NURS 6512: Advanced Health Assessment and Diagnostic Reasoning
NURS 6512: Advanced Health Assessment and Diagnostic Reasoning
85-year-old white female living alone with no family in declining health
The purpose of this discussion is to build a comprehensive health history for an 85-year-old white female living alone with no family in declining health. A summary of the interview, communication techniques utilized, and the risk assessment instrument chosen for this patient will be addressed. Five targeted questions appropriate for this patient will also be discussed.
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Summary of the Interview
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The major components of the comprehensive health history for this 85 y/o patient in declining health would include:
- CC: Chief Concern- the presenting health problem the patient is currently struggling with
- HPI: history of present illness/problem- how long has this been a problem, how it affects quality of life
- PMH: past medical history- identify illnesses/diseases the patient has been previously treated for
- FH: family history- identify illnesses/diseases in family line that may have genetic components
- SH: social/personal history- home conditions when young, health habits, religious/cultural preferences, etc.
- ROS: review of symptoms- identify the presence/absence of illness in each body system
- NURS 6512: Advanced Health Assessment and Diagnostic Reasoning
Communication Techniques Used and Why
As this patient is elderly, I would refrain from having the patient fill-out written paper forms. Elderly
patients often have difficulty reading and writing due to vision loss and declined motor skills. Therefore, the communication technique I would use is simply to ask all questions verbally and record the answers myself. Additionally, I would speak clearly and position myself close enough to the patient to ensure she could hear me adequately.
Risk Assessment Instrument Chosen and Why
Because of this patient’s age and declining health, as well as the fact that she lives alone, I would utilize the Functional Assessment. This risk assessment should be used for all elderly patients as it seeks to pinpoint the patient’s ability to perform basic activities of daily living (Liebzeit et al., 2018). Additionally, I would perform a medication reconciliation and pay close attention for iatrogenic disorders that are often created due to polypharmacy NURS 6512: Advanced Health Assessment and Diagnostic Reasoning. Assessment of cognitive function would be imperative with this patient to determine her ability to successfully take care of her daily needs, self-administer medications properly, and remain safely in her home.
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Five Targeted Questions for This Patient
As elderly patients often have transportation issues that create barriers to care, included in my interview would be the question, “Do you have adequate transportation to get to your appointments and to secure groceries?” The second question relates to assessing for fall-risk inside the home, “Are there throw rugs or exposed cords on your floors at home that may present a tripping hazard?” (Appeadu & Bordoni, 2022). The third targeted question set involves the basic need for proper nutrition, namely, “What does your typical diet consist of? Are you able to prepare for yourself healthy, balanced meals? Do you need help preparing meals?” (Zarei et al., 2021). As this patient does not have children who help care for her, the fourth question would be, “Who assists you in paying bills, mowing the lawn, and performing household maintenance?” The fifth question involves this patient’s social needs. “Do you a community of friends with whom you can call upon or a church that meets your social/spiritual needs?” As isolation and depression are common among the elderly, these questions are important (Liebzeit et al., 2018).
References
Appeadu M., & Bordoni, B. (2022). Falls and Fall Prevention In The Elderly. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing. Retrieved from: https://www.ncbi.nlm.nih.gov/books/NBK560761/
Liebzeit, D., King, B., Bratzke, L., & Boltz, M. (2018). Improving Functional Assessment in Older Adults Transitioning From Hospital to Home. Professional case management, 23(6), 318–326. https://doi.org/10.1097/NCM.0000000000000293
Zarei, M., Qorbani, M., Djalalinia, S., Sulaiman, N., Subashini, T., Appanah, G., & Naderali, E. K. (2021). Food Insecurity and Dietary Intake Among Elderly Population: A Systematic Review. International journal of preventive medicine, 12, 8. https://doi.org/10.4103/ijpvm.IJPVM_61_19 NURS 6512: Advanced Health Assessment and Diagnostic Reasoning
Response
The goal of all healthcare providers is to promote health and wellness and prevent disease. Health promotion involves clinicians that play a vital role in educating the patient. This 85-year-old caucasian female lives alone. Advanced practice providers can conduct many assessments on the geriatric populations, but individualization is critical. Understanding a personalized care plan should be pragmatic. Kroc et al. (2021) compare widely used estimates on vulnerable elderly patients, such as nutrition risk screening 2002 (NRS-2002), Subjective Global Assessment Form (SGA), Functional assessment, Mini-Mental State Examination (MMSE), Geriatric Depression Scale (GDS). While many studies reveal advantages, they also have limitations; they conducted real-world geriatric hospitalized populations with medical issues that can before essential functions. Kroc et al. (2021) recommend using NRS-2002 and SGA to detect malnutrition risk in routine clinical practice or inpatients. Another study conducted by Rasheedy and Kawaly (2021) conveys a comprehensive geriatric assessment (CGA)needs to be performed on hospital admissions to assess cognitive impairment, severe functional disabilities, high-risk falls, and pressure ulcers. Involving words like cachexia, frailty, sarcopenia, malnutrition, and age can be helpful in screening tools for this age. I agree with you! Plus, a randomized control trial (RCT) involving Swiss patients aged eighty-five and older with ten or more medications upon hospital admission revealed no change- hospitals should use medication reconciliation (MR) upon hospital admissions per international recommendations (Ceschi et al., 2021). Advanced practice practitioners have a responsibility to support the elderly and reduce medication-related errors for this susceptible population. Duffy and Paterson (2021) express that increased polypharmacy is dangerous, and medication reviews are needed NURS 6512: Advanced Health Assessment and Diagnostic Reasoning. Changes in medications frequently occur upon admission, discharge, post-discharge, and referral to a new specialty which MR is indispensable and still proves it’s required.
References
Ceschi A, Noseda R, Pironi M, Lazzeri, N., Ottavia-Eberhardt, G., Imelli, S., Ghidossi, S., Bruni, S., Pagnamenta, A. (2021). Effect of Medication Reconciliation at Hospital Admission on 30-Day Returns to Hospital: A Randomized Clinical Trial. JAMA Network Open, 4(9). doi:10.1001/jamanetworkopen.2021.24672
Duffy, S., & Paterson, R. (2021). Exploring the benefits of structured medication reviews for frail older patients in advanced clinical practice. British Journal of Nursing, 30(15), 894–898. https://doi.org/10.12968/bjon.2021.30.15.894
Kroc, Ł., Fife, E., Piechocka-Wochniak, E., Sołtysik, B., & Kostka, T. (2021). Comparison of Nutrition Risk Screening 2002 and Subjective Global Assessment Form as Short Nutrition Assessment Tools in Older Hospitalized Adults. Nutrients, 13(1), 225. https://doi.org/10.3390/nu13010225
Rasheedy, D., & EL-Kawaly, W. H. (2021). The Cumulative Impact of Sarcopenia, Frailty, Malnutrition, and Cachexia on Other Geriatric Syndromes in Hospitalized Elderly. Electronic Journal of General Medicine, 18(2), 1–9. https://doi.org/10.29333/ejgm/9695 NURS 6512: Advanced Health Assessment and Diagnostic Reasoning
Week 1: Building a Comprehensive Health History
According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information.
The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health.
This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history.
Learning Objectives
Students will:
- Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health
- Analyze health-related risk
- NURS 6512: Advanced Health Assessment and Diagnostic Reasoning
- Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
Learning Resources
Assignment: Course Acknowledgement
This mandatory assignment is an acknowledgement that you fully understand the course guidelines.
By Day 3 of Week 1
Submit your Assignment.
Submission and Grading Information
Submit Your Assignment by Day 3 of Week 1.
To complete this assignment, follow the link below and answer the questions provided.
Week 1 Assignment
Discussion: Building a Health History
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.
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To prepare:
With the information presented in Chapter 1 of Ball et al. in mind, consider the following:
- By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
- How would your communication and interview techniques for building a health history differ with each patient?
- How might you target your questions for building a health history based on the patient’s social determinants of health?
- What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
- Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
- Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
- Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
By Day 3 of Week 1
Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:
- Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
- Suggest additional health-related risks that might be considered.
- Validate an idea with your own experience and additional research.
- NURS 6512: Advanced Health Assessment and Diagnostic Reasoning
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 of Week 1 and Respond by Day 6 of Week 1
To Participate in this Discussion:
Week 1 Discussion
What’s Coming Up in Module 2?
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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.
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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: https://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.
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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 Meditrek .
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.
Next Module
To go to the next module:
Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment
Diversity is not about how we differ. Diversity is about embracing one another’s uniqueness.
—Ola Joseph
Countless assessments can be conducted on patients, but they may not be useful. In order to ensure that health assessments result in the necessary care, health assessments should take into account the impact of factors such as cultures and developmental circumstances.
Learning Objectives
Students will:
- Analyze diversity considerations in health assessments
- Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment
Learning Resources
Discussion: Diversity and Health Assessments
May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).
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Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.
In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.
To prepare:
- Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
- By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
- Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
- Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
- Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?
By Day 3 of Week 2
Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously NURS 6512: Advanced Health Assessment and Diagnostic Reasoning. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.
By Day 6 of Week 2
Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 2 Discussion Rubric
Post by Day 3 of Week 2 and Respond by Day 6 of Week 2
To Participate in this Discussion:
Week 2 Discussion
What’s Coming Up in Week 3?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition. You will also begin your first DCE: Health History Assessment which will be due in Week 4. Plan your time accordingly.
Overview of Digital Clinical Experiences (DCE) and Lab Components
Throughout this course, you are required to not only complete your standard course assignments and discussions, but you will also complete DCE and Lab Components that are either structured as optional or required assignment submissions. Please take the time to review your DCEand Lab Components for this course that are required submissions. See the table below and the attached table for specific DCE and Lab Components for the course.
Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total score of 80% or better, but you must take all attempts by the Day 7 deadline. You must pass BOTH the Health History and Comprehensive (head-to-toe) Physical Exam of at least a total score of 80% in order to pass the course.
| Week | Digital Clinical Experiences | Lab Components |
|---|---|---|
| Module 1: Comprehensive Health History | ||
| Week 1: Building a Comprehensive Health History | ||
| Module 2: Functional Assessments and Assessment Tools | ||
| Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment | ||
| Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children | DCE: Health History Assessment (assigned in Week 3, due in Week 4) | Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children |
| Module 3: Approach to System Focused Advanced Health Assessments | ||
| Week 4: Assessment of the Skin, Hair, and Nails | DCE: Health History Assessment | Lab Assignment: Differential Diagnosis for Skin Conditions (SOAP Note for differential diagnosis) |
| Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat | DCE: Focused Exam: Cough | Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat (Episodic SOAP Note) |
| Week 6: Assessment of the Abdomen and Gastrointestinal System | Lab Assignment: Assessing the Abdomen (Analyze SOAP Note) | |
| Week 7: Assessment of the Heart, Lungs, and Peripheral Vascular System | DCE: Focused Exam: Chest Pain | |
| Week 8: Assessment of the Musculoskeletal System | Discussion: Assessing Musculoskeletal Pain (Episodic SOAP Note) | |
| Week 9: Assessment of Cognition and the Neurologic System | DCE: Comprehensive (head-to-toe) Physical Assessment | Case Study Assignment: Assessing Neurological Symptoms (Episodic SOAP Note) |
| Week 10: Special Examinations—Breast, Genital, Prostate, and Rectal | Lab Assignment: Assessing the Genitalia and Rectum (analyze SOAP Note) | |
| Module 4: Ethics in Assessment | ||
| Week 11: The Ethics Behind Assessment | Lab Assignment: Ethical Concerns
|
|
Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children
Many experts predict that genetic testing for disease susceptibility is well on its way to becoming a routine part of clinical care. Yet many of the genetic tests currently being developed are, in the words of the World Health Organization (WHO), of “questionable prognostic value.”
—Leslie Pray, PhD
Obesity remains one of the most common chronic diseases in the United States. As a leading cause of United States mortality, morbidity, disability, healthcare utilization and healthcare costs, the high prevalence of obesity continues to strain the United States healthcare system (Obesity Society, 2016). More than one-third (39.8%) of U.S. adults have obesity (CDC, 2018). The estimated annual medical cost of obesity in the U.S. was $147 billion in 2008 U.S. dollars; the medical costs for people who are obese were $1,429 higher than those of normal weight (CDC, 2018).
According to the Centers for Disease Control and Prevention (CDC), the rate of childhood obesity has tripled in the past 30 years, with an estimated 13.7 million children and adolescents considered obese (CDC, 2018). When seeking insights about a patient’s overall health and nutritional state, body measurements can provide a valuable perspective. This is particularly important with pediatric patients. Measurements such as height and weight can provide clues to potential health problems and help predict how children will respond to illness. Nurses need to be proficient at using assessment tools, such as the Body Mass Index (BMI) and growth charts, in order to assess nutrition-related health risks and pediatric development while being sensitive to other factors that may affect these measures. Body Mass Index is also used as a predictor for measurement of adult weight and health.
Assessments are constantly being conducted on patients, but they may not provide useful information. In order to ensure that health assessments provide relevant data, nurses should familiarize themselves with test-specific factors that may affect the validity, reliability, and value of these tools.
This week, you will explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions. You will examine the validity and reliability of these tests and tools. You will also examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition.
Learning Objectives
Students will:
- Evaluate validity and reliability of assessment tools and diagnostic tests
- Analyze diversity considerations in health assessments
- Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment
- Apply assessment skills to collect patient health histories
Learning Resources
Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children
When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.
Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.
For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.
To Prepare
- Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
- By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
- Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
- Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
- If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
- Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion NURS 6512: Advanced Health Assessment and Diagnostic Reasoning.
- Consider how you could encourage parents or caregivers to be proactive toward the child’s health.
The Assignment
Assignment (3–4 pages, not including title and reference pages):
Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:
- A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
- What is its purpose?
- How is it conducted?
- What information does it gather?
- Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
Assignment Option 2: Child Health Case:
Include the following:
- An explanation of the health issues and risks that are relevant to the child you were assigned.
- Describe additional information you would need in order to further assess his or her weight-related health.
- Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
- Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
- Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.
By Day 6 of Week 3
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK3Assgn1+last name+first initial.(extension)” as the name.
- Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
- Click the Week 3 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
- Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn1+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 3 Assignment 1 Option 1 Rubric
To access your rubric:
Week 3 Assignment 1 Option 2 Rubric
To check your Assignment draft for authenticity:
Submit your Week 3 Assignment 1 draft and review the originality report.
Submit Your Assignment by Day 6 of Week 3
To participate in this Assignment:
Week 3 Assignment 1
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