations do not fit this phase, making this an incorrect choice for interprofessional care focus.
Choice C reason: Developing a rehabilitation plan post-stroke is tertiary prevention, as it minimizes disability and improves function after a disease event. This collaborative effort involves multiple disciplines (e.g., PT, OT), aligning with interprofessional care goals, making it the correct choice.
Choice D reason: Educating about healthy lifestyles is primary prevention, promoting health to prevent disease onset. Tertiary prevention focuses on managing established conditions, so this action is incorrect for the tertiary phase in interprofessional collaboration.

Choice A reason: Telling the daughter not to worry dismisses her emotional concerns and does not facilitate open communication. Addressing fears about a loved one’s death requires empathy and discussion to process grief and understand hospice care, which focuses on comfort. This response is inappropriate, as it avoids addressing the daughter’s needs.
Choice B reason: Acknowledging the daughter’s concerns about her mother’s death and inviting discussion is therapeutic. It validates her emotions, encouraging open dialogue about grief, hospice care, and end-of-life expectations. This approach supports psychological coping, aligns with palliative care principles, and helps the daughter prepare for her mother’s transition, making it appropriate.
Choice C reason: Discussing the mother’s cancer and its implications helps the daughter understand the disease progression and hospice care’s role in symptom management. This fosters informed communication, addressing fears and clarifying expectations. It supports emotional preparation for end-of-life discussions, making this response appropriate for facilitating understanding and coping.
Choice D reason: Encouraging the daughter to avoid thinking about dying dismisses the reality of the situation and hinders emotional processing. Hospice care involves preparing for end-of-life, and open discussions about death are therapeutic. This response is inappropriate, as it discourages necessary conversations about the mother’s condition and prognosis.