The nurse is teaching a client who is preparing for surgery. Which teaching about a Jackson-Pratt drain will the nurse include?

A. Move the client's limbs through their complete range of motion: This action describes passive range-of-motion exercises, where the nurse assists the client in moving their limbs. While this is beneficial for clients who cannot move independently, it does not align with the plan for isometric exercises, which focus on muscle contraction without joint movement.

B. Have the client move each limb independently through its complete range of motion: This describes active range-of-motion exercises, which involve the client actively moving their limbs. Although these exercises are important for maintaining joint flexibility and preventing stiffness, they are not isometric exercises, which are intended to be performed without changing the length of the muscle.

C. Ask the client to move her arms and legs while applying slight resistance: This action combines movement with resistance training, which is not consistent with isometric exercises. Isometric exercises focus solely on muscle contraction without joint movement or changing muscle length, making this option inappropriate for the prescribed plan of care.

D. Instruct the client to tighten muscle groups for a short period, and then relax: This accurately describes isometric exercises, where the client contracts specific muscle groups (e.g., arms, legs, abdomen) without moving the joints. These exercises help maintain muscle strength and prevent atrophy while the client is on bedrest. The nurse should guide the client to perform these contractions for a few seconds, followed by relaxation, as directed by the plan of care.

A. Keep communication simple and concrete: Using simple, straightforward language helps clients who are cognitively impaired to better understand the information being conveyed. Concrete language minimizes confusion and makes it easier for the client to process and respond to what is being said, promoting effective communication.

B. Focus on the client's family: While involving the client's family can be important for support and understanding, the primary focus should be on the client themselves. Communication techniques should prioritize addressing the needs and comprehension of the cognitively impaired client directly.

C. Use open-ended questions: Open-ended questions may be challenging for cognitively impaired clients, as they require more complex processing and can lead to confusion. It is often more effective to use closed questions that allow for simple yes or no responses, making it easier for the client to engage in the conversation.

D. Demonstrate or pantomime ideas: While demonstration can be helpful, it should complement verbal communication rather than replace it. For cognitively impaired clients, combining simple verbal instructions with visual cues or demonstrations can enhance understanding but should not be the sole technique used. It’s important to assess the individual client's abilities and preferences when employing this method.