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Meeting with a committee of nurses from each shift to discuss the conflict is an important step in resolving the issue, but it should not be the first action. Without a clear understanding of the underlying causes, the meeting may not effectively address the conflict.

Acknowledging the conflict and encouraging teamwork is a supportive approach, but it does not address the root causes. Without gathering information first, this action may be premature and ineffective in resolving the conflict.

Encouraging nurses to resolve the conflict autonomously may be suitable for minor disagreements, but in this case, a conflict between day and night shift staff likely affects unit function and patient care. The nurse manager must first assess the situation before deciding on the appropriate level of intervention.

Grasping the cord when unplugging equipment is unsafe because it can damage the cord or plug and increase the risk of electric shock. Equipment should be unplugged by holding the plug itself.

Cleaning equipment while it is plugged in is unsafe and can result in electric shock. Equipment should always be unplugged before cleaning.

When using a fire extinguisher, the correct sequence is pull the pin, aim at the base of the fire, squeeze the handle, and sweep side to side (PASS). The newly licensed nurse’s statement reverses the correct order, indicating a misunderstanding.

Using a fire extinguisher may ultimately be necessary, but immediately attempting to extinguish the fire without first containing it could allow the fire to spread, endangering the nurse and other clients. Extinguishing is only done if it is safe and the fire is small.

Pulling the fire alarm is crucial for alerting staff and initiating emergency response, but the first steps are always rescuing clients and containing the fire. Activating the alarm comes immediately after these initial safety measures.

Ensuring windows are closed is not a priority during a fire. Closing the door is more effective for containing smoke and flames. Opening or closing windows may actually increase oxygen flow, potentially intensifying the fire.

Cause-and-effect diagrams (also called fishbone or Ishikawa diagrams) are tools used to identify potential causes of a problem. While helpful for analyzing contributing factors and planning interventions, they do not measure outcomes.

SBAR (Situation, Background, Assessment, Recommendation) is a standardized communication tool used to convey information clearly among healthcare providers. It is not a tool for measuring outcomes but for improving communication and patient safety.

Flowcharts are visual tools that depict the sequence of steps in a process. They help understand workflow or identify process inefficiencies, but they do not directly measure clinical outcomes.

Discussing the incident with another staff nurse is inappropriate because it spreads information about the breach and does not address the issue directly. Confidentiality violations should be handled professionally and promptly with the individuals involved or through appropriate supervisory channels.

Reporting the staff members’ actions to the state board of nursing is excessive as a first step. State boards handle serious violations of nursing practice or legal regulations, but minor breaches of confidentiality are typically managed within the facility through counseling, education, or supervisory intervention first.

Filing a grievance report is not the first step. Grievances are formal complaints that may be used if counseling or direct intervention fails. Immediate, direct counseling is more appropriate for addressing a specific, observable incident like this.

Coordinating care is part of the nurse’s responsibilities, but it is not the primary role of advocacy. Advocacy focuses on supporting clients’ rights, preferences, and informed decision-making rather than assuming full responsibility for care coordination.

Suggesting the “best” course of action for indecisive clients undermines their autonomy and is not consistent with advocacy. Advocacy means guiding and supporting, not making decisions on behalf of the client unless they lack decisional capacity.

Adhering strictly to the provider’s prescribed treatments is part of nursing care but does not reflect advocacy, which may involve questioning or clarifying orders if they conflict with the client’s wishes or best interests.

Assigning a client to a room with positive airflow is used for protective isolation to protect immunocompromised clients, not for droplet precautions. Influenza requires containment of respiratory droplets, not room airflow for protection.

An N95 respirator is used for airborne precautions, such as with tuberculosis or measles, where infectious particles are smaller and can remain suspended in the air. Influenza does not require an N95 respirator unless aerosol-generating procedures are performed.

A room with a high-efficiency particulate air (HEPA) filtration system is part of airborne isolation to remove smaller particles from the air. This is not necessary for standard droplet precautions, as influenza primarily spreads through larger droplets.

Restricting visitors is not necessary for streptococcal pharyngitis, as this infection is typically spread via droplets. Standard visitor precautions (masking and hand hygiene) are sufficient, rather than a total visitor ban.

Donning sterile gloves is unnecessary for routine oral care. Standard precautions using clean gloves are sufficient unless there is a risk of exposure to blood or body fluids requiring aseptic technique. Sterile gloves are reserved for invasive procedures or surgery.

Placing the client in a positive airflow room with 12 air exchanges per hour is part of airborne isolation for infections like tuberculosis. Streptococcal pharyngitis is not airborne, so this is not required.

Demonstrating the use of an incentive spirometer requires teaching skills and assessment of the client’s understanding, which falls under the nurse’s professional responsibilities. APs may reinforce instructions but should not provide initial teaching or assess competency.

Reinforcing teaching about a low-sodium diet involves patient education and monitoring understanding, which requires nursing judgment. The nurse cannot delegate initial teaching or evaluation of understanding to APs.

Updating a family member about a client’s condition involves interpreting clinical information and making judgments about what to communicate. This responsibility cannot be delegated to APs, as it falls within the nurse’s professional scope and is protected under HIPAA and facility policies.