A nurse is preparing to educate a 56-year-old client newly diagnosed with diabetes on how to manage their glucose levels. During the initial assessment, the client states, 'I don’t really like reading or sitting through lectures. My last doctor just made me feel confused.' What should the nurse do next to ensure effective education for this client?
Ask the client if they would prefer interactive practice sessions, such as demonstrating blood glucose monitoring and allowing the client to practice under the nurse's guidance.
Schedule another appointment once the client feels less confused about their condition and ready to participate in education.
Provide the client with a brochure about diabetes management and encourage them to read it when they feel ready.
Deliver a structured lecture about diabetes management to ensure the client receives all key information.
The correct answer is appropriate because understanding the client's preferred learning style and addressing barriers is foundational to planning effective education. Active engagement, such as hands-on practice, can improve retention for clients who prefer interactive learning methods. The other options are incorrect because they either fail to address the client’s preferences, rely on educational approaches the client has explicitly stated they dislike, or postpone necessary support for the client’s health management.
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