Shadow Health Conversation Concept Lab Assignment

Shadow Health Conversation Concept Lab Assignment Rachel Adler

Shadow Health Conversation Concept Lab Assignment

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Complete the Conversation Concept Lab within the Shadow Health platform. This assignment should take about 40 minutes to complete on average. Please keep in mind that this is an average time.
Some students may require more time.

This clinical experience is a conversation concept lab. Students have one opportunity to complete this graded assignment. Upon completion, submit the lab pass through the assignment dropbox. Students will receive full points for successful completion of this assignment. A proficiency score is not provided.

Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

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NRS 434 Classroom Policy

Description

Online Classrooms-

Grand Canyon University requires all students enrolled in an online course to attend every week. This attendance is marked by activity in the online classroom. An online week for undergraduate students is Monday through Sunday. Students are not permitted to be out of attendance more than two consecutive, online weeks. An administrative withdrawal will be processed should a student be out of attendance for more than two consecutive, online weeks.

Assignment Submissions-

All assignments should be submitted through the drop box in the learning management system as Word documents with extensions of .doc or .docx unless otherwise indicated in the assignment description. Written assignments of 500 words or more are required to be submitted to Lopeswrite before submitting to the Assignments drop box in the learning management system, thus allowing students to make adjustments prior to submitting the final version for grading. Shadow Health Conversation Concept Lab Assignment

Late Policy-

All assignments are due before midnight Arizona time on the due dates indicated. Assignments posted after the indicated due dates will be subject to a deduction of 10% of the available points for each day late. No assignment can be accepted for grading after midnight on the final day of class. Technical issues are not valid excuses for late work unless the problem stems from GCU servers. Exceptions to this policy are at the discretion of the instructor.

Class Participation-

Participating in classroom discussion is paramount to the learning experience. Participating in the weekly discussions allows students and instructors to share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives. The qualitative participation requirements are:

  • Discussion Questions (DQ)- You have 2 discussion questions each week. You are required to have a minimum of 250 words, with references for both of these questions. ****Note the overall word count on assignments does not count title or references pages for the minimum.
  • Students are to actively participate in the main forum for DQ at least 3/7 days a week, responding to other posts to total a minimum of at least 6References and research articles are to be used to qualify as substantial posts.
  • Follow-up responses to classmates’ initial answers or responses that integrate course theories with a practical application of the subject, offering a personal observation or experience, or referencing real-world examples, current events, or presenting current research on the topic. Peer responses- These are the 6 minimum responses you have to your peers per week. This is in addition to both DQs (which is graded seperatly). These responses must have a min. of 125 words for each of the required 6 responses. You can always do more responses with as many for few words as you would like. Shadow Health Conversation Concept Lab Assignment
  • Classroom interaction demonstrating deeper or broader thoughts beyond rephrasing what the textbook has presented on the topic.
  • Responses encouraging further discussion and ongoing dialogue with other students and the instructor in the class.
  • Asking additional, relevant questions about the week’s topic.
  • Communications that are presented in a professional and supportive manner, and with respectful tone in the online classroom.

Subjective Data Collection: 19 of 19 (100.0%)
Hover To Reveal…

Hover over the Patient Data items below to reveal important information, including Pro Tips and Example Questions.

Found:
Indicates an item that you found.
Available:
Indicates an item that is available to be found.

Category
Scored Items

Experts selected these topics as essential components of a strong, thorough interview with this patient.
Patient Data
Not Scored

A combination of open and closed questions will yield better patient data. The following details are facts of the patient’s case.
Introduction and Medical History

Shadow Health Conversation Concept Lab Assignment

Finding:
Established reason for visit

Finding:
Reports needing an annual physical
(Found)
Pro Tip: Asking the patient’s reason for their visit is a practical way to establish a chief complaint.
Example Question:
What brings you in today?

Finding:
Asked about past medical history

Finding:
Denies medical conditions
(Found)
Pro Tip: A broad question about the patient’s past medical history may prompt a more comprehensive answer.
Example Question:
What medical conditions do you have?

Finding:
Followed up on frequency and dosage of ibuprofen use

Finding:
Takes ibuprofen monthly
(Found)
Pro Tip: When a patient reports taking any type of medication, it is important to gather information about the frequency of its use. A broader question may prompt a broader response from the patient.
Example Question:
How often do you take ibuprofen?
Finding:
Takes 2 at a time
(Found)
Pro Tip: When a patient reports taking any type of medication, it is important to gather information about the quantity of its use.
Example Question:
How many ibuprofen do you take at a time?
Finding:
Typically takes 2 doses on first day of period
(Found)
Pro Tip: When a patient reports taking any type of medication, it is important to gather information about the frequency of its use.
Example Question:
How many days do you take ibuprofen?
Finding:
Unsure of the dosage, but reports they are “regular strength”
(Found)
Pro Tip: When a patient reports taking any type of medication, it is important to gather information about the quantity of its use. Shadow Health Conversation Concept Lab Assignment
Example Question:
What dosage of ibuprofen do you take?
Finding:
Last dose was 2 weeks ago
(Available)
Pro Tip: When a patient reports taking any type of medication, it is important to gather information about the frequency of its use. Asking specifically about the last time the patient took the medication may prompt a response that speaks to the medications day to day use.
Example Question:
When did you last take Advil?

Finding:
Asked about supplements

Finding:
Denies vitamins
(Found)
Pro Tip: Asking a patient a specific question about their use of vitamins will prompt a definitive answer and provide insight into their supplement use.
Example Question:
Do you take any vitamins?
Finding:
Denies herbal supplements
(Found)
Pro Tip: Asking a patient a specific question about their use of herbal supplements will prompt a definitive answer and provide insight into their supplement use.
Example Question:
Do you take any herbal supplements?

Allergies

Finding:
Asked about general allergies

Finding:
Reports allergy to peanuts
(Found)
Pro Tip: Beginning an interview with a broad question is a good entry into the topic.
Example Question:
What allergies do you have?

Finding:
Followed up on peanut allergy symptoms

Finding:
Discovered at age 4
(Found)
Pro Tip: When a patient reports an allergy, it is important to establish its onset.
Example Question:
How old were you when had your first reaction to peanuts?
Finding:
Symptoms are itchy mouth and throat
(Found)
Pro Tip: When a patient reports an allergy, it’s necessary to determine the type and extent of his or her allergic reaction. For example, if a patient reports a bee-sting allergy, the provider must determine whether the patient has experienced localized allergic reactions or anaphylaxis.
Example Question:
What are the symptoms of your peanut allergy?

Finding:
Followed up on peanut allergy severity

Finding:
Describes allergy as not severe
(Found)
Pro Tip: When a patient reports an allergy, it is important ascertain the severity of their reaction to the allergen. A broad question about this topic, while a good starting point, may prompt a broad response that lacks the specifics of the reaction type.
Example Question:
How severe do you think your peanut allergy is?
Finding:
Denies breathing problems after exposure
(Found)
Pro Tip: Asking a patient about specific life-threatening reactions to their allergy, such as breathing problems, will prompt a response that characterizes the severity of the allergy.
Example Question:
Do you experience breathing problems when you eat peanuts?
Finding:
Denies hospitalization for reaction to peanuts
(Found)
Pro Tip: Asking a patient about past, allergy-related hospitalizations will prompt a response that characterizes the severity of the allergy.
Example Question:
Have you ever been hospitalized for a reaction to peanuts?

Finding:
Followed up on peanut allergy treatment

Finding:
Treated with Benadryl
(Found)
Pro Tip: When a patient reports an allergy, it is important to ask about the patient’s ability and willingness to treat allergic reactions. The patient’s response may provide insight into their health literacy and impact the allergy has had on their daily life.
Example Question:
How do you treat your peanut allergy?
Finding:
Reports avoiding peanuts and peanut oil
(Found)
Pro Tip: When a patient reports an allergy, it is important to ask about the patient’s ability and willingness to avoid the allergen. The patient’s response may provide insight into their health literacy and impact the allergy has had on their daily life.
Example Question:
How do you avoid eating peanuts?
Finding:
Denies use of epi-pen
(Available)
Pro Tip: When a patient reports an allergy, it is important to ask about access to specific resources that may treat an allergic reaction in the event of an emergency.
Example Question:
Do you have an epi pen?

Finding:
Asked about medication allergies

Finding:
Denies known medication allergies
(Found)
Pro Tip: While general questions about allergies may elicit important information, the patient may not spontaneously report all allergies. For example, medication allergies may be overlooked by the patient because he or she considers adverse reactions to medications separate from more common allergies, such as hay fever or allergic reactions to animal dander. In addition, if the patient experienced an allergic reaction to medication long ago, he or she may not immediately recall it. Therefore, it is important to ask specifically about medication allergies.
Example Question:
Are you allergic to any medications?

Finding:
Asked about other allergies

Finding:
Denies latex allergy
(Found)
Pro Tip: While general questions about allergies may elicit important information, the patient may not spontaneously report all allergies. For example, a latex allergy may be overlooked by a patient who rarely comes into contact with latex, or who has only experienced a mild allergic reaction. Therefore, it is important to ask specifically about latex allergy.
Example Question:
Are you allergic to latex?
Finding:
Denies food allergies or sensitivities (other than peanuts)
(Found)
Pro Tip: While general questions about allergies may elicit important information, the patient may not spontaneously report all allergies. For example, a food allergy may be overlooked by a patient who hasn’t experienced an allergy to things they eat, or to a patient who has already reported known food allergies. To form a more complete picture, it is important to ask specifically about food allergies.
Example Question:
Do you have any food allergies?
Finding:
Denies known environmental allergies
(Found)
Pro Tip: While general questions about allergies may elicit important information, the patient may not spontaneously report all allergies. For example, seasonal allergies may be overlooked by the patient because he or she considers them to be very common or harmless. In addition, if the patient is not currently experiencing an allergic reaction, this information may slip his or her mind. Therefore, it is important to ask specifically about environmental allergies.
Example Question:
Do you have any environmental allergies?

Substance Use

Finding:
Asked about tobacco and nicotine use

Finding:
Reports “some” tobacco use
(Found)
Pro Tip: Tobacco use in all its forms carries risk of adverse health consequences, so it is critical to ask your patient about tobacco use during a health history interview.
Example Question:
What tobacco products have you used?

Finding:
Followed up on type of tobacco or nicotine

Finding:
Reports smoking cigarettes
(Found)
Pro Tip: Smoking is a significant risk factor for many diseases and conditions including lung cancer, emphysema, and heart disease. Therefore, it is essential to ask patients about smoking and other tobacco use during a health history interview.
Example Question:
What do you smoke?
Finding:
Denies other forms of smoking tobacco such as cigars and pipes
(Available)
Pro Tip: Smoking is a significant risk factor for many diseases and conditions including lung cancer, emphysema, and heart disease. Furthermore, different forms of smoked tobacco may carry specific health risks; it is important to ask about other types of smoking tobacco to form a full picture of the patient’s smoking patterns.
Example Question:
Do you smoke cigars?
Finding:
Denies using chew or smokeless forms of tobacco
(Available)
Pro Tip: Smokeless tobacco also carries the risk of adverse health consequences for users, therefore it is important to ask a patient specifically about these products.
Example Question:
Have you ever tried chewing tobacco?
Finding:
Denies vaping or e-cigarettes
(Available)
Pro Tip: While less is known about the specific health consequences of e-cigarettes and personal vaporizers for tobacco use, it is important to to ask a patient about these products to form a more complete picture of their tobacco use patterns.
Example Question:
Have you ever tried an electronic cigarette?

Finding:
Followed up on patterns of tobacco use

Finding:
Reports smoking “really not very many” cigarettes
(Found)
Pro Tip: When a patient reports smoking, it is important to determine the quantity of the patient’s tobacco use in order to assess the patient’s risk level for associated health problems, and also to gauge the degree of the patient’s dependence.
Example Question:
How much do you smoke?
Finding:
Has smoked 3 times (one cigarette each time)
(Found)
Pro Tip: When a patient reports smoking, it is important to determine the frequency and duration of the patient’s tobacco use in order to assess the patient’s risk level for associated health problems, and also to gauge the degree of the patient’s dependence.
Example Question:
How many times have you smoked?

Finding:
Explored patient’s perception of tobacco use

Finding:
Reports understanding of health impacts of smoking
(Available)
Pro Tip: When a patient reports smoking, assessing their knowledge about tobacco use can enable providers to engage in relevant conversation with the patient, and to offer helpful education.
Example Question:
Can you tell me what you know about the health impacts of smoking? Shadow Health Conversation Concept Lab Assignment
Finding:
Reports negative experiences with smoking
(Found)
Pro Tip: In an adolescent patient, evaluating his or her attitude towards smoking can enable the provider to offer relevant support and education. For example, if the patient communicates that he or she views smoking as a means of relaxing, a provider can offer education and strategies for achieving relaxation in healthy ways.
Example Question:
How do you feel about smoking?

Finding:
Explored reasons that patient experimented with smoking

Finding:
Describes peer pressure related to smoking
(Found)
Pro Tip: When an adolescent patient reports smoking, evaluating the circumstances and social pressure involved may help the provider understand the patient’s motive for smoking. Addressing these motives directly, and exploring their origins, can be essential components of patient education regarding smoking.
Example Question:
Do your friends encourage you to smoke?
Finding:
Reports that she will avoid smoking in the future
(Found)
Pro Tip: When an adolescent patient reports smoking, evaluating the circumstances and social pressure involved may help the provider understand the patient’s motive for smoking. Addressing these motives directly, and exploring their origins, can be essential components of patient education regarding smoking.
Example Question:
What will you say if your friends asked you to smoke again?

Finding:
Asked about alcohol use

Finding:
Denies alcohol use
(Found)
Pro Tip: Asking direct opening questions about alcohol consumption is more likely to prompt a definitive response from a patient.
Example Question:
Have you ever tried alcohol?
Finding:
Denies being around friends who consume alcohol
(Available)
Pro Tip: When asking an adolescent patient about alcohol consumption, it is important to evaluate the circumstances and social pressure involved. Addressing these motives directly, and exploring their origins, can be essential components of patient education regarding drinking.
Example Question:
Do your friends ever drink alcohol?
Finding:
Reports alcohol consumed by parents at home
(Available)
Pro Tip: When asking an adolescent patient about alcohol consumption, it is important to evaluate the circumstances and social pressure involved. Since parents serve as direct models of adult alcohol consumption, asking about drinking patterns in the home may prove insightful.
Example Question:
Does anyone at home drink alcohol?
Finding:
Reports that parents drink “a glass of wine at dinner”
(Available)
Pro Tip: When asking an adolescent patient about alcohol consumption, it is important to evaluate the circumstances and social pressure involved. Since parents serve as direct models of adult alcohol consumption, asking about drinking patterns in the home may prove insightful. A broad question about the quantity of alcohol use in the home is a good starting point.
Example Question:
How much alcohol do your parents drink at home?

Finding:
Asked about drug use

Finding:
Denies previous drug use
(Found)
Pro Tip: Asking direct opening questions about drug use is more likely to prompt a definitive response from a patient.
Example Question:
Have you ever experimented with drugs?
Finding:
Denies being around friends who use drugs

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.