A nurse is reinforcing teaching with a client who has low health literacy. Which of the following actions should the nurse take? (Select all that apply)

Choice A reason: Medical terminology is complex and jargon-heavy, relying on specialized vocabulary that may confuse patients with low health literacy. It engages higher cognitive processing, which can overwhelm individuals with limited reading or comprehension skills, reducing understanding of health instructions and hindering effective communication. Choice B reason: Speaking slowly allows the brain’s auditory processing centers to better interpret and retain information, especially for those with low health literacy. Clear enunciation and pacing enhance comprehension by giving the listener time to process words, improving retention of health-related instructions and promoting adherence. Choice C reason: Encouraging questions engages the patient’s prefrontal cortex, fostering active learning and clarifying misunderstandings. For low health literacy, this approach builds confidence, allowing patients to seek clarification on complex health concepts, ensuring accurate understanding of medical instructions and improving health outcomes through interactive dialogue. Choice D reason: Written materials, when simple and clear, support comprehension by providing a tangible reference. For low health literacy, materials with basic vocabulary and diagrams engage visual memory, reinforcing verbal instructions. This aids retention and recall, helping patients follow health plans independently and accurately. Choice E reason: Visual aids, like diagrams or videos, engage the brain’s visual cortex, enhancing understanding for low health literacy patients. They simplify complex concepts (e.g., medication schedules) by providing concrete, visual representations, which are easier to process and remember than abstract verbal or written instructions, improving adherence.