Advanced Health Assessment Essay Discussion

Advanced Health Assessment Essay Discussion

Introduction

Blood thinners or anti-clotting medication ensures that the blood components do not stick together to cause a clot. These are the drugs of choice for patients at risk of developing coronary heart disease and bedridden patients. Examples of blood thinners are warfarin, aspirin, and heparin (Hijazi, et al, 2019). I will describe the socioeconomic, spiritual, lifestyle, and cultural factors related to the patient’s problem. I will ask the five target questions to build a health history and assess the risk factors associated with the underlying condition. In addition, I will describe the challenges of communicating with patients from diverse cultures. Advanced Health Assessment Essay Discussion

Socioeconomic, Spiritual, Lifestyle, And Cultural Factors Related To The Patient Problem

Socioeconomic factors account for higher risk of blood clotting among adults. Lifestyle diseases are common in high socioeconomic status because they feed on unhealthy food and do not engage in physical exercise. The low socioeconomic status population feed on the only available food.  The locally available food in the community is fish and tofu. These foods are rich in fats and starch and pose are risk of obesity and eventually heart disease. Patients in a higher social-economic status tend to seek health services because they have medical insurance covers. The low socioeconomic status population can neither afford medical insurance covers nor pay for hospital annual checkups.

  BUY NOW A PLAGIARISM-FREE PAPER HERE

Spiritual factors are the person’s beliefs in the existence of a supreme being. Spiritual aspects determine their health-seeking behavior and compliance to medication. Some patients believe that the supreme being will heal all their ailments and thus they do not need healthcare services. The prognosis in such patients is usually poor. Other people believe in a supreme being and believe in seeking healthcare services at the onset of an illness. Cultural factors that could be affecting this patient are communication, health disparities, and healthcare outcome.

Lifestyle influences the onset of certain diseases. Common lifestyle diseases are diabetes, hypertension, and hyperlipidemia. Lifestyle habits like an unhealthy diet, smoking, drinking alcohol, and sedentary living promote the occurrence of these diseases. Lifestyle habits that could trigger the disease onset in this patient are an unhealthy diet and lack of physical exercise.

Building A Health History-5 Target Questions

Building a health history entails asking the patients about the reason for their visit. However, the care provider should make the patient comfortable to trigger the answers. To achieve this, the care provider should formulate questions that would lead him to make the appropriate diagnosis by identifying the risks.

What are the medical and surgical histories?

What medication are you taking?

What do you do for a living?

What is your smoking, alcohol, and illicit drug history?

What kind of food do you prefer taking and many meals do you take in a day?

Challenges Of Communication In Diverse Communities

Communication is the exchange of information to pass a message from one person to the other. Communication is important in building a health history. However, it becomes difficult in situations of the language barrier. Other challenges are different attitudes towards hierarchy and authority, troubles in fluency and accents, and conflicting norms of decision-making (Cain, et al, 2018). As the nurse, I will collect sensitive information from patients by performing anonymous surveys and keeping the respondents informed. Advanced Health Assessment Essay Discussion

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Mono Nu, a 44-year-old Filipino patient comes to the clinic today to have his “blood thinner” labs drawn since he started them two weeks ago. Upon assessing the labs, the nurse practitioner notes that he is still out of range. When assessing the patient’s compliance both stated that he had been taking them just as prescribed. He has been doing well and eating a diet rich in fish and tofu. He doesn’t understand why his medications are not working. Discussion: Diversity and Health Assessments May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012). Photo Credit: Getty Images Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity. In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion. To prepare: Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments. By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment. Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you. Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information? By Day 3 of Week 2 Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Read a selection of your colleagues’ responses.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 1, “The History and Interviewing Process” (Previously read in Week 1) This chapter highlights history and interviewing processes. The authors explore a variety of communication techniques, professionalism, and functional assessment concepts when developing relationships with patients. Chapter 2, “Cultural Competency” This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center. Chapter 2, “Evidenced-Based Clinical Practice Guidelines” Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis. Journal of Asthma, 51(7), 703–713.

  BUY NOW A PLAGIARISM-FREE PAPER HERE

doi:10.3109/02770903.2014.906605 Credit Line: Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis by Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J., in Journal of Asthma, Vol. 51/Issue 7. Copyright 2014 by Taylor & Francis, Inc. Reprinted by permission of Taylor & Francis, Inc. via the Copyright Clearance Center. The authors of this study discuss the relationship between health literacy and health outcomes in African American patients with asthma. Centers for Disease Control and Prevention. (2020, October 21). Cultural competence in health and human services. Retrieved from https://npin.cdc.gov/pages/cultural-competence This website discusses cultural competence as defined by the Centers for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website. United States Department of Human & Health Services. Office of Minority Health. (n.d.). A physician’s practical guide to culturally competent care. Retrieved June 10, 2019, from https://cccm.thinkculturalhealth.hhs.gov/ From the Office of Minority Health, this website offers CME and CEU credit and equips healthcare professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve. Coleman, D. E. (2019). Evidence based nursing practice: The challenges of health care and cultural diversity. Journal of Hospital Librarianship, 19(4), 330–338. https://doi.org/10.1080/15323269.2019.1661734 Young, S., & Guo, K. L. (2016). Cultural diversity training. The Health Care Manager, 35(2), 94–102. https://doi.org/10.1097/hcm.0000000000000100 Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_2_Discussion_Rubric Grid View List View Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) “Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) “Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. Advanced Health Assessment Essay Discussion

At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) “Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) “Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by Day 3. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not post main post by Day 3. First Response 17 (17%) – 18 (18%) “Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) “Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) “Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) “Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) “Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) “Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) “Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 11 (11%) “Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Advanced Health Assessment Essay Discussion

Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on three different days. Total Points: 100 Name: NURS_6512_Week_2_Discussion_Rubric Advanced Health Assessment Essay Discussion