Category: Nursing

Organizations work to improve overall written and verbal communication to encourage a win-win situation for improved patient or customer care, increased team motivation, and supportive management. Effective communication encourages active listening among people and improved understanding of a situation embracing both similarities and differences in each employee. Let’s read the following scenario to emphasize the importance of effective communication in a workplace.

You are the keynote speaker to improve overall communication effectiveness in your organization. Your presentation consists of 12–15 Microsoft PowerPoint slides (not including the title and reference slide) along with speaker notes. You are addressing an audience comprising all department heads and management staff.

Your overall focus is on common communication problems, various methods of learning, issues with feedback, and improving overall attitude through communication.

Address the following areas including detailed speaker notes. The speaker notes area is the 
white space
 below the slide where you can type information similar to a Microsoft Word document. Your Microsoft PowerPoint presentation consists of professional color slides, with detailed speaker notes to include examples to support each slide.

Describe four forms of communication used in the work environment. Discuss the benefits and concerns with each communication method. For example, body language, written, oral, and e-mail.

Describe four methods of learning and listening. How does a person learn (auditory, visual, etc.) if he or she has a preferred method? How can the person adjust to learning in ways not in his or her preferred method?

What environmental and personal barriers hinder communication? Be specific and provide at least three examples.

What impact can diversity in the work environment have on effective and ineffective communication according to age, gender, cultural, or religious diversity?

What three errors do managers commit when providing ineffective feedback?

Describe three issues managers and team members face if they are not prepared to provide instant communication? What negative result can occur if one is not prepared?

Describe four methods to overcome communication barriers and provide detailed examples.

Provide three key elements with specific examples on how effective communication can reduce errors, improve professional relationships, and assist staff with clear communication.

Purnell’s model of cultural competency – Domains and Influences

Learning Outcomes

1. Apply Purnell’s model of cultural competency, including cultural domains as it pertains to various populations.

2. Summarize the religious beliefs, spiritual beliefs, and folk remedies or alternative therapies that influence health care for diverse cultures.

3. Apply the concepts of cultural factors that influence health and illness of Hispanics/Latinos and Asian/Pacific Islanders.

Introduction

Students will examine cultural influences related to religion and spiritual beliefs, which comprise part of patients’ heritage. Purnell’s cultural competency model encompasses global, communal, familial, and personal perspectives that can affect the patient’s health care. It is important for nursing professionals to understand that the twelve domains of Purnell’s model are interrelated and do not stand alone. This model provides the framework for a thorough health assessment, including culture in order to provide competent care.

Required Resources

Text

Dayer-Berenson, L. (2014). Cultural competencies for nurses: Impact on health and illness (2nd ed.). Burlington, MA, Jones & Bartlett Learning.

• Chapter 6: Hispanics/Latinos

• Chapter 7: Asians/Pacific Islanders

Articles

Diabetes: researchers’ work from University of Arizona focuses on diabetes. (2012). Education Business Weekly, p.107. Retrieved from http://www.educationbusinessuk.net/

• The full text of this article is available in the ProQuest database in the Ashford University Library. This article shares the role of culturally competent care in Hispanic/Latino diabetic patients. The article identifies history information that is necessary, but was likely not asked as part of the history form.

Parker, V. A. (2010). The importance of cultural competence in caring for and working in a diverse America. Generations, 34(4), 97-102. Retrieved from http://www.asaging.org/generations-journal-american-society-aging

• The full text of this article is available in the EBSCOhost database in the Ashford University Library. This article addresses the need for culturally competent care in the elderly in all settings (i.e. hospital, assisted living, and long-term care facilities) and how there is an equal need for diverse employees as is necessary to be culturally competent for a diverse patient/client population.

Multimedia

Practice Activity. (2015). Transcultural Nursing. Burlington, MA: Jones & Bartlett Learning Navigate.

• The practice activities provide an opportunity to reinforce the concepts presented in the textbook readings.

• Complete the following practice activities: 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4

Websites

Cultural Competence Project. (2014). Developing cultural competencies in nurses: Evidence-based and best practices. Retrieved from: http://www.ojccnh.org/project/index.shtml

• This website offers details related to Purnell’s model for cultural competency along with cultural theories and research from Andrews & Boyle, Campinha-Bacote, Galanti, Giger & Davidhizar, Jeffreys, Leininger, Sagar, and Spector.

National Association of School Nurses. (2013). Purnell model for cultural competency. Retrieved from: https://www.nasn.org/ToolsResources/CulturalCompetency/PurnellModelforCulturalCompetence

• This website lists the domains of Purnell’s model for cultural competency and the inclusions for each domain.

Recommended Resources

Text

Dayer-Berenson, L. (2014). Cultural competencies for nurses: Impact on health and illness (2nd ed.). Burlington, MA, Jones & Bartlett Learning.

• Chapter 1: Birth of Transcultural Nursing to Current Theory and Conceptual Models for Cultural Diversity

• Chapter 5: Black Americans

• Chapter 8: Native Americans/Alaska Natives

• Chapter 9: Whites (Non-Hispanic)

Article

Pesut, B., Fowler, M., Reimer-Kirkham, S., Taylor, E., & Sawatzky, R. (2009). Particularizing spirituality in points of tension: Enriching the discourse. Nursing Inquiry, 16(4), 337-346. doi: 10.1111/j.1440-1800.2009.00462.x

• The full-text version of this article can be accessed through the EBSCOhost database.

Website

Peek, M. (2014, October 30). Poverty association with poor dealth outcomes and health disparities [Blog post]. Retrieved from http://healthaffairs.org/blog/2014/10/30/povertys-association-with-poor-health-outcomes-and-health-disparities/

• This blog discusses how poverty can contribute to poor health outcomes.

Learning Outcomes

1. Identify a priority research topic relevant to an issue in clinical practice.

2. Formulate a research proposal problem statement, a research question, and research variables.

3. Employ search strategies and databases to find credible resources and conduct a quality literature review.

4. Explain the relationship between theory, research, and nursing practice.

Introduction

In last week’s discussion, you shared perspectives on priority research issues in your clinical practice. This week, you will continue to investigate the issue, which you will develop into a topic for the Research Proposal, to learn more about the significance of the problem to nursing. We will explore the Ashford University Library and other resources that are available to assist in performing a quality literature review and searching for evidence. After gathering evidence, you will begin the first phase of the Research Proposal, and you will formulate a problem statement and a research question and identify relevant research variables. We will also examine the relationship between theory and research and nursing practice.

Required Resources

Text

Schmidt, N., & Brown, J. (2015). Evidence-based practice for nurses: Appraisal and application of research (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

• Chapter 3: Identifying Research Questions

• Chapter 4: Finding Sources of Evidence

• Chapter 5: Linking Theory, Research, and Practice

Articles

American Association of Colleges of Nursing. (2006, March 16). Position statement on nursing research. Retrieved from http://www.aacn.nche.edu/publications/position/nursing-research

• This article summarizes AACN’s (accrediting body for BSN and graduate programs in nursing) position on nursing research. This article will be valuable to your completion of the discussion and written assignment for this week and also to your completion of the Research Proposal due Week Four.

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Connelly, M. L. (2014). Use of theoretical frameworks in research. MEDSURG Nursing, 23(3), 187-188. Retrieved from http://www.medsurgnursing.net/cgi-bin/WebObjects/MSNJournal.woa

• The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article provides a brief research roundtable report discussing use of theoretical frameworks in nursing research. The article provides knowledge that will be valuable when you complete this week’s assignment, The Research Problem, and will also inform your Research Proposal due Week Four.

Web Page

National Institute of Nursing Research. (n.d.). Implementing NINR’s strategic plan: Key themes. Retrieved from https://www.ninr.nih.gov/aboutninr/keythemes#.VsimN9BX

• As the title indicates, this web page shares ideas and provides guidelines pertaining to the implementation of the NINR Strategic Plan. You are required to read and process this material as part of the week’s assignment, The Research Problem.

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Supplemental Materials

Ashford University Library. (n.d.). NUR306: Nursing Research: Conducting Research Using the CINAHL Database. Ashford University, College of Health, Human Services, and Science, San Diego, CA.

• This tutorial provides guidelines and demonstration to help students access databases related to nursing and conduct a keyword search for current nursing research reports using the CINAHL Database.

National Institute of Nursing Research. (2011). Bringing science to life: NINR strategic plan [PDF file]. Retrieved from https://www.ninr.nih.gov/sites/www.ninr.nih.gov/files/ninr-strategic-plan-2011.pdf

• This document identifies theme categories that delineate priorities for nursing research. You are required to read and process this document as part of this week’s assignment, The Research Problem.

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Recommended Resources

Multimedia

Jones & Bartlett Learning. (2014). Lesson 2: Identifying Research Questions [Class lecture slides]. In Nursing Research.

• This presentation summarizes key elements of the week’s textbook readings and will assist you in the week’s assignments.

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Jones & Bartlett Learning. (2014). Lesson 3: Finding Sources of Evidence [Class lecture slides]. In Nursing Research.

• This presentation summarizes key elements of the week’s textbook readings and will assist you in the week’s assignments.

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Jones & Bartlett Learning. (2014). Lesson 4: Linking Theory, Research, and Practice [Class lecture slides]. In Nursing Research.

• This presentation summarizes key elements of the week’s textbook readings and will assist you in the week’s assignments.

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Supplemental Material

Ashford University Library. (n.d.). Nursing Research Library Guide. Ashford University, College of Health, Human Services, and Science, San Diego, CA.

• The Nursing Research Library Guide is a resource that contains tutorials and other information that will help you search the Ashford University Library’s databases. It will assist you with APA style and scholarly writing in this week’s assignment and for assignments throughout the course and program.

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Ethics and the Protection of Human Participants. Due by Day 7. Click the following link to access and complete the NIH Protecting Human Research Participants Tutorial (please note that you will need to register to access this video). Following completion, write a two- to three-page paper (APA style is only required for the title page) that includes a thoughtful reflection on your overall reaction to the tutorial.

In your response, address the following items:

• What concerns regarding protection of human participants are most relevant to the research you are considering proposing for this course? Explain why, citing at least one code or regulation and providing specific examples.

• Discuss how nurses can be involved in the protection of human subjects in clinical research.

• Important: Include a copy of the certificate of completion for proof of completion.

Nursing Research and Evidence Based Practice (EBP) Discussion

Nursing Research and EBP . The distinctions between research and EBP are often misunderstood. The purpose of research is to generate new knowledge or to validate existing knowledge, whereas the purpose of EBP is to use the best evidence available to guide patient care decisions. For this discussion, explore these distinctions and examine barriers to adoption of EBP in your clinical practice. In addition, you will review a list of nursing research priorities that will help you in identification of a topic for your research proposal due in Week Five.

In your initial Nursing Research and Evidence Based Practice (EBP) post, respond to each of the following items:

• Discuss how research evidence informs an EBP. Comment on how research and EBP are connected and how EBP evolved in nursing practice.

• Identify one nursing research priority listed on Table 1-8 in the course textbook that is relevant to an issue in your clinical practice setting, and discuss your rationale for this selection.

• Within every organization, there are obstacles to incorporating an EBP. Review Table 1-2 in the course textbook and list the top three barriers you identify to adoption of an EBP. Consider the strategies provided, and discuss the feasibility of implementing these strategies in your organization.

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 University 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: In your responses to at least two of your peers, compare your analyses of the historical development of and relationship between research and EBP in nursing. Provide feedback on the selected nursing research priority and strategies posed to address obstacles related to incorporation of an EBP. Your Nursing Research and Evidence Based Practice (EBP) response must display reflective thought that illustrates an understanding of the topic under discussion and be supported with relevant evidence.

Nursing Research and Evidence Based Practice Essay Assignment Learning Outcomes

1. Compare nursing research and EBP [CLOs: 1, 5].

2. Identify barriers to adoption of an EBP and strategies to overcome these barriers [CLOs: 1, 5].

3. Identify historical occurrences that influenced the development of nursing science [CLOs: 1].

4. Examine basic concepts, principles, and issues related to the protection of research participants [CLOs: 6].

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Introduction

In Week One we examine nursing research and discuss the contribution of research to an evidence-based practice (EBP). We also explore historical occurrences that shaped the development of nursing as a science and examine barriers and strategies to adopting an EBP. The protection and rights of human participants is examined by completion of the NIH Protecting Human Participants Research tutorial.

Nursing Research and Evidence Based Practice Essay Assignment Required Resources

Text

Schmidt, N., & Brown, J. (2015). Evidence-based practice for nurses: Appraisal and application of research (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

• Chapter 1: What is Evidence-Based Practice?

• Chapter 2: Using Evidence Through Collaboration to Promote Excellence in Nursing Practice

Article

Fierz, K., Gennaro, S., Dierickx, K., Achterberg, T., Morin, K. H., & Geest, S. (2014). Scientific misconduct: Also an issue in nursing science? Journal of Nursing Scholarship, 46(4), 271-280. http://dx.doi.org/10.1111/jnu.12082

• The full-text version of this article is available in the CINAHL Complete database in the Ashford University Library. This research article explores scientific misconduct, including plagiarism, data fabrication, falsification, and relevance to nursing practice. The ethical principles and concepts discussed in this reading will inform your work on the week’s written assignment, Ethics and the Protection of Human Subjects.

Nursing Research and Evidence Based Practice Essay Assignment Recommended Resources

Multimedia

Jones & Bartlett Learning. (2014). Lesson 1: Introduction to Research and Evidence-Based Practice [Class lecture slides]. In Nursing Research.

• This presentation summarizes key elements of the week’s textbook readings and will assist you in the week’s assignments.

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Supplemental Material

Ashford University Library. (n.d.). Nursing Research Library Guide. Ashford University, College of Health, Human Services, and Science, San Diego, CA.

• The Nursing Research Library Guide is a resource that contains tutorials and other information that will help you search the Ashford University Library’s databases. It will assist you with APA style and scholarly writing in this week’s assignment and for assignments throughout the course and program.

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Nursing research, nursing theory, and evidence-based nursing practice

COURSE DESCRIPTION

Nursing research provides the scientific foundation for professional practice. Nursing research introduces the student to the basic research methodologies and statistical concepts and qualitative, quantitative, and epidemiologic research designs. Research methods and findings are appraised and applied within the framework of evidence-based professional practice. Research proposal development as a foundation for nursing inquiry is emphasized.

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COURSE DESIGN

This course is designed to assist the RN-BSN learner to acquire the knowledge needed to engage in an evidence-based practice (EBP) that includes knowledge about research methods and how to incorporate research evidence into practice. The assignments in this course build on one another and are designed to guide the learner to develop a nursing research proposal and to critically evaluate research evidence with an overall goal to improve quality of care in clinical practice. An evidence-based approach aims to improve the effectiveness and safety of clinical care by incorporating the best and most recent scientific evidence into the patient care process. In Week One, the learner will begin with an examination of the ethical issues related to the protection of human participants in clinical research and complete a tutorial developed by the National Institutes of Health (NIH) entitled “Protecting Human Research Participants.” In Week Two, the learner will visit the National Institute of Nursing Research (NINR) website and review current nursing research priorities. This information will be helpful in identification of a research problem and development of a problem statement and research question significant to nursing practice. A review of literature in Ashford’s online library and other resources will be completed, and in Week Three, learners will develop an annotated bibliography of three select articles relevant to their chosen research topics. Completion of the research proposal is the focus of Week Four. In Week Five, learners will complete an EBP tutorial sponsored by the University of Minnesota and perform a critical appraisal of selected evidence. Reflection on the completion of course outcomes concludes course activities. Nursing research, nursing theory, and evidence-based nursing practice.

COURSE LEARNING OUTCOMES

Upon successful completion of this Nursing research, nursing theory, and evidence-based nursing practice course, students will be able to

1. Analyze the relationship among nursing research, nursing theory, and evidence-based nursing practice.

2. Apply basic research methods to the research proposal development process.

3. Analyze quantitative, qualitative, and epidemiologic designs relative to their effectiveness in nursing inquiry.

4. Critique nursing research used to inform clinical practice.

5. Discuss the process of translating nursing research to clinical practice.

6. Discuss the ethical and legal issues in nursing research.

REQUIRED TEXT

Schmidt, N., & Brown, J. (2015). Evidence-based practice for nurses: Appraisal and application of research (3rd ed.). Burlington, MA: Jones & Bartlett Learning. Nursing research, nursing theory, and evidence-based nursing practice

NURSING RESEARCH, NURSING THEORY, AND EVIDENCE-BASED NURSING PRACTICE REQUIRED RESOURCES

Articles

American Association of Colleges of Nursing. (2006, March 16). Position statement on nursing research. Retrieved from http://www.aacn.nche.edu/publications/position/nursing-research

Bettany-Saltikov, J., & Whittaker, V. J. (2014). Selecting the most appropriate inferential statistical test for your quantitative research study. Journal of Clinical Nursing, 23(11/12), 1520-1531.

http://dx.doi.org/10.1111/jocn.12343. Nursing research, nursing theory, and evidence-based nursing practice.

Chen, S., Chen, C., & Lin, P. (2014). The effect of educational intervention on the pain and rehabilitation performance of patients who undergo a total knee replacement. Journal of Clinical Nursing, 23(1/2), 279-287. http://dx.doi.org/10.1111/jocn.12466

Connelly, M. L. (2014). Use of theoretical frameworks in research. MEDSURG Nursing, 23(3), 187-188. Retrieved from http://www.medsurgnursing.net/cgi-bin/WebObjects/MSNJournal.woa

Fierz, K., Gennaro, S., Dierickx, K., Achterberg, T., Morin, K. H., & Geest, S. (2014). Scientific misconduct: Also an issue in nursing science? Journal of Nursing Scholarship, 46(4), 271-280. http://dx.doi.org/10.1111/jnu.1208

Oliver, D., & Mahon, S. M. (2005). Reading a research article part I: Types of variables. Clinical Journal of Oncology Nursing, 9(1), 110-112. http://dx.doi.org/10.1188/05.CJON.110-112. Nursing research, nursing theory, and evidence-based nursing practice.

Oliver, D., & Mahon, S. M. (2005). Reading a research article part II: Parametric and nonparametric statistics. Clinical Journal of Oncology Nursing, 9(2), 238-240. http://dx.doi.org/10.1188/05.CJON.238-240

Oliver, D., & Mahon, S. M. (2006). Reading a research article part III: The data collection instrument. Clinical Journal of Oncology Nursing, 10(3), 423-426. http://dx.doi.org/10.1188/05.CJON.423-426

Savitz, D., Danilack, V., Engel, S., Elston, B., & Lipkind, H. (2014). Descriptive epidemiology of chronic hypertension, gestational hypertension, and preeclampsia in New York state, 1995-2004. Maternal & Child Health Journal, 18(4), 829-838. http://dx.doi.org/10.1007/s10995-013-1307-9. Nursing research, nursing theory, and evidence-based nursing practice.

Skomakerstuen Ødbehr, L., Kvigne, K., Hauge, S., & Danbolt, L. J. (2015). A qualitative study of nurses’ attitudes towards’ and accommodations of patients’ expressions of religiosity and faith in dementia care. Journal of Advanced Nursing, 71(2), 359-369. http://dx.doi.org/10.1111/jan.12500

Web Pages

American Journal of Nursing. (2010). Evidence-based practice, step by step. Retrieved from http://journals.lww.com/ajnonline/Pages/collectiondetails.aspx?TopicalCollectionId=10

Khan Academy. (n.d.). Probability and statistics. Retrieved from https://www.khanacademy.org/math/probability

National Institute of Nursing Research. (n.d.). Implementing NINR’s strategic plan: Key themes. Retrieved from https://www.ninr.nih.gov/aboutninr/keythemes#.VsimN9BX. Nursing research, nursing theory, and evidence-based nursing practice.

Supplemental Materials

Ashford University Library. (n.d.). NUR306: Nursing Research: Conducting Research Using the CINAHL Database. Ashford University, College of Health, Human Services, and Science, San Diego, CA.

National Institute of Nursing Research. (2011). Bringing science to life: NINR strategic plan [PDF file]. Retrieved from https://www.ninr.nih.gov/sites/www.ninr.nih.gov/files/ninr-strategic-plan-2011.pdf

NURSING RESEARCH, NURSING THEORY, AND EVIDENCE-BASED NURSING PRACTICE RECOMMENDED RESOURCES

Article

Devane, D., Begley, C. M., & Clarke, M. (2004). How many do I need? Basic principles of sample size estimation. Journal of Advanced Nursing, 47(3), 297-302. http://dx.doi.org/10.1111/j.1365-2648.2004.03093.x

Multimedia. Nursing research, nursing theory, and evidence-based nursing practice.

Jones & Bartlett Learning. (2014). Lesson 1: Introduction to Research and Evidence-Based Practice [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 2: Identifying Research Questions [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 3: Finding Sources of Evidence [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 4: Linking Theory, Research, and Practice [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 5: Key Principles of Quantitative Design [Class lecture slides]. In Nursing Research. Nursing research, nursing theory, and evidence-based nursing practice.

Jones & Bartlett Learning. (2014). Lesson 6: Quantitative Designs: Using Numbers to Provide Evidence [Class lecture slides]. In Nursing Research.

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NUR306: NURSING RESEARCH COURSE GUIDE

Jones & Bartlett Learning. (2014). Lesson 7: Qualitative Designs: Using Words to Provide Evidence [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 8: Collecting Evidence [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 9: Using Samples to Provide Evidence [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 11: What Do the Quantitative Data Mean? [Class lecture slides]. In Nursing Research. Nursing research, nursing theory, and evidence-based nursing practice.

Jones & Bartlett Learning. (2014). Lesson 12: What Do the Qualitative Data Mean? [Class lecture slides]. In Nursing Research.

Jones & Bartlett Learning. (2014). Lesson 13: Weighing In on the Evidence [Class lecture slides]. In Nursing Research.

Supplemental Material

Ashford University Library. (n.d.). Nursing Research Library Guide. Ashford University, College of Health, Human Services, and Science, San Diego, CA. Nursing research, nursing theory, and evidence-based nursing practice.

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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NUR304: HEALTH ASSESSMENT COURSE GUIDE

• 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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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 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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NUR304: HEALTH ASSESSMENT COURSE GUIDE

• 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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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

HEALTH ASSESSMENT COURSE

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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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.

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.

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

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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

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a. Read The chapter 4: pages 79 to 111,: 1. Answer questions 1,2,3,4,5 in your textbook page 108 Note: Please Clarify, describe and explain carefully your answers.

b. Read The chapter 5: pages 113 to 136:

1. Answer questions 1 in your textbook page 62. Note: Please Clarify, describe and explain carefully your answers.

c. Read The Chapter 6: Pages 135 to 156 : 1. Answer the questions 1, 2, 3,4,5, 7, in your textbook page 154. Note: Please Clarify, describe and explain carefully your answers.