BUILDING A HEALTH HISTORY 

Walden University BUILDING A HEALTH HISTORY –Step-By-Step Guide

This guide will demonstrate how to complete the Walden University BUILDING A HEALTH HISTORY  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for BUILDING A HEALTH HISTORY                          

Whether one passes or fails an academic assignment such as the Walden University BUILDING A HEALTH HISTORY  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for BUILDING A HEALTH HISTORY                        

The introduction for the Walden University BUILDING A HEALTH HISTORY  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for BUILDING A HEALTH HISTORY                        

After the introduction, move into the main part of the BUILDING A HEALTH HISTORY  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for BUILDING A HEALTH HISTORY                        

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for BUILDING A HEALTH HISTORY                          

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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A Sample Answer For the Assignment: BUILDING A HEALTH HISTORY 

Title: BUILDING A HEALTH HISTORY 

BUILDING A HEALTH HISTORY 

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks. 

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor. 

RESOURCES 

Be sure to review the Learning Resources before completing this activity. 
Click the weekly resources link to access the resources.  

WEEKLY RESOURCES 

To prepare: 

With the information presented in Chapter 1 of Ball et al. in mind, consider the following: 

• By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment. 
• How would your communication and interview techniques for building a health history differ with each patient? 
• How might you target your questions for building a health history based on the patient’s social determinants of health? 
• What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? 
• Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. 
• Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. 
• Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. 

BY DAY 3 OF WEEK 1 

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. 

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!    

Read a selection of your colleagues’ responses. 

BY DAY 6 OF WEEK 1 

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches: 

• Share additional interview and communication techniques that could be effective with your colleague’s selected patient. 
• Suggest additional health-related risks that might be considered. 

• Validate an idea with your own experience and additional research 

How would your communication and interview techniques for building a health history differ with each patient? 

Seidel’s Guide to Physical Examination: An Interprofessional Approach, 9th Edition, is a recognized resource for healthcare providers that provides guidance on conducting culturally sensitive interviews and assessments (Ball et al., 2019). To build trust and make the patient feel comfortable, it is important to establish a rapport and create a welcoming environment (Ball et al., 2019). Open-ended questions can encourage the patient to share their experiences and concerns, and cultural sensitivity can help to recognize the patient’s background and experiences (Ball et al., 2019). Addressing language barriers and being mindful of health disparities can also improve patient outcomes (Ball et al., 2019). Overall, by following these techniques, healthcare providers can provide culturally sensitive and competent care to patients from diverse backgrounds. 

How might you target your questions for building a health history based on the patient’s social determinants of health? 

According to Seidel’s Guide to Physical Examination, healthcare providers should target their questions for building a health history based on the patient’s social determinants of health (SDOH). For a 22-year-old LGBTQIA female Hispanic immigrant living in a middle-class suburb, there are several SDOH factors that healthcare providers should consider when targeting their questions. 

First, healthcare providers should ask about the patient’s access to resources such as food, housing, transportation, income, and employment status (Ball et al., 2019). This information can help providers understand potential barriers to care and recommend appropriate resources to the patient. Additionally, healthcare providers should ask about the patient’s health insurance coverage and access to healthcare services, including any challenges she may face in navigating the healthcare system. 

Second, healthcare providers should ask about the patient’s experiences with discrimination, including any challenges related to her sexual orientation, ethnicity, or immigration status (Ball et al., 2019). Providers should also be aware of potential discrimination-related mental health issues and ask targeted questions to understand the patient’s mental health needs. 

Finally, healthcare providers should ask about the patient’s specific health needs as a member of the LGBTQIA community, such as access to gender-affirming care or mental health services tailored to LGBTQIA individuals (Ball et al., 2019). Providers should also ask about the patient’s social support network and any community organizations or support groups that may be helpful for the patient. 

By targeting questions related to SDOH, healthcare providers can gain a more comprehensive understanding of the patient’s health needs and provide patient-centered care that addresses the unique challenges faced by the patient. This approach can help reduce health disparities and promote better health outcomes for individuals from diverse backgrounds. 

What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? 

Some potential risk assessment instruments that may be appropriate for a 22-year-old LGBTQIA female Hispanic immigrant living in a middle-class suburb are sexual health risk assessment, substance use risk assessment, mental health risk assessment, and social determinants of health assessment (Ball et al., 2019). These instruments can help providers identify potential health risks and tailor care to meet the patient’s specific needs. However, providers should use a patient-centered approach and adapt their approach based on the patient’s individual needs and circumstances (Ball et al., 2019). 

Identify any potential health-related risks based on the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. 

According to a study by the National Institutes of Health, LGBTQ individuals, particularly those who identify as Hispanic, are at higher risk for mental health issues such as depression, anxiety, and suicidal ideation (Blosnich, 2017). This may be due in part to discrimination and stigma related to sexual orientation and ethnicity, as well as social isolation and lack of social support. Substance abuse is also a concern, with LGBTQ individuals being more likely to engage in substance use as a coping mechanism (Blosnich, 2017). 

In addition, Hispanic women have higher rates of HIV and other sexually transmitted infections compared to non-Hispanic women (CDC, 2019). This may be due in part to factors such as lack of access to healthcare and sex education, as well as cultural norms and attitudes towards sexuality. Discrimination and stigma related to sexual orientation may also contribute to health disparities among LGBTQ individuals. Therefore, healthcare providers need to be aware of these potential health risks and provide culturally sensitive and competent care to LGBTQIA Hispanic women living in middle-class suburbs (CDC, 2019). 

Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. 

One potential risk assessment instrument that could be used for a 22-year-old LGBTQIA female Hispanic immigrant living in a middle-class suburb is the HEAL (Health Equity Assessment and Leadership) tool (Ball et al., 2019). This tool is designed to assess health disparities and identify social determinants of health that may be impacting a patient’s well-being. It includes a series of questions related to various social determinants of health, such as housing, education, and access to healthcare, as well as questions specific to LGBTQ+ health and immigrant health. By using the HEAL tool, healthcare providers can gain a better understanding of the patient’s unique risk factors and tailor their care accordingly. 

Another tool that could be used is the Health Risk Assessment (HRA), which is a comprehensive tool that assesses a patient’s health risks based on a variety of factors, including lifestyle behaviors, medical history, and family history (Kaiser Permanente, 2019). This tool can be customized to include questions related to LGBTQ+ health and immigrant health and can help identify potential health risks that may be more prevalent in these populations, such as HIV/AIDS, mental health concerns, and barriers to accessing healthcare. By using the HRA, healthcare providers can work with the patient to develop a personalized health plan that addresses their specific needs and risks. 

Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. 

Here are five targeted questions that could be asked to assess the health risks and begin building a health history for a 22-year-old LGBTQIA female Hispanic immigrant living in a middle-class suburb: 

1. Are you currently taking any medications, vitamins, or supplements? 

2. Have you ever been diagnosed with a chronic medical condition, such as diabetes or hypertension? 

3. Have you ever experienced any mental health concerns or received any mental health treatment? 

4. Have you ever been tested for sexually transmitted infections (STIs)? If so, which ones and when was the last time you were tested? 

5. Have you ever experienced any discrimination or prejudice related to your sexual orientation, gender identity, or ethnicity that has affected your physical or mental health? 

These questions can help healthcare providers gain a better understanding of the patient’s current health status, potential risk factors, and unique health needs. They can also help build a foundation for ongoing communication and care management. 

References: 

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. 

Blosnich, J. R., Lee, J. G. L., & Horn, K. (2017). A systematic review of the etiology of tobacco disparities for sexual and gender minorities. Tobacco control, 26(5), 537-544. 

Centers for Disease Control and Prevention. (2019). HIV and Hispanic/Latino Gay and Bisexual Men. Retrieved from https://www.cdc.gov/hiv/group/msm/hispanic-latino/index.html 

Kaiser Permanente. (2019). Health Risk Assessment. Retrieved from https://healthy.kaiserpermanente.org/health-wellness/health-encyclopedia/he.health-risk-assessment