The nurse is continuing to care for the client.

The nurse is reviewing the assessment findings.

For each assessment finding, click to specify if the finding is consistent with preeclampsia or HELLP syndrome. Each finding may support more than one disease process.

A. "You will have a urine test for the herpes simplex virus": Routine prenatal screening does not include urine testing for herpes simplex virus. Testing for HSV is typically done based on symptoms or history, not as a standard prenatal test.

B. "You will have a rectovaginal culture to test for group B streptococcus.": Group B streptococcus screening is a standard prenatal test performed between 35 and 37 weeks of gestation using a rectovaginal swab. Identifying colonization allows for intrapartum antibiotic prophylaxis to prevent neonatal infection.

C. "You will have a urine test to check for toxoplasmosis": Routine urine testing does not screen for toxoplasmosis. Testing for toxoplasmosis is usually done via blood tests in women at high risk, not standard urine tests.

D. "You will undergo amniotic fluid sampling to test for cytomegalovirus.": Amniocentesis for cytomegalovirus is not part of routine prenatal care and is typically only performed if there is a known risk or suspected fetal infection. Standard prenatal tests focus on more common conditions.

A. Encourage the client to participate in a diabetes mellitus support group: While support groups are beneficial for emotional support and ongoing education, this intervention is not the priority during the initial home visit. It is more appropriate once the client’s knowledge and self-care skills have been assessed.

B. Determine the client's level of health literacy: Assessing health literacy is the first priority because it guides the nurse in tailoring education and interventions. Understanding the client’s ability to comprehend and apply health information ensures that teaching about diabetes management, such as glucose monitoring and medication administration, is effective and safe.

C. Verify the client's comfort level regarding how to use a glucometer: Ensuring the client can correctly use a glucometer is important, but this step should follow the assessment of health literacy. Tailoring instruction to the client’s literacy level improves comprehension and accuracy in self-monitoring.

D. Provide low-carbohydrate recipes for the client: Providing dietary resources supports diabetes management but is secondary to assessing the client’s understanding and ability to implement self-care. Without first evaluating literacy and comprehension, these resources may not be effectively utilized.