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

Discussion: 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. Photo Credit: Getty Images/Caiaimage 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 "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 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. Week 1: Building a Comprehensive Health History According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information. The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health. This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history. Learning Objectives Students will: • Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health • Analyze health-related risk • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information Learning Resources Required Readings (click to expand/reduce) Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. 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” This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability. • Chapter 5, “Recording Information” This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. • Chapter 2, "The Comprehensive History and Physical Exam" (pp. 19–29) Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12. https://doi-org.ezp.waldenulibrary.org/10.1186/s12875-015-0241-x Note: You will access this article from the Walden Library databases. Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx? direct=true&db=edsgea&AN=edsgcl.429265076&site=eds-live&scope=site Note: You will access this article from the Walden Library databases. Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsgea&AN=edsgcl.426834285&site=eds-live&scope=site Note: You will access this article from the Walden Library databases. Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15(1111), 1–7. https://doiorg.ezp.waldenulibrary.org/10.1186/s12889-015-2477-8 Note: You will access this article from the Walden Library databases. Shadow Health Support and Orientation Resources Use the following resources to guide you through your Shadow Health orientation as well as other support resources: Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF) Document: Shadow Health Nursing Documentation Tutorial (Word document) Optional Resource LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin's diagnostic examination (10th ed.). New York, NY: McGraw- Hill Medical. • Chapter 2, "History Taking and the Medical Record" (pp. 1533) Rubric Detail Select Grid View or List View to change the rubric's layout. Name: NURS_6512_Week_1_Discussion_Rubric • Grid View • List View Show Descriptions Main Posting-- Excellent 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. Good 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. Fair 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. Poor 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-- Excellent 10 (10%) - 10 (10%) Posts main post by Day 3. Good 0 (0%) - 0 (0%) N/A Fair 0 (0%) - 0 (0%) N/A Poor 0 (0%) - 0 (0%) Does not post main post by Day 3. First Response-- Excellent 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. Good 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. Fair 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. Poor 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-- Excellent 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. Good 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. Fair 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. Poor 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-- Excellent 5 (5%) - 5 (5%) Meets requirements for participation by posting on three different days. Good 0 (0%) - 0 (0%) N/A Fair 0 (0%) - 0 (0%) N/A Poor 0 (0%) - 0 (0%) Does not meet requirements for participation by posting on three different days. Total Points: 100 Name: NURS_6512_Week_1_Discussion_Rubric

ANSWER. PAPER DETAILS
Academic Level	Masters
Subject Area	Nursing
Paper Type	Essay
Number of Pages	2 Page(s)/550 words
Sources	5
Format	APA
Spacing	Double Spaced

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