NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health
Walden University NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health 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.
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Whether one passes or fails an academic assignment such as the Walden University NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health 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 NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health
The introduction for the Walden University NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health 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 NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health
After the introduction, move into the main part of the NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health 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 NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health
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 NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health
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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I would like to say, great job for that very informative discussion post regarding Diversity and Health Assessments for patient John Green. You explained well the several factors that need to be considered, the sensitive issues, and your targeted questions are awesome! Let me just inject some additional insights and information on the targeted questions to foster learning and discussion.
Aside from the target specific questions you provided, I have formulated a set of additional questions along with their rationales that could build up this patient’s health history more. These are based on the references and sensitivity issues and considerations you have mentioned:
- “Can you tell me more about your transition and how it has impacted your health?”
This question is important because transitioning from one gender to another can have significant impacts on a person’s physical and mental health. It can help the healthcare provider understand the patient’s overall health status, any complications or side effects from hormone therapy, and any other health issues related to the transition. It also opens up a conversation about the patient’s self-care and adherence to prescribed treatments. - “How are you managing your depression currently? Are you receiving any treatment or support?”
Depression is a serious condition that can affect a person’s ability to function in daily life. It’s crucial to understand how the patient is managing their depression, whether they’re receiving any treatment (such as medication or therapy), and what kind of support system they have. This information can guide the healthcare provider in recommending appropriate mental health resources and treatments. - “Can you tell me more about your smoking habits? Have you ever tried to quit or cut back?“
Smoking is a significant risk factor for many health conditions, including heart disease, stroke, and lung cancer. Understanding the patient’s smoking habits can help the healthcare provider assess the patient’s risk for these conditions and provide appropriate counseling and resources for smoking cessation. - “How are you managing your HIV? Are you able to consistently take your medication?”
Adherence to antiretroviral therapy is crucial for managing HIV and preventing the progression to AIDS. This question can help the healthcare provider assess the patient’s adherence to their medication regimen, identify any barriers to adherence, and provide necessary support and resources. - “What are your current living conditions like? Do you have any concerns about your ability to access healthcare or afford medications?“
Social determinants of health, such as living conditions and access to healthcare, can significantly impact a person’s health outcomes. This question can help the healthcare provider understand any barriers the patient may be facing in accessing healthcare or affording medications and provide appropriate resources and referrals.
That’s all I think I could provide for now since you covered all points that need to be explained. I hope I was able to supplement your discussion. Thank you and “Maligayang Pasko!”
References:
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023). Seidel’s guide to physical examination: An interprofessional approach (10th ed.). St. Louis, MO: Elsevier Mosby.
Bockting, W., Coleman, E., Deutsch, M. B., Guillamon, A., Meyer, I., Meyer, W., 3rd, Reisner, S., Sevelius, J., & Ettner, R. (2016). Adult development and quality of life of transgender and gender nonconforming people. Current opinion in endocrinology, diabetes, and obesity, 23(2), 188–197. https://doi.org/10.1097/MED.0000000000000232
Polizopoulos-Wilson, N., Kindratt, T. B., Hansoti, E., Pagels, P., Cano, J. P., Day, P., & Gimpel, N. (2021). A Needs Assessment Among Transgender Patients at an LGBTQ Service Organization in Texas. Transgender health, 6(3), 175–183. https://doi.org/10.1089/trgh.2020.0048
Safer, J. D., Coleman, E., Feldman, J., Garofalo, R., Hembree, W., Radix, A., & Sevelius, J. (2016). Barriers to healthcare for transgender individuals. Current opinion in endocrinology, diabetes, and obesity, 23(2), 168–171. https://doi.org/10.1097/MED.0000000000000227
NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health
NURS 6512 Functional Assessments and Cultural and Diversity Awareness in Health
Mono Nu, a 44 year-old Filipino
The assigned case study involves Mono Nu, a 44-year old Filipino patient who wants their blood thinner labs to be drawn. While they have been using them according to the healthcare provider’s recommendation, the assessment shows that the labs as still out of range. According to the patient, they have been doing well, including eating a good diet rich in tofu and fish but the medication is not working. The paper focuses on the specific socioeconomic, lifestyle, spiritual and other cultures factors that could affect the patient’s treatment process. Also, significant sensitive issues that must be considered when interacting with the patient as well as five questions that can be asked to build the patient’s health history and assess their health risks.
Healthcare providers are encouraged to embrace patient’s perspectives during assessment, diagnosis, and treatment process. While assessing the Filipino patient, a nurse practitioner can consider critical socioeconomic factors that could impact their healthcare outcomes. These include any financial status, education, employment, family background, social support and community safety concerns. Martinez et al. (2020) admit that Asian Americans such as Filipinos are among many other ethnic/racial minorities who are likely to lack health insurance, be unemployed, have limited access to quality healthcare, as well as live in poor neighborhoods.
When considering the patient’s spirituality, the nurse practitioner need to be competent about their religious beliefs and practices that could influence their lifestyle, preferences, and perception about their overall health and well-being. Among Filipinos, spirituality is a significant source of coping as well as increased resilience with harsh living conditions and other precarious situations (Caringal et al., 2022). A better understanding of how spiritual factors play a significant role in improved health outcomes can help the nurse increase compliance as well as initiate and involve other important people such as religious leaders to help the patient cope with their condition. Although there is not enough information to understand the patient’s lifestyle, it is clear that they like eating fish and tofu. Encouraging the patient to embrace a well-balanced diet seems critical at this point.
Other cultural factors include the sense that Filipinos tend to be family-oriented. This denotes the importance of understanding the significance of biological networks within and outside the patient’s family (Coronado et al., 2020). It means the patient is likely to be more comfortable when treated with an Asian American healthcare provider, which could help inform inter-professional collaboration interventions. In case of language barrier or unclear cultural concerns the patient should consult another professional of the same race, ethnicity, or even nationality with the patient.
The patient is eating a lot of tofu and fish, which could be affecting the effectiveness of the blood thinners because of the increase Omega fatty acid and vitamin K in the body. Vitamin K is considered a significant barrier to the efficacy of blood thinners due to enhanced blood clotting (Tan & Lee, 2021). Although the patient should caution the patient about their diet, they must be sensitive to their dietary choices, which could be of significant importance in their family. The nurse should also be sensitive about the patient’s financial status, access to healthcare, documentation status, as well as values and beliefs. They should recommend alternative treatment regimens based on ability to afford, as well as respect the patient’s decision to remove the blood thinners.
The five questions the healthcare provider can use include;
- How would you describe yourself and your family background?
- Tell me more about your lifestyle and daily activities?
- How can you describe your spiritual life and religious practices?
- Would you mind talking about your employment status or family income?
- What about any alternative dietary choices and practices?
References
Cariñgal, K. S., Medina Jr, M. F., & Umali, M. J. P. S. (2022). A study on the association of perceived spiritual beliefs, practices, and well-being of breast cancer patients in a tertiary general hospital. Acta Medica Philippina, 56(3), 106-112. https://doi.org/10.47895/amp.vi0.3172
Coronado, G., Chio-Lauri, J., Cruz, R. D., & Roman, Y. M. (2021). Health disparities of cardiometabolic disorders among Filipino Americans: implications for health equity and community-based genetic research. Journal of Racial and Ethnic Health Disparities, 1-8. https://doi.org/10.1007/s40615-021-01190-6
Martinez, A. B., Co, M., Lau, J., & Brown, J. S. (2020). Filipino help-seeking for mental health problems and associated barriers and facilitators: A systematic review. Social Psychiatry and Psychiatric Epidemiology, 55, 1397-1413. https://doi.org/10.1007/s00127-020-01937-2
Tan, C. S. S., & Lee, S. W. H. (2021). Warfarin and food, herbal or dietary supplement interactions: A systematic review. British Journal of Clinical Pharmacology, 87(2), 352-374. https://doi.org/10.1111/bcp.14404
I agree with you, the emphasis should be more on the patient cultural background. Generally, when interacting with this patient, the patient’s condition, race, culture, life experiences, and beliefs; should be put into consideration (Ball, Dains, Flynn, Solomon, & Stewart, 2019). Cultural beliefs played a key role in patient health. In this case study, Mono Nu is from the Philippines and has a culture that has been known for the traditional use of plant medicines. There are several factors that the healthcare professional should consider when assessing patients with different cultural backgrounds. First, this professional should consider the patient’s socioeconomic status since they are likely to affect the patient’s health literacy, perception of healthcare, health-seeking behavior, ability to afford medical services, and the risk factors that patients face (Arpey et al., 2017; McMaughan et al., 2020).
with this, in mind, the health care professional will assess the patient’s drug history and make sure to ask about herbal supplements. Many herbal plant decreased the effectiveness of the medicine and block the action of blood thinners. Warfarin for instance role is to prevent clot formation, a diet rich in VitK decreased the effectiveness of the medication and may lead to severe health consequences (Rosenthal and Burchum, 2018). Also, it’s important that the healthcare professional educate patient Mono Nu about the importance of blood thinners and emphasize more the diet low with vitk.
References
Arpey, N. C., Gaglioti, A. H., & Rosenbaum, M. E. (2017). How socioeconomic status affects patient perceptions of health care: A qualitative study. Journal of Primary Care & Community Health, 8(3), 169–175. https://doi.org/10.1177/2150131917697439
Ball, J.W., Dains, J.E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s Guide to Physical Examination. (9th ed.). St. Louis, MO: Elsevie Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice nurse and physicians assistant. St. Louis, MO: Elsevier.
Many transgender people experience stigma and discrimination in their day-to-day lives which can affect access to healthcare (CDC,2022). This patient has a lot of different factors that play a role in his current mental state. The patient is currently unemployed, has multiple diagnoses, and currently not feeling his best. The patient has also been transitioning, which is the biggest phase of this patient’s life. Transgender people may also have unique needs and concerns when interacting with the healthcare system (CDC, 2022). You are correct about using the proper pronouns when referring to the patient, that shows that you respect the patient’s wishes and current state of mind during this transition. We must also consider how this patient feels about moving with his parents after becoming unemployed. It is important for the health care provider to build a trusting relationship with this individual to provide the best care.
The strategies that you have chosen will best fit this scenario, asking open-ended questions, and involving the patient in care would help the patient to lead care and be actively involved in care. Everything that the patient is currently dealing with can cause him to struggle mentally. It would be safe to do a thorough mental exam, it would be important to build a trusting relationship because you would want to make sure that the patient is being 100% honest about his mental state. Recent changes in living situations, death, relocation of friends or family members, or changes in physical health (Ball & et al, 2019). I would be sure to ask the patient if he has any feelings about harming himself or anyone else or if he has had any feelings recently about harming himself since the recent changes in his life. This patient could be a good candidate for a thorough mental health exam.
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.
Centers for Disease Control and Prevention. (2022, February 18). Patient-centered care. Centers
for Disease Control and Prevention. Retrieved December 10, 2022, from
https://www.cdc.gov/hiv/
Diversity is not about how we differ. Diversity is about embracing one another’s uniqueness.
—Ola Joseph
Countless assessments can be conducted on patients, but they may not be useful. In order to ensure that health assessments result in the necessary care, health assessments should take into account the impact of factors such as cultures and developmental circumstances.
Learning Objectives
Students will:
- Analyze diversity considerations in health assessments
- Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment
Learning Resources
Required Readings (click to expand/reduce)
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.
The authors of this article present patterns and trends in all-cause mortality and leading cause of death in American Indians and Alaskan Natives.
The authors of this study explore the causal relationships between health literacy, individual characteristics, literacy, culture and society, cognitive ability, medication adherence, and the blood pressure levels of hypertensive older adults receiving healthcare services at primary healthcare centers.
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Module 2 Introduction
Dr. Tara Harris reviews the overall expectations for Module 2. Consider how you will manage your time as you review your media and
Learning Resources for your Discussion, Case Study Lab Assignment, and your DCE Assignment (3m).
Functional Assessments and Cultural and Diversity Awareness in Health Assessment – Week 2 (10m)
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.
By Day 6 of Week 2
Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 2 Discussion Rubric
Post by Day 3 of Week 2 and Respond by Day 6 of Week 2
To Participate in this Discussion:
Week 2 Discussion
What’s Coming Up in Week 3?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition. You will also begin your first DCE: Health History Assessment which will be due in Week 4. Plan your time accordingly.
Overview of Digital Clinical Experiences (DCE) and Lab Components
Throughout this course, you are required to not only complete your standard course assignments and discussions, but you will also complete DCE and Lab Components that are either structured as optional or required assignment submissions. Please take the time to review your DCEand Lab Components for this course that are required submissions. See the table below and the attached table for specific DCE and Lab Components for the course.
Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total score of 80% or better, but you must take all attempts by the Day 7 deadline. You must pass BOTH the Health History and Comprehensive (head-to-toe) Physical Exam of at least a total score of 80% in order to pass the course.
| Week | Digital Clinical Experiences | Lab Components |
| Module 1: Comprehensive Health History | ||
| Week 1: Building a Comprehensive Health History | ||
| Module 2: Functional Assessments and Assessment Tools | ||
| Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment | ||
| Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children | DCE: Health History Assessment (assigned in Week 3, due in Week 4) | Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children |
| Module 3: Approach to System Focused Advanced Health Assessments | ||
| Week 4: Assessment of the Skin, Hair, and Nails | DCE: Health History Assessment | Lab Assignment: Differential Diagnosis for Skin Conditions (SOAP Note for differential diagnosis) |
| Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat | DCE: Focused Exam: Cough | Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat (Episodic SOAP Note) |
| Week 6: Assessment of the Abdomen and Gastrointestinal System | Lab Assignment: Assessing the Abdomen (Analyze SOAP Note) | |
| Week 7: Assessment of the Heart, Lungs, and Peripheral Vascular System | DCE: Focused Exam: Chest Pain | |
| Week 8: Assessment of the Musculoskeletal System | Discussion: Assessing Musculoskeletal Pain (Episodic SOAP Note) | |
| Week 9: Assessment of Cognition and the Neurologic System | DCE: Comprehensive (head-to-toe) Physical Assessment | Case Study Assignment: Assessing Neurological Symptoms (Episodic SOAP Note) |
| Week 10: Special Examinations—Breast, Genital, Prostate, and Rectal | Lab Assignment: Assessing the Genitalia and Rectum (analyze SOAP Note) | |
| Module 4: Ethics in Assessment | ||
| Week 11: The Ethics Behind Assessment | Lab Assignment: Ethical Concerns | |
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Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment
Diversity is not about how we differ. Diversity is about embracing one another’s uniqueness.
—Ola Joseph
Countless assessments can be conducted on patients, but they may not be useful. In order to ensure that health assessments result in the necessary care, health assessments should take into account the impact of factors such as cultures and developmental circumstances.
Learning Objectives
Students will:
- Analyze diversity considerations in health assessments
- Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment
Learning Resources
Required Readings (click to expand/reduce)
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.
Required Media (click to expand/reduce)
Module 2 Introduction
Dr. Tara Harris reviews the overall expectations for Module 2. Consider how you will manage your time as you review your media and Learning Resources for your Discussion, Case Study Lab Assignment, and your DCE Assignment (3m).
Functional Assessments and Cultural and Diversity Awareness in Health Assessment – Week 2 (10m)
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.
By Day 6 of Week 2
Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 2 Discussion Rubric
Post by Day 3 of Week 2 and Respond by Day 6 of Week 2
To Participate in this Discussion:
Week 2 Discussion
What’s Coming Up in Week 3?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition. You will also begin your first DCE: Health History Assessment which will be due in Week 4. Plan your time accordingly.
Overview of Digital Clinical Experiences (DCE) and Lab Components
Throughout this course, you are required to not only complete your standard course assignments and discussions, but you will also complete DCE and Lab Components that are either structured as optional or required assignment submissions. Please take the time to review your DCEand Lab Components for this course that are required submissions. See the table below and the attached table for specific DCE and Lab Components for the course.
Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total score of 80% or better, but you must take all attempts by the Day 7 deadline. You must pass BOTH the Health History and Comprehensive (head-to-toe) Physical Exam of at least a total score of 80% in order to pass the course.
| Week | Digital Clinical Experiences | Lab Components |
| Module 1: Comprehensive Health History | ||
| Week 1: Building a Comprehensive Health History | ||
| Module 2: Functional Assessments and Assessment Tools | ||
| Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment | ||
| Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children | DCE: Health History Assessment (assigned in Week 3, due in Week 4) | Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children |
| Module 3: Approach to System Focused Advanced Health Assessments | ||
| Week 4: Assessment of the Skin, Hair, and Nails | DCE: Health History Assessment | Lab Assignment: Differential Diagnosis for Skin Conditions (SOAP Note for differential diagnosis) |
| Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat | DCE: Focused Exam: Cough | Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat (Episodic SOAP Note) |
| Week 6: Assessment of the Abdomen and Gastrointestinal System | Lab Assignment: Assessing the Abdomen (Analyze SOAP Note) | |
| Week 7: Assessment of the Heart, Lungs, and Peripheral Vascular System | DCE: Focused Exam: Chest Pain | |
| Week 8: Assessment of the Musculoskeletal System | Discussion: Assessing Musculoskeletal Pain (Episodic SOAP Note) | |
| Week 9: Assessment of Cognition and the Neurologic System | DCE: Comprehensive (head-to-toe) Physical Assessment | Case Study Assignment: Assessing Neurological Symptoms (Episodic SOAP Note) |
| Week 10: Special Examinations—Breast, Genital, Prostate, and Rectal | Lab Assignment: Assessing the Genitalia and Rectum (analyze SOAP Note) | |
| Module 4: Ethics in Assessment | ||
| Week 11: The Ethics Behind Assessment | Lab Assignment: Ethical Concerns | |
Next Week
Name: NURS_6512_Week_2_Discussion_Rubric
| Excellent | Good | Fair | Poor | ||
| Main Posting | Points Range: 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. | Points Range: 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. 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. | Points Range: 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. | Points Range: 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 | Points Range: 10 (10%) – 10 (10%) Posts main post by Day 3. | Points Range: 0 (0%) – 0 (0%) N/A | Points Range: 0 (0%) – 0 (0%) N/A | Points Range: 0 (0%) – 0 (0%) Does not post main post by Day 3. | |
| First Response | Points Range: 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. | Points Range: 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. | Points Range: 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. | Points Range: 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 | Points Range: 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. | Points Range: 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. | Points Range: 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. | Points Range: 0 (0%) – 11 (11%) “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. | |
| Participation | Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. | Points Range: 0 (0%) – 0 (0%) N/A | Points Range: 0 (0%) – 0 (0%) N/A | Points Range: 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
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