Share This Link

Assessment: The Assessment section includes the nurse's findings and interpretations of the client's current condition. Information specific to sleep apnea would more likely be part of the client's history and not a direct assessment finding at this time.

Situation: The Situation section focuses on the current issue or reason for the communication. While it should be concise, it does not include detailed past medical history unless directly relevant to the current situation.

Recommendation: The Recommendation section is where the nurse suggests the next steps or interventions needed. Information about sleep apnea is not a recommendation but part of the client's background.

Physical therapist: The physical therapist does not refer themselves but receives referrals from other team members.

The pharmacist: The pharmacist is involved in medication management and does not typically make referrals to physical therapy.

Occupational therapist: The occupational therapist provides a different type of therapy focused on daily living skills and would not typically make referrals to a physical therapist.

Experimental: Experimental research involves the manipulation of variables to establish cause and effect. This scenario does not mention manipulating variables, only examining a relationship.

Descriptive: Descriptive research involves observing and describing behavior without influencing it. This scenario is examining relationships, not just describing phenomena.

Quasi-experimental: Quasi-experimental research involves studying cause and effect relationships without random assignment. This scenario is examining a relationship, not establishing causality.

Decreased vision but the client is wearing glasses: As long as the client is wearing glasses and can see adequately, decreased vision is not a barrier to learning that would require postponing teaching.

Hearing loss, hearing aids are functioning well: With functioning hearing aids, the client should be able to hear and understand the discharge instructions, so this is not a barrier to learning that requires postponement.

The client's culture: While cultural differences can influence learning, they do not inherently create a barrier that necessitates postponing teaching unless they directly affect comprehension or communication.

Tell the client they are wrong: Telling the client they are wrong is dismissive and does not foster a therapeutic relationship.

Ask the client why they think that way: Asking the client why they think that way may provide insight, but it does not clarify the difference between an allergy and an intolerance.

Ignore the comment and proceed with the teaching plan: Ignoring the comment is not appropriate as it fails to address the client’s concern and provide necessary education.

The right competency, the right staff person, the right scope of practice, the right environment, and the right client condition: These elements are important but do not represent the five rights of supervision.

The right competency, the right education, the right scope of practice, the right environment, and the right client condition: These are not the standard five rights of supervision.

The right task, the right circumstances, the right person, the right client condition, and the right supervision: This is close but not entirely accurate. The correct elements are task, circumstances, person, communication, and supervision.

Right Task: The right task refers to ensuring the task is appropriate to delegate. This situation is more about monitoring the task.

Right Communication: The right communication involves clear, concise instructions. This scenario involves oversight rather than instruction.

Right Circumstance: The right circumstance refers to ensuring the client’s condition is appropriate for delegation. This situation is about supervising the task.

Proper foot care will be demonstrated to clients during the program: This is specific and measurable but lacks a timeframe and does not clearly define a goal for the clients.

A facility will be reserved for the program: This is a task rather than a goal related to client outcomes.

Handouts and teaching materials will be distributed: This is another task rather than an outcome goal for clients.