HEALTH ASSESSMENT COURSE, ESSAYS AND ASSIGNMENTS

HEALTH ASSESSMENT
Course Guide
This course prepares RN to BSN students to synthesize the comprehensive health assessment. Emphasis is placed on the acquisition, processing, and interpretation of data collected from clients of all ages. A physical, psychological, sociocultural, and spiritual approach supported evidence-based practices is used to assess the client and to incorporate consideration of the client’s needs, state of wellness, developmental level, and response to life experiences. Students also evaluate current health policy and technology to support health assessment to improve community health.

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TABLE OF CONTENTS ……………………………………………………………………………………………………………………………………………………1
COURSE AT A GLANCE ………………………………………………………………………………………………………………………………………………….5
COURSE DESCRIPTION…………………………………………………………………………………………………………………………………………………5
COURSE DESIGN…………………………………………………………………………………………………………………………………………………………..5
PREREQUISITES……………………………………………………………………………………………………………………………………………………………5
COURSE LEARNING OUTCOMES …………………………………………………………………………………………………………………………………5
COURSE MATERIALS……………………………………………………………………………………………………………………………………………………..6
REQUIRED TEXT…………………………………………………………………………………………………………………………………………………………..6
REQUIRED RESOURCES ……………………………………………………………………………………………………………………………………………….6
Articles ……………………………………………………………………………………………………………………………………………………………………….6
Multimedia ………………………………………………………………………………………………………………………………………………………………….7
Web Pages…………………………………………………………………………………………………………………………………………………………………..7
Websites ……………………………………………………………………………………………………………………………………………………………………..7
RECOMMENDED RESOURCES ……………………………………………………………………………………………………………………………………..7
Articles ……………………………………………………………………………………………………………………………………………………………………….7
Multimedia ………………………………………………………………………………………………………………………………………………………………….7
Web Pages…………………………………………………………………………………………………………………………………………………………………..8
COURSE GRADING………………………………………………………………………………………………………………………………………………………….9
DISCUSSIONS ……………………………………………………………………………………………………………………………………………………………….9
ASSIGNMENTS ……………………………………………………………………………………………………………………………………………………………..9
FINAL PROJECT…………………………………………………………………………………………………………………………………………………………….9
GRADING PERCENT BREAKDOWN…………………………………………………………………………………………………………………………….10
WEEK ONE …………………………………………………………………………………………………………………………………………………………………….11
DOCUMENTATION AND ANALYSIS …………………………………………………………………………………………………………………………..11
Overview …………………………………………………………………………………………………………………………………………………………………..11
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….11
Introduction……………………………………………………………………………………………………………………………………………………………….11
Required Resources…………………………………………………………………………………………………………………………………………………….12
Recommended Resources …………………………………………………………………………………………………………………………………………….13
Discussions………………………………………………………………………………………………………………………………………………………………..14
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Assignment ………………………………………………………………………………………………………………………………………………………………..15
WEEK TWO……………………………………………………………………………………………………………………………………………………………………17
ASSESSMENTSWITHIN DEVELOPMENT GROUP……………………………………………………………………………………………………….17
Overview …………………………………………………………………………………………………………………………………………………………………..17
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….17
Introduction……………………………………………………………………………………………………………………………………………………………….17
Required Resources…………………………………………………………………………………………………………………………………………………….17
Recommended Resources …………………………………………………………………………………………………………………………………………….18
Discussion …………………………………………………………………………………………………………………………………………………………………19
Assignment ………………………………………………………………………………………………………………………………………………………………..20
WEEK THREE………………………………………………………………………………………………………………………………………………………………..22
ASSESSING INDIVIDUALS, FAMILIES, AND COMMUNITIES……………………………………………………………………………………..22
Overview …………………………………………………………………………………………………………………………………………………………………..22
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….22
Introduction……………………………………………………………………………………………………………………………………………………………….22
Required Resources…………………………………………………………………………………………………………………………………………………….23
Recommended Resources …………………………………………………………………………………………………………………………………………….25
Discussion …………………………………………………………………………………………………………………………………………………………………25
Assignment ………………………………………………………………………………………………………………………………………………………………..26
WEEK FOUR…………………………………………………………………………………………………………………………………………………………………..29
ASSESSING THE INDIVIDUAL CLIENT……………………………………………………………………………………………………………………….29
Overview …………………………………………………………………………………………………………………………………………………………………..29
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….29
Introduction……………………………………………………………………………………………………………………………………………………………….29
Required Resources…………………………………………………………………………………………………………………………………………………….30
Recommended Resources …………………………………………………………………………………………………………………………………………….31
Discussion …………………………………………………………………………………………………………………………………………………………………32
Assignment ………………………………………………………………………………………………………………………………………………………………..33
WEEK FIVE ……………………………………………………………………………………………………………………………………………………………………35
COMPREHENSIVE ASSESSMENT AND THE ELDERLY……………………………………………………………………………………………….35
Overview …………………………………………………………………………………………………………………………………………………………………..35
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….35
Introduction……………………………………………………………………………………………………………………………………………………………….35
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Required Resources…………………………………………………………………………………………………………………………………………………….36
Recommended Resources …………………………………………………………………………………………………………………………………………….37
Discussion …………………………………………………………………………………………………………………………………………………………………38
Final Project ……………………………………………………………………………………………………………………………………………………………..38
COURSE MAP…………………………………………………………………………………………………………………………………………………………………41
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
COURSE AT A GLANCE
COURSE DESCRIPTION
This course prepares RN to BSN students to synthesize the comprehensive health assessment. Emphasis is placed on the acquisition, processing, and interpretation of data collected from clients of all ages. A physical, psychological, sociocultural, and spiritual approach supported evidence-based practices is used to assess the client and to incorporate consideration of the client’s needs, state of wellness, developmental level, and response to life experiences. Students also evaluate current health policy and technology to support health assessment to improve community health.
COURSE DESIGN
This course prepares RN-BSN students to synthesize comprehensive health assessment through reading and processing a range of media covering topics including the lifespan, special groups, and body systems. The methods of learning include participation in threaded discussions, completion of written assignments, and undertaking virtual health assessments using Shadow Health, an integrative, interactive tool that allows student to access and communicate with a virtual patient and provides feedback reports to enhance assessment skills. Activities progress through assessments of various systems to a full assessment of an individual.
PREREQUISITES
NUR302
COURSE LEARNING OUTCOMES
Upon successful completion of this course, students will be able to
1. Identify physical, social, economic, and environmental factors that influence the health status of clients and families.
2. Describe the effectiveness of health assessment techniques for collecting age-appropriate data.
3. Apply evidence-based practices to support and educate variants of a health assessment that address wellness beliefs, values, and practices within a community.
4. Evaluate current health policy and technology to support health assessment and improve community health.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
COURSE MATERIALS
REQUIRED TEXT
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
REQUIRED RESOURCES
Articles
Ahacic, J. A. (2016). A look at eating disorders. Nursing Made Incredibly Easy! 14(2), 28-37. doi:10.1097/01.NME.0000479864.48566.ad
Arritt, T. (2014). Caring for patients of different religions. Nursing Made Incredibly Easy! 12(6), 38-45. doi:10.1097/01.NME.0000454746.87959.46
Barr, E. M., Goldfarb, E. S., Russell, S., Seabert, D., Wallen, M., & Wilson, K. L. (2014). Improving sexuality education: The development of teacher-preparation standards. Journal of School Health, 84(6), 396-415. doi:10.1111/josh.12156
Gavin, V. R., Seeholzer, E. L., Leon, J. B., Chappelle, S. B., & Sehgal, A. R. (2015). If we build it, we will come: A model for community-led change to transform neighborhood conditions to support healthy eating and active living. American Journal of Public Health, 105(6). pp. 1072-1077. doi:10.2105/AJPH.2015.302599
Hood, W. A., & Kate, V. (2015). Nutritional status assessment in adults. Medscape. Retrieved from http://emedicine.medscape.com
Maher, R. L., Hanlon, J. T., & Hajjar, E. R. (2014). Clinical consequences of polypharmacy in elderly. Expert Opinion on Drug Safety, 13(1). doi:10.1517/14740338.2013.827660
Murphy, K. (2015, March/April). Getting to the bottom of PTSD. Nursing Made Incredibly Easy! 13(2), 34-43. doi:10.1517/14740338.2013.827660
Glassman, P. (n.d.). Health literacy. Retrieved from http://nnlm.gov
Province of British Columbia Ministry of Health. (2009). A guide for collaborative structured communication. Retrieved from http://www2.gov.bc.ca/gov/content/health/conducting-health-research-evaluation/health-and-human-services-library
Pullen, R. (2014). Communicating with patients from different cultures. Nursing Made Incredibly Easy! 12(6), 6-8. doi:10.1097/01.NME.0000454772.77545.13
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Multimedia
BuzzFeedYellow. (2015, November 17). 13 Heartbreaking confessions of domestic violence survivors [Video file]. Retrieved from https://www.youtube.com/watch?v=N1K_tx4pJ2A&feature=youtu.be
Centers for Disease Control and Prevention. (2008, August 7). Break the silence: Stop the violence [Video file]. Retrieved from https://youtu.be/3wDeLX0vQMI
Nevco Educational Video Inc. (Producer). (2003). Improving your observation and documentation skills in nursing [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=43827&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530
Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com
Web Pages
Centers for Disease Control and Prevention. (2016). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/healthcomm/fact_sheets.htm
Centers for Disease Control and Prevention. (2014, April 8). Preventing pregnancies in younger teens. Retrieved from http://www.cdc.gov/vitalsigns
Websites
National Association of Anorexia Nervosa and Associated Disorders. (http://www.anad.org/)
Rhode Island Coalition Against Domestic Violence. (http://www.ricadv.org/en/)
RECOMMENDED RESOURCES
Articles
Cichminski, L., & Bellomo, T. (2012). Why me? Bullying and the answer to an age-old problem. Nursing Made Incredibly Easy! 10(3), 5-9. doi:10.1097/01.NME.0000413351.28682.bc
Davis, C., Shuss, S., & Lockhart, L. (2014). Assessing suicide risk. Nursing Made Incredibly Easy! 12(1), 22-29. doi:10.1097/01.NME.0000438409.07755.e3
Rogers, T. (2009). Hospice myths: What is hospice really about? Pennsylvania Nurse, 64(4), 4-8. Retrieved from http://www.worldcat.org/title/pennsylvania-nurse/oclc/2449507
Multimedia
Cheerbabyxo118. (2013, November 21). Pain assessment [Video file]. Retrieved from https://www.youtube.com/watch?v=OwKkWKUJc5Q&feature=youtu.be
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Gonsher Vinik, D. (Writer & Producer), & Vinik, D. (Director). (2014). I believe in you: Faiths’ response to intimate partner violence [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=55230&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410
Mayo Clinic. (2013, June 5). Teen suicide prevention [Video file]. Retrieved from https://youtu.be/3BByqa7bhto
The StayWell Company (Producer). (2010). Vital signs: Know your numbers [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=52802&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410
Web Pages
Hunger in America. (2016). Retrieved from http://www.feedingamerica.org/hunger-in-america/
National Pressure Ulcer Advisory Panel (NPUAP) announces a change in terminology from pressure ulcer to pressure injury and updates the stages of pressure injury. (2016, April 13). Retrieved from http://www.npuap.org
WebMD. (2014). Substance abuse and addiction heath center: Substance abuse. Retrieved from http://www.webmd.com/mental-health/addiction/substance-abuse
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
COURSE GRADING
Multiple measures of assessment are used in the course, allowing students opportunities to demonstrate their learning in more than one way and giving consideration to individual learning styles. Course components that will be assessed are noted below.
DISCUSSIONS
Each week students will participate in online discussions with classmates, which are related to the week’s readings. These discussions replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students’ initial discussion posts are due by 11:59 p.m. (in the time zone in which each student resides) on Day 3 (Thursday). Students will have until 11:59 p.m. on Day 7 (the following Monday) to make the required minimum number of response posts to classmates. Discussions represent 21% of the overall course grade.
ASSIGNMENTS
There are written assignments due in Weeks One through Five of this course. These assignments must reflect college-level writing. Assignments represent 47% of the overall course grade.
FINAL PROJECT
The final assignment for this course is a Final Project. The purpose of the Comprehensive Assessment is for you to culminate the learning achieved in the course by performing a comprehensive assessment of a virtual client in Shadow Health. The Comprehensive Assessment will be a head-to-toe collection of data using objective and subjective information. The data and assessment findings will be communicated to other staff within the simulated environment. Additionally, the final assignment will include a reflective paper. The Final Project represents 32% of the overall course grade.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
GRADING PERCENT BREAKDOWN
Activity
Grading Percent
Discussions
21
Assignments
47
Final Project
32
Total
100
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
WEEK ONE
DOCUMENTATION AND ANALYSIS
To be completed during the first week of class.
Overview
Activity
Due Date
Format
Grading Percent
Post Your Introduction
Day 1
Discussion
1
Assessment Methods
Day 3
(1st post)
Discussion
4
Health History
Day 7
Assignment
13
Weekly Learning Outcomes
This week students will
1. Apply evidence-based practice to the assessment of health history for an individual client [CLOs: 2].
2. Apply communication skills with the individual client and auxiliary staff [CLOs: 1, 2, 4].
3. Organize assessment data gathered for documentation [CLOs: 2, 4].
Introduction
Week One focuses on data collection and the utilization of communication and assessment techniques. The assignment in Shadow Health centers on history taking and communication with the client and the collaborating staff. The discussions for this week also prepare the student to apply assessment techniques. Recommended readings enhance student learning for topic content.
Introducing Shadow Health
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
For some of the resources and assignments in this course you will be using an interactive, integrative tool called Shadow Health. Each Shadow Health assignment or resource citation will be linked directly to Shadow Health and you can always access the tool by clicking Shadow Health.
Click on the Shadow Health link, or at any convenient time, to review this valuable tool. Following is some information from the publisher:
Digital Clinical Experience
• Shadow Health provides a clinical simulation designed to improve your health assessment skills in a safe learning environment. You will examine digital patients throughout the course that are accessible online 24/7.
Technical requirements
• Review requirements: https://shadow.desk.com/customer/portal/articles/963290-dce-recommended-system-specifications
• Tablets and mobile devices are not currently supported.
• Recommended web browser is Google Chrome.
Shadow Health Support:
• Contact Shadow Health with any questions or technical issues regarding Shadow Health before contacting your instructor.
• Support is available at http://support.shadowhealth.com.
Required Resources
Text
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 1: Nurse’s Role in Health Assessment: Collecting and Analyzing data
• Chapter 2: Collecting Subjective Data: The Interview and Health History
• Chapter 3: Collecting Objective Data: The Physical Examination
• Chapter 4: Validating and Documenting Data
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Chapter 5: Thinking Critically to Analyze Data and Make Informed Nursing Judgments
• Chapter 8: Assessing General Status and Vital Signs
• Chapter 9: Assessing Pain: the 5th Vital Sign
Articles
Glassman, P. (n.d.). Health literacy. Retrieved from http://nnlm.gov
• This article introduces the concept of health literacy and explains its different forms. Literacy includes understanding, listening, communicating, and critical thinking. This article will help students understand that people, including co-workers and patients, do not learn and communicate the same way.
Accessibility Statement
Privacy Policy
Province of British Columbia Ministry of Health. (2009). A guide for collaborative structured communication. Retrieved from http://www2.gov.bc.ca/gov/content/health/conducting-health-research-evaluation/health-and-human-services-library
• This article discusses the importance of communication and how to communicate with staff.
Accessibility Statement
Privacy Policy
Multimedia
Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com
• Health History
• Shadow Health is an integrative tool that facilitates simulated interaction and communication with virtual “avatar” clients. The tool helps students explore assessment techniques for ill patients. This Shadow Health resource and activity is your assignment for Week One. You will interview your first digital standardized patient, Tina Jones, then document her comprehensive health history and complete post-exam activities.
Accessibility Statement
Privacy Policy
Recommended Resources
Text
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Appendix A: Nursing History Guide
• Appendix B: Physical Assessment Guide
Multimedia
Cheerbabyxo118 (2013, November 21). Pain assessment [Video file]. Retrieved from https://www.youtube.com/watch?v=OwKkWKUJc5Q&feature=youtu.be
• This video shows the student how to retrieve information from the patient for a pain assessment. Accessibility Statement
Privacy Statement
The StayWell Company (Producer). (2010). Vital signs: Know your numbers [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=52802&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410
• This film provides a demonstration on understanding and measuring vital signs and when to call a health care provider.
Accessibility Statement
Privacy Policy
Discussions
Participate in the following discussions:
1. Post Your Introduction. 1st Post Due by Day 1. Welcome to the class! Please take a few moments to introduce yourself to your peers. Share your name, professional interests relating to the RN-BSN program, and any experience you have in the area of health assessment. Also feel free to share your personal interests, hobbies, and any life circumstances you feel would be of interest to your classmates in the context of this course.
Guided Response: Respond to at least two of your classmates’ introductions. Use this forum to get acquainted with one another.
2. Assessment Methods [WLOs: 1, 2, 3] [ CLOs: 2, 3, 4]. 1st Post Due by Day 3. For your initial post, select one of the health assessment techniques covered in this week’s textbook reading.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Briefly describe how the assessment technique is applied and what information is gained, citing an example.
• Evaluate the strengths and limitations of the assessment technique for your specific example.
• Describe and evaluate a real-life scenario, preferably from your professional experience, to support your position.
Discussion Guidelines: Support your responses with credible or scholarly academic references using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and Ashford Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.
Guided Response: Reply to no fewer than two of your peers, comparing their choice of assessment technique to yours as appropriate for the scenarios described. Identify commonalities and differences in your respective approaches to selecting an assessment technique. Evaluate whether and how each approach is effective for the particular context and identify the limitations and/or shortcomings of each. Responses should be specific, making coherent arguments, citing additional information, and, when applicable, providing counter examples.
Assignment
1. Health History [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]. Due by Day 7. The assignment this week is to complete the “Health History” exercise in Shadow Health. Complete the entire assessment, review the report upon completion, create the report by clicking on Lab Pass, save the PDF to your computer, and upload the PDF with the rest of the assignment.
You may take the labs twice to improve your grade. Upload the PDF with the highest score.
Additionally, write a paper reflecting on how this exercise will improve your practice.
• Provide detailed examples of how this exercise and the readings identified inconsistencies or aspects missing in personal history-taking techniques.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Describe at least one example illustrating what you might have done differently before versus after completing this activity. Support your answer with reference to an example from your professional experience.
The paper
• Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style. For assistance, visit the Ashford Writing Center’s APA Essay Checklist for Students.
• Must include a title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
o For further assistance with the formatting and the title page, please refer to the Formatting Instructions for MS Word 2013.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions and Conclusions, as well as Thesis Statements, please refer to the Ashford Writing Center resources.
• Must use at least two scholarly sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. The Integrating Research tutorial will offer further assistance on including supporting information and reasoning.
• Must document all sources in APA style, as outlined in the Ashford Writing Center’s In-Text Citation Guide.
• Must include a separate references page that is formatted according to APA style.
• Resource: Before you submit your written assignment, you are encouraged to review The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
WEEK TWO
ASSESSMENTS WITHIN DEVELOPMENT GROUP
To be completed during the second week of class.
Overview
Activity
Due Date
Format
Grading Percent
Assessment Within the Lifespan
Day 3
(1st post)
Discussion
4
Adolescent Assessment
Day 7
Assignment
8
Weekly Learning Outcomes
This week students will
1. Apply the assessment process correctly and effectively [CLOs: 1, 2, 3, 4].
2. Assess mental status, growth, and development of age groups [CLOs: 1, 2, 3, 4].
3. Assess special groups in the lifespan [CLOs: 2, 3].
Introduction
Week Two focuses on mental health and substance abuse assessments; psychosocial, cognitive, and moral development; and the assessment of children and adolescents. Required readings examine social and mental issues present in society and seen in many areas of health care. Recommended readings cover assessments of childbearing women, newborns, infants, and older adults. The discussion this week focuses on child development and milestones. The assignment concerns adolescent issues.
Required Resources
Text
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 6: Assessing Mental Status and Substance Abuse
• Chapter 7: Assessing Psychosocial, Cognitive, and Moral Development
• Chapter 31: Assessing Children and Adolescents
Articles
Ahacic, J. A. (2016). A look at eating disorders. Nursing Made Incredibly Easy! 14(2), 28-37. doi:10.1097/01.NME.0000479864.48566.ad
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2016/03000/A_look_at_eating_disorders.7.aspx. Eating disorders are prevalent in the United States, affecting mostly adolescents and young adults. The article covers identification of eating disorders, treatments, and impacts on health; identifies the different types; and describes how to recognize each.
Murphy, K. (2015, March/April). Getting to the bottom of PTSD. Nursing Made Incredibly Easy! 13(2), 34-43. doi:10.1517/14740338.2013.827660
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2015/03000/Getting_to_the_bottom_of_PTSD.8.aspx. PTSD is a condition identified in The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Soldiers, victims of natural disasters, and many others experience PTSD every day. Health care professionals need to identify the disorder and use compassion when treating these patients.
Website
National Association of Anorexia Nervosa and Associated Disorders. (http://www.anad.org/)
• This website provides information on all of the eating disorders recognized in the DSM-5. The site offers education and treatment options for those who seek assistance.
An Accessibility Statement does not exist.
A Privacy Policy does not exist.
Recommended Resources
Text
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 29: Assessing Childbearing Women
• Chapter 30: Assessing Newborns and Infants
• Chapter 32: Assessing Older Adults
Articles
Cichminski, L., & Bellomo, T. (2012). Why me? Bullying and the answer to an age-old problem. Nursing Made Incredibly Easy! 10(3), 5-9. doi:10.1097/01.NME.0000413351.28682.bc
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2012/05000/Why_me__Bullying_and_the_answer_to_an_age_old.2.aspx. Bullying is a part of society found today in all aspects from childhood environments to adult workplaces. Stop bullying coalitions are being organized widely to identify and extinguish these needless acts.
Davis, C., Shuss, S., & Lockhart, L. (2014). Assessing suicide risk. Nursing Made Incredibly Easy! 12(1), 22-29. doi:10.1097/01.NME.0000438409.07755.e3
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2014/01000/Assessing_suicide_risk.6.aspx. This article describes and explains the warning signs of suicidal ideation and provides recommendations about how to keep your patients safe.
Multimedia
Mayo Clinic. (2013, June 5). Teen suicide prevention [Video file]. Retrieved from https://youtu.be/3BByqa7bhto
• In this video produced by the Mayo Clinic, teens describe common signs that a friend or peer is considering suicide and encourage direct and immediate communication for support and safety. Also provided are suggestions regarding what to say to a teen who may be at risk for suicide and how to keep them safe. Accessibility Statement
Privacy Statement
Discussion
Participate in the following discussion:
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
1. Assessment Within the Lifespan [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]. 1st Post Due by Day 3.
• Choose one age group: infant, toddler, school-aged child, or adolescent/teen, and briefly identify pertinent growth and development milestones and safety issues associated with intervention for the chosen age group.
• Describe and discuss an observed experience or news headline from your area for this age group for the target topic. Cite and reference as appropriate.
Discussion Guidelines: Support your responses with credible or scholarly academic references using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and Ashford Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.
Guided Response: Engage the responses of no fewer than two of your peers, one of which focuses on the same group as does your post and the other of which focuses on a different age group. Offer criticism and/or recommendations regarding alternative paths that may have been efficacious.
Assignment
1. Adolescent Assessment [WLOs: 1, 2, 3] [CLOs: 2, 3, 4]. Due by Day 7. Write a paper describing, analyzing, evaluating, and proposing treatment/intervention for an adolescent issue. Address the following items, supporting your answers and positions with logic, evidence, and examples.
• Describe an example from your experience of assessment of an adolescent issue such as (but not limited to) bullying, suicide, eating disorders, cutting/body alterations, depression, teen pregnancy, or illness such as mononucleosis, meningitis, or a sexually-transmitted disease or sexually-transmitted infection (STI).
• Identify the pre-existing physiological and psychological causes of the issue.
• Describe in detail your solution at the time and evaluate that solution in terms of what you have learned since then, including prescription of a treatment or therapeutic intervention. (Note that circumstances may lead you to look outside medical causes.)
The paper
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• Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style. For assistance, visit the Ashford Writing Center’s APA Essay Checklist for Students.
• Must include a title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
o For further assistance with the formatting and the title page, please refer to the Formatting Instructions for MS Word 2013.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions and Conclusions, as well as Thesis Statements, please refer to the Ashford Writing Center resources.
• Must use at least two scholarly sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. The Integrating Research tutorial will offer further assistance on including supporting information and reasoning.
• Must document all sources in APA style, as outlined in the Ashford Writing Center’s In-Text Citation Guide.
• Must include a separate references page that is formatted according to APA style.
• Resource: Before you submit your written assignment, you are encouraged to review The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
WEEK THREE
ASSESSING INDIVIDUALS, FAMILIES, AND COMMUNITIES
To be completed during the third week of class.
Overview
Activity
Due Date
Format
Grading Percent
Assessing Sexual Assault
Day 3
(1st post)
Discussion
4
Concept Labs for Conversation, Respiratory, Cardiovascular, and Abdominal
Day 7
Assignment
13
Weekly Learning Outcomes
This week students will
1. Assess violence within age groups, families, communities, and cultures [CLOs: 1, 2, 3, 4].
2. Assess families and communities [CLOs: 1, 2, 3, 4].
3. Apply assessment techniques that integrate spirituality and religion to address health issues within cultures [CLOs: 3, 4].
Introduction
This week’s materials cover assessments at the individual, family, and community levels that account for violence, culture, spirituality, and religion. Required readings include articles discussing community health and cultural considerations. Websites and videos provide accounts of violence and survey practices that protect victims. The assignment this week takes the student to Shadow Health to learn about what is normal and abnormal within the cardiac, respiratory, and abdominal systems and how to use conversation as an assessment tool. The discussion this week looks at sexual assault.
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Required Resources
Text
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 10: Assessing for Violence
• Chapter 11: Assessing Culture
• Chapter 12: Assessing Spirituality and Religious Practices
• Chapter 33: Assessing Families
• Chapter 34: Assessing Communities
Articles
Arritt, T. (2014). Caring for patients of different religions. Nursing Made Incredibly Easy! 12(6), 38-45. doi:10.1097/01.NME.0000454746.87959.46
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2014/11000/Caring_for___Patients_of_different_religions.8.aspx. This article explores what health care professionals need to know when caring for patients of different religions.
Gavin, V. R., Seeholzer, E. L., Leon, J. B., Chappelle, S. B., & Sehgal, A. R. (2015). If we build it, we will come: A model for community-led change to transform neighborhood conditions to support healthy eating and active living. American Journal of Public Health, 105(6). pp. 1072-1077. doi:10.2105/AJPH.2015.302599
• The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. A study was conducted in cities within close proximity to determine health and lifestyles of the communities.
Pullen, R. (2014). Communicating with patients from different cultures. Nursing Made Incredibly Easy! 12(6), 6-8. doi:10.1097/01.NME.0000454772.77545.13
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2014/11000/Communicating_with_patients_from_different.2.aspx. This article identifies ways of communicating with patients from different cultures.
Multimedia
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Centers for Disease Control and Prevention. (2008, August 7). Break the silence: Stop the violence [Video file]. Retrieved from https://youtu.be/3wDeLX0vQMI
• Nearly one in eleven teenagers states she or he has been hit or physically hurt by a boyfriend or girlfriend, and perhaps more alarming, one out of every eleven teens reports being hit or physically hurt by a boyfriend or girlfriend in the past twelve months. This video addresses why this is the case and what we can do to change it. In Break The Silence: Stop the Violence, parents talk with teens about developing healthy, respectful relationships before they start dating. Accessibility Statement
Privacy Statement
Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com
• Conversation Concept Lab
• Respiratory
• Cardiovascular Concept Lab
• Abdominal Concept Lab
• Shadow Health is an integrative tool that facilitates simulated interaction and communication with virtual “avatar” clients. The tool helps students explore assessment techniques for ill patients. This Shadow Health resource and activity is your assignment for Week Three and will introduce you to the functions of open and closed questions in effective nursing communication. You will also learn about the differences between normal and abnormal heart sounds and lung sounds (with the Respiratory Concept Lab) and about the elements of an abdominal exam (with the Abdominal Concept Lab).
Accessibility Statement
Privacy Policy
Web Page
Centers for Disease Control and Prevention. (2014, April 8). Preventing pregnancies in younger teens. Retrieved from http://www.cdc.gov/vitalsigns
• This website describes the problems and issues associated with teen pregnancy and provides educational resources dedicated to continuing the decline of teen pregnancies each year.
Accessibility Statement
Privacy Policy
Website
Rhode Island Coalition Against Domestic Violence. (http://www.ricadv.org/en/)
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• Upon entering this website, there will be a popup to alert victims of a quick escape from the website in case their movements on the internet are monitored by their significant other. The site is dedicated to preventing and stopping violence in domestic relationships.
An Accessibility Statement does not exist.
A Privacy Policy does not exist.
Recommended Resources
Multimedia
Gonsher Vinik, D. (Writer & Producer). Vinik, D. (Director). (2014). I believe in you: Faiths’ response to intimate partner violence [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=55230&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410
• This video is an interfaith documentary that explores stories of survivors of abuse and the responses of faith groups that seek to address the needs of victims. Accessibility Statement
Privacy Policy
Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com
• Focused Exam: Cough
• Focused Exam: Chest Pain
• Focused Exam: Abdominal Pain
• Shadow Health is an integrative tool that facilitates simulated interaction and communication with virtual “avatar” clients. The tool helps students explore assessment techniques for ill patients. This Shadow Health resource and activity is recommended to assist in the specific exams for the cough, chest pain, and abdominal pain that are commonly seen in health care environments.
Accessibility Statement
Privacy Policy
Discussion
Participate in the following discussion:
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
1. Assessing Sexual Assault [WLOs: 1, 2] [CLOs: 1, 2, 3, 4]. 1st Post Due by Day 3. Sexual assault includes any type of sexual action directed toward an individual who does not consent. Because of the effects of some drugs, commonly called date-rape drugs, victims may be physically helpless, unable to refuse, or even unable to remember what happened. A 16-year-old high school sophomore enters your ER or physician’s office expressing to you, the nurse that she believes she had sex “without knowing it.” How can the nurse support the client while educating her about safety in groups?
In your response, address the following items:
• How would the nurse provide education to the 16-year-old client about date-rape drugs?
• What education could be provided to this client or any person as to how such a drug can be ingested?
• How would you explain methods the client could use to protect herself against contact with a date-rape drug?
• What process and aftercare would you, as the nurse, recommend for this client who suspects sexual assault?
• Describe how the nurse would provide the information to the client in a supportive and compassionate manner, addressing each step of the assessment and recovery process.
• Identify two nursing diagnoses appropriate for this client as a victim of date rape, including interventions and rationale for your choice from the data gathered during the assessment.
Discussion Guidelines: Support your responses with credible or scholarly academic references using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and Ashford Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.
Guided Response: Respond to no fewer than two of your peers, identifying commonalities and differences between your choices, expanding knowledge of the topic from different viewpoints. Detail what was learned from the peer posts and how this enhanced or contributed to your learning of this topic.
Assignment
1. Concept Labs for Conversation, Respiratory, Cardiovascular, and Abdominal [WLOs: 2] [CLOs: 4]. Due by Day 7. The assignment this week is to complete the exercises in Shadow Health for “Conversation Concept
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Lab,” “Respiratory,” “Cardiovascular Concept Lab,” and “Abdominal Concept Lab.” For each exercise, complete the entire assessment, review the report upon completion, create the report by clicking on Lab Pass, save the PDF to your computer, and upload with the rest of the assignment this week.
You may take the labs twice to improve your grade. Upload the PDFs with the highest scores.
Additionally, write a paper reflecting on how this exercise will improve your practice.
• Provide detailed examples of how this exercise and the readings identified inconsistencies or aspects missing from your understanding of normal verses abnormal sounds from the cardiac, respiratory, and abdominal systems.
• Describe your understanding of what is appropriate conversation with the patient to elicit pertinent data for the assessment.
• Identify areas you were not aware of prior to completing this activity with regard to conversation, cardiac, respiratory, and abdominal labs.
• Describe at least one example illustrating what you might have done differently before versus after completing this activity. Support your answer with reference to an example from your professional experience.
The paper
• Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style. For assistance, visit the Ashford Writing Center’s APA Essay Checklist for Students.
• Must include a title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
o For further assistance with the formatting and the title page, please refer to the Formatting Instructions for MS Word 2013.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions and Conclusions, as well as Thesis Statements, please refer to the Ashford Writing Center resources.
• Must use at least two scholarly sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. The Integrating Research tutorial will offer further assistance on including supporting information and reasoning.
• Must document all sources in APA style, as outlined in the Ashford Writing Center’s In-Text Citation Guide.
• Must include a separate references page that is formatted according to APA style.
• Resource: Before you submit your written assignment, you are encouraged to review The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
WEEK FOUR
ASSESSING THE INDIVIDUAL CLIENT
To be completed during the fourth week of class.
Overview
Activity
Due Date
Format
Grading Percent
Assessing Sexually Transmitted Diseases (STDs) for the Individual Client
Day 3
(1st post)
Discussion
4
Assessment of the Remaining Body Systems of HEENT, Musculoskeletal, Neurological, and Skin/Hair/Nails.
Day 7
Assignment
13
Weekly Learning Outcomes
This week students will
1. Assess the individual client [CLOs: 1].
2. Assess strategies to decrease risky behaviors [CLOs: 1, 4].
3. Evaluate care plans for associated behaviors [CLOs: 4].
Introduction
This week’s materials and activities cover the assessments of body systems including skin, hair, and nails; head and neck; thorax and lungs; heart and vessels; and the peripheral vascular system. North American Nursing Diagnosis Association (NANDA) diagnoses are reviewed. The week’s materials also cover sex education, domestic violence, and sexually transmitted diseases (STDs). Recommended readings cover the assessment of additional body systems including eyes, ears, mouth, throat, nose, and sinuses. The assignment this week takes the student to Shadow Health to assess the HEENT, musculoskeletal, and neurological systems along with skin, hair, and nails. The discussion this week looks at the assessment of sexually transmitted diseases.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Required Resources
Text
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 14: Assessing Skin, Hair, and Nails
• Chapter 15: Assessing Head and Neck
• Chapter 19: Assessing Thorax and Lungs
• Chapter 21: Assessing Heart and Neck Vessels
• Chapter 22: Assessing Peripheral Vascular System
• Appendix C: NADA Approved Nursing Diagnoses 2012-2014
Article
Barr, E. M., Goldfarb, E. S., Russell, S., Seabert, D., Wallen, M., & Wilson, K. L. (2014). Improving sexuality education: The development of teacher-preparation standards. Journal of School Health, 84(6), 396-415. doi:10.1111/josh.12156
• The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. The article argues that more and better teaching of sexual education to support young people’s sexual development and overall sexual health is needed and solutions are proposed. Data continue to highlight the high rates of teen pregnancy and sexually transmitted disease—including human immunodeficiency virus (HIV) infections—among young people in the United States as well as the overwhelming public support for sexuality education instruction.
Multimedia
BuzzFeedYellow. (2015, November 17). 13 Heartbreaking confessions of domestic violence survivors [Video file]. Retrieved from https://www.youtube.com/watch?v=N1K_tx4pJ2A&feature=youtu.be
• Quick video of survivors of violence and how they made it back to the real world and how they carry on.
Accessibility Statement
Privacy Statement
Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com
• HEENT
• Musculoskeletal
• Neurological
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Skin, Hair, and Nails
• Shadow Health is an integrative tool that facilitates simulated interaction and communication with virtual “avatar” clients. The tool helps students explore assessment techniques for ill patients. This Shadow Health resource and activity is your assignment for Week Three and will assess the HEENT, musculoskeletal, and neurological systems along with the skin, hair, and nails.
Accessibility Statement
Privacy Policy
Web Page
Centers for Disease Control and Prevention. (2016). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/healthcomm/fact_sheets.htm
• This web page provides access to CDC Fact Sheets on bacterial vaginosis, chlamydia, genital herpes, gonorrhea, HIV/AIDS and other STDs including human papillomavirus (HPV), pelvic inflammatory disease (PID), syphilis, and trichomoniasis, along with material covering other current health concerns.
Accessibility Statement
Privacy Policy
Recommended Resources
Text
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 16: Assessing Eyes
• Chapter 17: Assessing Ears
• Chapter 18: Assessing Mouth, Throat, Nose, and Sinuses
Web Page
WebMD. (2014). Substance abuse and addiction heath center: Substance abuse. Retrieved from http://www.webmd.com/mental-health/addiction/substance-abuse
• People abuse substances for many reasons. This resource describes the causes, symptoms, and treatments.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Discussion
Participate in the following discussion:
1. Assessing Sexually Transmitted Diseases (STDs) for the Individual Client [WLOs: 1, 2, 3] [CLOs: 1, 4]. 1st Post Due by Day 3. Scenario: Lynn is a sexually active 15-year-old who lives in a suburban neighborhood with her parents and two younger sisters. Lynn does not confide in her parents about her activities, but rather discusses them with her two best friends in high school, who are also sexually active. Last week a guest speaker at school discussed the topic of STDs, which led Lynn to think about the topic with increasing concern. She has an appointment tomorrow for her annual gynecologic examination.
In the privacy of the examination room, Lynn tells the nurse about her sexual activity and comments that her boyfriend has been experiencing a penile discharge. Lynn is concerned that “he may have infected me with some disease.” When questioned by the nurse, Lynn states that she has not experienced vaginal discharge, odor, itching, or painful intercourse. The nurse collaborates with the gynecologist, who prescribes a C. trachomatis point-of-care test.
Describe how you would conduct assessment for this case that is age-appropriate, compassionate, and which educates the patient. Account for the following items in your response:
• Discuss the significance of Lynn’s clinical manifestations.
• Discuss the incidence of chlamydia.
• What other assessment data would benefit the nurse to prepare Lynn’s care?
• Discuss the relationship between Lynn’s level of growth and development and her risk from STD or STI.
• Discuss possible complications if the condition is untreated.
• Discuss education Lynn should receive prior to discharge.
Discussion Guidelines: Support your responses with credible or scholarly academic references using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and Ashford Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Guided Response: Engage the responses of no fewer than two of your peers, critically evaluating each of their assessment criteria and yours based on a comparison between the two. Evaluate the alternative trajectories to assessment illustrated by the two responses, identifying the strengths and limitations of both.
Assignment
1. Assessment of the Remaining Body Systems of HEENT, Musculoskeletal, Neurological, and Skin/Hair/Nails [WLOs: 1] [CLOs: 1, 4]. Due by Day 7. The assignment this week is to complete the exercises in Shadow Health for “HEENT,” “Musculoskeletal,” “Neurological,” and “Skin, Hair, and Nails.” For each exercise, complete the entire assessment, review the report upon completion, create the report by clicking on Lab Pass, save the PDF to your computer, and upload with the rest of the assignment this week.
You may take the labs twice to improve your grade. Upload the PDFs with the highest scores.
Additionally, write a paper reflecting on how this exercise will improve your practice.
• Provide detailed examples of how this exercise and the readings identified inconsistencies or aspects missing in your assessment techniques of the HEENT, musculoskeletal, neurological systems, skin, hair, and nails.
• Describe at least one example illustrating what you might have done differently before versus after completing this activity. Support your answer with reference to an example from your professional experience.
The paper
• Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style. For assistance, visit the Ashford Writing Center’s APA Essay Checklist for Students.
• Must include a title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
o For further assistance with the formatting and the title page, please refer to the Formatting Instructions for MS Word 2013.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions and Conclusions, as well as Thesis Statements, please refer to the Ashford Writing Center resources.
• Must use at least two scholarly sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. The Integrating Research tutorial will offer further assistance on including supporting information and reasoning.
• Must document all sources in APA style, as outlined in the Ashford Writing Center’s In-Text Citation Guide.
• Must include a separate references page that is formatted according to APA style.
• Resource: Before you submit your written assignment, you are encouraged to review The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
WEEK FIVE
COMPREHENSIVE ASSESSMENT AND THE ELDERLY
To be completed during the fifth week of class.
Overview
Activity
Due Date
Format
Grading Percent
Addressing Concerns of the Elderly
Day 3
(1st post)
Discussion
4
Comprehensive Assessment
Day 7
Final Project
32
Weekly Learning Outcomes
This week students will
1. Apply the nursing process to nutritional status [CLOs: 1, 3].
2. Assess older adults [CLOs: 2].
3. Perform and document a complete health assessment of an individual client [CLOs: 2, 4].
Introduction
This final week of the course covers the assessments of body systems and nutritional status. Then, everything is tied together with the head-to-toe assessment required for the final project. Other materials examine elderly polypharmacy, nutritional assessment in adults, movement of documentation, and observation skills. Recommended readings round up the body systems, including the neurologic system and female genitalia. Recommended resources include coverage of pressure ulcers, hospice, and hunger in America. The assignment this week takes the student to Shadow Health to complete a head-to-toe assessment of a virtual client. The discussion this week looks at fears and issues relating to the older population.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Required Resources
Text
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 13: Assessing Nutritional Status
• Chapter 23: Assessing Abdomen
• Chapter 24: Assessing Musculoskeletal System
• Chapter 28: Pulling It all Together: Integrated Head-to-Toe Assessment
Articles
Maher, R. L., Hanlon, J. T., & Hajjar, E. R. (2014). Clinical consequences of polypharmacy in elderly. Expert Opinion on Drug Safety, 13 (1). doi:10.1517/14740338.2013.827660
• This article discusses the safety issues related to polypharmacy—when too many medications are taken by patients.
Accessibility Statement
Privacy Policy
Hood, W. A., & Kate, V. (2015). Nutritional status assessment in adults. Medscape. Retrieved from http://emedicine.medscape.com
• The assessment of nutrition can be comprehensive to include the exam, medications, laboratory results, and current daily diet. Poor nutrition can lead to disease and illness.
Multimedia
Nevco Educational Video Inc. (Producer). (2003). Improving your observation and documentation skills in nursing [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=43827&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530
• This video covers for the nurse or nursing student multiple aspects of observation and documentation. Accessibility Statement
Privacy Policy
Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com
• Comprehensive Assessment
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Shadow Health is an integrative tool that facilitates simulated interaction and communication with virtual “avatar” clients. The tool helps students explore assessment techniques for ill patients. This Shadow Health resource and activity is your final project and summative assignment for the course, providing an opportunity to plan and conduct a full health assessment on a patient in a single clinic visit.
Accessibility Statement
Privacy Policy
Recommended Resources
Text
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 25: Assessing Neurologic System
• Chapter 26: Assessing Male Genitalia and Rectum
• Chapter 27: Assessing Female Genitalia and Rectum
Article
Rogers, T. (2009). Hospice myths: What is hospice really about? Pennsylvania Nurse. 64(4), 4-8. Retrieved from http://www.worldcat.org/title/pennsylvania-nurse/oclc/2449507
• The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. Often patients and families hear the word hospice and become agitated and defensive. This article explains how hospice will benefit qualifying patients and how to assist in the transition to hospice and end of life.
Web Pages
Hunger in America. (2016). Retrieved from http://www.feedingamerica.org/hunger-in-america/
• This website shows the initiatives at work to conquer hunger in America, especially with regard to children.
An Accessibility Statement does not exist.
Privacy Policy National Pressure Ulcer Advisory Panel (NPUAP) announces a change in terminology from pressure ulcer to pressure injury and updates the stages of pressure injury. (2016, April 13). Retrieved from http://www.npuap.org
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• The NPUAP serves as the authoritative voice for improved patient outcomes in pressure ulcer prevention and treatment through public policy, education, and research. In 2007, the organization redefined pressure ulcer and the stages of pressure ulcers, including the original four stages, and added two stages on deep tissue injury and unstageable pressure ulcers. An Accessibility Statement does not exist. A Privacy Policy does not exist.
Discussion
Participate in the following discussion:
1. Addressing Concerns of the Elderly [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]. 1st Post Due by Day 3.
• As a nurse and professional, how do you approach dealing with fears among the older population regarding their possible need to reside in a nursing facility?
• What specific fears and concerns do you consider and how do you address them?
• What resources are available and how do you use them?
Discussion Guidelines: Support your responses with credible or scholarly academic references using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and Ashford Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.
Guided Response: Engage in responses to no fewer than two of your peers. Compare and contrast your respective approaches to dealing with fears of the elderly, critically evaluating both and pointing out commonalities and differences.
Final Project
1. Comprehensive Assessment [WLOs: 1, 2, 3] [CLOs: 2, 3, 4]. Due by Day 7. The assignment this week is to complete the “Comprehensive Assessment” exercise in Shadow Health. Complete the entire assessment, review the report upon completion, create the report by clicking on Lab Pass, save the PDF to your computer, and upload with the rest of the assignment this week.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
You may take the labs twice to improve your grade. Upload the PDF with the highest score.
Additionally, write a paper reflecting on how this exercise will improve your practice. This paper should address the following items:
• Briefly describe the tasks you undertook to complete this exam.
• Explain the clinical reasoning behind your decisions and actions.
• Identify how your performance could be improved and how you can apply “lessons learned” from the assignment to your professional nursing practice.
• Cite specific examples from the activity and personal experiences for this reflection.
The paper
• Must be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style. For assistance, visit the Ashford Writing Center’s APA Essay Checklist for Students.
• Must include a title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
o For further assistance with the formatting and the title page, please refer to the Formatting Instructions for MS Word 2013.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions and Conclusions, as well as Thesis Statements, please refer to the Ashford Writing Center resources.
• Must use at least two scholarly sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. The Integrating Research tutorial will offer further assistance on including supporting information and reasoning.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Must document all sources in APA style, as outlined in the Ashford Writing Center’s In-Text Citation Guide.
• Must include a separate references page that is formatted according to APA style.
• Resource: Before you submit your written assignment, you are encouraged to review The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
COURSE MAP
The course map illustrates the careful design of the course through which each learning outcome is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience.
Learning Outcome
Week
Activity
1. Identify physical, social, economic, and environmental factors that influence the health status of clients and families.
1
2
3
4
4
5
5
 Health History – Assignment
 Assessment Within the Lifespan – Discussion
 Assessing Sexual Assault – Discussion
 Assessing Sexually Transmitted Diseases (STDs) for the Individual Client – Discussion
 Assessment of the Remaining Body Systems of HEENT, Musculoskeletal, Neurological, and Skin/Hair/Nails – Assignment
 Addressing Concerns of the Elderly – Discussion
 Comprehensive Assessment – Final Project
2. Describe the effectiveness of health assessment techniques for collecting age-appropriate data
1
1
2
2
3
5
 Assessment Methods – Discussion
 Health History – Assignment
 Assessment Within the Lifespan – Discussion
 Adolescent Assessment – Assignment
 Assessing Sexual Assault – Discussion
 Addressing Concerns of the Elderly
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
5
– Discussion
 Comprehensive Assessment – Final Project
3. Apply evidence-based practices to support and educate variants of a health assessment that address wellness beliefs, values, and practices within a community.
1
1
2
2
3
5
5
 Assessment Methods – Discussion
 Health History – Assignment
 Assessment Within the Lifespan – Discussion
 Adolescent Assessment – Assignment
 Assessing Sexual Assault – Discussion
 Addressing Concerns of the Elderly – Discussion
 Comprehensive Assessment – Final Project
4. Evaluate current health policy and technology to support health assessment and improve community health.
1
1
2
2
3
3
4
4
 Assessment Methods – Discussion
 Shadow Health: Health History – Assignment
 Assessment Within the Lifespan – Discussion
 Adolescent Assessment – Assignment
 Assessing Sexual Assault – Discussion
 Concept Labs for Conversation, Respiratory, Cardiovascular, and Abdominal – Assignment
 Assessing Sexually Transmitted Diseases (STDs) for the Individual Client – Discussion
 Assessment of the Remaining Body Systems of HEENT, Musculoskeletal, Neurological, and Skin/Hair/Nails – Assignment
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
5
5
 Addressing Concerns of the Elderly – Discussion
 Comprehensive Assessment – Final Project