A nurse is caring for a client who has an eating disorder. Which of the following actions should the nurse plan to take during the orientation phase of the nurse-client relationship?

A. Reinforcing teaching about the eating disorder is more appropriate during the working phase of the nurse–client relationship. In the orientation phase, the priority is establishing trust and defining the structure of the relationship—not delivering extensive education. Teaching is most effective once rapport is established and the client feels safe and supported. B. During the orientation phase, the nurse introduces themselves, explains their role, establishes professional boundaries, and discusses the purpose and timeline of the relationship. Clarifying how long the relationship will last and what the client can expect helps reduce anxiety and promotes trust. Clients with eating disorders often struggle with control, trust, and vulnerability, so structure and clear expectations are especially important. C. Self-reflection is an internal process the nurse engages in to ensure therapeutic communication and professional behavior. While important, it is not a direct action taken with the client during the orientation phase. D. Identifying specific life problems, triggers, and maladaptive behaviors occurs during the working phase, when the nurse and client begin actively addressing issues and implementing strategies for change.