A nurse is caring for a client who was recently diagnosed with a terminal illness. The client tells the nurse, “I am looking forward to seeing my grandchildren grow up.” The nurse should identify that the client is experiencing which of the following stages of grief?
Denial
Anger
Bargaining
Acceptance
The Correct Answer is A
Choice A Reason:
Denial is the first stage of grief, where individuals refuse to accept the reality of their situation. In this case, the client is looking forward to a future event (seeing their grandchildren grow up) despite being diagnosed with a terminal illness. This indicates that the client is not acknowledging the severity of their condition and is instead holding onto a hopeful but unrealistic outcome. Denial serves as a defense mechanism to protect the individual from the immediate shock and pain of their diagnosis.
Choice B Reason:
Anger is the second stage of grief, characterized by feelings of frustration and helplessness. Individuals in this stage may direct their anger towards themselves, others, or the situation. The client’s statement does not reflect anger or frustration but rather an unrealistic hope for the future, which aligns more with denial than anger.
Choice C Reason:
Bargaining is the third stage of grief, where individuals attempt to negotiate or make deals to alter their situation. This stage often involves “if only” or “what if” statements as the person tries to regain control. The client’s statement does not indicate any form of negotiation or deal-making but rather a refusal to accept the reality of their terminal illness.
Choice D Reason:
Acceptance is the final stage of grief, where individuals come to terms with their situation and begin to plan for the future realistically5. In this stage, there is an acknowledgment of the loss and a gradual adjustment to the new reality. The client’s statement about looking forward to seeing their grandchildren grow up does not reflect acceptance but rather a denial of the terminal nature of their illness.
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Correct Answer is B
Explanation
Choice A reason:
Limiting the session to 1 hour is a practical approach when teaching older adults. Research indicates that older adults may have shorter attention spans and may become fatigued more quickly than younger individuals. Therefore, keeping the session to a manageable length ensures that the participants remain engaged and retain the information presented. Additionally, shorter sessions can help prevent cognitive overload, making it easier for older adults to absorb and process the material.
Choice B reason:
Providing an environment with minimal distractions is crucial for effective learning, especially for older adults. Distractions such as noise, poor lighting, and uncomfortable seating can hinder concentration and reduce the effectiveness of the educational program. By creating a calm and focused environment, the nurse can help older adults concentrate better on the material being taught. This approach aligns with best practices in adult education, which emphasize the importance of a conducive learning environment.
Choice C reason:
Presenting the information at a 10th-grade reading level is important to ensure that the material is accessible to all participants. Older adults may have varying levels of literacy and educational backgrounds, so using clear and straightforward language helps to ensure that everyone can understand the content. This approach also helps to avoid any potential feelings of frustration or inadequacy that might arise if the material is too complex. Simplifying the language used in educational materials is a widely recommended practice in health education.
Choice D reason:
Using brightly colored paper for written materials can enhance the learning experience for older adults. Bright colors can capture attention and make the materials more visually appealing. Additionally, older adults may have visual impairments, and using high-contrast colors can improve readability. This technique can help to ensure that the written materials are engaging and accessible, thereby enhancing the overall effectiveness of the educational program.
Correct Answer is B
Explanation
Choice A Reason:
A family whose only child recently died due to cancer is experiencing a significant and traumatic loss. This type of loss is categorized as a situational loss because it is unexpected and not part of the normal life cycle. Situational losses are typically sudden and can cause profound grief and disruption in the family’s life. The death of a child is one of the most devastating events a family can endure, leading to intense emotional pain and a long grieving process.
Choice B Reason:
A family whose oldest child is moving away for college is experiencing a maturational loss. Maturational losses are those that occur as part of normal life transitions and developmental stages. These losses are anticipated and expected as individuals grow and progress through different phases of life. The transition of a child moving away for college is a common maturational loss, as it signifies a significant change in the family dynamic and the child’s development into adulthood.
Choice C Reason:
A family whose house was destroyed in a fire is dealing with a situational loss. This type of loss is unexpected and can have a severe impact on the family’s sense of security and stability. The destruction of a home involves not only the loss of physical property but also the emotional attachment and memories associated with the home. Recovering from such a loss requires significant emotional and practical adjustments.
Choice D Reason:
A family whose head of household lost their job is experiencing a situational loss. Job loss can lead to financial instability and stress, affecting the entire family’s well-being. This type of loss is not part of the normal developmental process and can create significant challenges for the family as they navigate the uncertainty and potential changes in their lifestyle.
