Based on the nursing plan, which intervention should be included to address anxiety and knowledge deficit?

Based on the nursing plan, which intervention should be included to address anxiety and knowledge deficit?

• A. Encourage the client to ask questions and discuss fears about diagnosis.
• B. Restrict fluids to zero.
• C. Schedule family discussion about prognosis.
• D. Ignore anxiety and avoid discussing prognosis.

Answer: (A)

Addressing anxiety and knowledge deficit hinges on open, therapeutic communication that invites the patient to ask questions and discuss fears about the diagnosis. When the patient is encouraged to voice concerns, the nurse can gauge what they understand, identify misconceptions, and tailor education to their level. This approach also strengthens trust and provides emotional support, helping the patient engage with information, participate in care decisions, and develop coping strategies. Using plain language, asking the patient to restate what they’ve heard (teach-back), and offering written materials or additional time all support learning and reduce uncertainty. The other options don’t fit because they don’t directly address the patient’s learning needs or emotions. Restricting fluids has no relation to anxiety or knowledge and could be harmful. Scheduling a family discussion about prognosis may be helpful in some contexts but should follow the patient’s preferences and not substitute direct education and support for the patient. Ignoring anxiety and avoiding discussion of prognosis ignores the patient’s emotional and informational needs, hindering effective care.

Addressing anxiety and knowledge deficit hinges on open, therapeutic communication that invites the patient to ask questions and discuss fears about the diagnosis. When the patient is encouraged to voice concerns, the nurse can gauge what they understand, identify misconceptions, and tailor education to their level. This approach also strengthens trust and provides emotional support, helping the patient engage with information, participate in care decisions, and develop coping strategies. Using plain language, asking the patient to restate what they’ve heard (teach-back), and offering written materials or additional time all support learning and reduce uncertainty.

The other options don’t fit because they don’t directly address the patient’s learning needs or emotions. Restricting fluids has no relation to anxiety or knowledge and could be harmful. Scheduling a family discussion about prognosis may be helpful in some contexts but should follow the patient’s preferences and not substitute direct education and support for the patient. Ignoring anxiety and avoiding discussion of prognosis ignores the patient’s emotional and informational needs, hindering effective care.