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The psychomotor domain involves learning physical skills or tasks, such as demonstrating how to set up or operate oxygen equipment — not simply discussing or reading about it.

Implementation refers to a step in the nursing process, not a learning domain.

The affective domain involves emotions, attitudes, and values — such as showing motivation or willingness to follow safety rules.

Gathering educational pamphlets for discharge teaching is part of the planning phase, where the nurse selects appropriate teaching materials and resources to prepare for client education.

Educating the client on monitoring blood glucose levels is part of the implementation phase, which involves carrying out the nursing interventions designed to promote health and manage the condition.

Developing goals with client input for diabetes therapy also falls under the planning phase, as it involves setting measurable, client-centered goals that direct nursing actions and evaluate outcomes.

Supporting a particular client’s desire reflects advocacy, where the nurse promotes and protects the client’s rights and preferences — not accountability.

Protecting clients’ personal health information demonstrates confidentiality, which is a separate ethical principle focused on privacy, not accountability.

Respecting and adhering to one’s professional obligations reflects responsibility, which is closely related but distinct — responsibility means following through on duties, while accountability includes owning the results of those actions.

Quality of practice involves contributing to excellent nursing care through evaluation and improvement of one’s practice and patient outcomes, not necessarily by training others.

Collaboration refers to working jointly with other healthcare professionals toward common goals, such as coordinating patient care, but it does not specifically involve teaching.

Ethics focuses on practicing according to moral principles and professional standards, such as confidentiality and advocacy, rather than skill instruction or training.

“Understand the value of exercise” reflects the affective domain, which involves attitudes, values, and feelings rather than physical action.

“State three benefits of a healthy diet” belongs to the cognitive domain, as it focuses on knowledge recall and verbal understanding.

“Understand the concept of blood pressure management” also fits within the cognitive domain, emphasizing comprehension of information rather than performance of a skill.

Teach-back is not about passive listening; instead, it requires active client participation by having the client repeat or demonstrate what they have learned.

While the nurse may verbally reinforce information, the main goal of teach-back is to assess the client’s understanding, not just to repeat teaching.

Although clients may ask questions during the process, this is a secondary benefit rather than the primary purpose of teach-back.

Attending a community health fair demonstrates proactive health behavior and access to educational resources, indicating adequate support and no immediate concern.

Limited transportation availability (only on Tuesdays) may pose a scheduling challenge but still provides some access; it is not as critical as being unable to afford essential medications.

Receiving heating assistance indicates that the client has successfully accessed social support, showing a positive outcome rather than an unmet need.

Ability to cook complex recipes may influence meal preparation, but it is not the most important factor in promoting long-term adherence to dietary changes. Simpler recipes can always be taught or adapted.

Willingness to eat unpleasant foods is not an effective teaching approach — clients are more likely to adhere to a plan that incorporates foods they enjoy and are familiar with.

Level of physical activity affects calorie and carbohydrate needs but comes after understanding and respecting the client’s food culture and preferences.