NURS 6512 Week 1 Discussion Sample Paper

NURS 6512 Week 1 Discussion Sample Paper – Advance Health Assessment and Diagnostic Reasoning Sample Paper

NURS 6512 Week 1 Discussion Sample Paper – Advance Health Assessment and Diagnostic Reasoning

Clinical Assessment

Student’s Name:

Institutional Affiliation:

Clinical Assessment

A 55-Year-Old Asian Female Living in a High-Density Public Housing Complex

The patient in this scenario is a 55-year-old Asian female living in a high-density poverty housing complex. The first thing I will do is to find out if she understands English. In case she doesn’t, I will make arrangements to have a translator. While interviewing, I need to be competent in the cultural aspect to avoid any actions or words that would be inflicted on her culture. I will be able to do this by maintaining a high level of sensitivity to her heritage, sexual orientation, and social-economic conditions (Aranda, Davies & Jackevicius, 2019). I would also pay attention to her ethnicity and general cultural background.

Communication Techniques

At 55 years is the end of middle-aged adults and the beginning of older adults. That age is a vulnerable time in a person’s healthy life. Considering her place of dwelling, which is a high-density public complex, she may be going through severe social, economic challenges. Such difficulties would make her not easy to open up in most of the conversation (Deckx et al., 2015). Extracting information from a person undergoing such challenges can be quite difficult. At equal measure, it is also essential to provide such information with privacy. Therefore, as a clinician, I will be seeking to get the chief concern for her seeking health care services. If I find, she is not able to open up in the presence of family members, I would request them to step out of the clinic room for further engagement with the patient. I will start my conversation with the patient’s day to day activities.

I will always remember to respect her and gain her trust (Quinn & Gordon, 2015). When faced with silence, I have to recognize that too. However, I will try to figure out if her silence is out of anger, her economic situation, or if she is just unwilling to share. My objective will try to seek out in detail her concerns, by presenting genuine interest and curiosity towards addressing her concerns (Rosenberger & Lachin, 2015). I will use simple and understandable language and avoid any form of confrontation. I will listen keenly to what the patient says. Once I determine the principal concern, I will go on to discuss other sensitive health issues based on the information I gather from her.

Risk Assessment Instrument/Tool

Knowing that older adults have many health risks, and because assessment must be individualized multiple assessment tools will be necessary. I would use self- report information and the clinician-rated scales. The clinician-rated scale will help to conduct a clinically first diagnostic test. The clinical examination will be useful in narrowing down the patient’s conditions and results in proper medication. Besides, patient medical history will help in determining the most appropriate diagnosis (Wright, Tobias & Hickman, 2017). Even though HEEADSSS is for assessing adolescents, I would use it to determine her home environment, employment, eating pattern, and her other daily activities. This assessment tool will play a fundamental role in undertaking the most appropriate diagnosis.

Questions that I would ask

• How are things at the place of residence?  In terms of pollution from area residence or industries around?
• How old are you?
• What type of occupation do you do?
• What do you expect from this medical visit?
• Have you taken any medication in the recent past? And if yes what was it?
• Do you involve yourself in physical exercise?

Such open-ended questions will enable my patient to open up and talk more about areas that are troubling her.

References

Aranda, J. P., Davies, M. L., & Jackevicius, C. A. (2019). Student pharmacists’ performance and perceptions on an evidence-based medicine objective structured clinical examination. Currents in Pharmacy Teaching and Learning, 11(3), 302-308.

Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12. /orders/doi-org.ezp.waldenulibrary.org/10.1186/s12875-015-0241-x

Quinn, L., & Gordon, J. (2015). Documentation for Rehabilitation-E-Book: A Guide to Clinical Decision Making in Physical Therapy. Elsevier Health Sciences.

Rosenberger, W. F., & Lachin, J. M. (2015). Randomization in clinical trials: theory and practice. John Wiley & Sons.

Wright, L., Tobias, S. M., & Hickman, A. (2017). Coding and Documentation Compliance for the ICD and DSM: A Comprehensive Guide for Clinicians. Routledge.

What’s Coming Up in Module 2?

In Module 2, you explore the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also examine various assessment tools and diagnostic tests used to gather information about patients’ conditions and examine their validity, reliability, and impact in conducting health assessments.

Next week, you will specifically examine functional assessments as they relate to diversity and sensitivity

Registration for Shadow Health

Throughout this course, you will participate in digital clinical experiences using the online simulation tool Shadow Health. The Shadow Health digital clinical experience provides a dynamic, immersive experience designed to improve nursing skills and clinical reasoning through the examination of digital standardized patients. Using Shadow Health you will participate in health histories, focused exams, and a comprehensive assessment.

There will be four Shadow Health assessment components that you will need to complete in Module’s 2 and 3:

• Health History Assessment (Week 3 & 4)
• Focused Exam: Cough (Week 5) for a pediatric patient presenting with cough
• Focused Exam: Chest Pain (Week 7) for an adult patient presenting with chest pain
• Comprehensive (Head-to-Toe) Physical Assessment (Week 9)

Before you can participate in these simulations, you will need to register for a Shadow Health account. To do this:

• Go to the Walden Bookstore and purchase access to Shadow Health and the required texts.
• Once Shadow Health has been purchased, an access code will be emailed to you from the bookstore.
• Review this video explaining how to register in Shadow Health: /orders/vimeo.com/275921826/c12d50ee6e
• Use the Shadow Health link located in the navigation menu on the left in the Blackboard course.
• Follow the prompts to register in Shadow Health. You will need the access code provided from the bookstore to register. Once registered, Shadow Health should always be accessed via the link in Blackboard.
• Use only Google Chrome when accessing Shadow Health and make sure all other programs are turned off on your computer. Other browsers do not work well and will not allow the Shadow Health speech to text function to work.
•  Once registered, complete the Shadow Health Orientation in the Shadow Health website/program and review the videos designed to assist with navigating and completing assignments.
• Read the Shadow Health Nursing Documentation Tutorial located in the Week 1 Learning Resources.

Note: As nurses you typically use the word assessment to mean completing the physical exam. However, in the SOAP Note format, assessment means diagnosis so start getting in the habit of calling the physical exam exactly that.

Week 2 Case Studies

In Week 2, your Instructor will assign you a case study related to your Discussion by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and your Learning Resources so that you can complete your Discussions and Assignments on time.

Practicum – Upcoming Deadline

In the Nurse Practitioner programs of study (FNP, AGACNP, AGPCNP, and PMHNP) you are required to take several practicum courses. If you plan on taking a practicum course within the next two terms, you will need to submit your application via MediaTek .

For information on the practicum application process and deadlines, please visit the Field Experience: College of Nursing: Application Process – Graduate web page.

Please take the time to review the Appropriate Preceptors and Field Sites for your courses.

Please take the time to review the practicum manuals, FAQs, Webinars and any required forms on the Field Experience: College of Nursing: Student Resources and Manuals web page.

• Field Experience: College of Nursing Quick Answers
  
• Field Experience: MSN Nurse Practitioner Practicum Manual
• Student Practicum Resources: NP Student Orientation

Next Module

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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