History And Interviewing Process,Cultural Competency ,Examination Techniques And Equipment

Physical Assessment class. Discussion. Here is the Book:  Seidel’s Guide to Physical Examination 8th . APA style. Please complete it in a few hours.

What are the goals of a patient interview?

What are the 4 Cs of communication? 

List the areas to include in the structure for taking a history.

Flexibility, respect, and confidentiality are key when discussing issues or concerns with which age group?

Discuss what the mnemonic devices HEEADSSSS and PACES mean regarding adolescents.

What information is included when assessing the chief complaint of pregnant women?

Mr. Ford is a 62-year-old patient who presents for a visit to the clinic. He presents with vague complaints, somewhat disorganized, and has hearing loss. He is overweight and has several health problems. He has a history of smoking 1 pack per day for 35 years and previous alcohol use. When you are talking with Mr. Ford, he begins to get tearful.

1-. What functional assessment activities would your consider at this step?

2-What functional assessment activities would your consider at this step?

3. What patient screenings would be appropriate for Mr. Ford at this time?

What is the definition of culture?

List your own cultural identities.Describe techniques and resources for assessing patients culturally dissimilar from yourselves.

What is the definition of cultural competence?

What is the relationship between communication and culture?

Describe when hand hygiene is necessary.

Which examination technique can continue throughout the history-taking process and during the physical examination?

Mr. Maddox is a 52-year-old patient who presents for follow up in the clinic. He has type 2 diabetes and is unable to walk and arrives in a wheelchair. He has an infected ulcer of his left ankle and is being treated for community-acquired pneumonia.

1-Describe the recommendations to prevent latex allergy in the health care provider.

2- Identify recommended infection control procedures when caring for this patient.

3- To determine if there is no blood flow to the patient’s foot caused by the ankle ulcer, what equipment can be used?

Nursing Leadership Action and Continuous Improvement Plan

Reflect on your Clifton Strengths results from the beginning of the course as well as the growth you have made in completing the course.

· Consider how you will continue to enhance your leadership behaviors after the course.

· Post an end-of-course assessment of your strengths and areas for improvement. Reflecting back on this course and using the literature, develop two SMART goals that you could implement to enhance your leadership behaviors and skills.

Developing SMART Goals

SMART is an acronym to help with realistic goal-setting. Use it as a tool to develop goals for yourself—

they could be goals for your career, your studies at Walden, or even your personal life.

This resource includes the SMART goal criteria, example goals, and a template for you to develop your

own academic, professional, and personal SMART goals.

SMART Goal Criteria

S is for specific.

The more specificity you bring to your goal, the clearer it is.

• Vague goal: “I want to advance in my company.” How exactly would you like to advance—in

terms of money or title? What position would you like to hold?

• More specific goal: “I want to advance to the position of senior sales manager.”

M is for measurable.

You must be able to track your progress toward the goal and understand when you have attained it.

Measurability allows for that.

• Not measurable: “Get better at public speaking.”

• Measurable and specific: “Give one class lecture without stuttering.” If you do not stutter during

the class, you know you have achieved the goal.

A is for achievable or attainable.

One tendency with goal setting is to aim too high, but that approach can set goals beyond our reach.

• Likely not achievable: “Earn my Doctor of Nursing Practice degree within 1 year of starting.”

This goal is not feasible due to workload and the established timeline of the program. Likewise,

“Become an executive chef in a three-star restaurant within 2 years” is not likely to happen if

you are currently a dishwasher with no culinary training. So… be conservative when

determining what is actually achievable.

R is for relevant.

This criterion ensures that the goal is important to you right now, at this point in your life.

• For instance, if your goal is “Start my own home health care business by the end of the year,”

consider what else is going on in your life. What other goals are you working toward? How

does this goal help or hinder those? Perhaps you have just bought a house, which has reduced

your finances; it might not make sense to invest in a business at this point as well.

T is for timely or time-bound.

Every goal must include a deadline or timeframe. Otherwise, why would you ever start it? The

procrastinator in you might just keep waiting and waiting and never take action.

• When determining an appropriate goal timeframe, ask yourself how long you need to

realistically complete the goal. This date gives you the end point, but it should also spark a

desire to achieve mini-goals along the way to attaining the larger goal.

Example Goals

The key to an effective goal is to combine all of these criteria, so that your goal is specific, measurable,

achievable, relevant, and timely altogether. Let’s look at two examples to see if they fit all of the

SMART criteria.

Example Goal 1

By a PhD in Public Health student: To improve my grammar, I will complete the Sentence Structure

Basics and Verbs modules in the Writing Center with a 90% score within 6 months.

• Is it specific? Yes. The student includes the names of the modules and where to find them,

rather than just “modules.”

• Is it measurable? Yes. The student needs to receive a certain score.

• Is it achievable? Yes. The student has given herself adequate time, and she is not expecting

perfection. She is giving herself some leeway in the score.

• Is it relevant? Yes. The student is working toward a PhD in Public Health degree, and she will

eventually write a dissertation. For a dissertation, proper grammar is especially important,

making the goal relevant to the student’s situation.

• Is it timely? Yes. The student has attached a timeframe of 6 months to this goal.

Example Goal 2

By an MS in Education student who is also a middle-school teacher: I will attend two professional

development workshops.

• Is it specific? No. The student has listed professional development workshops in general but

not which ones.

• Is it measurable? Yes. The student has indicated two workshops. When two have been

attended, she knows the goal is completed.

• Is it achievable? Yes. It is reasonable that the student has access to professional

development workshops as a teacher.

• Is it relevant? Sort of. Professional development is certainly relevant to the teaching

occupation, but without specificity, the relevance is unclear.

• Is it timely? No. There is no deadline or timing information within the goal to indicate when it

should take place.

Public Health And Disparities And Social Determinants Of Health

In 500-750 words, post in your assigned group your response to the prompt. In your initial post, refer at least one article related to your entry from a reputable newspaper (can be online) or other media source that is current within one month and post the link. You must have at least two references in your initial posting, and the media source can be one of the two. An easy way to find current articles on health policy is through Kaiser Health News.

Discussion Topic: In your post, you should discuss if and how the ACA has impacted your topic, and the impact of Republican proposals to repeal/replace the ACA on your topic.

  • Group 1: Health Disparities: What are two public policies needed to reduce racial and ethnic disparities in health care?

Required Resources:

 

  • Munoz, P., Kim, M., Chang, M. (2015). The Color of Wealth. Retrieved from https://www.bostonfed.org/publications/one-time-pubs/color-of-wealth.aspx
  • Healthy People 2020: Social Determinants of Health
  • Hayes, S., Riley, P., Radley, D. (2017). Reducing Racial and Ethnic Disparities in Access to Care. Retrieved from https://www.commonwealthfund.org/publications/issue-briefs/2017/aug/reducing-racial-and-ethnic-disparities-access-care-has
  • Derose, K., Gresenz, C., Ringel, J. (2011). Understanding Disparities in Health Care Access. Retrieved from https://www.healthaffairs.org/doi/full/10.1377/hlthaff.2011.0644
  • Access and Disparities in Access to Health Care. Content last reviewed June 2018. Agency for Healthcare Research and Quality, Rockville, MD. Retrieved from https://www.ahrq.gov/research/findings/nhqrdr/nhqdr15/access.html