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Teach-back involves the patient demonstrating their understanding, not the nurse simply reinforcing information, which is a one-way communication approach. Effective learning requires active participation, and the nurse's verbal reinforcement alone does not assess whether the patient has successfully absorbed and can correctly recall or apply the crucial health information presented.

While the client is encouraged to ask questions throughout any educational process, the specific teach-back method's primary function is to actively verify the client's understanding of the health information presented by having them vocalize or demonstrate it, rather than just providing an opportunity for client-initiated inquiries.

Passive listening is a recipient-only activity, whereas the teach-back method requires the client to be an active participant by articulating the information they have learned. This active recall and verbalization are crucial components of the teach-back technique and oppose the concept of merely listening without subsequent demonstration of comprehension. —.

Implementation is a step in the nursing process, where the nurse puts the plan into action, which is distinct from the domain of learning that describes the type of skill or knowledge being acquired. Learning domains classify the objectives of education as cognitive (thinking), affective (feeling), or psychomotor (doing).

The affective domain of learning relates to feelings, emotions, values, and attitudes, which would encompass the client's willingness or motivation to adhere to the safety precautions or their attitude towards accepting oxygen therapy. While important, it is not the primary domain being addressed by reviewing factual safety information via discussion and a pamphlet.

The psychomotor domain involves acquiring physical skills that require coordination and motor function, such as how to correctly assemble, operate, or adjust the flow rate of the oxygen equipment. Although the client may need psychomotor training, the nurse's planned activities

Evaluating the effectiveness of treatment is a later step in the nursing process that occurs after interventions are implemented. While the initial data collection provides a baseline for future comparison, its primary purpose is to establish the current health status needed for planning, not the later evaluation of treatment outcomes.

Making a medical diagnosis is the responsibility of the healthcare provider, not the nurse's primary purpose for data collection. The nurse uses the collected data to formulate nursing diagnoses, which focus on the client's responses to health conditions, which then informs the subsequent nursing care plan.

The decision to administer medication is an intervention based on a pre-existing prescription and the client's current status, which follows the initial data collection. The data's primary role is to inform the entire care trajectory, beginning with assessment and the development of the comprehensive nursing care plan. —.

Reporting pain indicates a state of physical discomfort, which is a significant barrier to effective learning because pain and the body's physiological stress response can impair the client's concentration, ability to process information, and retention of educational content. The client's physical needs for comfort should be addressed before attempting a learning session.

Drowsiness after receiving pain medication indicates a state of altered consciousness or reduced mental alertness, which significantly impairs the client's ability to focus, comprehend, and recall information. A client must be fully alert and oriented to participate actively and effectively absorb the material during a successful learning session.

Appearing upset after receiving a serious diagnosis, such as cancer, suggests the client is likely experiencing emotional distress and may be in a state of shock, grief, or denial. This emotional upheaval represents a psychological barrier to learning, as the client's focus will be internal, inhibiting the processing and retention of new educational content.

Providing written materials represents a cognitive learning approach, targeting the understanding of facts and concepts, but it does not directly address the client's expressed disinterest or negative attitude toward the technique, which is a barrier to affective learning. Affective learning involves changes in attitudes, beliefs, and values.

Guiding the client through an exercise step-by-step is an example of psychomotor learning, focused on acquiring physical skills. While this may eventually influence the client's attitude, it does not prioritize exploring the root cause of the client's current negative affect or emotion about the intervention.

Providing a detailed explanation is a strategy for cognitive learning, aiming to increase the client's intellectual understanding of the underlying physiological mechanisms. This information alone is unlikely to overcome the client's current emotional resistance, which requires an affective learning approach.

Ignoring the incident, even if it is a first offense, would be a failure of the BON's mandate to protect the public. The BON has a duty to investigate all credible complaints of unsafe practice and take appropriate action based on the evidence to prevent potential future harm to patients and maintain professional standards.

Allowing the nurse to continue practicing without consequence would contradict the BON's primary function of safeguarding public welfare. Unsafe practice constitutes a violation of professional standards and endangers patient safety, necessitating disciplinary intervention to address the conduct and ensure future safe practice.

Transferring a nurse to a different department is an administrative action taken by the employer (the healthcare facility), not a disciplinary measure the State Board of Nursing (BON) can impose. The BON's authority is limited to regulating the nursing license, not managing facility-level staffing or employment decisions. —.

A blended family (or stepfamily) is formed when two parents marry and at least one of them brings children from a prior relationship. This structure involves a new partnership and the integration of existing and potentially new children, which is not described in this scenario of children living with grandparents.

A nuclear family typically consists of two parents (married or unmarried) and their biological or adopted children residing together. This traditional structure emphasizes a direct parental relationship, which is distinct from the described scenario where children are being raised by their grandparents.

A single parent family is a family unit where one parent cares for one or more children, usually as a result of divorce, separation, or choice. While the children are not living with their parents, the grandparents function as a two-person parental unit, distinguishing it from a single-parent structure. —.

Environmental Health is an American Nurses Association (ANA) Standard of Professional Performance focusing on the nurse's use of environmentally safe practices and promoting a healthy environment. It does not primarily encompass the activity of researching and presenting best practice evidence for direct clinical care improvement, which falls under scholarly inquiry.

Leadership is an ANA Standard of Professional Performance focused on the nurse's ability to influence others to achieve quality care and change. While presenting findings requires leadership skills, the core activity of systematic research and application of evidence to practice aligns more directly with the definition of scholarly inquiry.

Collaboration is an ANA Standard of Professional Performance focusing on the nurse's ability to partner with the healthcare consumer and other healthcare providers to achieve coordinated care. The nurse's primary action here is focused on evidence-based practice and knowledge dissemination, not the act of interprofessional teamwork.

Gathering educational pamphlets for discharge teaching is an activity that occurs during the planning phase, where the nurse develops a strategy for implementing the education, and the implementation phase, where the teaching is executed. It is not part of the initial data collection and validation characteristic of the assessment phase.

Developing goals with client input for diabetes therapy is a key component of the planning phase of the nursing process. This involves analyzing the assessment data and then collaborating with the client to establish measurable, achievable outcomes to guide the subsequent interventions.

Educating the client on monitoring blood glucose levels is an intervention and is part of the implementation phase of the nursing process. This is the action phase where the planned interventions, such as teaching, are carried out to achieve the desired goals.