NRS 420 Health History Assessment Paper

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NRS 420 Health History Assessment Paper

NRS-420: Health Assessment imparts the student with critical knowledge on the methods of health history taking, physical examination skills, and documentation of findings. Students integrate assessment skills and clinical judgment/reasoning in identifying actual or potential health problems and needs across the life span. Health promotion strategies are incorporated to provide for the unique needs of the individual, ensuring person-centered care. The course emphasizes the importance of providing compassionate care dealing with diversity, equity, and inclusion. Students design plans of care based on evidence-based research and practice.

Building a Health History Example Paper

When conducting an interview with a 22-year-old LGBTQIA female Hispanic immigrant living in a middle-class suburb, it is essential to employ communication techniques tailored to her unique experiences and background. These communication techniques are not mere formalities but integral to ensuring that the patient feels understood, respected, and valued. In a healthcare setting, where vulnerability often accompanies patients, the way a practitioner communicates can significantly impact the effectiveness of care and the patient’s willingness to engage in the treatment process.

The first cornerstone of effective communication is empathetic listening (Ball et al., 2023). This goes beyond merely hearing the words the patient says, it involves understanding the emotions and experiences behind those words. For a young LGBTQIA woman who is also an immigrant, there may be layers of complexity in her experiences that necessitate a particularly sensitive and non-judgmental approach. She may have faced challenges related to her sexual orientation, gender identity, cultural adaptation, and possibly discrimination or social exclusion. Understanding these layers through empathetic listening helps build trust and a therapeutic relationship (Sullivan, 2019).

Cultural competence plays a critical role in this interaction. It involves an understanding and respect for the patient’s Hispanic heritage. Each culture has its own set of health beliefs, practices, and values, which can significantly influence a patient’s approach to healthcare (Ball et al., 2023). By acknowledging and respecting these cultural nuances, a healthcare provider can create a more welcoming and comfortable environment for the patient. This might involve understanding specific health beliefs prevalent in the Hispanic community or being aware of the cultural norms that might influence her health behaviors.

Inclusive language is particularly important considering the patient’s LGBTQIA identity (Bingham & Heavey, 2023). This involves using language that respects and affirms her gender identity and sexual orientation. Inclusivity in language is not just about political correctness; it is about creating a safe space where the patient feels seen and respected as her whole self. This includes avoiding assumptions about her relationships, preferences, or experiences based on her sexual orientation or gender identity.

Given her status as an immigrant, there might be language barriers or differences in understanding healthcare terminologies. Therefore, communication should be in clear, simple language. Using visual aids or translation services might be necessary to ensure that she fully understands the information being shared. This clarity in communication is not just about overcoming language barriers; it is about ensuring that the patient is fully informed and can actively participate in her healthcare decisions (Sullivan, 2019).

Targeted Questions:

  1. Health history and present concerns: “Can you share any health concerns you are currently experiencing or any significant past medical history?”
  2. Support system: What kind of support system do you have? This can include friends, family, or community groups.
  3. Experience as an immigrant: How has your experience been as an immigrant in this community? Are there any specific challenges or positive experiences you would like to share?
  4. LGBTQIA-specific concerns: As a member of the LGBTQIA community, have you faced any challenges related to this aspect of your identity, either personally or in accessing healthcare?
  5. Cultural and personal values: How do your cultural background and personal values influence your approach to health and healthcare?

Conclusion

The interview with a 22-year-old LGBTQIA female Hispanic immigrant in a middle-class suburb requires a communication approach that is empathetic, culturally sensitive, inclusive, clear, and encouraging open dialogue. By employing these techniques, a healthcare provider can ensure that the patient feels respected, understood, and comfortable sharing her experiences and concerns. This approach not only enhances the quality of the healthcare provided but also strengthens the patient-provider relationship, which is fundamental to effective healthcare delivery.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023). Seidel’s guide to physical examination: An interprofessional approach (10th ed.). Elsevier Mosby.

Bingham, K. W., & Heavey, E. (2023). Creating a friendly healthcare environment for LGBTQIA+ patients. Nursing, 53(1), 34–38. https://doi.org/10.1097/01.NURSE.0000903984.79871.c3

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). F. A. Davis.

Example Reflection Paper on Taking a Health History

While building the patient’s health history, I used both principles from science and art concepts of care. The process was similar to a job interview apart from the purpose of the information derived from answering the questions. This interview aimed to assess the risks and social determinants of health to establish an accurate and reliable health history. Therefore, hard questions or questions deemed as sensitive or personal were necessary.   

Experiences

Developing the script for the interview required both critical and reflective thinking to incorporate goal-oriented questions while simultaneously considering the outcomes of the questions for the patient. The inclusion of the ‘hard’ questions was the critical step. Translating the evidence from clinical literature to suggest personal and direct closed questions was the first step towards developing. 

Teenage pregnancy impacts both the teenager and parents, guardians, or the custodian economically and socially. To the teenager, the health burden of adolescent pregnancy increases due to the imbalance between the physiological demands and available physical and physiological body supply in that age group. Therefore, holistic care should take into account these factors.

In developing a health history, I targeted the questions toward establishing additional risks that could worsen these imbalances in biophysical and physiological imbalances in demand and supply. I also focused the interview on establishing a ground for planning for prenatal and postnatal care interventions and evaluation. Including the emotional outcomes of the health problem for the patients was guided by the idea that during the teenage period, physiological and social outcomes can cause body image and mood outcomes. Therefore, I believe that I maximized opportunities to plan holistic care through this history-taking.

Asking the Questions

Asking the questions would require setting the patient in the right mind and mood. Difficulties with had questions are related to the patient and clinician’s perceived impacts on the self-image. Fear of breaking the trust between the clinician and the patient also complicates asking hard questions. The clinician will target hornet answers and build a reliable health risks profile. 

The patient can withhold honest responses to the questions due to a lack of trust that the clinical will maintain confidentiality or may judge them (Nasirian et al., 2018). Therefore, reassurance and active listening are some of the strategies that would improve the outcomes of the actual interview. The positioning with the patient, the body language, facial expressions, the tone of the questions, and the tone of the clinician’s responses are critical in establishing authentic and truthful responses from the patient (Ball et al., 2018). 

The presence of a guardian in the interview suggests they would help corroborate the health history but may also limit the patient’s confidence in responding to sensitive questions. Therefore, the environment in terms of noise levels, lighting, and presence of third parties are key concepts I may consider when redoing the interview differently (Flugelman, 2021).

In sum, the development of the interview is artistic and scientific. Merging scientific and interpersonal interaction principles to achieve a reliable health history was the critical underpinning of the interview script development. Environmental considerations would be vital in influencing the authenticity and reliability of patient responses and establishing a therapeutic relationship to achieve different outcomes.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2018). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). Mosby.

Flugelman, M. Y. (2021). History-taking revisited: Simple techniques to foster patient collaboration, improve data attainment, and establish trust with the patient. GMS Journal for Medical Education, 38(6), Doc109. https://doi.org/10.3205/zma001505

Nasirian, M., Hosseini Hooshyar, S., Haghdoost, A. A., & Karamouzian, M. (2018). How and where do we ask sensitive questions: Self-reporting of STI-associated symptoms among the Iranian general population. International Journal of Health Policy and Management, 7(8), 738–745. https://doi.org/10.15171/ijhpm.2018.18

NRS 420 Health History Assessment Paper Topic 1: Health Assessment of Infants 

Objectives: 

  1. Apply evidence-based practice to health promotion for infants. 
  2. Evaluate environmental factors that increase risk to infant health.  
  3. Distinguish between normal and abnormal health findings in an infant

Summary of Current Course Content Knowledge 

Assessment Description 

Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses. Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery. To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction GCU. 

  1. Which weekly objectives do you have prior knowledge of and to what extent?  
  2. Which weekly objectives do you have no prior knowledge of?  
  3. What course-related topics would you like to discuss with your instructor and classmates? 
  4. What questions or concerns do you have about this course?

NRS 420 Health History Assessment Paper Topic 1 DQ 1

Assessment Description

The United States has ranked below other developed countries in maternal morbidity and mortality for several years and has not met the associated Healthy People 2030 goal. Maternal health is a critical factor for the live birth of a healthy infant. Social Determinants of Health (SDOH) along with Diversity, Equity, and Inclusion (DEI) are factors that influence maternal morbidity and mortality GCU.

Choose two factors from SDOH or DEI that have influenced maternal morbidity and mortality in the United States. What are some best practices in health promotion that could improve maternal health outcomes? Provide a community resource or program in your area that is focused on improving maternal and infant health. Describe their services and provide a link or contact information for your resource GCU.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively GCU.

NRS 420 Health History Assessment Paper Topic 1 DQ 2

Assessment Description

You are a nurse at the Community Health Center. Based on the first letter of your first name, you are assigned the following age groups:

A-F: 0-3 months

G-L: 4-6 months

M-S: 7-9 months

T-Z: 10-12 months

A parent/caregiver has brought their infant to your Community Health Center. Based on your assigned age group, what will you assess to determine health and development status of the infant? Describe the normal findings you would anticipate for each area assessed. Select one area that could be a “red flag” finding. Discuss the recommendations that you would give the parent/caregiver supported by evidence-based practice to address this “red flag” finding GCU.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively GCU.

Shadow Health: Digital Clinical Experience General Instructions Acknowledgement

Assessment Description

Complete the Shadow Health Digital Clinical Experience General Instructions Acknowledgement. This must be completed before proceeding to the first assignment.

Community Outreach Department – Health and Environmental Safety Topics for First Year of Life

Assessment Description

You are an RN working in the Community Outreach Department at Utopia Hospital. You have been asked to give a presentation at the local Women, Infants, and Children (WIC) Nutrition program for a group of 15 expectant mothers and interested partners/spouses/caregivers. The WIC Coordinator has asked you to provide a presentation that will cover relevant health and environmental safety topics the parents should know for the first year of life GCU.

In this assignment you will create a 10-12 slide PowerPoint for your presentation, with speaker notes. In developing your PowerPoint, take into consideration the health literacy level of your target audience, as well as the demographics of the expectant mothers and interested partners/spouses/caregivers (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored. Your presentation should be geared towards the community where you currently live taking into account local concerns that may be relevant to your presentation. Include the following in your presentation GCU:

  1. Anticipated developmental milestones achieved in the first year of life.
  2. Safety in the home for an infant.
  3. Safety for the sleeping environment.
  4. Food and nutrition safety.
  5. When to call your pediatrician or doctor.

Interventions and guidance should be supported by evidence-based sources. You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice GCU.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center GCU.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.2, 2.5, 3.1.

Shadow Health: Focused Exam: Cough Results

Assessment Description

In this assignment you will be conducting a focused exam on a patient presenting with cough. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete the Focused Exam: Cough Results. The estimated average time to complete this assignment each time is 1 hour and 15 minutes. Please note, this is an average time. Some students may need additional time GCU.

You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment GCU.

You are not required to submit this assignment to LopesWrite.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 2.8.

Shadow Health: Respiratory Concept Lab

Assessment Description

In this assignment you will learn about the differences between normal and abnormal lung sounds. Within the Shadow Health platform, complete the Respiratory Concept Lab. The estimated average time to complete this assignment is 25 minutes. Please note, this is an average time. Some students may need additional time GCU.

You can attempt this assignment as many times as you would like. After completing this concept lab, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment GCU.

You are not required to submit this assignment to LopesWrite.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 2.3.

NRS 420 Health History Assessment Paper Topic 2: Health Assessment of the Toddler, Preschool, and School-Aged Child

Objectives:

  1. Conduct a child health assessment using clinical reasoning.
  2. Develop a plan of care by synthesizing assessment data in the context of the individual’s current preferences, situation, and experience.
  3. Identify factors that increase the vulnerability of a child.
  4. Utilize the nursing process in completing a comprehensive health history.

Topic 2 DQ 1

Assessment Description

Child abuse and maltreatment is not limited to a particular age. It can occur in the infant/toddler (1 month-3 years of age), preschool (3-5 years of age), school- age (5-11 years of age), and adolescent (12-18 years of age) age groups. Choose one of the four age groups and outline the types of abuse most commonly seen among children of that age. Describe warning signs and physical and emotional assessment findings the nurse may see that could indicate child abuse GCU.

Discuss cultural variations of health practices that can be misidentified as child abuse. Describe the reporting mechanism in your state and nurse responsibilities related to the reporting of suspected child abuse. Identify two factors that increase the vulnerability of a child for abuse in the age group you have selected.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 9.1.

Topic 2 DQ 2

Assessment Description

You are a nurse conducting a physical assessment of a child between the ages of 3 and 12 at an urgent care clinic. Describe how your communication would be adapted to be able to effectively communicate with a patient of this age. What strategies would you use to encourage engagement with the child?

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively GCU.

Developmental Assessment and the School-Aged Child

This topic will focus on children and how to assess for and address their developmental needs. The Search Institute is a nonprofit organization that conducts and applies research to promote positive youth development. In 1994, the Search Institute published “What Kids Need to Succeed” with 40 Developmental Assets for raising children. Please review the 40 Developmental Assets documents located in topic Resources GCU.

Based on the first letter of your first name you will create a plan using the nursing process (Assessment, Diagnosis, Planning, Implementation, and Evaluation [ADPIE]) that will focus on the given age group:

A-F: 3 to 5 years – Early childhood

G-M: 5 to 9 years – Children grades K-3 N-S: 9 to 12 years – Middle childhood T-Z: 12 to 18 years – Adolescents

Use the attached template based on your assigned age group to successfully complete the assignment from the perspective of a nurse working at your state’s Department of Human Services.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice GCU.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 1.1, 1.3.

Shadow Health: Conversation Concept Lab

Assessment Description

In this assignment you will be introduced to the functions of open and closed questions in effective nursing communication. Within the Shadow Health platform, complete the Conversation Concept Lab. The estimated average time to complete this assignment is 40 minutes. Please note, this is an average time.

Some students may need additional time GCU.

You can attempt this assignment as many times as you would like. After completing this concept lab, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment.

You are not required to submit this assignment to Lopes Write.

Shadow Health: HEENT

Assessment Description

In this assignment you will assess the Head, Eyes, Ears, Nose and Throat (HEENT) system of Tina Jones, a Digital Standardized Patient. Interview and examine the patient, document your findings, and complete post-exam activities. Within the Shadow Health platform, complete HEENT. Students spend, on average, an hour and fifteen minutes on this assignment. Some students may need additional time GCU.

You can attempt this assignment as many times as you would like. After completing the HEENT, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment.

You are not required to submit this assignment to LopesWrite.

Shadow Health: Health History

Assessment Description

In this assignment you will interview your first Digital Standardized Patient, Tina Jones; document her comprehensive health history; and complete post-exam activities. Within the Shadow Health platform, complete Health History. The estimated average time to complete this assignment each time is 1 hour and 55 minutes. Please note, this is an average time. Some students may need additional time GCU.

You can attempt this assignment as many times as you would like. After completing the health history, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment.

You are not required to submit this assignment to LopesWrite.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competency 2.4.

NRS 420 Health History Assessment Paper Topic 3: Health Assessment During the Adolescent Period

Objectives:

  1. Discuss factors that contribute to risk-taking behavior in adolescents.
  2. Discuss support options for adolescents encountering external stressors.
  3. Analyze the issues associated with adolescent and young adults in risk- taking behaviors.
  4. Explain how to demonstrate empathy and compassionate care when dealing with sensitive situations.

NRS 420 Health History Assessment Paper Topic 3 DQ 1

Assessment Description

Every two years, the U.S. conducts a Youth Risk Behavior Survey (YRBS) detailing trends of youth risk behaviors occurring over the past 10 years. The most recent YRBS analysis describes several trends that are impacting the well-being of teens. Explore the link to the YRBS results provided in the topic Resources. After reviewing the data for your state, and based on the first letter of your first name, identify one trend and area of focus that is impacting teens:

A- D: Sexual behavior E- H: Substance abuse

I-K: Experiencing violence

L-N: Mental health and suicidality O-R: School connectedness

S-V: Parental monitoring W-Z: Unstable housing

Identify factors influencing this trend. Discuss data that validates this trend as a concern for adolescents today. Illustrate the nurse’s role and specific actions that the nurse can take in addressing this area of concern in adolescents. Include specific support and informational resources the nurse can provide to parents or teenagers (such as website or contact information).

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively GCU.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education.

This assignment aligns to AACN Core Competency 3.1.

NRS 420 Health History Assessment Paper Topic 3 DQ 2

Assessment Description

One of the primary roles of a nurse is the role of advocate. Teenagers’ needs are best met through emotional support and advocacy. The Christian worldview supports compassionate care as does the American Nurses Association (ANA) Code of Ethics located in the topic Resources. Provision 1 states that “the nurse practices with compassion and respect for the inherent dignity, worth and unique attributes of every person.” As nurses, GCU our calling is to support the needs and vulnerabilities of our patients, regardless of our own personal beliefs.

Teenagers today who may be questioning their sexuality and gender identity are entitled to and deserving of our support.

You are a nurse at a School-Based Health Center where a teenager disclosed that they are struggling with an LGBTQIA+ issue. Discuss how you would respond to this student. Explain what research has shown about the potential outcomes for teenagers who are not supported when in this difficult questioning period of “who they are.” Explain how you, as a nurse can demonstrate compassion and support of this student. GCU Provide two resources that you could you offer this student, either locally or online. Be specific with the contact information for your resources.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.1, 2.2, 9.1, 3.1.

Adolescence: Contemporary Issues and Resources

Assessment Description

Research the range of contemporary issues teenagers face today. Select one issue (besides teen pregnancy) a teenager might come to GCU with a nurse in a health clinic at a local high school. In a 500-750-word paper include the following:

  1. Describe the contemporary issue and explain what external stressors are associated with this issue.
  2. Identify specific questions or assessment tool would you use to screen for this issue.
  3. Outline strategies you, the nurse, would use to establish a therapeutic relationship with the teenager.
  4. Define the legal and ethical parameters regarding what you can and cannot share with the parent or guardian.
  5. Identify specific support options you will provide for your patient and/or their family to access? Include the contact information for the support option.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the GCU criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Shadow Health: Abdominal Concept Lab

Assessment Description

In this assignment you will learn about the elements of an abdominal exam. Within the Shadow Health platform, complete the Abdominal Concept Lab. On average, this GCU should take 25 minutes to complete. Some students may need additional time.

You can attempt this GCU as many times as you would like. After completing this concept lab, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment.

You are not required to submit this assignment to LopesWrite.

Shadow Health: Cardiovascular Concept Lab

Assessment Description

In this GCU you will learn about the differences between normal and abnormal heart sounds. Within the Shadow Health platform, complete the Cardiovascular Concept Lab. On average, this assignment should take 25 minutes to complete. Some students may need additional time.

You can attempt this GCU as many times as you would like. After completing this concept lab, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment.

You are not required to submit this assignment to LopesWrite.

Shadow Health: Skin, Hair, and Nails

Assessment Description

In this GCU you will assess the skin, hair, and nails of Tina Jones, a Digital Standardized Patient. Interview and examine the patient, document your findings, and complete post-exam activities. Within the Shadow Health platform, complete Skin, Hair, and Nails. On average, this assignment should take 75 minutes to complete. Some students may need additional time.

You can attempt this GCU as many times as you would like. After completing Skin, Hair, and Nails, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment.

You are not required to submit this assignment to LopesWrite.

NRS 420 Health History Assessment Paper Topic 4: Health Assessment of the Young and Middle-Aged Adult

Objectives:

  1. Discuss strategies to reduce at-risk behavior in adults.
  • Apply nursing knowledge to gain a holistic perspective of the person, family, community, and population.
  • Apply culturally responsive communication strategies.

Topic 4 DQ 1

Assessment Description

Explore “Lippincott Advisor: Cultural Perspectives” and “Cultural Religious Competence in Clinical Practice,” located in topic Resources. Select a culture, community, or religion that is unfamiliar to you and review what makes it unique. Apply what you have learned about your selection to the following scenario GCU:

You are admitting a 19-year-old female college student to the hospital for fevers. Describe what would be important to remember while you interview this patient. Explain how you would communicate with this patient reflecting a culturally responsive approach. Discuss the health care support systems available in your community for someone of this group. If no support systems are available in your community, identify a national resource GCU.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively GCU.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education.

This assignment aligns to AACN Core Competencies 2.9, 3.1, 3.2.

Topic 4 DQ 2

Assessment Description

For the middle-aged adult, exercise can reduce the risk of various health problems. Choose one at-risk health issue that regular physical exercise and activity can help prevent and manage. As the patient’s nurse, identify members of the interdisciplinary team and the role each member would play in guiding care for this patient GCU. Describe recommendations that you would provide to assist patients with health promotion measures to incorporate exercise and physical activity into their lives. Provide a specific resource, including contact information (or website if applicable), you would share with your patient.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively GCU.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education.

This assignment aligns to AACN Core Competency 3.2.

Benchmark – Human Experience Across the Health-Illness Continuum

Assessment Description

Research the health-illness continuum and its relevance to patient care. In a 750- 1,000-word paper, discuss the relevance of the continuum to patient care and present a holistic perspective of your current state of health in relation to the wellness spectrum by including the following GCU:

  1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
  2. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview.
  3. Reflect on your overall state of health from a holistic perspective. Discuss what behaviors support or detract from your health, well-being, and self- care. Explain where you currently fall on the health-illness continuum. Describe how you might improve your self-care practices and overall wellness using evidence-based strategies GCU.
  4. Discuss at least two specific options and resources available to you in your community or virtually to help you move toward wellness on the health- illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self- actualization, etc.) GCU.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assesses the following programmatic competency: RN-BSN

10.1 : Understand the human experience across the health-illness continuum.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 10.1, 2.3 ,3.1 ,4.2, 8.4.

Shadow Health: Focused Exam: Abdominal Pain

Assessment Description

In this assignment you will conduct a focused exam on a patient presenting with abdominal pain. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete Focused Exam: Abdominal Pain. On average, this assignment should 25 minutes to complete. Students may need additional time.

You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment.

You are not required to submit this assignment to LopesWrite.

Shadow Health: Focused Exam: Chest Pain

Assessment Description

In this GCU you will conduct a focused exam on a patient presenting with chest pain and requiring emergency intervention. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete Focused Exam: Chest Pain. On average, this assignment should take 75 minutes to complete. Students may need additional time.

You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience

(DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this GCU.

You are not required to submit this assignment to LopesWrite.

NRS 420 Health History Assessment Paper Topic 5: Health Assessment of the Older Adult

Objectives:

  1. Evaluate the complexities and implications associated with the aging process.
  2. Develop strategies for supporting patients in end-of-life care.
  3. Conduct a clinically relevant, holistic health assessment.
  4. Document a clinically relevant, holistic health assessment.
  5. Implement infection control measures consistent with personal protective equipment (PPE) utilization and home care setting practices.

NRS 420 Health History Assessment Paper Topic 5 DQ 1

Assessment Description

You are a Home Health RN who is making an initial visit to the home of an elderly couple to assess and develop a plan of care. Mr. Juarez, an 88-year-old man, broke his right tibia due to a fall. He was recently discharged from a skilled rehabilitation center where he had developed a catheter-associated urinary tract infection (CAUTI) from his indwelling urinary catheter. The infection has resolved, and he has now been discharged home with an indwelling urinary catheter. He remains in a cast and has graduated to limited use of crutches but is still unable to perform routine activities of daily living (ADLs).You will be coming to the home once a week GCU.

Based on this scenario, describe the infection control measures that need to be observed and the personal protective equipment (PPE) that would be used during these visits. Explain how some of the characteristics of the aging process may lead to vulnerabilities related to independent living, elder abuse, social connections, etc.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively GCU.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education.

This assignment aligns to AACN Core Competencies 6.2, 3.6,

NRS 420 Health History Assessment Paper Topic 5 DQ 2

Assessment Description

End-of-life care becomes an issue at some point for elderly patients. Discuss the difference between palliative care and hospice care programs. Discuss what you can do as a nurse to support your patients regarding end-of-life care in accordance with their wishes. Explain the use of advance directives versus Physician Order for Life Sustaining Treatment (POLST) and their legal implications when providing care for elderly patients GCU.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively GCU.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education.

This assignment aligns to AACN Core Competency 9.4.

Shadow Health: Comprehensive Assessment

Assessment Description

In this GCU you will conduct a full health assessment on a patient in a single clinic visit. Within the Shadow Health platform, you will have one opportunity to complete the Comprehensive Exam. On average, this assignment should take 180 minutes to complete. Students may need additional time. Upon completion, submit the lab pass through the assignment dropbox.

Please review the “Shadow Health Comprehensive Assessment

Documentation” assignment before you begin to ensure you understand the documentation expectations within Shadow Health for this assignment.

After completing this Comprehensive Assessment, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment.

You are not required to submit this assignment to LopesWrite.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education.

This assignment aligns to AACN Core Competencies 2.2, 2.3, 2.7. Shadow Health: Comprehensive Assessment Documentation.

Assessment Description

The purpose of this assignment is to communicate the findings of a comprehensive health assessment through the effective use of electronic communication tools. When completing the Shadow Health Comprehensive GCU, you will need to ensure that you are documenting vital signs and nursing notes within Shadow Health.

Your work will be assessed in Shadow Health to award points based on your documentation.

No additional submission is needed.

Please review the assignment rubric prior to starting the Shadow Health Comprehensive Assessment.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education.

This assignment aligns to AACN Core Competencies 2.3, 8.1, 8.2, 8.4.