Tag: Clinical-Nursing

Learning Outcomes

1. Discuss the barriers that may impede the delivery of equitable health care.

2. Examine the intra-ethnic differences in cultural beliefs, customs, and traditions within subgroups of diverse populations.

3. Apply the concepts of cultural factors that influence health and illness of African/Black Americans.

Introduction

The patient’s cultural beliefs and values are important to consider in the delivery of health care. Nurses must be able to utilize assessment skills to evaluate patients’ health status and cultural needs. It is imperative to understand that cultural beliefs can affect the patient’s health just as much as the treatment plan. However, there are times when barriers exist to the delivery of culturally competent care. It is our responsibility to identify these barriers whether they are based on process, system, or financial aspects. The nurse plays an integral role in facilitating the best health outcomes for the patient. Knowing and understanding each cultural group ensures the patient receives quality care.

Intra-ethnic differences in cultural beliefs, customs, and traditions Required Resources

Text

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

• Chapter 5: Black Americans

Articles

Douglas, M. K., Pierce, J. U., Rosenkoetter, M., Pacquiao, D., Callister, L. C., Hattar-Pollara, M., & Purnell, L. (2011). Standards of practice for culturally competent nursing care: 2011 update. Journal of Transcultural Nursing, 22(4), 317. doi:10.1177/1043659611412965

• The full text of this article is available in the Sage database in the Ashford University Library. This article reviews the barriers to providing culturally competent care.

Eggenberger, S., Grassley, & J., Restrepo, E. (July 19, 2006). Culturally competent nursing care for families: Listening to the voices of Mexican-American women. OJIN: The Online Journal of Issues in Nursing. 11(3). doi: 10.3912/OJIN.Vol11No03PPT01.

• The full-text version of this article is available at the following url: http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume112006/No3Sept06/ArticlePreviousTopics/CulturallyCompetentNursingCare.html. This article reviews the communication techniques for Mexican subcultures.

Jimenez, R. L. (2014). Cultural competence and communication. AAOS Now, 8(9), 14-16. Retrieved from http://www.aaos.org/aaosnow/

• The full text of this article is available in the EBSCOhost database in the Ashford University Library. This article considers how culturally competent training influences a health care practitioner’s – in this case a doctor – relationship with patients. The author suggests that cultural competency is important but it is not the complete picture to providing the best care for diverse patients.

Paschal, A. M., Lewis-moss, R., Sly, J., & White, B. J. (2010). Addressing health disparities among African/Black Americans: Using the stages of change model to document attitudes and decisions about nutrition and physical activity. Journal of Community Health, 35(1), 10-7. doi:http://dx.doi.org/10.1007/s10900-009-9197-x

• The full text of this article is available in the ProQuest database in the Ashford University Library. This article reviews the poor diet and exercise habits, and the effects of these habits, on the health of African/Black Americans in order to design effective interventions.

Purnell, L. (2002). The Purnell model for cultural competence. Journal of Transcultural Nursing, 13(3), 193-196. doi:10.1177/10459602013003006

• The full text of this article is available in the Sage database in the Ashford University Library. This article reviews Purnell’s model of cultural competence.

Singleton, K. & Krause, E. (2009). Understanding cultural and linguistic barriers to health literacy. OJIN 14(3). doi: 10.3912/OJIN.Vol14No03Man04.

• The full-text version of this article is available at the following url: http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol142009/No3Sept09/Cultural-and-Linguistic-Barriers-.html. This article addresses the nurse’s role in conveying health care knowledge to patients through an understanding of the patient’s culture and language. Additionally, it shares case studies of patients’ experiences.

Multimedia

Films Media Group. (2006). Now is our time: Healthy living for black women 40-55 [Video file]. In Films on Demand. Retrieved from http://digital.films.com.proxy-library.ashford.edu/PortalPlaylists.aspx?aid=18596&xtid=30916

• This video looks at the incident rate of certain illnesses in African/Black American women. It focuses on diabetes, heart disease, and cancer, as well as how women can be more aware of their health and wellness.

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: 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.3, 6.4

Intra-ethnic differences in cultural beliefs, customs, and traditions 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 Theories and Conceptual Models for Cultural Diversity

• Chapter 4: Organization of Health care Delivery in the 21st Century

• Chapter 6: Hispanics/Latinos

• Chapter 7: Asians/Pacific Islanders

• Chapter 8: Native Americans/Alaska Natives

• Chapter 9: Whites (Non-Hispanic)

Articles

Health Research & Educational Trust. (2013). Becoming a culturally competent health care organization [PDF file]. Retrieved from: http://www.hpoe.org/Reports-HPOE/becoming_culturally_competent_health_care_organization.PDF

• This PDF document discusses the health care organization’s role in the community, and how becoming culturally competent will improve patient engagement, education, access to services, and compliance with health care advice.

Tripp-Reimer, T., Choi, E., Skemp Kelley, L. and Enslein, J. (2001). Cultural barriers to care: Inverting the problem. Diabetes Spectrum. 14(1). doi: 10.2337/diaspect.14.1.13

• The full-text version of this article is available at the following url: http://spectrum.diabetesjournals.org/content/14/1/13.full. This article reviews cultural barriers related to a diabetic patient.

Medical Case Study: Mr. Velasquez, a Hispanic/Latino male patient

Medical Case Study. Review the medical case study of Mr. Velasquez, a Hispanic/Latino male patient. Then, based on this case, analyze and evaluate the case per the specifications provided below. Answer the questions applying standards of practice as well as nursing assessment skills that must be implemented to provide culturally competent care. It is your choice to address this assignment from the perspective of admission to the floor or from the perspective of discharge planning.

• In what areas of this scenario can cultural beliefs influence the patient’s health outcomes?

• Discuss your practical experience as well as the standardized guidelines that you feel could assist in providing culturally competent care for this patient.

• Develop five questions you would ask the patient based on the specifics of his case, taking careful account of his cultural beliefs, to glean appropriate caregiving information.

• Having addressed the case of Mr. Velasquez, a Hispanic/Latino male, consider the case of a similar medical issue and circumstances in which the patient is of a different (not Hispanic/Latino) culture or subculture. Specify the cultural identity of this hypothetical patient. Compare and contrast the methods you would employ to gather necessary information for the two cases (i.e., describe how your actions would change based on the cultural norms for the different patients).

• Revise the five questions you have developed. Reflect how the questions will allow you to collect appropriate information and provide culturally competent care for the patient in this second hypothetical case. How does the cultural difference affect your role as a nurse?

• Reflect on what you learned from this case study on the Hispanic/Latino culture. How does this new learning compare to your previous nursing practice? How will this course experience influence your future behaviors?

Your paper must be a minimum of three pages in length (not including title and reference pages) and formatted according to APA style.

• Must include a separate 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

• Must use at least three scholarly sources in addition to the course text. One of the sources must be from the University Library.

• Must cite all sources in the body of the assignment. The citations must be in APA style

• Must include a separate reference page that is formatted according to APA style.

The Patient Protection and Affordable Care Act (PPACA) Essay Assignment

The Patient Protection and Affordable Care Act (PPACA). . In order to receive quality health care, Americans and legal immigrants must have access to care.

• In your opinion, evaluate whether (PPACA) has bridged the gap for diverse populations to receive quality health care.

• Provide your thoughts on this debate, identifying the strengths or shortcomings of your position.

• Include a specific excerpt from PPACA that supports your affirmative position, or a scholarly source that supports the opposing position.

Your initial The Patient Protection and Affordable Care Act (PPACA) Essay Assignment post should be 250-300 words and utilize at least one scholarly source from the University Library, cited in APA format, to justify your choices.

Guided Response: Choose two of your classmates’ posts and respond by including a statement indicating whether you agree or disagree. In addition, from the nursing perspective, justify your position by including a real-world example that illustrates your point. Identify what is lacking that diverse population groups would need to obtain quality care and recommend a solution.

Provide a substantive response (minimum of 100 words) for each of your replies in the Patient Protection and Affordable Care Act (PPACA) essay assignment. List at least one scholarly source cited in APA format, to support your rationale.

Personal Beliefs and Biases Discussions

1. Personal Bias. 1st Post Due by Day 3. Prior to preparing your response, review the Understanding Our Biases and Assumptions video.

• Describe a scenario in which the patient’s beliefs were contradictory to your own.

• Describe how you put aside your personal beliefs and biases to deliver quality patient care.

• What recommendations from the readings and/or video would you implement in order to provide culturally competent care?

Your initial Personal Beliefs and Biases post should be 250-300 words and utilize at least one scholarly source from the University Library, cited in APA format, to justify your choices.

Guided Response: Respond to two classmates by addressing how you would assist a colleague with the scenario described. From the nurse manager role, discuss the organizational policies that are in place, or that should be in place, that may assist you in providing treatment or managing cultural traditions, practices, and customs that are different from your own beliefs.

Provide a substantive response (minimum of 100 words) for each of your replies. List at least one scholarly source, cited in APA format as outlined, to support your rationale.

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.

ORDER A CUSTOM-WRITTEN ESSAY NOW

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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• 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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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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Required Resources

Text

Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.

• Chapter 10: Assessing for Violence

• Chapter 11: Assessing Culture

• Chapter 12: Assessing Spirituality and Religious Practices

• Chapter 33: Assessing Families

• Chapter 34: Assessing Communities

Articles

Arritt, T. (2014). Caring for patients of different religions. Nursing Made Incredibly Easy! 12(6), 38-45. doi:10.1097/01.NME.0000454746.87959.46

• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2014/11000/Caring_for___Patients_of_different_religions.8.aspx. This article explores what health care professionals need to know when caring for patients of different religions.

Gavin, V. R., Seeholzer, E. L., Leon, J. B., Chappelle, S. B., & Sehgal, A. R. (2015). If we build it, we will come: A model for community-led change to transform neighborhood conditions to support healthy eating and active living. American Journal of Public Health, 105(6). pp. 1072-1077. doi:10.2105/AJPH.2015.302599

• The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. A study was conducted in cities within close proximity to determine health and lifestyles of the communities.

Pullen, R. (2014). Communicating with patients from different cultures. Nursing Made Incredibly Easy! 12(6), 6-8. doi:10.1097/01.NME.0000454772.77545.13

• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2014/11000/Communicating_with_patients_from_different.2.aspx. This article identifies ways of communicating with patients from different cultures.

Multimedia

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NUR304: HEALTH ASSESSMENT COURSE GUIDE

Centers for Disease Control and Prevention. (2008, August 7). Break the silence: Stop the violence [Video file]. Retrieved from https://youtu.be/3wDeLX0vQMI

• Nearly one in eleven teenagers states she or he has been hit or physically hurt by a boyfriend or girlfriend, and perhaps more alarming, one out of every eleven teens reports being hit or physically hurt by a boyfriend or girlfriend in the past twelve months. This video addresses why this is the case and what we can do to change it. In Break The Silence: Stop the Violence, parents talk with teens about developing healthy, respectful relationships before they start dating. Accessibility Statement

Privacy Statement

Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com

• Conversation Concept Lab

• Respiratory

• Cardiovascular Concept Lab

• Abdominal Concept Lab

• Shadow Health is an integrative tool that facilitates simulated interaction and communication with virtual “avatar” clients. The tool helps students explore assessment techniques for ill patients. This Shadow Health resource and activity is your assignment for Week Three and will introduce you to the functions of open and closed questions in effective nursing communication. You will also learn about the differences between normal and abnormal heart sounds and lung sounds (with the Respiratory Concept Lab) and about the elements of an abdominal exam (with the Abdominal Concept Lab).

Accessibility Statement

Privacy Policy

Web Page

Centers for Disease Control and Prevention. (2014, April 8). Preventing pregnancies in younger teens. Retrieved from http://www.cdc.gov/vitalsigns

• This website describes the problems and issues associated with teen pregnancy and provides educational resources dedicated to continuing the decline of teen pregnancies each year.

Accessibility Statement

Privacy Policy

Website

Rhode Island Coalition Against Domestic Violence. (http://www.ricadv.org/en/)

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• Upon entering this website, there will be a popup to alert victims of a quick escape from the website in case their movements on the internet are monitored by their significant other. The site is dedicated to preventing and stopping violence in domestic relationships.

An Accessibility Statement does not exist.

A Privacy Policy does not exist.

Recommended Resources

Multimedia

Gonsher Vinik, D. (Writer & Producer). Vinik, D. (Director). (2014). I believe in you: Faiths’ response to intimate partner violence [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=55230&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410

• This video is an interfaith documentary that explores stories of survivors of abuse and the responses of faith groups that seek to address the needs of victims. Accessibility Statement

Privacy Policy

Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com

• Focused Exam: Cough

• Focused Exam: Chest Pain

• Focused Exam: Abdominal Pain

• Shadow Health is an integrative tool that facilitates simulated interaction and communication with virtual “avatar” clients. The tool helps students explore assessment techniques for ill patients. This Shadow Health resource and activity is recommended to assist in the specific exams for the cough, chest pain, and abdominal pain that are commonly seen in health care environments.

Accessibility Statement

Privacy Policy

Discussion

Participate in the following discussion:

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NUR304: HEALTH ASSESSMENT COURSE GUIDE

1. Assessing Sexual Assault [WLOs: 1, 2] [CLOs: 1, 2, 3, 4]. 1st Post Due by Day 3. Sexual assault includes any type of sexual action directed toward an individual who does not consent. Because of the effects of some drugs, commonly called date-rape drugs, victims may be physically helpless, unable to refuse, or even unable to remember what happened. A 16-year-old high school sophomore enters your ER or physician’s office expressing to you, the nurse that she believes she had sex “without knowing it.” How can the nurse support the client while educating her about safety in groups?

In your response, address the following items:

• How would the nurse provide education to the 16-year-old client about date-rape drugs?

• What education could be provided to this client or any person as to how such a drug can be ingested?

• How would you explain methods the client could use to protect herself against contact with a date-rape drug?

• What process and aftercare would you, as the nurse, recommend for this client who suspects sexual assault?

• Describe how the nurse would provide the information to the client in a supportive and compassionate manner, addressing each step of the assessment and recovery process.

• Identify two nursing diagnoses appropriate for this client as a victim of date rape, including interventions and rationale for your choice from the data gathered during the assessment.

Discussion Guidelines: Support your responses with credible or scholarly academic references using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and Ashford Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.

Guided Response: Respond to no fewer than two of your peers, identifying commonalities and differences between your choices, expanding knowledge of the topic from different viewpoints. Detail what was learned from the peer posts and how this enhanced or contributed to your learning of this topic.

Assignment

1. Concept Labs for Conversation, Respiratory, Cardiovascular, and Abdominal [WLOs: 2] [CLOs: 4]. Due by Day 7. The assignment this week is to complete the exercises in Shadow Health for “Conversation Concept

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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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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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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

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

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

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

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.

Learning Outcomes and Activity

1. Explain the importance of nursing communication for diverse patient populations in nursing practice.

 Assessing Cultural Needs – Discussion

 Levels of Care – Discussion

 Week One Quiz

 Personal Bias – Discussion

 PPACA – Discussion

 Week Two Quiz

 Medical Case Study – Assignment

 Barriers to Equitable Care – Discussion

 Week Three Quiz

 Purnell’s Model – Discussion

 Cultural Influences – Discussion

 Week Four Quiz

 Cultural Case Study – Assignment

 Health Beliefs and Traditions – Discussion

 Cultures in Your Community – Discussion

 Week Five Final Exam

2. Synthesize nursing care based on unique cultural needs’ assessment(s) and nursing scope of practice.

 Post Your Introduction – Discussion

 Assessing Cultural Needs – Discussion

 Levels of Care – Discussion

 Week One Quiz

 Personal Bias – Discussion

 PPACA – Discussion

 Week Two Quiz

 Medical Case Study – Assignment

 Barriers to Equitable Care – Discussion

 Week Three Quiz

 Purnell’s Model – Discussion

 Cultural Influences – Discussion

 Week Four Quiz

 Cultural Case Study – Assignment

 Health Beliefs and Traditions– Discussion

 Cultures in Your Community – Discussion

 Week Five Final Exam

3. Apply the concept of quality care for specific group(s) based on cultural preferences.

 Assessing Cultural Needs – Discussion

 Levels of Care – Discussion

 Week One Quiz

 Personal Bias – Discussion

 PPACA – Discussion

 Week Two Quiz

 Medical Case Study – Assignment

 Barriers to Equitable Care – Discussion

 Week Three Quiz

 Purnell’s Model – Discussion

 Cultural Influences – Discussion

 Week Four Quiz

 Cultural Case Study – Assignment

 Cultures in Your Community – Discussion

 Week Five Final Exam

4. Articulate specific similarities and differences in nursing care amongst different cultural groups.

 Post Your Introduction – Discussion

 Assessing Cultural Needs – Discussion

 Week One Quiz

 Personal Bias – Discussion

 PPACA – Discussion

 Week Two Quiz

 Medical Case Study – Assignment

 Barriers to Equitable Care – Discussion

 Week Three Quiz

 Purnell’s Model – Discussion

 Cultural Influences – Discussion

 Week Four Quiz

 Cultural Case Study – Assignment

 Health Beliefs and Traditions – Discussion

 Cultures in Your Community – Discussion

 Week Five Final Exam

Name and describe 3 similarities and 3 differences between inpatient and outpatient medical records.

Cultures in Your Community. 1st Post Due by Day 3. Choose one of the cultures studied in this class that is prevalent in your community.

• Describe a plan of care for a hospice patient that includes considerations of two of the following: religion, spirituality, folk remedies, Complementary and Alternative medicine (CAM), family, or other cultural influences.

• Explain the implications for nursing practice.

Your initial post should be 250-300 words and utilize at least one scholarly source from the University Library, cited in APA format, to justify your choices.

Guided Response: Choose two of your classmates’ posts that reflect on a different culture than your initial post. Address how the factors presented in your peer’s work effect health care decision-making from the patient’s perspective. Address how these factors influence nursing practice.

Provide a substantive response (minimum of 100 words) for each of your replies. List at least one scholarly source, cited in APA format, to support your rationale.