HEALTH ASSESSMENT COURSE, ESSAYS AND ASSIGNMENTS

HEALTH ASSESSMENT COURSE, ESSAYS AND ASSIGNMENTS
HEALTH ASSESSMENT
Course Guide
This course prepares RN to BSN students to synthesize the comprehensive health assessment. Emphasis is placed on the acquisition, processing, and interpretation of data collected from clients of all ages. A physical, psychological, sociocultural, and spiritual approach supported evidence-based practices is used to assess the client and to incorporate consideration of the client’s needs, state of wellness, developmental level, and response to life experiences. Students also evaluate current health policy and technology to support health assessment to improve community health.
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TABLE OF CONTENTS ……………………………………………………………………………………………………………………………………………………1
COURSE AT A GLANCE ………………………………………………………………………………………………………………………………………………….5
COURSE DESCRIPTION…………………………………………………………………………………………………………………………………………………5
COURSE DESIGN…………………………………………………………………………………………………………………………………………………………..5
PREREQUISITES……………………………………………………………………………………………………………………………………………………………5
COURSE LEARNING OUTCOMES …………………………………………………………………………………………………………………………………5
COURSE MATERIALS……………………………………………………………………………………………………………………………………………………..6
REQUIRED TEXT…………………………………………………………………………………………………………………………………………………………..6
REQUIRED RESOURCES ……………………………………………………………………………………………………………………………………………….6
Articles ……………………………………………………………………………………………………………………………………………………………………….6
Multimedia ………………………………………………………………………………………………………………………………………………………………….7
Web Pages…………………………………………………………………………………………………………………………………………………………………..7
Websites ……………………………………………………………………………………………………………………………………………………………………..7
RECOMMENDED RESOURCES ……………………………………………………………………………………………………………………………………..7
Articles ……………………………………………………………………………………………………………………………………………………………………….7
Multimedia ………………………………………………………………………………………………………………………………………………………………….7
Web Pages…………………………………………………………………………………………………………………………………………………………………..8
COURSE GRADING………………………………………………………………………………………………………………………………………………………….9
DISCUSSIONS ……………………………………………………………………………………………………………………………………………………………….9
ASSIGNMENTS ……………………………………………………………………………………………………………………………………………………………..9
FINAL PROJECT…………………………………………………………………………………………………………………………………………………………….9
GRADING PERCENT BREAKDOWN…………………………………………………………………………………………………………………………….10
WEEK ONE …………………………………………………………………………………………………………………………………………………………………….11
DOCUMENTATION AND ANALYSIS …………………………………………………………………………………………………………………………..11
Overview …………………………………………………………………………………………………………………………………………………………………..11
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….11
Introduction……………………………………………………………………………………………………………………………………………………………….11
Required Resources…………………………………………………………………………………………………………………………………………………….12
Recommended Resources …………………………………………………………………………………………………………………………………………….13
Discussions………………………………………………………………………………………………………………………………………………………………..14
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Assignment ………………………………………………………………………………………………………………………………………………………………..15
WEEK TWO……………………………………………………………………………………………………………………………………………………………………17
ASSESSMENTSWITHIN DEVELOPMENT GROUP……………………………………………………………………………………………………….17
Overview …………………………………………………………………………………………………………………………………………………………………..17
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….17
Introduction……………………………………………………………………………………………………………………………………………………………….17
Required Resources…………………………………………………………………………………………………………………………………………………….17
Recommended Resources …………………………………………………………………………………………………………………………………………….18
Discussion …………………………………………………………………………………………………………………………………………………………………19
Assignment ………………………………………………………………………………………………………………………………………………………………..20
WEEK THREE………………………………………………………………………………………………………………………………………………………………..22
ASSESSING INDIVIDUALS, FAMILIES, AND COMMUNITIES……………………………………………………………………………………..22
Overview …………………………………………………………………………………………………………………………………………………………………..22
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….22
Introduction……………………………………………………………………………………………………………………………………………………………….22
Required Resources…………………………………………………………………………………………………………………………………………………….23
Recommended Resources …………………………………………………………………………………………………………………………………………….25
Discussion …………………………………………………………………………………………………………………………………………………………………25
Assignment ………………………………………………………………………………………………………………………………………………………………..26
WEEK FOUR…………………………………………………………………………………………………………………………………………………………………..29
ASSESSING THE INDIVIDUAL CLIENT……………………………………………………………………………………………………………………….29
Overview …………………………………………………………………………………………………………………………………………………………………..29
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….29
Introduction……………………………………………………………………………………………………………………………………………………………….29
Required Resources…………………………………………………………………………………………………………………………………………………….30
Recommended Resources …………………………………………………………………………………………………………………………………………….31
Discussion …………………………………………………………………………………………………………………………………………………………………32
Assignment ………………………………………………………………………………………………………………………………………………………………..33
WEEK FIVE ……………………………………………………………………………………………………………………………………………………………………35
COMPREHENSIVE ASSESSMENT AND THE ELDERLY……………………………………………………………………………………………….35
Overview …………………………………………………………………………………………………………………………………………………………………..35
Weekly Learning Outcomes………………………………………………………………………………………………………………………………………….35
Introduction……………………………………………………………………………………………………………………………………………………………….35
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Required Resources…………………………………………………………………………………………………………………………………………………….36
Recommended Resources …………………………………………………………………………………………………………………………………………….37
Discussion …………………………………………………………………………………………………………………………………………………………………38
Final Project ……………………………………………………………………………………………………………………………………………………………..38
COURSE MAP…………………………………………………………………………………………………………………………………………………………………41
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
COURSE AT A GLANCE
COURSE DESCRIPTION
This course prepares RN to BSN students to synthesize the comprehensive health assessment. Emphasis is placed on the acquisition, processing, and interpretation of data collected from clients of all ages. A physical, psychological, sociocultural, and spiritual approach supported evidence-based practices is used to assess the client and to incorporate consideration of the client’s needs, state of wellness, developmental level, and response to life experiences. Students also evaluate current health policy and technology to support health assessment to improve community health.
COURSE DESIGN
This course prepares RN-BSN students to synthesize comprehensive health assessment through reading and processing a range of media covering topics including the lifespan, special groups, and body systems. The methods of learning include participation in threaded discussions, completion of written assignments, and undertaking virtual health assessments using Shadow Health, an integrative, interactive tool that allows student to access and communicate with a virtual patient and provides feedback reports to enhance assessment skills. Activities progress through assessments of various systems to a full assessment of an individual.
PREREQUISITES
NUR302
COURSE LEARNING OUTCOMES
Upon successful completion of this course, students will be able to
1. Identify physical, social, economic, and environmental factors that influence the health status of clients and families.
2. Describe the effectiveness of health assessment techniques for collecting age-appropriate data.
3. Apply evidence-based practices to support and educate variants of a health assessment that address wellness beliefs, values, and practices within a community.
4. Evaluate current health policy and technology to support health assessment and improve community health.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
COURSE MATERIALS
REQUIRED TEXT
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
REQUIRED RESOURCES
Articles
Ahacic, J. A. (2016). A look at eating disorders. Nursing Made Incredibly Easy! 14(2), 28-37. doi:10.1097/01.NME.0000479864.48566.ad
Arritt, T. (2014). Caring for patients of different religions. Nursing Made Incredibly Easy! 12(6), 38-45. doi:10.1097/01.NME.0000454746.87959.46
Barr, E. M., Goldfarb, E. S., Russell, S., Seabert, D., Wallen, M., & Wilson, K. L. (2014). Improving sexuality education: The development of teacher-preparation standards. Journal of School Health, 84(6), 396-415. doi:10.1111/josh.12156
Gavin, V. R., Seeholzer, E. L., Leon, J. B., Chappelle, S. B., & Sehgal, A. R. (2015). If we build it, we will come: A model for community-led change to transform neighborhood conditions to support healthy eating and active living. American Journal of Public Health, 105(6). pp. 1072-1077. doi:10.2105/AJPH.2015.302599
Hood, W. A., & Kate, V. (2015). Nutritional status assessment in adults. Medscape. Retrieved from http://emedicine.medscape.com
Maher, R. L., Hanlon, J. T., & Hajjar, E. R. (2014). Clinical consequences of polypharmacy in elderly. Expert Opinion on Drug Safety, 13(1). doi:10.1517/14740338.2013.827660
Murphy, K. (2015, March/April). Getting to the bottom of PTSD. Nursing Made Incredibly Easy! 13(2), 34-43. doi:10.1517/14740338.2013.827660
Glassman, P. (n.d.). Health literacy. Retrieved from http://nnlm.gov
Province of British Columbia Ministry of Health. (2009). A guide for collaborative structured communication. Retrieved from http://www2.gov.bc.ca/gov/content/health/conducting-health-research-evaluation/health-and-human-services-library
Pullen, R. (2014). Communicating with patients from different cultures. Nursing Made Incredibly Easy! 12(6), 6-8. doi:10.1097/01.NME.0000454772.77545.13
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Multimedia
BuzzFeedYellow. (2015, November 17). 13 Heartbreaking confessions of domestic violence survivors [Video file]. Retrieved from https://www.youtube.com/watch?v=N1K_tx4pJ2A&feature=youtu.be
Centers for Disease Control and Prevention. (2008, August 7). Break the silence: Stop the violence [Video file]. Retrieved from https://youtu.be/3wDeLX0vQMI
Nevco Educational Video Inc. (Producer). (2003). Improving your observation and documentation skills in nursing [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=43827&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530
Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com
Web Pages
Centers for Disease Control and Prevention. (2016). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/healthcomm/fact_sheets.htm
Centers for Disease Control and Prevention. (2014, April 8). Preventing pregnancies in younger teens. Retrieved from http://www.cdc.gov/vitalsigns
Websites
National Association of Anorexia Nervosa and Associated Disorders. (http://www.anad.org/)
Rhode Island Coalition Against Domestic Violence. (http://www.ricadv.org/en/)
RECOMMENDED RESOURCES
Articles
Cichminski, L., & Bellomo, T. (2012). Why me? Bullying and the answer to an age-old problem. Nursing Made Incredibly Easy! 10(3), 5-9. doi:10.1097/01.NME.0000413351.28682.bc
Davis, C., Shuss, S., & Lockhart, L. (2014). Assessing suicide risk. Nursing Made Incredibly Easy! 12(1), 22-29. doi:10.1097/01.NME.0000438409.07755.e3
Rogers, T. (2009). Hospice myths: What is hospice really about? Pennsylvania Nurse, 64(4), 4-8. Retrieved from http://www.worldcat.org/title/pennsylvania-nurse/oclc/2449507
Multimedia
Cheerbabyxo118. (2013, November 21). Pain assessment [Video file]. Retrieved from https://www.youtube.com/watch?v=OwKkWKUJc5Q&feature=youtu.be
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Gonsher Vinik, D. (Writer & Producer), & Vinik, D. (Director). (2014). I believe in you: Faiths’ response to intimate partner violence [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=55230&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410
Mayo Clinic. (2013, June 5). Teen suicide prevention [Video file]. Retrieved from https://youtu.be/3BByqa7bhto
The StayWell Company (Producer). (2010). Vital signs: Know your numbers [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=52802&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410
Web Pages
Hunger in America. (2016). Retrieved from http://www.feedingamerica.org/hunger-in-america/
National Pressure Ulcer Advisory Panel (NPUAP) announces a change in terminology from pressure ulcer to pressure injury and updates the stages of pressure injury. (2016, April 13). Retrieved from http://www.npuap.org
WebMD. (2014). Substance abuse and addiction heath center: Substance abuse. Retrieved from http://www.webmd.com/mental-health/addiction/substance-abuse
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
COURSE GRADING
Multiple measures of assessment are used in the course, allowing students opportunities to demonstrate their learning in more than one way and giving consideration to individual learning styles. Course components that will be assessed are noted below.
DISCUSSIONS
Each week students will participate in online discussions with classmates, which are related to the week’s readings. These discussions replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students’ initial discussion posts are due by 11:59 p.m. (in the time zone in which each student resides) on Day 3 (Thursday). Students will have until 11:59 p.m. on Day 7 (the following Monday) to make the required minimum number of response posts to classmates. Discussions represent 21% of the overall course grade.
ASSIGNMENTS
There are written assignments due in Weeks One through Five of this course. These assignments must reflect college-level writing. Assignments represent 47% of the overall course grade.
FINAL PROJECT
The final assignment for this course is a Final Project. The purpose of the Comprehensive Assessment is for you to culminate the learning achieved in the course by performing a comprehensive assessment of a virtual client in Shadow Health. The Comprehensive Assessment will be a head-to-toe collection of data using objective and subjective information. The data and assessment findings will be communicated to other staff within the simulated environment. Additionally, the final assignment will include a reflective paper. The Final Project represents 32% of the overall course grade.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
GRADING PERCENT BREAKDOWN
Activity
Grading Percent
Discussions
21
Assignments
47
Final Project
32
Total
100
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
WEEK ONE
DOCUMENTATION AND ANALYSIS
To be completed during the first week of class.
Overview
Activity
Due Date
Format
Grading Percent
Post Your Introduction
Day 1
Discussion
1
Assessment Methods
Day 3
(1st post)
Discussion
4
Health History
Day 7
Assignment
13
Weekly Learning Outcomes
This week students will
1. Apply evidence-based practice to the assessment of health history for an individual client [CLOs: 2].
2. Apply communication skills with the individual client and auxiliary staff [CLOs: 1, 2, 4].
3. Organize assessment data gathered for documentation [CLOs: 2, 4].
Introduction
Week One focuses on data collection and the utilization of communication and assessment techniques. The assignment in Shadow Health centers on history taking and communication with the client and the collaborating staff. The discussions for this week also prepare the student to apply assessment techniques. Recommended readings enhance student learning for topic content.
Introducing Shadow Health
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
For some of the resources and assignments in this course you will be using an interactive, integrative tool called Shadow Health. Each Shadow Health assignment or resource citation will be linked directly to Shadow Health and you can always access the tool by clicking Shadow Health.
Click on the Shadow Health link, or at any convenient time, to review this valuable tool. Following is some information from the publisher:
Digital Clinical Experience
• Shadow Health provides a clinical simulation designed to improve your health assessment skills in a safe learning environment. You will examine digital patients throughout the course that are accessible online 24/7.
Technical requirements
• Review requirements: https://shadow.desk.com/customer/portal/articles/963290-dce-recommended-system-specifications
• Tablets and mobile devices are not currently supported.
• Recommended web browser is Google Chrome.
Shadow Health Support:
• Contact Shadow Health with any questions or technical issues regarding Shadow Health before contacting your instructor.
• Support is available at http://support.shadowhealth.com.
Required Resources
Text
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 1: Nurse’s Role in Health Assessment: Collecting and Analyzing data
• Chapter 2: Collecting Subjective Data: The Interview and Health History
• Chapter 3: Collecting Objective Data: The Physical Examination
• Chapter 4: Validating and Documenting Data
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Chapter 5: Thinking Critically to Analyze Data and Make Informed Nursing Judgments
• Chapter 8: Assessing General Status and Vital Signs
• Chapter 9: Assessing Pain: the 5th Vital Sign
Articles
Glassman, P. (n.d.). Health literacy. Retrieved from http://nnlm.gov
• This article introduces the concept of health literacy and explains its different forms. Literacy includes understanding, listening, communicating, and critical thinking. This article will help students understand that people, including co-workers and patients, do not learn and communicate the same way.
Accessibility Statement
Privacy Policy
Province of British Columbia Ministry of Health. (2009). A guide for collaborative structured communication. Retrieved from http://www2.gov.bc.ca/gov/content/health/conducting-health-research-evaluation/health-and-human-services-library
• This article discusses the importance of communication and how to communicate with staff.
Accessibility Statement
Privacy Policy
Multimedia
Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com
• Health History
• Shadow Health is an integrative tool that facilitates simulated interaction and communication with virtual “avatar” clients. The tool helps students explore assessment techniques for ill patients. This Shadow Health resource and activity is your assignment for Week One. You will interview your first digital standardized patient, Tina Jones, then document her comprehensive health history and complete post-exam activities.
Accessibility Statement
Privacy Policy
Recommended Resources
Text
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Appendix A: Nursing History Guide
• Appendix B: Physical Assessment Guide
Multimedia
Cheerbabyxo118 (2013, November 21). Pain assessment [Video file]. Retrieved from https://www.youtube.com/watch?v=OwKkWKUJc5Q&feature=youtu.be
• This video shows the student how to retrieve information from the patient for a pain assessment. Accessibility Statement
Privacy Statement
The StayWell Company (Producer). (2010). Vital signs: Know your numbers [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=52802&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410
• This film provides a demonstration on understanding and measuring vital signs and when to call a health care provider.
Accessibility Statement
Privacy Policy
Discussions
Participate in the following discussions:
1. Post Your Introduction. 1st Post Due by Day 1. Welcome to the class! Please take a few moments to introduce yourself to your peers. Share your name, professional interests relating to the RN-BSN program, and any experience you have in the area of health assessment. Also feel free to share your personal interests, hobbies, and any life circumstances you feel would be of interest to your classmates in the context of this course.
Guided Response: Respond to at least two of your classmates’ introductions. Use this forum to get acquainted with one another.
2. Assessment Methods [WLOs: 1, 2, 3] [ CLOs: 2, 3, 4]. 1st Post Due by Day 3. For your initial post, select one of the health assessment techniques covered in this week’s textbook reading.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Briefly describe how the assessment technique is applied and what information is gained, citing an example.
• Evaluate the strengths and limitations of the assessment technique for your specific example.
• Describe and evaluate a real-life scenario, preferably from your professional experience, to support your position.
Discussion Guidelines: Support your responses with credible or scholarly academic references using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and Ashford Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.
Guided Response: Reply to no fewer than two of your peers, comparing their choice of assessment technique to yours as appropriate for the scenarios described. Identify commonalities and differences in your respective approaches to selecting an assessment technique. Evaluate whether and how each approach is effective for the particular context and identify the limitations and/or shortcomings of each. Responses should be specific, making coherent arguments, citing additional information, and, when applicable, providing counter examples.
Assignment
1. Health History [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]. Due by Day 7. The assignment this week is to complete the “Health History” exercise in Shadow Health. Complete the entire assessment, review the report upon completion, create the report by clicking on Lab Pass, save the PDF to your computer, and upload the PDF with the rest of the assignment.
You may take the labs twice to improve your grade. Upload the PDF with the highest score.
Additionally, write a paper reflecting on how this exercise will improve your practice.
• Provide detailed examples of how this exercise and the readings identified inconsistencies or aspects missing in personal history-taking techniques.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
• Describe at least one example illustrating what you might have done differently before versus after completing this activity. Support your answer with reference to an example from your professional experience.
The paper
• Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style. For assistance, visit the Ashford Writing Center’s APA Essay Checklist for Students.
• Must include a title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
o For further assistance with the formatting and the title page, please refer to the Formatting Instructions for MS Word 2013.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions and Conclusions, as well as Thesis Statements, please refer to the Ashford Writing Center resources.
• Must use at least two scholarly sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. The Integrating Research tutorial will offer further assistance on including supporting information and reasoning.
• Must document all sources in APA style, as outlined in the Ashford Writing Center’s In-Text Citation Guide.
• Must include a separate references page that is formatted according to APA style.
• Resource: Before you submit your written assignment, you are encouraged to review The Grammarly Guide: How to Set Up & Use Grammarly tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
WEEK TWO
ASSESSMENTS WITHIN DEVELOPMENT GROUP
To be completed during the second week of class.
Overview
Activity
Due Date
Format
Grading Percent
Assessment Within the Lifespan
Day 3
(1st post)
Discussion
4
Adolescent Assessment
Day 7
Assignment
8
Weekly Learning Outcomes
This week students will
1. Apply the assessment process correctly and effectively [CLOs: 1, 2, 3, 4].
2. Assess mental status, growth, and development of age groups [CLOs: 1, 2, 3, 4].
3. Assess special groups in the lifespan [CLOs: 2, 3].
Introduction
Week Two focuses on mental health and substance abuse assessments; psychosocial, cognitive, and moral development; and the assessment of children and adolescents. Required readings examine social and mental issues present in society and seen in many areas of health care. Recommended readings cover assessments of childbearing women, newborns, infants, and older adults. The discussion this week focuses on child development and milestones. The assignment concerns adolescent issues.
Required Resources
Text
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 6: Assessing Mental Status and Substance Abuse
• Chapter 7: Assessing Psychosocial, Cognitive, and Moral Development
• Chapter 31: Assessing Children and Adolescents
Articles
Ahacic, J. A. (2016). A look at eating disorders. Nursing Made Incredibly Easy! 14(2), 28-37. doi:10.1097/01.NME.0000479864.48566.ad
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2016/03000/A_look_at_eating_disorders.7.aspx. Eating disorders are prevalent in the United States, affecting mostly adolescents and young adults. The article covers identification of eating disorders, treatments, and impacts on health; identifies the different types; and describes how to recognize each.
Murphy, K. (2015, March/April). Getting to the bottom of PTSD. Nursing Made Incredibly Easy! 13(2), 34-43. doi:10.1517/14740338.2013.827660
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2015/03000/Getting_to_the_bottom_of_PTSD.8.aspx. PTSD is a condition identified in The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Soldiers, victims of natural disasters, and many others experience PTSD every day. Health care professionals need to identify the disorder and use compassion when treating these patients.
Website
National Association of Anorexia Nervosa and Associated Disorders. (http://www.anad.org/)
• This website provides information on all of the eating disorders recognized in the DSM-5. The site offers education and treatment options for those who seek assistance.
An Accessibility Statement does not exist.
A Privacy Policy does not exist.
Recommended Resources
Text
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
• Chapter 29: Assessing Childbearing Women
• Chapter 30: Assessing Newborns and Infants
• Chapter 32: Assessing Older Adults
Articles
Cichminski, L., & Bellomo, T. (2012). Why me? Bullying and the answer to an age-old problem. Nursing Made Incredibly Easy! 10(3), 5-9. doi:10.1097/01.NME.0000413351.28682.bc
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2012/05000/Why_me__Bullying_and_the_answer_to_an_age_old.2.aspx. Bullying is a part of society found today in all aspects from childhood environments to adult workplaces. Stop bullying coalitions are being organized widely to identify and extinguish these needless acts.
Davis, C., Shuss, S., & Lockhart, L. (2014). Assessing suicide risk. Nursing Made Incredibly Easy! 12(1), 22-29. doi:10.1097/01.NME.0000438409.07755.e3
• The full-text version of this article is available at the following url: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2014/01000/Assessing_suicide_risk.6.aspx. This article describes and explains the warning signs of suicidal ideation and provides recommendations about how to keep your patients safe.
Multimedia
Mayo Clinic. (2013, June 5). Teen suicide prevention [Video file]. Retrieved from https://youtu.be/3BByqa7bhto
• In this video produced by the Mayo Clinic, teens describe common signs that a friend or peer is considering suicide and encourage direct and immediate communication for support and safety. Also provided are suggestions regarding what to say to a teen who may be at risk for suicide and how to keep them safe. Accessibility Statement
Privacy Statement
Discussion
Participate in the following discussion:
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NUR304: HEALTH ASSESSMENT COURSE GUIDE
1. Assessment Within the Lifespan [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]. 1st Post Due by Day 3.
• Choose one age group: infant, toddler, school-aged child, or adolescent/teen, and briefly identify pertinent growth and development milestones and safety issues associated with intervention for the chosen age group.
• Describe and discuss an observed experience or news headline from your area for this age group for the target topic. Cite and reference as appropriate.
Discussion Guidelines: Support your responses with credible or scholarly academic references using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source ty