A 45-year-old client with newly diagnosed diabetes is scheduled for a teaching session about insulin administration. During the session, the client appears distracted, checks their phone frequently, and states, 'I don’t have time to deal with this right now.' What is the nurse’s next best action to assess the client’s readiness to learn?
Ask the client about current stressors or concerns that may be affecting their ability to focus on the session.
Reschedule the session for a later time to better accommodate the client’s availability.
Provide the client with written materials on insulin administration for independent review.
Proceed with teaching insulin administration techniques to make productive use of the time.
The correct response focuses on exploring the root cause of the client’s distraction by initiating a discussion about their current priorities or stressors. This approach aligns with the assessment phase of patient education and allows the nurse to identify barriers that may interfere with the teaching process. Other options, such as postponing the session or beginning education about insulin administration, fail to address the underlying issue, while simply handing out printed materials does not engage the client directly in readiness assessment or provide tailored support.
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